LED2LEAP 2020 - Dublin-Iveagh Gardens
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| Area | Iveagh Gardens,Dublin 2 | |
| Place | Dublin | |
| Country | Ireland | |
| Topics | please enter the main coast-related topics here | |
| Author(s) | Mark Moody, Lucy Mandal,Sophie Guionneau,Rowan Osman | |
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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
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
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- 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"
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
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
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
Phase B: Democratic Landscape Analysis and Assessment
The Scene in your Story of Analysis
Iveagh Gardens in Dublin is a mutli use and functional park in the centre of the shopping and business district with plans to develop a new learning centre for youths in the city. As it is considered a heritage site, they has been debate between The OPW (Office of Public Works)- the owners of the site. The Dublin City Council and the surrounding communities of the area, e.g. Arts, Botany, Historical, Education, Zoology, Professional, Local Residents and Athletic. The Iveagh Gardens is an open park situated between Clonmel Street and Upper Hatch Street, close to the National Concert Hall in Dublin, Ireland. It is considered as a National Historic Property. The gardens are totally encircled by buildings, making them less observable and somewhat elusive, in contrast to other green spaces in Dublin. This makes them Dublin's Secret Garden.
Reflect on your Story of Analysis
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Online survey: Leading bodies, Easy to circulate, Brings awareness to the design intent. Involve council - not going above them – makes them look good too: encourages users to participate.
Workshop: Integrate different users to work together, Piga Picha, Sketching.
Education: involve the educational users to inform the residents and workers of the area.
Challenges:
Involving residents as there was no leading body.
The park is accessible by wheelchair but not universally designed: hard to reach out to people with mobility disabilities as the do not use the park.
Funding offered by a big company: gives them more power over project, puts their needs first.
We used these methods as there were many leading bodies for the users making it easier to circulate information. As the users all have very different needs and uses, mixing them together helps them to know and appreciate who else uses the park and why. Having users already involved in education made it easier to bring them on board in becoming involved. Helped council and other power figures see the priorities of users People better understand the park.
Phase C: Collaborative Visioning and Goal Setting
The Scene in your Story of Visioning
- Reiterate your landscape democracy challenge, by making a problem statement based on your landscape evaluation and the results of your Phase B assessment. Describe your challenge by digging further into the the physical scene and the community associated with this place.
- add the corresponding visual from your presentation to the image gallery below
Universal design: park only has 2 access routes, it also has a 2m drop on 2 of its sides. The park itself is relatively flat but the access is more complex.
The community came to this conclusion after they acknowledged how you had to walk down a busy (not pedestrian friendly) street and then down a small laneway paved with cobbles upon reaching the main entrance.
The entrance on Hatch street is a small narrow entrance in the railings with steep steps and a zig zag ramp for wheelchair access.
The other 2 sides of the park: one is privately owned and the other has no entrance
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Involving residents groups, Universal design: park not disability friendly, Funding offered by corporate office: pushes agenda, Tourism, Conflicting needs, Need for computer/ smart phone, Access to the site.
The Actors in your Story of Visioning
- Describe the particular characters that are going to participate in the visioning phase. Why were they chosen to participate and where will the visioning phase happen?
- add the corresponding visual from your presentation to the image gallery below
Residents, corperate workers, students, teachers, conservationists, municipal bodies. We want as many users of the space as possible to participate and theses are the main characters we have identified, although if there are others they are also welcome to join. They were chosen to participate as they all have a stake and interest in the park itself. They also bring their own individual knowledge of the park. For the more corporate characters, they have been chosen as they can help provide the funding needed for the landscape challenge in a trade off for getting recognition and advertisement of their company in the park. The municipal bodies have the power to say what does and does not go ahead in the planning and design process and therefore they have been chosen to become more involved and understanding of the why the design decisions are being made, and to connect them more with the community.
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Dublin city council, The Office of Public Works (OPW), An Bord Pleanála, Students of All Ages, Conservationists, Activists, Business Corperations, Residents, Users and coordinators of the sites events
The Story of Visioning
- Describe the crux of the story. How did the actors engage in collectively developing the goals, and what was the process involved in prioritizing them? Slide 1
- What is the visualization, the actual vision, that expresses the synthesis of these prioritized goals? Slide 2
- What is the strategy that was built for attaining one of these goals, the three year plan of action? Slide 3
- add the corresponding visual from your presentation to the image gallery below
- Yourcase Story 1.jpg
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- Yourcase Story 1.jpg
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- Yourcase Story 1.jpg
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Universal Design: Only two entrances. Complicated to find the main entrance: Down a tiny lane, off a busy road. 2 metre drop on two sides of the park. Only one narrow zig zagged ramp in. Relatively flat topography.
Community Garden: Events for wider public but not for community. Neglected rose garden. No diverse planting: only lawn and mature native trees. Educational Engaging Acts as a patch in very fragile city biodiveristy.
This park means so much to many, and we want to bring these people together and showcase this strong community of people. Everyone has something to bring to the table and we can all help learn from eachother. Most of the community did not know that the other exists and had a strong affiliation with the park that they also had. Through this design we can bring these people who cherish the park together and make their community known.
Year 1:
Work with community giving designs and engaging them in tweaking designs,
Working with people in community with disablilities on what they would like to prioritise,
Promote and publicise design concept to ensure community and public are aware of plans.
Year 2: Finalise Design, Planning permission, Tendor.
Year 3: Begin construction, Hold an event with timeline documentation of the process for the community as a means of bringing everyone together and as a thank you.
Reflect on your Story of Visioning
- What points were most important when formulating goals and what are the common characteristics of a good vision?
Listening to what the actors needs and wants were. Letting all the different users hear what is important about the landscape on a personal level to them so that they can have more perspective on the sites meaning. Holding workshops and educating users on the value of the site ecologically and historically. Holding workshops where the users could visually convey what they wanted to see change within the site.
Good vision was meeting the universal needs of users and not designing as a form of box ticking exercise but designing the needs subtly into the landscape. A good vision is also engaging the community and giving them ownership over the landscape so that they are more invested in maintaining it.
- add the corresponding visual from your presentation to the image gallery below
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Phase D: Collaborative Design, Transformation and Planning
Your Prototyping Action
- What was your prototyping action? What does it represent and how does it relate to your vision from Phase C?
- add the corresponding visual from your presentation to the image gallery below
- Yourcase prototypes1.jpg
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The Evolution of Your Prototyping Action
- Describe the actors who were working together on this action. What was your collaborative design process? What tools or methods did you use to collaborate?
- add the corresponding visual from your presentation to the image gallery below
- Yourcase prototypes1.jpg
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The Plan Behind Your Prototyping Action
- What resources, material and human, did you need to realize your action, and how were they used? What roles were created for this action? Additionally, What kind of timeframe was created for executing the plan?
- add the corresponding visual from your presentation to the image gallery below
- Yourcase prototypes1.jpg
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The Realization of Your Prototyping Action
- What happened, who was there and what was the atmosphere like among the participants?
- add the corresponding visual from your presentation to the image gallery below
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Reflect on Your Prototyping Action
- In the end, what change did the intervention create? How would you adjust it to be more effective if you did it again? Consider what it means to be successful, what indicators would you use to measure success in this endeavor? Most importantly, how did your intervention reflect the material in the Phase D lectures?
- add the corresponding visual from your presentation to the image gallery below
- Yourcase prototypes1.jpg
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Phase E: Collaborative Evaluation and Future Agendas
Collaborative Evaluation and Landscape Democracy Reflection
- Reiterate your landscape democracy challenge, by listing the relevant UN Sustainable Development Goals. How has the your work with he community this far affect your perceptions of theses goals in regards to the LD challenge? How has your team, or community partner, modified these goals over the course of this course?’'
- add the corresponding visual from your presentation to the image gallery below
- Evaluation scene1.jpg
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The Actors in your Collaborative Evaluation
- ’'Reintroduce the stakeholders that are going to participate in the visioning phase, what is the existing power structure? How has that structure shifted leading up to evaluation, and how has your understanding of your role shifted?
- add the corresponding visual from your presentation to the image gallery below
- Evaluation actors1.jpg
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Reflection of the Online Seminar
- ’'How did the pandemic affect your learning and your team work? Did the theoretical material support your project or did it confuse the process? How well did the assignments and the online challenges reflect on the nature of landscape democracy challenges?’'
- ’'add the corresponding visual from your presentation to the image gallery belowv
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Reflection of the Living Lab Process
- ’'How did COVID-19 affect the living lab and it’s activities. Were you and the community satisfied with them? What were the greatest outcomes, outputs and impacts of the project? What indicators did you use to evaluate them?’'
- add the corresponding visual from your presentation to the image gallery below
- Evaluation process1.jpg
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Your Living Lab Code of Conduct
- ’’What were the main values driving your lab, and what ground rules were set up as a result of that same reflection?’’
- add the corresponding visual from your presentation to the image gallery below
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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
Outcome was a success and it built up a great sense of community in the park. We got many involved in creating a vision and educating them on the ecological and historical aspects of the park. People were able to create an inclusive vision of what they wanted the park to look like. Limitations that we faced were the lack of diverse or minority groups that decided to become involved. Some groups we did not know how to reach and therefore were excluded from the vision. There are also minority groups who live in the area who may not know about the park and it would have been nice to involve them and make them aware of it. Other limitations were planning permission. The municipal bodies and the corporations funding the park had the final say on design and if they did not like it they could change it to suit them. We have learnt how to split up tasks evenly and effectively. As we cannot meet up physically to see the site, we all can only do online research, therefore we all had the same level of knowledge and understanding of the site. What we would do differently is set up a representative body made from one of each of the main users so that the design may be maintained in the longterm for its users, and so that if users had an issues there would be someone from their group who they would know to speak to about certain issues.