A1256656670nlLcT

1
School of Planning, Architecture Civil
Engineering
BEECON 2006
Queens University School of Architecture with
Belfast primary schools
Connections 2004 2005
13th September 2006 Brendan J. Carabine Stage 2
Co-ordinator BSc in Architecture SPACE QUB
Funded by the Arts Council of Northern Ireland
2
Connections1 BACKGROUND

• An outreach collaboration between Primary and
  Higher Education - pilot project in Belfast in
  2004 repeated in 2005
• Previously run in UCE Birmingham for the past
  decade by Dr Judith Appleby
• ARCHITECTURE as the stimulus for learning at both
  levels
• The project forms part of the Stage 2 Design
  Communication studio project-work and involves
  'placement' in the classroom with the P7 children
  from local primary schools.
• In this exploratory design project students work
  with the children to explore, through practical
  project work, connections between architecture
  and a subject area of the National Curriculum
  (NC) at Key Stage 2.

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ConnectionsMETHODS

• Methods in the classroom are centered on
  learning by doing through five half day
  practical project work sessions with an emphasis
  on graphic communication and model making to
  generate creative teamwork.

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ConnectionsMETHODS

• 3 stages to the project
• Introductions, negotiation, planning
  session 1 in school

1 2 3

• Designing, making, testing 4 sessions in
  school

• Presenting, explaining, reflecting
  Presentation Event at QUB
  Diaries week by week

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Students Pupils work together as an
architectural design team

• process
• Familiar methods from architectural design
  projects
• Developing a design brief -
• Finding out about potential design influences
  e.g. site, precedents, function, users

• Concepts - testing ideas,
• Developing ideas
• Presenting and explaining outcomes and process.

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• Key Stage 2 Curriculum
• Design Technology Scale models, accuracy,
  measuring, making, 2D-3D representations,
  graphics, materials and techniques
• English Communication skills- speaking,
  listening, explaining, presenting, vocabulary.
• Tend to be covered in all projects with
• CONNECTIONS to
• Geography, History, Science, Maths, Art and
  Design
• Architecture gives a new and stimulating context
  for learning.
• Extra-curriculum Social skills - Teamwork and
  one to one Role Models - going to University
• Architecture curriculum
• Design Methods, Knowledge of the Subject,
  Teamwork, Communication, Community and
  Participation.
• Extra-curriculum responsibility, independence

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ConnectionsOUTCOMES

• Learning is broad in terms of social interaction
  and specific in relation to the curriculum at
  both levels of education
• For the architecture students due to the
  diversity of outcomes and connections explored
  learning outcomes focus on process and
  communication
• The module aims to develop
• 1. an understanding of design methods and
  processes
• 2. experience of teamwork and enabling
  participation of non-professionals in design
• and
• 3. broadened communication skills beyond
  presentation into listening, interpreting,
  encouraging and enabling.

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ConnectionsCONTENT

• This project is unique in that the process is
  more important than the product and it does not
  generate drawings for the portfolio
• Students are required, therefore, to keep a
  workshop diary and an illustrated record for
  the portfolio
• A particular challenge of this project is to
  develop strategies for effective teamwork
• that engages all team members in imaginative,
  creative design, irrespective of individuals
  abilities, experience and powers of expression.
• Architectural models and drawings (produced by
  the pupils) form the body of work for
  presentation at the final event day
• and each team prepares a short verbal
  presentation of the scope of the work that is
  delivered by the school children.

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ConnectionsASSESSMENT

• A group assessment grade is awarded after review
  of the final project presentation based on all
  the exhibited material related to the complete
  process. The content, quality (taking account of
  the pupils capabilities) and relevance of the
  final presentation is considered.
• This group assessment grade is then be moderated
  for individual students by assessment of their
  workshop diary and record sheet.
• Assessment is made on the groups achievement in
  regard to the following
• Process teamwork and organisation of workshops,
  strategy for involvement and full participation,
  week-by-week project achievements
• Content interpretation of appropriate
  Connections and
• Outcomes project outcomes and illustration/explan
  ation of complete process

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ConnectionsEVENT DAY

• The Critique
• Culmination of the project Exhibition, Crit,
  Colouring and feedback
• Volunteers from local practice
• Non-adversarial approach
• Students role is supportive not defensive
• Enjoyable Memorable for the Pupils

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Connections2 KEY LEARNING OUTCOMES

• FEEDBACK
• Weekly De-briefing
• Final Feedback Session
• Questionnaire
• Recorded Discussion
• Student Diaries

• REFLECTION
• RESPONSIBILITY
• TEAMWORK
• PARTICIPATION
• SOCIAL SKILLS
• Overlap in practice
• Discussed separately

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ConnectionsREFLECTION

• COMMENTS
• Assess how much you know and how much you have
  yet to learn
• Know what you know
• Not as easy as it might appear
• Break from the norm, new freedom fresh
  creativity
• FEEDBACK
• Reflect on Prior Learning
• Further research peer learning
• Teaching Tutor role
• De-briefing directed Reflection
• Formal feedback - group reflection
• Diary private reflection

• BENEFITS
• Kolb Schön reflective learning
• Experiential learning by doing (Schön) Knowing
  in action
• reflection in action (Schön)
• Respect for Tutors
• New methodologies
• Positive reception of students work
• Students Inspired by Pupils
• ISSUES
• Students in tutor role
• Follow me joint experimentation (Waks)

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ConnectionsRESPONSIBILITY

• COMMENTS
• Being a Leader for 1st time
• Budget for materials
• Ambassadors role models
• FEEDBACK
• Initial Fear
• Punctuality - being relied on
• Embarrassment - unable to answer questions
• Need to be in control
• Motivating the children
• Generation of interest in the subject
• Delegation according to ability
• Clear communication

• BENEFITS
• Commanding attention
• Respect
• Gratitude
• Observing progress
• Pride in achievements
• ISSUES
• Strategies for Full Participation
  (non-participants)
• Students are team members
• (not trainee teachers)
• Not expert reflective practitioner (Schön)

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ConnectionsTEAMWORK

• COMMENTS
• Children only do what they want
• Need for clear and concise communication
• Facilitating self expression in the pupils
• everyones ideas are seen to count
• helping each other to achieve goals
• FEEDBACK
• Team building morale
• Engendering confidence
• Need to listen, give attention and direction
• negotiation

• BENEFITS
• Experiential learning in Teams
• Social negotiation (Stumpf and McDonnell)
• Group Work in architectural education
• Communicating the ideas of others
• ISSUES
• Development of sub-themes
• No need for full team consensus
• partial-participation and detachment

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ConnectionsPARTICIPATION

• Education for Participation
• Full participation of the group
• COMMENTS
• Pupils awkward clients
• respect and listen to the ideas and views of
  others
• playing to the strengths of individuals
• FEEDBACK
• Simple ways to explain architectural ideas
• Leadership
• Motivation
• Patience
• Negotiation

• BENEFITS
• Participatory design (Cross, Sanoff)
• Social Cultural context
• Communicating with non-expert clients
• Pupils imagination and spontaneity
• ISSUES
• Democracy in the design process
• Challenge to traditional professional culture
• the professional knows best

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ConnectionsSOCIAL SKILLS

• Young adults in the classroom - not teachers -
  professional social relationship
• COMMENTS
• Learning while getting messy and having fun
• Avoid children if possible
• FEEDBACK
• Talking and listening
• Patience
• Taking on board views of others
• Enjoyment in sharing knowledge

• BENEFITS
• Student pupil ratio 14 or 15
• Development of communication skills interpreting,
  encouraging and enabling.
• ISSUES
• Different social (and religious) backgrounds

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Connections3. DISCUSSION

• Variety of projects in UK and Europe involving
  children and Architecture
• Connections
• possibly unique
• Linkage with Key Stage 2 curriculum
• Scale of operation 300 pupils in 10 classes from
  six schools and 75 architecture students in 2004
• Further focus the project or extend it to other
  disciplines or age groups.

• Scratching the surface?
• Short paper on learning outcomes of the
  Architecture Students only.
• Does not touch on
• The project Connections
• Content
• Outcomes
• Published Booklets on 2004 2005 Connections
  projects are available (40 of each)