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Moving School 21 - Contributions

 

Abstracts and Lectures in alphabetical order:

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Stanislav Cervený, Ivana Zelenková,
Charles University, Faculty of Education, Prague, The Czech Republic :

Children‘s activities in a small Czech city

The paper deals with leisure vs.school organized after-classes activities. It also covers individual orientation in spending leisure by participation in sport clubs atc. It is substantially depending on facilities at disposal: gyms, playgrounds, parks, stadiums, and so on. Some gender differences have been found in exploitation of the facilities by boys vs. girls. Findings of a pilot questionnaire survey on various wishes and interests in leisure activities of children are to be presented.

 

 

  
   

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Alessia Cividin,
Venice University IUAV, Planning Department :

“ A PARK FOR A SCHOOL, DUINO ADOPTS ITS SCHOOL”

Action 1 1. First meeting between teachers and coordinator 2. Workshop: first planning stage of didactic work to introduce students to planning activity (n° 4 workshops – 2 hours each) - workshop with all students of both schools - activity for mixed groups (3 rd , 4 th , 5 th classes) of both schools and following selection and collection of papers and papers analysis - preparation of some proposals about spaces settlement (march 2003).

Action 2 1. Introducion of proposals analized in 1 action in 2 public meetings - for parents - for territory 2. Collection of suggestions on eventual territorial cooperation.

Action 3 Workshop partecipation: detailed planning stage (n° 4 workshops – 2 hours each) and cooperation with local associations and public/private organizations - lecture by the project designer to realize a detailed project - proposals on signals and equipment - selection of plants and trees - characterization of preliminary project - realization of project drawings and plastic model by schools.

Action 4 •  Introducion to territory on final project with public meeting and exhibition to explain operative route and planning route.

Action 5 - executive stage - 1. Meetings to involve population and organized local groups in drawing up a convention agreement about management of spaces through: - n°2 meetings, 2 hours each – with represantations of parents, institutes associations and spontaneous groups to identify a common action –workplan- for everyone interested in fruition and management of public organized space. - n°2 meetings, 2 hours each, between interested subjects to decide instruments and procedures on relationships between fruitors and space manager - drawing up of an agreement for spaces management 2. Formal meeting: reinstatment of public space.

 
   

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Hana Dvoráková,
 Charles University, Prague, Faculty of Education, Department of Physical Education :

Practical use of balance equipment in the classroom environment

Preliminary results of our research study in kindergartens as well as in first, and second years of primary schools show some interesting findings. Suitable balance equipments may be successfully used for children´s activity involvement not only during the breaks but under certain condition during classes, too. Some practical effects are hypothesized, especially a positive influence on children´s posture, and on their ability of concentration. Our special interest will be paid to an influence in case of hyperactive children. The procedures and activites have been videotaped and they will be presented as a part of the communication.
 
   

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Libor Flemr (libor.flemr@centrum.cz),
Charles University Prague, Faculty of Education :

Children's sport activities in Brandys and Stara Boleslav.

The paper informs of conditions for children's sport avtivities at schools, sport clubs and city areas in twoo cities near Prague. The findigs advice on problems in relationship of citz and school representatives to the children's movment and sport actvities.

 
   

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Bianca Heinrich,
FU Berlin, Germany :

Playgroundanalysis and aspects of Salutogenesis

Abstract The contribution is a report about the results of a study on the healthpromoting quality of playgrounds in Berlin. The introduction gives an overview about the theory of Salutogenese (A. Antonowsky) and the developement of salutogenic criteria for observation, analysis and valutation of playgrounds. The main question is: do playgrounds (indoor/outdoor) offer various impulses for the promotion of health, movementcapability and social behavior for children in the sense of the salutogenetic theory of A. Antonowsky.

 
  
   

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Raffaela Mulato,
Venice University IUAV, Planning Department :

"From planning workshops with children and teenagers to planning workshops with adults. The importance of inter-generation. Problems and perspectives"

The lecture is a reflection on the relationship between planning workshops with the participation of children and planning workshops with the participation of adults, based on experiences in recent years in a variety of situations.
In spite of the limitations of these experiences -- due to political shortsightness rather than objective problems -- they demonstrate that working with children and teenagers constitutes a fundamental step for the involvement of adults as well.
In this context, the request for participation in town/city life and in the choices they entail is growing among adults. This is a reversal of viewpoint compared to the norm; adults are becoming more involved in value-setting and asserting their rights as citizens. This new awareness is leading to the acknowledgement of a "res publica" and of public spaces, along with the educational aspects of participated planning and of the relationship between education and environment.

Working with children highlights all the problems in our towns and cities and the (model) on which they are based:
1. the denial of public spaces (or their "privatisation")
2. denied access or an access limited only to places especially meant for a specific function
3. lack of autonomy
4. a sense of insecurity
5. the problem of mobility that has become a problem of pathogenesis (think of how little children walk or run and how much this influences their growth and their relation with space)
6. little or no sense of belonging (place, ­ community, ­ identity, as opposed to lack of place, ­ individual ­anomy)
7. the shortsighteness of planners and project makers who don¹t take into account different users and needs. They plan towns and cities according to standardized patterns based on an adult male target, usually employed and with a car.

Working with children is a great resource: if, on one hand, it accentuates the difficulties, on the other it provides tools to solve them, along with different points of view and perspectives. One starts with micro-actions (e.g.: the planning of school playgrounds) that can become good points of reference to activate new ways of "thinking" about the town or city.
That's how local participation becomes a keystone, where ordinary knowledge becomes as meaningful as technical knowledge through the understanding that children are active subjects able to think about the future in the same way as adults do, and perhaps more so.

The highest step in the participation scale -- that which Raymond Lorenzo calls "proactive domain" -- is our ideal reference because it joins together the participation of children and adults in town planning, even if in practice the prerequisites for acheviement are hard to find.

The lecture is divided into three parts:
1. results of the survey at the conclusion of the project "Come vorrei la
mia città" promoted by the Department of the Environment of the province of Vicenza, Italy. Goal of the survey: to learn what, if anything, had changed during and at the end of the experience of participated planning about school playgrounds -- with the students, schools, learning process, relation with the local authority and with adults.

2. Survey on "how children see the city" and "how children move in the city" : the result of a project involving more than 800 children and teenagers from the schools of Pordenone, Italy. This includes the structure of the workshop: "Council of children and teenagers" and of the workshops with parents, teachers, local authorities (who missed the opportunity to connect the activity of the workshops with actual town planning).
3. A reflection on these perspectives and on the conditions necessary to develop and promote interaction and exchange between generations in the process of participated planning.

 
   

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Stephan Riegger,
FU BERLIN


Remarcs on valutation for play and game – a salutogenical approach

Movement, play and game are fundamental for a healthy mental, physical and social developement of children and their intellectual capacity. Very often the teaching methods, the contents of classes are standing against it.

My contibution in theory and praxis will report about some critera for “good quality” of play and games, for reasonable teaching, effects on the capacity of concentration and the learning process (interactions, individual learning and learning in groups, social and intellectual developement). I will give a short overview about the principles of good play and game and the aims teaching will achive such as: fair play, cooperation, team spirit and teamwork.

Further I will try to answer the following questions:

•  What is a good game?

•  What is the character of a good player and what are his competencies?

•  How to teach „good games“ and how can a teacher contribute to develope the necessary competencies?

The practical part of my contibution gives everybody the opportunity for personal experiences. It will be a short introduction to:

•  learning by movement

•  learning and experimentation

•  learning and physical experiences

•  cooperative learning and bodycontact

The end will be a discussion about: „The D´Artagnan Principle “ as a salutogenical approach to a healthpromoting „moving school“.

 
   
   

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Francesco Schiera:

The District Contracts: an instrument for urban recovery of suburbs

The Contract of Savonarola District - Padua

1. The impact of urban community policies on the italian context

During the last decade the forms and experiences of the governance of the territory have undergone important innovations. One of the most considerable innovations of the ‘90s is about the intervention of European Union on urban and territorial matters apparently within the competence of the individual states. It is in those years that came to maturity the awareness of the importance of the urban question both in the promotion of development and in the keeping of social cohesion. This interest in the field of urban policies comes from other objectives pursued by the European Union: the support of economic competitiveness and employment, the social and economic cohesion, the connection with infrastructural networks, the sustainable development and the quality of life. The elaboration of programmatic documents has been followed by the definition of intervention initiatives, such as Urban programmes, for the territorial development and the revitalization of european towns.

In the light of the experiences of the programmes which had tried to face the crisis of districts and suburbs – especially in France and some countries of North Europe – the Programme of community initiative, (PIC) Urban, introduces the awareness that the social and economic degradation of urban areas could not be dealt with the sectorial differences and the traditional welfare policies. Urban PICs pay special attention to the elements of local recomposition of policies, both on the economic and social side and on the physical and environmental one, carrying out an integrated approach and mobilizing different actors and resources.

In particular, the experience of the integrated planning with Urban is an element of great innovation for Italy and it introduces new operative forms at a local level. Roles and competences in the administrative organization are being redefined and in the meantime the central administration carries out and experiments forms of urban intervention inspired, for methods and styles, by the operative forms of European Union. These new interventions provide for forms of concert among various public administrations and between these ones and private operators to realize organic and intersectorial actions. Among these new programmes of urban requalification, which contribute to the spread of best practices , there are the District contracts .

2. The District contracts

The District contracts were founded in 1998 on the initiative of Ministry of Public Works through the drawing up of a notice for the presentation of requalification projects for districts of public building of dwelling houses. Through partnership processes, the state resources are the occasion to put into action other public and private sources of financial support. The fields of intervention of the District contracts are the degraded suburbs, contexts of little social cohesion, areas of great dwelling and occupational discomfort. The objective is to allow the municipal government the urbanistic and social recovery of the most problematic urban areas.

The contents of this urban requalification programme are of two kinds. As regards the town planning-building element you aim at renewing the building and functional characteristics of the districts, at increasing the equipment of services and public parks and gardens, with a strong attention to the environmental and energy saving subjects. In the meantime the social element deals with the unemployment, school evasion, social outcasting and microcrime subjects.

The interventions aimed at a plurality of objectives, linked to the town-planning recovery, the building and its employment relaunching, the social and quality of life improvement in the most degraded areas, have necessitated the coordination of the different operators who act in the territory. Generally, this coordination in Italy is very problematic and difficult. The organization of the public structure works mainly through a rigorous division of the competences instead of objectives. The involvement of officials and technicians of various sectors and agencies, with different competences and skills, has been one of the most innovative elements of these experiences.

The term «Contract», which characterizes this urban requalification programme, expresses the need of regeneration in an urban field through a process of direct involvement and participation of inhabitants, associations and all the state operators. The participation requirement plays an important part “aimed at building a sense of membership and a public identity of the inhabitants” towards the programmes and the projects you want to realize, and at involving them also in the management stage.

The techniques and methods used range from the arrangement of questionnaires, interviews, sightseeing and playing-educational activities with the involvement of children, to meetings, workshops, planning workshops and so on. In this programme it is expected the establishment of a suitably equipped office, the District workshop , charged to organize permanently the participation. Inside these workshops the role of children and schoolboys has been fundamental to start the processes of participation of the whole district. In difficult contexts, where it was necessary to get over the distrust and the refusal to any proposal of change, the involvement of children has attracted the interest of their parents and consequently of the whole community.

3. The Contract of Savonarola District in Padua

The Contract of Savonarola District in Padua is one of the most interesting experiences which has assimilated the innovative and experimental characteristics. In this experience, which is now in phase of advanced realization, we can notice a «strong attention to the aspects of citizens'involvement in the planning and realization of interventions in building restoration, redefinition of parks and gardens and mobility system, creation of new job opportunities for residents».

The Contract regards the requalification of an area in the first suburb concerned with public accommodation in a precarious state, social outcasting, shortage of services. The ecological and participation approach used can be considered a starting-point of a Local Agenda 21 extended to the whole town, which has been subsequently activated by the Commune.

The programme consists of different levels of intervention. The first level concerns the building experimentation for the recovery, according to the principles of bio-architecture, public lodgings and those of the students'hostel, one of the most important of the local University. The second level regards the arrangement of a long-term general project of urban regeneration and ecological reconversion of the territory. The most significant and qualifying aspects of the contract concern: the strict integration between building recovery and town-planning requalification interventions extended to a larger city context; the determination of the principles of bio-architecture as a possible subject of building experimentation; the introduction of the principles of urban ecology in urbanistic and environmental planning; the breaking off of the traditional way of operating in watertight compartments by the Public Administration; the strong attention to social and occupational aspects; the involvement of university research institutes to grant a qualified support to some intervention projects; the creation of original processes of participation.

Among the initiatives made by the contract there is, for example, that of environmental education carried out in the district schools with the collaboration of teachers, students and parents (Association Ulisse) and Legambiente, which has drawn up two projects for the new arrangement of school gardens and a project of traffic reduction. On various occasions the association Ulisse and the Swan Company of Legambiente have promoted the rediscovery of street and parlour games among schoolchildren of the district, to develop a greater social sense and a greater attention to the use of urban spaces.

There are a lot of positive results and aspects, but also some problematic aspects emerged during the carrying out. Among the critical elements there are the weak political presence and the failure of the support so far provided for by the technicians who have managed it. The impression is that, from the institutional representatives predominates a way of receiving the participation instances oriented towards a formal adhesion of the participation and you are satisfied with the results so far achieved without developing the potentialities and resources activated by the work of these years.

* Architecture final year student

Venice University IUAV

Planning Department

e-mail: francescoschiera@virgilio.it

 
   

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Diego Segatto,
Corso di Azione Locale Partecipata – IUAV, Venice :

Discovering the other city: art and education give a face to the unknown

:: Introduction
Every year almost 200.000 seafarers (maritime workers, for more than 120 different nationalities) arrive, aboard on cargo and cruise ships, at the port of Venice and Porto Marghera. An unknown, complex reality. They grant richness to the city, but the ports they approach are completely unprepared to welcome them (lack of services) after months navigating in heavy conditions.

:: Art and education in action
From 20 to 29 december 2002 took place in the Venetian mainland the exposition named porto una nuova città (trans: I bring/port a new city ) which put attention to such a reality, collecting the artworks of an highschool class of Mestre-Venice whose members, one year before, partecipated to a simulation (Ms3_water attachment) organized by a group of community-based artists: the students became seafares for 3 hours, separated in groups and accompanied by a tutor they started from the gates of the industrial port living the difficulties of the seafares once landed, obliged to walk for hours in search of basic services, often without finding anyone. The exposition, curated by the artists themselves and the teachers, was strongly wanted by the students to transfer their experience to the city: it was prepared inside a container placed in a city square, both as a symbol and as a mean to displace the citizens' vision. Visitors had to immerse inside a tematic jungle made by exotic flavours, sounds, music, visual compositions, created by the students following their favourite talent. A cd-rom was also produced reporting the expostion and a serie of detailed documents for those who liked to know more about the issue. The cd-rom was distribuited with free offer and the proceeds were than given to the seafares of the egyptian cargo-vessel Kawkab, abandoned by the ship-owner in the Port of Venice without salary since july 2001. They are still there, right now, sustained by local charity.

:: Process
The first contact with the class was possible because of the meeting between 2 teachers, of humanistic disciplines and phisical education, which were appling the instruments of Peer Education (an educational european program approved by the Ministery of Education), and the community-based artist that were moving on the territory to discover possible partnerships to involve in the project, during a first investigation (interviews) in 2001.

:: Subjects - authors:
The 5^C class , composed by 16 students (10 girls and 6 boys) - curated by: Laura di Lucia e Odino Franceschini (teachers); artway of thinking and ZonAnomala (groups of artists); Father Mario Cisotto (voluntary of Stella Maris' friends onlus) - patronized by: Venice Port Authority - promoted by: Municipality of Mestre-Venice, Assessorship for Social Politics_City Government of Venice, Liceo Scientifico G. Bruno, Stella Maris' friends (onlus for seafarers welfare in Venice) - sponsored by: Vecon containers; Favaretto transportation; Up Sport Veneto; Fallani group; Lp electric devices

:: Results
This experience proved once more the potential of art and creativity to build a fertile framework for moving attention towards difficult realities in an interesting/funny way: the students found an environment in which to play learning about their territory, become conscious, then communicate their extranged experience as sailors for 3 hours, and consequently the possibility for others (learning from younger people!) to get in touch with an emergential but interesting different reality as well, partecipating to the process of knowledge. The dialogue opened in 2001 with the town government and port authority, added to a targeted search for partnership with local business firms and press, was fundamental to build the project, rescue means and to enlarge the possibility of spreading information, activating a large extended web of relationships around this topic. Even ITF, the world-wide operative seafarers' trust based in London, dedicated an article to the students' experience in his semestral information bulletin, due to the collaboration of the artists with an antropologist of Cardiff University who is collaborating with ITF and is also a redactor for that magazine.

  
   
   
   
   
   
   

 
 

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