LED2LEAP 2021 - Nürtingen Team 1: Difference between revisions
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= Phase B: Democratic Landscape Analysis and Assessment = | = Phase B: Democratic Landscape Analysis and Assessment = | ||
== ''Mohit Sehrawat'' and ''Ivona Poljak'' Correspondence == | == ''Mohit Sehrawat'' and ''Ivona Poljak'' Correspondence == | ||
Mohit has read literature Community matters, chapter Creating an evaluative community, where he highlighted Why community matters, Who is making it possible and Erasing boundaries community. One of the things he highlighted as answer for importance of community is environmental degradation & urban sprawl, social responsibility, shared experience that the community possess, learning comes out from. a community etc. We can engage community through various types of interactive workshops, events, conversations, through organisations that should setup the community-based programs where they teach about popular topics. And who should do previously mentioned activities? That should be professionals who are involved in planning for community such as architects, landscape architects, urban and spatial planners, design corps etc. We should all deliver education to the locals of the community and engage them in a social responsibility. | |||
Design as Democracy, chapter Going to the People's Coming, was the part that I read where there were explained few ways of gathering information about areas from community and how to get from people the 'gems' places hold for them. We can gather information about the places through different approacher one from which can be surveys, workshops, observing and documenting in person, workshops, poring over maps and aerial photos, reading demographic data etc. We start by engaging people and place together, where I have highlighted few important quotes; "By designing together, we learn together.", "Everything started with playing.", "Getting to know community can involve creative scenarios that seem more like play then planning.". Case studies which chapter offered showed closely how researchers gathered information about places from community. The three ways were: 1. Community camera: Piga Picha - which is photo activity used to help residents introduce their community to an outside project team. It is meant to break the ice and initiate informal and semistructured conversations about multiple topics Provokes genuine exchanges, not based on pretence, which can set the tone for subsequent parts of the project process. Works well in different contexts. They also concluded it is most effective at the beginning of a projects where participants get to know each other. 2. Sketching together - activity that takes advantage of multiple modes of communication to document a group's attitudes and perceptions about the place and activities they share. It helps designers gather direct impressions about a proposed ongoing project. 3. El carrito: Rolling out the cart - The carrito is a mobile interactive meeting point that catches people's attention as they move through public spaces. It is versatile tool for passersby to participate and intervene in various design and planning projects, and it allows designers to get in touch with the people who actually use that public space. | |||
On photos below you can read in detail the topics we read and discussed about as well as the flow of our conversation. | |||
<gallery caption=" " widths="400px" heights="250px" perrow="2"> | <gallery caption=" " widths="400px" heights="250px" perrow="2"> | ||
Revision as of 22:28, 11 June 2021
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| Area | Steinach and surrounding area | |
| Place | Nürtingen | |
| Country | Germany | |
| Topics | blank | |
| Author(s) | blank, blank, blank, blank, blank | |
| ||
Landscape Democracy Rationale
Landscape can be seen as a product of society, which is connected to their personal history, according to Berger and Luckmann (1966). "Land", in German, can be seen as a contrast between city and countryside, including meanings such as shape, form, texture, nature, condition and manner. However, in Old High German, the landscape was associated to an object "that has the quality of a larger settlement area in most cases" (Müller, 1977). But a more recent description that fits our current location can best be described as: On's own region or nation is described in terms of its natural and cultural characteristics, so that it becomes socially available as something diametrically opposed to other regions and nations (Lekan and Zeller, 2005).
Location and Scope
- Our focus area is situated at the south-east of Nürtingen. The area surrounds the river Steinach - one of the major tributeries of river Neckar.
Phase A: Mapping Your Community
Welcome to the Community and their Landscape
The main location is based around the river named Steinach, which is a side river from the Neckar. The Steinach river is currently not in his natural state cause of the densely built environment. So to prevent flooding grass buffers, dams and slopes are currently installed. Except for these grass buffers not much open space can be found here. Most of the parcels connecting the river are privat or used as parking space, missing the opportunity for visitors to walk along the Steinach.
Focus Area
Spatial Characterisitics
Observations
Groups of Actors and Stakeholders in Your Community
- From the spatial character and land use pattern of our study area, we can see different groups of actors and stakeholders. Among the local residents, elderly citizens, kids, land owners and students are considered as important actors of our landscape. As a predominant industrial zone, we have owners, workers and local business persons. We have local clubs and municipality who are more organised actors among the groups. Another significant group we can see in the community are tourists,commuters and investors.
- Children, teenagers and retired and elderly groups are the most visible group in our landscape whereas mid-aged and working class are less visible.
- Depending on the age and social groups, the community has different needs and aspiration.Local residents want to have safety and health as well as interactive spaces.The business group and municipality have aspiration of sustainability and growth from the landscape. Tourists want to have access to attractive spaces with safety and facilities.
Distribution of Actors
Major Actors & Stakeholders
Needs & Aspirations
Relationships Between Your Actors and Groups
- The stakeholder - those are impacted by the landscape democracy challange and have an role to play have been shown in the power map. Kids and eldery are highly impacted whereas kids have less power.On the other hand,students are more organised group with better power.Local land owners and shop owners,industry owners hold power to influence- making them one of the major stakeholders.Tourists are the group with less power and impact , yet have a significant impact in our study area.Municipality has the most administrative power but likely to be less affected.
Powermapping & Relationships
Summary of Your Learnings from the Transnational Discussion Panel
When I read about the protest privatization of a public park in Istanbul Turkey in 2013 I was shocked. I never imagined a problem like this would occur in the EU. Because enjoying and experiencing nature is a basic human right, and I never thought it would be possible to take this away from the public. However, this is not the case everywhere because after bringing this up in the discussion panel, other colleges told me they experienced the same situation.
Theory Reflection
The given theory is helpful for a critical start in this project. It gives an overview of the different meanings of the landscape. Which can have a close relationship between science and society. A very interesting statement is for example written in the "Pledge for a transformative science, written by Uwe Schneidewind, Mandy Singer-Brodowski, Karoline Augenstein and Franziska Stelze. Here is described that technological development led to an increased disconnection in society, for example, technological innovations have interfered and are still interfering with the natural and human systems. Resulting in unplanned and often until the point of no return, ecological and social side effects (Beck, 1986). That is why innovation, participation, and balance power are very important in today's society towards the landscape. Which creates the interesting discussion around Landscape democracy.
References
Schneidewind, Uwe et al (2016): Pledge for a Transformative Science - A conceptual framework Kühne, Olaf (2015): Landscape Concepts LED Team (2019):Landscape Education for Democracy
Phase B: Democratic Landscape Analysis and Assessment
Mohit Sehrawat and Ivona Poljak Correspondence
Mohit has read literature Community matters, chapter Creating an evaluative community, where he highlighted Why community matters, Who is making it possible and Erasing boundaries community. One of the things he highlighted as answer for importance of community is environmental degradation & urban sprawl, social responsibility, shared experience that the community possess, learning comes out from. a community etc. We can engage community through various types of interactive workshops, events, conversations, through organisations that should setup the community-based programs where they teach about popular topics. And who should do previously mentioned activities? That should be professionals who are involved in planning for community such as architects, landscape architects, urban and spatial planners, design corps etc. We should all deliver education to the locals of the community and engage them in a social responsibility.
Design as Democracy, chapter Going to the People's Coming, was the part that I read where there were explained few ways of gathering information about areas from community and how to get from people the 'gems' places hold for them. We can gather information about the places through different approacher one from which can be surveys, workshops, observing and documenting in person, workshops, poring over maps and aerial photos, reading demographic data etc. We start by engaging people and place together, where I have highlighted few important quotes; "By designing together, we learn together.", "Everything started with playing.", "Getting to know community can involve creative scenarios that seem more like play then planning.". Case studies which chapter offered showed closely how researchers gathered information about places from community. The three ways were: 1. Community camera: Piga Picha - which is photo activity used to help residents introduce their community to an outside project team. It is meant to break the ice and initiate informal and semistructured conversations about multiple topics Provokes genuine exchanges, not based on pretence, which can set the tone for subsequent parts of the project process. Works well in different contexts. They also concluded it is most effective at the beginning of a projects where participants get to know each other. 2. Sketching together - activity that takes advantage of multiple modes of communication to document a group's attitudes and perceptions about the place and activities they share. It helps designers gather direct impressions about a proposed ongoing project. 3. El carrito: Rolling out the cart - The carrito is a mobile interactive meeting point that catches people's attention as they move through public spaces. It is versatile tool for passersby to participate and intervene in various design and planning projects, and it allows designers to get in touch with the people who actually use that public space.
On photos below you can read in detail the topics we read and discussed about as well as the flow of our conversation.
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Your Name and Partner's Name Correspondence
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Your Name and Partner's Name Correspondence
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Phase C: Collaborative Visioning and Goal Setting
The Scene in Your Story of Visioning
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The Actors in Your Story of Visioning
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The Story of Visioning
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Reflect on Your Story of Visioning
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Phase D: Collaborative Design, Transformation and Planning
Your Prototyping Action
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The Evolution of Your Prototyping Action
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The Plan Behind Your Prototyping Action
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The Realization of Your Prototyping Action
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Reflect on Your Prototyping Action
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Phase E: Collaborative Evaluation and Future Agendas
Collaborative Evaluation and Landscape Democracy Reflection
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The Actors in your Collaborative Evaluation
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Reflection on the Online Seminar
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Reflection on the Living Lab Process
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Your Living Lab Code of Conduct
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Process Reflection
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