Landscapes enable various forms of interaction and experience. The interfaces of geological, biological and meteorological factors and cultural-historical patterns and aesthetic qualities create demands that are culturally embedded. Individuals have to respond as they expose themselves to natural places and elements. The responses that successfully prove themselves develop into firm patterns of interpretations and practical knowledge, which substantially determine various outdoor recreation and education cultures. These might also be symbolizing national identities; how the sea, the woods and the mountains may have given meaning to the national identities of England, Germany and Norway. Even though by now the various outdoor practices can be found world-wide, there may exist ideas that certain activities are typical for the specific countries, regions and locations, due to cultural traditions and predominant types of landscape, which may also be expressed in myths, fairy tales and arts. As part of the module, tentatively and for the time being, the sea, sailing and seakayaking are classified as 'belonging to' England, the mountains and mountaineering as well as skiing in winter to Norway, forests and forms of hiking (including cycling and boating on rivers) to Germany. The lack of clear rules of allocation that becomes apparent, together with different types of texts and pictures, offers a multitude of opportunities to research, problematize and discuss both the concept of unclear borders and the problem of rigid border markings, as well as transcultural ideas of national, regional or local landscapes as romanticized wilderness to be explored, as territories to be conquered and tamed, as environments to care for, cure and preserve, or as well-known places and even a homeland.

By a phenomenological hermeneutic approach the module will explore and discuss approaches that intend to take seriously humankind's direct, sensory experiences of the world; of the natural elements of water, fire, air and soil, and of landscapes; mountains, rivers, meadows, etc.. And thus explore the meanings and aesthetic-experiences of children and youth living within diverse and dynamic contemporary socio-cultural contexts, where new technologies and various pedagogical ideas and practices are also at work.

On completion of this module students should be able to:

• Explain how landscapes have been and are used, experienced, conceptualized, valued, managed, and  transformed in formal and non-formal outdoor education settings
• Demonstrate and understand the significances of sensuous, embodied experiences of landscape in upbringing, learning and enculturation
• Demonstrate an independent integration and critical investigation of literature and other research material related to a self-chosen topic relevant for the module.

The main topics will be elucidated through practical explorations, and in lectures, seminars and literature organized as intensive blocks with duration of about three weeks. One of the weeks will be run by professors from all three collaborating universities. The individual student is required to be well-prepared through intensive, ongoing study of the literature and by participation in study groups. Groups of 2-3 students will be responsible for preparing and conducting seminars on agreed topics and selected literature throughout the course.

The students must have satisfied requirements for attendance and active participation in the seminars, including the submission of individual and group assignments that will be given the Pass/Fail grad. The number of assignments to be submitted will be specified at the start of the course.

Each student must write an individual assignement on a chosen theme relevant for the module during the semester. The written assignement must not exceed a maximum of 8000 characters (1.5 line spacing), excluding the table of contents, references and attachments. All sources must be aacurately cited and referenced using the APA 5th edition (cf. www.nih.no). The essay will be due to the end of May in the second semester. It will be graded fram A to F.

The individual assignment has to be submitted to the Studenttorget as well as on the learning platform Fronter. Please note that all assignments will be scanned by the plagiarism control program Ephorus.

1 DIGITAL COMPENDIUM:
Gurholt, K. P. (Ed.). (2016). MAS426: Landscape and outdoor practices: Spring 2017. (Digital compendium). Oslo: Norges idrettshøgskole.
** This PDF is in Fronter.

The reference list for the Digital Compendium, in APA-style:
Landscape:
Hirsch, W. (1995). Introduction: Landscape: Between place and space. In: E. Hirsch & M. O’Hanlon (Eds.), The anthropology of landscape: Perspectives on place and space. (The anthropology of landscape: Perspectives on place and space, Cultural forms). (pp. 1-30). Oxford: Clarendon Press.

Lekan, T. & Zeller, T. (2005). Introduction: The landscape of German environmental history. In: T. Lekan & T. Zeller, Germany’s nature: Cultural landscapes and environmental history. (pp. 1-14). New Brunswick: Rutgers University Press.

Mountains, forest, and sea:
Bollnow, O. F. (2011). Introduction. In: O. F. Bollnow, Human space. (pp. 15-25). London: Hyphen Press.

Bollnow, O. F. (2011). The wanderer`s path. In: O. F. Bollnow, Human space. (pp. 106-117). London: Hyphen Press.

Bollnow, O. F. (2011). Twilight spaces. In. O. F. Bollnow, Human space. (pp. 204-215). London: Hyphen Press.

Hastrup, K. & Rubow, C. (2014). Landscape. In: K. Hastrup & C. Rubow, Living with environmental change: Waterworlds. (pp. 155-161). London: Routledge.

Macfarlane, R. (2003). Altitude: The summit and the view. In: R. Macfarlane, Mountains of the mind: A history of a fascination. (s. 137-167). Granta Books.

Wilson, J. K. (2012). National landscape and national memory. In: J. K. Wilson, The German Forest. Nature, Identity and the contestation of a national symbol, 1871-1914. (German and European studies). (pp. 16-48). Toronto: University of Toronto Press.

Urry, J. & Larsen, J. (2011). Theories. In: J. Urry & J. Larsen, The Tourist gaze 3:0 (3rd. ed.). (pp. 1-30). London: Sage.

Skiing:
Goksøyr, M. (2002). Skis as national symbols, skitracks as historical traits: The case of Norway. Key-note for the International Ski History Congress, Park City, Utah.

Huntford, R. (2008). The spread of skiing on the continent. In: R. Huntford, Two planks and a passion: The dramatic history of skiing. (pp. 177-185). London: Continuum.

Huntford, R. (2008). The English skiing at Davos. In: R. Huntford, Two planks and a passion: The dramatic history of skiing. (pp. 221-230). London: Continuum.

Huntford, R. (2008). Mathias Zdarsky. In: R. Huntford, Two planks and a passion: The dramatic history of skiing. (pp. 231-240). London: Continuum.

Ueberhorst, H. (1996). Fridtjof Nansen and the Development of Skiing in Central Europe. In: M. Goksøyr, G. von der Lippe & K. Mo (Eds.), Winter games, warm traditions. (pp. 269– 274). Oslo: Norsk Idrettshistorisk Forening.

Educations:
Gyimòthy, S. (2010). Thrillscapes: Wilderness mediated as playground. In: B. T.  Knudsen & A. M. Waade (Eds.), Re-investing authenticity: Tourism, place and emotions. (Tourism and cultural change). (pp. 254-265). Bristol: Channel view.

Gyimòthy, S. (2010). [References to the article above]. In: B. T.  Knudsen & A. M. Waade (Eds.), Re-investing authenticity: Tourism, place and emotions. (Tourism and cultural change). (pp. 266-287). Bristol: Channel view.

Schirp, J. & Vollmar, M. (2013). Nature, adventure and early education: A regional approach in Germany. In: S. Knight (Ed.), International perspectives on Forest Schools: Natural spaces to play and learn. (pp. 27-40). London: Sage.


10 ELECTRONIC ARTICLES:
NB! To open electronic articles and books off campus, you must use the following VPN connection: Click here to download.

Mountains, forest, and sea:
Brown, K. M. (2014). Spaces of play, spaces of responsibility: Creating dichotomous geographies of outdoor citizenship. Geoforum, 53, 22-32.
* The article is available online: Click here to download.

Böhme, G. (1993). Atmosphere as the fundamental concept of new aesthetics. Thesis Eleven, 36(1), 113-126.
* This article is available online: Click here to download.

Skar, M. & Viestad, O. I. (2013). Recreational use of developed Norwegian shorelines: How ambiguous regulations influence user experiences. Coastal Management, 41(1), 57-74.
* The article is available online: Click here to download.

Wesely, J. K. & E. Gaarder (2004). The gendered "Nature" of the urban outdoors: Women negotiating fear of violence. Gender & Society, 18(5), 645-663.
* The article is available online: Click here to dowload.

Skiing:
Goksøyr, M. (2013). Taking ski tracks to the north: The invention and reinvention of Norwegian Polar Skiing: Sportisation, manliness and national identities. International Journal of the History of Sport, 30(6), 563-579.
* The article is available online: Click here to download.

Education:
Becker, P. (2014). To be in the garden or not to be in the garden - that is the question here: Some aspects of the educational chances that are inherent in tamed and untamed nature. Journal of Adventure Education and Outdoor Learning, 15(1), 79-92.
* The article is available online: Click here to download.

Buckingham, D. (2009). ‘Creative’ visual methods in media research: Possibilities, problems and proposals. Media, Culture & Society, 31(4), 633.
* This article is available online: Click here to download.

Mullins, P. (2009). Living stories of the landscape: Perception of place through canoeing in Canada's North. Tourism Geographies, 11(2), 233-255.
* The article is available online: Click here to download.

Troman, G. & Jeffrey, B. (2007). Qualitative data analysis in cross-cultural projects. Comparative Education, 43(4), 511-525.
* The article is available online: Click here to download.

Zink, R. (2010). Asking ‘Who are you?’ when going into the wild: Moving beyond an individualized form of outdoor education. Journal of Adventure Education and Outdoor Learning, 10(1), 19-32.
* The article is available online: Click here to download.


1 PAPER COLLECTIONS:
Girholt, K. P. (Ed.). (2016). MAS426: Landscape and outdoor practices: Spring 2017. (Paper Collection). Oslo: Norges idrettshøgskole.
** Handout.

The reference list for the Paper Collection, in APA-style:
Educations:
Baker, M. (2005). Landfullness in adventure-based programming: Promoting reconnection to the Land. Journal of Experiential Education, 27(3), 267-276.

Rees, E. (2011). Domesticated wilderness in two Norwegian children’s classic. Scandinavian Studies, 83(1), 45-62.