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En el PRI estamos listos para recuperar Landa

Estamos listos para recuperar el municipio de Landa de Matamoros y darle a sus habitantes, mayores oportunidades; aseguró Abigail Arredondo Ramos, presidenta del PRI en el estado. Durante su visita a Tilaco, Landa de Matamoros; acompañó a la candidata del PRI a la presidencia municipal, Yuni Benítez, junto con el exgobernador José Calzada, quienes le refrendaron su apoyo a la abanderada tricolor…

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FROM THEORY TO PRACTICE. HOW TO UNCOVER NEW LIVING DYNAMICS THROUGH PARTICIPATIVE DESIGN: "VALLEY OF SUSTAINABLE FORESTS". A MEXICAN EXPERIENCE

Authors:

R. Pantoja Calderón, J.C. Posada Cortés, J. Cortés Vásquez

Instituto Tecnológico de Monterrey, Campus Querétaro (MEXICO)

https://library.iated.org/view/PANTOJACALDERON2021FRO

Abstract

The project “Valley of sustainable forests'' was developed as the final assignment for the Landscape topic course that is part of the bachelor’s degree in architecture in Tecnológico de Monterrey Campus Querétaro and was built upon the previous work done in Rural EcoLab (NATURAL LAB*) which was the final project. Through diverse ethnographic techniques, participative design activities, and the interaction between teachers, students, and the community of Tilaco in Landa de Matamoros (part of the Sierra Gorda Biosphere Reservation) the insights that gave birth to this project were obtained. The 3 fundamental parts are 1st Vernacular Architecture Conservation. 2nd New agriculture: Sustainable tree forests. 3rd New public spaces. Work and Recreation. Alongside, a theoretical approach was taken through the work of Nan Fairbrother “New Lives, New Landscapes” (Swaffield, 2002). As she states “proper land use is human ecology” with a four-part framework the English writers explain how rurality needs an evolution where the “old ways” of doing things have a value among the “new ways”. This framework was later translated into the design strategies. The final product reflects the community of Tilaco. What they do, what they love, their cultural identity, and their aspirations. All aligned with the territorial intentions and ideas of the Sierra Gorda Biosphere Reservation.

1 INTRODUCTION

One of the biggest challenges architecture and landscaping professors face is developing experiences that intertwine theoretical and practical knowledge. To add value to this type of learning, this document was developed. This paper examines the student project "Valley of Sustainable Forests", which combines theoretical analyses with on-site work through community interaction with the Tilaco residents. This case study corresponds to the final project developed for the “Landscape Architecture" course, part of the Architecture undergraduate Program at Tecnológico de Monterrey. This proposal was built on the work previously done with the “Rural Eco-Lab” (today known as Natural Lab) Thesis Studio workshop.

The Natural Lab is a design-build program at the Architecture, Art, and Design School at the Tecnologico de Monterrey in Queretaro, Mexico. [2]:

NL worked with the residents of Tilaco, a small 600-member community in Landa de Matamoros, Mexico, in La Sierra Gorda Biosphere Reserve. The NL pedagogy is based on the methodology of Rural Design (RD), a new design/critical thinking method applied to rural problems and opportunities, which applies asset-identification and the problem-solving design process to locations in which a “design” strategy was rarely even thought of.

Thus, in this senior thesis studio, a group of students proposed solutions to social and environmental challenges in Tilaco. There is also a history of design-build academic projects developed by students, these include the creation of urban furniture in its main square, the remodeling of the public library main access, and the creation of an "ephemeral pavilion" for conducting environmental awareness workshops.

1.1 Landscaping as a starting point

An important tool for addressing the social, demographic, and economic concerns of communities is landscaping. Unlike the common conception, landscaping is not synonymous with gardening and goes far beyond the idea of "beautifying landscaping". More than a "shape", landscaping is a process; an environmental, social, and cultural instrument that works with cycles - in a systemic approach - and that can project ecosystems. For James Corner, director of Field Operations, "the word landscape is extremely complex and encompasses many layers of meaning" [3, p.24]. This statement shows the variety of scales and diversity of approaches with which landscaping operates, which include gardening, landscape architecture, land restoration, and landscape urbanism. In this way, landscaping, as a way of intervening in the natural environment, uses tools to project elements that range from orchards and wetlands to squares and public spaces, including parks and land art interventions. It is also possible to intervene in forest conservation, propose urban solutions, regional planning, or territorial restorations. Although it is a recent discipline, environmental interventions have been manifested since ancient times: the Greeks shaped the landscape to create public, cultural, and political forums; the Mongols created irrigated fields; Pre-Columbian civilizations topographically transformed the terrain to create platforms, slopes, and hydraulic works. Similarly, the Arabs and Romans - and by inheritance the Spanish colonies - used atriums, squares, and fountains as landscape, social and bioclimatic mechanisms. However, today the discipline has transcended on several scales and there is an interest in expanding its limits even further: from the creation of community gardens - with culinary, medicinal, and recreational benefits - to the hybridization of landscape with architecture, urban fabric, and its infrastructure. Also, the restoration of territories and their strong social and environmental impact are other ways of intervening in the different ecosystems.

In this sense, landscaping becomes highly relevant when it is considered that there are currently more than 500 cities in the world with populations of more than one million inhabitants [4]. This is because, in its processes, the discipline intervenes in open spaces - mostly public - generating social, economic, environmental, and health benefits. In his book Other urban natures: Architecture is (now) geography, Manuel Gausa proposes that: "It would ultimately be about creating new environments for new natures, about empowering new landscapes for new cities" [5, p.219]. In other words, the landscape is no longer a ‘vestige’, but a dynamic element capable of balancing the territory and projecting the organization of the environment. These new dynamic forms open the possibility of taking advantage of the landscape as an improvement tool for rural and urban communities.

Enriching this vision, Iñaki Ábalos mentions that “landscape techniques are multi-scalar and multidisciplinary” [6]. This means that the new tools for research and representation of the environment generate new landscapes. This is why contemporary landscaping has great value in society and territory, building social and environmental environments consistent with time and context. Similarly, Stan Allen [7, p.17], comments that today the landscape is a medium capable of responding to territorial dynamics and processes. Far from being the only project solution to climatic, economic, and social challenges, landscaping uses holistic visions and methodological tools to consider interventions that go beyond the benefit for its users.

Finally, paraphrasing James Corner [3], the relevance of the landscape consists in relating the cultural, social, political, economic, and natural processes to understand them as part of the same ecosystem, considering them, as well as a continuous network of interrelations. Given the complexity of the subject and its multiple scales, during the learning of the discipline, many architecture students find it difficult to unite the theoretical issues presented with applied practice. The educational challenge, then, is to promote a didactic experience that helps to understand different components gradually and then propose a project with a systemic approach.

2 METHODOLOGY

To offer students a critical and in-depth view of landscaping, a special methodology was developed within the subject “Landscape Architecture”. This not only complies with the parameters related to pure architecture but also brings students closer to communities with special socio-economic conditions to provide greater meaning to their professional work since the solutions to be developed are more challenging given their complexity. This methodology can be divided into three main stages, as shown in the following diagram:

Figure 1. Three step methodology. Pantoja, R. 2021

Next, each of the stages is broken down in detail to deepen the strategy used within the methodology.

2.1 First phase. Theoretical foundation: theories and case studies

To offer a conceptual and theoretical framework that guides students, the first stage consists of studying different theoretical stances of relevant authors such as James Corner, Ian McHarg, Sebastian Marot, Hideo Sasaki, and Kevin Lynch, among others, through texts included in key anthologies such as Recovering landscape: Essays in Contemporary Landscape Architecture [8] or Theory in Landscape Architecture [9].

Various landscaping projects are also analyzed by students to familiarize them with different interventions that have emerged from landscape architecture, such as the High Line Park, designed by Diller Scofidio + Field Operations; Central Park in New York, by Frederick Law Olmstead; and La Mexicana Park, developed by Mario Schjetnan.

The purposes of this theoretical phase are:

1. Expand students´ landscape knowledge.

2. Discuss different theoretical positions.

3. Acquire more references.

4. Analyze the various approaches in the landscape.

2.2 Second phase. Analysis, diagnosis, and graphic representation

The second phase allows students to learn to analyze and represent the landscape environment. In it, students examine a public plaza or a park, and its various natural, social, cultural, urban, economic, cognitive, and sensory components. During this exercise, in teams, students analyze various urban parks, rural areas, and a university campus where they could observe the essential elements of the place selected to intervene. The following scheme is utilized by students as a tool to understand landscape holistically.

Figure 2. Analysis diagram. ECO-A-LAB Arquitectura. Elaboration Reyes,Y. 2021

In addition to analyzing the various components of the context, students learn to diagnose an area by observing its characteristics, problems, and potentialities. In this way, they can recommend possible design solutions with analytical support and not by mere intuition.

Similarly, through surveys, public meetings, and participatory design activities, students receive direct feedback from the community to recognize basic needs and identify subjective aspects such as personal attachment of a place, the social use of space, and their social values. In this same phase, students put into practice new ways of representing the landscape and its context. Therefore, they illustrate through infographics, diagrams, and maps, the characteristics of the site.

2.3. Third phase: Implementation

In the third phase, students must develop a final project in which:

1. Read various assigned theories

2. Students debate and select the most appropriate reading for their project

3. Vernacular construction techniques have been lost due to a lack of natural materials in the region.

4. Recreational areas are needed in the Tilaco community.

5. Economic strategies such as creating jobs are necessary.

6. There is an abandonment of the agricultural field.

7. The natural environment requires restoration.

Therefore, the solution set by the “Valley of Sustainable Forests” project was the reforestation of the Tilaco Valley, intending to restore the territory, creating new recreational areas, employment, and providing future construction materials.

These natural resources could be used to rescue and promote sustainable and vernacular construction systems, thus improving the living conditions of the community. This proposal generates a long-term strategy by restoring the forest and empowerment the social fabric providing better living conditions. While there is employment, reassurance, and education in the region, the possibilities of migrating decrease favoring the lives of the Tilaco inhabitants.

For the design of this proposal, the considerations expressed by the community were taken into account focusing on local wisdom beyond theoretical applications allowing students to understand more complex realities. Within this context of complexities, new ways of observation are required to understand possible actions to be implemented. Next, the main lessons are presented by students who applied this three-step methodology as a guide.

In the first phase, the group utilized as reference the following theoretical texts from Swaffield's anthology (2002): “New Lives, New Landscapes (1970)” by Nan Fairbrother, “Representation and Landscape (1992)” by James Corner (1992)” and “Design with nature (1969)” by Ian McHarg [9]. “The Reclaiming of Sites" by Sebastian Marot (1999) [10] was also consulted by a team member. After understanding and discussing the readings, the students defined that Fairbrother's text [1] was the most pertinent theory for their intervention since it addresses similar challenges similar to the Sierra Gorda de Querétaro: land use planning.

In the first phase, the students' approach to the theoretical base allows the comprehension of the solutions previously attained. This starts with the analysis of the interventions and the philosophy proposed by selected authors. In this way, when a theory is known, it can address a problem with an oriented method, and therefore, the analysis and design processes are carried out in an objective and structured way. From a landscape theory, there is even the possibility of working on design guidelines and strategies that respond to the conditions of each community.

This offers students the possibility to "read" its context from different perspectives. In the case of the theory analyzed for the project in Tilaco, Fairbrother proposes that the rural territory must evolve along with the society that inhabits it. To achieve these objectives, it is necessary to review public policies, which can be achieved through four strategies that are: landscape organization, patterns, textures, and materials. Despite the differences that exist between the territory and the context analyzed by Fairbrother - rural England in 1970 - and rural Mexico in 2017, it is possible to observe parallels and common terms such as the search for a “calm and stable lifestyle” appraisal of vernacular architecture. Part of the experience visiting the site for the project allowed observing phenomena that Fairbrother mentions in her work. For example, due to various factors, including migration, the architecture of the place has changed. Where before there was a place for vernacular techniques, there is now an almost exclusive use of imported materials, with low insulation qualities, contrary to the advantages offered by natural materials from the region. In the same way, the Tilaco Valley was previously used for agriculture purposes while at present, these practices have decreased considerably, making it easy to find abandoned land and cornfields.

During the second phase of the methodology, it is vital to learn to draw and represent the landscape. The language of landscaping ranges from the analysis of the context to sensorial components, and topographic maps, to diagrams of vegetation or proper water use. Without understanding this language, it is impossible to propose a real and executable solution. The correct analysis of the territory allows finding areas of opportunity to the socio-economic, cultural, and environmental agendas of the region helping students to understand the landscape of the region and develop pertinent projects. To understand the impact of the methodology presented, the student project “Valley of Sustainable Forests” by Juan Camilo Posada, Iarid Hernández, Jakub Kozák, and Maria José Ponce, was utilized as a Case Study.

Figure 3. Section cut of topography and planting system. Elaboration Posada, J.C. 2017.

Finally, in the third phase, the implementation becomes the main source of knowledge and reflections for the participants. The team approaches the challenge with different theories, references, case studies, and analogous examples previously examined. For this reason, when choosing a specific strategy for the development of a proposal, an important and significant dialogue is essential to consider solutions in conjunction with the community. In the case of the project in Tilaco, the relationship between Nan Fairbrother's theories and the rurality of the Sierra Gorda is clear and became a starting point for the project. This made it possible to reach a solution that integrated different social, productive, economic, sustainable, and tourist aspects within the community. Participatory work, guided by the authors emphasizing the needs of the community, helped to provide solutions with a holistic, committed, and sustainable vision.

4 CONCLUSIONS

Today more than ever, the teaching of architecture demands ethical and civic training that results in professionals with empathy and social commitment. Similarly, within architectural disciplines, it is essential to stop viewing landscaping as an activity reduced to aesthetics since, as previously discussed, landscape architecture has the potential to generate a profound positive impact in communities. However, to achieve these objectives, it is necessary for future architects to face real projects other than the academia, to make them more aware, and committed to their countries.

The experiences of Natural Lab and “Valley of Sustainable Forests” offer an example of how architectural teaching can connect theory with practice effectively, so students develop applicable designs in the world. Through its three stages, the proposed methodology links theory with realistic experiences, favoring the production of positive results guided by research and the contribution of communities to which its solutions are envisioned. In this sense, the experience of working in Tilaco, allows students to approach the reality of urban and rural communities directly. The work methodology, added to the participatory design with the residents of the area, generates new dynamics at the local level. Indeed, the involvement of the community helps to generate the pertinent landscaping solutions for the benefit of all its inhabitants.

The case of the “Valley of Sustainable Forests” project demonstrates the effectiveness of the methodology. As a result, students generated proposals influenced by analysis, research, ethnography, and participatory design. These products are suitable for the area because through landscaping they propose to improve the social, economic, and environmental context of Tilaco. Also, they are appropriate since the population requires a holistic solution that promotes the generation of jobs, protection of biodiversity, rescue of natural materials and vernacular construction techniques, as well as the creation of public and recreational spaces for social interaction.

This type of approach reinforces long-term learning processes as its impact goes beyond academic times and classroom space. Landscape architecture, taught from this perspective, in continuous contact with real-world situations, transforms the mindset of future graduates and encourages their commitment to their practice and the environment. Thus, one of the crucial missions of architectural teaching is fulfilled: to enhance, through the approach of those who exercise it, the transforming power of landscaping

ACKNOWLEDGEMENTS

The authors would like to acknowledge the financial support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.

REFERENCES

[1] N. Fairbrother, “New Lives, New Landscapes (1970)” in Theory in Landscape Architecture: A Reader. (S. Swaffield, ed.), pp. 82-83, Philadelphia: University of Pennsylvania Press, 2002.

[2] J. Treviño Sherk and C. Cobreros Rodriguez, “Rural Democratic Design: Participatory Design and Service Learning Strategies in Sustainable Development to Promote Civil Midendedness in Community Development” in Towards a New Innovation In Landscape: Proceedings of the 21st International Conference on Engineering and Product Design Education (E. Bohemia, A. Kovacevic, L. Buck, R. Brisco, D. Evans, H. Grierson, W. Ion and R.I. Whitfield, eds.), Glasgow: Institution of Engineering Designers/The Design Society, 2019. doi: 10.35199/epde2019.81

[3] E. Cadaval, “Las fronteras del campo. Entrevista con James Corner/Field Operations”, Arquine, no. 40, pp. 24-27, 2007.

[4] Department of Economic and Social Affairs, Population Division, The World’s Cities in 2018—Data Booklet. United Nations, 2018. Available: https://www.un.org/en/events/citiesday/assets/pdf/the_worlds_cities_in_2018_data_booklet.pdf.

[5] M. Gausa, Otras “naturalezas” urbanas: arquitectura es (ahora) geografía. Castellón: Editorial Generalitat Valenciana, 2001.

[6] I. Ábalos, Atlas Pintoresco Vol. 1: el observatorio. Barcelona: Gustavo Gili, 2005.[7] F. Bellora and V. Rucks, Claves conceptuales del paisaje como objeto de proyecto arquitectónico. Buenos Aires: Nobuko, 2012.

[7] F. Bellora and V. Rucks, Claves conceptuales del paisaje como objeto de proyecto arquitectónico. Buenos Aires: Nobuko, 2012.

[8] J. Corner, ed., Recovering landscape: Essays in Contemporary Landscape Architecture. New York: Princeton Architectural Press, 1999.

[9] S. Swaffield, Theory in Landscape Architecture. A Reader. Philadelphia: University of Pennsylvania Press, 2002.

[10] S. Marot, “The Reclaiming of Sites” in Recovering landscape: Essays in Contemporary Landscape Architecture (J. Corner, ed.), pp.45-57, New York: Princeton Architectural Press, 1999.

https://library.iated.org/view/PANTOJACALDERON2021FRO

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Tilaco, Querétaro.

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