With young people in mind
This master's thesis is about the process of developing young people's educational environments. By keeping a weekly diary, I have followed three months of a UK secondary school ground development. The diary has been written with focus on young people and the design development. By having the diar...
| Autor principal: | |
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| Formato: | Otro |
| Lenguaje: | sueco Inglés |
| Publicado: |
2007
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| Materias: | |
| Acceso en línea: | https://stud.epsilon.slu.se/12488/ |
| _version_ | 1855572073131278336 |
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| author | Berglund, Lina |
| author_browse | Berglund, Lina |
| author_facet | Berglund, Lina |
| author_sort | Berglund, Lina |
| collection | Epsilon Archive for Student Projects |
| description | This master's thesis is about the process of developing young people's educational environments. By keeping a weekly diary, I have followed three months of a UK secondary school ground development.
The diary has been written with focus on young people and the design development.
By having the diary as a tool, I aimed to develop an understanding of the design process and to be able to reflect upon important, child-related
issues that were being addressed during the course of the design development. With this method I wanted to target the main difficulties in the process of designing a school ground with the best interest of young people.
Through the diary writing I found two subjects which I believe are central in English school ground developments. The first issue is about making the pupils' voices acknowledged in the design process. The second is how the external design evolves around an idea of security and how the design is compromised by a feeling of fear.
I have penetrated these issues in two independent articles. I use theorists
such Maria Kylin, Mats Lieberg, Sofia Cele, Zygmunt Bauman and Peter Blatchford amongst other ones.
One of the main conclusions derived from the process of writing the article about pupil engagement, is to first of all question myself as a landscape architect -to whose interest am I designing ?-. Is it important to have my design appreciated by my peers or by the pupils? In order to answer that question appropriately, one has to acknowledge the differences there are in spatial and environmental appreciation and perception
between young people (which equals the pupils) and adults (which equals the people involved in the design team).
It is also essential to acknowledge that pupil participation as a vital part of a school ground design development. The pupils have right to be part of the planning of their everyday environment, which also is stated in UN's Convention of the Rights of the Child from 1989. It is necessary to develop a sustainable strategy where the pupils can be engaged in the design of the school grounds, but also is a strategy that works within a typical tight design programme.
From the process of writing the second article about how ideas of security informs the school ground design, I came to realise the complexity
of fear, both in a historic perspective and in our contemporary period. The subject is tied in to the previous article and the differences in perception of and usage of space. The young people wish to find free zones in the public realm and the adults respond to this need by applying restrictions and other measures of control. These restrictions, such as security fencing a school ground have not only an impact on the pupils' experiences in the school environment, but also an impact on the members in the community.
The real users' needs ought to be understood and addressed in a school ground design process in order to plan a sustainable development. |
| format | Otro |
| id | RepoSLU12488 |
| institution | Swedish University of Agricultural Sciences |
| language | Swedish Inglés |
| publishDate | 2007 |
| publishDateSort | 2007 |
| record_format | eprints |
| spelling | RepoSLU124882017-10-27T08:17:18Z https://stud.epsilon.slu.se/12488/ With young people in mind Berglund, Lina Landscape Architecture (until 121231) Landscape architecture This master's thesis is about the process of developing young people's educational environments. By keeping a weekly diary, I have followed three months of a UK secondary school ground development. The diary has been written with focus on young people and the design development. By having the diary as a tool, I aimed to develop an understanding of the design process and to be able to reflect upon important, child-related issues that were being addressed during the course of the design development. With this method I wanted to target the main difficulties in the process of designing a school ground with the best interest of young people. Through the diary writing I found two subjects which I believe are central in English school ground developments. The first issue is about making the pupils' voices acknowledged in the design process. The second is how the external design evolves around an idea of security and how the design is compromised by a feeling of fear. I have penetrated these issues in two independent articles. I use theorists such Maria Kylin, Mats Lieberg, Sofia Cele, Zygmunt Bauman and Peter Blatchford amongst other ones. One of the main conclusions derived from the process of writing the article about pupil engagement, is to first of all question myself as a landscape architect -to whose interest am I designing ?-. Is it important to have my design appreciated by my peers or by the pupils? In order to answer that question appropriately, one has to acknowledge the differences there are in spatial and environmental appreciation and perception between young people (which equals the pupils) and adults (which equals the people involved in the design team). It is also essential to acknowledge that pupil participation as a vital part of a school ground design development. The pupils have right to be part of the planning of their everyday environment, which also is stated in UN's Convention of the Rights of the Child from 1989. It is necessary to develop a sustainable strategy where the pupils can be engaged in the design of the school grounds, but also is a strategy that works within a typical tight design programme. From the process of writing the second article about how ideas of security informs the school ground design, I came to realise the complexity of fear, both in a historic perspective and in our contemporary period. The subject is tied in to the previous article and the differences in perception of and usage of space. The young people wish to find free zones in the public realm and the adults respond to this need by applying restrictions and other measures of control. These restrictions, such as security fencing a school ground have not only an impact on the pupils' experiences in the school environment, but also an impact on the members in the community. The real users' needs ought to be understood and addressed in a school ground design process in order to plan a sustainable development. Det här examensarbetet handlar om processen att rita barn- och ungdomars skolgårds miljöer. Under tre månader har jag följt utvecklingen av en skolgård för elever mellan 11-16 år i Manchester UK, genom att föra veckovisa dagboksanteckningar. Dagboken har skrivits med fokus på barn och ungdomar, och på design processen. Dagboken har varit ett verktyg för att utveckla förståelse för design processen och möjliggjort reflektion kring viktiga barnrelaterade frågor som kommit upp till diskussion under utvecklingen av projektet. Med denna metod har jag velat påvisa svårigheterna vid planering av skolgårdsmiljöer när man samtidigt fokuserar på barn och ungdomar och försöker sätta dem och deras intressen i centrum av designprocessen. Genom mitt dagboks skrivande har jag funnit två ämnen som jag upplever som centrala för engelska skolgårds projekt. Det första handlar om att göra elevernas röster och upplevelser uppmärksammade i planerings processen. Det andra handlar om hur utvecklingen av en skolgårds miljö och barnens bästa intresse kompromissas av ideer om säkerhet och rädsla. Jag har penetrerat dessa ämnen i två självständiga artiklar. Jag har använt mig av teoretiker som Maria Kylin, Mats Lieberg, Sofia Cele, Zygmunt Bauman och Peter Blatchford bland flera andra. En av de främsta slutsatserna man kan dra efter att ha skrivit artikeln om elev medverkan är att ransaka sig själv som landskaps arkitekt och fråga sig - för vems intresse designar jag? Vill jag bli uppskattad av mina kollegor eller uppskattad av eleverna? För att kunna ge ett lämpligt svar, måste man först inse vilka skillnader i perception av miljö och rum som existerar mellan barn och ungdomar, och vuxna. Det är också viktigt att förstå att elev medverkan och medbestämande borde vara en vital del i utvecklingen av en skolgård. Elever har rätt att ta del i utvecklingen av sina vardags miljöer, vilket också är statuerat i FN:s Barn konvention från 1989. Det är nödvandigt att utveckla en hållbar strategi för att planera skolgårdar där barn och ungdomar är engagerade i processen, men också en strategi som fungerar inom en vanlig tidsbegränsad design process. Genom att ha skrivit den andra artikeln om hur ideer kring säkerhet präglar utvecklingen av skolgårdar, har jag kommit att inse hur komplex känslan av rädsla är, både i ett historiskt perspektiv och i vår samtid. Ämnet är nära relaterat till den förra artikeln om skillnader i perception och i använding av miljöer. Ungdomar önskar finna fri-zoner i staden, och vuxna reagerar mot deras behov genom att införa restriktioner och kontroll. Restriktioner såsom att ha höga stängsel runt skolgården påverkar inte bara barnenes upplevelser av sin skola men också människorna som bor i grannskapet där skolan ligger. Det är således viktigt att de verkliga användarnas behov är förstådda för att kunna planera en hållbar skolgårds miljö. 2007-08-23 Other NonPeerReviewed application/pdf sv https://stud.epsilon.slu.se/12488/1/berglund_l_171027.pdf Berglund, Lina, 2007. With young people in mind : a documentation of and reflections on a design process of a new school environment in UK. UNSPECIFIED, Alnarp. Alnarp: (LTJ, LTV) > Dept. Of Landscape Architecture, Planning and Management <https://stud.epsilon.slu.se/view/divisions/LMNR=3A644.html> urn:nbn:se:slu:epsilon-s-8337 eng |
| spellingShingle | Landscape Architecture (until 121231) Landscape architecture Berglund, Lina With young people in mind |
| title | With young people in mind |
| title_full | With young people in mind |
| title_fullStr | With young people in mind |
| title_full_unstemmed | With young people in mind |
| title_short | With young people in mind |
| title_sort | with young people in mind |
| topic | Landscape Architecture (until 121231) Landscape architecture |
| url | https://stud.epsilon.slu.se/12488/ https://stud.epsilon.slu.se/12488/ |