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Time frame | Lesson notes
| Organising the classroom
Time frame
Timing is important so that all students have enough time
to present their work. Keeping a strict control on time
for both the first activity and for each student’s
presentation is critical to allow for feedback at the end
of the session.
The mental mapping exercise will take 20-30 minutes. Allow
a week for groups to prepare materials for the site analysis
and presentation. Final presentation should take no longer
than another 10 minutes per group.
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Lesson notes
For this session you need:
- a room suitable for projection
- an overhead projector (OHP)
- acetates for the OHP
- coloured pens suitable for OHP acetates.
For the mental mapping exercise you will also need an
A4 plan or map of the site on acetate (do not show to students
before they do the exercise).
For the presentation on site analysis you will also need
a computer with projector if students present using PowerPoint
or similar software.
1. Mental mapping exercise
This exercise is a chance for students to see from their
own experience how they use the built environment and what
cues they use to navigate around it.
Arrange the students into their small groups of about five.
Before they start it is useful to introduce them to a set
of symbols to represent characteristics of the built environment.
Sharing these symbols will help students to compare their
plans and will help you in explaining the exercise to them.
These elements should include:
Ask the students to quickly draw a map of the site from
memory on acetate, using the elements and symbols outlined
above. They should draw the map as if they were making a
rapid description of the area to a stranger. They should
cover all the main features, showing buildings, streets,
and areas of uses. They should label items where needed.
Encourage them to add other elements they remember from
the urban design discussion and to create symbols for them.
Display the acetates one by one on the OHP and ask the
students to talk the class through the three or so most
important features they found. Encourage discussion of what
makes the elements work.
Ask students why they are memorable and what they are used
for. For example, landmarks - is it because they are taller
than surrounding elements, smaller, or a different colour? Do they perform
a different function? Are they more detailed or ornate, or more
simple? Do they include water or make a sound? Do they
use them to give directions or to arrange to meet their
friends?
Gradually overlay all the acetates on the OHP and identify
the elements common to the groups or to several of them.
Encourage discussion of how these elements work, and establish
any consensus among students on how these key elements operate
and how they use them.
Record this information on acetate, and then overlay it
with the plan of the site to compare their mental image
of the city with the reality.
Encourage discussion about the perceptions other user groups
might have of the same place. For example, what things would
an old person notice and why, or someone in a wheelchair
or pushing a pram or if walking a dog or if they were driving
or riding a bicycle?
Encourage discussion on how this could inform what designers
should consider when designing new places. For example,
steps form a barrier to many users, but probably not the
student group. Some skateboarders seek steps out to perform
tricks. Longer routes around large buildings and groups
of buildings create fewer choices for pedestrians, which
may create problems for older people or those with impaired
mobility.
2. Site analysis & presentation
On the walkabout the students conducted a site survey,
which is simply an inventory of what is there. This session
involves creating a site
analysis, to demonstrate their understanding of what
the observations mean. In addition to an analysis of what
they observed, they also offer recommendations for the site’s
redevelopment. Using the Walkabout
Analysis Checklist, students should analyse their findings
applying an appropriate method such as SWOT or bi-polar
analysis chosen by the group. For every point they list
they should also outline the 'so what' factor: should a
feature be kept or changed, what are the implications of
what was observed? From this analysis the students should
come up with a list of recommendations for the development
of a plan for the site.
The time allocated to students to assemble materials for
their presentations could either be assigned as homework
or allocated during class hours. Based on the students’
ability, the amount of time needed to develop their presentations
may vary.
Tell students the order and format of presentations and
the time allowed for each group (10 minutes to present followed
by five minutes for discussion). A summing up can take place
after all groups have presented.
Outline the things you will look for in their presentations
and ask their peers to make notes on things they think each
group does well and which they will try to include in subsequent
presentations.
Key things to look for in these presentations might include:
- good organization by the group
- engaging the audience by looking at and speaking to
them
- use of OHP and visuals
- interesting content which sets out a clear question
or purpose and answers it.
Giving a small prize for the most interesting, most informative
and most creative group is a good idea, as is giving a prize
to each group for a specific strength.
Ask the groups to take responsibility for their presentations,
including organizing the room, allocating a group member
to watch the time limit etc.
Encourage positive discussion at the end of each presentation
for a few minutes.
Ask the ‘audience’ to think of questions about
the qualities mentioned during each presentation.
Encourage discussion and summing up at the end of the workshop
including:
- areas of difference between the presentations
- areas of similarity
- key lessons learned in giving presentations and in
terms of understanding the urban design qualities
- how these will inform the next lesson: Making
a better place.
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Organising the classroom
The students will work in their groups for both parts of
the lesson so arrange the tables and chairs to form small
circular groups at the start of the class. For the presentation
everyone should face towards the overhead projector image
and the group presenting.
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