Set-Up:
Pick a series of buildings or spaces in your neighborhood that are easily accessible, and easy for the students to get to. The number is up to you, but for about 25 students, approximately 5 buildings are recommended. (If it is not possible to make trips to more than one site, have the students investigate different aspects of the same building.) Make sure that those spaces also have documentation through time, or some sort of history associated with them that is easily accessible. Create handouts that suggest the parameters of the project. Also, make sure you have acquired all the art materials ahead of time. This activity does not have to occur over seven class periods, as several of the assignments can be done as homework.
Teacher Presentation and Motivation:
The purpose of this activity is for students to use the study of design in order to understand more about the community they come from and learn in. By understanding the use of spaces over time in their community, they will better understand that community’s history.
Class One:
Ask students if they think their classroom has always been a school classroom. Brainstorm what the space might have been used for before. Ask them to walk around the building, and notice different details. Were the spaces designed for the purpose that they are used for now? Has the design changed over time?
After brainstorming, present students with some materials about the school building’s history-do their educated guesses match the history?
Ask students to respond in a written reflection as to why they think the use of the spaces or design has changed over time. Introduce the idea of analyzing a space over time to the students, and what such an inquiry can tell them-especially focusing on what it can suggest about a community’s history. Mention to students that they can learn more about their community by analyzing the use of different spaces in the community throughout time.
Class Two:
Introduce a space in the neighborhood to the students. Present them with research that suggests what the space used to be and ask them to compare it to its use now. Have them brainstorm in groups how the space could have changed over time and what may have contributed to that. Ask them to fully experience the space by walking around it, taking photographs or drawing pictures of what it looks like now. Tell them not to pay attention to detail (it may help to have a form to fill out while in the space, such as guiding questions that will get them thinking about the space and why it was designed the way it was, and whether it was always designed that way, etc.).
Class Three:
Have students research the history of the neighborhood, and ask them to decide whether or not the history of the neighborhood might have contributed to the design and use of the space over time.
Students will present their findings and hypothesize with the rest of class. Have them share their ideas in groups of 2-3, then in larger groups, then with the class in order to discuss how history can be expressed through the design and change of a space.
Class Four:
Present students with the PowerPoint slide show of "If These Walls Could Speak..." (attached) and use the time to recap what has been learned. Detail the new assignment using the slides and present students with different buildings/spaces (suggested about 5 for every 25 students) in the neighborhood for them to examine on their own. Group students by similar interests in space or building (works out to about 5 per group if 25 students and 5 spaces). *Note: All of the students can work on the same building in groups, if that is easier. Accompany students to the spaces and have them analyze the space as it is now. Give each student a copy of the "Hearing What Our Wall Have to Say..." handout (attached) to use in order to analyze their space.
Class Five:
Go over the basics of research using the Internet and ask students to research their space’s history. Have them focus on one time period (depending on the research they find, or their interests).
Class Six:
The students should then re-create the space’s design at the historically chosen time and at the present time out of clay, drawing, markers, (whatever medium the teacher and students find appropriate).
Class Seven:
Review what it means to make inferences based on available information and ask students to gather as much information as possible on the space they are working on currently, and the information on the neighborhood. With this information, the students should attempt to infer what the space will be used for in the future based on what it was, and what it is now. Review constructive criticism/how to give feedback and passout the "Feedback Funnel" handout (attached) to the students. Have the students use the handout when assessing their fellow classmates. The students will present their work to other groups and will receive feedback, criticism, questions, etc. The students should improve upon or change their predictions. To further the lesson, have students present to other classes in the school or members in the community.
Wrap up:
Ask students to assess themselves on their work.
Ask students to write a 1 page reflection on what they learned from the project.