LED2LEAP 2020 - Dublin-Iveagh Gardens

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Landscape Democracy Rationale

• Why do you think this community context is relevant from a landscape democracy perspective? What is your hypothesis considering the landscape democracy challenges?
• Format: 3-4 sentences

Location and scope

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Phase A: Mapping your Community

Welcome to your community and its landscape

• Iveagh Gardens, St. Stephen’s Green, D2

Located in the most central part of Dublin. Historic and well known park, however very secluded and well hidden. Note in outline map: Stephen’s Green - Open, perimeter surround by road, noticeable Iveagh Gardens – surrounded by buildings, with no view in except for on the hatch street side Drop of 3m on Hatch St and Earlsfort Terrace, making it more hidden.

Spatial Characteristics: Designed by Ninian Nevin – functional, formal layout Sunken lawn: used as a sports pitch, originally for archery Waterfall feature Two fountains Rock area Rose Garden Yew Maze Sundial Wooded area

Socio-Economic Characteristics

Surrounded by wealth and consumerism, with gentrified suburbs close by. However due to its location so centrally in town, it may be prone to antisocial behaviour and with the homelessness crises there may be people sleeping rough in or around the park. Although the high surveillance of the surrounding areas hotels, businesses, NCH, means it may be safer than most town parks.

Business district: KPMG, Deloitte etc. [global companies] Hotels: The Conrad, The Dean, The Iveagh, The Shelbourne Shopping District Where the city meets the suburbs: Portobello, Leeson street, Ranelagh, Rathmines Gentrified area National Concert Hall

)

• add 1-2 graphical representations to the image gallery, you can add more if you like, these can be based on your PPT presentation

• 

  "location"

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  plan of Gardens

Groups of actors and stakeholders in your community

• Teaching-can be used to support various aspects of the curriculum including:

CSPE (appreciating our environment) Art, Craft and Design (investigate by looking; learn about art through sculpture and architecture) History (how people lived; the changes that took place over different periods and how people were affected by those changes; understanding local history and learning about evidence)

Social Groups: Education: Trinity, DIT, RCSI Tourists Artists Creches, Schools Botany Sports: archery, football

Local Stakeholders: National Concert Hall Tour guides Botanists

External Stakeholders: Office of Public Works: owners Politics Dublin City Council Hotels Surrounding businesses

Invisible: Ecologists: Bat biodiversity within NCH wall Conservationist: Historic park, protected site

Needs of Actors: Recreational – many use the park for their lunch or to sunbath Educational

Visible groups: Workers and locals, as they would usually be in the park daily

• add 1-2 graphical representations to the image gallery based on your PPT presentation, you can add more if you like

• 

  School Children Learning about nature

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  protest against development

Relationships between your actors and groups

• Relationships between Groups

Shared interest of preservation and conservation between locals, workers, educational groups i.e. Childrens museum Power of community prevailed over authority

Events and concerts: shared interest between stakeholders, who hold events and local and social groups who would attend.

Relatinship between local groups and schools: local groups provide education of park for schools and colleges

• add 1-2 graphical representations to the image gallery based on your PPT presentation, you can add more if you like

• 

  groups enjoying lunch in the sun

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  Outdoor Concert

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

• Reflection

Shelley Egoz: right to believe there is a landscape for you and your values right to be in walking distance of a landscape from our home

This relates to the Iveagh Gardens, as it has historically been valued as land for the public. The heavy footfall around this area, means it gives many the right to access and to be in walking distance of the park.

A unique idea that is based on answering and coming up with solutions for issues that arise in a city. 26 authors of different disciplines and interests were invited to answer questions related to the city such as “what would a just city look like, and what could be strategies to get there”. The responses came from 22 different countries across the globe. Each author offers a distinct perspective rooted in a particular place or practice. This is a frank conversation about the structures and processes that affect the quality of life and livelihoods of urban residents. The questions brought about many issues that are unresolved in the world today and ways to overcome them.

Focuses on translating the ideas and concepts of storytelling into planning and to render them accessible and useful for planning practices. It teaches us how to see both the importance of storytelling in everyday planning and the possibilities of storytelling in future planning processes. Seeing storytelling as an important, everyday activity that takes place in all kinds of formal and informal social interactions and that slowly but steadily finds its way into plans. It helps us to see storytelling as a model for and an aspect of planning, emphasizing the use of storytelling as a democratic activity.

The Right to Landscape It outlines the importance of the landscape in a human rights point of view, It raises awareness towards universal concepts similar to the way in which human rights are perceived

• 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

• 

  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

• 

  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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