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Queen’s University School of Architecture with Belfast primary schools

School of Planning, Architecture & Civil Engineering. BEECON 2006. Connections 2004 & 2005. Queen’s University School of Architecture with Belfast primary schools. 13th September 2006 Brendan J. Carabine Stage 2 Co-ordinator BSc in Architecture SPACE QUB.

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Queen’s University School of Architecture with Belfast primary schools

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  1. School of Planning, Architecture & Civil Engineering BEECON 2006 Connections 2004 & 2005 Queen’s UniversitySchool of Architecture with Belfast primary schools 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.

  3. 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.

  4. ConnectionsMETHODS • 3 stages to the project: • Introductions, negotiation, planningsession 1 in school 1 2 3 • Designing, making, testing4 sessions in school • Presenting, explaining, reflectingPresentation Event at QUB Diaries week by week

  5. process: Familiar methods from architectural design projects: Developing a design brief - Finding out about potential design influences e.g. site, precedents, function, users Students & Pupils work together as an architectural design team • Concepts - testing ideas, • Developing ideas • Presenting and explaining outcomes and process.

  6. 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 Architecturegives 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…

  7. 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.

  8. 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.

  9. 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 pupil’s 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 group’s 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/explanation of complete process

  10. 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

  11. FEEDBACK Weekly De-briefing Final Feedback Session Questionnaire Recorded Discussion Student Diaries Connections2 KEY LEARNING OUTCOMES • REFLECTION • RESPONSIBILITY • TEAMWORK • PARTICIPATION • SOCIAL SKILLS Overlap in practice Discussed separately

  12. 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 ConnectionsREFLECTION 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)

  13. 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 ConnectionsRESPONSIBILITY 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)

  14. COMMENTS “Children only do what they want” Need for “clear and concise” communication Facilitating “self expression” in the pupils “everyone’s 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 ConnectionsTEAMWORK 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

  15. 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 ConnectionsPARTICIPATION 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”

  16. 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 ConnectionsSOCIAL SKILLS BENEFITS • Student pupil ratio 1:4 or 1:5 • Development of communication skills interpreting, encouraging and enabling. ISSUES • Different social (and religious) backgrounds

  17. 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. Connections3. DISCUSSION “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)

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