|
Design |
Surveying the landscape and people |
|
|
Make a map with overlays of the different microclimates in a garden - sun/shades, wet/dry, wind/shelter. |
|
|
Design |
Surveying the landscape and people |
|
|
Interview, or create a questionnaire/survey to give out to, children, friends or other people about their needs and wishes for the design. |
|
|
Design |
Surveying the landscape and people |
|
|
List all the different resources which you have that could be relevant, e.g. using headings of paste (plants, animals, structures, tools and events). |
|
|
Design |
Surveying the landscape and people |
|
|
Appreciate the designs in nature that help natural systems to work well. |
|
|
Design |
Surveying the landscape and people |
|
|
Appreciate the designs in the human environment that help systems to work well. |
|
|
Design |
Surveying the landscape and people |
|
|
Explore the basics of map reading and making (e.g. bird’s eye view, scale, north, title, key). |
|
|
Design |
Surveying the landscape and people |
|
|
Become familiar with common natural patterns e.g. branching, spiral, sphere, webs, concentric circles, scatter. |
|
|
Design |
Analysing what you found out |
|
|
Experience or observe other people doing an analysis process and help as far as possible. |
|
|
Design |
Analysing what you found out |
|
|
Collate (pull together) information gathered in the survey stage, draw into mindmaps, diagrams, or lists with different headings. |
|
|
Design |
Analysing what you found out |
|
|
Discuss what you would like to achieve from the design (the main functions of the design). |
|
|
Design |
Analysing what you found out |
|
|
Play with 'random assembly' with cards (each person has a card with an element drawn on it) move around the room putting different elements (identified in your survey) together in unusual ways (using different prepositions) to see if something new can emerge (e.g. wormery +in+raised bed = worm tower in raised bed). |
|
|
Design |
Analysing what you found out |
|
|
Chose two elements, which may be in the design, to dramatise. Children are split into four even-sized groups - inputs and outputs for each element. Each child becomes either an input or output of their element. Dramatise to show how an output from one element can become an input to another element. |
|
|
Design |
Analysing what you found out |
|
|
Celebrate the gathering and integration of information. |
|
|
Design |
Analysing what you found out |
|
|
Express how each person in the group feels throughout each stage of the design process. |
|
|
Design |
Analysing what you found out |
|
|
Discuss the functions of different types of patterns (e.g. branching pattern for collection and distribution) |
|
|
Design |
Analysing what you found out |
|
|
Each person creates a card with one element (which may be in the design) and list all the potential inputs on one side and outputs on the other side. See if you can join up outputs from one element to make an input to another element. Is there a way to place them to enable these connections to be made? |
|
|
Design |
Analysing what you found out |
|
|
Work out your 'limiting factors': list all the things which might limit your design (what problems might you encounter e.g. summer holidays, money, skills). |
|
|
Design |
Analysing what you found out |
|
|
Become familiar with vocabulary such as analysis, tool box, input, output. |
|
|
Design |
Designing and deciding |
|
|
See adults using permaculture ethics and principles to make decisions |
|
|
Design |
Designing and deciding |
|
|
See a model design made by children or adults using permaculture principles and ethics. |
