LED2LEAP 2020 - Budapest

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Area	Primary School No. 1 in Budaörs
Place	Hungary, Budaörs, Hársfa street 29, 2040
Country	Hungary
Topics	schoolyard - community designing - democracy education
Author(s)	Teachers: Anna Szilágyi-Nagy, Anita Reith - Tutors: Eszter Jákli, Ilka Demény - Students: Alexandra Szentkuti, Bence Erdélyi, Dalma Kóczán, Gréta Fazekas, Laura Kovács, Mihály Fazekas, Zsanett Varga, Zsuzsanna Moussong

Landscape Democracy Rationale

• The Primary School No.1 in Budaörs is the newest school of the city. It was build in 2009 and designed by the Dobai Architecture Studio and S73 Landscape Architecture Studio. At first sight this is a school without any problems, it has a very modern look and an innovative spatial structure. But because no community was connected to the building when it was established, the designers didn't have the chance to ask the users opinions and viewpoints. Nowdays we can see what kind of problems the school community has and how they would imagine their school in the future. Since we are landscape architects, primary we will focus on the schoolyard, but we also believe that this is the place where the most important scenes of the school life are taking place.

Location and scope

• You can edit this map with the map editor
• Next to showing us where you are, you may also use this map to localise different focus themes of your community

Loading map...

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Phase A: Mapping your Community

Welcome to your community and its landscape

• Assets: The school assets have 4 main groups: Individuals, Physical space, Institution properties an Associations. You can read on the figure below what are the components of this school based on this 4 topics.
• Symbols: For the students the main symbols around the schoolyard are the football field, the monkey bars and for the older students the "chill zone" with the benches. From the viewpoint of the parents they always mentioned the hill (the kids get dirty when it's muddy) and the football field. They think that the schoolyard is too small, but they are happy with it contains right now. The teachers said that they really appreciate that the school has a very diverse yard. Sometimes it"s difficult to watch out for all of the children, but the hill is a good spot for that.

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  Assets

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  Symbols

Groups of actors and stakeholders in your community

• In a school usually there are 3 main groups: students, teachers and parents.
• In the hungarian primary school system we distinguish 2 groups: from the 1st to the 4th grade the lower classes and from the 5th to the 8th grade the upper classes. These two groups have different study programs and usually there is a big change in the behavior of the children when they step to the 5th grade.
• The main user group of the schoolyard are obviously the students. There is always a supervising teacher with them outside.
• During events, beside the students, the teachers and the parents are also becoming the users of the schoolyard.

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  Student groups

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  Groups of the schoolyard users

Relationships between your actors and groups

• POWER RELATIONSHIPS: The most power obviously the teachers have. The group of the teachers (based on what they said) is a very democratic group. They always decide together. Around the schoolyard there is always a supervising teacher who assigns what the children can do there and what they can not do. After the teachers the student council has the most influence in decision-making. They are delegated by the students. They can't make decisions by themselves, but the teachers listen to their opinions in some questions (e.g.: organizing events). Around the schoolyard the upper class students have more power for sure, but the teachers try to balance their power with the lower class students power (e.g.: by providing exclusive time for the younger students to use the schoolyard).
• CONFLICTS:Between the students around the schoolyard the most conflicts can be originated by the lack of playing space. For the boys it's because of the football field, which is on the same place with the basketball field, for the girls (and also boys) it's because of the monkey bar and the swings. These kind of conflicts often appear between the younger and older students. From the viewpoint of the parents the biggest source of conflict is the hill: if the soil is a bit wet and the children play there during the day, they always go home with dirty clothes (this is specific for younger students). And of course they also hear about their children problems when they are not allowed to use some parts of the schoolyard because the other students don't let them to.

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  Power relations around the schoolyard

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  Conflicts around the schoolyard

Summary of your learnings from the transnational discussion panel on April 22

On April 22 you will present the PPT version of this first assignment to other seminar groups working in other geographical community contexts. Please give here a short summary of your learnings during this presentation, for example:

• Other analytical approaches
• Other representation styles
• Other value schemes: any surprises?
• Constructive comments we received on our presentation

Theory reflection

• Reflect on at least three readings from the first section 'Democratic Landscape Transformation
• You can choose references from our reading list or suggest others
• Scope: 250 words

References

• give a full list of the references you have used for this section

Phase B: Democratic Landscape Analysis and Assessment

The Scene in your Story of Analysis

• Describe your landscape democracy challenge. What is the physical scene, specific description of the landscape? What are the socio-economic and political characteristics of place? Are there any important contextual elements?
• add the corresponding visual from your presentation to the image gallery below

• Yourcase scene1.jpg

  add a caption

The Actors in your Story of Analysis

• Describe the characters and their role in the story. Are they major or minor characters? Are there any key relationships that need to be defined?
• add the corresponding visual from your presentation to the image gallery below

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  add a caption

The Story of Analysis

• Describe the plot of the story and how it plays out.
• add the corresponding visual from your presentation to the image gallery below
• add as many additional images as you like

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  add a caption

• Yourcase story2.jpg

  add a caption

• 

  add a caption

Reflect on your Story of Analysis

• How did the tools you chose for landscape analysis fit your community? Reflect on the questions: What did you carry? Why did you carry? How did you carry? What remains after you've left? (150 words)
• add the corresponding visual from your presentation to the image gallery below

• Yourcase refelction1.jpg

  add a caption

Phase C: Collaborative Visioning and Goal Setting

* template coming

Phase D: Collaborative Design, Transformation and Planning

* template coming

Phase E: Collaborative Design, Transformation and Planning

* template coming

= Phase E: Collaborative Evaluation and Future Agendas * template coming

Process Reflection

• Reflect in your intercultural and interdisciplinary team on the outcomes of your study
• Which limitations were you facing?
• What have you learnt from each other?
• What would you do differently next time?
• You can also use diagrams/visuals
• 250 words text

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