Plan601 e session 1 lesson 20150413

New York CityManhattan Community District 3

Census Tract 27

67%

2.5%

30.5%44.9%

25.4%

29.7%The percentage of

Chinese speakers in Census Tract 27is 8 times theCity average.

speakEnglish?

speakanother

language?

What percentage of people ...

speakChinese?

40.8%

8.4%

50.8%

Census tracts in MCD3 that are closest to the center of

Chinatown

0

20

40

60

80

100

6816 18 25

27

29

2.0

1

2.0

2

14.0

1

14.0

2

10.0

1

10.0

212

22

.01

30

.01

36

.01

20

22

.02

26

.01

2832

34

30

.02

24

26

.02

36

.02

38

40

42

Census Tract (sorted left to right by proximity to Chinatown)

27

2.5%speak

anotherlanguage

67%speak

Chinese

30.5%speak

English

Chinatown

42

40

34

28

24

26.0226.0122.02 20

10.02

32

38

36.0230.02

30.01

36.01

22.01

1210.01

14.02

14.01

18

25

27

29

8 6

2.0

1 2.02

16

From China to Chinatown

CHINA

mid 1700sChinese

traders and sailors come

to the US

mid 1800sChinese flock to “Gold Mountain” California during

the gold rush

A brief history of Chinese immigration to Lower Manhattan

1840sConstruction of the

Central Pacific Railroad begins,

providing jobs for Chinese laborers

beginning in the 1870s

Chinese entrepreneurs establish hand

laundries throughout NYC

1860s - 1880sRising violence and

discrimination toward Chinese immigrants

causes them to flee to the big cities of the

eastern US for more job opportunities

1882 The Chinese Exclusion Act imposed strict

limits on Chinese immigration

Number of Chinese Residents in

Sunset Park ChinatownFlushing Chinatown

Lower Manhattan Chinatown

7,000+

34,554

28,681

200-1,100

Population of Chinese immigrants in Lower Manhattan’sChinatown

1943During WWII the

Chinese Exclusion Act

was discontinued

1968All other prohibitions

that prevented Chinese immigration were lifted,

and Chinatown experienced a massive

wave of new immigrants

2000s Getrification of

Chinatown begins to displace residents

CALI

NYC

English

Bilingual Signage in Census Tract 27

47 bilingual (Chinese/English) signs

16 signs in Chinese only

38 signs in English only

More signs in Chinese only

Mostly bilingual signage

More signs in English only

Monroe Stat

James St

Oliver Stat

Henry St

Park Rowat

St James Pl

Catherine Stat

Bowery

E Broadwayat

Catherine St

Henry Stat

Catherine St

Park Row

JamesMadison

Plaza

SOURCES:American Community Survey 2011U.S. Census 2010The Changing Chinatowns: Move over Manhattan, Sunset Park now home to most Chinese. NY Daily News.The History of New York’s Chinatown. Sarah Waxman.

New York City’s Chinatown in Lower Manhattan has become one of the most famous cultural hubs for Chinese immigrants in the United States. Unfortunately for this historical district, trends in recent years toward gentrification in and around Chinatown have displaced many residents. As a result of this, “Chinatowns” are growing in other areas of the City such as Sunset Park in Brooklyn and Flushing in Queens.

Census tract 27 is in Manhattan Community District 3 (also known as the Lower East Side and MCD3) but also finds itself situated very close to the heart of Chinatown. Influence from both of these historical neighborhoods can be observed in this census tract, making it a unique place to further investigate.

Gentrification can be difficult to quantify. Indicators such as median household income, median rent, and level of education are analyzed to attempt to understand where gentrification is happening. But sometimes these quantifiers can be misleading and should be supplemented with on-site field research. In the case of census tract 27, bilingual signage was explored as a possible indicator of gentrification. Locations that are dense in English-only signage within such a Chinese dominant area like this could be signifiers of gentrification in the future.

05,000

10,00015000

20,00025,00030,00035,000

2000 2010

visual storytellingand key graphic principlesPLAN601E VErbAL ANd VisuAL: iNformAtioN GrAPhics (sEssioN 1)

course structure

Wk.

1

2

3

4

5

topics

visual storytellingand key graphic principles

principles of graphic design single dimension comparisons

design processsequence, Flow & connection

design discretionevaluative & synthetic graphics

constructing a visual narrativestoryboarding

demo

FactFinderphoto highlightsnarrative layout

charts / graphs with illustrator

Flowcharts / small multiples with illustrator

continuum diagram / matrix with illustrator and indesign

Formatting and layout with indesign

assignment

data collectionphoto-documentation

charts / graphsicons

Flowcharts / timelines

continium diagram / matrix

slide presentationa1 poster

course structure

course components

readings (x 2)

case studies

Lectures / demonstrations

5-part Assignment

• census tract / study Area

• Weekly slide deck + JPEG submission

• final presentation

grading

Assignment 1: 10%

Assignment 2: 10%

Assignment 3: 10%

Assignment 4: 10%

Assignment 5: 20%

case study Presentation: 10%

online Participation: 10%

in-class Participation: 20%

assignment grading criteria

4 pts clarity and coherence of narratives constructed;

3 pts thoughtfulness, suitability and/or creativity in representation;

2 pts Engagement with and evaluation of different representational strategies (as evidenced in the slide deck by sketches, precedents, notes and finished work);

1 pt deployment of software tools demonstrated in the course, as appropriate.

Weekly deadlines

s su m t W th F

blog / course materials

http://prattinfographics.wordpress.com

score and feedback returned

blog commentsdue by midnight

assignment due by 9 am

class

time to volunteer For case studies!

Week 2

design tools / single-dimension comparisons• the Visual display of Quantitative

information• florence Nightingale• otto Neurath

Week 4

design discretion / evaluative and synthetic graphics• “the cognitive style of PowerPoint” • Envisioning information

Week 3

design process / sequence, flow and connection• “the Works” / Kate Ascher • the rsVP cycles / Lawrence halprin• mark Lombardi

Week 5

constructing a visual narrative• design with Nature• taxi07: roads forward / design trust• fordham Plaza / NYcEdc

hoW to build a story

PrEmisE

Pose a problem: “An outcast patriarch tries to win back his family’s good graces.”

premise: Fundamental concept that drives the plot

Ask a question: “What if you had to live the same day over and over?”


trace a route: “find 100,000 deutsch marks and get across town (considering all the roads not taken).”


hoW to build a story

Act 1: bEGiNNiNGAct 2: middLEAct 3: ENd

three act story

act 1: set up – setting, characters, and problem introducedconfined to a wheelchair, Jefferies spends the day watching his neighbors. Lisa wants Jefferies, but he acts distracted.

act 2: turning point – problem gets compleXA neighbor appears to have killed a dog that was digging up the garden; Jefferies thinks the neighbor has murdered his wife, but his detective friend doesn’t believe him.

act 3: denouement – climaX happens and problem resolvedJefferies convinces Lisa to sneak into the neighbor’s apartment to find evidence of the murder, but they both almost get murdered themselves. Now that she is a co-conspirer, Jefferies agrees to marry Lisa. Lisa is happy.

organize a presentation with three “acts” or “chapters”: 1) set the characters and context; 2) detail a problem; 3) resolve the problem. Let story lead your narrative, not data.

Ways to tell a storyorganize a presentation with three “acts” or “chapters”: 1) set the characters and context; 2) detail a problem; 3) resolve the problem. Let story lead your narrative, not data.

build a case

Provide information and argue for a specific interpretation – reveal a way to look at the world

act 1: background informationact 2: Analysisact 3: findings or proposal


give a summative tour

describe existing conditions in depth and volume that puts a single phenomenon in context

act 1: individual instancesact 2: Explain phenomenaact 3: draw phenomenon into context and draw conclusions

Ways to tell a storyorganize a presentation with three “acts” or “chapters”: 1) set the characters and context; 2) detail a problem; 3) resolve the problem – narrate with stories not data

eXplore a scenario

Explain a problem or condition through the experience of stakeholders

act 1: describe a character and their issues/concerns act 2: detail the mechanism that could serve themact 3: describe how the character is served by the proposed program or service


evaluation

Explore the strengths and weaknesses of a given phenomenon, issue or dimension

act 1: set a baseline: establish existing conditions and explain them in contextact 2: Evaluate conditions or solutions via matrix comparison, continuum, pros and cons, etc.act 3: make recommendations

now we’ll assign census tracts or study areas for the assignment.

there are 29 census tracts in the community district. they are displayed here in ascending order.

broWnsville study area

study area

301303

365.01 365.02

361363367369 371373 890892894896898

900 902906908 910912916918 920922924 928

10981132

inFormation graphics = tools For visual communication

do you want to make a comparison?

isotype section supergraphic

netWork map matriXcontinuum diagram

FloW chart cycle diagram

graph chart dot density

do you want to show a process?

do you want to show a relationship?

do you want to explain a concept?

INFORMATION GRAPHICS = MAKING VISUAL COMPARISONSinFormation graphics = making visual comparisons

size / scale color line Weight

inFormation graphics = eXplaining through visual diFFerence

ALTERNATIVE DATA MAPPING STRATEGIES

The Detroit Collaborative Design Center invited students at Harvard’s Graduate School of Design (where I was cross-registered) to produce a set of maps for a forthcoming publication aimed at visualizing undderrecognized geographic patterns in the city’s built form, history, culture and politics. The publication is to be inexpensively produced and distributed freely to city residents in an effort to counter an overabundance of discouraging and incomplete data on population and income loss. My approach began with Harvard’s 2000 Social Capital Community Benchmark Survey, a general conclusion

of which was that measures of social capital decreased nationwide with reported income. Knowing anecdotally that, in the absence of traditional civic structure, many Detroiters are well-connected to other less official groups, I investigated the robustness of the trend for the Survey’s Detroit sample. Using GIS, I mapped respondents’ group memberships by reported income and further disaggregated responses to reveal uneven correlations between the two variables. I produced a series of illustrative diagrams to convey the differences between responses both quantatitively and qualitatively.

EXPANDING USE OF GIS TO PRODUCE REPRESENTATIONS OF DETROIT, ITS PATTERNS, ASSETS AND POTENTIALS

















Size / Scale Color Line Weight

INFORMATION GRAPHICS = EXPLAINING THROUGH VISUAL DIFFERENCES

INFORMATION GRAPHICS = VISUAL AND NARRATIVE HIERARCHYinFormation graphics = visual and narrative hierarchy

INFORMATION GRAPHICS = SHOWING CONTEXT VISUALLYinFormation graphics = shoWing conteXt visually

INFORMATION GRAPHICS = USING GRIDS

Leading the eye. Rule of thirds.

inFormation graphics = providing visual structure