Landscape Architecture Portfolio by Erika Birnbaum

Erika Birnbaum

Landscape Architecture

Education

Iowa State University of Science and Technology | Ames, IA B. Landscape Arch., Secondary Major in Environmental Studies, Minor in Horticulture 3.27 GPA | Dean’s List F’15 and S’16 | August 2016 Horticulture Study Abroad | Ireland Study of Horticulture, Culture, and History in Ireland | Summer 2016 Memorial University of Newfoundland, Grenfell Campus | Corner Brook, Newfoundland, Canada Focus of study on culture, recreation management, and tourism | Winter 2015 Laval University | Quebec City, Quebec, Canada Language Policy and Practice | Summer 2014 Savanna Traveling Studio | ISU Landscape Architecture Program Semester traveling the United States following the Mississippi River | Fall 2012 School for Field Studies | Atenas, Costa Rica Applied Research Techniques and Strategies Toward Sustainability | Summer 2012

Experience

Presentations

April 2016 | Iowa Archaeological Society Annual Spring Meeting 2016 “Uncovering Iowa’s Origins: A Project to Bring Iowans Back to the Land’s Original Inhabitants”

Refereed Publications

Yost, B., K. Gould, A. Holtman, E. Birnbaum, & H. Da. (2015). Anna B. Lingelbach Elementary School Master Plan. Work includes: written master plan document, illustrative drawings, and design drawings Collection submitted to The Big Sandbox and Philadelphia Public Schools Iowa State University Landscape Architecture Department, 158 College of Design, Ames, IA 50011.

Contents

Community Design

Urban Design

Site Design

Savanna Studio

Watercolor

Sketchbook

Writing

Community Design

Designing for Elementary Schools in Mt. Airy Philadelphia

Community participation was achieved through classroom visits and a design charrette to understand visions and wishes for the schoolyard. In the classroom children were asked to draw their dream playground. Participants of the charrette wrote and drew on large aerial photos of Lingelbachâ&#x20AC;&#x2122;s property to identify areas that limited or enhanced learning, and share their ideas for the schoolyard. Proportionally scaled paper cutouts of popular program elements were used to visualize how grass fields, playgrounds, athletic courts, and parking spaces might be able to fit cohesively into a new design. Students, teachers, the principal, parents, and other community members were able to participate in the event. A photo survey was collected from students and parents. Participants were asked to select five elements out of nineteen that they wanted to see in the schoolyard. The diagrams show the top five common elements selected by these two groups. The results of the photo surveys and charrette activities helped the student design team set project vision and goals, prioritize top program elements, and make subsequent design decisions.

Parent Photo Survey Results

Student Photo Survey Results

Philadelphia Site Visit

l al Rai Region

Lin P u g el b bl ac Sc ic h ho ol Mo

ne sho no C re e

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ek Cre

n ick o sah

Wis

rk Pa Blue Bell Park

Surrounding Area Wayne Ave.

500

Wayne Ave Schoolbus Dropoff

Chil rly Educdhood ation

Line-Up

Linge lbach Publi c

1-8 Play Yard

ch r o om

Main E ntranc es

Dumpste rs

Lun

Rain Garden Basketball

ing

Scho ol

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W. John so

Park

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Existing Outdoor Classroom

Exis

Linco ln

ting

Propert y

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Studen t Drop-O ff Zone

Trail

Dr.

Park Gate Woods

have

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Exisiting Playground Title: Breakdown of Lingelbach’s 417 Students

as a s

ge gau lan

14.2%

g needs

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Have spe

.3%

99.3%

Eligible for free or reduced lunch

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85.5%ialized Education plan ec

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Demographics of Lingelbach’s 417 students

1-8 Grade Playground

Learning the school’s needs through research and public participation

Cross walk

Linge ng Existi

lbach

Nature T rail

rb Cu

c Scho

yE P

P la

Publi

Ico n

bi Ha

Trail

Head

Outdo oor m Clas sro Si g n

Welcome to

Park Gate Woods

Linc

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tat

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Dump sters Liv ing Wa

oln D r.

0 80 Lingelbach Playground Design

tr u c

Su r

Out Eatingdoor Area

Living

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Roof

Hard

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ECE

Ba sk etball

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W. Johnson St.

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Entran c e Gatewa y

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al Track e Swale Track Swale

Track

Sensory

ootba

Track

Tables

Multi Track Track Sport Use Socce s F i e l d r F ack T rack

Track

improved entrance steps

crosswalks drop-off/ pick-up areas ECE sensory play emergency access hopscotch/foursquare mansion programming neighborhood connectivity staff-only parking gate

- Playground equipment - Climbing rocks - Track - Multi-use sports field - Half basketball courts

G Rain arden Ou Coutrtdy o o r a

Mansio

com mu ni

1. Provide opportunities for all

climbing rocks clubhouses flowers grass ladders large event space monkey bars obstacle courses outdoor movies race track spinning equipment swings trees video games water park

Enhance education at Lingelbach through an interactive, outdoor environment that benefits the community socially, physically, cognitively and ecologically.

cks

ack T r a ck Tra ck

Track

school identity

basketball football improved hard surfaces safer parking science learning areas shade

Ba ba

hering p a ce

pool weekend community attraction

lf tHa sk e l l

hade

Pbinlg

ment

C li m

S wi n

al ip

improved sight lines removal of invasive species play vs. circulation delineation rugby running track soccer speakers volleyball

rents d pa an ty

prin c

stu de nt s

rs he ac gender-neutral play

2. Emphasize ecological learning identity - Sensory garden - Habitat garden - Icon path - Tree-themed signage - Woodland fitness circuit

C l a s s r o ord m

3. Enhance as a community hub

- Vegetable garden - Game tables - Outdoor eating area - Shade structure - Mansion courtyard classroom

4. Improve connectivity

Tr a

- Entrance gateway - Crosswalks - Expanded woodland trails

Fitness Equipment

r atu

5. Promote imaginative learning environment - Early childhood education (ECE) play structure - Hard surface games - Updated outdoor classroom

6. Capture, clean, and infiltrate storm water - Rain gardens - Swale - Curb cuts into vegetated areas - Green roof

A design based on previous community input and research

Timeline of Park Gate Mansion

1901 1901

Edward T.T.Stotesbury gave two Edward Stotesbury gave sets sets of stone pillars with intricate two of stone pillars with wood pergolas to Philadelphia. intricate pergolas to Known aswood The Stotesbury Gates Philadelphia. The they serve as a Known gateway as between Mount Airy and Germantown along Stotesbury Gates, they serve Lincoln Dr. as a gateway between Mount Airy and Germantown along Lincoln Drive.

1911 1911

ParkGate Gate Mansion home to Park Mansionwas was home D. McIlhenny, first president toJohn John D. McIlhenny, first of the Philadelphi Art Mueseum. president of the Philadelphia Art Museum. It was designed by Duhring, Okie Ziegler Architects their ideal It&was designed byinDuhring, of the&colonial revival. They built Okie Ziegler Architects, it using local stone, and to be who created their ideal of fireproof to safeguard the art. the colonial rival. The walls were built out of local stone and fireproof to safeguard the family’s extensive art collection.

1919 1919

The family family added on on to the The added to original the making room for expanding 1910 design totheir make room art collection and a new living from their expanding art space. collection and extra living Henry McIlhenny took over the space. property after his father and Henry McIlhenny took over continued the art tradition. He the property and continued saved many works from the Nazi’s the family’s art tradition. He in WWII. saved many pieces from the Nazis in WWII.

1950s 1950s

The property property was sold to Fredric The was sold Mann who then soldwho it to the to Fredric Mann, Philadelphia School District. shortly after sold it to the Philadelphia School Anna L. Lingelbach wasDistrict. built in 1956 where the originalwas formal Anna L. Lingelbach built gardens stables in 1956 and where Parkwere. Gate’s formal gardens and stables were.

Historic Outdoor Classroom Plan and Elements Statement Trees

Wissahickon Schist Walls

Statement StatementTrees Trees

Wissahickon Schist SchistWalls Walls Wissahickon

When the lived at Park Gate theyformal had Boxwood When the McIlhenny’s McIlhenny’s lived at Park Gate they had extensive gardens. Today all that is left is a small sunken to the extensive formal gardens. Today all garden that is lefteast is of a small the schoolyard. The walls and fountain are still present, though sunken garden the east ofplants. the school yard. The walls covered in ivy andto other aggressive Boxwood Boxwood When the still McIlhenny’s lived at Park Gatecovered they had extensive and fountain are present, though in ivyformal and The plan for a new outdoor and community in the gardens. Today allclassrooom that is left is a small sunkenspace garden to the east of other aggressive plants. sunken garden is based of the original formal style. Four sets of wood the schoolyard. The walls and fountain are still present, though allow small and groups to use theand space.community Parterres covered in ivyoutdoor and larger other aggressive plants. Thebenches plan for afornew classroom harken back to what the garden was when it was lived in by the space in the sunken garden is based of the original formal McIlhennys The plan for a new outdoor classrooom and community space inStonecrop the garden is based of the original formal Fourand sets oflarger wood style. Four sunken sets of wood benches allow forstyle. small benches allow for small and larger groups to use the space. Parterres groups to use the space. Parterres harken back to what harken back to what the garden was when it was lived in by the the gardenMcIlhennys was when it was lived in by the McIlhennys. Stonecrop Stonecrop

Wood Benches WoodBenches Benches Wood

Kugel Ball Kugel Ball Ball Kugel

Park Gate Mansion Parterre Perrenial Beds

Park ParkGate GateMansion Mansion

Parterre ParterrePerrenial PerrenialBeds Beds

Terrace Terrace Terrace

Groundcover Mix 0

Groundcover 20 Mix 0

40 20

Park Gate/McIlhenny Mansion

1960s 1960s

The family Mansion housedon ahoused special Park The Gate Mansion added to the school for a short period until a1910 special design school to make for a short room asbestos was discovered. period from their until expanding asbestos was art discovered. collection and living The Mansion wasextra closed up, and allowed fall into disrepair. After space. theto closure the mansion was Henry closed McIlhenny up andtook hasover fallen into the property disrepair.and continued the family’s art tradition. He saved many pieces from the Nazis in WWII.

Present Day Day Present

The school’s blacktop used The blacktop property was usedsold by by the children during recess sits students to Fredric during Mann, recess who sits where the stables used to be. The where shortly after stables sold itused to the tothe childrenthe refer the mansion as be. Philadelphia The mansion School is fenced District. “haunted house”. off Anna next L. Lingelbach to the 1-8 grade was built area in 1956 andwhere referred ParktoGate’s as the “haunted formal gardens house”and by stables the children. were.

Lingelbach uses Lingelbach uses the forested the forested area around the area around the mansion mansion as a resource. Cleanup as a the resource. Cleanup with forest has begun atof the the forest begun at the school with has the help of Morris Arboretum. school with the help of Morris Arboretum. In the forest is a fitness In the is a trail fitness trail andforest a walking with trail and a walking trail with informational signage. The school has built an outdoor classroom informational signage. The along thehas walking school builttrail. a small outdoor classroom along the walking trail.

Restoration Restoration

Park Gate’s andand Park Gate’shistory history architectural design are seen as an architectural design are asset and there is a movement for seen an asset and there it to beas restored. Two submissions is a movement for it toRegistrar be made to the Philadelphia of Historic Places. restored. Two submissions made to the Philadelphia The inner two pillars and pergolas Registrar of Historic Places. were demolished to widen Lincoln

The inner two pillars and pergolas of the Stotesbury Gates were demolished to widen Lincoln Drive. The money for the Gateway’s restoration are complete and restoration is underway. The Dr. for automobiles. The money for masonry has been repaired the gateway’s restoration are and new wood pergolas complete and restoration is reminiscent of the originals underway. The masonry has been are being put up. repaired and new wood pergolas reminiscent of the originals are soon to be constructed.

Historic Outdoor Classroom Section Perspective

2” Slate 1” Sand Setting Bed 4” Aggregate Prepared Subgrade

Research of McIlhenny Mansion and design for Outdoor Classroom

Urban Design

Sparking rehabilitative designs in struggling urban spaces

The streets of New Orleans are part of the soul of the city. It is here that there are second lines, parades, musicians, dancers, and artists. This vibrant culture of the streets has not faltered from the recent hurricanes, it has been resilient. Other aspects of the city, however, have not. After Hurricane Katrina many people did not return to New Orleans leaving tens of thousands of vacant lots. The New Orleans Redevelopment Authority, NORA, owns 2,500 of these lots, allowing for the formation of Soul Nodes. Twenty lots along the London Avenue Canal have been selected for their relationship with the canal and each other. The Arts-Literary, Performing and Visual are all represented along the canal. Each lot is a node designed with one of the arts in mind, or for the convergence of all three. SOUL-(noun) [psyche, inspiration, energy]

(1) the principle of life, feeling, thought, and action humans, regarded as a distinct entity separate from the body, and commonly held to be separable in existence from the body; the spiritual part of humans as distinct from the physical. (2) the spiritual part of humans regarded in its moral aspect, or as believed to survive death and be subject to happiness or misery in a life to come. (4) the emotional part of human nature; the seat of the feelings or sentiments (8) the inspirer or moving spirit of some action, movement, etc. (9) the embodiment of some quality (11) shared ethnic awareness and pride amount black people, esp. black Americans (12) deeply felt emotion, as conveyed or expressed by a performer or artist.

NODE (noun) [Latin-nodus: knot]

(1) A point in a network or diagram at which lines or pathways intersect or branch (1b) a knot, protuberance, or knob (2) a centering point of component parts K. Lynch, The Image of the City: Strategic Foci | Observer/User can enter | Junctions of PATHS | Concentration of some characteristic | Small points in the city image | A CORE: Focus/Symbol of a region

PATH (noun)

(1) a way or track laid down for walking or made by continual treading.

Central Business District - Concentration of Arts Amenities + Proximity to Police Stations - Few Vacant Lots - No linking Corridor + Multiple Nearby Schools

Ninth Ward

+ Few Existing Arts Amenities - Nearest Police Across Bridge + Majority of Vacant Lots + Roads as a Linking Corridor - Low Density of Nearby Schools

East New Orleans

+ Few Existing Arts Amenities - No Police Stations Nearby + Large Blocks of Vacant Lots + Roads as a Linking Corridor - Low Density of Nearby Schools

Soul Nodes: Analysis and Concept

East New Orleans + + + + + +

Few Existing Arts Amenities Police Stations within a 5mi Radius Clumps of Vacant Lots Decommissioned Canal as Linking Corridor Schools in Close Proximity Festival Grounds Four Blocks Away

Giving the lots back to the streets

Performing Arts

K-12 Schools

Visual Arts

Corridor

Literary Arts

Police

London Avenue Canal

Corridor of the arts

Sal Dans

Liv Jwe

Galeri Fasad

Sal Dans

Performing Arts Entry

Blending of the Arts

Visual Arts Entry

Literary Arts Entry

Soul Nodes: Corridor Design

Acting Comedy Dance Music Voice

Performing Arts

Sal Dans (Dance Room)

Patchwork of hardscapes for both small and large groups of dancers; also accommodating for other performers.

Ceramics Drawing Design Crafts Film-making Painting Photography Printmaking Sculpture

Visual Arts

Galeri Fasad (Facade Gallery)

Facades of New Orleans are arranged in the style of a traditional art gallery. Creating canvases for artists and interesting spaces for everyone.

Biographies Novels Plays Poetry Short Stories

Literary Arts

Liv Jwe (Book Play)

Anthorpocentric design using mounds of playground rubber to provide dry spotes to sit and read.

Imprinting the Arts on the London Ave. Canal | NOLA in One Lot

Site Design

Designing based on the siteâ&#x20AC;&#x2122;s character, context and history

Synthesis

Ryoan-ji Temple Rock Garden Kyoto, Japan

Historical Site Anaysis

Odd Numbers

Heart

Islands

Boundaries

Levels

Materials

Horizontal/Vertical

Islands

Materials

Exploring the layers of influential designs from arcoss time

Savanna Studio

Traveling around the US to study landscapes, plants and culture.

The Medium

The Canvas

The Creation

The Continuation

A childhood of gentle waves and leaves of fire almost forgotten

The Completion

The Change

Translating the Landscape

I am a graveyard sand wind and dying trees make my eerie beauty

Reavealing the simple beauty of the surrounding wilderness

Plant Identification

Learn about plants through study, walks and drawings

Watercolor

Watercolor paintings from an elective studio

Snapdragon Antirrhinum sp.

Iris Iris sp.

Flower Collage Paintings

Lily Lilium sp.

Peony Paeonia sp.

Compositions inpirsed by flowers and color harmonies

Still Life Paintings

Two student created still lifes were photographed and painted

Sketchbook

Collection of field sketches from around the world

Savanna Sketchbook

Sketches down with assigned mediums across the country

Quebec Sketchbook

Quick drawings from travels in and around Quebec City

Ireland Sketchbook

Quick sketches and watercolors from travels around Ireland

Writing

Writing samples from various coursework

Heritage Conservation in Ireland “It has been said that, at it’s best, preservation engages the past in a conversation with the present over a mutual concern for the future.” -William Murtagh, first keeper of the National Register of Historic Places

ERIKA BIRNBAUM

IRISH HERITAGE CONSERVATION

What is Heritage Preservation?

The land retains millions of years of human history. Humans Dun Aonghasa change the land, destroy previous settlements or use them County Galway, Aran Islands to their own means. A question for today’s population is with Cared for by Office of Public Works the shrinking amount of land to build new, do we tear down existing buildings and rebuild or do we modify what is there to HERITAGE CONSERVATION DEFINED suit our needs? This question creates conflict, here in America and elsewhere. Some of this has to do with an education gap and conflicting values. Taking the position of those that would see old buildings saved, the first thing to do is define Heritage Conservation. Heritage Conservation (as it is called in Ireland) “…is the broad discipline that addresses all aspects of retaining and enhancing historic places…buildings, towns, landscapes, archaeological sites and other places that hold historical, aesthetic, cultural, social, spiritual, and/or scientific meaning to the community-what we call heritage significance.” (Kalman, p.4) There is a sliding scale of heritage conservation. At the one end is the preserved in amber approach where a place of significance is kept with as little change as possible. The best example in Ireland is Newgrange where the only activity is looking at and exploring the site. At the other end there are sites like the Lincoln Place Baths in Dublin; a unique building that stood for hundreds of years, but was torn down to make room for something new. Each end of this spectrum have their place, but what is most useful is the area in the middle where a site is saved, but changed to suit the current needs of its community.

Newgrange, Knowth and Dowth County Meath UNESCO World Heritage Site HERITAGE CONSERVATION DEFINED

Lincoln Place Baths Dublin Demolished 1970

What is the Government’s Role in Heritage Conservation

To save places from the bulldozer end of the spectrum many countries around the world, including Ireland, have very specific legislation pertaining to heritage conservation. Since Ireland was under England’s control until relatively recently many of their laws regarding heritage conservation are taken from British common law. Ireland’s main legislation currently includes: The 1930 Irish Monument Act, The Heritage Act 1995, The National Cultural Institutions Act 1997, The Local Government Act 2000, The Merchant Shipping Act and Brehon Law. The final one, Brehon Law, is one that pre-dates British rule and dates from the Celtic time. Much of it was passed down

Ireland Pre-Departure Course

GOVERNMENT’S ROLE

Dun Aonghasa County Galway, Aran Islands Cared for by Office of Public Works

GOVERNMENT’S ROLE

Corlea Trackway County Longford Corlea Trackway Visitor Centre Display

orally from the older generations until it was written down in the 7th century. In today’s world the research and continued preservation of Brehon Law is an example of intangible heritage conservation instead of a piece of legislation that dictates its practice.

The most significant legislation is the 1930 Irish Monument Act and the following amendments. This act updated the 1882 act labeled The Ancient Monuments Protection Act. The 1930 act names the Minister for the Environment, Heritage and Local Government as the overseer of Ireland’s national historic monuments. The power of the government here is to issue preservation orders, keep the Register of Historic Monuments, and evaluate work proposals on national monument sites. The majority of places on the list are privately owned, but some are owned by the Minister or local authorities. In a later amendment passed in1994 ownership of archaeological objects was transferred to be solely the property of the state.

Other legislation is not as forceful and comprehensive. Heritage conservation is fit into bigger laws that govern a wide range of activities. The Heritage Act 1995 established the Heritage Council; an active group that looks at and proposes policies on all aspects of preservation. The Merchant Shipping Act has specific reference to removal of material from shipwrecks and gives Gardai (Irish police) power to seize any

plunder. The Local Government Act 2000 is an update to an original planning law passed in 1963. In part IV of the 2000 act there is specific attention to architectural heritage that requires all local authorities to have records of their protected structures. The Agencies Involved in Heritage Conservation

A number of agencies actively work to preserve Ireland’s Heritage; including the Heritage Trust, Irish Landmark Trust, Irish Georgian Society, Heritage Ireland, The Heritage Council, The local authorities and many university programs. The mission statements of these main authorities are: - The Heritage Council: “The Heritage Council’s mission is to engage, educate and advocate to develop a wider understanding of the vital contribution that our heritage makes to our social, environmental and economic well-being.” - Irish Heritage Trust: “We protect and bring life to Irish heritage properties for the benefit of society” - Irish Georgian Society: “The vision of the Irish Georgian Society is to conserve, protect and foster an interest and a respect for Ireland’s architectural heritage and decorative arts. - Irish Landmark Trust: “Respect and Enjoy Ireland’s Built Heritage” - Heritage Ireland: “The Office of Public Works has responsibility for the day-to-day running of all National Monuments and National Historic Properties (i.e. those in State ownership or guardianship). It has a conservation remit to maintain the built heritage in State care and an active role in facilitating presentation and public access”

Local authorities function on their own under the jurisdiction of the Local Government Act 2000.

Research paper and presentation on an Irish topic of choice

University programs vary across the country with specific fields like art restoration and masonry, etc having to go through the Institute for the Conservation of Historic and Artistic Works in Ireland (ICHAWI) for accreditation. Other fields like Architecture and Landscape Architecture have it within their individual programs. The National University of Ireland has The Centre for the Study of Historic Irish Houses and Estates which has the mission of being “Committed to enhancing the scholarly and public understanding of Irish historic houses and estates through education, research and publication”.

ORGANIZATIONS INVOLVED

Fota House, Arboretum & Gardens County Cork Cared for by Irish Heritage Trust

The Heritage Council and Heritage Ireland are governmental bodies formed through legislation. The Heritage Council is a statutory body that works to create the ORGANIZATIONS INVOLVED policies surrounding existing heritage sites, adding new sites, funding restoration projects and programs, and anything else having to do with Ireland’s heritage. Getting some of their funding from the National Lottery, the council’s position has grown to being able to give out over 18 million Euros of grant money. Heritage Ireland is the day to day body that works with the sites identified already as heritage sites. Much of its duty is with the “preserved in amber” type of sites, keeping them Wicklow Head Lighthouse in good condition for tourism purposes. These sites include County Wicklow monuments, houses, parks, gardens, and more; as well as the Cared for by Irish Landmark Trust interpretation and guide services at those places open to the public.

Irish Landmark Trust, Irish Georgian society and Irish Heritage Trust are considered separate charities. The Irish Heritage Trust is a partner with the Heritage Council and takes responsibility for properties. “After almost ten years of hard work we have proved that the Trust can not only protect our heritage but also create a financially sustainable solution to bring a property to life for visitors and benefit to the local community.” As the closing statement on their website states, the Irish Heritage Trust acts as a vocal non-profit in Ireland. The Irish Georgian society sometimes works with Irish Heritage Trust and is specifically focused on architectural resources. The Irish Landmark Trust focuses on buildings as well, and has many places for tourists to stay. IRELAND COMPARED TO USA How Does Ireland Compare to the Other Countries

Ireland is very proud of their heritage and since their independence from English law they have taken great strides to protect it. In comparison to other systems, Ireland is more proactive than the United States’ and similar to the United Kingdom’s system. In the United States federal level preservation is a list, and only has regulations for federal projects. In Ireland the federal government has majority of Patrick Pearse’s Cottage control of the sites’ upkeep, listing, and in some cases can take County Galway

Cared for by Heritage Ireland

Ireland Pre-Departure Course

control over artifacts. As with any heritage conservation effort success is directly related to the passion, and hard work of those who care for these sites. Bibliography

Croffey, Amy. “8 Irish Buildings That Vanished, Disappeared or Were Demolished.” TheJournal.ie. The Journal, 24 Mar. 2013. Web. 03 Mar. 2016.

“Heritage Ireland.” Heritage Ireland. Office of Public Works, n.d. Web. 03 Mar. 2016. “Irish Heritage Trust-About.” Irish Heritage Trust. Irish Heritage Trust, 2016. Web. 03 Mar. 2016.

“Irish Legislation.” Moore Group Resource Centre. Moore Group Resource Centre, 27 Aug. 2010. Web. 03 Mar. 2016. Kalman, Harold. “Part 1: Principles.” Heritage Planning: Principles and Process. Abingdon: Routledge, 2014. 4. Print.

“Preserving Ireland.” Irish Georgian Society. Irish Georgian Society, n.d. Web. 03 Mar. 2016.

Research paper and presentation on an Irish topic of choice

Lost & Found: Promoting Newfoundland and Labrador Introduction

While in the Deer Lake airport waiting for the shuttle to Corner Brook, I browsed the tourist information stand. One of the things I picked up was a traveler’s guide; 464 pages all devoted to promoting Newfoundland and Labrador. The slogan was “Lost and Found”, which plays on the base of multiple folklore stories, as well as human perception of being lost as a bad thing. The whole book uses the idea of visitors coming to the province and finding out how to be lost.

The whole guide maintains a theme of mystery, history and undisturbed nature. It uses three motifs to entice people to visit every part of the province. The first one, and the most repeated, is the Lost and Found motif. Where for each part of the province they have a page saying “Lost:____ Found:____”. Next is the introductory spread to the guide which makes a distinction between a traveler and a tourist. It does so by tying it back to the Lost and Found notion. The third is also repetitive and it’s the idea of a story or storyteller. Multiple advertisements follow the theme that Newfoundland and Labrador have a story to tell if you will listen. Lost is Found

A lost and found box is a commonplace item in schools and public places. The joy one feels when after losing that important left glove, or favorite necklace is immense. This is the feeling the travel book alludes to with their “Lost/Found” motif. They take it further by portraying the idea that getting lost or losing something is how one finds find peace, adventure and even yourself. Each region of the province has an opening spread that tells the visitor that they will find something intangible, but precious.

To gain a perspective on the connotations of the “Lost/Fount” motif I did a quick Google search of “Folklore behind Lost and Found”. The first page had multiple links to the lore of “The Lost Dutchman Goldmine”, “The Lost City of Atlantis” and “El Dorado”. All three legends hold that something valuable with untold riches was lost. Comparing Newfoundland and Labrador to this concept implies that there are riches the traveler can actually possess and see. This is the part where they play on tradition. Their motivation with this folklore motif is providing the answers to what a visitor has to lose to find the riches. The new wealth they are promoting is not a city made of gold or hoards of gems; it is the intangible things such as peace, spontaneity and perspective.

Lost: My Watch Found: The Time

Lost: Map Found: Perspective

Lost: My Inner Tourist Found: My Inner Traveler

Introduction to Folklore

Lost: Stress Found: Peace

Lost: Myself Found: Myself

Lost: Schedule Found: Spontaneity

The “and” in “Lost and Found” is an important three-letter word. It could have been “Lost is Found”, “Lost or Found” or “Lost now Found”. By using “and” they allude to having both: losing something while simultaneously finding what the lost item provided. In the case of Labrador’s, one loses their watch, but without it they find the time. The time of what…of their lives, of day, of living? It doesn’t say, just that while having a watch keeps time, without it you can possess time. It is these little innovations in the folklore behind the “lost and found” concept that persuades visitors to come to Newfoundland and Labrador over another destination or staying home. The following spreads link back to this motif of “lost/found”, as the guide proves the way in which a visit to Newfoundland and Labrador is better than finding that left glove or the Lost City of Atlantis. The specific ads give glimpses at natural wonders, friendly people and local festivals. Wealth is defined as having these experiences, rather than stumbling upon a city of gold. Traveler not Tourist

A riddle allows for reality to be questioned in a safe, playful way. (Caro, p.182) Here it is taking two opposites and throughout the guide proving the riddle true. It also uses the distinction between traveler and tourist. To find the answer to the riddle you must be the former.

In the collection of Motif-Index of Folk Literature there is a passage from Mary Shelley’s Frankenstein that describes the difference between a tourist and a traveler.

“The travelers are unconventional from the start: women who travel on foot; travel for ‘delight and beauty’ rather than the customary tourist quest for art and culture found in major cities. Adding to the unconventionality, their journey through war-torn Europe allows for reformist commentary on the politics and devastation of war. Beyond seeing other parts of the world, they follow and imitate the unconstrained, natural movements of the swallow, thereby freeing themselves from the restrictions, personal and societal, of prevailing mores and laws.” (Shelley, xxiv)

The words on the left page say much the same as Shelley:

“You see, tourists know what they are looking for long before they know what’s really here. A knowable, containable and packageable experience. But these are mere parts of the puzzle. A traveller, on the other hand, seeks the truth of a place, the essence that can only be

Essay on the use of folklore in advertising

appreciated by seeing the puzzle as a whole.”(Traveller’s Guide, p. 14)

The guide asks the following riddle on the facing page “Is it possible to feel at the same time lost and found?”(Traveller’s Guide, p.15) This links back to the front cover, the motif of lost/found, only this time it comes with a question of looking at the “and”: can it really be both? The answer is yes, as long as the visitor is a traveler and not a tourist. Caro states that with a riddle like this one the answer has to be logical in order to put the reader at ease and is no longer confused.(Caro, p.182) The Storyteller

All good stories are meaningless if they are not told, and the older they are, the more precious they become. There are two spreads that overtly promote Newfoundland and Labrador’s stories. If they are old and related to the land they can be interpreted as a folklore. The word “story” makes one think of a tale or a narrative. Oring writes, “a narrative links actions and events…once we perceive [the sentences] are related…these sentences are transformed into powerful cognitive and affective verbal organizations.” (Oring, p.122-123) Here the allusion is to the physical landscape telling

the story to link together and remind present visitors of the past ones. Thompson explains the criteria he used to compile the Motif-Index of Folk Literature; much of which applies to the landscape of Newfoundland and Labrador. “I have used any narrative, whether popular or literary, so long as it has formed a strong enough tradition to cause its frequent repetition.”(Thompson, p.11)

The repetition for Newfoundland and Labrador are its visitors. The land continues to be able to practice its storytelling as it collects new ones. The title gives away the history to be expected from the land: “chances are, you’ll uncover a few stories of your own along the way.”(Traveller’s Guide, p. 26). This leads back to the “lost/found” motif, only in this case it is the visitor finding something Newfoundland and Labrador has hidden. The national government gets in on this as well by means of its back page advertisement with only the title of “Awesome Stories…” The dots allow for the reader/visitor to fill in their own story or the stories they discover. Like the rest of the guide it focuses on man within nature, historically, and presently. The stories, imprinted on the land, only requires a keen eyed and open-minded traveler to see them. Conclusion

While the Newfoundland and Labrador Traveler’s Guide is essentially a 464-page advertisement, it reveals a priority of the province. It tells the unknowing visitor that this is a place that values its land, history and people. The folklore devices it uses, the riddle, the narrative and “lost/found” motif aid in giving potential visitors a connection. By using universally known folk ideas the guide can transcend political and cultural boundaries to reach all potential travelers.

Introduction to Folklore

Bibliography

Caro, F. A. de. “Riddles and Proverbs.” Folk Groups and Folklore Genres. Ed. Elliott Oring. Logan, Utah: Utah State University Press, 1986. 175-197. “Folklore behind Lost and Found.” www.google.com. page 1. web. 12 March 2015.

Newfoundland and Labrador. 2014 Traveller’s Guide, Newfoundland and Labrador Tourism. 2014: pp. 14, 15, 26, 27, 32, 33, 130, 131, 210, 211, 268, 269, 372, 373, 410, 411, 465

Oring, Elliott. “Folk Narratives.” Folk Groups and Folklore Genres. Ed. Elliott Oring. Logan, Utah: Utah State University Press, 1986. 121-146. Thompson, Stith. Motif-Index of Folk Literature. Electronic Edition. Charlottesville, Virginia: InteLex, 2000. Web. 12 March 2015.

Essay on the use of folklore in advertising

The Marriage of Fire & Humans This life that we call our own Is neither strong nor free; A flame in the wind of death, It trembles ceaselessly. And this all we can do To use our little light Before, in the piercing wind, It flickers into night: To yield the heat of the flame, To grudge not, but to give Whatever we have of strength, That one more flame may live. -Dorothea Mackellar, Fire

Envision a dark world full of shadows and unknowns. Add to it one beacon of light which is a creature more powerful than any plant or animal on Earth. Such a force would be magnificent, terrifying and captivating for a new yet intelligent species. Modern Humans’ ancestors were able to get close enough for the ultimate pact with this phenomenon. This marriage of Fire and Humans was destined to change the existing dark, cold world through which they became the shapers of Earth’s present day ecosystem. With the exception of the spark, the origin of the Human & Fire relationship is largely unknown. The early stages of the relationship was made up of each party trying to get to know and understand the other. Because of its destructive nature, Fire’s first impression would not necessarily have pointed towards such a co-dependent relationship.1 The pair most likely came into contact with each other accidentally. With Humans being curious creatures it is theorized that they would have started using the feral fires from lightning and other natural processes. Soon, after many meetings and get-to-know-you events, Humans found a way to keep Fire alive. This realization resulted in Humans taking Fire home with them and reproducing it.2 The beginning of not only a new serious relationship, but a juncture for the planet. Looking at each partner’s individual personality sheds light on why they were so well suited for each other. First there is Fire whose personality is described simply and eloquently by Johan Goudsblom. He profiles Fire as “the first nonhuman force that was made part of human society”, continuing on with the simplicity of Fire’s nature. At its core Fire is combustion; a destructive, and irreversible force. “The combustion process is blind and purposeless…if the material is flammable, it will be consumed.” Fire’s actions can not be undone nor can ashes be reassembled to their former life. The most defining and attractive quality that this partner possesses is its ability to create itself. Heat leads to Fire while the resulting Fire produces heat.3 These personality traits were what led to Fire being able to change the world. By completely destroying what it touches eco-systems evolved into becoming dependent on it. It is assumed that early Humans were curious, observant, and resourceful. This raises the quesiton as to what other kind of createure would risk this kind of volatile relationship. Humans before fire are thought to have been quite unlike modern Homo sapiens, most notably in brain 1

Johan Goudsblom, “The Civilizing Process and the Domestication of Fire,” Journal of World History 3, no. 1 (Spring 1992). p. 4

James Scott. “Lecture I: The Late-Neolithic Multispecies Resettlement Camp” Four Domestications: Fire, Plants, Animals and … Us; The Tanner Lectures on Human Values. Delivered at Harvard University May 4-6, 2011. p. 187

Goudsblom, p.4.

World Envrionmental History

size. Researchers at the Smithsonian have looked into the reasoning behind this, and linked brain size with cooking. Pre-Fire Humans’ internal systems divided up energy from food differently. Before Fire, Humans’ concerns were food and shelter as biologically and ability wise that is all they could do. The courtship was comprised of Fire finding one who would feed, nurture and protect it. Human’s were about to become “a uniquely fire creature”4 and thus empowered with all Fire had to offer. Fire only asked for food and protection from the elements seeking to extinguish it. Human populations have continued over the millennia to fulfill their role in this symbiotic relationship.5 Fire got a new home in the caves of early Humans with access to lots of food, protection from death and it was even worshiped. On their side Humans found a partner to aid in its population’s health and safety. Fire easily contributed in small ways with light and warmth in the cold, dark world.6 This meant everything to a population that was living in the darkness and the fear that it brings. More dramatically Fire enjoyed helping with Human’s hunting and gathering. It expanded their plant diet by burning sections of wilderness and subsequently allowing early succession plants to thrive. These rapid growing grasses and shrubs produced more desirable and healthy food options. Fire also terrified other creatures in the environment, allowing Human hunters to hunt more efficiently and effectively.7 For example, the prairie eco-system evolved in a manner that requires wild fires in order to survive. Without this periodic ritual the “undesirables” would come in. Humans helped this by using Fire in their hunting on the plains, but lightning or escaped fires were present also.8 The proposal came from Fire when it showed itself adept at cooking the food it aided in securing. With this new ability Homo populations were able to expand their diets even more. A step in digestion was eliminated by this new companionship. No longer was it needed for internal organs to take care of the gelatinizing process associated with consuming raw meat.9 This allowed for more efficient food processing which led to lower consumption and higher available energy. According to a study by Richard Wrangham, a Harvard biologist, the ability to cook food is what led to the devolpment of Homo sapiens’ bigger brains, which resulted in other evolutionary advantages.10 The courtship and engagement periods went through a transition during this time. With Fire and Humans becoming married to one another they were unable to ever separate without dire consequences. The marriage became quite useful in the domestication of plants and animals. This effort was done together by Humans and Fire. Humans captured and bred the animals while Fire helped clear their pastures. For Human’s vegetative diet, slash and burn agriculture was the method used with Fire’s role in its name. This new systematic growth of food outside of the former ecosystems left lasting footprints on the planet. Jungles and forests were cleared; fields first planted with a mono crop then one or two species of animals. However to maintain these structures of Human’s society Fire need to be constantly present. If Humans ever lapse in the maintenance of these place with 4

Stephen J. Pyne. “Consumed by Either Fire or Fire: A Review of the Environmental Consequences of Anthropogenic Fire”. Chapter 5, Global Environmental History: An Introductory Reader. J. R. McNeil. 2013. p.89 5 6 7 8 9

Pyne, p. 88 Goudsblom, p. 4 Scott, p. 187 Pyne, p. 90. Scott, p. 188

Jerry Adler. “Why Fire Makes Us Human”. Smithsonian Magazine. June 13. Accessed on Oct. 7, 2015 smithsonian.com

Essay on the role of fire in Human Development

their partner’s help the land would revert to back to what it was before.11 The pair in their early days explored the world together, burning and trampling worldwide. With the land behind them forever changed, new categories emerged. Fire resilient, Fire susceptible, Fire dependent, all of the eco-systems of the planet can now be described using their reactions to Fire.12 Bringing the story to the complete melding of creatures. Humans fall in love with Fire so completely that they bring it into every aspect of their lives, including culture. Pyne makes the pun “Strip fire away from language, and you reduce many of its vital metaphors to ash”.13 Such pervasiveness displays just how strong and deep the bond of Fire and Humans really is. Along with the Humans and their spouse of Fire came a culture surrounding and explaining their love story. Different populations had their own perspective, and all are seen in the forms of legends, metaphors, and myths.14 Fire paired with Humans was synonymous with power. By being able to control the flora and fauna around them Humans did not just thrive on the planet, they appeared to control it. This was a false sense of security as their partner was just as prone to violence and spontaneous burst of rage as they were. Fire on its own, wild and feral, consumed everything it could. In this way Fire held control of its partner. By having such a temperament Humans were required to live in a manner that aided in Fire’s liveliness, but also in a way that kept it from getting away. It was not just the undomesticated or uncivilized world that was threatened by Fire’s tantrums. Human homes were sometimes the victim with Fire destroying the shelters and communities they had built.15 As Human populations grew and cities expanded, the perception of their long- lasting partner changed. Though still heavily reliant on Fire, “civilized” human communities looked down upon those who continued the relationship in more rural areas.16 Large urban populations, in comparison to the past, became increasingly popular in areas such as Europe and the Middle East; while those in areas like Africa, Australia and the Americas continued to be more sparsely dispersed. The dense populations began to distrust Fire, at least that not contained in a hearth or pyre. Rural practices were seen as lowly and crude. This change in opinion began during the Renaissance era. Specifically, just before and while Columbus sailed to “The New World” which is when the tipping point of The Columbian Exchange took place.17 Fire had been with Humans across the globe for thousands of years. Even if Humans began looking at it with untrusting eyes, Fire would be there forever supporting its spouse. Together they had marched from a cold, dark world to take control and create a planet they could both call home. By the time of the meeting of two worlds their home had been designed to support its dominate couple. Eco-systems requiring Fire’s visits, Fire unable to dominate without transport by Humans and Humans unable to feed and protect themselves without Fire’s destructive personality.18 So here’s to the lovely couple, may they have many years of continued growth together. 11 12 13 14 15 16 17 18

Pyne, pp. 96-97. Scott, p. 187. Pyne, p. 93. Pyne, p. 91-93. Pyne, p. 90-91. Pyne pp. 93-94. Pyne, p. 97-98. Pyne, p. 108.

World Envrionmental History

Bibliography 1. James Scott. “Lecture I: The Late-Neolithic Multispecies Resettlement Camp” Four Domestications: Fire, Plants, Animals and … Us; The Tanner Lectures on Human Values. Delivered at Harvard University May 4-6, 2011 2. Jerry Adler. “Why Fire Makes Us Human”. Smithsonian Magazine. June 13. Accessed on Oct. 7,2015 on smithsonian.com 3. Johan Goudsblom, “The Civilizing Process and the Domestication of Fire,” Journal of World History3, no. 1 (Spring 1992). 4. Stephen J. Pyne. “Consumed by Either Fire or Fire: A Review of the Environmental Consequences of Anthropogenic Fire”. Chapter 5, Global Environmental History: An Introductory Reader. J. R. McNeil. 2013.

Essay on the role of fire in Human Development

â&#x20AC;&#x153;Having a place means that you know what a place means..what it means in a storied sense of myth, character and presence but also in an ecological sense...Integrating native consciousness with mythic consciousnessâ&#x20AC;? -Gary Snyder