The Giver
We had to read a book first before getting started on the actual assignment. B by Lois Lowry, “The Giver.” What does this have to do with Project Utopia, you might wonder? The tale is about a young child named Jonas who lives in a wonderful society far in the future from the present. In any case, Jonas is mistaken in his belief that he lives in a flawless world. Everyone in the novel can be thought of as being a “slave.” They put in a lot of effort throughout their entire lives for what? They don’t get paid, no, they just don’t get “released,” which is what they get for doing their job. In the book, Jonas finds a decent place to live in after escaping his place where he grew up, the cruel world. This leads me to my next topic, which is how the book connects to liveability.
Liveability
Following the instructions, we spent one term—ten weeks—studying liveability in Humanities. We learned about the many lifestyles people lead in various countries, cities, and locales as we examined this. We had to gather information about various locations, adopt their suggestions on how to make them liveable, and then begin our research for Project Utopia. But first, we made a journey to the location of the actual port.
The Process
We went on a field trip to the development model of Fremantle on the first day. By taking us here, the site’s actual size and difficulty were put into perspective for us. When we returned back, we did some brainstorming and made notes for the various project topics. We then got our groups for the people we would be working with. I was assigned with Shawn Han, Sarah David, and Ella Smith.
Stage one: Research
Once our group members were chosen, we had to conduct research on various subjects related to our project area. I had to do some study on the cultural scene and the many types of energy that would be used in the area. We might use various websites, articles, and books we discovered at home or in the library. We then proceeded to stage two.
Stage two: Vision Boards
Making vision boards was stage two after conducting the research. By selecting particular images related to our topics and adhering them to a vibrant vision board, we had to incorporate our research into our vision boards. After that, we could invite our grandparents to spend some time with us in the classroom as we shared our vision boards and design concepts with them. Term two was coming to an end at this point, and we left for the holidays.
Stage three: Fremantle Report
After we finished our vision boards, we had to write a report on how a special question, my question was, ‘How can we build on what’s special about Fremantle?’ This is a summarized version of my Report.
Fremantle has a special and unique heritage, mainly focused on water and shipping. First we’ll focus on what Fremantle’s vibe and what’s special about it. It’s vibe is very different to other cities, it is mainly devoted to art, music, and mainly water based things, considering the port is there, it is about the sea life and the shipping companies that come in and out. Fremantle needs some more green, like more plants and trees.
Stage four: Reflection
Following the completion of the report, we were required to produce an evaluation of our project in which we identified all our successes and areas for improvement. We were required to think back on what we could have done better the next time as well as other factors, such as how effectively we were able to collaborate and work in groups.
Stage five: The build
After this, we had to start to actually build the project. During InnovatED we had to first match the scale of the buildings, which would be 1cm=24m in real life. This was challenging and a struggle to make all the little tiny intricate buildings and other spaces. After some time of this, I got to build a Cospace of North Mole. (One of my personal favourite fishing spots) I had to make different buildings and cafes and other things, like the lighthouse.
Stage six: Presentation
Once we had built the map of the space, we had to make a speech on our ideas for our specified area. (I had the bridge) Our speech had to include our ideas, and other thoughts on how to make it more liveable, and leading onto your next group member. My group member was Natasha Lee. You might be thinking, ‘who did you present to?’ Well, we had to present to our class, as practice, and then our parents could come in to see our presentations and speeches about the entire project. After that we were finished for the entire Project Utopia. After we had to write this Eportfolio for a recap of the Project.
