Community Mapping Toolkit for High School Students

MAKE YOUR OWN NEIGHBOURHOOD APP & MAP

#mapmyneighbourhood #MapMyNeighbourhood

Š iDiscover Asia Ltd. Editors - Ester van Steekelenburg, Stephanie Cheung Visual design - Annemarijn de Boer, Sheren Ngan Illustration design - Bhadresh G. Raval @ Greyphyte

www.i-discoveracademy.com

a community mapping toolkit for middle school students 11-15 yr old published by idiscover academy hong kong 2020

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#mapmyneighbourhood

Table of Contents 6-STEP METHODOLOGY

P. 6

WHAT STUDENTS & TEACHERS SAY

P. 9

PROJECT FORMAT

P. 11

UNIT OVERVIEW

P. 12

SESSION 1. PLACE IDENTITY GAME & NEIGHBOURHOOD NARRATIVE P. 17 SESSION 2. NEIGHBOURHOOD MAPPING

P. 27

SESSION 3. NEIGHBOURHOOD COMMUNITY MAPPING

P. 37

SESSION 4. PLACE SELECTION, INTERVIEWS & RESEARCH

P. 45

SESSION 5. CREATE CONTENT

P. 53

SESSION 6. FINE-TUNE CONTENT & DESIGN MAP

P. 61

SESSION 7. UPLOAD CONTENT & PREPARE POP-UP

P. 71

SESSION 8. POP-UP EXHIBITION

P. 81

FAQ'S

P. 91

FOR YOUR INSPIRATION - HOW OTHER SCHOOLS DID IT

P. 93

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#mapmyneighbourhood An exciting, real-life out-of-the classroom learning experience for secondary school students that fosters camaraderie, creativity, compassion and fuels independent inquiry and results in a cool interactive app and illustrated map.

PROJECT-BASED LEARNING Students explore the cultural identity of their own city. An exciting beyond-the-classroom course that allows them to study their district through their lens. Zooming in to neighbourhood level, students set out to identify what makes the place unique. Guided by a step-by-step evidence-based methodology they analyse the neighbourhood narrative, articulate the spirit of place and then work in groups to map places that matter: places that locals like to eat, work, play and pray.

TAILORED CURRICULUM Students are challenged to independently research, photograph, map draw or film their district and connect to local residents and shopkeepers. Their findings are used as stepping stones to introduce concepts of cultural heritage, urban identity and value of place.

While working towards a collective end-product: to co-create a neighbourhood App&Map that can be shared within their community, with other students in their locality or even with city-leadership.

8-SESSION PROGRAMME This toolkit is developed by a group of urban planners with a passion for culture and tested in schools in Hong Kong, Hanoi and Bangkok.

Designed to fit seamlessly into typical high school humanities, geography or history curriculum, it can also complement liberal studies lessons or even be offered as a standalone interdisciplinary learning/CAS unit. Time to get out of the classroom and start exploring!

6 STEP METHODOLOGY

WE MAP

1. Reveal

2. Map

3. Discover

WE SHARE 4. Design

5. Share

TO PROTECT local culture

& living heritage

6. Connect

1. REVEAL NEIGHBOURHOOD NARRATIVE • find the spirit of place 2. MAP PLACES THAT MATTER • through the lens of locals 3. DISCOVER STORIES OF PLACE • create content worth sharing 4. DESIGN ILLUSTRATED MAP • artistic ode to the neighbourhood 5. SHARE IN THE COMMUNITY • make locals proud 6. CONNECT TO A WORLD OF URBAN EXPLORERS • amplify local voices 6

APP

MAP

POP-UP

storytelling

APP

designer

MAP

APP

This is for real / publish project discoveries in a digital storytelling App

MAP

Get the creative juices flowing / design your own neighbourhood map

POP-UP

Sharing is caring /

POP-UP exhibition

host a small pop-up exhibition to share the love for the hood

“THIS CONTINUES TO BE ONE OF THE BEST BOTTOM-UP, LOCAL HERITAGE

AWARENESS EFFORTS ON THE PLANET;

AND THEY KEEP ADDING MORE PLACES”

- donovan rypkema, heritage strategies International, washington dc

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WHAT STUDENTS AND TEACHERS SAY

what did you learn? “I’ve lived in sai kung nearly my entire life, but I’ve never really gotten to know the locals. It’s been really interesting to hear their stories” – peter, grade 7. “I only knew a fraction of north point before, but after the workshops I felt that north point is my other home” - wai wai, illustrator. “this is not just learning & fun but it made me recognise more when I walk in the streets of sai kung” – maggy, student participant hka.- what makes it fun? “I definitely choose this unit, because I knew we were making an app” – brady, grade 7. “I don’t usually get my students this focused in class, they know it’s all about the end product” – david ferren, teacher hk academy. “I am a big fan of these project-based-classes, it works very well. students get out, run around, it’s a real-life learning experience”. – khalid saleem,teacher, hk academy. the learning. “a fun and interactive way to introduce the concept of tangible and intangible heritage to youth” - jennifer lang - hk Institute for conservation architects. “a great interdisciplinary learning experience. a chance to get out of the classroom and experience and explore the city they live in” – grade 10 teacher hanoi International school. “If you invest in the understanding of the culture and history, then students take ownership of it” – khalid saleem, teacher hk academy

#projectbasedlearning “IF YOU INVEST IN THE UNDERSTANDING OF CULTURE AND HISTORY, THEN STUDENTS TAKE OWNERSHIP OF IT”

- khalid saleem, teacher hk academy

“I’VE LIVED IN SAI KUNG NEARLY MY ENTIRE LIFE, BUT I’VE NEVER REALLY GOTTEN TO KNOW THE LOCALS. IT’S BEEN REALLY INTERESTING TO HEAR THEIR STORIES”

- peter, grade 7

“I ONLY KNEW A FRACTION OF NORTH POINT BEFORE, BUT AFTER THE WORKSHOPS I FELT THAT NORTH POINT IS MY OTHER HOME”

- wai wai, illustrator

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PROJECT FORMAT

8

3

of

sessions

2-WEEKEND

hours

5-DAY

8-WEEK

EXTRA-CURRICULAR

URBAN EXPLORER’S

INTERDISCIPLINARY

Sat - 9am-4pm

Mon + Fri: 12nn - 3pm

8 weeks 9am-12nn

Sun - 9am-4pm

Tue + Thu: 9am - 4pm

WORKSHOP

CAMP

GCSE

TARGET GROUP

LEARNING UNIT

Geography, History, Media Studies

• IB: Middle School. Grade 6-8 . Age 11-15 • GCSE: Secondary School Year 7-11. Age 11-15 • Hong Kong HKDSE: Secondary School.

HKDSE

Form 1-5. Age 12-16

GROUPSIZE

Liberal studies

2. Society & Culture - Module A - Hong

15-25 students . 2 teacher/facilitators

Kong Today

– quality of life/identity

, Module B - Modern China – cultural conservation & the inheritance of

IB/ MYP

Individuals & Societies, Language & Literature, Design

RELATED SUBJECTS

traditional customs) Geography (Core Theme 4 – Building a sustainable city – are environmental conservation and urban development mutually exclusive?)

UNIT OVERVIEW

In this interdisciplinary learning unit students will brainstorm

They then work in groups to research the selected places and

about what makes their neighbourhood unique, they will

create content that they can publish on a digital app and as

then venture out of the classroom to map places that best

an illustrated neighbourhood map. The project concludes

illustrate the identity of place and identify the locals’ favourite

with a small pop-up exhibition where the students share their

places to eat, shop, play and pray. They will be challenged to

discoveries with teachers, parents and people in the local

reach consensus on which places matter most to the local

community.

community.

SKILL DEVELOPMENT

Survey Techniques | Mapping Methods Interviewing | Information Processing Creative Writing | Visual Media (sketch, photography) Independent | Critical thinking

PERSONAL GROWTH

Caring for community Work collaboratively with others Increase cultural awareness and understanding

OBJECTIVES At the end of the unit students will be able to: • Define concepts of cultural identity, diversity and urban heritage • Map cultural assets in their own neighbourhood from a community perspective • Articulate identity of place and why it matters • Create visual and content for a specific target group • Publish content on a communication platform • Connect to the school community & beyond

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#mapmyneighbourhood

1 GAMEPLAN 6 STEPS 8 SESSIONS

APP

MAP POP-UP

3 PRODUCTS

SESSION PLAN ACTIVITY

OUTCOME

Session 1

Place Identity Game

Neighbourhood Narrative

Session 2

Neighbourhood Mapping

iMap - Student Perspective

Session 3

Neighbourhood Community Mapping

iMap - Community Perspective

Session 4

Place Selection, Interviews & Research

Baseline Content

Session 5

Create App Content

Crafted Content

Session 6

Finetune Content & Design Map

Content & Map Ready

Session 7

Upload Content & Prepare Pop-Up

App Live & Exhibition Set-up

Session 8

Pop-Up Exhibition

Community Feedback

END PRODUCT

App & Map & Pop-Up

PREPARATION For teachers • Decide on suitable neighbourhood/geographic area • Have a look at the sample projects, how other schools did it • Download the iDiscover App to get a feel of how the app works and what kind of content fits in • Arrange for the logistics, room set-up (most sessions require a computer & projector to show instructions) and stationary For students • To get an idea of the project – have a look at the #MapMyNeighbourhood videos on iDiscover YouTube channel • To get an idea of what we’re gonna be working on - download the iDiscover App

ASSESSMENT Process assessment. You will get a grade from one of your team members, from one of the teachers and from yourself. The teacher determines the average score, based on the following criteria: • Quality and timely delivery of content • Originality of contributions and taking initiative • Cultural sensitivity and caring for community • Learning attitude and collaborative spirit

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NEIGHBOURHOOD CHECKLIST

walkable?

safe?

selection criteria WALKABLE?

Are there wide enough sidewalks, zebra crossings, pavements, bridges

easy to navigate?

SAFE?

Can students groups venture out on their own or they need to be chaperoned by a teacher/parent

easy to get to?

volunteer at all times?

EASY TO NAVIGATE?

Is it possible to avoid big busy roads, are there enough signs?

ABLE TO DEMARCATE A PROJECT AREA?

easy to recognise?

Can you select a project area 500 sqm-1 sq km, are the boundaries easy to recognise and familiar to the students?

EASY TO GET TO?

Interesting?

Ideally the neighbourhood is directly around the school premises, but if not, is it close by? Can students get there safely by public transport, bicycle?

INTERESTING?

Any neighbourhood has places and stories worth mapping, but for a more rewarding learning experience, it is nice if there is a mix of residential, retail and F&B activities accessible at street level.

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PLACE IDENTIT

#throughthelensofyouth

SESSION 1

TY GAME & NEIGHBOURHOOD NARRATIVE

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SESSION 1

PLACE IDENTITY GAME & NEIGHBOURHOOD NARRATIVE

OBJECTIVE

PREPARATION

• To become familiar with the iDiscover philosophy

• Find a room with a projector

• To understand the concept of ‘identity of place’

• A run to the stationary shop

• To explore the neighbourhood in a fun way

• Prepare quiz questions or treasure hunt tasks (samples and templates provided)

TIME SCHEDULE DAY ONE

ACTIVITY

WHY

HOW

TOOLS

9.00 - 9.15

Introduction Game

Get to know each other

Quick self-introduction: Why did you choose this class?

OR any other ice breaking game

Name tags/stickers Story cards/markers

9.15 - 9.30

Quiz - Spirit of Cities

Introducing the topic of urban identity

Warm-up quiz facilitated by teacher

Quizzlet (download here)

iDiscover intro & session plan

• Why does iDiscover map neighbourhoods and how does this project Short PowerPoint to introduce fit in? the project • Understand the importance of mapping

10.00 - 11.00

Quiz or Scavenger Hunt

• Fun way to share knowledge and facts about neighbourhoods • Get students excited about the project • Get students thinking about what they already know

11.00 - 12.00

Neighbourhood Narrative Exercise

Homework

Add your narrative

9.30 - 9.45

PowerPoint including clip (download here)

BREAK Quiz (in the classroom) Teacher facilitates a trivia quiz about history, character and little-known facts.

OR Scavenger hunt (outside the classroom) Students go out in teams of four to complete in an amazing race style scavenger hunt.

Students write down three words • Establish a baseline of they associate with the neighthe students relationship bourhood and put them on a to the neighbourhood board.

• Get them to articulate Teacher facilitaties mind mapping the ‘spirit of place’ exersice by asking questions and grouping the words in themes.

Allow for additional narratives to be added next session

Ask your friends which words they associate with this neighbourhood.

For the quiz: • ABC cards • Score sheet • Small prize for winning team For scavenger hunt • A3 Map & Instruction sheet per team • Clipboards x 4 • Coloured bandana’s, caps or t-shirts • Small prize for winning team

• Flipchart, post-its, markers • Sketchbooks for illustators

“IT IS REALLY NICE GETTING TO KNOW SAI KUNG IN A BETTER WAY”

- devani, grade 8

notes

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SESSION 1

PLACE IDENTIFY GAME • QUIZ

OBJECTIVE This quiz is a fun way to share knowlegde and facts about the neighbourhood, get students exited about the project and what they already know.

NEIGHBOURHOOD QUIZ

sample questions BESTSELLING DISH IN FAMOUS LOCAL RESTAURANT OLDEST SHOP IN THE NEIGHBOURHOOD MOST TAGGED IMAGE ON INSTAGRAM MOST REVIEWED PLACE ON TRIP ADVISOR ESTIMATE # OF STEPS TO WALK FROM POINT A TO B NICKNAMES OF THE NEIGHBOURHOOD ORIGINS OF STREET NAMES HISTORIC EVENTS THAT HAPPENED HERE, FAMOUS PEOPLE WHO LIVED HERE WHERE IS THIS TAKEN? IDENTIFY OLD PHOTO OF A SPECIFIC PLACE # OF TEMPLES, CHURCHES OR OTHER RELIGIOUS BUILDINGS IN THE NEIGHBOURHOOD CHARACTERS IN TV SERIES OF FILMS RECORDED IN THIS NEIGHBOURHOOD

neighbourhood quiz

RULES OF THE GAME • 20 trivia questions about the neighborhood • 3 answer options A, B or C • 1 point for each correct answer • The students with most points wins a prize

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STEP BY STEP GUIDE HOW TO CREATE A COOL SCAVENGER HUNT

#mappingwhatmatters

RULES OF THE GAME • Teams of four have one hour to navigate their way around the neighbourhood to find 10 checkpoints and 5 photo locations.

• Each team receives a map with locations of the 10 checkpoints. At each checkpoint they have to answer a trivia question. One point for each correct answer.

• They also have to solve clues to find 5 photo locations, one point per correct photo. Entries only count if all team members are in the photo and extra points are awarded if they follow ‘special instructions’.

• After one hour the clock stops and all teams must be at a central location. The team with most points is the winner of this Amazing Race.

SESSION 1

PLACE IDENTITY GAME

RACE INSTRUCTIONS 1. Locate 10 check points & come up with 10 questions 2. Locate 5 interesting points for photo challenge, create a riddle to make students find the spots 3. Ask your favourite local shop if they want to give away a free juice or local snack to the students or donate a prize for the winning team

RACE MAP 1. Use a simple Google Maps print screen of the neighbourhood to make the base map 2. Pin the 10 points on the map and find a centrally located easy-to-find point for start and finish 3. Demarcate the boundary with a dotted line. Print both documents double sided A4 – laminate the map if the weather is doubtful – and voilà your race kit is good to go!

insider tips • There’s no real winners or losers in this game, it’s all about having a run around, a good laugh, and learn something on the way • This game is not suitable for all urban neighbourhoods.

In crowded areas you may want to consider adult chaperones for the teams • Limit distances, it’s not a fitness challenge. A 500m x 500 m area is ideal • Collect and save photos in one place so you can use them later for pop-up & app input…

• Make sure all students carry a water bottle and know where the start and finish point is in case they get lost!

checklist Each team needs: 1 camera or phone 2 clipboards 2 copies of race kit: instructions and map Optional - identification coloured bandanas, caps or school t-shirts work well 24

SESSION 1

NEIGHBOURHOOD NARRATIVE

OBJECTIVE Fun exercise to establish a baseline of the students' relationship to the neighbourhood and their perceptions of place.

QUESTIONS TO ASK

step by step guide

How would you describe this neighbourhood?

Neighbourhood narrative exercise:

What makes this neighbourhood special?

1. Ask students to each write down three words that pop

• A building?

• A site?

• A fact?

into their head when they think about the neighbourhood - one word on one post-it

• A feeling?

2. They can stick the post-it’s on the board randomly

• A tradition?

3. Assign two volunteers to help group the post-it’s into

• People/community?

• Or?

themes 4. Reflect on entries/themes, ask for clarification and encourage sharing of personal stories

“this is not just learning, it made me recognise more when I walk in the streets of sai kung� maggy, grade 8

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N

#throughthelensofyouth

SESSION 2

NEIGHBOURHOOD MAPPING

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SESSION 2

NEIGHBOURHOOD MAPPING

OBJECTIVE • To identify places that make your neighbourhood unique.

• To understand the concept of ‘living heritage’, including tangible and intangible heritage.

• To learn more about your own neighbourhood in a fun way.

TIME SCHEDULE DAY TWO ACTIVITY

WHY

HOW

Reflection on neighbourhood narrative

To refresh the student’s minds and allow for additions/changes

Teacher will ask students for any new places, additional thoughts based on conversations outside the classroom.

9.15 - 9.30

Establish project boundary

To show that people have different perceptions of neighbourhood To get everyone on the same page

9.30 - 9.45

Introduce the timeline

To put local events and key landmarks into perspective

9.45 - 10.00

Divide roles, understand Briefing for mapping the 6 iDiscover categories exercise and familiarize with the mapping criteria.

10.00 - 11.30

Mapping exercise

Every student will be asked to draw their boundary on the map in red colour.

• A3 printed maps The teacher will show the project boun- • Two colour markers dary and all students will draw it on their own map.

• Tape or washing line, Teacher will introduce the timeline with memory cards, marker, 5 key landmarks or historic events in newspaper clippings, the neighbourhood, students can keep photographs old postcards adding to it throughout the project. etc.

• Teacher will introduce the 6 iDiscover categories and explain mapping criteria.

• Videoclip: how to make • Students are divided into groups of 3 timeline (note taker, photographer, navigator).

• Briefing Ppt Neighbourhood is divided into smaller • Permission form parts that are easy to navigate • Each team comes up with a group name.

• Place selection template \\ Outside-the-Classroom • Clipboards Students go out in groups of 3 and have • One camera per group to locate a minimum of 10 places each • Permission form that make the neighbourhood unique in • A3 printed map with the student’s perspective. group boundaries

9.00 - 9.15

To find places that make the neighbourhood unique

TOOLS

• Each student group is asked to present their photos and findings to the other • A1 printed map groups.

• Small post-it’s in 6 colours • Assign a ‘mapping team’ to pin the • Laptop with access to places on the map and in google maps.

Google MyMaps • Teacher and students can ask questions clarifications.

11.30 - 12.00

Report back and create identity map

Document the neighbourhood’s unique places from student perspective

Homework

Add your favourite place

Allow for additional places Ask your friends/family/teachers about to be added next session their favourite site in the neighbourhood.

“TO FIND THE PERSONALITY OF A

CITY WE NEED TO UNDERSTAND WHY CERTAIN SPACES BECAME PLACES”

- mariana Isa, heritage output lab, kuala lumpur

notes

30

SESSION 2

ESTABLISH PROJECT BOUNDARY

OBJECTIVE To get everyone on the same page.

QUESTIONS TO ASK When you ask different people to draw a boundary of the neighbourhood, you’ll realise everyone defines a neighbourhood differently. A lot of times, these boundaries are different from official map boundaries. They may or may not depend on: • A train, MTR or bus station • A busy market or popular theatre • a river, road or railway line that creates a natural boundary • the name of a street • a major historic landmark

checklist We advise to select an area that: Is easy to navigate, from experience we know that anything around 500m by 500m works well and 1 sq km is the absolute maximum distance.

Avoids big busy roads.

Is directly around the school premises.

The boundaries are easy to recognise and familiar to the students.

SESSION 2

INTRODUCING THE TIMELINE

OBJECTIVE To put local events and key landmarks in perspective.

QUESTIONS TO ASK

PUTTING THINGS IN PERSPECTIVE • The timeline is a simple and effective tool to put local landmarks and key events of a neighbourhood into perspective.

• The neighbourhood narrative and timeline serve two purposes: - a constant and familiar reference point throughout the project - self-made display material for the exhibition • What were key events/milestones that shaped the

step by step guide • Create the base-timeline with 5 key landmarks/ historical events in the neighbourhood.

• Keep adding to it throughout the project.

• Drawings, newspaper clippings, postcards, labels, photos, cartoons, anything goes!

• Great opportunity for more visually oriented students to contribute to the thinking process.

neighbourhood?

• For tips/ tricks on how to make a great timeline, watch this video

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SESSION 2

NEIGHBOURHOOD MAPPING

OBJECTIVE To find places that make the neighbourhood special.

QUESTIONS TO ASK IN OTHER WORDS

• What are the places that make this neighbourhood special?

• If_____ would disappear it wouldn’t be the same place anymore • What would you show your friends from overseas, where would you bring them?

step by step guide 1. Students are divided into groups of three: a note taker, a photographer, a navigator.

2. Each group has to locate a minimum of 10 places each that make the neighbourhood unique in their own perspective.

3. For each site, students track the location, take a picture and write down in one sentence what makes the place unique.

6 IDISCOVER CATEGORIES

QUESTIONS TO ASK

iSEE.

To round off the session, use some time to reflect on some of the

Local landmarks and architectural highlights.

• How does this site relate to the neighbourhood narrative?

student’s choices: • Is it really so special you can only find it in this neighbourhood,

iDRINK. Traditional drinks & home-made brews.

or could you find this elsewhere in the city?

• What makes it so special?

• Are there observations in the narrative that we don’t see represented in the selected places?

iEAT. Authentic dishes, popular snacks & famous eateries.

iSHOP. Old trades, speciality shops & independent retailers.

iPLAY. Favourite hangouts, squares & local hotspots.

iSURPRISE. Urban legends, memorable stories & local festivals.

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insider tips!

USE YOUR 5 SENSES TO FIND UNIQUE VALUES • SIGHT - What do you see? (buildings/streetscape/colours/shops/signs) • SOUND - What do you hear? (conversation/tram/bus/motorbikes/marketplace) • TASTE - Have a bite! (flavours/recipes/price) • SMELL - What do you smell? (trees/flowers/incense/fumes) • FEEL - What do you feel? (breeze/heat/space)

step by step guide creating the identity map 1. Each group has 3 minutes to present their 10 favourite places to the group 2. They show the 10 photos on the screen and share their observations 3. Meanwhile a ‘mapping team’ records the selected places by pinning them on the physical map and also in

Keep an eye out for the unique.

Trust your own curiosity.

google maps 4. Teacher keeps the time!

“THESE ACTIVITIES WERE SUPER SELF-LED AND WE HAD LOTS OF FREEDOM. WE JUST GO OUT - MAYBE WITH NO PLAN OR A LITTLE PLAN, AND WE JUST SEE WHAT HAPPENS” - calvin, grade 9

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NEIGHB

#throughthelensofyouth

SESSION 3

BOURHOOD COMMUNITY MAPPING

38

SESSION 3

COMMUNITY MAPPING

OBJECTIVE • To understand the difference in cultural preferences and perceptions among different demographics • To find places that make the neighbourhood unique from a community perspective • To practice with quantitative survey techniques • To learn more about the historic context of the neighbourhood in a fun way • To reflect on the different perceptions of place identity

TIME SCHEDULE DAY TWO ACTIVITY

WHY

HOW

TOOLS

9.00 - 9.15

To refresh the minds Reflection on community map and and allow for additions/ changes timeline

Teacher will invite students to add places • Post-its on the timeline and narrative.

• Sketch paper Each student group will be assigned a different part of the neighbourhood.

• Briefing PPT

9.15 - 9.30

For students to Briefing for understand the objective community mapping of exercise.

For students to consider the difference in place preferences and perceptions among different demographics Documenting the neighbourhood’s unique places from resident’s perspective

Outside-the-Classroom Students go out in groups and ask a minimum of 20 local residents (of different demographics) for their favourite places in each the 6 categories.

Each student group documents their findings in Google Maps and a shared Google Doc. They also pin places on the printed map.

• A3 map foam boards with stickers • Clipboards • One camera per group • Permission form • Large printed map • Small post-it’s in 6 colours • 1 laptop per group with access to Google Maps

Discuss the differences and similarities in site choices, try to find common ground and define the different narratives Appreciate perceptions of place from other groups in the community

The teacher facilitates a discussion using • Guiding questions the narrative, timeline, and map to illustrate talking points.

9.30 - 11.00

Community mapping exercise

11.00 - 11.30

Reporting & documenting

11.30 - 12.00

Reflection on identity of place

Homework

Reflect on your preferred narrative

#throughthelensoflocals

Talk about your perception of the neighbourhood with friends & family.

"WHAT IDISCOVER IS DOING IS LIKE MAKING AN ARCHIVE OF HONG KONG HISTORY – THROUGH THE EYES OF LOCALS”

- amy tse, social worker caritas, hong kong

notes

40

SESSION 3

COMMUNITY MAPPING

OBJECTIVE To consider the difference in place preferences and perceptions among different demographics and define the different narratives.

STEP BY STEP GUIDE 1. Students go out in the same groups, they each get assigned a different part of the neighbourhood.

2. Each group need to approach 20 people in different demographics – residents, shopkeepers and visitors - and ask them five simple questions about their favourite places.

3. Students record the answers on the template forms – can be anonymous!

CHECKLIST Kids (up to 10) Gen Z (10-25) Millennials (25-40) Gen X (40-55) Boomers (55-75) Old Folks (75+)

Live in neighbourhood Work in neighbourhood Visit neighbourhood

MAPPING TEMPLATE QUESTIONS 1. What are the three words you associate with this neighbourhood?

2. What are your favourite places that you won’t find in any other neighbourhood to: See/ Drink/ Eat/ Shop/ Play/ Surprise 3. Why you like that place? What makes it special?

4. What time of the day Morning-Afternoon-Evening 5. Any memories or anecdotes you want to share?

42

insider tips!

Into photography? Like sketching?

Record the neighbourhood observations through your eyes, take photos or videos of places people mention, or make a quick sketch. Make sure you keep the visuals to use later in the process.

Be creative!

REFLECTION QUESTIONS TO ASK • What was the most surprising word you heard today?

• New words we should be adding to the narrative?

• What were places mentioned that were not yet in our map?

• Any places or moments that we should add to the timeline?

• Any anecdotes, memories or stories that are worth sharing?

• What are the differences and similarities in place choices among the different groups? Do they belong to a different narrative?

reporting back 1. PLACES - each group maps the new entries in google maps and on the printed map 2. PHOTOS/SKETCHES/VIDEOS - are sorted in a shared folder and can be added to the timeline 3. WORDS - new words can be added to the narrative 4. STORIES/ANECOTES - that are worth sharing can be documented in a Google Doc

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PLACE SE

#throughthelensofyouth

SESSION 4

ELECTION, INTERVIEWS & RESEARCH

#throughthelensofyouth

46

SESSION 4

PLACE SELECTION, INTERVIEWS & RESEARCH

OBJECTIVE • To agree on the leading neighbourhood narrative and the 25 places that best fit that narrative • To connect with local residents and shopkeepers and learn about their stories and perspectives • To practice interview skills and qualitative survey techniques

TIME SCHEDULE DAY TWO ACTIVITY 9.00 - 9.15

9.15 - 9.45

WHY

HOW

Reflection & preparation

To refresh the minds and get students ready to articulate their ideas on neighbourhood identity

Students will have 10 minutes with their group to prepare a one-slide presentation that best reflects ‘the spirit of the neighbourhood‘.

‘Spirit of place’ excercise

Each student group has 3 minutes to To agree as a group on the present to the group. The group will lead narrative then vote for the leading narrative.

To agree as a group on 20 places that best fit the lead narrative

A student MC will read out the identified places in each category. The students will then vote for the top 4 places in each category. The top 20 places will form the foundation for rest of the project.

Research briefing

Divide students in groups bases on their skill and interest

Form new groups of 3px: (interview, photographer, note taker). Divide the 25 places over the groups. Make sure there is one Cantonese speaker in each group.

Interviews (on-site)

To have a more solid understanding of the history, context and local’s perspective of the 20 selected places

\\ Outside-the-Classroom Students go out in groups and interview residents, shopkeepers, etc. to find out more about the places.

11.30 - 12.00

Documentation

To document the findings systematically

Students upload the information in the shared folder. Minimum information for each place: 1 quote, 1 hashtag, 3 bullets and min 5 pictures.

Homework

On-line research

9.45 - 10.30

Lead narrative & place selection

TOOLS

• Voting tokens for each students and teacher • Small box for each group to collect votes

• List of places organized by category • 3 colours paper for voting (red, organge, green)

BREAK

10.30 - 10.45

10.45 - 11.30

See what extra information you can find on the places online

• Briefing PPT (interview & photography skills) • Interview template • Optional: newspaper /magazine/clippings

• Interview template • Clipboards

the romans believed that every place has a soul. they called it

“genius loci� the soul of place could lie dormant for decades, but it never disappears, decays or can be destroyed. no matter how much time passes, it stays intact, waiting to be reactivated..

notes

48

SESSION 4

LEAD NARRATIVE

OBJECTIVE • To identify places that make your neighbourhood unique • To understand the concept of ‘living heritage’, including tangible and intangible heritage • To learn more about your own neighbourhood in a fun way

stories and narratives There are always multiple layers and narratives to a place. You guys can choose which one you feel like exploring.

Some suggestions: Throw-back to …

Culinary culture trail Street art secrets Hidden gems

find your story of place

Happy places Street names Following the steps of… - [ a famous local resident, an old auntie, or even a cow .. ]

1. Groups prepare a one-slide presentation that best reflects ‘the spirit of the neighbourhood’.

2. Each group present their narrative to the other groups.

3. With the purpose to select one leading narrative for this mapping project.

SESSION 4

PLACE SELECTION

STEP BY STEP GUIDE 1. Now that you have a lead narrative, it’s time to select places that best tell that story of place.

uniqueness checklist Can you find this store/café/restaurant anywhere else in the city?

2. A student reads out the mapped places.

Is this an independent/ family-run stores i.e. not a chain

3. The students then vote for the places that best suit the

store?

narrative by showing coloured cards.

If it’s a chain store, is the founding place or one-and-only-

o Green - yes, this place is very unique / fits the narrative

branch in the city?

o Orange - not sure.

Does this represent creative entrepreneurship?

o Red - no, you can find this anywhere / doesn’t match the

If this place disappears, is [the neighbourhood] still the

narrative.

same?

4. The top-20 places will form the foundation for the rest of the

How does this place reflect the spirit of place?

project.

50

SESSION 4 RESEARCH

Insider tips! good research • Look up the opening hours of shops before you head out, especially for old shops with limited hours.

• Write down the knowledge you already have about the places, stories and anecdotes etc.

• Collect information from other classmates or their (grand) parents, teachers or friends who already know these places.

checklist Minimum information for each place: 1 direct quote from an interviewed person 3 bullets of text with key observations 5 pictures 1 hashtag

insider tips!

Different skills - different roles Each group has three students, roles are divided based on skill and interest: • Interviewer – likes talking, not afraid to connect to strangers, can speak & understand Cantonese • Photographer – blends in, has an eye for details • Note taker – organised, good observer

SESSION 4 INTERVIEWS

QUESTIONS TO ASK ENGAGING CONVERSATIONS COLLECTING STORIES Questions to ask a shop owner: • How long has this shop been operating?

• Why did you start this business?

• Where do your customers come from?

• Why is the bestseller at your shop?

Questions to ask a resident: • How long have you been living here?

• What is special about this place?

• What do you like about this neighbourhood?

Questions to ask a visitor: • Why did you come to this place?

• What is good here to eat/drink/buy/see • What is special about this neighbourhood?

52

#throughthelensofyouth

SESSION 5 CREATE CONTENT

54

SESSION 5

CONTENT CREATION

OBJECTIVE • To turn local stories and perspectives into content that is worth sharing • To practice interview, photography and design skills

TIME SCHEDULE DAY FIVE

ACTIVITY

WHY

HOW

TOOLS

9.00 - 9.30

Briefing: creative direction

To choose the style of storytelling and explain the template requirements

Guided discussion to explain the workings of the app and choices for style and language.

• Briefing PPT • Style guide for content

9.30 - 11.00

On-site interviews / desk research

To make sure there Students have the opportunity to go out is sufficient base-line to complete their on-site research and/ material to create content or complement with desk research.

Content creation

Create content on each of the 25 places; short stories, poetry, memes, or?

BREAK

11.00 - 12.00

Students work in the classroom to turn their information into sharable content.

They hand in at end of the session for teacher’s feed-back.

• App content template

“DEFINITELY ONE OF THE REASONS THAT I PICKED THIS PROJECT WAS BECAUSE

WE GOT TO MAKE AN APP” - peter, grade 7

notes

56

SESSION 5

CONTENT CREATION

OBJECTIVE To turn information into sharable content.

neighbourhood introduction

GPS coordinates

name of place address opening hours website

up to 5 images

short narrative (up to 400 characters)

CHOOSE YOUR CREATIVE DIRECTION Descriptive – what is it that the visitor should know about the place. What will the see, hear when the go there?

Poetic – your artistic reflection of the spirit of a place.

Curious – a visual or text that make visitors want to know more about the place, a meme, a mini-clip?

Narrating – first person observations: what do you see, feel when you are at the place.

Fictional – tell the tales of an imaginary person traveling through the neighbourhood.

Memes – a fun twist on a story of place Or? – surprise us with a new creative direction

3 BASIC RULES STORIES STYLE GUIDE 1. QUALITY OVER QUANTITY - Short is sweet. Better write one good paragraph than three not-so-good ones 2. HUMAN PERSPECTIVE - It’s not about facts, it’s about the experience. What is cool/special/different about this place?

What does it smell/feel like? What makes you want to go there?

3. LENS OF LOCALS - Amplifying local voices . We value honesty and authenticity. We like to hear local’s stories about their place: games, jokes, events, recipes, anecdotes – what even you think is worth sharing!

58

60

FINE

#throughthelensofyouth

SESSION 6

E-TUNE CONTENT & DESIGN MAP

62

SESSION 6

FINE-TUNE CONTENT & DESIGN MAP

OBJECTIVE • To learn to receive feedback to use it to improve your end product • To put design ideas and creative thinking into practice

TIME SCHEDULE DAY FIVE

ACTIVITY

Stream 1 9.00 - 10.30

Content production Content Feedback

11.00 - 12.00

Fine-tune & fact-check

WHY To give suggestions on how to improve the quality, style and consistency of their entries.

To give students the opportunity to improve their entries so they meet quality standards for publishing

HOW

TOOLS

Sharing general feedback on entries and specific feedback individually.

• PPT with general remarks

Students complete their entries based on feedback.

Assign a ‘design team’ of 2-3 students to take responsibilities from visual production.

Stream 2 9.00 - 12.00

Map Design Design Map & Complete Timeline

To produce visuals for the best exhibition

Each group selects their best photos and sketches to be added on the map and the timeline ‘design team‘ can work on the look&feel of the map & timeline.

• Base map with street lay-out • Sketch and tracing paper • Printer for photos • Online tutorials

"WHEN I DESIGN A MAP, I LIKE COMBINING THE PAST AND PRESENT, AS WELL AS PUTTING STORIES AND BEAUTIFUL ENCOUNTERS INTO AN INTERESTING VISUAL FORM”

- connie maoshan, map illustrator

notes

64

SESSION 6 MAP DESIGN

OBJECTIVE To produce a map that relfects the ‘spirit of place‘ as a leading visual for the exhibition.

#mappingwhatmatters

QUESTIONS TO ASK ARTISTIC ODE TO THE NEIGHBOURHOOD 1. How can we best reflect the character of place? The aim of making a neighbourhood map is not to create the finest piece of art. Pick and choose the elements that highlight the narrative of the neighbourhood and be consistent in your style.

2. How can you help? Everyone can contribute to making a map. Divide tasks within the design team (sketching/writing/ layout design/ translation).

3. What kind of icons/ drawings best represent the stories you collected?

step by step guide Use your A1 google map print.

Use tracing paper and a pencil to sketch the street pattern.

Start with the main roads first, then work your way to the finer grid.

When you’re happy with the result, use a coloured marker to create a more bold version of your neighbourhood street pattern and stick on top of a A1 white sheet of paper.

Find a person with nice handwriting to name the main roads.

Now start adding pins with the selected places and small illustrations or photos of your favourite places.

Add a title, legend and compass and you’re done!

66

SESSION 6

MAP DESIGN - HAND DRAWN

A sketchy hand drawn map is quick to make and looks great!

You can scan and print it, if you want to hand out copies to visitors at the exhibition.

No map is complete without

Hand drawn illustrations or photos of

Draw simple base map with street

a North/South Compass

favourite places, your choice!

pattern and name the key streets

Number the sites with pins in colours that

Include QR code so people can easily download the

Include legend with names

correspond to the different categories

iDiscover app with story trail for free!

of the selected places

Watch this video for a step by step tutorial!

SESSION 6

MAP DESIGN – DIGITAL

For students who have access to and are familiar with Adobe design software they can create a digital map.

Simply follow the instruction in our on-line tutorial and get those creative juices flowing!

No map is complete without a North/South Compass

Hand drawn illustrations of

Neighbourhood name,

Use simple base map with street

favourite places

handwritten and scanned

pattern and name the key streets

Number the sites with pins in colours that

Include QR code so people can easily download the

Include legend with names

correspond to the different categories

iDiscover app with story trail for free!

of the selected places

Watch this video for a step by step tutorial!

68

iDISCOVER MAPS

visual storytelling Visual storytelling Based on your research, observations and personal experience, you can select a unique perspective that reflects the spirit of this neighbourhood. Set a theme for your neighbourhood map. Everyone has different experience and feelings towards a place, that’s why no two maps are the same.

#mappingwhatmatters

Binondo, Manilla

Pettah, Colombo

Sheung Wan, Hong Kong

Sanchaung, Yangon

Shek Tong Tsui, Hong Kong

OTHER MAPS WE LIKE!

Lai King Elderly-friendly Map by students @ HKSYC&IA Chan Nam Chong Memorial College, Hong Kong

Neighbourhood map by children @ Courtesy of Humara Bachpan, India

Japanese-style Architecture Map @ Tainan by Yoshitaka Watanabe

70 My Negihbourhood Under COVID-19 by Amna Azeem, Pakistan

Hand-drawn Map of London by David Sanchez

UPLO

#throughthelensofyouth

SESSION 7

AD CONTENT & PREPARE POP-UP

72

SESSION 7

UPLOAD CONTENT & PREPARE POP-UP

OBJECTIVE • To test and troubleshoot a tech product • To put design ideas and creative thinking into practice • To reflect on learning outcomes of the project and suggest ways to improve it

TIME SCHEDULE DAY SEVEN

ACTIVITY

WHY

HOW

TOOLS

9.00 - 9.30

Final briefing

To manage expectations and get everyone on the same page.

Teacher gives final briefing.

• PPT - what the final product should look like

9.30 - 11.00

Finalise Map Upload Content Prep Exhibition

Let students take the responsibility for the timely delivery of a real product.

Students divide in three teams: Tech team - upload content & coordinates into CMS and test app.

Design Team - finalize & print map, make an invitation card (digital or printed).

Exhibition team - put the project materials on exhibition panels, prepare project presentation, make a man schedule for the exhibition.

• Exhibition panels, pins, tape, coloured markers, tracing paper, post-its • CMS support – so students can upload content themselves • Printers (or printshop) to print maps and invitations

BREAK

11.00 - 12.00

Individual reflection sessions

Homework

Distribute invitations

#throughthelensofyouth

To understand what the students learned and be able to continiously improve the mapping methodology.

Each student has the opportunity to reflect on the learning outcomes in an individual session.

By doing it individually it should not disturb the workflow.

Each team is responsible for inviting the people they have interviewed.

• Reflection template

“IF YOU INVEST IN THE UNDERSTANDING OF THE CULTURE AND HISTORY, THEN STUDENTS TAKE OWNERSHIP OF IT”

- khalid saleem, teacher hk academy

notes

74

SESSION 7

UPLOAD CONTENT

OBJECTIVE

To let students take the responsibility for the timely delivery of a real product.

Students take the responsibility for the timely delivery of the app, map & pop-up. They divide in three teams depending on skillset and interest.

1. Tech team - upload content into CMS and test app.

2. Design Team - finalize & print map, make an invitation card (digital and printed).

3. Exhibition team - put the project materials on exhibition panels, prepare project ppt, make a man schedule for the exhibition.

iDISCOVER CONTENT MANAGEMENT SYSTEM

category

name of place description

address

photo captions (up to 400 characters)

photo

Watch the online tutorial!

76

SESSION 7

PREPARE POP-UP EXHIBITION

STEP BY STEP GUIDE CREATING A GREAT EXHIBITION 1. Get some large panels, pin boards or a wall you can use to display items.

2. For easy structuring, divide the area into the sections that correspond with the six steps in the #MapMyNeighbourhood project.

3. Use the materials from the project: the neighbourhood narrative, the timeline, pictures, sketches, neighbourhood identity map, original drawing of the A1 map, anything goes.

4. Make sure you print the map really big, at least A1, but the bigger the better, people like pointing at maps. We even printed it on a large sheet of banner plastic and put on the floor so people could walk on it.

5. Reserve a space for visitors to leave their own story of memory of place or comments/suggestions.

IDEA BEHIND A POP-UP EXHIBITION • To share the stories and discoveries of the neighbourhood with students, teachers and the school community • To bring the stories back to the community and make them feel proud of their place • To give visitors an insight into the creative process of discovery

insider tips A DIGITAL DISCOVERY • Encourage exhibition visitors to go out and explore the neighbourhood!

• Have an i-pad or i-phone available with the app route readily accessible • Have the App QR code printed on the panels so people can download easily • Distribute printed maps to visitors INVITATIONS • Printed invitations - to give to people in the neighbourhood. Each team is responsible for inviting the people they have interviewed.

• Digital invitations – to send around in the school community.

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SESSION 7

PROJECT REFLECTION

QUESTIONS TO ASK

About the project • Describe the project in three words • What did you expect from this project?

Anything happened that was beyond your expectations?

• Are you happy with the outcome of the project?

• What did you like most?

About you • Name one skill that you’ve acquired throughout the project • Did the project increase your understanding of the neighbourhood • You think this project increased your pride, sense of belonging to the neighbourhood?

• What could you have done better/would have liked to spend more time on?

About us • What could we have done better/given you more guidance on • What would you change in the project?

About the product • Do you think this App&Map can teach people something new about the neighbourhood?

• Do you think this App&Map can bring more visitors to the shops?

• What functionality would you like to add to the app?

insider tips RECORD THE REFLECTION MOMENTS!

#projectbasedlearning “THIS CLASS FOCUSES ON MANY DIFFERENT ASPECTS, AND THERE WERE MUCH MORE COMMUNICATION AND COLLABORATION INVOLVED THAN I HAD EXPECTED”

- jay, grade 9

“THIS IS VERY DIFFERENT FROM OTHER CLASSES BECAUSE YOU HAVE A FINISHED PRODUCT IN THE END - SOMETHING THAT WOULD BE SHARED WITH THE PUBLIC AND YOU CAN BE REALLY PROUD OF”

- brady, grade 7

IT’S MORE INTERACTIVE WITH THE CITIZENS AND PEOPLE WHO LIVE HERE BECAUSE YOU GET TO ASK ABOUT THE HISTORY OF SAI KUNG, AND WHAT THEY’VE EXPERIENCED HERE.

- jeremy, grade 8

80

#throughthelensofyouth

SESSION 8 POP-UP EXHIBITION

82

SESSION 8

POP-UP EXHIBITION

OBJECTIVE • Share stories and discoveries with teachers, students and other members of the community.

• Encourage exhibition visitors to go out and explore the neighbourhood.

• Create an opportunity to connect with local community and get their feed-back on mapping project.

TIME SCHEDULE DAY TWO

ACTIVITY

WHY

HOW

9.00 - 9.15

Set-up & Briefing

To get everyone excited and ready.

Exhibition team briefs students about their roles and responsibilities on the day.

10.00 - 10.15

Opening speech/ short presentation by students to guests (optional)

To create a proud moment of sharing and opportunity to thank those who contributed.

• Screen, microphone, Teacher announces and introduces the sound students to the public.

• Printed certificate for A nice opportunity to have a celebratory each participant moment/ hand out certificates to each of the participants.

9.30 - 11.00

Exhibition!!

Sharing discoveries and get community feed-back

To share what you’ve worked on so hard.

People can leave comments on cards and also their own favourite story or memory.

11.00 - 12.00

Pack-up and celebrate

Just because!

No Homework!

Pack up the materials so that next year’s students can still use them.

TOOLS

I THINK WE HONGKONGERS CAN BE VERY PROUD

OF OUR HERITAGE. IT IS TIME FOR US TO REVIVE OUR

OWN HISTORY, WRITE OUR OWN STORY. THIS IS WHY I

THINK THE IDISCOVER PROJECT IS SO COOL. OUR OWN CULTURE WILL ENRICH US, MAKE US STRONGER”

- douglas young, founder of g.o.d, hong kong

notes

84

SESSION 7

POP-UP EXHIBITION

OBJECTIVE To share discoveries with the community and bring back stories to the neighbourhood.

pop-up options • at a street fair • at a school open day • at the school gate/ playground • at a community festival

86

SESSION 7

COMMUNITY FEEDBACK

QUESTIONS TO ASK What’s your story?

When you take visitors around the exhibition, share your stories and discoveries. They will have lots of things to ask you, but you can also ask them questions.

Some things they may ask: • How did you select this places?

• Did everyone agree?

• What was the most difficult / interesting part?

• What was your role in this project?

Some things you can ask: • What do you think of this map?

• Does it reflect the spirit of the neighbourhood?

• How would you use this App&Map? • What is your neighbourhood story or your favourite place?

88

#throughthelensofyouth

EXTRAS

90

FAQ’S

Product • Is the app free?

Yes, the app is available as a free download in the apple and google play store. No in-app purchases. Not now, not in the future.

• How does the app work?

The app feeds from a very simple Content Management System. With the help of the tips in this toolkit and easy youtube tutorials, students can easily upload and update text, visuals and audio clips in English and the local language.

• Do we get printed maps to hand out to our school community?

Yes, you can print the map - or put a downloadable file on your school website - a great welcome gift for new families.

Process • How can this project fit into my school’s time schedule & course modules?

This project is designed as a 24 hour interdisciplinary project that can be run in different formats: for example: 8 sessions of 3 hours, a 2-weekend workshop or a one-week camp. For schools that do not have so much time available in their curriculum, you can also run a condensed version that takes just three sessions (1,2,6) in which students make only a neighbourhood map. Or we also offer 1,5 hour taster sessions where students can get a fun interactive introduction to mapping of their neighbourhood (can also be offered on-line).

• What is the ideal groupsize?

This project is designed for a group size of about 15-25 students with 2 teacher/facilitators.

• What is the student profile?

It is an interdisciplinary unit and requires no specific prior technical expertise. It is also not necessary for the students to already know the neighbourhood. We find the project appeals to students with an interest in exploring, photography, film, design, history, travel and storytelling.

• What are the benefits of creating a neighbourhood map with my students?

They have fun time exploring and creating a real product. Meanwhile they acquire real-life skills in survey techniques and mapping methods, interviewing and information processing, creative writing and visual media, and most importantly independent critical thinking. In addition, a major project component is about caring for community, working collaboratively with others and increasing cultural awareness and understanding.

• What are the end goals of these mapping projects?

More responsible and caring citizens who are able to understand and appreciate concepts of cultural identity and diversity and what they mean in the reality of their own city.

• Is this a one-off learning experience?

No, you could revisit the neighbourhood map year on year, adding extra content layers, exploring new narratives and mapping through different local lenses.

insider tips Next pages show sample projects from Hong Kong & Hanoi so you can see how other schools did it!

what did you learn? “I’ve lived in sai kung nearly my entire life, but I’ve never really gotten to know the locals. It’s been really interesting to hear their stories” – peter, grade 7. “I only knew a fraction of north point before, but after the workshops I felt that north point is my other home” - wai wai, illustrator. “this is not just learning & fun but it made me recognise more when I walk in the streets of sai kung” – maggy, student participant hka.- what makes it fun? “I definitely choose this unit, because I knew we were making an app” – brady, grade 7. “It is Important for us to document the changes that some people in the community may not see or care about. as a girl growing up in sai kung, I really appreciate what you are doing for this community” – amy tse, social worker, caritas hong kong. “I am a big fan of these project-based-classes, it works very well. students get out, run around, it’s a real-life learning experience” – khalid saleem,teacher, hk academy. the learning. “a fun and interactive way to introduce the concept of tangible and intangible heritage to youth” - jennifer lang - hk Institute for conservation architects. “a great interdisciplinary learning experience. a chance to get out of the classroom and experience and explore the city they live in” – grade 10 teacher hanoi International school. “If you invest in the understanding of the culture and history, then students take ownership of it” – khalid saleem, teacher hk academy 92

#MapMyNeighbourhood Through the lens of YOUTH

HANOI. VIETNAM

URBAN EXPLORER’S CAMP MAPPING LOCAL CULTURE & HERITAGE IN THE FRENCH QUARTER & LONG BIEN BRIDGE A group of 20 MYP students took part in a one-week urban explorer’s camp as part of their annual off-campus week. For the entire week the students set up camp in the two neighbourhoods: an old school turned café in the French Quarter and a gallery/co-working space near Long Bien Bridge. The objective was to produce a map that best depicts the character of the neighbourhoods. The week was divided into two phases:

1) series of guided activities including historic research, fact-finding, site surveys - and reflective sessions to collectively determine the narrative and map sites of significance. 2) supervised group work - giving students the opportunity to independently oppo research, interview and photograph specific sites in the neighbourhoods. The final product was displayed at the inter-disciplinary yearly school exhibition.

5-STEP PARTICIPATORY MAPPING PROCESS

“THE FRENCH QUARTER IS A PERFECT BLEND OF HANOI CHARM AND PARISIAN STYLE” - Workshop participant

OUTPUT

“A GREAT INTERDISCIPLINARY LEARNING EXPERIENCE, A CHANCE TO GET OUT OF THE CLASSROOM AND EXPLORE THE CITY THEY LIVE IN” – Grade G 10 teacher

IMPACT

75%

80%

COMMUNITY CONNECTIONS

CULTURAL UNDERSTANDING

90%

INTERDISCIPLINARY COLLABORATIONS

Students engaged in individual conversations with selected local residents and shopkeepers in the two neighbourhoods.

Students worked in groups to develop international mindedness and multi-lingualism.

20

student participants from the Hanoi International School

30

eye-opening encounters between local residence and students

75

cups of Vietnamese coffee

Collaborative Partnership

2

city challenge games created

2

urban maps and photo-collages created by students

50

local community connections

Students became more aware of the culture and history of the city they live in through practical and fun exploration activities.

14-15

average age of participants

60

tangible and intangible cultural assets mapped

400

visitors to the inter-disciplinary learning school exhibition

Funded by

Duration

Oct 2015

Budget

US$5,000

94

#MapWhatMatters #MapMyNeighbourhood Through the lens of YOUTH Through the lens of YOUTH

HONG KONG HANOI. VIETNAM EXTRA-CURRICULAR MAPPING WORKSHOP URBAN EXPLORER’S CAMP 6-STEP PARTICIPATORY

DOCUMENTING LOCAL CULTURE & LIVING YAU MA TEI &HERITAGE POINT& IN NORTH HERITAGE CULTURE MAPPING LOCAL IN THE FRENCH QUARTER & LONG BIEN BRIDGE A first-time collaboration between A group of 20 MYP students took a professional institute and two part inenterprises a one-weekto urban social train Hong explorer’s campthe as method part of their Kong students of annual week. For the culturaloff-campus mapping. Two entire week theworkshops students set up weekend-long with camp in the (13-16 two neighbourhoods: 40 students yrs old) an old school turned café in the included site surveys, interviews, French and a training and culturalQuarter mapping skills gallery/co-working space near sharing/feedback sessions to teach Long Bridge.

The objective robustBien mapping skills was to produce a map that in a fun and interactive way.best depicts the character of the neighbourhoods. The week was divided into two phases:

Hand-in-hand with local creatives students set out to map- 60+ 1)the series of guided activities cultural assets two including historicacross research, neighbourhoods and interpret fact-finding, site surveys - and them through short essays, reflective sessions to collectively urban sketches and video determine the narrative and map portraits.

The students’ works sites of significance.

2) supervised we were work published inastudents mobile App, group - giving the illustrated map and one-month oppo opportunity to independently pop-up interview exhibitionand at PMQ, a research, leading cultural venue photograph specific sitesininHong the neighbourhoods. The final Kong. product was displayed at the inter-disciplinary yearly school exhibition.

MAPPING PROCESS 5-STEP PARTICIPATORY MAPPING PROCESS “I ONLY KNEW A FRACTION OF “THEPOINT FRENCH NORTH BEFORE, QUARTER IS A BUT AFTER THE PERFECT WORKSHOPS I BLEND FEEL THAT IT OF IS MY OTHER HANOI CHARM HOME”

AND PARISIAN STYLE”

- Wai Wai, illustrator

- Workshop participant

OUTPUT

“CREATIVE CULTURAL MAPPING IS A FUN AND INTERACTIVE WAY TO INTRODUCE THE CONCEPT OF TANGIBLE AND INTANGIBLE HERITAGE TO YOUTH” – Jennifer Lang - HK Institute for Conservation Architects

IMPACT

INTERDISCIPLINARY COLLABORATIONS

Students challenged out of the comfort of their class-room and work in groups to combine different skills, talents and interests into a real product.

40

student participants from different Hong Kong high schools

935

eye-opening encounters between local residents and students

60+

tangible and intangible cultural assets mapped

Collaborative Partnership

100%

75%

100%

COMMUNITY CONNECTIONS

Students connected to neighbourhood residents. New encounters increased awareness of traditional businesses and lesser-known cultural sites.

5,000

.

copies of neighbourhood maps distributed

50+

CULTURAL UNDERSTANDING

Students equipped with new cultural lens to explore unfamiliar places and understand the deeper layers in seemingly ordinary neighbourhoods.

13-16

average age of participants

8,000+

visitors to the one-month pop-up exhibition

urban sketches created by students

250

independent inquisitive beyond-the-classroom learning experiences

53,000

downloads of iDiscover App

Funded by

Duration

Oct 2018 Aug 2019

Budget

US$120,000 96

#MapMyNeighbourhood Through the lens of YOUTH

HONG KONG.

I N T E R DI S C I P L I NA RY LE AR N I N G P RO JE C T YOUTH-LED CULTURAL MAPPING IN SAI KUNG An 8-week interdisciplinary learning project whereby a group of 15 students (11-16 yrs old) mapped their own neighbourhood through a step-by-step approach app involving games, site surveys, interviews, photography, creative writing and design. The programme also included sessions for the students to reflect on their newfound sense of community.

Supervised by teachers in language & literature, design PE the students documented and PE, 30 cultural assets in the neighbourhood. They published the data in the form of 1) a mobile App with short stories 2) an illustrated map and 3) a pop-up exhibition, which also featured at the acclaimed annual Hong Kong Business of Design Week.

6-STEP PARTICIPATORY MAPPING PROCESS “I’VE LIVED IN SAI KUNG NEARLY MY ENTIRE LIFE, BUT I’VE NEVER REALLY GOTTEN TO KNOW THE LOCALS. IT’S BEEN REALLY INTERESTING TO HEAR THEIR STORIES”

- Peter, Grade 7

OUTPUT

“IF YOU INVEST IN THE UNDERSTANDING OF THE CULTURE AND HISTORY, THEN STUDENTS TAKE OWNERSHIP OF IT” – MR Saleem, PE Teacher

IMPACT

60%

100%

INTERDISCIPLINARY COLLABORATIONS

Students challenged to move out of the comfort of their class-room and combine different skills, talents and interests into a real product.

15

students participants in the age group 11-15 yrs

COMMUNITY CONNECTIONS

Collaborative Partnership

Students equipped with new cultural lens to explore unfamiliar places and understand the deeper layers in their own locality.

5

1,000

students presenting at the acclaimed Hong Kong Business of Design Week

copies of neighbourhood maps distributed

10

visitors to the one-day pop-up exhibition at school

local sites researched in 5 categories: iEat, iDrink, iShop, iSee, iSurprise

CULTURAL UNDERSTANDING

Students connected to neighbourhood residents. New encounters broadened awareness of traditional businesses and lesser-known cultural sites.

250 25

80%

75

different nationalities in the classroom

eye-opening encounters between local residents and students

25

53,000

local dishes sampled in the research process

downloads of iDiscover App

Funded by

Duration

Sep 2019 Dec 2020

Budget

US$5,000 98

PACKAGES

PACKAGE

DO-IT-YOURSELF MAPPING PACKAGE free

HK$20,000 flat fee

PROJECT ASSIST from HK$50,000

COMPLETE PACKAGE from HK$80,000

Download and print materials from website – simply add your magic touch to tailor for your neighbourhood Box delivered to your school with printed manuals, maps, templates, stickers etc. tailored to your neighbourhood - so you’re ready to run On-line teacher support throughout the project iDiscover facilitator to assists school teachers in all sessions Team of experienced facilitators delivers the full project at your school

CONTACT US i-discoverasia.com i-discoveracademy.com

iDiscover App& Map

idiscoverapp

theHive Studios, 8/F Cheung Hing Industrial Building, 12P Smithfield, Kennedy Town, Hong Kong

“IT WAS NICE TO SEE THEM GROW SO MUCH DURING THE PROCESS, INCREASE THEIR CONFIDENCE AND GET OUT OF THEIR SHELL” - ms fok, learning support hk academy

100

#mapmyneighbourhood

“IF WE DON’T MAP IT TOGETHER IT WOULD ONLY BE ONE PERSON’S OPINION, BUT HAVING A LOT OF DIFFERENT PEOPLE’S OPINION TOGETHER ACTUALLY SHOWS WHAT THE PLACE REALLY IS”

- layla, grade 8