The Project of Education and Awareness-raising: City, Territory, Landscape
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City, Territory, Landscape 5 June 2012
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Transcript of The Project of Education and Awareness-raising: City, Territory, Landscape
City, Territory,
Landscape5 June 2012
Printed sheets
Printed sheets
Panoramic photograph
Four small, detailed
photographs, that
illustrate some of the key
concepts or dynamics that
characterise the landscape
An aerial image of the area
and a topographic map of
the same
An introductory text to the
territory in which the study
landscape is located.
Website: www.catpaisatge.net/educacio
Simultaneous use [paper-website]
Printed sheet
Website
Educational guides
Extensive information on
the characteristics of the
project
General and specific
guidelines and activities
for working with students
and monitoring the work
Relation with other instruments of the Landscape Act
Landscape Catalogues of Catalonia
135 landscapes
Selection of 12 landscapes
The analysis of each of the landscapes is based on a study question.
Methodology (I)
How does the urban landscape change when moving from an industrial
neighbourhood to the technological district 22@?
Renovating the urban landscapeBarcelona 22@
The analysis of each of the landscapes is based on a study question.
Methodology (I)
Must rural areas be conserved within urban zones?
Community gardens in an urban areaEl Baix Llogregat
The analysis of each of the landscapes is based on a study question.
Methodology (I)
How can landscape conservation and tourism be made compatible?
Landscape as a tourist resourceLa Costa Brava
Un paisaje industrial
The analysis of each of the landscapes is based on a study question.
Methodology (I)
Can industry be compatible with housing, tourism and agriculture?
An industrial landscapeEl Tarragonès
La Cerdanya El paisaje de la frontera
The analysis of each of the landscapes is based on a study question.
Methodology (I)
Do borders with another State change the landscape?
Landscape on the borderLa Cerdanya
ANALYSING THE LANDSCAPE
1. Initial information about and perception of the landscape.
How do you feel before studying this landscape?
2. Description of the landscape.
What is it like?
3. Analysis of the processes of evolution and change that occur in the landscape.
How does it evolve? Why? What are the consequences of this?
4. Conflict/consensus and empathy regarding the changes in the landscape.
What do the involved stakeholders think?
5. Outlook for the landscape.
How do we think it will evolve and how would we like it to evolve?
6. General conclusions and answer to the study question.
Methodology (II)
The role of the teachers
The project was developed in an experimental way at 10 education centres(2006-2007).
The Government and the Landscape Observatory offer training courses on landscape issues for teachers that update knowledge about landscape in the context of the ELC, as well as to provide specific guidelines for using the material in the “City, Territory, Landscape” project.
Presentations of the materials in the different territories and diffusion between the educative services (centres of pedagogical resources, fields of learning and schools of adults).
Participation of some teachers in the preparation of the materials (2006-2007).
Integrated understanding of the landscapes (all kind of landscapes) and the dynamics, while avoiding views of the landscape that are too partial and narrow.
Some important results
Based on the use of new information technologies and on the combined use of interdisciplinary and interpersonal work to make it more comprehensive, entertaining, interactive and cooperative.
A shining example of the transversal collaboration and cooperation that is so hard
to achieve.
In the 2008-2009 school year, the material was addressed to more than 450,000 students from 12 to 14 years of age across Catalonia.
City, Territory,
Landscape.www.catpaisatge.net/educacio
www.xtec.cat/paisatge
