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)
HOW TO BUILD A STORY
PREMISE
A mischievous boy is transported to an island of wild creatures who make him their king—but is it paradise?
PREMISE: FUNDAMENTAL IDEA/S THAT DRIVE THE PLOT
A successful stockbroker gets involved with a younger man during a vacation to Jamaica, causing her to reevaluate her life priorities.
PREMISE: FUNDAMENTAL IDEA/S THAT DRIVE THE PLOT
HOW TO BUILD A STORY
ACT 1: BEGINNINGACT 2: MIDDLEACT 3: END
SAMPLE PREMISES
Informal bike parking suggests a need for bike racks in Census Tract 2.02, and the DOT can address that need.
Where does curbside garbage from Community District 3 ultimately go? Why, and at what costs?
What is at the root of challenges in registering with the Department of Small Business Services, and how can these challenges be addressed?
NONE OF THESE ARE PREMISES
The history of Tompkins Square Park
A look at graffiti in Soundview
Community Gardens in Clinton Hill
WAYS TO TELL A STORYOrganize a presentation with three “acts” or “chapters”: 1) set the characters and context; 2) detail a problem/complexity; 3) Propose solutions or track actual or potential ways forward.
BUILD A CASE
Provide information and argue for a specific interpretation – revealing a way to look at the world
ACT 1: Baseline informationACT 2: AnalysisACT 3: Findings or proposal
WAYS TO TELL A STORYOrganize a presentation with three “acts” or “chapters”: 1) set the characters and context; 2) detail a problem/complexity; 3) Propose solutions or track actual or potential ways forward.
INDUCTIVE SURVEY
Describe existing conditions in depth and volume that puts a single phenomenon in context
ACT 1: Explore individual instancesACT 2: Explore potential causes and correlationsACT 3: Draw phenomenon into larger 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/complexity; 3) Propose solutions or track actual or potential ways forward.
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
WAYS TO TELL A STORYOrganize a presentation with three “acts” or “chapters”: 1) set the characters and context; 2) detail a problem/complexity; 3) Propose solutions or track actual or potential ways forward.
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
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 = SHOWING CONTEXT VISUALLYINFORMATION GRAPHICS = SHOWING CONTEXT VISUALLY
INFORMATION GRAPHICS = VISUAL AND NARRATIVE HIERARCHYINFORMATION GRAPHICS = VISUAL AND NARRATIVE HIERARCHY
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
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
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
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
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 = USING GRIDS
Leading the eye. Rule of thirds.
INFORMATION GRAPHICS = PROVIDING VISUAL STRUCTURE
INFORMATION GRAPHICS = MAKING VISUAL COMPARISONSINFORMATION GRAPHICS = MAKING VISUAL COMPARISONS
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
Now we’ll assign census tracts or study areas for the assignment.
There are 22 census tracts in the study area. They are displayed here in ascending order.
BROWNSVILLE STUDY AREA
156.02158.02160.02
162164166168170172
174.01174.02
178180182184192194196198206210242
STUDY AREA
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