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- From: Open Architecture Challenge
- Contributed By: Sandhya Naidu
Introduction:
This curriculum was designed for Architecture for Humanity's 2009 Open Architecture Challenge: Classroom. It was intended to develop a mutually positive relationship between designers and schools. Students will be encouraged to take their individual interests (math, science, art, computers) and expand them within the context of architecture and classroom design.
Emphasize the positive and influential role students will have in bettering classroom designs of the future. Their voices will be heard and their knowledge respected.
Group Size: Any
Learning Objectives:
• Introduce the project and develop an understanding of basic architectural concepts
• Begin to think critically about the built environment
• Establish expectations and roles of both student and architect (for those participating in the competition. IF possible, the architect will be present to help layout the scope of the project.)
Guiding Question:
• Think of your favorite building to learn in. Why is it a good place to learn? What makes it beautiful/aesthetically appealing to you?
• Think of a place that is hard to learn in. What elements of this room/building make it hard for you to learn? What would you do to make it better?
• What other spaces have you been to that you liked? Why did you like them?
Materials:
paper, pencil, enthusiasm
Procedures:
The teacher will introduce the project; while the group brainstorms answers to the questions, one or two students will be assigned to record ideas. From these ideas, create a list of positive and negative elements of the buildings that students have experienced. (This list may be edited as the course progresses and students continue to learn about structure and design).
Leading topics to get a dialogue started may be about lighting, fresh air, colors, noise, and location (see below for more suggestions).
Option 1: The teacher could invite each student up to the chalkboard to write one word, which describes a learning space they like or don’t like. These words could then be discussed in the classroom- as a group or individually.
Option 2: Invite students to draw floor plans of their favorite or least favorite classroom on the chalkboard and present what they like and don’t like. The teacher may first draw an example of the classroom to give an idea of how to do this. This will introduce the students to basic draughting symbols and start them thinking about how to visualize architectural space on paper.
Assessment:
This is a team building exercise. Assessment will be held for other activities.
This curriculum was designed for Architecture for Humanity's 2009 Open Architecture Challenge: Classroom. It was intended to develop a mutually positive relationship between designers and schools. Students will be encouraged to take their individual interests (math, science, art, computers) and expand them within the context of architecture and classroom design.
Emphasize the positive and influential role students will have in bettering classroom designs of the future. Their voices will be heard and their knowledge respected.
Group Size: Any
Learning Objectives:
• Introduce the project and develop an understanding of basic architectural concepts
• Begin to think critically about the built environment
• Establish expectations and roles of both student and architect (for those participating in the competition. IF possible, the architect will be present to help layout the scope of the project.)
Guiding Question:
• Think of your favorite building to learn in. Why is it a good place to learn? What makes it beautiful/aesthetically appealing to you?
• Think of a place that is hard to learn in. What elements of this room/building make it hard for you to learn? What would you do to make it better?
• What other spaces have you been to that you liked? Why did you like them?
Materials:
paper, pencil, enthusiasm
Procedures:
The teacher will introduce the project; while the group brainstorms answers to the questions, one or two students will be assigned to record ideas. From these ideas, create a list of positive and negative elements of the buildings that students have experienced. (This list may be edited as the course progresses and students continue to learn about structure and design).
Leading topics to get a dialogue started may be about lighting, fresh air, colors, noise, and location (see below for more suggestions).
Option 1: The teacher could invite each student up to the chalkboard to write one word, which describes a learning space they like or don’t like. These words could then be discussed in the classroom- as a group or individually.
Option 2: Invite students to draw floor plans of their favorite or least favorite classroom on the chalkboard and present what they like and don’t like. The teacher may first draw an example of the classroom to give an idea of how to do this. This will introduce the students to basic draughting symbols and start them thinking about how to visualize architectural space on paper.
Assessment:
This is a team building exercise. Assessment will be held for other activities.
Collaborative for High Performance Schools, laying the foundation for green school design.
First teacher: Your Teacher Second Teacher: Your fellow classmate Third Teacher: The Learning Environment
Navigate to This External Web Link:
http://www.thethirdteacher.com/about/about-third-teacher-collaboration
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