In 2013 Becca Wood, Spatial Performance Practitioner, and Molly Mullen, Applied Theatre Practitioner, collaborated to create a short ambulatory performance with audio score for a group of drama educators attending a conference workshop on the possibilities of walking as performance. The performance was created remotely from the intended site: Rangi Ruru Girls’ School, in Christchurch, New Zealand. Following the destruction of the 2012 earthquake, this site was in a state of transformation and recovery. The performance walk attended to the histories, geographies and politics of this place, somatically, architecturally and socially. This paper engages with three critical questions: How might mediated listening and walking activate the coming together of bodies and place? What performative shifts occurred for the participants in the walk and workshop? How might we come to our senses? Through a performative practice of mediated site-based listening and walking, this paper is a reflection on the creative process and performance. We consider the potential for technologically mediated performance to offer new modes for learning and creative practice through interdisciplinary and evolving intermedial practices. http://www.tandfonline.com/toc/crde20/current AM - Accepted Manuscript
Cities need places that contribute to quality of life, places that support social interaction. Wellbeing, specifically, community wellbeing, is influenced by where people live, the quality of place is important and who they connect with socially. Social interaction and connection can come from the routine involvement with others, the behavioural acts of seeing and being with others. This research consisted of 38 interviews of residents of Christchurch, New Zealand, in the years following the 2010-12 earthquakes. Residents were asked about the place they lived and their interactions within their community. The aim was to examine the role of neighbourhood in contributing to local social connections and networks that contribute to living well. Specifically, it focused on the role and importance of social infrastructure in facilitating less formal social interactions in local neighbourhoods. It found that neighbourhood gathering places and bumping spaces can provide benefit for living well. Social infrastructure, like libraries, parks, primary schools, and pubs are some of the places of neighbourhood that contributed to how well people can encounter others for social interaction. In addition, unplanned interactions were facilitated by the existence of bumping places, such as street furniture. The wellbeing value of such spaces needs to be acknowledged and factored into planning decisions, and local rules and regulations need to allow the development of such spaces.
School travel is a major aspect of a young person’s everyday activity. The relationship between the built environment that youth experience on their way to and from school, influences a number of factors including their development, health and wellbeing. This is especially important in low income areas where the built environment is often poorer, but the need for it to be high quality and accessible is greater. This study focusses on the community of Aranui, a relatively low income suburb in Christchurch, New Zealand. It pays particular attention to Haeata Community Campus, a state school of just under 800 pupils from year one through to year thirteen (ages 5-18). The campus opened in 2017 following the closure of four local schools (three primary and one secondary), as part of the New Zealand Government’s Education Renewal scheme following the Christchurch earthquakes of 2010/11. Dedicated effort toward understanding the local built environment, and subsequent travel patterns has been argued to be insufficiently considered. The key focus of this research was to understand the importance of the local environment in encouraging active school travel. The present study combines geospatial analysis, quantitative survey software Maptionnaire, and statistical models to explore the features of the local environment that influence school travel behaviour. Key findings suggest that distance to school and parental control are the most significant predictors of active transport in the study sample. Almost 75% of students live within two kilometres of the school, yet less than 40% utilise active transport. Parental control may be the key contributing factor to the disproportionate private vehicle use. However, active school travel is acknowledged as a complex process that is the product of many individual, household, and local environment factors. To see increased active transport uptake, the local environment needs to be of greater quality. Meaning that the built environment should be improved to be youth friendly, with greater walkability and safe, accessible cycling infrastructure.
Picture this, you are relaxing at home enjoying the afternoon sun. It is another beautiful Christchurch day in late 2017. There is a knock at the door, you’ve been expecting it. It is a member of the Christchurch Health and Development Study, here to conduct your prearranged interview. The interview request did not come as a surprise of course, you have been participating in these interviews yourself sporadically throughout your adult life, and prior to that you attended many alongside your parents. In fact, you have been answering the studies interview your whole life. Transcripts of these interviews sit in the studies database alongside copies of school reports, health records and a wealth of other information. It has been this way since birth, since your mother was approached back in 1977, not long after you had arrived in this world, and asked if she would consent to participating in the study. She, along with many other Cantabrian new mothers from that year, agreed and the Christchurch Health and Development Study was born. Since then, these interviews have become a matter of routine for you. As life went on many things changed, but one thing that was constant was the sporadic visit from an interviewer of the study. The current interview is a little different from most of the others, however. Last time an interviewer visited in 2012, you were asked if you would like to conduct an earthquake-specific interview, you agreed. This time, the same question was asked. Why? Well because you were there that day of course. The day of the 22nd February 2011 when a major earthquake struck Canterbury. You were there in the centre of the city as buildings came crashing down and people ran for safety. You were there for the chaos. Your knee dully aches, it never did quite heal properly and strangely seems to flare up whenever you think back to that day. A lasting reminder. It is a difficult subject, but you agree to the second earthquake-specific interview. You understand the purpose of the study, and the value of the data collected. You take a sip of the cup of tea politely made upon the interviewer’s arrival, lean back into the comfort of your couch and cast your mind back to that fateful day. So, what does this study mean? Why still participate, all these years later? Over time it has become more apparent as to how valuable this information could be, considering all the experiences through the life course, and to think of the experiences that others in the cohort have had too. How differently have events affected people from all walks of life, who just so happened to be born within the same few months. We can use the data from this study to better understand situations when using life course characteristics which can hopefully influence decision making and population health within New Zealand.
