Abstract
Research into the impact of youth engagement within the built environment is gaining traction. However, many argue that the architectural profession and built environment policy does not go far enough in delivering positive engagement processes and outcomes (Samuel, 2018). Given the significance that a continued decline in youth well-being may have on future generations, research into the impact of positive youth engagement in planning and design processes is justified. In response to growing concerns about declining youth well-being attributed to their physical environments, there is a pressing need for comprehensive community engagement in architectural practice (Laville, 2024; RIBA, 2024). This conference contribution proposes a paper discussing the successful integration of youth engagement and live projects within the narrative of architecture and design education, focusing on Creative Central Newcastle (CCN) – a five-year project funded by the combined authority looking to develop Newcastle city centre as a place for independent artists, creative professionals and cultural organisations to thrive. Collaborating with both Newcastle City Council and Newcastle University, the CCN project was used as a pedagogical tool within the architecture and design studio. Northumbria University's architecture programmes’ have strategically incorporated live project briefs, public exhibitions and developed a series of engagement opportunities for students.
Guided by the United Nations' 17 Sustainable Development Goals (SDGs) and the Inclusive Design Charter and Overlay to the RIBA Plan of work, students embarked on both adaptive re-use projects within heritage buildings and designing interventions within public spaces in the heart of Newcastle City Centre, emphasising commitments to sustainability and social responsibility. A series of live project briefs over two-years, were developed across the suite of architectural programmes involving key stakeholders and cultural partners with the engagement of young people and children, empowering students to develop impactful, research-driven designs that directly addressed community needs and aspirations.
Guided by the United Nations' 17 Sustainable Development Goals (SDGs) and the Inclusive Design Charter and Overlay to the RIBA Plan of work, students embarked on both adaptive re-use projects within heritage buildings and designing interventions within public spaces in the heart of Newcastle City Centre, emphasising commitments to sustainability and social responsibility. A series of live project briefs over two-years, were developed across the suite of architectural programmes involving key stakeholders and cultural partners with the engagement of young people and children, empowering students to develop impactful, research-driven designs that directly addressed community needs and aspirations.
| Original language | English |
|---|---|
| Title of host publication | Learnings/Unlearnings: Environmental Pedagogies, Play, Policies, and Spatial Design |
| Subtitle of host publication | Book of abstracts |
| Place of Publication | Stockholm, Sweden |
| Publisher | KTH Royal Institute of Technology |
| Pages | 62-62 |
| Number of pages | 1 |
| Publication status | Published - 5 Sept 2024 |
| Event | Learnings/Unlearnings: Environmental Pedagogies, Play, Policies, and Spatial Design conference - Färgfabriken, Stockholm, Sweden Duration: 5 Sept 2024 → 7 Sept 2024 https://caravanize.nu/conference-2024/conference-learnings-unlearnings-the-call/ |
Conference
| Conference | Learnings/Unlearnings: Environmental Pedagogies, Play, Policies, and Spatial Design conference |
|---|---|
| Country/Territory | Sweden |
| City | Stockholm |
| Period | 5/09/24 → 7/09/24 |
| Internet address |