American University of Armenia Ethnographic Research Project

Tamara ShakhnazaryanEthnography Project Annotations
● Reference: Rocco, R. & Marcuse, P. (2016). Gentrification and the effects of
displacement: The case of Melrose Avenue in Los Angeles. Journal of Urban
Affairs, 38(4), 528-548. DOI: 10.1111/juaf.12238
Concerning my research on Melrose Avenue, the paper by Rocco and Marcuse (2016) is
particularly useful because it analyzes how gentrification has changed the area, particularly
regarding evictions and income disparity. Researchers discovered that rising property prices on
Melrose Avenue were linked to the declining availability of low-cost housing and a widening
income gap. While researching gentrification’s effects on a neighborhood’s social and economic
fiber, these data could prove informative. To guarantee that urban renewal helps all community
members, the study emphasizes the necessity for policies that balance economic growth and
social fairness. As a result, this essay could serve as a helpful guide for my research and as a
basis for your investigation of gentrification’s consequences along Melrose Avenue.
During the last few decades, Melrose Avenue has undergone several significant changes,
including the gentrification of the surrounding region and the displacement of low-income
residents. The gentrification of Melrose Avenue was linked, according to the findings of a study
published in the Journal of Urban Affairs, not only to an increase in property values but also to a
decrease in the availability of affordable housing and an increase in the level of socioeconomic
inequality. To ensure that urban regeneration benefits all community members, the study stresses
the necessity for policies that strike a balance between economic development and social
fairness.
● Reference: Xie, P., Chen, J. & Wang, D. (2018). Travel motivation and behavior of
young adults: The case of Melrose Avenue in Los Angeles. Journal of Travel
Research, 57(7), 916-930. DOI: 10.1177/0047287517731924
Xie, Chen, and Wang’s (2018) article shed light on the reasons why and how young adults
of Melrose Avenue choose to travel. This data could be helpful as my research focuses on
what draws young adults to the street and how they engage with the built environment. A
majority of young adults frequent Melrose Avenue for the purpose of socializing, selfimprovement, and entertainment, according to the survey. To attract and keep young adults
as tourists and locals, the study recommends that urban planners and tourism marketers
craft experiences that play to these objectives. Consequently, this essay could aid me in
comprehending the requirements of urban young adults and guiding my work in promoting
Melrose Avenue as a destination for this group.
Young folks are drawn to Melrose Avenue for the fashionable clothes stores and
restaurants that can be found on this street, and Melrose Avenue is a trendy destination.
According to the findings of a study recently published in the Journal of Travel Research,
the primary elements that influence the travel behavior of young adults are the
opportunities for personal development and socialization.
● Reference: Jeffries, M. (2015). The power of street art in shaping urban identity:
The case of Melrose Avenue in Los Angeles. Journal of Urban Design, 20(1), 1-16.
DOI: 10.1080/13574809.2014.985684
Jeffries’s (2015) piece explores how murals and other forms of street art have helped give
Melrose Avenue its unique character. Since my research topic concerns streets’ cultural and
aesthetic identity, this data could prove valuable. The research concluded that street art on
Melrose Avenue significantly contributed to developing the street’s identity by establishing a
distinct and instantly recognizable visual language mirrored the street’s diverse and diversified
personality. In addition, the research indicates that street art can be an effective instrument for
community involvement and place-making by fostering communication and pride in local
communities among visitors and locals alike. As a result, this essay could aid me in
comprehending the cultural and social relevance of street art in urban settings and informing the
creation of strategies to support the role of street art in the identity and vitality of Melrose
Avenue.
The neighborhood’s cultural identity is greatly influenced by the public artwork that can be found
along Melrose Avenue. According to the findings of a study that was recently published in the
Journal of Urban Design, the presence of street art in a community can increase the amount of
foot traffic, foster a sense of place, and promote local businesses, all of which contribute to the
neighborhood’s social and economic vitality.
● Reference: Koo, D. & Min, K. (2017). Factors affecting the success of small retail
businesses on Melrose Avenue in Los Angeles. Journal of Retailing and Consumer
Services, 38, 75-83. DOI: 10.1016/j.jretconser.2017.05.003
Koo and Min’s (2017) article analyzes what makes Melrose Avenue a good place for small
retailers. Because I am investigating the dynamics of the local economy and the elements that
lead to the success or failure of enterprises on the street, this data could prove helpful to my
research. Location, marketing, product diversity, and customer service were all found to play a
role in the success of Melrose Avenue’s small shops. In addition, the study’s findings indicate
that local small enterprises can successfully compete with national chains by developing
individualized customer service and innovative products. I hope that by reading this article, I will
gain insight into the opportunities and threats faced by Melrose Avenue’s small companies and
be better equipped to devise measures to encourage the expansion and longevity of the local
economy.
Melrose Avenue’s highly competitive retail climate poses some difficulties for the numerous
small businesses that call this street home. According to the findings of a study recently
published in the Journal of Retailing and Consumer Services, the success of small businesses
may be attributed to aspects such as the company’s location, the product range offered, and the
quality of the service provided to customers.
● Reference: McHugh, K. & Weinstein, M. (2019). The cultural geography of Melrose
Avenue: Historical narratives and the production of place. Journal of Cultural
Geography, 36(2), 171-189. DOI: 10.1080/08873631.2018.1508134
McHugh and Weinstein’s (2019) article investigates Melrose Avenue’s cultural geography by
evaluating the historical narratives and artistic representations defining the street’s character. This
data could prove invaluable for this study as it sheds light on Melrose Avenue’s cultural and
historical relevance and its development over time. According to the research, Melrose Avenue
has been featured in numerous popular culture narratives and depictions, such as those associated
with punk rock, hip hop, and street art. All of these depictions have made this street what it is
today—a cultural and artistic center of Los Angeles. Further, the research reveals that knowledge
of Melrose Avenue’s cultural geography necessitates an appreciation of the street’s complex and
deep past and an awareness of the different ethnic communities that have contributed to its
identity. So, this article could assist me in gaining a deeper and more nuanced comprehension of
Melrose Avenue’s cultural relevance and inform the formulation of measures to promote its
cultural and creative sectors.
Top of Form
Ethnographic Fieldwork Assignment
Goal: To collect two (2) forms of ethnographic data for your final project. For your final project, you are
required to collect a minimum of two different types of data. You are welcome to collect more, if you
have time and if you think it will be helpful to your project.
In this class and in the Anthropology program, we have discussed the various research methods listed
below (some to greater degrees than others). Discuss 2 that you plan to implement on the “Research
Plan” grid. And, discuss the outcomes of your data collection on the “Data Collected” grid featured
below.
Deadline: Monday, April 10: upload your “Research Plan” and “Data Collected” grids to Canvas
Ethnographic Research Methods
Observational Methods
Participant observation
Behavioral Mapping (see Setha Low)
Movement Mapping (see Setha Low)
Cultural resource mapping (when you map resources that are culturally significant to a
community)
Time motion studies (see William Whyte’s film)
Interview approaches
Key informant interviews (when you interview a person with a special perspective in the
community
Semi structured interviews
Transect walks (when you interview someone while they walk and point out
culturally and socially significant spaces and views in a landscape)
Transect drives (same as above only while driving or taking a bus or train)
Mapping social networks (when you map out individuals’ relationships based on
information you gather when surveying or interviewing someone)
Archival research
Gathering any of the following:
Grey literature, maps, brochures, menus, photos, tweets, documentation of signage,
videos, musical recordings, newspaper stories, letters, official documents
Others??
Research Plan Grid
Method
What I expect to learn from
this method
How I plan to
implement this
method (e.g., how
long and where will
When I expect to
collect data
Special
considerations
(anything you want
me to know about
I observe? How
many people will I
speak with? How
many people will I
count, etc.)
1.
2.
Extra
your effort to
collect data)
Participant observation –
To gain an understanding of
the daily lives and routines
of members of the
community.
I plan to immerse
myself in the
community for a
period of at least
2-4 times this
week.
During this time, I
will engage in
various activities
with community
members and
document my
observations.
Starting this
Saturday.
Due to the
immersive nature
of this method, I
will need to gain
the trust of the
community
members to
ensure that I can
accurately
document their
daily routines.
Semi-structured interviews To gain an understanding of
the community’s
perspectives and
experiences related to a
specific issue.
I plan to conduct
at least 2-3 semistructured
interviews with
community
members who
have experience
with the issue.
I plan to conduct
these interviews
this weekend.
Movement Mapping- I will
“people watch” and
observe which areas have
more foot traffic, where
people sit, what they are up
to
I plan to grab a
cup of coffee and
sit at a local shop
outdoors and
make notes of my
observations
around me.
I have done this
once, and plan to
do it again this
weekend.
Due to the
sensitive nature
of the issue, I will
need to approach
interviewees with
sensitivity and
respect to ensure
that they feel
comfortable
sharing their
experiences.
I plan to respect
peoples privacy
and plan to
perform this in a
casual manner.
Data Collected Grid
Method
1.
Dates of
Data
Collection
Summary of Data Collected
(what did you collect, how
much, what forms [maps,
notes, photos, documented
conversations, etc.)
Participant During my time in the
observation community, I observed and
documented daily routines,
Reflections on the data
collected and the
experience of collecting
data
Challenges
encountered in the
Field
I found that the
immersive nature of
this method allowed
I did encounter
some challenges
in balancing my
2.
Extra
March 25,
2023
interactions, and behaviors
of community members. I
also took photos and notes
to capture my observations.
me to gain a more indepth understanding of
the community and its
members.
Semistructured
interviews
April 15,
2023
During these interviews, I will
open-ended questions to
gain a better understanding
of community members’
experiences with the issue. I
will document the interviews
through notes and audio
recordings.
These interviews will
allow me to gain a
more personal
understanding of the
issue and its impact on
the community.
role as an
observer with my
role as a
participant in
community
activities.
I fear I will also
encounter some
challenges in
ensuring that the
interviewees felt
comfortable
sharing their
experiences.
Some might be
hesitant to speak
openly about the
issue.
LA ETHNOGRAPHY PROJECT
BACKGROUND
Los Angeles is a fascinating city that is hard to define. Some theorists think LA is hard to define
because it does not seem to have a clear center like “The Loop” in Chicago, ‘downtown’ in New
York City or the zócalo in Mexico City. According to Mariana Petersen’s ethnography Sound,
Space, and the City (2010), she demonstrates how officials in Los Angeles sought to improve the
image of the city by artificially creating a downtown center (e.g. The Civic Center). Petersen
questions what this type of center does for the city—does it actually bring diverse people in Los
Angeles together? It appears that the Civic Center defines the city in a particular way, but does
this new definition resonate with the city’s history and with the people who live and work there?
Other theorists, such as Norman Klein, think LA is hard to define because it is a city that has
been forgotten. Klein focuses on the fact that much of the city’s history has been erased as
neighborhoods were dislocated and rearranged in order for highways to be built and for the city
to be modernized in the 1950s. In The History of Forgetting: Los Angeles and the Erasure of
Memory (1997), Klein argues most people are not aware of the radical changes that were made to
LA. Modernization has created a good deal of historical amnesia, and has left a blank space for
people to fill in their own definitions of the history and character of the city. Klein finds it
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humorous that tourists who visit LA assume an authority over knowledge of the city when they
haven’t even visited the city for more than a month. Meanwhile, local residents hesitate to
characterize the city because they know that there are gaps in their knowledge. For Klein, these
reactions are curious and suggest that not only is LA difficult to define, but there is a question as
to who has the right to define it.
Objective: Using anthropological tools and methods, you will describe and analyze a facet of
urban life in Los Angeles. This project may be “place-based” (i.e. defined by a neighborhood,
area, or space within the city) or “people-based” (i.e. defined by a group of people who are most
likely to be on the move or located in more than one space). The project requires fieldwork. You
must visit your fieldsite a minimum of 2 times during the semester, so you need to choose a site
or a group of people that will be feasible for you to study.
Process: There are 3 parts to the project: 1) Literature review; 2) Fieldwork; 3) Analysis, Write
Up and Drawing Connections.
The Scope of Assignment: By the end of the course, you are expected to write a 10 page essay
[15 pages for “490” students”] based on your review of literature and data collection. You will
need to integrate your fieldnotes with an analysis of urban life in LA that is informed by the
theoretical readings in the course and possibly historical readings that relate to the space or group
of people that you choose to study. Your final project may include photographs, maps, tables,
recordings, illustrations and/or any other form of documentation that you feel is important to the
story that you wish to tell. Expect to include a bibliography of references that inform your
narrative.
Possible Research Topics:
Remember, when developing a research topic, I would like for you to focus on an anthropology
of the city rather than an anthropology in the city. That is to say, at the end of the paper, readers
will want to hear your insights about the city through the lens of your topic. The context of the
city is central to the project.
I hope you will develop a question that is important to you AND is answerable by reviewing
literature, conducting participant observation, a few interviews, and documenting by creating
maps and other visual representation of the outcomes of your research.
Here are some sample research questions to consider:
How do people use and relate to public space in xyz neighborhood?
How do people live in neighborhoods undergoing gentrification? How does gentrification affect
people’s lives?
How do people make use of and relate to specific forms of transportations such as public buses
and trains?
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How is urban life expressed through food, music, car culture, clothing, art, performance,
architecture, or another form of cultural expression?
How does the city shape individuals and communities’ experiences with health care, education,
housing, financial, political, and legal systems among other systems?
How do people remember parts of a city?
How do people envision the future of a city?
Sample outline for the paper and approximate page length of discussions
Introduction and personal motivation behind your research question (1 page)
Review of relevant literature that contextualizes your project (2 pages) (490 students=5 pages)
Discussion of your research methods (1/2 page)
Display of data collected (descriptions based on participant observation, maps, summary of
interviews, etc.)(3 pages)
Interpretation of data (2 pages)
Discussion of connection to literature in the course (1 page; 490 students= 3 pages)
Conclusion (1/2 page)
Bibliography
Appendices (include interview schedules, maps, images, etc.)
Grading rubric
The project is worth 100 pts. Note, that a 1/3 of the points are earned by having original data and
displaying it in an organized way.
Skills
Introduction and personal motivation behind your research question (1 page):
clarify the research question, explain why it is an urban question, a relevant
question, and an important question for you to answer.
Points
0-5 pts.
Review of relevant literature that contextualizes your project (2 pages) (490
students=5 pages): Well-chosen literature, clearly and accurately discussed, well
organized discussion
Discussion of your research methods (1/2 page) Describe your selection of
methods, decisions you had to make in order to carry out your methods, dilemmas
and discoveries encountered when employing methods, and ethical considerations.
Display of data collected (descriptions based on participant observation, maps,
summary of interviews, etc.)(3 pages). Author presents data in an organized and
easy to follow manner.
0-15 pts.
Interpretation of data (2 pages) Author discusses patterns and compelling
observations in the data and possible meanings of those patterns and observations.
Author considers possible counter interpretations of the data.
0-10 pts.
0-5 pts.
0-30 pts.
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Discussion of connection to literature in the course (1 page; 490 students= 3
pages). Author draws a minimum of two connections to readings and content in our
class, gives a thorough overview of the reading/concept, author’s argument, and
explains how it relates to their observations.
0-15 pts.
490 Students must draw at least three (3) connections
Conclusion: (1/2 page). Recap the discussion in the paper and reiterate main
finding, observation, insight that you made through the project.
0-5 pts.
Bibliography: correct use of style, alphabetical, consistent, well organized
Quality of Writing: Is the paper well organized and neatly edited?
0-5 pts.
0-10 pts.
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Ethnographic Project Outline
Tamara Shakhnazaryan
California State University of Northridge
Anthropology 346
Dr. Suzanne Scheld
Ethnographic Project Outline
Introduction and personal motivation behind the research questionThe project explores the complexity of urban life in different regions of the cities. I have chosen
Melrose Avenue in Los Angeles as my field site for this project because of its unique history and
cultural diversity and also Melrose being a great part of my childhood. My research question for
this project is, “How do people use and relate to public space on Melrose Avenue in Los
Angeles?” I am motivated to explore this topic because public spaces are essential for social
interaction and cultural expression.
Review Of Relevant Literature that Contextualizes the ProjectI reviewed relevant literature on urban anthropology and Los Angeles to contextualizecontextualize my research project. Some works that informed my understanding of the city and
its people and helped me develop my research question include ” The Power of street art in
shaping urban identity: The Case of Melrose Avenue in Los Angeles. Journal of Urban Design ”
by Jeffries, M. (2015).
Discussion On the Research MethodsI use ethnographic methods, including participant observation and semi-structured interviews.
Participant observation will allow me to immerse myself in the chosen field site and observe the
behaviors and interactions of the people in their natural settings. That will enable me to
understand the daily activities and routines of the people, as well as how they interact with their
environment.
Display of data collected (descriptions based on participant observation)Through participant observation and interviews, I collected data on the use of public
transportation in Los Angeles, with a particular focus on the Metro Rail system.
Interpretation Of DataAfter conducting participant observation and interviews and analyzing the maps and other visual
representations of data, several themes and patterns emerged that shed light on the research
question of how people use and relate to public space in the West Hollywood/Fairfax district
neighborhood. One of the most prominent themes was the sense of community within the
neighborhood’s public spaces, and unconventional styles of the people and the district.
Discussion of connection to literature in the courseThe findings of this research project on public space in Melrose Avenue in Los Angeles is
closely related to the literature discussed in the course. One central theme in the literature is the
importance of public space as a site of cultural expression, social interaction, and community
building. In the case of Melrose Avenue, the data collected in this study confirms that public
space is a vital aspect of community life, with residents using it for various activities, such as
socializing, exercising, and participating in cultural events. The presence of murals and street art
in the neighborhoods also highlights the significance of public space as a canvas for creative
expression and artistic representation.
ConclusionThe research project explored the use and relationship of people to public space in the Melrose
Avenue neighborhood of Los Angeles. Participant observation and interviews found that public
spaces in the area serve as important gathering places for the community.
Interview Questions
How often do you visit public spaces in the Melrose Avenue neighborhood, and what activities
do you typically engage in while there?
How do you feel about the overall safety and security of public spaces in the neighborhood?
What are your thoughts on the presence of street art and murals in the public spaces of the
neighborhood?
How do public spaces in the neighborhood contribute to a sense of community or social
interaction among residents and visitors?
What are your perceptions of the diversity and inclusivity of public spaces in the neighborhood?
Have you noticed any changes in the use or character of public spaces in the neighborhood over
time? If so, what do you think has caused these changes?
How important do you think public spaces are for the overall quality of life in the neighborhood?
Have you ever participated in any community events or activities that have taken place in public
spaces in the neighborhood? Specifically the Fairfax Market, street vendors, etc?
What are some of the challenges or barriers that you or others in the neighborhood face in
accessing and using public spaces?
Do you have any suggestions or ideas for how public spaces in the neighborhood could be
improved or made more accessible to all residents?
Bibliography
Jeffries, M. (2015). The power of street art in shaping urban identity: The case of Melrose
Avenue in Los Angeles. Journal of Urban Design, 20(1), 1-16. DOI:
10.1080/13574809.2014.985684
Koo, D. & Min, K. (2017). Factors affecting the success of small retail businesses on Melrose
Avenue in Los Angeles. Journal of Retailing and Consumer Services, 38, 75-83. DOI:
10.1016/j.jretconser.2017.05.003
McHugh, K. & Weinstein, M. (2019). The cultural geography of Melrose Avenue: Historical
narratives and the production of place. Journal of Cultural Geography, 36(2), 171-189. DOI:
10.1080/08873631.2018.1508134
Rocco, R. & Marcuse, P. (2016). Gentrification and the effects of displacement: The case of
Melrose Avenue in Los Angeles. Journal of Urban Affairs, 38(4), 528-548. DOI:
10.1111/juaf.12238
Xie, P., Chen, J. & Wang, D. (2018). Travel motivation and behavior of young adults: The case
of Melrose Avenue in Los Angeles. Journal of Travel Research, 57(7), 916-930. DOI:
10.1177/0047287517731924
DRAFT v.20180811-2
Toolkit for the Ethnographic Study of Space
TESS
Setha Low, Troy Simpson, and Suzanne Scheld
Public Space Research Group
Center for Human Environments
www.thepsrg.org
1
DRAFT v.20180811-2
INTRODUCTION
TESS Project Timeline
This is an example of a timeline for a study of a public space using the TESS methods. The duration and
amount of fieldwork can vary considerably from project to project, but the timeline below is provided as a
general guideline for the minimum requirements.
WEEK
1
2
3
4
5
6
Step 1: Writing Field Notes
Step 2: Mapping
Step 3: Participant Observation
Step 4: Interviewing
Step 5: Documenting History
Step 6: Analysis
Step 7: Writing a Report
The Toolkit for the Ethnographic Study of Space (TESS)
is an in-depth method for studying the everyday life
of a particular public space. It is a qualitative method
that helps you understand the meaning and context of
what you learn. Ethnography, a cultural description of
a place, is a way to uncover the cultural rules, beliefs,
feelings, and practices that make up public life. It
complements quantitative survey and demographic
methods by adding people’s experience of place.
Most importantly, a TESS study is a way to uncover
the causes and dynamics of social exclusion, lack of
diversity, and inequality in the use and access of a
space so you can work toward creating a socially just
space for all community groups and members.
TESS is an excellent way to begin evaluating a
public space because it highlights what conflicts or
opportunities may exist in a way that does not assume
the researcher already knows what they might be. In
other words, an ethnographic approach encourages
us to learn what we did not already know, as well
as confirm whether our ideas, plans, and goals are
in fact correct. In addition to asking direct questions,
TESS is comprised of a series of techniques that,
when viewed together, create a rich portrait of a
public space—a detailed picture of what is happening
and why at a particular moment in time.
Thus, TESS provides a snapshot that can be used
to understand the social dynamics of a public
space at a moment in time. It is an efficient tool for
user assessment because it does not require the
same time commitment as a Rapid Ethnographic
Assessment Procedure (REAP) or other more
extended fieldwork. However, it also is limited by
being undertaken at one point in time, so the results
from the process should take that into account.
Toolkit for the Ethnographic Study of Space
© 2018 Setha Low, Troy Simpson, and Suzanne Scheld
All rights reserved.
The authors thank the University City District, the Centre for the Future of Places, Jared Becker, Joel Lefkowitz, and Erin
Lilli for their support. We also appreciate the contributions of field notes and other documents used as inspiration for the
examples provided herein from graduate students Merrit Corrigan, M. Elisandro Garza, Anthony Ramos, and Benji Sullu.
Readers should note that the included examples are drawn from field research on Tompkins Square Park in New York City,
but are provided for illustrative purposes only.
Because multiple tools are used (mapping, observing,
photographing, interviewing, and documenting the
history of the space), the researcher or community
member will produce different understandings of
the space and ultimately bring them together to
create an inclusive description. One strength of this
methodology is that the researcher or community
member can compare what is learned from each tool
and search for an explanation when the findings differ.
This technique of comparing and contrasting different
methods is called triangulation and is the basis of the
methodological utility of TESS. The different kinds of
2
www.thepsrg.org
For more information, contact:
Public Space Research Group
Center for Human Environments
The Graduate Center, City University of New York
365 Fifth Avenue
New York, NY 10016
www.thepsrg.org
Toolkit for the Ethnographic Study of Space
observations, field notes, interviews, and historical
documents all focused on one public space allow the
researcher to check what they are finding from multiple
points of view. These differences often highlight the
most important aspects of life in a public space.
The TESS methods include both a physical and
architectural recording of the public space through
mapping and photographing as well as a social
recording of activities and behaviors. It includes
an anthropological technique known as participant
observation that emphasizes the experience of the
researcher or community member when working in
the public space. Observing objects and behaviors
can help orient you toward the space overall, while
participating in activities allows you to immerse
yourself in the feelings, smells, sounds, and a sense
of comfort or discomfort in the life of the space.
Finally, a TESS includes documenting the history of
the space and oral histories of community members
to provide a richer understanding of its meaning.
This booklet is a first attempt to outline the basic steps
of TESS. The individual methods have been adapted
from previous work by the Public Space Research
Group and the application of REAP studies in parks
and plazas in the United States and Central America.
It was designed to a be a quick and efficient method
to interpret an individual public space with the ultimate
goal of helping community members, planners,
designers, and social scientists assess its everyday life
and activities. We do not include here a discussion of
sampling protocols, which is a crucial consideration but
to which approaches vary significantly depending on
project scope and available resources. The following
pages outline the basic steps of the toolkit and, by
example, its application to a single public space.
ABOUT PSRG
The Public Space Research Group (PSRG) is a
research sub-group of the Center for Human
Environments (CHE) at the Graduate Center,
City University of New York. PSRG engages in
ethnographic research, theory, and policy projects
with a focus on the relationship of public space to
people and communities within the context of legal,
political, and economic forces. For more information,
visit the PSRG website at www.thepsrg.org.
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DRAFT v.20180811-2
STEP 1: Writing Field Notes
Field Notes, General
Project
NYC Parks
Researcher
[Researcher Name]
Location
Note Type
Tompkins Square Park
Date
March 25, 2018
Scratch Field Interview (circle one)
Weather
Cool / Windy (42°F)
Part ID
N/A
Time
Start: 2:00p.m.
General
Arrived by subway later than expected
Observations / Questions
Write your observations as carefully
as possible, including physical and
social details. When taking notes
about the actions of others, record
what you see and hear and not what
you think people are thinking.
Personal Reflections and Ideas / Responses
FILLED OUT EXAMPLE HERE
On the other half of the sheet you
can put down how you feel about
your experience.
I am seated on a green bench in the southwest corner of
the park. The bench is the first in a line of approximately
ten benches on each side of the sidewalk. I am facing
a fenced in grassy green space with my back to the
intersection of Avenue A and 8th St. To my left is an
entrance to the playground where approximately two
dozen very young children are playing and approximately
ten adults are standing. There are no other people sitting
in my line of benches.
It is a really nice spring morning, and I feel comfortable
sitting outside. I imagine school-age children are in class
at this time and I wonder how the park might feel, or who
might be here, at different times.
I can hear the sound of skateboards as they zoom by
quickly on the sidewalk on the street behind me. I also
hear cars, both their tires and occasionally their horns.
Although the park has noises of birds, it also feels very
much located in the city to me, with the sound of tires and
horns constantly in the background. I never forget I am in
the middle of New York City while sitting here.
Two blonde women (30s) are throwing a ball for a
doberman pinscher in the gated dog run space across
from me. The dog is running around the area without a
leash, but the gate is keeping the dog within the space.
The dog looks friendly, but I am glad there is a fence to
keep it from running out onto the sidewalk or onto the
street.
Toolkit for the Ethnographic Study of Space
4
Stop: 2:15p.m.
Add any insights or questions you
might have about what is going on.
www.thepsrg.org
Toolkit for the Ethnographic Study of Space
This toolkit is designed to give you practical tools to
engage with a public space and take field notes from
different perspectives. Field notes are the core of any
ethnographic method in that it is through taking field
notes that you can learn about how people use, think
about, and change places. One of the most important
things about taking field notes is making sure the
information you gather is captured in a way that makes
it easy to understand at a later time. After leaving
the field, memories quickly change and fade, so it is
important to have a process of taking, and refining,
notes so the richness of detail can be recorded.
We suggest using a general strategy toward notetaking that involves three different kinds of notes:
(a) scratch notes, (b) field notes, and (c) memos. All
three of these kinds of notes are taken to help you
recall and record what occurs on your site. One way
to think about this process is to imagine that as you
are watching and listening, you are simultaneously
mentally recording everything in what we call head
notes. Head notes are what you will be trying to
remember when you write down physical notes.
Scratch Notes
Scratch notes are the notes you take while you are
in the public space itself; they can be simple and
include specific words to remind you of experiences,
observations, or short quotations of things you
overhear. Scratch notes can accompany all of the
different types of methods described in this toolkit.
Scratch notes are often taken in your native language
or even in a kind of shorthand that you develop over
time. For example, Setha uses abbreviations for
words such as public space (ps), community (comm),
children (ch), and others. You can develop your own
set of tricks for writing things down quickly.
Field Notes
Field notes are a more formal and elaborate version
of the scratch notes and they are written shortly after
spending time in the field. Field notes are where you
organize your scratch notes and other memories
into complete sentences and expand upon ideas
you had on site. Field notes should be written in as
much detail as possible so that they will be useful
to you or another person even a year or two later.
Remember to try to write clearly and with examples
since writing field notes is also a form of analysis.
When you put your head notes and scratch notes into
www.thepsrg.org
this written form, you will remember more, so use
this opportunity to provide as rich of a story of what
happened as you can.
Memos
Over time, as you gather scratch notes and field
notes, it will be helpful to write memos that organize
your thoughts about reoccurring themes or ideas
that appear. For example, if you were studying a park
that has a playground area, you might write a memo
about why younger children do not seem to use the
playground based on your observations of teenagers
often using the swings in the playground to hang out.
Be sure that your field notes include the date, time,
and location written at the top of each page to keep
this information organized so you can return to it later.
When you are taking notes, separate notes about what
you observe from your reflections or feelings. One
way to do this is to take notes on a piece of paper with
two columns: observations on the left and personal
feelings on the right. We have provided a template for
field notes in this toolkit as well as an example.
It is helpful to bring something to write on, pencils or
pens, and water or snacks if you are going to spend
many hours working in the field. Taking field notes in
public space is exciting and rewarding but also tiring
and uncomfortable at times.
Scratch notes can contain a combination of drawings,
words, and spoken phrases heard in the field to help you
remember important observations to write about later
when you draft more formal field notes.
5
DRAFT v.20180811-2
STEP 2: Mapping
Key
People – Draw a circle and line to indicate
1
Behavioral Map
Moving People
the location and direction each person is
facing; and use a unique number to
reference in fieldnotes
a
slow
slow
2
two
a
a
many
a
1
two
1
1
many
1
PICNIC COURT
Mapping is a way to record people and objects
as well as their relationships to one another in a
particular space. By mapping the behavior and
activities of people along with their movements and
daily rhythms, you can begin to understand what is
happening to whom, where, and when. Mapping
can be used to simply record everything that is in a
space, including its designed and natural elements.
Maps are often place centered and used to observe
relatively small spaces over a specific period of time.
There are however, a number of specialized mapping
techniques and technologies that can allow you to
track many more people and other moving objects
such as global positioning system (GPS) tracking or
geographic information system (GIS) mapping.
BASKETBALL COURTS
Female, 40s, white, walking across
the park wearing a peacoat, black
tights, and black high heels
Female, 50s, Asian, sitting alone
on a bench rearranging clothing
between plastic bags
1
3
2
3
a
a
BASEBALL FIELD
1
a
1
Behavioral Map
fast
one
one
1
Objects / Traces – Draw a square to indicate
the location of each object/trace; and use a
unique letter to reference in fieldnotes
Moving Objects
fast
DOG RUN
Male, 70s, white, blue jeans and
white t-shirt, long gray beard;
throws bag of bread into the air
toward pigeons
WEST PLAYGROUND
Movement Map
2
1
2
PICNIC COURT
BASEBALL FIELD
BASKETBALL COURTS
TBD
Female, 30s, white, pushes a
high-end stroller with covered
bassinet to the playround
1
Male, 60s, black, on a bicycle with
yellow antennas and a loud speaker
balanced on the handlebars plays
music and rides toward the center
of the park
DOG RUN
WEST PLAYGROUND
Physical Traces Map
PICNIC COURT
BASEBALL FIELD
a
b
c
BASKETBALL COURTS
Cardboard box with various books
Empty water bottle and a brown
paper bag underneath a bench
b
Dark gray sweatshirt left on bench
a
c
Begin by creating a base map of the study area. There
might be one produced by the designer of the space or
you can create one yourself. If available, you can use a
mapping platform like Google Maps to trace the general
dimensions of the space to help ensure proportions
are accurate. If you do not have a computer-generated
or designer’s map, use paper and draw an outline of
the space. After creating a general outline, locate the
permanent and semi-permanent features such as
benches, lights, statues, trees, flowers, pathways, trash
cans, play equipment, and other designed and natural
elements that make up the physical environment. Make
copies (by hand or machine) so you have separate base
maps to complete the different types of observation
maps. On each map include your name, date, time,
weather, and type of observation.
DOG RUN
Behavioral Maps
Locate the people and activities that you see. Record
as much as you can during a short period of time. If
the space is crowded, record the activities that you
see for a short time—about five minutes—and cover
a small portion of the space. If it is not crowded,
then record for longer—15 to 20 minutes—and cover
WEST PLAYGROUND
6
TESS as a beginning methodology includes just a few
mapping strategies to get started. As you become
more experienced you might include more factors
and create maps of sounds, smells, textures, and
other sensory stimuli in a space. Further, there are
formalized systems of behavioral mapping such as
SOPARC (System for Observing Play and Recreation
in Communities) that focus especially on health,
behavior, and physical activity.
Toolkit for the Ethnographic Study of Space
www.thepsrg.org
a larger area. Create behavior maps for different
times of day and days of the week. Most public
places have a social order and pattern of behaviors
and activities that you will uncover. You will learn
who the regulars are and who just stops to look and
moves on. You will also learn whether users make
the space inviting to newcomers. Record people
by age (children/adults), gender (m/f/t), behaviors
(e.g., sitting, standing, sleeping, reading), or specific
activities (e.g., playing soccer, reading, sleeping,
playing cards, shining shoes, selling lottery tickets).
Movement Maps
Using a new base map, track the movement through
your space by people, animals, vehicles (e.g.,
cars, taxis, buses, motorbikes, bikes, trucks), and
other objects. This movement map should record
movement by gender, age, ability, or any other factors
you are interested in. A series of movement maps
can help you understand how movement changes
the space throughout the day or week.
Physical Trace Maps
Record the trash, eroded paths, holes in fences, and
other traces of activities that are occurring when you
are not there. Physical trace maps are a way to learn
about what happens over time or late at night—for
example if there are liquor bottles or drug-related
materials remaining in the public space when you
return to observe in the morning. It might be useful
to record physical traces of different categories, with
a focus on one type at a time:
• by-products of use (e.g., trash, worn objects)
• evidence of changes to the space (e.g., things
people have brought to the space)
• personal displays (e.g., peoples’ names,
personal items)
• public messages (e.g., signs)
Photographic Recording
Photographic and video recording can be used to
record activities, physical traces, and the edges of
the public spaces—the sidewalks, stores, buildings
or vacant lots that surround the area—all of which
can provide valuable context about the space. Such
recording, however, can be intrusive and you should
not take pictures of people without their permission.
For this reason, it might be best to wait to photograph
activities until you are familiar enough with the place
and its users to ask for explicit permission.
7
DRAFT v.20180811-2
STEP 3: Participant Observation
Field Notes, Participant Observation
Project
NYC Parks
Researcher
[Researcher Name]
Location
Note Type
Tompkins Square Park
Date
May 2, 2018
Scratch Field Interview (circle one)
Weather
Cool / Windy (42°F)
Part ID
N/A
Time
Start: 7:30p.m.
General
Participant observation, sitting with people listening to music
Stop: 8:30p.m.
Observations / Questions
Personal Reflections and Ideas / Responses
I came to the park in the evening to get a better sense of
who comes here then, and to listen to the musicians that
often play here on summer evenings. When I arrived, there
were no seats near the musicians, but a spot eventually
opened up on a bench.
My goal for this trip was just to participate in the
experience of sitting and enjoying the evening and the
music alongside other people doing the same thing. I
planned to take fewer notes and just see what it would be
like to experience the park in this way.
Record quotations in the original
language used by participants. Doing
so ensures original expressions are
retained and any translations can be
returned to, and refined, if necessary.
A homeless man (I later learned he is from Cuba) asked
me for money (“Hola chico, mira, soy homeless, ayúdame
para el trago,” [“Hi boy, look, I am homeless, please help
me buy a drink,”] he said). I gave him the only dollar I
had on me. We then talked for a bit, and he told me how
the park is comfortable now, but that it can become
dangerous at night–- especially Thursday, Friday, and
Saturday nights. He said “crazy” things can happen at
those times.
Another man sitting to my left noticed me watching him
as he took a book with the Trappist monk Thomas Merton
on the cover out of his bag. We struck up a conversation
and he shared with me a devotional that had stuck with
him today: [paraphrased] “We take God’s grace and form
it into false idols.”
I mentioned my amazement at the implications of the
devotional, and then we began to chat more generally.
I told him about my research and that I was trying to
conduct interviews, and he said he would be happy
to be interviewed, so we began an interview about his
experiences with the park.
Toolkit for the Ethnographic Study of Space
8
I think the homeless man assumed I could speak Spanish
based on my appearance. I hadn’t spoken to anyone prior
to him addressing me. This is another reminder how I can’t
forget my own positionality as a researcher in the park and how people see and interpret my presence here. Also,
I got distracted and missed the opportunity to ask him
about the “crazy” things!
Participant observation can provide
useful experiences interacting
with public space users, and also
opportunties to build relationships
that can lead to in-depth interviews.
It is interesting to me how comfortable I have become
watching and interacting with strangers in the park – I
think maybe being in the role of a “researcher” makes
me feel comfortable interacting with people I otherwise
woudln’t have any connection to.
www.thepsrg.org
Toolkit for the Ethnographic Study of Space
Participant observation is the practice of becoming
directly involved in activities and the daily life of the
public space to learn what it feels like to be there and
behave like a member of the community. The idea is
that through participating in activities you can begin to
learn the cultural rules, beliefs, feelings, and practices
that occur in public space. For example, you might
bring a child to the playground and watch the child
while talking with other parents and caretakers. Or you
might take a walk, eat your lunch, read on a bench,
or join a soccer or softball game. Any kind of activity
that allows you to participate in the space while still
observing will add to your knowledge of the space.
Participant observation helps you understand the place
both through your own experience and through the
ways you interact with other users and non-users.
It is not easy to write notes while participating, so
take a break from time to time to scribble notes of
what you see happening and how you feel, including
any thoughts, ideas, or questions you have. If you
join in an activity like a soccer game or walking your
dog, record how you came to be a part of the activity.
Write scratch notes while in the space and fill in
details later, as soon as you can. Return to the section
on writing field notes to complete this task.
Participant observation will also help you to reflect
on how your gender, age, race, ethnicity, and other
social characteristics relate to the ways you can
participate and experience the space. For example,
a young female might be able to easily join other
women dancing while a young male might be more
comfortable hanging out with young men. The police
in the United States and Latin America are more likely
to question a young man of color about what he is
doing, while a young white female researcher might
not be bothered by police, but by men who whistle
when she walks by. Older researchers are seen as
elders in many cultures, which gives them more
freedom to walk up to people and talk.
Be aware that your presence changes the social
interaction in the public space and try to understand
that the roles you take or are given change what
you can observe and experience. Social scientists
suggest that you think about your social impact on
the observed situation as one of positionality, that
is, to try to figure out what your social status and
other social characteristics (gender, age, ethnicity,
www.thepsrg.org
language, occupation, and education) might mean
to those who you are observing. This is particularly
important if there is a power difference between
you and the users. If you are a member of the same
community and are similar in social characteristics to
those whom you are observing, then your positionality
and access to power might be quite similar to theirs.
However, in many cases, the researcher is a visitor
from outside the neighborhood, may have been
sent by a government agency or local university, and
therefore could be seen as having more access to
power and not having a similar positionality as other
space users. This is a part of the complexity of doing
ethnographic research and is always present in any
social situation. For your project, however, you should
simply note what you think your positionality might be
in this context and throughout the project, and then
use that process of reflection to guide you when you
analyze the data or if others read your notes or report.
Regardless of your own positionality, it is always
important to be open and honest about the nature
of your research. Trying to be an invisible observer,
or hiding the fact that you are conducting research
is not only dishonest, but also will likely reduce the
quality of what you learn. People might think you are
a journalist or an undercover police officer, so be open
about what you are doing, and explain that you are
trying to learn about the public space and the people
that use it. Record how users respond to you and if
they have questions about what you are doing. The
contacts you make during such discussions can lead
to relationships with those who know about the space
and can help you understand it from their point of
view. It is your responsibility, though, to not disrupt
or impose yourself into the ongoing situation as much
as possible. Of course if there is danger or harm
to someone you must aid them, but in general you
should try to fit seamlessly into the social scene.
Some questions to ask yourself as you write up your
participant observation field notes include:
• What did I learn about the space from my own
experience?
• What unexpected ideas or questions emerged?
• Were there any surprises?
• What was it like to be a participant?
• Did I learn anything about how other users
might feel and experience the space?
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DRAFT v.20180811-2
STEP 4: Interviewing
Field Notes, Interview
Project
NYC Parks
Researcher
[Researcher Name]
Location
Note Type
Tompkins Square Park
Date
Apr. 22, 2018
Scratch Field Interview (circle one)
Weather
Sunny (64°F)
Part ID
#001
Time
Start: 3:30p.m.
General
Early-20s white female sitting on a bench reading, NYU student
Observations / Questions
List the questions that you are going
to use in this column.
Why do you come to this space?
Stop: 3:45p.m.
Personal Reflections and Ideas / Responses
Write the answers to the questions
in this column. Add any other
comments or conversations that you
had with the interviewee about the
space or the local community.
“It’s within walking distance from where I live, and it’s not
swarming with NYU students like Washington Square.
I need some space sometimes. There’s always people
here, though, which some people might find annoying,
but it’s nice to have kids around. It doesn’t feel desolate.
Some parks in Chicago where I moved here from are often
empty, scary. It’s nice to have folks around doing things.
Parks are good.”
—- I wonder if there are times when this park is empty or
feels more ‘scary’?
Add comments about how you
felt during the interview and any
problems you had while interviewing.
What do you dislike about the space?
“I guess the only thing I don’t like about the park is how
close it is to the city. That might not make sense. I mean,
it’s nice to see buildings peeking out of the landscape,
but the noise pollution is not preferred. You can hear cars
honking and stuff, which I don’t like. I don’t enjoy that.”
Various approaches to observations, mapping, and even
participant observation are very valuable but not adequate
on their own to develop conclusions about the meaning,
uses, and functions of a place. Asking people directly
what they think about a space, and the experiences
they have therein, is a crucial step of the TESS process.
Asking questions and listening for an answer is the
basis of what social scientists call an interview. Unlike
an everyday conversation, an interview is structured
in that it is expected that one person (in this case, the
researcher) will ask questions and the other person or
group of people (the respondent[s]) will give answers.
Rapport
A crucial part of interviewing is communicating that
you are interested in what the person has to say. It
can be helpful to begin with a general conversation
such as about about being in the public space, the
weather, or an activity they are engaged in. This is
considered establishing rapport, a comfortable and
temporary relationship that eases the awkwardness
of asking questions. In some situations and cultures, it
is impolite or inappropriate for a younger person to ask
questions of a more senior person, or to ask questions
at all. In those situations, you might try to undertake
some activity with the respondent so they can teach
you in a more informal manner. However, most urban
residents will have some familiarity with interviewing
from other social contexts in their daily lives.
Completing an interview
Begin an interview by introducing yourself, explaining
the project you are working on in very general terms,
and asking if you can ask some questions. Select from
a few of the provided questions to begin a conversation
about the space. You can try walking with people in the
space and asking them questions so they can show
you their favorite areas and parts of the space they do
not like. Ask them to give you a tour of the space and
encourage them to tell you about their experiences and
memories. You may find that respondents do not always
answer the question you asked, or at least the question
you thought you asked. Sometimes this is due to a
problem with the question itself—maybe it is unclear
or too general—but sometimes the respondent wants
to tell you something other than what you are asking,
which can be a valuable opportunity to learn something
new. Regardless, it is important that you listen carefully
and write down answers. When you do not understand
the respondent, ask again or rephrase the question.
Some questions to consider for reflection when
writing notes following your interviews include:
• How do users’ perspectives differ from my
own?
• How do users’ perspectives differ from one
another?
• What did I learn by asking people about the
space rather than observing or participating?
Sample interview questions
Why do you come to this place?
Who are the people the people who use this place? Who does not use it?
Do you feel safe in the park?
“Yes.” [Would you go at night?] “Maybe not alone. I don’t
know who’s here at night.”
Why do you think some people come to this public place and others do not?
What are the main conflicts or problems that you have experienced personally or are associated with this place?
Can you tell me about a time when there was tension or disagreement here?
How does this place promote cooperation among users? Among users and non-users?
Are there any rules (posted or unspoken) about what is okay or not okay to do here?
What do you enjoy most about this place?
What do you dislike about the place?
Toolkit for the Ethnographic Study of Space
www.thepsrg.org
Does this place have any special meanings?
Does it remind you of other places?
Do any of the following issues influence who uses this place? Language spoken, cost of entrance, presence /
absence of certain people, safety, access, mobility, activities offered, size (too small / too large), sun / shade (too
hot / too cold), time available
10
Toolkit for the Ethnographic Study of Space
www.thepsrg.org
11
DRAFT v.20180811-2
STEP 5: Documenting History
Historical Documents
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Volume 79, Number 12 | Aug. 26 ­ Sept. 1, 2009
West and East Village, Chelsea, Soho, Noho, Little Italy, Chinatown and Lower East Side, Since 1933
Another way to learn about social divisions, injustices,
and other dynamics that might be occurring is to
research the history of the place you are studying.
Reviewing a diverse range of historical documents is
an important step that can help you gain insights into
the underlying conflicts, inequalities, and struggles
of groups for recognition and their assertion of a
right to the city. A historical perspective enables
you to place what you are learning within a more
broad social, political, and economic context. For
example, Tompkins Square Park has a long history of
political and social struggle beginning with its initial
construction. In later years, the park became a center
for homeless people to obtain services and live in tents
and self-constructed shelters, while the surrounding
neighborhood protested that they were losing their
ability to use the public space. Police actions and
evictions of homeless people marred the relationship
of park users and neighborhood members, and created
a public space that is highly contested. This history can
be documented in many ways including newspaper
archives, municipal documents, and published articles
and books that can help the researcher understand
the ongoing nature of observed social conflicts.
Researching the history of the public space in local
libraries or museums of local history can provide
rich details about the space, its meanings, and its
importance in the community. Online databases
and archives in libraries and universities can provide
valuable information such as records associated with
different events and people who lived in the area over
time. Putting these documents together in a notebook
to make available to space users and community
members can improve understanding about its history,
present condition, problems, and possibilities.
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Local and national newspaper articles about the public
space can provide insight into how the place is seen
from the outside, a perspective that often does not
reflect the views of the users or the community but
nonetheless is often a useful way to understand
how others view the space. From newspapers you
can learn whether the space you are studying is
considered “dangerous” as opposed to “safe” or a
“good place to visit” as opposed to “one to avoid.” All
this information will help construct deeper perspective
of why the public space functions in the ways that you
are observing and documenting.
Documenting history can also be accomplished by
interviewing people who were directly involved in
the creation or history of the space. These interviews
use similar techniques as those in the interviewing
step described before, but they have the purpose of
emphasizing historical narratives. If available, some
examples of people to consider interviewing to gain a
deeper historical perspective include:
• designers, planners, or builders (if the space
was created by professionals); and,
• community members who know the history of
the space or were involved in its design and
development.
It is also useful to interview people who have lived in
the community for a long time and who have seen the
community change. Make sure to interview women
and men, as well as people who represent diverse
groups in the community. These oral histories can form
the basis of park interpretation and a way that diverse
users can learn more about each other. Consider
working with the interviewees to create story boards
that can be shared about the history of the site.
Photos by William Alatriste, NYC Council
Sample interview questions for documenting history
Councilmember Rosie Mendez channeled her inner kid on some new, state-of-the-art play
equipment at the official ribbon cutting for the Tompkins Square playground renovation last
week, above. Below, former Giants running back Tiki Barber tried out a slide. Congressmember
Carolyn Maloney, Borough President Scott Stringer and Parks Commissioner Adrian Benepe
were among other officials also at the event.
When was this space designed and built?
New Tompkins Square playground is an overdue hit
Who designed and built it?
By Harry Bartle
Much to the delight of parents and children throughout the East Village, the Tompkins Square
Park playground reopened last month after almost a year under construction. Designed by Parks
Department architect Gail Wittwer-Laird, the $1.1 million renovation has outfitted the
playground with state-of-the-art jungle-gym structures and a distinctly modern sensibility.
Were any community groups or members involved in building it?
Why was this space built?
Before being closed for restoration on Aug. 25 of last year, Tompkins Square’s main
playground had fallen into a state of semi-decay marked by broken slides “fixed” by
construction netting and a noticeable shortage of swings. The playground was originally
scheduled to reopen this spring “at the latest,” according to a statement Wittwer-Laird made to
The Villager last October; but an extended delay left locals crammed into Tompkins Square’s
other, smaller playgrounds up until July 16.
How has the place changed over time?
Is the space associated with any accomplishments or conflicts?
“The wait certainly was frustrating,” said Eileen Johnson, director of the Little Missionary Day
Nursery on St. Mark’s Place, who uses the playground quite a bit as part of the nursery’s daily
activities. Johnson said she often noticed a complete lack of activity during the construction.
“After September, there were long periods of time when no work was being done at all,” she
said.
What is the history of the people in the community surrounding the site?
What is the history of the relationship of the surrounding community to this site?
Worried that the play area would not reopen by summer, Johnson began a correspondence with
the Parks Department.
12
“They gave me one date after another [for the
playground’s reopening] and kept missing them,” said
Johnson, who has been taking nursery schoolchildren
there since 1987. “Finally, I started asking parents to
call 311 and complain. That’s when things seemed to
start moving.”
With the neighborhood’s prime playground off limits
for so long, East Village parents like Marnie Ann Joyce
had to search elsewhere for play areas suitable for her
children, ages 2 and 6.
“We found other places to go,” said Joyce, “the
Toolkit for the Ethnographic Study of Space
www.thepsrg.org
13
DRAFT v.20180811-2
STEP 6: Analysis
Deriving the code “Danger” from multiple sources
DOG RUN
WEST
PLAYGROUND
CODE: “Danger”
PHYSICAL TRACES MAP
c
OAK
PLAYGROUND
a
a
ELM
PLAYGROUND
b
Cardboard boxes and empty clothing bags
Empty garbage bags blowing in breeze
c Clothing hanging from fence
a
b
INTERVIEW
Interviewer: What is your opinion about the
fences?
Participant: The fences make me feel safe.
They keep my children safe from
dangerous locations and people.
Fieldnotes from Tompkins Square Park, a
public park in the Lower East Side of
Manhattan, New York City, mentioned that
users thought high fences were important
because the park was “dangerous,”
particularly at night. Behavioral maps
showed that the southwest corner of the
park was described by interviewees and by
newspaper articles as a “dangerous.” In
interviews with three homeless individuals
who lived in the park, they also confirmed
that they left the park late at night because
the southwest area was perceived as
dangerous. Thus, “danger” turned out to
be a useful code that brought together
observations, interviews, maps, and even
articles from the newspapers. That a
section of the park is perceived by users as
dangerous is valuable evidence that could
be used by park designers, planners,
managers and community members to
begin to address this perceived problem.
FIELD NOTES – INTERVIEW
Then we talked for a while. He mentioned
that it was dangerous to be at the park
during the night. He added that during the
night is when the park becomes conflictive.
And that the most difficult nights are
Thursdays, Fridays, and Saturdays. He said
that most people go to party and do crazy
things in the park.
FIELD NOTES – INTERVIEW
The primary takeaways are a consciousness
about “junkies” or “homeless” in the
southwest corner of the park, as well as
discourse that connects the built space to
relics of drugs and therefore danger
(needles, rape).
14
HISTORICAL DOCUMENTS – NEWSPAPER
“There are hundreds of people who are disheveled
and people who you used to call derelicts. I don’t
know if you’re allowed to do that anymore,” the
Mayor told reporters at City Hall yesterday after
making an unannounced visit to the park shortly
before 7 P.M. Thursday.
“You see very few, if any, women and children in
the park, and I don’t blame them because I’d be
scared to death,” he said.
Toolkit for the Ethnographic Study of Space
The analysis of what you have collected—field notes,
maps, interviews, oral histories, and archival and
newspaper documents—is perceived by many as
the most difficult part of conducting ethnographic
research. This is because analysis requires bringing
different kinds of information—visual, written text,
newspaper stories, etc.—together into one coherent
overview of your public space. It is a process that
necessitates that you think about what you have
learned from the entire fieldwork experience.
One way to begin the analysis process is to ask
yourself “what have I learned about this public
space?” and write down your answers. This question
should encourage you to think about all of the steps
you have taken and what you have learned from each.
It encourages you to integrate the disparate things that
you have heard, seen, and recorded. Asking yourself
this question, however, is just one way to begin your
analysis. There are a number of ways that you can bring
your collected materials together in an attempt to form
clear conclusions. We propose the following steps:
1. Cleaning and organizing the data
Begin by cleaning and organizing your data. Read
everything over, correct errors, and fill in missing
information. In some cases, you might need to
transcribe your interviews (i.e., type up a wordfor-word script of the entire interview or of key
sections thereof) if you recorded them and have not
completed this task. You want to be able to put all of
your materials into organized files that are labeled by
the type of data. Interviews should have cover sheets
that list any major points or questions that arose
therein, especially if the interviews are are lengthy or
include oral histories.
2. Writing memos
As you clean your data and write cover sheets, take
your time and re-read everything a couple of times. As
you read, you will find that ideas about what is going
on in your public space will begin to form. Write down
these ideas in the form of memos, as introduced in
step one. For example, you might have a group of
memos organized around reocurring themes that you
notice emerging from your data. As you re-read your
data, you can refine and strengthen these memos
with support from various sources. Memos will
provide ideas that you can use for creating codes and
questions for the next technique.
www.thepsrg.org
3. Coding
There are many ways to code your data. Coding is a way
of identifying and looking for recurring patterns across all
of the different forms a data you have gathered. It can
be very difficult to decide what you will code, but your
memos can provide some guidance in that they can give
you ideas about potentially reocurring themes in your
data. For example, you could choose the topic of one
memo (e.g., an idea, word, or problem) and see if there is
evidence of that issue across multiple data sources (e.g.,
fieldnotes, maps, interviews, oral histories). If the topic
is present in many areas, you can be confident that it is
important and worth focusing on. The example provided
to the left relates to the idea of Tompkins Square Park
being perceived at certain times as “dangerous,” and
identifying that code throughout multiple data sources.
4. Types and counts
Another way to analyze your materials is to see
whether you can develop a typology (i.e., a list of
types of things that are related) of the events, objects,
actions, or settings that you found. For example, it
might be helpful to make a list of all of the kinds of
activities that take place in your public space and then
count how often each one occurs. You can then use
this to describe the frequency and types of activities as
well as determine what kinds of activities are missing.
You could do the same with the kinds of events that
occur and who attends them. Even simple counts of
the frequency of events can be useful in helping you
to understand the life of your space.
5. Themes and patterns
A final way to analyze your materials is to search
for underlying themes and patterns that reoccur
throughout the data set. We discussed triangulation as
a way to verify that something you observe is confirmed
in an interview, map, or news article. In the search for
broader themes and patterns, you employ triangulation
to interpret your findings from a conceptual or
theoretical perspective. For example, a pattern of social
exclusion might emerge from observations of which
groups of people sit together or apart (e.g., by ethnicity
or gender), even when they are using the same space,
suggesting you look further into underlying causes and
repercussions. Themes such as degree of belonging,
recognition, cooperation, or contestation might also
emerge. Try to focus on themes or patterns that are
the most compelling or useful for understanding the
public space you are working on.
15
DRAFT v.20180811-2
STEP 7: Writing a Report
Constituency Analysis Matrix
User Group
Activities
Needs and
Desires
Skateboarders
Skateboarding
Better equipment With others who Question: Do single user spaces work well in this
want to use
park? Could there be other uses so that more
the space, only
people had access?
teenagers
Sunbathers
Lying on grass
center area
Cleaner grass
area
With others, such Many complain about the smell and drugs in the
as homeless,
bathroom.
who sleep there
Homeless
Resting, sitting,
sleeping
Shelter, meals,
safety to sleep
Their use of
the facilitates
disturbs others,
afraid of the park
after midnight
Chess players
Playing chess
and hustling
Less surveillance, Uneasy
They seem to play a dominant role in keeping the
more tables
relationship with park safe. They know many users and talk to the
police because of police if problems arise.
illegal betting
Police
Surveilling
park, offering
assistance
More social
service providers
to help with
drugs users
Artists
Painting, riding
bicycles, and
talking to people
Young adults
Sitting, texting,
using devices,
and talking
Better
bathrooms,
Wi-Fi, other
technological
improvements
Children
Playing and
running
Did not interview
children
Families
Walking, playing, Safer
Traffic, noise,
eating
playgrounds,
rats, worry about
cleaner
other people
bathrooms, higher
playground fences
Dog walkers
Older men
16
Dogs playing in
dog run
Talking and
drinking
Conflicts
Role of helping
others and also
keeping the park
safe
Notes
The homeless population is quite stable partially
due to meals provided by volunteer groups. There
are social service providers, but most see the
park as their home. One observer said there were
fewer problems with the homeless than the past.
Some users want more police, while others want
others less.
Again, this is a known regular group in the park
that acts as a kind of ambassador, but they also
exhibit behavior seen as unusual that frightens
some mothers and children.
Smelly
bathrooms and
unkempt green
space and
benches
Overall, families use the playgrounds and are
concerned about their children’s safety. They are
quite vigilant, and yet they say that they love the
park.
More space as
Non-dog walkers They love the dog run and the people who use it.
the space is quite using the space; A real social center.
successful and
the smell of the
heavily used
dog run
Bathroom, safety
at night
Toolkit for the Ethnographic Study of Space
Once you have completed your TESS analysis, the
last step is to write up your findings and present your
conclusions and recommendations. There are many
ways to make a report, ranging from simply listing your
findings with your conclusions and recommendations
on a sheet of paper to drafting more comprehensive
reports. Regardless of the approach, it is important
to take the time to write down and document what
you have learned about the value of the public space,
how it is used, and its design for the benefit of people
in the local neighborhood and the city at large. Final
reports of TESS studies can be very valuable assets
to local communities, governmental agencies, and
non-profit organizations who may have supported the
research or can benefit from it.
Initial Questions Report
Most people who are using TESS will undertake this
kind of ethnographic research to answer specific
questions about a public space. These questions can
vary from general ones about who uses the space on a
daily basis, or how to make the space more user friendly
and inclusive, to specific issues such as reactions to
threats of closure or an alternative form of development
or land use. In either case, the initial questions that
inspired the project can provide a framework for the
final report. Of course, more questions will emerge
as you gather data through observation, mapping,
interviewing, photographing, and oral histories, but
your initial questions can be a useful framework to
organize and present your findings.
Constituency Analysis Report
Another way to write up your findings is to consider
the activities, meanings, and conflicts of the different
groups who use or would like to use the public space.
One way to begin is to make a matrix of all of the
user groups you have observed or interviewed with
columns across the top of the page with headings
such as: current activities, needs, desires, conflicts,
likes, dislikes, and other topics that you collected
information on. After making this matrix, you can
begin to write sections of a report about the life,
needs, and interests of each group and how the
space does or does not accommodate those daily
activities. This kind of report is helpful if you want to
be able to understand space as a center or forum for
diverse kinds of people who might have very different
goals in their use of public space. Often you can use
this type of constituency analysis to address local
conflicts over who should be in the public space and
how to realize a more socially inclusive setting.
Academic Report
A third kind of report is an academic report using a
format drawn from the social sciences. Reports of
this nature often follow the general outline below, and
also contain a more in-depth review of scholarly and
theoretical research and writing, particularly in their
introduction and discussion sections. Reports in this
format can be useful for publication in peer-reviewed
academic journals or for presenting study results to
government agencies, universities, or other institutions.
Suggested report outline
Introduction
Explain why you undertook this TESS study and your objectives and questions.
Setting
Briefly describe the public space that you studied and summarize its history. You can use
your maps and / or photographs to illustrate what you write. If you have room to do so,
include the design details or the process by which it was built.
Method
Describe the elements of the TESS you used to conduct your study.
Findings / Evidence
List your findings with examples of each. For example, if one finding is that a section of
your space is perceived as “dangerous,” include a quote from an interview or from your
participant observation that illustrates what “dangerous” means for the users.
Discussion
Use this section to interpret what you have learned. What are the most important lessons or
themes that emerged from the fieldwork? Also, write about other issues, such as if you have
some concerns about what a particular finding means, or if you think you need to do more
research to develop a clearer understanding of a particular issue.
Conclusion
List your conclusions from the TESS.
Recommendations
List what you now want to do based on your TESS conclusions.
www.thepsrg.org
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Project
Researcher
Project
Researcher
Location
Date
Location
Date
Weather
Map Type
Weather
Part ID
Time
Note Type
Scratch Field Interview (circle one)
Part ID
Time
Start:
Stop:
General
Observations / Questions
Toolkit for the Ethnographic Study of Space
Start:
Stop:
General
Personal Reflections and Ideas / Responses
www.thepsrg.org
Toolkit for the Ethnographic Study of Space
www.thepsrg.org