DOCSLIB.ORG

An Educational Program for the Preservation Planning Process

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Educational Program for the Preservation Planning Process University of Pennsylvania ScholarlyCommons Theses (Historic Preservation) Graduate Program in Historic Preservation 1992 Unwinding the Past: An Educational Program for the Preservation Planning Process Sarah Payne Korjeff University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/hp_theses Part of the Historic Preservation and Conservation Commons Korjeff, Sarah Payne, "Unwinding the Past: An Educational Program for the Preservation Planning Process" (1992). Theses (Historic Preservation). 536. https://repository.upenn.edu/hp_theses/536 Copyright note: Penn School of Design permits distribution and display of this student work by University of Pennsylvania Libraries. Suggested Citation: Korjeff, Sarah Payne (1992). Unwinding the Past: An Educational Program for the Preservation Planning Process. (Masters Thesis). University of Pennsylvania, Philadelphia, PA. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/hp_theses/536 For more information, please contact [email protected]. Unwinding the Past: An Educational Program for the Preservation Planning Process Disciplines Historic Preservation and Conservation Comments Copyright note: Penn School of Design permits distribution and display of this student work by University of Pennsylvania Libraries. Suggested Citation: Korjeff, Sarah Payne (1992). Unwinding the Past: An Educational Program for the Preservation Planning Process. (Masters Thesis). University of Pennsylvania, Philadelphia, PA. This thesis or dissertation is available at ScholarlyCommons: https://repository.upenn.edu/hp_theses/536 uNivERsmy PENNSYL\6\NIA. LIBRARIES UNWINDING THE PAST: AN EDUCATIONAL PROGRAM FOR THE PRESERVATION PLANNING PROCESS Sarah Payne Korjeff A THESIS in The Graduate Program in Historic Preservation Presented to the Facuhies of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE 1992 V4/UUi. John D. Milner, Adjunct Associate Professor, Historic Preservation, Advisor ^U4//^ David A. Hollenberg, Lecturer, Historic Preservation, Reader Hd G. De l^ngj^ofessi Graduate Group Chairman FINE ARTS M/^^//Hl/A/ i > UNIVERSI I Of PENNSYLVANIA TABLE OF CONTENTS Contents 2 List of Illustrations 3 I. Introduction 4 II. The Preservation Planning Process: What's Missing 7 III. Demonstrating the Community Need for Education 25 rv. A History of Doylestown, Pennsylvania 41 V. The Educational Program 61 VI. Conclusion: Implementation 87 Bibliography 92 UST OF ILLUSTRATIONS Following Chapter 3: A History of Doylestown, Pennsylvania: figure 1. 1775 Map of Doylestown, Pennsylvania The Fountain House, etching Doylestown area farmlands, etching 1813 Bucks County Courthouse, photograph 1857 Map of Doylestown, Pennsylvania Reading Railway Station, Doylestown, photograph Doylestown Planing Mill, Lumber & Coal Yard, etching Notice of sale of the Pollock Tract, 1898 1886 Map of Doylestown, Pennsylvania The Educational Program: Community history spiral Doylestown community history spiral Following Chapter 4: The Educational Program: figure 12. Agricultural works, photograph figure 13. Workers' housing row, photograph figure 14. Lenape Building, photograph figure 15. Bucks County Trust Company, photograph figure 16. Old bam within modem subdivision, photograph figure 17. Stone embankment in Doylestown cemetery, photograph figure 18. Fountain House, photograph figure 19. Mercer Museum, photograph figure 20. Faded sign on brick building, photograph figure 21. Rear gate at Fonthill, photograph INTRODUCTION Preservation planning faces opposition in many communities because its goals and values are not clearly understood. This thesis addresses the lack of communication between communities and their planners by encouraging increased citizen awareness and participation in the preservation planning field. As more and more communities face development pressures and confront the possibility of instituting preservation planning as a mitigating strategy, the need to convey preservation's potential benefits becomes more important. Educational activities that seek to convey an area's heritage are often developed after planning programs are in place. Optimally, however, they should be instituted prior to establishing preservation planning regulations. Education can enhance the effectiveness of the planning process in its earliest stages by helping residents to understand what historic preservation can offer to existing communities, and by encouraging them to become informed decision-makers and supporters. If the general public could readily recognize the variety of historical resources in their surroundings, and could interpret them as indications of a much larger historic picture, the values of preservation planning would become more apparent. Through the use of a simple educational program, this thesis proposes a means of fostering a self-informed constituency that is aware of the significant historic resources around them. At the core of the program is a concept for representing the process of historical evolution and the integral physical elements of a community, highlighting their interrelationships. After being introduced to the program's basic premise, citizens will be stimulated to determine for themselves what is interpretable in their surroundings. They will then be prepared to weigh the values of preservation against development, and to support that which they beUeve is best for their own community. Chapter 1 THE PRESERVATION PLANNING PROCESS: WHAT'S MISSING Historic Preservation is a broad field dedicated to the restoration, rehabilitation and maintenance of man-made objects and landscapes that reflect past periods of our history. Preservation planning concerns the use of pro-active rather than reactive efforts to protect these historic resources. Though the field of preservation planning is not closely defined, it has in recent years become allied with other forms of land use planning, resulting in efforts to monitor and regulate change in historic areas in ways similar to those used in related land use fields. The goals of preservation planning, in general terms, are to retain data inherent in our cultural resources and to direct change in a way that allows historic sites to continue conveying the history that they represent. The wide scope of this field has led to the creation of a broad range of innovative programs designed to achieve these goals, but an important aspect seems to receive little attention: education. Preservation planning lacks a manner of explaining its broad goals to the public. Since there is no generally accepted definition of preservation planning, and preservation planners employ a wide variety of unfamiliar programs, outsiders cannot be expected to comprehend the field's value. The public needs to become more familiar with preservation planning, its versatility, and how it can respond to their involvement and influence. This thesis aims to establish an educational program that promotes a greater understanding of the built environment and thus, by creating an increased awareness of its value, encourages public participation in preservation planning. The educational program will provide a means for citizens to interpret the historic development of their community through their own investigation of existing structures and landscapes. It will prompt them to identify the primary visible forces of change and to note their manifestation in the community. The program's success will depend on its ability to be clear and informative, and to provide a vehicle that motivates residents to interpret their surroundings, to determine what is imponant to them, and to understand the value of preservation planning. Planners have tried to involve the public in planning decisions for several decades, hoping to make the process more democratic and to gain support for their actions. Recent studies in related fields indicate that public participation is essential to successful planning, and this theory holds true also for preservation planning. Without input from residents who can point out the value of an historic site on a local level, recognized sites will be largely the ones that reflect only our national heritage, thus omitting an important part of our collective history. While hoping to encourage participation in preservation planning, we must confront the fact that not all citizens have identified images of the past in their environment. Before citizens can be informed participants in preservation planning, they must grasp the history that surrounds them, and thus develop the ability to make informed value judgements. Though education has long been considered a form of citizen participation in planning, it usually refers to information dissemination rather than to an interactive educational program. Education that not only disburses information, but also promotes an active process of understanding the environment's historic evolution, can lead to greater support for preservation planning and more valuable input into its processes of development. A. Understanding the Goals and Forms of Preservation Planning: The concept of planning cities survives from at least as early as the 15 th century, when defense was the major concern and a city was designed around its fortifications. 1 In their more current form, city and regional planning are concerned with balancing the myriad existing and future needs of a community's inhabitants against the economic and physical resources available. Comprehensive planning
Load more

Recommended publications
  • INDEX HB Pages Qfinal Copy 1 8/12/02 10:55 PM Page 1 the National Parks: Index 2001-2003
    INDEX_HB_Pages_QFinal copy 1 8/12/02 10:55 PM Page 1 The National Parks: Index 2001-2003 Revised to Include the Actions of the 106th Congress ending December 31, 2000 Produced by the Office of Public Affairs and Harpers Ferry Center Division of Publications National Park Service U.S. Department of the Interior Washington, D.C. 1 INDEX_HB_Pages_QFinal copy 1 8/12/02 10:55 PM Page 2 About this Book This index is a complete administrative listing of the National Park System’s areas and related areas. It is revised biennially to reflect congressional actions. The entries, grouped by state, include administrative addresses and phone numbers, dates of au- thorization and establishment, boundary change dates, acreages, and brief statements explaining the areas’ national significance. This book is not intended as a guide for park visitors. There is no information regarding campgrounds, trails, visitor services, hours, etc. Those needing such information can visit each area’s web site, accessible through the National Park Service ParkNet home page (www.nps.gov). The Mission of the National Park Service The National Park Service preserves unimpaired the natural and cultural resources and values of the National Park System for the enjoyment, education, and inspiration of this and future genera- tions. The National Park Service cooperates with partners to extend the benefits of natural and cultural resource conservation and outdoor recreation throughout this country and the world. For sale by the Superintendent of Documents, U.S. Government Printing
    [Show full text]
  • Pennsylvania History: a Journal of Mid-Atlantic Studies Volume 80
    Pennsylvania History a journal of mid-atlantic studies PHvolume 80, number 3 · summer 2013 articles Revisiting the Timing and Events Leading to and Causing the Johnstown Flood of 1889 Uldis Kaktins, Carrie Davis Todd, Stephanie Wojno, and Neil Coleman 335 Revealing Division: The Philadelphia Shirtwaist Strike, the Jewish Community, and Republican Machine Politics, 1909–1910 Julianne Kornacki 364 “It’s the Union Man That Holds the Winning Hand”: Gambling in Pennsylvania’s Anthracite Region Karol K. Weaver 401 Creating a Living Historiography: Tracing the Outlines of Philadelphia’s Antebellum African American Women and Mapping Memory onto the Body Valerie M. Joyce 420 Being Prometheus in 1943: Bringing Penicillin to the Working Man Anthony Julius Scibilia 442 Obituary Charles H. Glatfelter (1924–2013) Michael J. Birkner 451 This content downloaded from 128.118.152.205 on Tue, 06 Aug 2019 13:24:00 UTC All use subject to https://about.jstor.org/terms PAH 80.3_FM.indd 1 08/06/13 6:54 PM bOOk reviews Wendy Bellion. Citizen Spectator: Art, Illusion, and Visual Perception in Early National America. Reviewed by Amy Hudson Henderson 455 Philip D. Zimmerman. Harmony in Wood: Furniture of the Harmony Society. Reviewed by Kyle Roberts 458 Alan C. Braddock. Thomas Eakins and the Cultures of Modernity. Reviewed by Anna O. Marley 460 Karen M. Johnson-Weiner. New York Amish: Life in the Plain Communities of the Empire State. Reviewed by Joseph F. Donnermeyer 463 James McClelland. The Martinos: A Legacy of Art. Reviewed by Irwin Richman 465 William S. Dietrich II. Eminent Pittsburghers: Profiles of the City’s Founding Industrialists.
    [Show full text]
  • ERITAGE Ustainin G
    S ustaining Our Heritage The IMLS Achievement ustaining S H Our eritage The IMLS Achievement Dear Colleague, ear Friends, At part of its celebration of the 25th anniversary of the Museum Services I’m delighted to recognize the 25th anniversary of the Act, IMLS is publishing Sustaining Our Heritage: The IMLS Achievement. This is the story of the agency’s long-standing commitment to the Museum Services Act, and the commemoration of that conservation of museum collections. Throughout 17 years of steady and anniversary through the publication of Sustaining Our unwavering support the Institute of Museum and Library Services, in D partnership with American museums, has profoundly improved the care Heritage: the IMLS Achievement. Through the years the of museum collections. These collections tell the epic story of human Institute of Museum and Library Services has been a experience; the legacy of this partnership is that future generations will use and learn from these treasures for years to come. catalyst for excellence and outreach for all Americans. I would like to recognize several individuals whose dedication and Museums of all types, from art and history to science inspiration have been key to this achievement. We are grateful to past directors of the Institute and chairs of the National Museum Services museums and zoos, play an important role in preserving Board, especially Susan Phillips, Lois Burke Sheppard, Peter Raven and our natural and cultural heritage. Many of us remember Willard L. Boyd who were in leadership posts as the conservation focus developed. Much of the credit also goes to the staff of IMLS: Mary the first trips we took to such places.
    [Show full text]
  • JOHNSTOWN LOCAL FLOOD PROTECTION PROJECT HAER No
    JOHNSTOWN LOCAL FLOOD PROTECTION PROJECT HAER No. PA-413 Beginning on the Conemaugh River approximately 3.8 miles downstream from the confluence of the Little Conemaugh and Stoneycreek rivers at Johnstown, Pennsylvania, then up Hn"E!? the Conemaugh River to the confluence, then dividing and p» proceeding approximately 1.6 miles north northwest up the * ** "Little Conemaugh River to a point opposite Woodvale, I) —^TATTIV/ Pennsylvania, and, also proceeding approximately 4.3 miles f from the confluence south up the Stonycreek River to a point | ** near the community of Ferndale, Pennsylvania. Johnstown vicinity Cambria County Pennsylvania PHOTOGRAPHS WRITTEN HISTORICAL AND DESCRIPTIVE DATA HISTORIC AMERICAN ENGINEERING RECORD National Park Service Philadelphia Support Office U.S. Custom House 200 Chestnut Street 1 Philadelphia, PA 19106 tfis> HISTORIC AMERICAN ENGINEERING RECORD n JOHNSTOWN LOCAL FLOOD PROTECTION PROJECT HAERNo.PA-413 Location: Beginning on the Conemaugh River approximately 3.8 miles downstream from the confluence of the Little Conemaugh and Stonycreek rivers at Johnstown, Pennsylvania, then up the Conemaugh River to the confluence, then dividing and proceeding approximately 1.6 miles north northwest up the Little Conemaugh River to a point opposite Woodvale, Pennsylvania, and, also proceeding approximately 4.3 miles from the confluence south up the Stonycreek River to a point near the community of Ferndale, Pennsylvania. Johnstown vicinity Cambria County Pennsylvania USGS Johnstown, Pennsylvania, Quadrangle, Universal Transverse Mercator Coordinates: 17.673630.4470000 to 17.674750.4470090 to 17.678340.4467250 to 17.677100.4462120 Dates of Construction: 1938-1943 Engineer: U.S. Army Corps of Engineers, Pittsburgh District Present Owner: U.S.
    [Show full text]
  • AAAA*****.I."-"AAA******************* Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
    DOCUMENT RESUME ED 379 958 FL 800 884 TITLE Discover Pennsylvania. Final Report. INSTITUTION State College Area School District, Pa. SPONS AGENCY Pennsylvania State Dept. of Education, Harrisburg. Bureau of Adult Basic and Literacy Education. PUB DATE Jun 94 CONTRACT 98-4009 NOTE 365p. PUB TYPE Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Acculturation; Adult Basic Education; *English (Second Language); *Geography; *Limited English Speaking; Literacy Education; *Orientation Materials; *Regional Characteristics; Second Language Instruction IDENTIFIERS 353 Project ABSTRACT A project of the State College Area School District (Pennsylvania) to increase the self-confidence and independence of limited-English-proficient adult students is reported. Students learned to ask questions for information, give directions, read maps and bus schedules, and plan trips using local resources and a Pennsylvania state visitor's guide. The program has been found helpful in increasing student confidence in English, improving knowledge of the community and state, and easing the transition from a foreign culture to American life. Severaldocuments are included here: a project summary, instructor's manual, student workbook, and a state-produced visitor's guide used for instruction in the program. The summary report describes briefly the project's rationale and origins, purposes and objectives, schedule, administration, intended audience, and information dissemination efforts. Specific project objectives (curriculum development, piloting, inservice teacher education event, and final report) and related activities are outlined and evaluation activities are detailed. The instructor's manual contains outlines, instructional materials, and planning materials for the 12 lessons in the curriculum. The student's workbook contains lesson materials worksheets for those lessons.
    [Show full text]