Early in the 20th century, professional schools were established at both college and university levels. Students also started to receive educational programmes addressing a range of technical and scientific subjects, each with its own paradigm and vocabulary The expansion of language of landscape was truly under way.
At the same time, by undertaking assignments of varying scale and complexity professional practice underwent further expansion with projects addressing the private domain public space, and the landscape as a whole, thereby covering all levels of scale. ‘Landscape architecture is simply the design and planning of physical environments’. (Olin 1997).
Somewhat strikingly the ambition of Dutch landscape architects to move to larger-scale work was slow to develop. It was only after the Second World War that this challenge was taken up, by a new generation of designers led by Jan Bijhouwer (van der Wal 1997).
It was thus some time before the growing demand for designers of large-scale rural development was met by an adequate number of trained landscape architects. Initially their contribution was limited to roadside planting and shelterbelts– in other words, to embellishing the works of others. In the 1960s, an expanding theoretical basis helped underpin a methodical approach to the planning and design approach of landscape plans and master-plans.
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及早在20 世紀, 職業學校被建立了在學院和大學水平。學生並且開始接受教育節目演講範圍的技術並且科學主題, 每個以它自己的範例和詞彙量風景語言擴展實施中真實地是。
同時, 由承擔變化的標度和複雜的任務專業實踐接受了進一步擴大以項目演講私有領域銀行營業廳, 和風景整體上, 因此報道所有標度的水平。` 風景建築學簡單地是物理環境的設計和計劃。(Olin 1997) 。
有些醒目荷蘭園藝師的志向行動向大稱工作是慢的顯現出。是在第二次世界大戰之後, 這個挑戰迎接, 由設計師的新一代在van 1月Bijhouwer (der Wal 1997 前) 帶領。
這因而是某個時候在對大規模農村發展的設計師的擴大需求由訓練的園藝師的一個充分數字適應了之前。最初地他們的貢獻對路旁種植和shelterbelts- 被限制了換句話說, 對裝飾其他人的工作。在60 年代, 一個擴展理論依據被幫助加固一種有條不紊的方法對風景計劃和大師計劃計劃和設計方法。