School of 2025 Prospectus Jake Cohen
Introduction This project asks us to design a proposal for an innovative school for the near future (2025). In a group of 4, we will design a proposition that builds upon prevailing social, economic, cultural, political, and environmental trends to envisage the demand for a school that might exist in only a few years time.
Synopsis Collaboratively, the aim for this project is to design a new school offering for the year of 2025. As a group, we will build a feasible proposal for a school and curriculum that might exist in 9 years time. We will communicate this proposal through key learning moments, a promotional prospectus, branded takeaways, a communication
of the stakeholders and detailed floor plans. The outcome for this project will be presented in the form of an open day to exhibit the school through experience prototypes. The open day will be designed to illustrate the concept and values of our school through a proposition that can be both understood and experienced in a real context. Group project: 5 weeks
Kirsty Ross Mil Stricevic
Jake Aaron Cohen Holly Martin Bates Talitha McCann Greg Smith
Launch
01
Research
02
Speculation
06
Ideation
10
Refining
13
Exhibition
18
Proposal
21
Outcome
26
Feedback
36
Reflection
38
Appendix
39
What is a school? A school is an institution designed to provide learning spaces and learning environments for the teaching of students under the direction of teachers. The curriculum is a set of subjects comprising a course of study within a school.
Launch For this collaborative project, we have been asked to design a school of 2025 based on an ideas not yet seen in the traditional education system
01 | Prospectus - School of 2025 | Jake Cohen
Defining a theme What will be the new school offering? To launch the project, as a group we began brainstorming ideas to begin thinking about a theme for our school. We started by focusing on niche user groups and values we believe are not instilled through traditional schooling.
teen parents?
children and toddlers?
d? the elderly and retire
the Homeless?
those in relative poverty?
User group
ed? the hospitalis
Refugees? people with autism?
independence and interdependence?
spontaneity food awareness
me the
freedom?
untaught values?
and self-reliance ce? self-resilien
agriculture
reconnecting with nature?
Reflection After exploring values and user groups, we all readily agreed that our disconnect with nature and unawareness of food production were niche areas that were part of a bigger untaught topic of agriculture. By pitching this theme to the rest of the class, it helped me understand the potential of the topic and its feasibility for a school of 2025. For me, this was a particularly useful step before getting carried away with a topic that might not have true potential for design opportunity.
Research Agriculture With the theme of agriculture chosen, we began to research into current world issues and trends regarding agricultural practices
02 | Prospectus - School of 2025 | Jake Cohen
Initial brainstorming What is the educational importance? Before delving into desk research, we brainstormed directions we could go with the theme of agriculture. We became interested in the idea of reconnecting with agricultural processes and food production through physical connections and mindfulness.
Everyday people are disconnected with agricultural processes and are generally unaware about how food gets to their plate
with becoming informed about the environment amongst us in a way that improves self-reliance? self-reliant
^
food for thought
do ^
“don’t play with your
Self-informed
food”
Physical connections
reconnecting with nature
Education values?
interdependence ^
ffe rin g
technology dependence
clothing meat
insects
o ol cho s new
dairy
wondrous questions
“how did it get here?”
agriculture
what’s involved?
mindfulness
forestry
“where did it come from?”
crops
Can we design a school to teach people about the importance of agricultural processes and how they can be involved?
Next steps... Our next task was to perform desk research to gain more clear insights of the issues and trends within agriculture, and how it might change in 2025.
Discovering agriculture What are the trends and issues? Our aim next was to gather research into a particular area of agriculture and then assemble our findings as a group in the form of a mindmap. These areas included:
1
Science and technology The focus for science and technology is to make agriculture more efficient and resilient, whilst promoting the use of low-tech growing systems such as hydroponics and vertical farming. Talitha
2
Morals and ethics Animals experience poorer welfare as the human population grows, farmers are not being paid a fair price, world hunger is expanding and current agricultural systems are proving unsustainable. Jake
3
How agriculture is taught Current teaching of agricultural values include the growth of small plants and the care for small animals in schools, alongside optional visits to farms for practical experiences. Greg
4
The future of agriculture Agriculture will be brought to cities through ‘urban-agriculture’. This provides new land for a growing population, reduces transportation miles and creates sustainable and holistic communities. Holly
03
key issues
People are unaware of how and where their food is produced
Producing food sustainably for more people, with less resources and less impact on the environment is a growing issue
Population growth is straining the agriculture industry
Globalisation has resulted in people losing touch with producing their own foods
The global livestock industry and meat consumption is currently responsible for 14.5% of global anthropogenic G HG emissions
Can we teach people how to grow their their own food sustainably at home?
data from the Food and Agriculture Organization of the United Nations
Affinity mapping What’s important? After our research into issues and trends within agriculture, we noted the important insights and began mapping them to discover design opportunities. round
1
First, we took key insights from the research we had gathered in the previous stage by discussing as a group what we believed to be important issues regarding agriculture and education.
unorganised
round
2
Next, we organised the sticky notes by scale of educational impact: Findings
• Practical and “hands-on” issues would have a greater and a more direct educational impact. • Important world issues and their theories remained on the lower end of the educational impact scale. • Processes of ‘understanding’ had a more direct educational impact despite being primarily theoretical.
04
educational impact
+
round
3
S
simplified, involved advanced topics
understanding the theory
understanding the process
spoken teaching process
understanding the system
T soiless growing systems
agricultural robots
world hunger
animals as sentiment beings
animal/ plant as the teacher
understanding multidisciplinary in agriculture
to become a manufacturing process”
fertilisers to speed up processes
urban farming (or extreme movement)
kitchen 3D printers
closed ecological systems
hydroponic farming
population vs food supply
animal welfare
Finally, we organised the sticky notes into categories of social, technological, economic and political: Findings
taught with ‘hands-on’ experience
“farming needs
hydroponic farming adverse health effects
damage to food-chain
farming is matrix algebra
electronic sensors for nurturing
vertical farming
P
Genome editing
connected farms (and classrooms?) GM to X meat
E
“Farm is wired up like a lab rat”
exchange of leftovers
recipe access
wellbeing of workers
poverty and food affordability
• All of the educational insights sat in social and technological, could this mean that untaught agricultural practices need to be taught socially with technology? • Most of the agricultural processes revolve around economics, likely because food production needs to be efficient and affordable as population grows.
S
T
E
Processes Issues Education
P
Creating values What will our school teach? Based on our research insights and thinking thus far, we produced a mindmap of the values we wanted the pupils to walk away with after graduating.
self-pride
subject potential
e.g. pride in produce
e.g. from seed to crop
appreciating inter-species values
The value to develop
e.g. understanding animals as sentiment beings
Value of work e.g. understanding benefits of natural processes
e.g. from small to large
attention to detail
values
e.g. from macro to micro
Learning patience the circle of life
e.g. the process of growing
e.g. understanding the foodchain
value of safety e.g. everything needs a home
caring and nurturing e.g. through appropriate care, good outcomes can be achieved
Reflection For me, creating this list of values was an important step within the project as, from here onwards, we reflected back on these values when thinking about the objectives and learning within our school. When brainstorming ideas as a group throughout the rest of the project, our thinking would always unconsciously relate back to these key values, and so, could be process I use to inform future design directions. 05
Can we design a school curriculum to teach primary school children about processes within urban agriculture?
Who? for pupils in mainstream primary schools? (+secondary?)
What? teaching processes in urban agriculture for 2025
curriculum for “ urban agriculture “
WHY? we are disconnected with agricultural processes
Aim - understand, appreciate and practice its value what if pupils could grow and eat their own food?
what if pupils could experience the birth and death of animals?
what if pupils had a lab to experime nt with agricultu re?
Findings
How? pupils learn through practicing urban agriculture with the help of technology (multidisciplinary approach)
what if pupils raised a plant/ animal and learnt with it?
what if pupils could grow for and learn with the local community?
what if pupils spread their knowledg e to the wider society? what if school buildings became a catalyst for urban farms?
WhERE? within schools (classrooms + cafeteria)
what if...
what if pupils could support their diet through their own farms? what if pupils were able to feel the emotions of animals?
what if pupils could partake in hydropon ic farming?
By mapping out the who, what, where, why and how, we decided not to create a new school, but rather a curriculum that fits into existing schools. We decided this as the importance of the issue we aim to teach should be crucial to the development of every child, and so should not be an exclusive school. The curriculum should bring about a new mindset to the youngest generation, and pass on to future generations.
Speculation What does 2025 hold? For the next stage of the project, we decided to speculate on the future by conducting research into what changes may take place between now and 2025
06 | Prospectus - School of 2025 | Jake Cohen
Visual research What projects serve as inspirational exemplars? To begin speculating on 2025, individually, I began to assemble a visual research bank of projects based on the future of agriculture and emerging practices. This included a moodboard of project images which continued to inspire our thinking throughout the project. These projects included:
FarmBot - open-source CNC farming machinery for the everyday home
Hydroponics - soiless growing in liquid, gravel or sand, with added nutrients
Entomophagy - the eating of insects for a better diet and as a meat replacement
Crop labs - growing soiless crops in labs to increase efficiency & production
Home growing - growing crops inside the Urban agriculture - a move from rural to home for self-sustainment urban to meet population demands
Speculative insights What will 2025 be like?
For the next step in gathering speculative research, as a group we mapped out speculations for the year 2025 and beyond by using reputable news sources. From these, we began to think of possible design opportunities for our school related to our theme of agriculture. computers will surpass human intelligence
technology will change what it means to be human
the govt’ will ban products detrimental to the environment
Increasingly, we wont be living as a part of nature...
by 2050, the planet will be packed will 9 billion people agricultural production will have to rise by 70% to meet demand.
Findings
instead, we will live alongside it
wireless communications will dominate everything empty office buildings will be used to grow city farms we will be able to safely grow GM crops indoors commercial agriculture will be the largest cause of global warming
food will eventually grow in cities
the distinction between town and country will blur
beef will reach the price of caviar we will eat less meat and more insects
we will eventually be able to 3D print waste food by 2050, people will either be starving or fighting for food
our global food supply will have changed radically
Agriculture Technology Environment
• Local and home farming must become a necessity as population growth will result in food shortages and the agriculture industry suffers severe strain. • There must be a move from beef and other meats to insects, as cows require huge amounts of food, water and land, contribute largely to global warming, and are less nutritious than insects. • Technology will become more advanced and ubiquitous, completely transforming what it means to be human. Could this technology be used to reconnect us to agricultural processes by helping us home grow our own foods?
07
Step Cards In order to have solid evidence of our speculations, I suggested to the group that we should translate our sticky notes into detailed STEP cards. These would present our speculations in a unified manner and would act as concrete evidence as to why we made certain decisions. We each chose an equal amount of speculative insights, and came back the following day to share our STEP cards.
STEP card mapping With this in mind, what if... We assembled our STEP cards and began sharing our insights with one another. For each STEP card, we then challenged ‘what if...’ questions in order to think of appropriate design opportunities.
Findings
Based on the speculations and ‘what if...’ questions, we began to realise that the proposal for our school so far best fit children at a young age (13 and below) as: • children can eventually pass on knowledge and skills learnt to the next generation • children are generally more open to new experiences, such as tasting insects • learning at a young age becomes culturally ingrained, rather than forgotten knowledge
Reflection Our goal was to create solid speculative evidence on the year 2025. In doing the STEP cards, we were also able to come up with design opportunities. Unfortunately, some of the STEP cards produced by others were incomplete or uninteresting, perhaps because the topic written about was quite difficult in the STEP card format. Nevertheless, I learnt that by discussing things as a group we were able to override these issues in order to progress with the project. 08
children were taught how to manage food as to minimise waste? children could understand the possibilities of waste?
waste from lunch could create dinner for students? children knew exactly where the food on their plate came from?
cities encouraged urban ecosystems?
waste was visualised so that it could reveal itself to children?
children could learn on their journey to and from school?
farms were connected with schools?
people in cities were surrounded by agricultural processes?
the curriculum for excellence revolved around nature?
the city adapts to nature
what if...
s) (based o n STEP card
children experienced the foodchain in school?
children were educated about global warming from a young age
children grew insects and then ate them technology could be used to communicate the needs of plants and animals?
children knew when to draw the line with technology?
we used nanotechnology to teach children? technology reconnected us with nature and people?
technology could inform us about the natural processes we can’t see?
nanotechnology could be used as a reactive to show children how things grow?
Design opportunity A new curriculum We aim to design a new curriculum which integrates with the traditional primary school curriculum. This innovative curriculum will bring practices of urban agriculture into the school to teach children how to produce their own sustainable foods for home and the local community
Ideation With well considered speculations in place, our next task was to start forming ideas for our school based on our ‘what if...’ questions
10 | Prospectus - School of 2025 | Jake Cohen
Collaborative sketching Generating ideas as a group
Collaboratively, we began to sketch out some rough ideas on a large sheet of paper, sharing our thoughts at the same time. These ideas were then translated into more detailed concept sheets, visualised on the next pages. agricultural connections with the wider community bringing agriculture to schools technology to communicate between species
creating an ecosystem within the school visualising and experiencing nature at work
concept areas...
re-purposing waste food technology to indicate the ‘right’ outcome
minimising waste food care will create an infinite process home school
technology to communicate between farms and schools
Concept name: Animal to human Key insight(s):
Group Collaborative Visualise your idea here as if telling a story . . .
nature is always at work, but the process is not visible, and it is not always appreciated.
What if question:
natural processes were visible and converted to human effort?
1 honey pot = 8 hour working day
=
Concept description:
a conversion of work and effort in nature to a human scale.
Rationale for the idea:
to help people understand how hard/persistent nature is.
1 eaten apple = 10 people eating burgers for 100 hours
=
Timed concept framing Student:on our collaborative sketching and concept areas, we Based undertook a timed activity using concept framer cards. For each round, we chose a particular theme from those discussed on the previous page, then we gave ourselves 10 minutes to come up with a concept for this theme individually. Following this, we each presented our ideas to the rest of the team and expanded by sharing our input on each other’s ideas. This was very effective in coming up with a range of ideas without thinking too much.
11
Product Design
technology to communicate between species
Theme 1 jake
a mini habitat that communicates satisfaction of the life inside
1 all good needs sunlight needs water
Holly
a device that changes molecules/atoms into emotions
it’s blue, everything looks good!
1
uh oh, they need more sunlight!
2
3
2 3
oh no! it’s sad!
yay! they are happy again!
4
how does the plant feel?
4
better give it water and sunlight! +
Theme 2 jake
re-purposing waste food
waste food can be re-purposed to create new food for people
“I can use these for school! ”
Holly
food waste can be given to insects to feed them
“I don’t want this, I’ll re-purpose it” school meals
1
home meals
1
waste RECYCLER
FOOD WASTE
waste food
new food
2
homeless
parents
2
pupils
food for insects
Theme 3
visualising and experiencing nature at work a conversion of work/effort to a
Holly measurable human scale
Jake
plant growth is experimented under certain conditions
x
x
light absent
water absent
slugs present
overwatered
bees present
under shelter
ants present
plant food
an 8 hour 1 honey pot = working day
10 people eating 100 1 eaten apple = burgers in 1 hour
Theme 23
“this one grew the best...”
agricultural connections with the wider community weeds can be recycled with tech
talitha and re-planted into something new
Jake
a school fair can promote urban agriculture in the community
grow your own Fair
1
“yes, that must be because...”
a local community gathering
weeds from home are collected... bug tasting... idea sharing... info leaflets...
2
and are brought to school to be modified...
s a le
3
to grow new fruits and vegetables
seed packs... bug recipes... food produce...
Theme 5 jake
bringing urban agriculture to schools
a living and breathing ecosystem grows within the school
growing fruits and vegetables within the school classrooms
Greg
pupils are surrounded by an ecosystem
1 growth of a single crop can be tracked over time...
corridors are covered in vertical crop gardens
2 crops can be harvested when needed in the school
...with the use of technology and observations
Findings: By sketching a series of quick iterative ideas, we discovered what elements made our new proposal different, innovative and valuable: • teaching food awareness and socio-environmental implications • practical and hands-on learning experiences • the provision of valuable life skills and knowledge • teaching something typically blind to society • the encouragement for pupils to get involved with the wider community
Reflection Undertaking the timed activity was very useful in generating a number of ideas quickly. However, with some themes, it did feel as though we were being forced to create something out of nothing, resulting in ideas which were not greatly meaningful. However, as a timed activity, I found it particularly useful as my aim was not to focus on the quality of the drawing, but rather the quality of the idea. Doing this task resulted in many initial ideas to take forward for development.
Refining With some initial ideas in mind, as a group we decided that we should next refine some of the important details of our school and start making decisions in order to develop learning moments
13 | Prospectus - School of 2025 | Jake Cohen
Prospectus activity In order to challenge our individual stance on our proposal so far, we each went away and designed our own introduction page for the prospectus of our curriculum. By sharing each of our prospectus pages with one another, we were able to visualise 4 key learning areas that our curriculum should focus on: • • • •
Growing (fruits and vegetables) Insects (raising insects for human consumption) Waste (minimising and re-purposing waste food) Connecting (involvement with the wider community)
A circular economy Brainstorming our ideas from our prospectus pages, we discovered that our curriculum’s new offering largely revolved around the theory of the circular economy with a focus on food
plants
raw materials organic products
nutrients
organic & synthetic materials
disassembly & waste separation
biological
technical animal consumption manufacture
product decomposers
A cyclical curriculum? By reflecting on the biological circular economy diagram, we began to develop a system for our curriculum which held similar values with an infinite cycle, and captured our 4 learning areas
4
3 3
harvesting
nurturing
5 production
make
2 sourcing
6 consumption
consume enrich
1
re-use
7
waste
System mapping What is the flow and who is involved?
tw ea
insects
e ast
food
for
in
c se
ts
compost
homes
school connecting
ke ma
w
as
growing
food
waste
al anim
human fo od
inse cts
With our chosen learning areas: growing, insects, waste and connecting, we mapped out the flow of the system in order to reveal how our proposal interconnects. This allowed us to reveal who the key stakeholders might be and their role in the system.
te
farm
home locals waste
regeneration
flow of knowledge flow of processes
parents
Stakeholders Whilst our curriculum highlights the importance of interdependence between humans and other species, we agreed that the role of other human stakeholders greater emphasises this idea of interdependence whilst bringing about the learning to new people. Whilst children are the direct learners within the curriculum, other stakeholders will learn indirectly from being involved in these processes: • • • •
Pupils Friends Parents/guardians Family
• • • •
Teachers Headteacher Schools School committee
• • • •
Lunch staff Entomologists Nurses Farmers
• • • •
Chefs Education minister Local shops Neighbourhoods
Learning areas ideation Choosing key learning areas and exploring ideas With our understanding of who the stakeholders might be along with mapping the flow of the system, we each went away to begin ideating on the 4 learning areas: growing, insects, waste and connecting, and how they can fit in a cyclical curriculum. Following this, we shared our ideas and thoughts with each other. My ideas included: reusing plastic bottles for vertical gardens?
what crops?
food? e.g. strawberries, carrots...
could children make a flat trellis in art class?
natural remedies? e.g. chamomile, thyme...
2 planting low-tech indoor growing systems within the school?
3
1
nurturing
growing...
sourcing
pupils care for and nurture plants for successful growth
acquiring seeds from local farmers to grow crops in school?
4
6
harvesting
eating pupils learn through eating their own produce
pupils harvest their crops when ready
5 production
pupils discover how to prepare and cook their school-grown produce
15
bees? produce honey ants? high in protein
we chose to focus on worms due to their beneficial composting abilities and low maintenance
red worms? good for composting
what insects?
we chose to focus on crickets as they are easy to raise, high in protein and can be used in many recipes
crickets? high in protein
2 re-use food waste can be given to insects to consume
3
1 food waste
observation
insects...
pupils can watch the insects eat the food waste
organic food waste can be collected and from home re-purposed from school lunches
4
6
harvesting
eating pupils learn through eating their own produce
5
technology can indicate when the insects are ready to harvest
preparation pupils can learn how to prepare the food safely
can children discover the importance of nutritional values?
how can the insect be killed humanely?
sensors? tablet apps?
local waste collection? from home?
in the school?
source of food waste
INSECTS waste can be given to feed insects within the school
1
food waste can be 3D printed into new food
2
collection waste food and organic matter can be collected in a new initiative
3D PRINTING
re-use
COMPOSTING
waste..
4 sharing farmers can provide the school with kit to grow in the classrooms
an interdependent cycle between farms and the school pupils?
waste can be added to a compost heap which can be used to restart the cycle
3 returning pupils can return compost to the farmers to grow new food
planting crops?
milking? harvesting?
how? shearing sheep?
2 collaboration school pupils can be involved with processes on the farm
1
3
integration a school surrounded by a small urban farm?
6 involvement
connecting
sharing farmers can provide the school with kit to grow in the classrooms
4 awareness
school fairs can spread knowledge and ideas to the school can capture the local community the imagination of the 5 public, encouraging them knowledge to get involved pupils can share knowledge by creating leaflets that inform the wider society
how? starter kits?
taster sessions?
pamphlets made by pupils?
Learning moments ideation Exploring ideas for key learning moments After exploring our 4 key learning areas, we next began to generate ideas for key learning moments ready to participate in a workshop that helps us build one of these moments at full scale. We explored ideas individually, then shared with the group.
1
Circle of life - a circular table exploring the food cycle 3
source
4
nurture
harvest
prepare
consume
waste
reuse 5
2
a rotary learning table to experience each stage of the cycle
1
2
Composting bin - observing the process of decomposition compost can be used to restart the cycle
food waste in waste decay compost compost out
3
Habitat roundtables - an observable plant and insect terrarium a mini habitat in the classroom
mosses
ants
Indoor growing systems - growing food in the school vertical gardens
herbs?
17
soil
vegetables waste
a rotary terrarium for group observations and learning
4
crickets
hydroponic
garden patch
small fruit and veg?
large fruit and veg?
5
Cricket farm - growing and eating nutritious insects in school toilet tube soil
a low-tech farm to grow crickets in school
6
egg box
cricket flour
+
=
nachos
add food waste and water
cookies
twigs
Death observations - understanding death as an important process
learning jars to observe the process of death of a plant
decomposition decay provides nutrition for re-growth
7
Ant farm table - observing the life and importance of ants
school tables have an integrated ant farm with a clear surface
8
waste school food is added into the farm
children can learn through observation
Soil observations - macro observations of growth beneath the surface connected containers with moss, soil, waste food and worms children can observe what is happening in the soil
a vegetable or fruit with a clear container to witness the growth of roots
observing the flow of soil processes in a system
Reflection Going away and coming up with our own ideas was more difficult that coming up with ideas as group, but I felt it was more helpful as we all had different insights and ideas that we could share with each other. Moreover, I believe it allowed us to come up with more ideas that were well thought out than those which we did in the timed activity earlier in the project, which seemed a little rushed.
Exhibition In order to gain an insight into how we will create our open day, we were asked to participate in an exhibition workshop with the aim of visualising a self-explanatory learning moment within our school
18 | Prospectus - School of 2025 | Jake Cohen
exhibition workshop Designing a metaphor to communicate our school
Aim To give understanding and to communicate the potential of our curriculum’s new offering. The exhibition is to be self-explanatory through the use of the different senses, and intended to create intrigue to the viewer
proposal By sharing our individual ideas on learning moments, we were able to formulate a proposal that focused on the cycle of food between vegetables, insects and humans. We aimed to demonstrate how people can manage a cyclical system of constant food growth by understanding the food chain and the circle of life. This would be conveyed on a circular table, showing the story of food and interdependency amongst species.
waste
food
6
5
7
4
food
preparation
8
A food cycle
3 veggies
cooking
9 2 1
seeds
10
soil waste
food
The exhibition A visual metaphor for our school proposal Our exhibition involved a series of props that communicated our idea. Without any explanation or other prompts, we asked viewers to walk around the circular table and to observe each step of the story.
Feedback • The exhibition was described as ‘a very obvious statement’; viewers were able to decode the metaphor we were visualising in a similar way to what we were suggesting, without having to explain the idea. • Although a metaphor, the exhibition looked ‘clinical’ and ‘lab-like’, rather than child-friendly. However, since this exhibition was to be viewed by adults, as a team we decided it would be better to target an adult audience. • The system was described as very ‘hands-on’, and subject relatedness should be emphasised, such as how the system can connect with numeracy, art and science.
Reflection As a group, we felt our goal of designing a metaphor was successful as viewers were able to understand it. However, I believe there was some confusion as some understood it as a metaphor whilst others were expecting it to be an interactive learning moment. To improve in the future, I would suggest creating some form of interaction with the exhibition which acts as the learning moment. 19
1
Soil
The source at which the process begins
3
Veg
Care and nurture results in food growth
5
Food waste
Waste food is sometimes left behind
7
Preparation
Insects are harvested and prepared
9
Human food
Insects provide food for humans
2
Seeds
Vegetable seeds are planted in soil
4
Human food
Vegetables provide food for humans
6
Insect food
Waste food is fed to the insects
8
Cooking
Insects are cooked
10
Food waste
Food waste is composted - cycle restarts
Learning methods How will the children learn the curriculum? Based on the feedback from the exhibition workshop, we decided that next we should consider in detail the interdisciplinary nature of our curriculum and how it will fit into the existing curriculum. As a group, we mapped how our curriculum will be taught in existing subjects, but also decided that the curriculum will be a lesson of its own too.
+ involvement with community + school fair activities + workshop events + re-purposing waste + creating habitats + presenting food social studies + creating gardening systems art & design
rning interdisciplinary lea d? te how w ill lessons be adap
numeracy + nutrition & portioning + scale of food production + resource management
20
+ exploring cultural entomophagy + exploring multicultural farming + understanding ethics in harvesting and killing religious & moral studies
ICT
science + biological aspects (e.g. ecosystems, photosynthesis etc.) + the circle of life + the food-chain + GM and pesticides
+ using technology to interact, learn and understand
class presentation
individual task
observation
meet and greet
fear
4
fear
3
fear
2
fear
1
5
6
7
holding
nurturing
eating
time
time
a process applied to the classroom tackles entomophobia
fear
fear
time
fear
time
leads to entomophagy time
time
time
Systematic desensitisation Since entomophagy is generally not practiced in the western world, we carefully considered how we could get children to try eating insects. We decided that systematic desensitisation would be a good learning method for becoming comfortable with insects. Children will undertake a linear flow of activities that reduce their level of fear overtime, up until the point where they feel comfortable eating insects, or to any other stage where they are comfortable.
Proposal At this stage we had a lot of ideas, and so decided to make clear decisions that form the identity and communicate the offering of our new curriculum
21 | Prospectus - School of 2025 | Jake Cohen
The problem Meats such as beef are inefficient and unsustainable and the rising global population is straining agricultural production - more people will go hungry as food becomes more expensive, and so people need to be able to provide for themselves
The solution A cultural change in the way we think about food and how we produce it. With an open mind to new foods and methods of production, the provision of food can be more sustainable and affordable using ideas seen within urban agriculture
We chose to name our curriculum
natural networks as it playfully highlights our message that we shouldOur be interdependent aim though a network between species
Our aim
Learning Learning will focus on both theoretical and practical skills. Children will be assessed by how well the system is working in the school, values which have been achieved, the application of the knowledge learnt outwith the school and homework activities
To design a curriculum which teaches children how to become self-reliant yet interdependent amongst species, by providing them with skills to grow their own sustainable foods using low-tech methods
P2 Mac
observation understanding
ro
P4 observation understanding interaction experimentation
observation observation understanding interaction
P1 P1
broad
P3
observation understanding interaction experimentation investigation
P5 P7 focused
P6 observation understanding interaction experimentation investigation monitoring
Mic observation understanding interaction experimentation investigation monitoring management
ro
P7
Macro to micro learning We decided that the curriculum should focus on a macro to micro level of learning in order for the pupils to understand the system on a broad and focused scale. Each school year focuses on a different learning outcome that builds on knowledge gained from previous years. This form of macro to micro learning allows the children to understand the bigger system, then home in on the smaller intricate details that build up that system.
22
Parent’s Prospectus Page 9-10
growing & nurturing
preparing & cooking
eating
preparing
restart
reuse
waste & reuse
waste
cooking nurturing
start
growing
Learning areas We chose to refine our key learning areas from growing, insects, waste and connecting to: • • • •
Growing and nurturing Preparing and cooking Eating Waste and reuse We did this as the exhibition feedback suggested a reciprocal cycle would highlight the idea of an infinite process. Moreover, these moments would help to create a circular system within the school based on the biological circular economy. These are the key learning areas that we intended to represent and demonstrate in our open day.
eating
The learning moments What activities will children engage in to learn? Pupils will learn through a cyclical process defined by the 4 key learning areas: growing and nurturing, preparing and cooking, eating and waste and reuse. By sharing our individual ideas, we designed a series of activities and artefacts that act as learning moments, facilitating pupils with this form of cyclical learning:
1
gap for waste food
Cricket farms Pupils will learn by maintaining a class cricket farm. The crickets will need to be closely studied, cared for and nurtured. Crickets grown here will eventually be used for a high protein meat alternative.
clear observable insect farm
Vertical gardens
2
Pupils will construct and maintain a system of vertical gardens for the growing of small leafy vegetables and fruits for school dinners, insect consumption and food for the community.
vertical
horizontal
Fruit & veg patches
3
Pupils will grow and maintain a fruit and vegetable patch within the classroom. This has a clear facade for pupils to learn and observe beneath the surface for a more detailed understanding. observable below the surface
Waste food wormery
4 compost organic waste
23
Pupils will learn from waste food by adding appropriate waste to an observable wormery. Pupils will understand the value of worms in producing compost to restart the cycle.
5
Worksheets & homework
insect worksheet
homework kit seeds
Food preparation
6
Pupils will understand how to appropriately harvest and prepare food which they have grown and the ethics and morals regarding this. have they all be washed?
7
Pupils will complete worksheets based on practical activities such as how to feed insects and care for plants. Homework will also get pupils to grow things at home and in the community.
I’m gonna try a cricket burger
yep!
New food options
menu
Pupils will learn through eating school dinner as there will be a third option on their lunch menu. This option includes food that has been grown by teachers and pupils within the school.
Eating as learning
8
Pupils will learn when choosing dinner options that include ingredients they have grown in class, as they will know how, where and when it was produced and the effort it took to make.
9
try som e tas ty bug coo kies !
bug sale !
Community events Pupils will learn by taking part in community events that spread awareness of urban agriculture and teach locals methods of home growing which have been learnt in the classroom.
The branding Creating a playful and compelling brand image To form a brand identity, we sketched multiple ideas and printed colour swatches and font palettes in order to explore with the style we wanted to go for. We experimented with a series of iterations of an infinity symbol to form a logo that suggested a constant flowing cycle, thus representing the core element of the curriculum.
Reflection I was left in charge of forming ideas for our brand identity. To do this, I created palettes of fonts, patterns and colours, printed these out, and brought them to them to the group. Each member then chose their favourite swatches from the palette. This was very efficient as it allowed other members to work on other tasks, and bringing a variety of ideas to the table resulted in more definitive decisions. This is a method of collaboration I will certainly use for future projects. 24
Logo We chose an infinity symbol as it suggests a consistent and infinite cycle. The logo playfully captures the three key stakeholders within our curriculum: the humans, the insects and the plants
styles
Titles: Harabara
Body: Univers
aim Vivid greens suggestOur themes relating to the environment, nature and sustainability, whilst being bold to appeal to children. We also selected our font set based on their child-like rounded appearance
illustrations We characterised our illustrations to capture a child-like essence with sketchy edges, designed to look as if children have had an input in them, and thus appeal to this demographic
Mascots Mascots are used to engage children in learning activities and are designed to add an element of playfulness to insects that otherwise may appear unpleasant. By adding a charactered association, children may be able to relate more to the insects they interact with.
Illustrations
The plan of action What will we deliver to communicate our proposal? Our plan of action consisted of a list of things to make and how we we’re going to make them, what things we need to buy and the props required for the space, and a decision of who will do what in order to work effectively.
fruit and veg patch
menu
temp:56'c
vertical gardens
arduino monitor
‘third option’ menu cricket farm
reward stickers cricket cookies
wormery learning moments
branded takeaways
insect
parent’s prospectus
worksheets
prospectus
deliverables
map
Floor plan
pupils’ prospectus
promotional items value badges
2D existing school floor plan
certificate recipe sheets
3D natural networks props
certificate
props (TO EMPHASISE THAT IT WILL BE AN EXISTING SCHOOL)
school posters
group tables
teacher’s desk whiteboard
25
stakeholders
stationary exercise books
Key roles: Greg making in workshop Talitha making in studio Jake & Holly making digital work
l
Prototyping & making Our iterative prototyping mainly focused on testing to see if everything worked the way we wanted it to. We nurtured the insects throughout the project and fed them waste to see if they ate it. We also tested insect recipes to check if they are tasty enough to eat. We explored multiple vertical garden and trellis prototypes to see what would work best, alongside developing a child’s prospectus that involves a starter kit to grow your own vegetable. We played around with the layout by sketching thumbnail floor plans, but preferred to move things psychically in the space to see what worked best.
wormery cricket farm vertical garden Fruit &veg patch
Outcome Open day We presented our new curriculum in the form of an open day which exhibited a traditional primary school that has incorporated the curriculum for Natural Networks
26 | Prospectus - School of 2025 | Jake Cohen
What?
Natural Networks teaches children the importance of food within a bigger ecosystem, providing the skills to sustainably produce food for themselves and the community.
How?
Natural Networks fits into the existing curriculum to support and develop existing lessons. A new subject specifically for Natural Networks will also fit into the subject schedule. Children will have practical lessons in the Natural Networks subject, and existing lessons, such as numeracy and science, will be adapted to teach the values and theory associated with the curriculum for Natural Networks.
Why?
With the rapidly growing global population, the future of agriculture is unstable. Prices of food will increase and more people will go hungry as they are unable to afford food. Moreover, the livestock industry emits more greenhouse gases than planes, trains and automobiles combined. Natural Networks is a solution to create a new culture of self-growing and local food sharing, by teaching the youngest generations who will pass this knowledge on.
Welcome table Before people entered the exhibition, they were greeted by a welcome table which displayed promotional items. This included the Parent’s Prospectus, the Pupils’ Prospectus, and insect recipe sheets for visitors to take away with them. Viewers were also encouraged to try cookies which were made with cricket flour, demonstrating the possibilities of what food can be made with insects. Guiding visitors throughout our open day, we played the roles of a headteacher, class teacher, a parent and a representative for Natural Networks. This helped to make our proposal more believable and realistic.
27
Our proposal has formed from the values we had developed early on in the project, and so these are the core of what the child is learning. The achievements and values taught by the
curriculum for Natural Networks were visualised to show the outcome of the learning. These included value badges for uniforms which are earnt throughout, and the certificate of achievement that pupils will receive upon completion of the curriculum for Natural Networks as a formal qualification.
Parent’s Prospectus Page 11
Open day: layout & design As the curriculum for Natural Networks is to merge into the existing curriculum, our open day was designed to exhibit a traditional primary school. It was important that we communicated to viewers that this is not a new school, rather something that fits into existing schools. To do this, we successfully used a series of props which hint that the space was an existing primary school, with new elements that demonstrate the role for the curriculum for Natural Networks.
28
vertical gardens (vertical) wormery (food waste bin)
fruit & veg patch lockers
window panes
teacher’s desk
canteen table
pil
pu s
sk de
welcome table
whiteboard ENTRANCE
cricket farm
The layout of the open day focused on two main rooms: a primary 7 classroom and lunch hall. These two rooms were separated using floor markings in the exhibition space. The classroom consisted of three main features for the curriculum for Natural Networks: vertical gardens, a cricket farm and an observable indoor fruit and vegetable patch. In the lunch hall, the main feature was a wormery where waste school food could be regenerated into compost to restart the cycle.
vertical gardens (horizontal)
P7 classroom lunch hall
The classroom: vertical gardens A key learning moment demonstrated in the classroom was the process of growing and nurturing. Fruits and vegetables can be grown by pupils in vertical gardens. Pupils can make these from plastic bottles and nurture them for successful growth using ‘low-tech’ methods of growing. This allows the children to easily use this growing system at home, where the knowledge and its application can be spread onto parents and the wider community. Two types of vertical garden were shown in the classroom to show different methods of growing.
29
The classroom: fruit & vegetable patch An important part of the learning comes simply from observation. Featured in the classroom is a fruit and vegetable patch with a clear window to show children the process of growing beneath the soil, branded with the Natural Networks colours. This can be used to grow larger fruits and vegetables than the more leafy types found in the vertical gardens. The placement allows excess water flowing through the vertical gardens above to nourish the fruit and vegetable patch. By observing growth beneath the surface, pupils begin to move from macro learning to micro learning, appreciating and understanding the smaller details contributing to larger processes.
The classroom: cricket farm Another learning moment that teaches the process of caring and nurturing within the classroom is a cricket farm. A cricket farm was featured in the centre of a group table as it allows the pupils to consistently observe the growth and life of crickets. Cricket worksheets were also placed on the table as the underpinning theory behind the curriculum can be learnt through observation and practice.
30
As the internet of things becomes increasingly prominent, the curriculum for Natural Networks aims to teach pupils not to be dependent on technology, but rather to be interdependent with it. The cricket farm features monitors which provide statistics for the caring and nurturing of the insects. This technology does not tell the pupils what they have to do, but rather helps them understand things that cannot be seen, such as the temperature level and the amount of food which will be produced. The use of this technology can gradually be removed as the children begin to learn from experience.
Dinner hall: food waste & wormery Another important learning moment is the reuse of waste. In the lunch hall, waste food was shown on the lunch table. Through interdependence with worms, children can reuse this waste by placing it into the wormery. The work of the worms will convert waste into compost which can be used to create more gardens within the school. Additionally, this compost can be a free resource used to encourage parents and members of the community to practice the processes taught within the curriculum for Natural Networks.
31
Similar to the fruit and vegetable patch, the wormery features a transparent surface allowing the pupils to consistently observe life inside it. The transformation of organic waste can be visualised as whole food waste is seen at the top, and further down this waste becomes a compost which can be collected from the lower section of the wormery. The wormery is also designed to be playful and engaging to children, and so features the mascot and Natural Networks branding.
Dinner hall: a new menu Natural Networks offers a new menu that adds a third option to school dinners. This third option includes food that has been produced within the school by pupils, using vegetables and insects as the ingredients. The value added to this is the ability for pupils to transition to insects as a form of meat, where they have played a central role in production.
32
Parent’s Prospectus Page 13
school school school committee
headteacher
other schools
lunch staff
teachers
pupils neighbourhood
family
parents/guardians
nurse entomologists
co
friends
m m
farmers
farmers
education minister
un
community
ity
local shops chefs
l s na na l r external te io ex ess f oprofessionals pr
Stakeholder map Natural Networks encompasses many people who learn from one another, from teachers to entomologists, with the pupils playing the central role of the curriculum. We produced a simple visual in order for viewers to clearly visualise who is involved within the curriculum.
Parent’s Prospectus Page 7
school fair
kitchen lunch hall
P1 P2
P3
P4
P5
P6
Crieff Primary School: floor plan In order to place our curriculum in the context of an existing school, we used a floor plan from Crieff Primary School in Scotland. Using this floor plan, we constructed a 3D model showing how the artefacts for learning can be implemented into an existing school, and how the curriculum progresses throughout P1 to P7, shifting from macro to micro.
33
P7
Since the curriculum for Natural Networks largely revolves around a new method of learning and teaching, the artefacts for learning can be placed appropriately as suited to the layout of the school, rather than a set layout for which each school must follow. Playground space can also be used to hold school fairs that spread awareness of the curriculum.
Parent’s Prospectus The Parent’s Prospectus provides all the information about the curriculum. As our curriculum is quite radical in that we are promoting entomophagy which is not practiced yet in western culture, the prospectus aims to provide all the information and reasoning as to why the curriculum is important. It is designed to make the parent confident in the curriculum and what their child will be learning, and includes a permission form for safeguarding their child.
34
Pupil’s Prospectus As a prospectus is something which isn’t common for children between the ages of 4-12 to read, we decided we wanted to create something more playful for the pupils. The Pupil’s Prospectus is designed to give prospective pupils a taste of what the curriculum for Natural Networks will involve. It is a re-purposed water bottle that gives the pupil all the tools they need to grow their own vegetable. Upon doing so, they can gain an insight into what they will be learning in the classroom.
A typical school day with Natural Networks waste food from home is taken to school wormery
Natural Networks creates conversations and understanding about where food comes from
impacts of Natural Networks may result in a change in mindset (e.g. driving to walking)
home grown produce
eat breakfast 08:00
leave home 08:23
walk to school 08:24
assembly announcements for the production of school-grown foods
+ nutrition and portioning + scale of food production + resource management
+ biological aspects + GM and pesticides
1
2
3
Natural Networks class
+-x= assembly 09:00
7
8
13
9
discussion between parents and children about Natural Networks
+ involvement with the local community
social studies 14:15
science 10:45
maths 09:30
meet parents 15:30
14
walk home 15:35
15
children begin to care and look after what is around them children become curious about the nature surrounding them
arrive at school 08:45
playground time 08:46
school bell rings 9:00
41
52
63
children are given alternative options on the food menu
leftover food from lunch is added to the wormery bin
children can observe the worms and the decomposing process
+ re-purposing waste + creating habitats + presenting food
lunch time 12:00
playground time 12:25
art 13:00
10 1
11 2
12 3 homework gets children to start growing and recycling at home tasks regarding theory of Natural Networks build on practice
children can harvest/ use food which they have grown in school or at home
arrive home 15:55 15:55
dinner 18:00time 18:00
homework 19:00 time 19:00
16 1
17 2
18 3
Feedback Throughout the open day, visitors were open to discussion on our proposal which resulted in some interesting feedback. In the next steps, I aim to focus on this feedback and respond appropriately in attempt to improve our final outcome
36 | Prospectus - School of 2025 | Jake Cohen
Open day feedback How did visitors respond to our open day? Discussed below are some of the main points that came from our open day:
Findings • I discussed our proposal with a mother who has a daughter in a primary school. She said she would be very willing to allow her daughter to participate in the curriculum and was very optimistic about it; especially interesting as she wanted to be just as involved as her daughter would be, highlighting the importance of key stakeholders. • The majority of people were very open to trying the cricket cookies, and everyone agreed that they did not taste much different to regular cookies. As a group, we questioned whether people would notice the difference if we had not of told them. • People seemed very optimistic for a curriculum that was quite radical. By providing visitors with facts about future food and information on why we proposed this curriculum, people seemed to agree that this transformation needs to take place.
Reflection The open day was a great opportunity for me and the group to see people’s responses to our radical curriculum. By explaining our proposal to new people, I gained a lot of confidence in our idea, as discussions about it led me to realise that this could be a very real thing in the near future. It was also refreshing to be able to receive optimism about our project from people outwith the department.
Project feedback What elements remain unclear?
1
“ What does the child leave with?” a formal qualification
values for everyday living (e.g. self-pride, subject potential)
knowledge about their environment and world issues
knowledge about the importance of food and nutrition knowledge and skills on how to make your own sustainable foods
2
a reconnection with agriculture and nature
“Elaborate on how the pupils are assessed?” Cycle how effectively is the circular system working in the school?
Values has the pupil earnt all of the core values?
3
skills for integrating with the local community to share ideas and work together
25% 25% 25% 25%
Application has the pupil applied knowledge outside of the school? Homework has the pupil finished homework to the best of their ability?
“How does the curriculum evolve and what drives this?” Over time, the curriculum will evolve as new world issues occur. The overall curriculum aims to deal with these issues by giving individuals the power to be interdependent and to adapt to world changes. Illustrated below is a series of world issues that may be experienced overtime and how the curriculum might adapt to address these issues.
37
2025
2045
2065
agriculture how to produce your own food
healthcare how to provide your 2055 own healthcare energy climate change how to produce how to adapt to your own energy a new climate
??
2035
4
“Is there an insect abattoir? How are they killed and cooked?” A stage we left out of the open day was the killing and preparation of the insects. This was because we felt the pupils would learn more from the other learning moments we presented. However, a learning moment for ethical killing could be: The most humane way of killing insects is to put them in the fridge for an hour to make them hibernate. Then, put them in the freezer to kill them...
1hr
insect farm
1hr
refrigerate
freeze
The insect farm can be placed in the fridge, then freezer when ready to harvest
5
“Could the focus of year be reversed?” A visitor at the open day with a child in primary school suggested that the focus of each year could be reversed, as there is a tendency for teachers to make people work from textbooks in later years, resulting in micro to macro learning. Below I have illustrated how this might look. This, however, may not work as the curriculum is designed to get more advanced as the years progress, instead of the opposite.
P2 Mic
management monitoring
ro
P4 management monitoring investigation experimentation
management management monitoring investigation
P1 P1
focused
P3
management monitoring investigation experimentation interaction
P5 P7
broad
P6 management monitoring investigation experimentation interaction understanding
Mac management monitoring investigation experimentation interaction understanding observation
P7
ro
Reflection A conclusive reflection on the project as a whole
38 | Prospectus - School of 2025 | Jake Cohen
Overall reflection Overall, this has been an intensive and challenging project which has taught me a lot about speculative design. I have found this project to be the most exciting and interesting thus far during my time at GSA, largely due to its connection with real world political problems and sustainable design, the outcome of which I am more than pleased with. This project also felt different to those previous as it was non-sequential, almost feeling like a part-time project. However, I do not think this was detrimental to the work. If anything, it worked better as it gave us time to go away and come back to the project with a clear mind. The group dynamic has largely been successful throughout the project without any notable disagreements, and I felt comfortable sharing my ideas and input with my team members. Peer-led reviews were also very helpful in gaining feedback, especially as I got to see other group’s ideas and design processes. The final stage of the project was very intensive and required a lot of work, but staying in the studio all day with the group was productive and I felt a studio culture forming for the first time. The outcome of this project is one which I am most proud of from my time at GSA, as it appears very feasible and appropriate for the future. The outcome highlighted the importance of forming realistic speculations for the future, which we appear to have done quite successfully. Presenting our outcome in the form of an open day was also a very rewarding experience as it allowed me to see live responses to our school proposal. People showed genuine interest in our idea
and wanted to know more, and I gained a lot of confidence in talking to people about it. This was very different to other projects as normally we do not get feedback from a wider audience. The use of role-play in communicating our ideas was also particularly useful, and it was the first time I had done so. I will certainly consider this technique for future projects as it puts the viewer in a more realistic context for the understanding of the proposal.
Key learning • How to research, define and present clear
speculations on the future using reliable and trustworthy sources.
• How to apply speculative insights in forming
meaningful design opportunities.
• How to challenge ideas and justify
decisions for divergent thinking.
Next time... • I would like to be more vocal within a
group project next time. Sometimes, I avoid challenging ideas or suggestions that I disagree with as I do not wish to create arguments that lead to group dispute, especially when our group dynamic was quite successful. However, by challenging each other’s input, I believe it not to be negative, but rather something that forms more divergent thinking and new learning. • I also wish to be more vocal when I
believe team members are not putting enough effort in as the rest of us. Certainly throughout this project there was a clear imbalance between the workload, which unfortunately led to more work for me and another member of the group.
Appendix This section compromises of material and research that we have collected, but that does not effectively aid the narrative and communication of the project
39 | Prospectus - School of 2025 | Jake Cohen
Interview An interview with a primary school teaching assistant Participant: Sandra Whittle Occupation: Teaching assistant Place of work: Bolton School Interview type: Instant Message Do you grow your own foods in school? We do grow stuff, we have apple trees and vegetables, we don’t do much but they just grow but we collect and taste. We also have an insect hotel. What do you do with the insects? Nothing much, we sometimes look with magnifying glasses but the senior school [secondary school] have bee hives. A lot of the older kids look after the bees and sell the honey to the public.
kids are fussy. Some don’t eat all day because they don’t like what’s being served. Schools want to provide a hot well nourished meal for the children but not everyone is eating them - that’s why I think a packed lunch should be an option so at least they eat.
Is there anything you think the kids are not being taught about nature/ food that they should be? I think kids should be taught that we are not all lucky to have food but it’s hard Is there a lot of food waste in school? when they are young. Harvest is good for There is a lot of waste food because the them to learn but it’s not always there. children are being forced to eat what Do you think if they [the children] got we don’t like in schools - that’s Jamie food from a supermarket, they would Oliver’s fault, he stopped unhealthy foods like chips etc. and replaced it with know where it comes from and how it was made? things like ocean pie. We make soup No, when we have milk I always say and pies with the veg we grow. “don’t take unless your going to drink Do kids not like the food they serve? it”. And I once told them the cows work Not really they are used to getting what to bring you milk and it would be sad to they want and prefer chips and chicken throw it away - they never wasted milk nuggets - we don’t have packed lunches again. We went to Smithills farm and watched the cows being milked and I or sandwiches but I think they would said “we wouldn’t want to waste it”. So if prefer their own choice. They are not they don’t want milk they have water to allowed packed lunches in our school help the cows. but I think it should be an option as
Image references Page
Source
3
‘Science & technology’ - Design Taxi
3
‘Moral & ethics’ - Health Ambition
3
‘How agriculture is taught’ - Otley Ashfield Primary School Blog
3
‘The future of agriculture’ - Thomas Kosbau, University of Oregon
6
‘FarmBot CNC’ - FarmBot
6
‘Hydroponics’ - All Systems Grow
6
‘Entomophagy’ - Sean Gallup, Getty Images
6
‘Crop labs’ - Inhabitat
6
‘Home growing’ - Ikea
6
‘Urban agriculture’ - EcoWatch
http://editorial.designtaxi.com https://www.healthambition.com http://ashfieldprimary.blogspot.co.uk/ https://aaa.uoregon.edu/ https://farmbot.io http://www.hydroponicsuppliers.co.uk http://stories.gettyimages.com/tag/sean-gallup/ http://inhabitat.com/ http://www.ikea.com/gb/en/products/indoor-gardening/ http://www.ecowatch.com/
Divider page photos under Creative Commons CC0 license.
PRODUCT DESIG N The Glasgow School of Art