*  *  *  *
 *  design council logo  the helen hamlyn research centre logo  *  
 *    *    inclusive design education resource  *  
   *   how people do it:  *  
 *  * taking people on public transport in London

projects

brief 1
1/
Work in pairs. Fill a rucksack with bricks.
2/ One of you carry the heavy rucksack plus two other bags on a bus journey form college to home. The other video or photograph what happens. Then repeat, swapping roles.
3/ Now design a poster campaign to draw attention to the problems of parents/carers carrying buggies on public transport, which aims to solicit public support for mothers.

brief 2
1/
Pick a subject that really infuriates you about living in a city (it could be dog dirt, traffic noise, litter etc).
2/ Make a short video documentary 5 mins max. that highlights the problem, talks to people affected by it and suggests possible solutions.

brief 3
1/
Select five people right across the span of age and ability - young to old, very fit to infirm.
2/ Interview them on audio tape on their travel experiences in the city - what doesn't work for them, what infuriates them.
3/ Put together a 3 minute radio news feature for broadcast on Radio Five Live or Radio One Newsbeat.
4/ Repeat the process. Make the same length of radio feature with the same five interviewees. This time, make the subject what they like most about living in a city.

brief 4
1/
Pick a single route in your local area. It could be the journey from your home to college, or the college to the nearest shopping centre. It must be more than one mile.
2/ Analyse existing methods of transport (road, rail, Tube, bus, cycle etc).
3/ Project forward to 2025 and propose a future mobility/transport system to make life easier for a) yourself b) your parents c) a mother with three small children d) a visually impaired person.

 *
 
 *
home
  
case studies index  
intro   .       
challenge   .       
research partner   .       
methodology   .       
results   .       
issues
   .       
projects   .       
print case study   .       
 *
 
 
 *    *  
 *    *  
 *  *  *  *
 *  *