rtc start 2012 tuscany 1

7/30/2019 Rtc Start 2012 Tuscany 1

1/17

Reading The City Tuscany 2012

Tinta Education

David Powell Course Leader


2/17

The Origins of Reading the City

SMILE a Comenius 3.2 teachereducation project 1999 2002

The Learning Eye Trials in VisualLiteracy 2002-2004 Grundvig


3/17

The major principles behind the creation of

Reading the City

In 50 years time 80% of the population ofthe world will live in or near a city (UnitedNations)

The future of Europe is an urban future

The major urban areas of Europe aregrowing

Many of our smaller towns are shrinking


4/17

Some other factors

Migration within Europe

Migration from outside Europe

A multicultural society


5/17

Some major themes

Many countries have used urbanenvironmental eduction as a support to

the major subjects of the curiculum

On this course we want to study the city

in its own right


6/17


7/17

We have chosen as our major topics

Communication and the city

Structures in the city cultural, political,

social, artistic etcOrientation in the city

Perception and the city

Identity issues and the city


8/17

Reading Cities as Texts

Complex and multi-layered information

objects, images, sounds, words, movement

Who wrote the city?

Who did they write it for?

Why did theywrite

it?

Who reads it now?


9/17

Using Cities as Museums

The City as a museum

The City an open air museum of buildings

Lectures dicussing different aspects ofurbanism

Practical projectsExamples relating directly to children, youngpeople or adults

Creating your own knowledge


10/17

Didactic concepts/ Ways of learning

Formal or informal

Oral/visual

Logical

Intrapersonal

Spatial

Kinetic

Interpersonal

etc


11/17

Our values

to enable people to explore their environment through their owneyes and their own experiences.

we are not trying to teach about a particular citiy directly, but to

develope flexible methods that can be used in a variety ofEuropean cities.

to avoid stereotypes

the project is also committed to inclusion: involving a wide

range of schools, rural and urban, especially those with a highpercentage of ethnic minority children so that the European cityis seen as a pluralist, multicultural city and not one restricted tothe traditional cultures of the member states.


12/17

What are the goals of built environment education?

to develop an understanding of the way in which the spacespeople occupy are designed and how this may influence thelives that they lead

to increase awareness of environmental quality and the developa sense of responsibility for the environment

to share identities with others through the presentation ofwhere and how people live

In a European context - to show what is significant to those thatlive in a place and not what a foreignershouldsee.


13/17

Conclusion

By undertaking the reading the Citycourse and activities we hope to enable

you to help your own pupils/students inan exploration of their own city/town.

An exploration carried out through their

own eyes and experiences and leadingperhaps to an increased active role asactive European citizens.


14/17

Participants countriesAlbaniaAustriaBelgiumBulgariaCroatiaCyprus

Czech RepublicEnglandEstoniaFranceGermanyGreeceHungary

IrelandIslandItalyLatvia

LiechtensteinLithuaniaLuxembourgMontserrat W.I.PolandPortugal

RomaniaScotlandSloveniaSlovakiaSpainSouth AfricaSweden

Turkey


15/17

Using the environment as a teaching aid


16/17

2006 The SMILE book concentrating on museums , the

built environment and identity was published.


17/17

Think global, act global with a regional touch

rtc start 2012 tuscany 1

Documents