Children's cotribution to Design for Climate Change Learning

CHILDREN’S CONTRIBUTION TO DESIGN FOR CLIMATE CHANGE LEARNING A consultative process with children for designing a community education park about positive climate change awareness and action

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LAND 8000 Lucia Cha 1345872

CONTENTS

Abstract

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Research Question & Aim 5 Introduction

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Rational: Environment

Analysis: Elements of Climate Cange Causes 12 Analysis: Climate of Denial 16

Case Study: Watersquare - The Stewardship Role as Landscape Architecture 18

Rationale: Social

Children and Outdoors 20

Research: Participation

Co-Design with Children 23 Existing Co-Design or Pop-Up Programmes 24 Literature Suggestion on Participatory Methods 27

Exploring the Theories

Engaging Children in Taking Interest & Awareness of Environmental Issues with Positivity 30

Exploring Floating Island as part of a Fun and Positive Approach 32 Existing Designs Encouraging Children’s Input Towards Design 34 Exploring Children’s Play and Elements of Playground 35

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Theories to Practice

Preparing for Practical Workshop 36

Workshop One: Informing What Climate Change is and Sharing IdIeas on Positivity 38 Workshop One: Example of Progressive Work 40

Child participation

Workshop One: Model Making and Outcomes 42 Meeting the Criteria from the Theories 43

Exploring Student’s Model

Design Ideas & Possible Influence

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Interpreted Design 52 Iterative Participation 58

Reflection 60 Bibliography 62

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ABSTRACT Through the combination of understanding community attitudes and the established practice of designing outdoor spaces, landscape architects are able to encourage people to connect with their environment. I have attempted to create a space which incorporates social perspectives on sustainability and attitudes towards outdoor play. My aim is to increase awareness of environmental issues and to contribute to a more child friendly city. I also aspire to do this in a collaborate manner, involving my clientele in the creative design process. My project experimented with the iterative method as I collected design ideas and feedback from the children of Gladstone primary school.

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RESEARCH QUESTION IN WHAT WAYS CAN A METHOD OF CO-DESIGN WITH CHILDREN PROMOTE CLIMATE CHANGE LEARNING THROUGH THE PROCESS AND THE RESULTING DESIGN?

AIM TO DEMOCRATICALLY INVOLVE CHILDREN IN THE DESIGN OF A HYPOTHETICAL EDUCATION PARK FOCUSED ON POSITIVE ENGAGEMENT WITH CLIMATE CHANGE ISSUES

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INTRODUCTION

MODEL DEMONSTRATING THE PROCESS OF CHILD PARTICIPATION IN THE DESIGN CONCEPT DURING THIS NEGOTIATED STUDY PROJECT

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The research project began with my interest in sharing knowledge on the topic of sustainability for wider communities. I believe that landscape architects have a particularly important stewardship role in acknowledging the environmental issues.

It is stated by the New Zealand institute of Landscape Architecture that their aim is “to foster and develop an understanding of the [physical and cultural] process and to ensure that this knowledge is applied in such a manner as to conserve or enhance the quality of all natural resources and to human values.” (NZILA, 2012) There are a number of landscape projects which embrace similar aims as espoused by the NZILA and have executed this in educating the public on environmental awareness. For example, the landscape architecture project

of the children’s playground in Hobsonville Point

by Isthmus Group teaches about seed dispersal through giant sculptures (Wake, 2012). Also the ‘Watersquare’ stormwater buffering concept in Rotterdam by Florian Boer of De Urbanisten aspires to visually educate the public on managing stormwater through interactive play by offering a single landscape which changes depending on climate (Boer, 2010).

Climate change is often seen as a negative subject and sparks more questions than what science can answer. The figures are sometimes exaggerated and solutions are often inappropriate and do not consider everyone’s situation. Yet the answers are rather simple; environmental awareness and sustainable living. However, many have difficulty following these ideas due to social, cultural and individual habits. Although everyone is

different I believe design can grab attention, change behaviour and perspective as well as inspire positive awareness on climate change.

As students of landscape architecture design, we have a responsibility to use knowledge of the environment to create spaces that are welcoming to the public and offer positive climate change education.

I explored ways of learning such as Candy Chang’s community participatory project that invites the community members to have their say about issues (Chang). Also, the Spark truck is a mobile education workshop to encourage craft work for children through making mock-up models (Harding, 2012). My research process has led me to choose children as stakeholders as I became aware that parents are hesitant to allow their children to play unsupervised in certain outdoor environments. This added

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another dimension in which to develop my design. Initially the focus of my project was environmental education, but now it will incorporate the need for areas that are safe for children to play in.

strategies for strengthening young people’s participation in the local decision-making process. This often in regards to city planning, events, programmes, recreational activities and engagement in wider society.

This was supported by my advisor Sue Wake and also inspired by reading of ‘Last child in the woods’ by Richard Louv. The author of book ‘Last Child in the woods’ tells the importance of children having contact with nature and having a positive experience with outdoor activities. Also, he states that individuals should interact with other children as they grow up to teach them about how to form healthy social relationships. The focus on urban design for children is becoming more apparent as “young people (0-24 year) make up 40% of the total city population” (CFC UNICEH IRC, 2001). The Child Friendly City committee are also seeking

Landscape Architect, Patricia Machemer stated that children are often isolated from participating in the planning of their own city because their opinions are seen as unworthy.

However, many researchers have agreed on the importance of children understanding the values of nature as they develop into adulthood (Machemer, 2006). Yet most children’s education excludes landscape planning and land management.

Research literature suggests child participatory programs as a way to share environmental awareness to public. ‘Action competence’

theory (Jensen & Schnack, 1997) promotes designing with children iteratively and democratically and results in deeper levels of engagement rather than just simple environmental activities. This process affords ownership of their design plus continuous feedback encourages on-going learning and improvement for both the children and the researcher. This also resonates with the German concept of Bildung, which describes development of a higher level of education through socialisation rather than simple knowledge building (Hart, 1997).

Given an opportunity to explore a field of interest through negotiated study, I have been able to experiment with the theories suggested earlier and have decided to involve children in my research. With the help of my advisor Sue Wake, who has experience and interest

in children’s environment, I was able to obtain an ethics approval and visit Gladstone primary school. The project developed towards involving senior students (9-10 year old) at the primary school to put to practice the literature on child participation in design.

Using the model making theory by Machemer, we have supplied the material for model making with recycled or found objects which were also gathered by the students.

Due to the lack of my experience with children, we were not able to complete the model making in time. However, the primary school teacher showed a keen interest in the project and allowed a second visit to finish the workshop.

The first visit included an introduction on what is climate change as well as how to approach it

in a positive light. We also discussed examples of how bio fuel is made out of human waste and how cycling can be used as a source of sustainable kinetic energy. I then reflected back to my floating island/beach concept design from a previous studio project as it incorporated positive awareness on rising sea levels. We included this concept in the workshop using designs of historical and modern floating islands.

This had an impact on the children’s model making; some models demonstrated elements from the floating island concept.

The interactive process at the school contributed to my final design as I could generate a design based on the elements of the children’s models.

After collecting photo and video footage of the models, I analysed them and incorporated their ideas of ideal and positive sustainable adaptation to climate change. I then presented

my concept design to the same class and gained feedback through simple questionnaires, which were mostly positive. This feedback would be used to improve my design but due to time constraints I was not able to incorporate these new ideas from the secondary visit. Reflecting on this process, I feel that perhaps my design would have greatly benefited from these additional ideas. As well as this, it could have also contributed to the support of the theory of iterative participatory design projects and its effectiveness in creating a comprehensive design.

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RATIONALE: ENVIRONMENT

“Despite a wealth of evidence backed by the world’s top scientists, a startling number of people still refuse to believe that human activities are de-stabilising the world’s climate” (Kenworthy, 2012)

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RATIONALE: ENVIRONMENT ANALYSIS: ELEMENTS OF CLIMATE CHANGE CAUSES

What is Climate Change?

Awareness towards climate change has become a popular topic over the last 20 years (Gore, 2006) (Martinez, 2010), and there are numerous explanations and solutions which have been proposed. However due to its enormity and subsequent proposals of cause and effect, the majority of people seem to ignore the facts because it is simply too depressing. Other factors for not addressing this issue can be caused by how hard it would be to implement and in force solution.

• Climate change is a complex system measured by comparing past records of weather and temperature, it is only an estimation of possible outcomes. This is because climate change is impacted by a verity of sources in the past such as solar radiation as well as volcanic activity. These heat sources had natural cycling systems. However the vast quantity of greenhouse gas emissions produced in recent years are thinning the ozone layer and trapping the heat inside the atmosphere (Bateman, 2009) (Minister for the Environment , 2001).

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• The increase in carbon dioxide gas emission has lead to the rise of global temperature at an average of three degrees Celsius. This change has resulted in glacier melting and the eventual lead to the rising sea level. The impact Report written by the New Zealand ministry for the environment has stated “Global temperatures today are about 0.6 degrees Celsius higher than they were in the early 1900’s”.

• Global warming has reduced vast amount of fresh water available which has evoked social and economy issues. For example draughts in Africa’s Victoria Lake, the depletion of water has drastically reduced Africa’s fishing and agricultural industry. The Northern latitude communities are in danger of water shortage due to the retreating glacier, as they rely on the melted ice for their main water supply.

• Urbanisation has resulted in diminishing recourses though deforestation which has lead to the disturbance of local environments, ecosystems, natural communities, topsoil erosion and the increase of impervious lands.

• Humidity will rise in reaction to the escalation of temperatures. In exceedingly heated climates plants will reduced the process of photosynthesis as opposed to their current adaptable conditions. This concludes that plants will formulate less oxygen and slows their developing process.

• The changes of temperature will also influence peoples’ health. Increasing temperature will reduce winter illnesses.

However the warmer climates will increase the spread and establishment of mosquitoes which are capable of transmitting diseases such as Ross River virus and Dengue fever.

• It has been proposed that warmer temperature will produces an intensification of areas where they would have normal weather conditions such as heavier rainfall which will put pressure on drainage and storm water systems.

Where as different areas may be impacted by other weather related irregularities.

Electricity Electricity plays a hugely significant role in transforming the manufacturing industry and the personal lifestyles of many populations around the world. Electricity has had a great impact on improving productivity and quality of life as electricity is needed for the functioning of manufacturing equipment and everyday appliances such as refrigerators and washing machines. We also heavily depend on electricity for transport, maintaining social connections through computers and phones and even to power health equipment.

Water Management However, electricity is most commonly generated by conventional fuels which “produces a multiplicity of environmental damages that may include radioactive waste and abandoned uranium mines and mills, acid rain and its damages to fisheries and crops, impoverishment of ecosystems and biodiversity through species loss and habitat destruction�

(Brown & Sovacool, 2011). Therefore, due to our reliance on electricity, we are maintaining these negative environmental damages unless we find alternative ways to generate electricity or alternative sustainable power sources.

Various aspects of water use in human activities have contributed to a decline in usable freshwater.

For example, the pollution of waterways have resulted from multiple reasons, most of which have usually arisen from human activities; The overuse of aquifers in coastal regions has allowed saltwater to creep in, fertilisers, pesticides, animal waste and heavy metals also flow into the ground and the surface waters which feed into the waterways (Minister for the Environment , 2001).

The increase in urban development and forestry has led to more impermeable surfaces which has corrupted the natural rain water cycle and drainage into the soil (DunnettNigel & ClaydenAndy, 2007). Instead of percolating through the soil, revitalising it and replenishing the groundwater level, the water is channelled as stormwater to streams and harbours, picking up toxic contaminants along the way and eventually polluting the ocean.

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Research shows that the average New Zealander uses 180 to 300 litres of water per person a day (Bernharot, 2008). Additionally, an average of 25% of freshwater is used for flushing toilets and 20% for maintaining gardens.

Figure 1: Lack of knowledge on what is sustainable.

Retrieved from http:// theecospirit.blogspot. co.nz/2009/10/importantdifferences-betweenclimate.html Figure 2: Comparison of water movement on Impervious land and natural land (p34, Dunnett & Clayden, 2007)

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Transport The increased use of personal transportation is commonly correlated to the increase in greenhouse gas. As mentioned from the electricity analysis, electricity has been produced by the burning of fossil fuel (Brown & Sovacool, 2011). In addition to this, motor vehicles also contribute to air pollution for powering personal transportation.

Globally, the use of automobiles is to increase ever more, which then motivates the construction of extensive roads and highways (Brown & Sovacool, 2011).

Figure 2: Picture of diverse transport systeme we use today retrieved from http:// www.colourbox.com/vector/ means-of-transportation-setof-isolated-vector-icons-onblack-vector-3204370.

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Commercial Crop Farming Auckland has a low population in relation to other cities in the world, but even then its transport networks struggle to support the movement of the population during rush hours.

Generally, there are limits to what Auckland public transport can offer. Public trains are out of distance for many suburbs, bus systems are poorly organised and for a city that has developed around a waterfront, the water transport is limited only to certain areas.

All these factors could contribute to the dependence on personal transport as public transport networks may be perceived as inefficient and unreliable.

“The estimate is that we are now losing about 1 percent of our topsoil every year to erosion, most of this caused by agriculture� (Greene, 2010).

As the population increases, resource consumption also rises and alongside this, the pressure to change our land use and dietary patterns. Due to our modern crop production method we heavily rely on fertilizers for high quality and quantity crop in short periods of time. As a result, volumes of topsoil have been reduced and are bound to reduce even more.

Soil erosion is ever increasing while natural nutrients in topsoil are reducing which is necessary to sustain plant life. Without plant life, the soil becomes more susceptible to wind and water erosion which shifts large amounts of sediment and deposits it in rivers or dust bowls (Greene, 2010).

Consumerism Also, global trade markets significantly contribute to the negative environmental effects stemming from transportation pollution. The transportation of goods from the different stages of processing before the final product can span across countries and regularly, continents.

“Food now travels more than it did in 1980; with the average bite most people eat travelling 1,500-2,500 miles to reach their mouths” (Brown & Sovacool, 2011). Also, considering the waste produced in-between the washing and package of food products, global trade markets are not only accountable for merely transport pollution.

In the project, ‘Story of Stuff’, Annie Leonard and her friends present the lifecycle of an everyday item. The project discusses the extent in which the environment is negatively affected due to different attitudes towards the purchase of certain items. It also shows the incredible and growing production of waste and the impact of a disregard for the final disposal of products; increased pressure on landfill and waste incineration (Story of Stuff, 2007).

There are numerous clips which deal with various topics such as cosmetics, electronics and bottled water with the continual theme of ‘Story of’. These animated clips educate viewers through enjoyable and easy to watch entertainment. I think that the approachable atmosphere and simple presentation of these clips were responsible for its current popularity.

Methods which adopt aspects of these clips may prove to be affective in increasing environmental awareness for the wider population.

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Figure 5: Illustration on consumerism and cycle of ;stuff’ by Annie Leonard.

Retrieved from http://www. storyofstuff.org/.

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RATIONALE: ENVIRONMENT ANALYSIS: CLIMATE OF DENIAL

The concept of climate change is often perceived as negative and apocalyptic, due to its uncertainty and numerous solutions that are seen only as debates and estimation. “Despite a wealth of evidence backed by the world’s top scientists, a startling number of people still refuse to believe that human activities are destabilising the world’s climate” (Kenworthy, 2012).

“A study conducted by Dr Chris Sibley of the University of Auckland found that 74% of New Zealanders thought climate change was real, but only 62% thought it was human induced.”

(Kenworthy, 2012).

The term ‘Climate of Denial’ is a phrase used to describe the current skepticism of global warming and it’s causes by a writer for the New Zealand Herald newspaper in element magazine June 2012 (Kenworthy, 2012), Another similar phrase are found such as green fatigue.

Exploring the concept and relationship between climate of denial and the anthropogenic impact, the seven barriers theory are introduced by the author Kenworthy.

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Barrier 1: Ignorance

“Climate change can be a complex subject and there is a huge amount of duff information” (Kenworthy, 2012).

Climate change could be seen as an unusual topic because no one is aware of its full potential, there are only estimates. The lack of knowledge creates more uncertainty that also reduces trust in what is a statement of fact and then becomes seen as misleading.

Barrier 2: Uncertainty

Uncertainty could be seen as the reason behind 62% of people think that climate change is not caused by human activities, because science cannot provide all the answers. However we must face the reality that “Uncertainty is a core principle of science” (Kenworthy, 2012), it is only through theories and experiments used to examine data that we can come to possible outcomes.

Barrier 3: Mistrust

‘Sustainability’ has become a selling point (Martinez, 2010).

An example of this is former Vice President Al Gore who’s opinions do not match his current lifestyle which has been exposed through media coverage, although it is possibly inaccurate this has lead to indelible mistrust about climate change figureheads within the public.

The documentary ‘An Inconvenient Truth’ in 2006 was successful in its attempt to educate citizens about global warming and raising international public awareness of climate change. However, as the popularity increased, Gore’s lifestyle has been made public in news articles where it had been announced that “Gore’s home uses more than 20 times the United States national average energy consumption per house” (NewsFox, 2007) (TodayUSA, 2007).

Barrier 4: Denial

“A recent survey found that 75%-80% of US respondents said climate change is an important issue, yet placed it 20th out of 20 when compared to other issues” (Kenworthy, 2012).

Psychologist Leon Festinger proposes that when people engage in actions which are inconsistent with their beliefs they experience ‘cognitive dissonance’ (Mcleod, 2008). To guard themselves against guilt, anxiety or damage to their positive self image, people will either change their beliefs or actions. However, it is easier to change a belief than an action. This could explain why climate change is seen as low priority as it implies drastic changes to a person’s lifestyle.

The aforementioned Dr Sibley of The University of Auckland says: “People can be resistant to agreeing with messages that have scary implications, and believing that climate change might be caused by us, rather than just natural cyclical phenomena, can be quite a threatening message to get across. And we don’t like to believe things that conflict with what’s easy to believe or what we want to believe to be true.” (Kenworthy, 2012) As the period of denial grows, it leads to a belief that the new facts and arguments on climate change are no longer feasible which then results in complete self segregation with the topic.

Barrier 5 and 6: Judgmental Discounting and place Attachment

People tend to undermine the significance of events that are not in their immediate future or surroundings. Climate change predictions are for dates mostly 35 years onwards and some may feel that they are not of upmost importance in their own lives.

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Barrier 7: Habit

“Where information conflicts with our habitual beliefs or actions we have a high tendency to dismiss the information rather than alter our habits” (Kenworthy, 2012).

‘Old habits die hard’. Regardless of whether people accept climate change and understand the importance of action taking challenges to reduce the environmental impact, old habits cannot be simply be dropped or ignored.

It is sometimes unreasonable to expect a sudden change in transport from cars to bikes, installing solar panels and water tanks. These require vast changes in people’s lifestyle and people are sometimes unable to make these changes as it could be financially unaffordable, time restricting or just not possible with their lifestyle. For example, farmers may not have access to an environmentally friendly tractor or are unable to bike to get groceries which may be in another town. Everyone is different with different backgrounds, situations and personal requirements. The change to a more environmentally friendly lifestyle may be slow and sometimes incredibly difficult for some.

Figure 6: Illustration of people attitude towards climate change. (p18, A.Kenworthy, element magazine of NZ Herald, 27/June/2012)

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RATIONALE: ENVIRONMENT

CASE STUDY: WATERSQUARE-THE STEWARDSHIP ROLE AS LANDSCAPE ARCHITECTURE

The image of the Watersquare model demonstrates the annual rainfall and the seasonal changes in water level in Netherlands.

This urban space is designed to store rainwater in a water park or dry recreation space over low rainfall seasons (Florian, 2010).

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WaterSquare Rotterdam Netherlands Florian Boer (Landscape Architecture) Statue: Pilot feasibility study Figure 7: [includes every picture in this spread] Image of hypothetical Watersquare.

The model demonstrates the study of rain flow and possible change on design effected by water flow.

Retrieved from http:// www.urbanisten.nl/ wp/?portfolio=waterpleinen

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Progressive - Change, development, stimulating, visible, dynamic Functioning - Beneficial, Economical, Environmental, Recreational Educational - Sharing the issues to children by practical, experimental, visionary, influential Recreational Space Future Planning

Ideally the park is used as a recreational space across most of the seasons; however, the park can gradually form into a water park depending on the annual rainfall.

Within one space this landscape plan provides a sensational change to the local users and creates a whole new space depending on the season. This can attract the public with different uses during different times of the year.

I found that the recycling of rainwater and the offering of a ‘change in appearance’ on Hard Urban Landscape design was very interesting.

This landscape design was educational, dynamic and fun to play and observe. It is these aspects I would like to personally challenge myself to incorporate and achieve in my work.

I aim to do this using the practical skills that I have gained over the previous years studying landscape architecture.

EDUCATIONAL ADAPTING LANDSCAPE

CHANGING LANDSCAPE ENVIRONMENTAL AWARENESS

LEARNING THROUGH PLAY

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RATIONALE: SOCIAL CHILDREN AND OUTDOORS

“I like to play indoors better, ‘cause that’s where all the electrical outlets are.”

(Louv, 2010)

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Children We have chosen children as our target clientele because early childhood education can be very influential in shaping lifelong customs such as basic values, attitudes, skills, behaviours and habits.

The concept of ‘Free range childhood’ is needed for the current generation.

Camping in the garden, riding bikes through the woods, climbing trees, collecting bugs, picking flowers, running through piles of autumn leaves, were all children’s popular play material only a little more than a decade ago before electronic devices became a mundane part of the modern life.

To help resolve this matter, as a landscape architecture student I propose a stewardship of creating a safe natural environment for children to engage in and observe nature first hand, instead of through a computer screen. This will be the crux of my responsibility and personal challenge within this project.

Title: Last Child in the Wood Author: Richard Louv Year: 2005 The development of the current generation growing up within a cyber environment is a worrying matter as it could mean a loss of physical contact with others and nature.

Avoidance of outdoor and social interactions is predicted to lead to mental difficulties, such as a loss of patience and lack of deep-thinking ability.

The author of Last child in the woods defines these symptoms as ‘Nature - Deficit disorder’ throughout the book. He explains the value and the important role that nature plays in early childhood development, yet current children are bubble wrapped by their parents due to fear for their safety.

He uses comparisons with his own childhood and takes examples from other adults and growing children. He found that parents and their children grew up with very different childhood experiences and that this could an impact on the parent’s ability to relate to their children. This book presents reasons and ideas which encourage the rekindling of a child’s connection with others, their parents, their communities and generally, their physical environment.

The concept of “Free ranging childhood” is needed for the current generation.

Figure 8: Photograph of children playing on their devices while seating on swing. Retrieved from http:// imgur.com/gallery/DuX8d

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RESEARCH: PARTICIPATION

Title: Child Psychology, A practical guide’ Author: Dr Kairen Cullen Year: 2011 Urie Bronfenbrenner is an American psychologist who viewed a child’s development as a dynamic and active process. Individuals interact with their social environment and thus influence and are influenced by those around them. However, this changes over time through different relations and contexts around them.

‘Bronfenbrenner’s Ecological theory’ argues that an interaction with others and the environment is very important to personal development. It states that there are stages across a person’s development where the boundaries of their social world expand from merely including more closed social systems such as family and peers to more widely inclusive systems involving shared beliefs (Cullen, 2011).

Figure 9: Diagram of Urie Bronfenbrenner’s Ecological Theory demonstrating the extend of a different environments that children are influenced as they grow up. (Cullen, K. (2011). Child psychology: Practical guide)

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“Each of these systems is characterized by roles, norms and relationships... Everything in a child and the child’s environment affects how a child grows and develops” (Cullen, 2011). The author explains Bronfenbrenner’s theory further and relates it to how adults should behave and interact with children and how the use of the environment should accompany this to assist in a healthy connection with children (Cullen, 2011., Oswalt, 2008).

Title: The contribution of Childhood Education to a Sustainable society Author: UNESCO Paris Year: 2008

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It is suggested that education in the sustainable development of the environment during childhood will help establish basic values, attitudes, skills, behaviours and habits. In addition to giving new perspectives and information on the topic of climate change, it could be seen as a way to tear down the negativity associated with climate change.

(UNESCO, 2008) Events conducted for Children to participate in may allow for greater self-esteem in exploration and a deeper connection to the natural world. Involving children at a younger age and emphasizing awareness of sustainable methods will lead to an improvement in environmentally conscious behaviour in future societies. This would be a welcome and more productive change from the attitudes of denial towards climate change in current societies. (UNESCO, 2008)

CO-DESIGN WITH CHILDREN

Importance of environmental education for children and their involvement in urban planning

Why Children’s Contribution towards Sustainable Planning is Important?

Involving the Public:

UN Convention on the Rights of the Child

“Sustainability needs to be rooted in the local concrete reality of young children if it is to have real meaning and impact.”

Article 12.1. “States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child ...”

Planning the Future Together:

Article 29.1e. “States Parties agree that the education of the child shall be directed to: ... (e) The development of respect for the natural environment.”

It is vital that children learn that is important to care and take some responsibility over their environment, rather than leaving the work for someone else to deal with. (UNESCO, 2008)

(UNIHCHR, 2010)

“Children and youth need to take personal ownership of the issues they work on...

Integrating action for the common good into their sense of identity. They also need opportunities for direct experience ... extending into participation in managing their school and in tackling community projects where they can see for themselves how local government works and feel that they are making meaningful contributions.”

(Chawla and Cushing. 2007, p448) (Chawla & Cushing, 2010) “Children are, we argue, the unacknowledged outsiders in the planning and management of urban areas; yet their enjoyment of and contribution to these areas is ignored at our peril.”

(Spencer & Woolley, 2000)

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RESEARCH: PARTICIPATION EXISTING CO-DESIGN OR POP-UP EDUCATIONAL PROGRAMMES

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what I would like to achieve is to programme child directed and orientated design focused project. Where they can be the drivers of design, build & interactive play, simply something that they will enjoyed and truly like to do

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Enviroschools

Candy Chang Participatory involvement encourages the public to be aware of the current situation and share opinions on their thoughts about the design and function of applicable place on earth and for people.

Empowering Students...

Sustainable Communities!

Enviroschool is a programme organised through New Zealand primary schools that actively promote learning about sustainability and engaging students in experiencing their environment. The suggestions include participatory community work as part of Draiskell’s participatory graph and encourage self directed learning of purpose and taking actions This standard and aim of Enviroschool was important to this project, because Glasdtone Primary School, which I have visited to practice the theories on benefits on involving child subscribes to the Enviroschool programs.

Candy Chang is an artist who is famous of her street art projects that invites the public on their sharing their opinions, message or though which makes cities more emotional.

Figure 10: A pop-up truck travelling one school to the other to help involve children in practical model making sessions to bringing creativity and give confidence in exploring ideas and imagination. Retrieved from http://sparktruck.org/about.

Figure 11: Life Educaiton Trust is New Zealand organisation and it is about educating matters regards to health, Retrieved fromhttp://www. lifeeducation.org.nz/ABOUT. html Figure 12: Diagram which represent the model of Enviroschool ‘Empowering Students... Sustainable Communities!’. (p4, Enviroschool Handbook, Enviroschool, 2011)

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Figure 13: Image of Candy Chang’s street art. Image retrieved from

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CHILDREN PARTICIPATION

ENGAGING CHILDREN IN ENVIRONMENTAL LEARNING AND INVOLVING THEM IN DESIGN

Purpose of Involving Children Based on my literature research, I decided to work with children as community members who have rights and valuable ideas to contribute to a design process. I also wanted to focus on learning at all levels (children, myself, future community learning and involvement, ongoing). The process is about learning, it will be iterative through including feedback & further input by children, and the end design will have an educational and community focus

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LITERATURE SUGGESTION ON PARTICIPATORY METHODS

Title: Children’s participation in Designing landscape Author: J.P. Rayner, M.T Rayner and A.C Laidlaw Year: 2012 Discussion on participating children in the design on landscape projects (Ian Potter Foundation’s Garden and The Patch Primary School Garden Project). They suggest that engaging children in the design process is effective. Whoever the methods, time-frame, scope and level of involvement can cause difference result.

Title: Youth Design Participation to Support Ecological Literacy: Reflections on Charrettes for an Outdoor Learning Laboratory Author: Nancy Rottle & Julie Johnson Year: 2012 “Methodologies from how we produce knowledge” Landscape architects Nancy Rottle and Julie Johnson have presented a Participatory Action Research. This method encourages empowerment of children’s opinions by actively involving them, enabling them to convey their opinions in the design of their environment.

The method suggests model making to express design ideas and recording photographic and video footage to reflect on at a later time.

(Rottle & Johnson, 2007)

Environmental Education Pedagogy Environmental Education approach from Denmark: Concept of ‘Action Competence’ Environmental education action-taking that involves deeper engagement with environmental problems and personal ownership.

Works at an individual and community level to develop solutions that involve political engagement Requires democracy between children and adults Tackling community projects (Jenson and Schnack 1997)

Figure 14: Image drawn to illustrate and show the process of iterative design concept of this project

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CHILDREN PARTICIPATION LITERATURE SUGGESTION ON PARTICIPATORY METHODS

Co-Design methods from literature

Participation = Democracy

‘Bildung’

The recommended methods from the article and other readings

“The basic intention of participatory ESD (Education for Sustainable Development) becomes that of empowering people educationally so that they can take part as active citizens in democratic processes on sustainable development issues.”

Meaning: Higher state of learning encompassing ethos, personality, authenticity, humanity.

Method one Children’s drawings is the most common methodology that designers use to obtain children’s ideas ... drawings are very open to interpretation ...reduce the problem by annotating the drawings with the children.

(Iltus & Hart, 1995, p364)

Method 2 Working in teams of three or four, the children were introduced to the professions and concepts in landscape planning and asked to produce a foam-core model of their ideal community.

Materials for model production included a 2 foot by 2 foot “island’ base, 48 picture images of community elements, unlimited pieces of foam core, modelling gravel, modelling grass, and modelling shrubs/ trees.

(Patricia L. Machemer. Landscape Planning Education. 2006)

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(Francis & Lorenzo, 2002)

‘Ecological modernization’ “Offers a progressive and positive environmental discourse unlike the earlier defensive and negative environmental policy.”

E.g. from regarding nature as a free resource to seeing it as a public good

Landscape planning Education: Utilizing a Design Charrette for Rural Children

Chandlers Participation Problem Identification

Working in teams of three or four, the children were introduced to the professions and concepts in landscape planning and asked to produce a foam-core model of their ideal community.

Materials for model production included a 2 foot by 2 foot “island’ base, 48 picture images of community elements, unlimited pieces of foam core, modelling gravel, modelling grass, and modelling shrubs/ trees. (Machemer, 2006)

Helping Children Evaluate their Environment Mapping the issues and Including Ecological Concepts Privatizing the issues and selecting a Problem Investigating the study site or theme Planning Environmental Action

15 “Shared decision making between children and adults” (Driskell, 2002) Enviroschools Programme subscribes to this model and my subject school is an Enviroschool.

(David Driskell. 2002.

Creating better cities with children and youth: a manual for participation)

Figure 15: Diagram that demonstrates Driskells’s dimention of yung people’s participation, a guidence to help developing methods. (p10, Enviroschool Handbook, Enviroschool, 2011)

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EXPLORING THE THEORIES ENGAGING CHILDREN IN TAKING INTEREST & AWARENESS OF ENVIRONMENTAL ISSUES WITH POSITIVITY

FUN BEACH CONCEPT

POSITIVITY

Unfamiliar

CHANGE

EDUCATION 16

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ENVIRONMENTAL AWARENESS TO PUBLIC

VEIL Solar Shade [Australia]

Paris-Plages [Paris] Mayor of Paris

Breakfast on Sydney Harbour Bridge [Sydney]

The VEIL solar shade is a ‘designed’ solar panel, which is developed to educate. Initially it was installed for an Australian primary school yard for “integration of solar-energy harvesting into a form that is both pragmatic (proving shade & energy) and evocative”. The cobra head is designed to rotate following the direction of the sunlight during the day.

This is an interactive concept that engages children’s education at comfortable environment, school yard.

Paris Plages is a plan run by the office of the mayor of Paris that offers temporary artificial beaches. There are countless terrestrial activities (wall climbing, tai-chi, rollerblading, running) but marine recreational activities are also well respected, providing boating and swimming.

There will be reduction in vehicle counts.

Therefore, it reduces potential stormwater discharge from entering the river from deteriorating any further.

Giant Picnic on Sydney Harbour bridge is running for it’s third year, the concept is to close middle lines to cover with the grass patch so the public can enjoy the breakfast on Sunday morning. It is a temporary installation project which promotes no car use (less) it is a fun and meaningful event that engages the public greatly.

Soren Lukens - Tom Allnutt + Sarah Napier

Figure 16: Image of Floating island concept I have prduced during previous assignments Figure 17: Image Veil solar Panel. Retrieved from http:// www.sharearchitecture. co.nz/veil-solar-shadeaustralia-buro-north-p-147. html

Opposing what the hypothesis of “Green buildings are ugly” (MartinezTanya, 2010) this solar panel are aesthetically attractive and functions in multiple uses. The indication of energy gathering is colour coded, therefore promote “positive visual message”.

Figure 18: Image of ParisPlages. Retrieved from http://www.paris.fr/english/ visit/highlights/paris-plages/ rub_8208_stand_34146_ port_18969 Figure 19: Image of Breakfast on Sydney Bridge.

Retrieved from http:// www.theprogram.com.au/ Event/01-10-2011/breakfaston-the-bridge

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EXPLORING THE THEORIES EXPLORING FLOATING ISLAND AS PART OF FUN AND POSITIVE APPROACH

Floating Island concept Hypothetical

Concepts of floating islands are usually seen as structurally extraordinary and beyond our ability to create. Yet we do not cease in our efforts to imagine and design the impossible. The intended purpose of using the word ‘floating’ is to attract more people especially the younger generations. This is all in the hopes that they will take a direct interest in being within nature in what they would feel to be a safe and fulfilling atmosphere.

Figure 20: Image of castle in the sky. Retrieved from http://syd-film-blog.blogspot. co.nz/2011/05/reviewlaputa-castle-in-sky.html Figure 21: Image of floating island of Avatar the movie.

Retrieved from http://forum. nationstates.net/viewtopic. php?f=23&t=109340 Figure 22: Image of lake Sringur to demonstrate historic relavence to floating island. Retrieved from http:// www.lookandlearn.com/if?s earch=Lake+of+Srinagur&bo ol=phrase

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From the Past method of living to Propitious Future Floating islands have been used since ancient times as a technique for a water dwelling lifestyle. People have used these spaces as sites to build housing and agriculture fields, a number of which still exist today.

With the promising technologies of the 21st Century, the concept of life on floating islands is looking more attractive than ever. It is suggested that future technologies and methods will enable the floating island concept to be a viable option for sustainable living (Olthuis & Keuning, 2010).

Due to advances in food production, floating infrastructure and harnessing sustainable energy from aquatic sources such as tidal energy, “life on water is the next big thing” (Olthuis & Keuning, 2010).

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Possibility of Trading land use to accommodate the rising population As pressure on land for housing increases, parks may need to be situated on floating islands. Recreation space will be replaced with residential building to accommodate the rising Population.

This could then eventually develop into floating communities and floating fields for agriculture.

Figure 23: Image of floating island on sale. Retrieved from http://nz.news.yahoo. com/a/-/mp/14037164/manmade-floating-island-goeson-sale/ Figure 24: Image of floating island community building structure (p? Olthuis, K., & Keuning, D. (2010). Float!)

Figure 25: Image demonstrating the solution to keep recreational space while building more houses to support population increase, by floating island on sea. (p55 Olthuis, K., & Keuning, D. (2010). Float!)

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Figure 26: Image of model describing communities as floating island flat forms. (p174 Olthuis, K., & Keuning, D. (2010). Float!)

Figure 27: Image of model demonstrating cultivating and harvesting ideas of floating island for agriculture (p103 Olthuis, K., & Keuning, D. (2010). Float!)

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EXPLORING THE THEORIES EXISTING DESIGNS ENCOURAGING CHILDREN’S INPUT TOWARDS DESIGN

Imagination Park [New York] Designer: David Rockwell (architect)

Title: Children’s participation in Designing landscape Author: J.P. Rayner, M.T Rayner and A.C Laidlaw

Imagination Park is all about environment driven by the users. The constant change of atmosphere is delivered by children shifting elements to build their own play space.

It is a playground that leads ‘free play’ to the users, which has critical impact to children’s development in interaction, social, physical and emotional that carries through their adulthood.

Figure 28: Photograph of Imagination Park. Retrieved though S.Wake, July 2012.

Figure 29: Photograph of Ian Potter Foundation Children’s Garden. Retrieved from http://www.rbg.vic.gov.au/ rbg-melbourne/childrensgarden

Discussion on involving children in the design on landscape projects (Ian Potter Foundation’s Garden and The Patch Primary School Garden Project). They suggest that engaging children in the design process is effective, and varies between the methods, time-frame, scope and level of involvement can have a huge impact and improve the participation with children.

(Rayner & Laidlaw, 2012)

The function of Imagination Park is driven by self orientated play with blocks made by foams and pipes that can be connected.

This play encourages team efforts and brings about creative minds, expands in building and practicing logic and furnishes problem solving techniques.

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EXPLORING CHILDREN’S PLAY AND ELEMENTS OF PLAYGROUND

Exploring children’s play and elements of playground

Title: Landscapes for Learning Author: Sharon Stine Year: 1997 Based on the elements of playground (eg swings, slides), the author explains the role and psychological impacts that equipment has on the users.

The book offers dynamic mix of case studies to propose the concept of landscape such as playground that is used as a learning tool.

Playground equipment’s eg, swing to help build trust between the parents (or other) and children. Play area are learning and socializing space and using this area as a learning tool will have greater impact on teaching about issues, such as climate change. (Stine, 1996)

Playground Analysis In a Thoughtful process, the designer takes into account what exists and provides an opportunity for the players to express themselves, to be effective, and to feel empowered.

“Shaping the physical space, both indoors and outside, and this space helps to shape the child’s learning”. (p6 Stine, 1996) “How can the process of creating outdoor educational settings facilitate a productive teaching/ learning environment in which teachers also ‘Thrive’?” (p10 Stine, 1996)

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Swings offer a particular way of sitting. Thought the process of body position and physical contact of pushing motion, it can help build trust.

(Sharon Stine. Landscape for Learning. 1996)

Figure 30: Image of child on swing. Retrieved from http:// febuary2011.wordpress. com/2012/01/26/one-swingtoo-far-3/

‘The Child’s Right to Play’

Figure 31: Image of child in the red tub. Retrieved from http://www.demotivation.us/ red-tube-1250015.html

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Providing a resting place is also vital in playground, where children can think and watch others who play. (Stine, 1996)

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THEORIES TO PRACTICE PREPARING FOR PRACTICAL WORKSHOP

ETHICS APPLICATION TO UREC APPROVED 27 JULY 2012 Consent forms were sent to the students of Gladstone Primary School

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8. Reduce/ Reuse/ Recycle

1. Transport Traffic and personal transport contributes a lot to greenhouse gases (e.g. carbon dioxide) in the air.

Electric cars are becoming more available, however cycling and walking are the best options. It would be good to see safer cycling path developed, that will also encourage people to use bikes.

Examples  Public transport eg. bus, train, ferry  Biking  Vehicles with alternative energy (biofuel, electric, solar)  Walking bus

Before anything, reduce, reuse, and recycle is key to clean our earth and best actions to educate the public.

Our landfills are filling up with many things that can be recycled, or things that are still perfectly working, or things that people never needed in the first place.

Examples  Think twice before buying or throwing away  Garage sale – one man’s junk is another man’s treasure  Be creative in thinking of new uses for things you no longer need.

Recycling bullet shells to make a birds nest.

Planning a cycling path (directed by a navigator) can be fun!

Reusing plastic bottles to make a kayak

Using computer heat to grow plants!

Wind-Powered car!

Power Point was created to introduce climate change and share positive ideas

Materials for model making was organised by the decision to collect found items by researcher and students

Solar Powered Boat/ deck

Eight information sheets of topics on sustainability was prepared to help in model making

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THEORIES TO PRACTICE

WORKSHOP ONE: INFORMING WHAT CLIMATE CHANGE IS AND SHARING IDEAS ON POSITIVITY

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Presenting information about what is climate change and how to adapt to this event with positivity in mind

Positive designs relating to sea level rise defence mechanism

Opening probability for future designs as concept of floating island

Introducing fun and positive ideas Localising the situations, to increase the chance of children relating the issues to themselves (building motive to engage the project)

Attention Grabbing

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THEORIES TO PRACTICE WORKSHOP ONE: EXAMPLE OF PROGRESSIVE WORK

Materials used for model making were prepared by the researcher and students, through collection of recycling and found materials.

Included: Polystyrene forms, plastic bottles, chicken wires, boxes, unused toys, balloons, pipe cleaner, toilet rolls, containers... Mostly found in everyday house holds

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1. Forming into a group and discuss on the topic that were given (reduce, reuse, recycle) to create a model that provides ideal solutions. A shared decision making and negotiation process were taken during this stage.

2. Model making process. Exploring ideas through practical hands on crafting.

3. The result of first day model making.

Particular to this group, they experienced difficulties in finalising the model and had a rough design after the first day, However, the teacher showed keen interest in this project and allow us to comeback the next day to finish the models.

4. Second day of model making.

This group’s final model making was successful after given an extra hour. The improvement and clarification on the design concepts were shown through the presentation.

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CHILD PARTICIPATION WORKSHOP ONE: MODEL MAKING AND OUTCOMES

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MEETING THE CRITERIA FROM THE THEORIES

Design Specification Building outdoor space ‘Safe’ and Trusted for both parents and children Building space to teach children about climate change (awareness) with positivity Experimental space for children to observe, play, learn, active outdoors and social engage with others (social) Engage with nature Items that can be moved from places to another upgrade and change though different communities Floating (travelling) educational centre A recycling centre using waste polystyrene to mould into blocks Moulded items that people can play and take home

Children’s Participation Reflection to the Theory This is my application towards incorporating the Hart’s model for use to fit in to my workshop at Gladstone Primary school.

Floating is metaphoric Travelling places to another Floating item (recycled material) coming in and out People coming in and out

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EXPLORING STUDENT’S MODEL DESIGN IDEAS & POSSIBLE INFLUENCE

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Sustainable Transport Traffic and personal transport contributes a lot to greenhouse gases (e.g. carbon dioxide). Electric cars are becoming more available but cycling and walking are the best options. It would be good to see a safer cycling path developed, this will encourage people to use bikes more often.

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EXPLORING STUDENT’S MODEL

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Sustainable Energy Sources Sustainable or renewable energy sources need to be developed and become more widespread and reliable. If more people take an interest in generating sustainable energy, it will have a huge impact on improving our environment.

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EXPLORING STUDENT’S MODEL

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Green Buildings Buildings designed as energy efficient, with less of a negative impact to the environment.

Examples • Green roof • Solar panels • Heat insulation

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Reduce/ Reuse/ Recycle Reduce, reuse, and recycle is key to cleaning up our earth and is a step towards educating the public.

Landfills are filling up with many items that can still be recycled, are still perfectly working or were never needed in the first place.

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INTERPRETED DESIGN

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INTERPRETED DESIGN

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FLOATING = ALSO REFERRED TO MEANING OF ITEMS COMING IN AND OUT

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INTERPRETED DESIGN

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ITERATIVE PARTICIPATION

WORKSHOP TWO: INFORMING WHAT IS CLIMATE CHANGE AND SHARING IDEAS ON POSITIVITY

FEEDBACK OF THE DESIGN FROM THE STUDENTS

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Workshop two: Feedback On second visit to the Gladstone Primary school I proceeded on 26th of September to gather feedback on the developed designs which I have created based on students’ models. The feedback of the new designs was collected by filling in a spread sheet that contained four sections designated for each model. Most of the comments were positive towards the new design, I also noticed that children’s ideas towards landscape designs were very rational, their concerns were related to those events that were more likely to effect the design; eg cable ferry’s ‘cable might breack’ or polystryne can breack easily, Due to shortage of time, the new feedback idea was not able to follow as suggested by the literatures.

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REFLECTION

This project has given me insight to the effectiveness of the participatory and related iterative programme. I feel that it is worthy of use in further studies and has the potential to represent the perspectives of the community. I was particularly impressed with how the design development is strengthened by the ideas and feedback given by the users and would recommend it as a tool for good, but with forward planning.

Applying the theories and methods of the child participatory process has been a unique experience as a student of landscape architecture. The attempt to educate and promote ideas on climate change was relatively successful as the models produced by children demonstrated an awareness of climate change and provided possible solutions for the issue. Witnessing the process first hand and personally gathering information through a co-design approach with children, I feel that this project had accomplished its objective.

I think it has encouraged children to build responsibility towards environmental issues and empowered them in expressing their opinions.

This is supported by a comment made by of

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one of the students from the second workshop; she described her experience of this project as “helping other children (and the community)� through their input towards the design ideas.

This project was also a valuable experience because it made me aware of skills I may need to develop in the future. Although the ability to work well with children is not a usual requirement in landscape design, my lack of experience in this area did have a negative effect on my project. I now realise that skills in the field of interaction is very important when dealing with any project involving members of the community. Due to my inexperience the workshops became pressured by time constraints. As I was dealing with children I needed to explain and repeat instructions using more appropriate language. This turned out to be quite time consuming and lead to the methods being over simplified. So, as well as the time limitations, another drawback to my inexperience was that I was not able to achieve the full benefits of the method suggested by the literature.

In conclusion, this project has been very challenging and educational for myself in many ways. In particular, I feel that I really benefited from going through the experience of gaining ethical approval and using research to strengthen my design rational. The process of analysing different theories and methodologies and applying these within the landscape architecture discipline has given me insight to what is required to create designs that are representative, logical and practical. I sincerely hope that through these workshops I have also presented a valuable and educational experience to the students of Gladstone Primary school.

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