Students will launch the bilingual neighborhood fun map project by interpreting authentic visuals, using beginner Spanish to discuss sports, hobbies, activities, and places, and connecting neighborhood observations to the 7 elements of art. They will surface early assumptions about what makes a map useful for real people and leave with an initial evidence set and project direction for later user research and prototyping.

Students will gather direct user evidence about how beginner learners understand Spanish for neighborhood fun activities, analyze patterns in that evidence, and turn their findings into an empathy artifact and a clear design brief for a bilingual neighborhood fun map.

Students will turn empathy findings into multiple bilingual map concepts, build and test low-fidelity prototypes with peers and a fresh user, revise twice based on evidence, and present a concise design walkthrough that explains how Spanish, visual design, and user feedback shaped their neighborhood fun map.

Students will present their bilingual neighborhood fun maps to an authentic audience, explain how Spanish language choices and art elements communicate meaning, compare local leisure spaces with Spanish-speaking communities, gather audience feedback, and complete a final performance-based reflection on their design process and learning.