• Hwankyungkyoyuk
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• v.11 no.2
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• pp.102-117
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• 1998

Responsible environmental behavior of Youths who will live in the 21C needs the ‘Personalization of Environment’, which means the process or the result of awareness to the non-personal environment as the personal environment to show the responsible environmental behaviors through the intended physical and psychological contacts to environment. This study intended to analyze various programs of national parks, zoo, children's garden and Project Learning Tree in the United States and to discuss the possibility of ‘personalization of environment’ and implication for environmental education of Korea. Literature review, field trips, personal interviews and internet searches were used to collect information and data. Programs of North Cascade National Park, Mt. Rainier National Park and 4-H Children's Garden in Michigan State University showed the cases of direct personalization of environment focusing on the direct contact with nature. The programs of Binder Park Zoo in Battle Creek and Project Learning Tree showed the possibilities of indirect personalization of environment forming meaningful relationships with nature through various indirect activities. It is suggested that various natural education programs in Unites States make nature and places meaningful for the people and it needs to be applied for the environmental education programs in Korea.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2007.11a
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• pp.216-219
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• 2007

New paradigm of modern society today - environmentally sound and sustainable development - led to the attempt on the introduction of natural elements in various spaces by people's interest in the quality of life. As one of the distinguished space marketing in designing the outer space of resort, this plan attempts to limit artificial boundary within open scenery, thus creating nature within nature - interior theme garden. In addition, this plan is aimed to obtain location property of inner garden through limited boundary, to promote the identity of resort by endowing it with new values in space and to form emotion care garden and culture garden for users. The plan has proceeded under the following concepts. 1) Differentiation from outer space has been made by creating a theme garden with unique theme garden - landscape elements and an attempt have been made to increase the values of interior garden through the introduction of new species of plants and the state-of-the-art facilities. 2) Emotion care garden - The garden has been created to get emotion purified systematically within nature and let people take a rest and enjoy their spare time. 3) Culture garden - The garden has been planned where culture could be created through various experience activities as a space with education and entertainment by providing a variety of interesting elements.

• Journal of the Korean Institute of Landscape Architecture
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• v.25 no.3
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• pp.131-142
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• 1997

As a study on a traditional garden with historical value, the objective of this study is to comprehensively understand the internal meanings of the garden in a designer's personal perspective. Tasanchodangwon was designed Chung Yakyong who is a scholar of Practical Learning in late Chosun Dynasty. Considering the features of him and basic approach of this study, the internal eanings of the Tasanchodangwon was approached with the focus on the view of nature of him, and through general review of physical components of the garden. Additionally the meanings of the garden were also reviewed in his personal situation. The result of the study may be summarized as followings. First, according to the view of nature of Chung Yakyong, his intention to enrich life practically by building separate structures for education for his residence, creating lake by having water supply, and creating vegetable garden relates with the view of nature in Primary confucianistic perspective. In addition, the place served as a ground to support Chung Yakyong's attitude to become a man of virtue, Second, his preference to enjoyu tea culture allowed an opportunity for him to accept circumstance positively and discover the self. Components related to farming reflects his Practical Learning. The man-made rock mountain in the pond is a specific technique for Yi-Jing. And third, literatures authored by Chung Yakyong show that internal meaning of Tasanchodangwon is to pursue an utopia. This is closely related to solving his conflicts felt in reality. In short, Tasanchodangwon is a form reflecting the spiritual world of Chung Yakyong, and through interaction with his life, served as a ground to culture his mind.

• Journal of the Korean Institute of Landscape Architecture
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• v.30 no.1
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• pp.52-60
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• 2002

This paper presents a streetscape design for "Dangiae-Gil"which is located at 126-1 Yangpyung-2dong, Yeongdeungpo-gu, Seoul and is about 500m in length and about 24m in width. The design goals are to make a green street on which people want to walk and people can walk and rest safely and pleasantly. To achieve these goals, concepts of environmentally-friendliness, placeness, safety, amenity, vitality, connectivity, and democracy are developed. For pedestrian safety, shared street concepts, such as crank, slalom etc. are adopted. The site is divided into 5 thematic spaces, such as "Village Entrance Space", "Culture Street", "Dangsan Park", "Nature Street", and "Ferry Space". The Village Entrance Space, which is an entrance of the Dangjae-Gil and a welcoming space, is for communicating information about the area. "Dangnamu"(zelkova tree) and signs are introduced here. The Culture Street is for experiencing past and present culture of the area. Colored tiles and plant boxes attached to benches are introduced. The Dangsan park is a sacred space where modem people can feel the sacredness of nature arid of being in a refuge. Dangjib, Dangnamu, multi-purpose plaza, athletic facilities, and playground for infants are introduced. The Nature Street is a space for feeling and teaming nature which has disappeared from the area leading to the river and a space for community participation. The elementary school walls were demolished and nature education spaces, such as butterfly and dragonfly garden, ecological pond, wildflower garden, etc., which are related to school education, are introduced. The Ferry Space is a space symbolizing a old ferry crossing and an entrance plaza to a bridge for "Sunyu-do\" . A boat-shaped deck, an elevator for handicap people, and parking space are introduced. In conclusion, sustainable management schemes for the site are suggested.sted.

• Journal of People, Plants, and Environment
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• v.22 no.2
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• pp.167-180
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• 2019

This study was conducted to investigate effective ways to meet social and cultural interest in and needs of gardens and gardening. A total of 191 respondents who answered they were living in Gyeongnam region in the questionnaire were selected: 102 (53.4%) were males and 89 (46.6%) were females. In frequency of garden visits, 45% of the respondents answered they visited gardens once a year. Their preferred companion was family (43.6%), followed by friends/colleagues (24.3%). Their important motives of garden visits included admiration of gardens' scenery and ambience, pleasure in being outdoors, relaxing mentally and physically, and appreciation of plants. Relatively less important motives included understanding or educating about nature and environmental conservation, and interest in garden design and horticulture techniques. In the overall assessment of gardens and gardening, the quality of the establishment, management and operation of botanic gardens and arboreta in Gyeongnam region scored 3.32 scale, which was close to the level of 'fair.' Also, the respondents agreed at 3.91 scale that it was necessary to improve the garden creation, gardening, and garden culture. Meanwhile, many people in Gyeongnam region did not clearly understand differences between garden and public park, also had a very obscure perception of public garden. The results of importance-performance analysis (IPA) indicated that it is necessary to concentrate on directing and developing some programs such as admiration of beautiful and exotic plants, and education on garden culture including garden making and horticultural techniques.

• Journal of the Korean Institute of Landscape Architecture
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• v.31 no.5
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• pp.96-107
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• 2003

This study is to establish the Incheon Metropolitan City Arboretum Development Plan (IMADP) as a capacity building both for plant diversity conservation and nature friendly leisure activity areas of Incheon Metropolitan City, Korea. The arboretum planning area is located within territory of the Incheon Grand Park Based on the IMADP, the arboretum was divided into three display spaces; the Urban Greening Garden, the Rare and Endangered Plant Species Garden and the Theme Garden. Detailed planting guidelines were suggested according to the three garden areas. The Urban Greening Garden was designed to display the following three; the relevance techniques, the model, and the practical uses of plants that are regarded to an urban greening. The Rare and Endangered Plant Species Garden (REPSG) was planned for the collection and display of the rare and endangered native plants in the territories of Incheon and the island seashore. Also, the REPSG includes the education purposes of comparing and displaying taxonomically related plant species. The Theme Garden was projected for the collection and display of plant species that have long been familiar to Korean culture and which are also used in our daily life.

• Journal of the Korean Institute of Landscape Architecture
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• v.30 no.3
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• pp.57-63
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• 2002

This landscape design was proposed for the Buchon Special School Competition, held by the Kyonggi Province Office of Education. The authors collaborated on this design and won first prize in November of 2001. In the design proposal, on the basis of the knowledge of; mentally retarded children the children's activities, nature and health, and the healing gardens, the special school outdoor spaces were designed to meet the particular needs of the users. The school outdoor spaces are design for various types of users-children, adolescents, parents, siblings, staff, volunteers and visitors. The following are some of the basis concerns in the design of the school outdoor spaces : garden site planning, garden location, security, microclimate, entering and exiting, accessibility, usability, user group territories, supervision, attracting trained volunteers, a range of high-quality social settings, accommodation of different student types, accommodation of needs for both challenge and rest, child nature interaction, diversity of natural settings, hands-on activity, integrating the arts, and maintenance. The following are some of the major features in the design of school outdoor spaces : pleasant and inviting entry areas, sports grounds with different levels of challenge, gardens with plants having strong fragrances and/or tactile qualities, resting places with many types and forms of seating and weather-mitigating features, play grounds for all student types, roof gardens for users to experience nature in man-made environments, and walkways and winding paths with various trees, shrubs and flowers. In the special school outdoor spaces, people would perceive a unique sense of place through the various types of spaces and features described above. An example of the true meaning of a playing and resting place and a restorative and therapeutic environment is provided in the school outdoor spaces.

• Journal of People, Plants, and Environment
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• v.21 no.6
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• pp.501-514
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• 2018

This study aimed to develop a program that can be linked to gardening education activities in elementary students' curriculums and creative experience learning courses, and to apply the developed program to 6th graders in an elementary school located in Seoul. Research was conducted in a large category called biophilia, which named the instinct of human nature and nature throughout the research. The curriculum revised in 2015 was selected for the purpose of the garden education program based on the objectives and contents of the unit, and for the purpose of the class. In the process of developing and implementing the program, experience properties and elements were divided into direct and indirect experience of nature, including shapes and forms found in nature, air, water, plants, weather, animals, and natural materials. The results showed that the biophilic horticultural education program was effective in promoting students' multi senses. In the case of the experimental group, all the multi-sensory areas showed statistically significant differences, especially in the area of environmental literacy, environmental effect and emotional balance including plant cultivation knowledge. There was a relatively smaller difference in the dietary effect area than other areas because of no directional dietary program was included in the developed program. As a result, first, it is expected that the data can be utilized on site as a program or place of activity for students in upper grades. Second, it will be necessary to develop a more diverse program using other biophilic elements that were not covered in this study in order to maximize the effects of biophilic education.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.28 no.1
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• pp.38-48
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• 2010

The Gwanghalu garden which has a pond of approximately $6,000m^2$ around the pavilion at Namwon City, used as official uses consists of the various imaginary environmental elements such as moon palace as an immortal world, miniatured cosmology and law of nature. This study has focused on the interpretation of the imaginary environmental elements at 1) the name of garden structures, 2) the paintings on the structures, 3) the poems on the garden, and then emphasized on the values of imaginary environments at the historic sites which have been abandoned because of the Westernized scientific attitude in landscape design. Imaginary environment is the 3rd one above the natural and built environment which was a long traditional culture. Accordingly education on landscape architecture might pay attention to this lost environment, imaginary to give the people dream.

• Journal of the Korean Institute of Landscape Architecture
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• v.51 no.2
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• pp.81-93
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• 2023

The purpose of this study is to clarify the background of the plans and the spatial characteristics of the garden at the Anglo-Korean School, an educational institution established in Gaeseong in 1906 by Yun Chi-ho and the American Methodist Church. The time scope of the study is from 1906, when the school was opened, to the early 1920s, when the basic building structure of the school was completed. The spatial scope is the school complex, located in Gaeseong, and its affiliated facilities. The contents of the study include the planning background and purpose, spatial layout, and plants used in the school garden. This study reviewed Yun Ch'i-ho's papers and Warren A. Candler's papers at Emory University, documents, photos, and maps produced in the early 20th century. The results show that the school garden was first mentioned at the school's opening and that with a strong will, Yun Chi-ho insisted on establishing a school garden. The garden was located around the engineering department building and was divided into several sections and lots. Economic plants, such as fruit trees, comprised the garden and were sourced from the Methodist Church of the South, USA. This study reveals that the garden at the Anglo-Korean School functioned as a training ground for agriculture and horticulture education and was differentiated from Seowon, a traditional Korean academy that symbolically spaced Neo-Confucianism and that emphasized the views of the surrounding nature during the Joseon Dynasty.