Regulating lines are visible or implied lines used to compose and construct artifacts, buildings, landscapes or other objects. In landscape architecture, regulating lines have been used from antiquity. During the renaissance, for example, many French formal gardens were organized with symmetry and Euclidean geometry as organizing elements. These formal gardens often had visible or implied regulating lines. Contemporary use and asymmetrical use of regulating lines can be observed in the works of Dan Kiely, Peter Walker, Andrea Cochran, Marth Swartz and others. In landscape architecture, the use of regulating lines and the articulation of a method to design with regulating lines is not well-developed. There are several introductory textbooks in landscape architecture education which mention regulating lines, but these references lack detail regarding how regulating lines can be observed or used. This paper explores a case study example of how regulating lines were used as a teaching tool. As an exercise in the design studio, landscape architecture students were given assignments to make a landscape design with the use of regulating lines. One case study is presented to demonstrate how regulating lines can be used by students and faculty in the design studio. Regarding application to professional practice, the design of some informal designs may not be aided by regulating lines such as meandering designs or highly irregular properties. This paper aims to encourage dialog and critique of using regulating lines as a teaching tool, and to demonstrate their potential appropriateness or usefulness.
| DOI | 10.11648/j.sjedu.20170505.18 |
| Published in | Science Journal of Education (Volume 5, Issue 5, October 2017) |
| Page(s) | 225-231 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Proportion, Unity, Process, Revision, Design
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APA Style
Bruce Dvorak. (2017). Regulating Lines: Making Use of Imaginary Lines and Design Principles in the Studio. Science Journal of Education, 5(5), 225-231. https://doi.org/10.11648/j.sjedu.20170505.18
ACS Style
Bruce Dvorak. Regulating Lines: Making Use of Imaginary Lines and Design Principles in the Studio. Sci. J. Educ. 2017, 5(5), 225-231. doi: 10.11648/j.sjedu.20170505.18
AMA Style
Bruce Dvorak. Regulating Lines: Making Use of Imaginary Lines and Design Principles in the Studio. Sci J Educ. 2017;5(5):225-231. doi: 10.11648/j.sjedu.20170505.18
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Download@article{10.11648/j.sjedu.20170505.18,
author = {Bruce Dvorak},
title = {Regulating Lines: Making Use of Imaginary Lines and Design Principles in the Studio},
journal = {Science Journal of Education},
volume = {5},
number = {5},
pages = {225-231},
doi = {10.11648/j.sjedu.20170505.18},
url = {https://doi.org/10.11648/j.sjedu.20170505.18},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170505.18},
abstract = {Regulating lines are visible or implied lines used to compose and construct artifacts, buildings, landscapes or other objects. In landscape architecture, regulating lines have been used from antiquity. During the renaissance, for example, many French formal gardens were organized with symmetry and Euclidean geometry as organizing elements. These formal gardens often had visible or implied regulating lines. Contemporary use and asymmetrical use of regulating lines can be observed in the works of Dan Kiely, Peter Walker, Andrea Cochran, Marth Swartz and others. In landscape architecture, the use of regulating lines and the articulation of a method to design with regulating lines is not well-developed. There are several introductory textbooks in landscape architecture education which mention regulating lines, but these references lack detail regarding how regulating lines can be observed or used. This paper explores a case study example of how regulating lines were used as a teaching tool. As an exercise in the design studio, landscape architecture students were given assignments to make a landscape design with the use of regulating lines. One case study is presented to demonstrate how regulating lines can be used by students and faculty in the design studio. Regarding application to professional practice, the design of some informal designs may not be aided by regulating lines such as meandering designs or highly irregular properties. This paper aims to encourage dialog and critique of using regulating lines as a teaching tool, and to demonstrate their potential appropriateness or usefulness.},
year = {2017}
}
TY - JOUR T1 - Regulating Lines: Making Use of Imaginary Lines and Design Principles in the Studio AU - Bruce Dvorak Y1 - 2017/11/16 PY - 2017 N1 - https://doi.org/10.11648/j.sjedu.20170505.18 DO - 10.11648/j.sjedu.20170505.18 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 225 EP - 231 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20170505.18 AB - Regulating lines are visible or implied lines used to compose and construct artifacts, buildings, landscapes or other objects. In landscape architecture, regulating lines have been used from antiquity. During the renaissance, for example, many French formal gardens were organized with symmetry and Euclidean geometry as organizing elements. These formal gardens often had visible or implied regulating lines. Contemporary use and asymmetrical use of regulating lines can be observed in the works of Dan Kiely, Peter Walker, Andrea Cochran, Marth Swartz and others. In landscape architecture, the use of regulating lines and the articulation of a method to design with regulating lines is not well-developed. There are several introductory textbooks in landscape architecture education which mention regulating lines, but these references lack detail regarding how regulating lines can be observed or used. This paper explores a case study example of how regulating lines were used as a teaching tool. As an exercise in the design studio, landscape architecture students were given assignments to make a landscape design with the use of regulating lines. One case study is presented to demonstrate how regulating lines can be used by students and faculty in the design studio. Regarding application to professional practice, the design of some informal designs may not be aided by regulating lines such as meandering designs or highly irregular properties. This paper aims to encourage dialog and critique of using regulating lines as a teaching tool, and to demonstrate their potential appropriateness or usefulness. VL - 5 IS - 5 ER -
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