HORT 499 Aditi Kambuj Project v2
Transcript of HORT 499 Aditi Kambuj Project v2
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Designing an Outdoor, Universally Accessible,
Recreational Space for North Champaign
Aditi Kambuj, HORT499, Summer 2011
Images Sourced from the Natural Learning Iniave
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Designing an Outdoor, Universally Accessible, Recreaonal Space for North Champaign
Index
Introducon + Design Progran
Part I: Kindergarten + Pre-kindergarten
Part II: Fragrance garden + Transion garden
Part III: Acve Play + Nature space
Part IV: Community Garden + Main play area
Part V: Family Picnic Area
Part VI: Games Area
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5
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Ladder of Environmental Responsibility
Plants and Materials
Developmental Outcomes
References + Maintenance
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Introducon
Designing an Outdoor, Universally Accessible, Recreaonal Space for North ChampaignDesigning an Outdoor, Universally Accessible, Recreaonal Space for North Champaign
Image 1: Locaon Map of proposed recreaon area in North Champaign
School Motherlands Culture Club Randolph Street Community Garden
This project explores the potenal of
the parks, located around the Straon
Elementary School, Hazel Park and the
Randolph Street Community Garden in
North Champaign.
The project recognizes that the green
spaces surrounding the numerous
educaonal instuons in this area are
severely lacking in quality of natural
environment. Based on research on the
posive aect of exposure to nature
on childrens aenon spans as well as
social and emoonal development, it is
crical that the plain green expanses inthis park are studied and redesigned.
Given more me, I would have liked to
involve a few of the stakeholders in the
design of the project. The park runs
North - South. It is divided into several
smaller secons, either by exisng roads
or parking spaces and buildings. Ideally,
trac on the stretch cung through the
green spaces must be slowed down bynarrowing the street width. The pedes-
trian and in parcular the young pedes-
trian should be given priority in the new
design.
The audience for the project are the
residents of the neighborhood, the Park
District, the City of Champaign and the
Champaign Unit 4 School District.
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Exisng Site and Programming
Designing an Outdoor, Universally Accessible, Recreaonal Space for North Champaign
Part I: Kindergarten and
pre-kindergarten
Part II: Transion Space
Part III: Elementary School
Acve Play Space
Part IV: Main Play Area
Part V: Family Area
Part VI: Games Area
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Part I : Kindergarten / Pre-kindergarten (layout)
Key
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Pathways
- smulates coopera-
on and interacon
Mound of green
Support hide and seek and
chasing games, rolling and
make gathering spaceSeasonal beaucaon area
Sand area with mini water
pump nearby, accessed through
transion spaces
Play area with stepping stones
and jumping rocks
improves balance and sense
of discovery. Making avail-
able materials and natural
elements that children can get
creave with combining them
to build shapes, shelters and
other play elements from.
Shrubbery with prairie owers
and nave grasses
Tree to play hide and
Entrance Arch
Creates a welcoming
atmosphere
Quiet Flower nook
with bird feeder for rest
and color
Hedge Planng for
shade
Fantasy Play area
encourages role play
and social interacon
Open Hut Structure
4m x 4m
Acve Play area(integrated with exist-
ing play structures)
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Part I : Kindergarten / Pre-kindergarten (planng)
Flowering and colorful
planng along edges- Grape hyacinth
- Eastern redbud
- Japanese Quince
- Rhododendron
- Echnicea
- Cornelian Cherry
- Vernal Witch Hazel
Flowering and colorful
planng along edges
(as above)
Physical barriers
- Five-leafed Aralia- Rugosa Rose
Exisng tree
(species TBC)
Gold ame honneysuck-
le on transion pergolas
Play Props
Feather reed grass
Prairie Cord
Fragrance
Fringe Tree (male)Viburnum Judd alond
edge
Play Props
- Feather reed grass
- Prairie Cord
Weeping Willow
created spaces to hide
and play in
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Part I : Kindergarten / Pre-kindergarten (materials)
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Pea gravel
Grass
pavers on concrete
wood chips
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Part II: Fragrance garden / Transion garden
Fragrance garden
with bridge and bench-
es restoraon space
- Sweet woodru- Fragrant Plantain Lily
- Pink coage
- Fringe Tree
- Chinese Witch Hazel
Wood Deck
Loose Gravel
Pavers on concrete
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Part III: Acve Play + Nature space
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Area with mild slope
for running and
chasing games
Play area for younger
children ( 6-9 yrs)
Exisng basketball
courts
lambs ear/ grasses
exisng
trees
Exisng acve play
area incorporated
with pathway
Tall tree area (for
climbing and swing-
ing) with benches,bird
feeders and loose ob-
jects for fantasy play
Nave Prairie Cord
exisng parking area
Wood chips
Grass
Pea Gravel
Pavers on concrete
Play Props
Feather reed grass
Prairie Cord
Yellowwood grove/
weeping willows
grove
Play Props
Feather reed grass
Prairie Cord
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Part IV: Community Garden + Main play area
Key
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Randolph Street
Community Garden
Entrance arches
Outdoor classroom
Exisng trees
Prairie grasses
Exisng trees with
outdoor study (picnic)
tables
Wildlife enhances
Buery bush, owering
dogwood, abelia
Sun dial and
bird feeders
Mound
Recycling Center
Loose play area
(fantasy play)
Bridge
Amphitheater stage
Sloped seang
Climate changeand
Weather Staon
and sound garden
Wood chips
Grass Brick Pavers on concrete
Granite pavers on concrete
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Part V: Family Picnic Area
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Wood chips
Grass
Granite pavers on concrete
Japanese Maple
White Ash
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Part VI: Games Area
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Exisng playing eld
Exisng playing eldExisng playing eld
Proposed skate
boarding area
low mound
moundbike path
Wood chips
Grass
Pavers on concrete
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Implemenng Sobbels Ladder of Environmental Responsibility
Designing an Outdoor, Universally Accessible, Recreaonal Space for North Champaign
K: Seasonal beaucaon area2: Schoolyard vegetable gardens
4, 5: Recycling and Composng
program
6: Climate Change Staon
3: Main-
taining the
schoolyard
1: Flower Garden Maintenance
Sobel, D. (2008). Childhood and Nature: Design Principles
for Educators. Portland, Maine: Stenhouse Publishers.
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Plants and Materials
Wood chips
Grass
Pavers on concrete
Brick Pavers on concrete
Pea gravel
Wood Deck
Loose Gravel
Grape hyacinth
Eastern redbud
Japanese Quince
Rhododendron
Echnicea
Cornelian Cherry
Vernal Witch Hazel
Japanese Barberry
Rugosa Rose
Gold ame honneysuckleFeather reed grass
Prairie Cord
Japanese MapleWhite Ash
Five-leafed Aralia
Buery bush
Flowering dogwood
Abelia
Yellowwood
Weeping willow
Sweet woodru
Fragrant Plantain Lily
Pink coage
Fringe Tree
Chinese Witch Hazel
Lonicera X heckroi
Arrhenatherum elaus
Sparna pecnataGalium odoratum
Hosta
Chionanthus virginica
Hamamelis mollis
Buddleia davidii
Cornus orida
Abelia
Cladrass kentuckea
Salix babylonicaMuscari lafolium
Cercis canadensis
Chaenomeles speciosa
Echinacea purpurea
Cornus mas
Hamamelis vernalis
Berberis thunbergii
Rosa rugosa
Acer palmatum
Fraxinus Americana
Acanthopanax sieboldianus
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Developmental Outcomes1. Pathways
Pathways are useful to smulate cooperave
behavior, interacon and decision making.
They support both interpreve and mobile
games (Moore et al, 1987).
2. Enclosures, hedges and low walls
Create inmate spaces and protect from run-
ning through behavior. They can dene gather-
ing spaces. Small, inmate gathering spaces
are conducing to social behavior.
3. Manufactured play equipment
Universally accessible and integrated with
pathways and green spaces to ensure engage-
ment and interest.
4. Mulpurpose game sengs
Exisng facilies on site were integrated into
design to maintain economy. Furthermore,
tradional sports encourage team cooperaon
and athlec ability.
5. Changes in landform and topography
Helps to develop ne and gross motor skills,
children help one another and this enhances
cooperave behavior and interacon. Children
enjoy running up and down slopes areas and
parcularly enjoy hide and seek and chasing
games in these areas. Running up and down
hills is also a great way to encourage kids to get
acve and have fun while doing so.
6. Wildlife enhancers
To encourage exposure and interacon with
other life forms so that the natural fascinaon
children feel is sased and encouraged.
7. Sun Dial and bird feeder area
To encourage children to make connecons
between nature and human life.
8. Family area
To encourage outdoor acvity for the whole
family and foster an atude to a healthier
lifestyle throughout the family.
9. Playing mounds near games area
As a vantage point to see the games in prog-
ress and also as a spot from which younger
children may observe older children playing.
10. Flower garden and fragrance garden
To encourage and promote curiosity through
senses other than sight and touch and to be-come in tune with changing seasons.
11. Sand areas and water spouts
To promote the loose parts approach to play
area design to encourage creavity and imagi-
nave play. To acvely encourage role play
and fantasy play as a way to make sense of the
complex environment in which children live.
12. The potenal to create dens and forts
To provide opportunies where children can
create resul, personal getaways. Sobel (1993)
argues that the creaon of these personalspaces are important for children as a way to
negoate and cope with a large and un-con-
trollable world. Creang personalized natural
spaces assists in the development of a sense
of personal order and is one of the vehicles
by which the self is shaped (Sobel, 1993).
13. Introducing the ladder of environmental
responsibility to foster empathy for nature
and promote acon and understanding of cli-
mate change and envrionmental conservaon
Research indicates that developing a sense of
agency is the important link between knowl-
edge and acon, parcularly with respect to
developing a behavior of environmental stew-
ardship. Each garden provides an opportunity
to introduce a step from Sobels ladder of
Environmental Responsibility (p. 150) into theteaching curriculum of the surrounding schools
(Sobel, 2008).
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The areas that are likely to need regular upkeep and maintenance include:
Pathways and tracks
SignageClimbing areas
Infant and pre-kindergarten areas (for droppings, harmful substances)
Fantasy play area : grasses will need trimming
Sand Play area : stray sand dusted o
Play mound : check for erosion
Stage area : for leaf debris
Planng : regular pruning and upkeep
Play equipment : monthly checks
Parts of the play area would be protected from the public, potenally keeping the park closed during the night me and having security do a checkevery morning to ensure safety and prevent harmful acvity and substances from being used in the area. Neighbors should be encourages to keep
an eye and perhaps a neighborhood watch may be iniated. Street lights and lights in the garden area should be bright and up to standard.
Sources
Management and Maintenance
Chawla, L. (2007). Childhood Experiences Associated with Care for the Natural World: A theorecal Framework for Empirical Results. Children,
Youth and Environments, 144-170.
Greenman, J. (1998). Caring Spaces, Learning Places: Childrens environments that work. Redmond: Exchange Press.
Hendricks, B. (2001). Designing for Play. Burlington: Ashgate Publishing Company.
Kaplan, R., Kaplan, S., & Ryan, R. (1998). Designing with People in Mind. Washington DC: Island Press.
Moore, R. (1993). Plants for Play. Berkeley: MIG Communicaons.
Moore, R., Goltsman, S., & Iacofano, D. (1992). Play for All. Berkeley: MIG Communicaons.
Nicholson, S. (1972). The Theory of Loose Parts. Studies in Design Educaon Cra & Technology, 5-14.
North Carolina State University, School of Design. (n.d.). Retrieved July 20, 2011, from Natural Learning Iniave: hp://www.naturalearning.org/
Sobel, D. (1993). Childrens Special Places: Exploring the role of Forts, Dens, and Bush Houses in Middle Childhood. New York.
Sobel, D. (2008). Childhood and Nature: Design Principles for Educators. Portland, Maine: Stenhouse Publishers.
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