Course Topics
- Landscape design as a pedagogical device: integration of physical, relational, symbolic and ecological dimensions, with particular attention to the role of nature in educational, formative and empowerment processes. - Educational and educating landscapes: comparative analysis of specialised spaces (schools, universities, museums) and non-specialised ones (public spaces, parks, gardens) as environments for diffuse learning whose potential is often underexpressed. - Critical analysis and implementation strategies: compositional, functional, technical and ecological reading of case studies, and identification of opportunities for educational enhancement. - Shared design and collaborative processes: development of participatory methodologies and experimentation with innovative and inclusive design concepts within multidisciplinary contexts.

Teaching format
Online dialogic lectures including presentation, analysis and discussion of case studies. In-person moments of exchange and discussion during the summer school.

Educational objectives
- Recognising, analysing and critically applying the role of landscape design in shaping specialised open spaces (educational spaces) and non-specialised ones (educating landscapes). - Developing pedagogical strategies within the design of open spaces, integrating physical, relational and symbolic dimensions, with particular attention to the role of nature. - Critically analysing open space projects by identifying compositional, functional, technical and ecological choices, in order to strengthen the ability to work within multidisciplinary teams. - Identifying opportunities for implementation and improvement of open space projects with regard to pedagogical aspects, articulated in relation to goals such as education, training and empowerment. - Designing innovative educational/educating open spaces by redefining strategies, functions, compositional and material choices, and equipment. - Developing methodologies that foster the active involvement of students, teachers, designers and communities in shared design processes.

Additional educational objectives and learning outcomes
- Developing awareness of the role of landscape design in its cultural and socio-ecological value within contemporary urban development. - Exercising creative and imaginative capacities as a key component of the design process. - Developing effective communication skills, constructive dialogue and collaborative design abilities as methods for engaging and integrating within multidisciplinary working groups.

Assessment
Written and illustrated report (maximum 10,000 characters) providing an in-depth analysis of a case study and proposing creative and inclusive strategic and design-oriented actions for its implementation from an educational/educating perspective, based on the principles shared during the course and the insights that emerged from collective discussions.

Evaluation criteria
- Theoretical understanding (35%) Mastery of the key concepts of the course. - Design and application (35%) Quality of the critical analysis of the case study and ability to develop an integrated, innovative and inclusive design concept. - Participation and reflexivity (30%) Active engagement in collaborative activities and critical reflection on the design processes.

Required readings

• E.Bortolotti, P.Palmulli, A.Frigerio, The right to nature. Towards a new urban landscape / Il diritto alla natura. Per un nuovo paesaggio urbano. Actar, New York – Barcellona, 2024
• P. Villa, Solido come un Parco. Esperienze e proposte di verde urbano. Edagricole, Milano, 2011
• A. Frigerio, L. Montedoro, “Reconstructing the Campus of the Somali National University in Mogadishu: The Vision for a Park of Knowledge”. In Scuola democratica (Ed.), Proceedings of the Third International Conference of the journal Scuola democratica. Education and/for Social Justice. Vol. 2: Cultures, Practices, and Change (pp. 842-848). Associazione per Scuola Democratica, 2025

Supplementary readings

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Further information
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