Documente Academic
Documente Profesional
Documente Cultură
Site analysis
Location 19
Context 20
Topography 21
Infrastructure 22
CONTENTS
Green spaces 23
Local activities 24
Building use 25
Houses typology 26
2
This study is focused on the idea of
String o Breads LEC green expansion
creating an alternative green corridor to
the existing idea of the String o Breads, Leeds Edible Campus
Project green expansion
connecting Woodhouse Moor (Leeds
Green spaces
Edible Campus) to Woodhouse Ridge. This Sites green spaces connection
idea comes after the observation of the Green spaces in the study area
Connection with outside green
lack of green spaces in the Woodhouse
neighbourhood.This project will be focused
in more then one area, trying to create
a real green network. It will involve two
public ground and the local primary school
(Quarry Mount primary school) ground.
The idea is to involve all the residents without
distinction of genre, age, background.
3
1 step - actual situation
Examination of key principles of designing natural playground in
school and green spaces for the community, both productive and
for leisure.
2 step - transition
social benefits as it will help to create stronger friendship, to
improve children behaviour inside and outside the school, it will
help to promote outdoor activities (then exercise) and to revise
the school curriculum including gardening and cooking programs.
biodiversity
rela place ss
la tier
on
The whole community will benefit of this project because it will help to
increase the quality of public realm, the social cohesion.Through the he a u t ine
n be
outdoor activities it will help to improve the lifestyle
ctio
standards and the mental health, which is directly connected with a
isf plan
happiness and satisfaction. sat highe n
r et
hap care
du c a tio pine
e ss
It will limit the deprivation as if the people will start to produce
their own food they will become self-sufficiency, reducing lifes costs. higher li sel
fe f-s
At last it will give to the area environmental and ecological benefits as it standard uffi
cien
4 will help to build a sustainable landscape and to increase the biodiversity. cy
5
AIMS
There is a community amongst gardeners. Gardening has SHARE KNOWLEDGE AND Gardens are an expense but the
always served as a way to break down some of social BUILD RELATIONSHIPS investiment is returned not just in
barriers enjoyment but in actual financial
Gardening is a preferred form of exercise across IMPROVE ECONOMIC ACTIVITY benefits
age, gender and ethnicity Urban and street planted trees en-
BENEFITS FOR THE Gardening is utilised
to build teams and chance economic stability of locali-
There are benefits to the individual via the com- INDIVIDUAL
educate ties and community by attracting
munity gardening such as improved life quality, business and tourists
personal satisfaction and enjoyment
EDUCATION Around 20% of the value of a
Promote a community atmosphere and allowing people an opportunity HOUSE VALUE house is tied up in the landscape
to meet others, share concerns, share skills and solve problems together
The presence of vegetable gardens in innercity BUILD A garden gives an higher value to
neighborhoods is positively correlated with decre- COMMUNITIES propertiest
as in crime, trash dumping, young delinquency,
fires, violent deaths and mental illness
SOCIAL BENEFITS ECONOMIC BENEFITS
Yard care and gardening activ-
ities have a direct impact on
the neighborhood and com-
IMPROVE SOCIETY
munity environment
Garden links different sector of cities;
diverse age, race, ethnic and socioeco-
GARDENS
ENVIRONMENTAL BENEFITS
BENEFITS
nomic group
This wide range of initiatives is more and more sheets and other consumables
often referred to as urban agriculture. Reconstruction of food commons (when public Enclosure (or privatisation) of public land for food
land is managed collectively but not appropriated), growing, justified as saving council management
renormalizing the possibility of foraging and costs, which reduced public access and
gath-ering food, grow food collectively ownership of common resources
Urban agriculture (UA) is defined as the growing,
processing and distribution of food and other products Increased consumption of sustainable locally Strengthening unjust ecological security policies
pro-duced food (increased self-reliance) and (self-sufficiency aimed at maintaining neoliberal
obtained through plant cultivation and animal husbandry building alternative food regimes, food sovereignty regimes and unsuitable consumption patterns)
in and around cities, generally with the aim of being
Snowball effect and greater reconnection of Uselessly long waiting lists of allotments, and
sold locally (rather than exported). hu-mans with nature little beneficial/productive use of allotment land
Alternative, visionary urbanism, which reconciled Gentrification of neighbourhoods and the
society and nature, an embeds food production conse-quent displacement of the less
in the urban realm wealthy population
7
Chiara Tornaghi (2014) - How to set up your own urban agricultural project with a socio-environmental justice perspective.
A guide for citizens, community groups and third sector organisations - Leeds, The University of Leeds
Display Gardens - Small edible beds, Educational Gardens - Food growing
former flower planters or community projects that have as their main goal
gardens set up in public, openly horticultural, envi-ronmental and/or
accessible space that are planted with food-related education (i.e. cooking,
edible plants to inspire people to grow. healthier lifestyle, etc.). Almost all the
They lend to be man-aged by local existing gardening projects have an
authorities, and to be aesthetically educational element.
pleasing, therefore the plants are not
usually harvested and people are not encouraged to pick the fruit and veg. Enclosed Community Gardens
Guerrilla Gardens - These gardens Many community gardens are not
are a quite wide family of projects, located on public land, but are rather
linked together by the fact that they located on private land. Most of the
are created by someone, on someone time this implies a restricted definition
elses land, without asking permission. of which community can potentially
URBAN AGRICULTURE TYPOLOGIES
GUERILLA GARDENING
It is the cultivation of a plot/portion of land without permission, but
without appropriation/enclosure of the land. This is usually a
temporary and unsecured way of accessing land. Guerilla
approaches dont secure you a harvest.
SQUATTING
It means taking over someone elses land (usually abandoned) to
grow food, establishing some sort of infrastructure that
aims to be permanent. Squatting is usually more long term than
guerrilla gardening, but to make it sustainable needs an energy and
financial investment in legal battles to claim your right to grow food
on this land.
MEANWHILE USES
These are temporary leases for a space that would normally be used
for other activities.This can be idea for container growing, as the soil
might be concreted over or not fit for agriculture and structures
that can easily be moved elsewhere once the lease ends.
LAND ACCESS
TEMPORARY USES
These are occupational leases, or growing licenses, signed on a
temporary basis, which usually are renewed annually.
ONGOING LEASE
This type of lease is especially designed for farmers.
The ongoing term is particularly suitable for new projects
seeking start-up fund to buy the infrastructured needed.
10
IRRIGATION Key components of any irrigation system are
SUN It absolutely one of the main requirements of the plants,
well, pump and proper size main and lateral lines. Frequently these
which need at least six hours of sun a day. When growing in
components are undersized for the area to be watered, and serious
the lower range of sun exposure, its better to choose carefully
inefficiencies occur. Since proper engineering of a watering system
the plants species, such as herbs, all of the leafy greens and some
is necessary, it is important to carefully determine the area to be
small fruiting as cherry tomatoes and cucumbers. Carrots, potatoes
irrigated with consideration towards increased capacity. Overhead
and other root vegetables need at least eight hours of sunshine, and
sprinkling is one of the most commonly used methods of irrigating
plants such as tomatoes, peppers, melons and squash will not produce
greenhouse. Other irrigation methods include drip or trickle
large fruits that ripen to colour without full sun. Plants draw energy
and subirrigation. General information on each of these systems
from sunlight, and producing a large, colourful fruit requires much more
follows, with mention of some of the major advantages
energy than producing a small fruit or leafy vegetable.
and disadvantages associated with each method.
FOOD GROWING PRINCIPLES
11
12
GROWING FOOD IN SCHOOL
13
CHILDREN RELATION WITH FOOD
14
NATIONAL CURRICULUM
Feed Leeds is a plot to plate project supporting food growers and would-be growers, shop and markets, schools, caterers and cooks,
in fact anyone who feels that fresh, local, affordable, sustainable and healthy food should be widely available in Leeds. The combined
aim of all the different projects and organisations is essentially to develop and support local food growing and consumption in Leeds,
and to research and promote the significant economic, social, environmental and health benefits they potentially bring to the city.
The Feed Leeds co-managed project builds on existing food-growing and biodiversity projects in the city centre to
Hyde park corridor (and beyond), linking schemes run by a number of organisations, and encouraging new plots,
to help create an inspirational demonstration of how Leeds could be more healthy and more sustainable through
the creative, ecological growing of edible plants. Leeds Edible campus sites include Edible Beds outside the Civic
Hall, Leeds Unis Sustainable Garden, the Bardon Grande project, LCC Parks and Countrysides edible beds on
Woodhouse Moor and other food and biodiversity planting schemes. The aim was to create an edible
corridor incorporating a variety of projects and to explore ideas and designs for incorporating edible
plants into the city landscape to create aesthetically pleasing, productive planting.
Back to Front is a community organisation set up to promote food growing in front gardens so that they look good and taste better.
Growing food at home gives people a chance to exercise, eat fresher food, spend less money on groceries, feel better and help the
environment. Front garden growing improves the look and feel of your street and is super-convenient for growers. But Back to Front
SUSTAINABILITY NETWORKS
gardening is much more than this; it is about how neighbours talk and share and grow together as communities.
Leeds Edible Schools Sustainability Network (LESSN) has been formed to help promote local food growing and
consumption, healthy lifestyles and sustainability in Leeds schools and communities. We aim to recognise, enhance and
share great ideas, to celebrate achievements large and small, to help connect schools with local support, volunteers,
and national initiatives, and to provide interactive curriculum-based online learning resources, practical help and more.
The Healthy Living Network have delivered a number of projects across the city- including our incredibly successful Community
Health Educator programme, which trains local people to support their communities in making small changes towards
improving their health and wellbeing. It delivers health education sessions in deprived areas of the city.
It is an innovative, creative and dynamic environmental community organisation. It works with local communities to improve their
surroundings, designing and creating attractive, exciting, safe and useful places for people to live, work and play. Improving the
wellbeing of people and communities is at the heart of what they do. Through our work we facilitate the Five Ways to Wellbeing,
15
encouraging people and communities to Connect, Be Active, Take Notice, Keep Learn-ing and Give.
Rotherfield primary school - Edible playgrounds - London
Rotherfield Primary school is situated in Islington, London where many of the pupils live in flats without any gardens.The government and head teacher
decided to do something about it and came up with the idea of transforming the grey schoolyard into a green garden as a learning resource.
The edible playground has been a huge success among the children and has improved the school in many ways. Not only do they use it for gardening
but for different subjects such as math, English and writing. They also got a woodland area with grown up trees for relaxing and assembling, an outdoor
classroom where the children could gather for story times or reading a book in the woodhouse. The pupils got taught how to grow and harvest the
vegetables in a practical way which encourages them to cook and eat healthy.
The garden is maintained by the pupils where every class is responsible for their own planting bed. They also got volunteers by the children, their par-
ents and grandparents who look after the garden during the holidays.
CASE STUDIES - SCHOOL
The school is using these plots as an outdoor classroom for the older pupils, where they today got a lot of different biotopes. The allotment room
raised beds, greenhouses, an orchard, a pond, a marsh garden, picnic tables and a willow tunnel. This gives the pupils new possibilities for practical
learning and they use the plots on a weekly basis to dig, weed, plant out, harvest etc.
16
Leaf Street Community Garden - Manchester
The garden along Leaf Street in Manchester was an act from the local residents in 2000. The area existed of a wide pathway, full of weed, in between
two rows of red brick buildings. They wanted to turn it into a community garden where the residents could interact with each other and grow food
together.This is a good example of the phenomena Guerilla gardening were the locals decided to do it on their own and started to dig up the pathway.
Fruit trees and shrubs were planted and they built a big herb spiral made of railroad ties. A pathway of wood chips meanders through the park and has
replaced the former wide concrete pedestrian walk.
The garden is loved and has a strong identity by its locals and is now a good example of a resilient community. Here they produce their own vegeta-
bles, fruits and herbs together in the community which makes a positive impact on the climate. It is an inspiration for other communities to grow food
locally and stop importing vegetables from all over the world.
CASE STUDIES - community
Among the activities, food growing is one of them. Here they produce vegetables for local restaurants and to families in need through the PHS City
Harvest program.The food is grown organically in dozens of raised beds and is maintained by several community garden groups. Other activities going
on are workshops, yoga-classes, movie nights, parties, gardening walks etc.
17
Arkwright Meadows Community Gardens - Nottingham
In Nottingham a lush community garden has been raised on parts of a disused playing field by its local residents in 2001. It is situated in the meadows,
a central place in Nottingham that is very underprivileged and got residences from all over the world. With partnership from local communities and
volunteers the garden started to transform in 2003. From the beginning, a hedge, fruit trees and raised beds were planted, but now the community has
grown a lot more.
The garden now holds 19 small plots that measure 1.5 square meters, where the locals could grow their own food. A tyre garden made of recycled
tractor tyres are used for raising herbs and strawberries. The big growing circle in the garden provides crops for every season of the year and is
maintained and harvested by the community.The garden today even got hens that lay eggs and keep slugs and snails away from the plants.The hens even
help out with the compost area where they move around the weed and food scraps.
CASE STUDIES - COMMUNITY
An eco- building where built in the garden after getting funding from the Big Lottery Found in 2012. This made it also possible to employ staff and
go on with the work for four more years. In the new eco-building they got training rooms for meetings and lessons, a kitchen and office. It keeps the
community active even during the winter and is even available for leasing to other groups and communities. The community holds activities apart from
gardening such as dancing, yoga, and cooking. This is a good way to bring the different people in the community together and let them try new things
from all parts of the world.
The Arkwright Meadows Community Garden holds a lot of events where they celebrate the cultural diversity of the community and sales when
residents could come and buy vegetables. They aim to sell organic fruits, plants and vegetables with reasonable prices for the community to eat healthy
and local. The community garden is a place for relaxing and recreation as well as work and education. They train their volunteers to get qualifications
and therefore be able to get a job in the green sector.
18
Woodhouse is a largely residential area
just north of the city centre of Leeds
(West Yorkshire) and home of the
University of Leeds, which is in the
Hyde Park and Woodhouse ward of
City of Leeds metropolitan district.
The name Woodhouse is likely to derive
from Old English wudu (wood) and hus
(houses).
28
LOCATION
Leeds city centre Leeds edible campus Quarry mount primary school
CONTEXT
KEY
QUARRY MOUNT PRIMARY SCHOOL
Residential
Green spaces
Shops
Education
Community places
Sch
Grey playground
South playground
car park
School buildings
Entrance
Grey playground
30
School main facade with grey playground Grey playground facing the main front Existing beds on the school edges
Car park on the west side Kindergartens playground View from the north east
QUARRY MOUNT PRIMARY SCHOOL
Car park on the south side Abandoned green space Abandoned green space
31
SITE ANALYSIS
District
roads
Nursery
Grey playground
Abandoned
Green area with trees green space
Pedestrian
QUARRY MOUNT PRIMARY SCHOOL
entrance
Pedestrian
entrance Primary school
Sunpath and kindergarten
Sun path
Predominant winds from
south-west
32
CONCEPT PLAN Bracken edge primary school
KEY
Green space for Bracken edge primary school
Grey playground
outdoor classroom
School buildings Green and grey playground
Car park Car entrance
Pedestrian entrance
QUARRY MOUNT PRIMARY SCHOOL
KEY
Chicken cage
Compost bin
Sitting area
School buildings
Grey playground
Car park
Edible beds
33
Herbs and
perennials beds
Bracken edge primary school Bracken edge primary school
DESIGN
Learn more about animals and Understand how the waste of the agriculture and
Chicken cage
how to interact with them of the kitchen can be reused to grow again
Fruits trees
Compost
collecting
area
Learing while
having fun in
a healthy
environment
Outdoor
teaching Basketball ground
space
QUARRY MOUNT PRIMARY SCHOOL
Playground
Car park
Beehives
The main idea concerning this design is to make the children feel
protected by the planting structures, which separate them from the pub-
lic roads, which could represent in a way a dangerous and unhealthy
environment. The intention is to make them playing and starting a
relation with the plants and mainly with the foods plants at the same time.
The design would like also to induce the parents who come
to the school to pick up the children, to have a better knowl-
edge about the food, and to know how important is to make it
having a first place in the childrens education and in the childrens life.
This design would like to increase the beauty of the schools ground and to
35 permit also to the residents in the area to enjoy this new way of growing.
PHASES
KEY
As this is a school project is impossible to imagine that everything will be
1st phase (herbs and fruits trees)
2nd phase (vegetables)
realised at the same time, first of all because the childrens workforce is
3rd phase (outdoor classrom area not enough to do something as big as this design is in once and second
and compost bin) because they dont have enough money, and they need to be helped by
4th phase (vegetables) association, volunteers or sustainable networks.
5th phase (chicken cage) I have predict that this project could be realised in six different phases.
6th phase (bee hives)
The first one concerns the herbs and perennials beds as they help to
make the school ground prettier both from the inside and the outside
and they dont need a lot of mainteinance.
At the same time some fruits trees could be planted in the green space.
QUARRY MOUNT PRIMARY SCHOOL
The second phase is the core one and it is represented by the vegetables
beds, how help the children to understand how to plant and harvest
them, to observe their cycle, to understand from where the food come
from and to have a clearer reward of their work.
Once the grey playground is become much greener, the attention can be
foocused on the back green space, which now has already the fruits trees.
It can be improved by the building of an outdoor classroom area, which
give the opportunity to the teachers to promote an alternative way of
teaching and reciprocally give to the children the chance to experience
it and to be closer to the nature. At the same time the project provides
the placement of a compost bin, which permit to reuse the waste of food
for helping the plants growing faster and healthier.
The same area will be provided later with new vegetables beds.
After that a chicken cage will be located with the scope to make the
children understanding processes also about animals and not only about
plants.
At last some beehives will be place on the flat roof, where will be plant
a sort of wildflower meadow, which they can pollinated. This will help to
increase the biodiversity and to make childrens knowledge wider about
36 this important insects.
MATERIALS and FEATURES
WOOD CHIPS WOOD TRUNK WOODEN CHICKEN CAGE WOODEN COMPOST BIN
to have an ecological for the outdoor with an appropriate box which help the pupils to
pavement, which is softer classroom area where the eggs can be understand the natural cycle
than the resin so the pupils taken by the children of plants
can experience also different
type of materials.
CONCRETE
for the car park
37
VEGETABLES
Beta vulgaris - Beetroot Brassica oleracea L. var. botrytis - Broccoli Brassica oleracea L. var. capitata - Cabbage
Daucus carota - Carrot Brassica oleracea L. var. italica - Cauliflower Capsicum annuum - Chili pepper
Coriander sativum Ocimum basilicum Allium schoenoprasum When to see them: They begin to arrive from October and
numbers build up as the winter progresses. Birds start to return
in March and some may stay into May.
Where to see them: In late winter grass fields, playing fields and
arable fields with nearby trees and hedges are a favourite place
thera Where to see them: This is a widespread bird in the UK, found
p
ties eutic pro
almost everywhere except the highest, barest ground, and ab-
sent from the northern and western isles of Scotland. It can be
per- n ial
seen in woodland, parkland and gardens.
low per e n
in a nc e
mainta
Turdus iliacus - Redwing
When to see them: Migrants arrive from September, with most
in October and November. They leave again in March and April.
indi goo
c
coo ated fo f ul bor d for
Turdus philomelos - Song trush
king r lo r When to see them: All year round.
co der
s Where to see them: Woods, hedgerows, parks and gardens
39 across the UK - wherever there are bushes and trees.
HOW THE SCHOOL WILL LOOK LIKE...
before after
40
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