| dc.description.abstract | My study is to answer the question how can landscapes themselves be interactive, could they be learning & teaching experiences? Can you learn actively from design? Could a landscape teach you a story of a people or a lesson? Are their existing sites that do these things already that we can learn from them? Could it be replicated? What are their structures and programing that make them successful? My study is also promoting and proposing an environment for learning objectives for young developing children in low income housing, with project elements such as natural playground setting, pushing a narrative of environmentalism and community gathering outreach, help build a connection between the landscape and the neighborhood, while enforcing the narrative that park and REC centers are areas for community, homes, the streets and programs to connect and build a sense of community and a safe environment for children to develop healthy minds and bodies, the restoration of this park from its poor maintenance and engaging conditions. All while avoiding unnecessary gentrification of the predominantly Black-East African community that is present in the area. To answer our question we must first address studies of how children perceive play and what they perceive as learning and look at the history of other successful existing sites have done similar objectives, using these case studies, along with research studies, test trials to reflect and analyze the context of Bottineau field park in Minneapolis Minnesota. | en_US |
