Making Space: GRADE 7-8

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MAKING SPACE
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GRADE 7-8
Lesson 1: Area for Everyone Lesson 2: My Portable Place Lesson 3: Memory Space
Lauren Kent Art Ed Curriculum 5-12 March 5, 2012
Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space
MAKING SPACE Grade 7

STAGE I DESIRED RESULTS
UNIT RATIONALE: In their Social Studies class, Seventh and Eighth Graders learn about power structures in the world and how people and groups can affect social change. This Unit explores the correlation between power and the control of space. It is designed to get students thinking about their physical environment and the memories, power, and potential it holds. Through making art, students will insert themselves into the world outside of the classroom and think about how they can shape their environment. They will re-imagine the use of empty land plots, design dwellings for the homeless, and create memory plaques that commemorate how a place was used in the past. They will utilize the process and principles of Engineering Design to complete their Design Missions. Through discussion, students will think about who has access to space and how space is powerful. Through making art, they will understand how respecting space can lead to a positive future. The unit should span for approximately 20 class periods. ENDURING UNDERSTANDINGS: People need space to survive. Spaces are filled with powerful histories and personal stories. Communities are affected by how spaces are used and controlled. Artists and designers can envision positive ways that space can be used to commemorate, help, or elevate people. ESSENTIAL QUESTIONS: Who has access to space? Who controls it? Who is pushed out? How can we creatively use the space that we have? How can we respect and commemorate the history of a space? How can we use space for the use and empowerment of all members of a community? STANDARDS ADDRESSED: MASSACHUSETTS VISUAL ARTS FRAMEWORKS: Standard 1: Methods, Materials and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. Standard 6: Purposes of the Arts. Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. Standard 7: Roles of Artists in Communities. Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present.
3 Standard 9: Inventions, Technologies, and the Arts. Students will describe and analyze how performing and visual artist use and have used materials, inventions, and technologies in their work. Standard 10: Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of history, social science, mathematics, and engineering. MASSACHUSETTS SOCIAL STUDIES/HISTORY FRAMEWORKS: Concepts and Skills 7.CS.1 Compare information shown on modern and historical maps of the same region. Concepts and Skills 7.CS.5 Identify multiple causes and effects when explaining historical events. Concepts and Skills 8-12.CS.9 Distinguish intended from unintended consequences. Concepts and Skills 7.CS.5 Identify multiple causes and effects when explaining historical events. MASSACHUSETTS TECHNOLOGY/ENGINEERING FRAMEWORKS: Engineering Design 2.2 Demonstrate methods of representing solutions to a design problem, e.g. sketches, orthographic projections, multi-view drawings. Engineering Design 2.1 Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign. Engineering Design 2.2 Demonstrate methods of representing solutions to a design problem, e.g. sketches, orthographic projections, multiview drawings. Engineering Design 2.3 Describe and explain the purpose of a given prototype. UNIT OBJECTIVES: Lesson 1: Students will contemplate how spaces can best meet the needs of their community. Students will be able to design their ideal space using perspective drawing and Photoshop. Lesson 2: Students will brainstorm what is space is necessary for survival. Students will design portable homes using technical drawing and 3-Dimensional cardboard construction. Lesson 3: Students will reflect on important events that occurred in spaces around them and will create a clay tile commemorating the past use of a personally meaningful space.
STAGE 2 ASSESSMENT EVIDENCE

EVIDENCE: Lesson1: Two drawings and two Photoshop collages that represent how students would use an empty lot, accompanied by a written planning sheet.
4 Lesson 2: A life-sized portable home created out of cardboard, accompanied by a brainstorm sheet and design drawing. (Created in groups of four). Lesson 3: A painted clay tile that commemorates a previous event that happened in a space, accompanied by a written paragraph about that event.
RUBRIC: See attached rubric
STAGE 3 LEARNING PLAN

SCOPE AND SEQUENCE OF LESSONS: Lesson 1: AREA FOR EVERYONE! HOW CAN SPACES BEST MEET THE NEEDS OF THEIR COMMUNITIES? In this lesson, students will reflect on how various spaces are used and controlled and will investigate the effect that these spaces have on the communities who use them. Students will then take on the role of urban planner to decide what they should do with an open lot in their neighborhood. They will create drawings of their plans, write a paragraph about what their space offers their community, and Photoshop their drawings into a satellite image of the space.
Lesson 2: MY PORTABLE PLACE WHAT SPACES DO PEOPLE NEED TO SURVIVE? In this lesson, students will observe how architects and designers create spaces for people forced into homelessness by war, natural disasters, or economic hardship. They will consider practical as well as aesthetic elements of their designs and will compare and contrast the benefits of different design methods. Students will then design their own Portable Place shelters in teams and construct a life-sized cardboard model of their designs.
Lesson 3: MEMORY SPACE WHAT STORIES DO THE SPACES AROUND US TELL? In this lesson, students will reflect on how the meaning and purpose of spaces change by talking about significant events in history that are tied to specific locations. They will think about memories in their lives that are tied to a place and will create a clay tile that commemorates that memory or event. This tile will be placed in the memorable location as a plaque to their own personal history with the space.
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LOOK AT: THE USE OF A VARIETY OF SPACESFrom the Athenian Acropolis to the Cambridgeside Galleria Mall. HOW CAN SPACES BEST MEET THE NEEDS OF THEIR COMMUNITIES? CREATE : A SPACE FOR YOUR COMMUNITY!
Lesson 1 AREA FOR EVERYONE
MAKING SPACE
Exploring the MEMORIES, POWER, and POTENTIAL of our Physical Surroundings.
WHAT SPACE DO PEOPLE NEED TO SURVIVE?
Lesson 2 MY PORTABLE PLACE
Lesson 3 MEMORY SPACE
WHAT STORIES DO THE SPACES AROUND US TELL?
LOOK AT: ARCHITECTS AND DESIGNERS RESPONSES TO Disaster Relief and Homelessness.
CREATE : YOUR OWN ONE-PERSON SHELTERS!
CREATE : A COMMEMORATIVE TILE OF A PERSONAL MEMORY! PLACE IT IN ITS SPACE.
LOOK AT: HISTORICAL SPACESTianamen Square, Tehrir Square, Bostons Old State House.
SAMPLE RUBRIC: RUBRIC for Area for Everyone:

WORK ETHIC: Was engaged in the project and used class time wisely. 0...12345678910
PARTICIPATION: Participated or paid active attention during class discussions and critiques. CITIZENSHIP: Acted in a respectful manner towards her/his peers and teacher.
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WRITTEN WORK: Completed all Worksheets. Exhibited thoughtful and reflective responses.
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BRAINSTORM: Considered the needs and desires of the community. Completed initial sketch.
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PHOTOSHOP AND DRAWING WORKSHOPS: Showed commitment to learning new skills. Followed directions and asked questions when needed help. FINAL PRINT: Completed two drawings. Exhibit time and effort. Use Photoshop to place drawing.
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Final product reflects the ideas in the brainstorm worksheet. 012345678910
LESSON 1:
AREA FOR EVERYONE

How can Spaces best meet the Needs of their Communities?
GRADE 7
Introductory Information:
Title: Area for Everyone Grade: 7th Grade Class Size: 25 Students Length of Class Period: 50 minutes, Semester-long class Lesson Topic and Description: In this lesson, students will reflect on how various spaces are used and controlled and will investigate the effect that these spaces have on the communities who use them. Students will critically analyze the use of a range of spacesfrom the Acropolis to the Cambridgeside Galleria Malland will discuss their role in communities. Students will then take on the role of urban planner and will decide what they should do with an open lot in their neighborhood. They will create drawings of their plans, write a paragraph about what their space offers to their community, and Photoshop their drawings into a satellite image of the space.
South Central Farm, Los Angeles, CA
Hollywood Community Plan, Hollywood, CA
STAGE 1: DESIRED RESULTS

ENDURING UNDERSTANDINGS: The way that a space is used reflects the society that it is a part of. Architects, designers, and urban planners can control how people interact with a space. Communities are affectedboth positively and negatively by how spaces are used and controlled. It is important to think about how space can be used to benefit a community. ESSENTIAL QUESTIONS: Who has access to space? Who controls it? Who is pushed out? What does a space offer people in the community around it? How can we use space for the use and empowerment of all members of a community?
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STATE STANDARDS ADDRESSED: MASSACHUSETTS VISUAL ARTS FRAMEWORKS: Standard 3: Observation, Abstraction, Invention and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. Standard 6: Purposes of the Arts. Students will describe the purposes for which works of visual arts and architecture were and are created, and when appropriate, interpret their meanings. Standard 7: Roles of Artists in Communities. Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present. Standard 10: Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of technology, engineering, history and social science. MASSACHUSETTS SOCIAL STUDIES/HISTORY FRAMEWORKS: Concepts and Skills 7.CS.1 Compare information shown on modern and historical maps of the same region. Concepts and Skills 7.CS.5 Identify multiple causes and effects when explaining historical events. Concepts and Skills 8-12.CS.9 Distinguish intended from unintended consequences. MASSACHUSETTS TECHNOLOGY/ENGINEERING FRAMEWORKS: Engineering Design 2.2 Demonstrate methods of representing solutions to a design problem, e.g. sketches, orthographic projections, multi-view drawings.
Cambridgeside Galleria Mall, Cambridge, MA
LEARNING OBJECTIVES: Students will ask questions and discuss how the deliberate design of various spaces affect people in different communities. Students will think about the needs and desires of their own community and will brainstorm a list of these ideas. Students will create a quick plan of a space that they would like to design, based on their communitys needs and desires.
11 Students will create two drawings of their spaceOne from a Birds-Eye View and one from a Street View perspective. Students will use Photoshop to insert their drawing into a satellite image of the real space. Students will write a paragraph about their design plan. They will reflect on how their space benefits their community and on how well it responds to their Mission. Students will exhibit and discuss their designs with their classmates.
9/11 Memorial, New York City, NY
STAGE 2: ASSESSMENT EVIDENCE

PERFORMANCE TASK OR FINAL PRODUCT: The final product will be a pair of Photoshop Images that situate the students drawn plans for an open lot within a satellite image of the space. Their drawing will be a plan for a space that will positively serve their community. The drawing will be created out of pencil, colored pencil, or marker. It will be accompanied by their initial brainstorm worksheet, a paragraph describing the details of their plan, and a written reflection about how well they responded to their Mission. The final designs will be mounted, hung up, and discussed. CONTINUUM OF ASSESSMENTS: Students will work cooperatively in small groups. They will answer four questions about images of a space that they are assigned to. They will write down their answers and will participate in a class discussion about their responses. Students will participate in a class discussion about different uses of space. Students will write down the needs and desires of their community on a brainstorm worksheet. They will write down three ideas that they have and will create an initial sketch on the back of the sheet. Students will draw the final idea for their plan. They will make one drawing from the Birds Eye View perspective. They will make another drawing from the Street View perspective.
12 Students will use Photoshop to cut out their designs and paste them into satellite images of the open lot. (OPTIONAL) Students will write a paragraph about their plan for the space. Students will complete a reflection worksheet and will self-assess how well they responded to the prompt. Students will mount and hang their final images. They will present and discuss their designs with their peers.
CRITERIA: Did the student participate in group-work with their classmates, answer questions, and help present their responses to the class? Did the student participate in or pay active attention during the initial discussion about how space is used? Did the student write down some ideas about what their community needs from a space? Did the student write down three initial plans for the space and complete an initial sketch on the back of their brainstorm worksheet? Did the student create one Birds-Eye View and one Street View drawing of their plan? Is the drawing detailed enough to indicate what the space is being used for? Did the student cut and paste their drawing into a satellite photograph using Photoshop? (OPTIONAL) Did the student write a coherent description about their plans? Did the student thoughtfully reflect on how well they responded to the prompt and how well their space will serve the community? Did the student present their piece to the rest of the class?
Rendering of the Acropolis, Athens, Greece
STAGE 3: LEARNING PLAN

MATERIALS AND EQUIPMENT: Paper Materials: THINKING ABOUT SPACE Worksheet THINKING ABOUT SPACE Images Area for Everyone Brainstorm worksheet
13 Area for Everyone Drawing Template 1BIRDS-EYE VIEW Area for Everyone Drawing Template 2STREET VIEW Area for Everyone Reflection Worksheet
Art Materials: Pencils Colored Pencils Markers Scratch Paper (for practicing) Computer Equipment Computer with Adobe Photoshop Printer Matting Materials: Glue Construction Paper VOCABULARY WITH DEFINITIONS: Birds-Eye View: The perspective of looking at something from the topas if you were a bird looking down from the sky. Street View: The perspective that you would see from the street. This is head-on and at the ground level. Architecture: The art and science of designing and erecting buildings and other large structures. Urban Planning: The branch of architecture dealing with the design and organization of urban space and activities. Zoning: Dividing an area into zones or sections reserved for different purposes. Mixed-Use Development: An area that is zoned for both commercial and residential facilities or development. Apartheid (South Africa): An official policy of racial segregation involving political, legal, and economic discrimination against nonwhites. A policy or practice of separating or segregating groups. Group Areas Act (South Africa): An act of parliament created under the apartheid government of South Africa that assigned racial groups to different residential and business sections in urban areas. Community Garden: A garden (or farm) project maintained by members of a community. Urban Garden: Cultivating a garden or producing food in an urban setting. Acropolis: In Greek, highest city. This is the section of ancient Greek and Roman settlements that was built on a hill for protection. The Acropolis in Athens is the most widely recognized. Land Use Designation Map: A map that spells out the zoning of a city. It is a plan for how different areas of the city will be used. This includes: low-density residential, multiple family, commercial, industrial, open-space, transportation, and public uses.
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THINKING ABOUT SPACE Worksheet, Page 1
THINKING ABOUT SPACE Worksheet, Page 2
VISUAL IMAGE RESOURCES: THINKING ABOUT SPACE Worksheet: GROUP 1: South Central Farm. Los Angeles, CA 1994-2006 This was a 14-acre urban farm and community garden that was located in the industrial area of South Central Los Angeles created in a section of the city
15 that was burned down during the 1992 Rodney King riots. Around 350 families, mostly Hispanic and of moderate means, used the farm to feed their families and pass on knowledge of the Mega-Mexico plants of their heritage. The garden held about 100 to 150 species of plants, most of which had Mesoamerican roots. The farm was sold in 2004. Farmers were evicted in 2006 and the farm was bulldozed. Farmers have politicized and have been disputing the validity of the sale in courtin an economically and racially charged legal battle that has lasted years. GROUP 2: Map of South Africa. Map of Capetown. Sign in Durban. As designated by the 1950 Group Areas Act This is a map of South Africa, a map of Capetown, and a sign in Durban that show the legal segregation of land use during South African apartheid. On April 27, 1950, the Group Areas Act assigned racial groups to different residential and business sections in urban areas. This made it illegal for non-Whites to live in the most developed areas of cities, forced them to commute long distances from their homes in order to work, and led to the forcible removal of those found living in the wrong areas. This act made the segregation of space the law. It was later extended to the Homeland System, which wanted to divide South Africa into different racially-based states. It was practiced until its appeal on June 5, 1991. GROUP 3: The Acropolis. Athens, Greece, around 447 BCE This is a section of Athens that was constructed upon a hill for safety and defense. In the second half of the fifth century, Pericles, a statesman, constructed a series of monuments that would celebrate thought and the arts. The structures of the Acropolis reflect the religions of ancient Greece and what aspects of life were deemed most important to the people of ancient Athens. The buildings that were placed atop the Acropolis were deemed the most important and what was worth defending. This includes the Parthenon, which was a temple to the citys goddess Athena. GROUP 4: Cambridgeside Galleria Mall. Boston, MA, 1990-present This is a mall built near Cambridge, Massachusetts in 1990. It has 133 stores, four restaurants, and is anchored by an Apple, Best Buy, Macys, and Sears. It was created as part of the 1978 East Cambridge Riverfront Plan, which sought to revitalize the industrial district between Monsignor OBrian Highway, Cambridge Parkway, and First Street. It is located near the Museum of Science, MBTA Lechmere Station, and the Lechmere Canal of the Charles River. GROUP 5: Hollywood Community Plan. Hollywood, CA, 2011 This is a plan created for the city of Hollywood, California, spelling out how land will be developed in the future. It was created for the City Council, Mayor, and City Planning Commission. It cites that its purpose is to promote an arrangement of land use, circulation, and services which will encourage and contribute to the
16 economic, social and physical health, safety, welfare, and convenience of the Community GROUP 6: 9/11 Memorial. New York City, New York, 2010 This shows the September 11 Memorial, constructed in remembrance of those killed in the September 11 attacks and the 1993 World Trade Center bombing. It features two reflecting pools (the largest manmade waterfalls in North America) in footprints where the towers used to be. The names of every person who died in these events are inscribed into bronze panels on the edge of the pools. The space was designed by Architect Michel Arad and landscape architect Peter Walker.
Map of Capetown in Apartheid South Africa/ Sign at Beach in Durban, South Africa
ARTIST EXAMPLE: Steve Lambert, Wish you were here! Postcards from our Awesome Future. November, 2007, Retrieved from http://visitsteve.com/ on February 25, 2012.
Rewild, Steve Lambert
Candlestick, Steve Lambert
Bart, Steve Lambert
17 TEXT, MEDIA AND WEB RESOURCES: Scott Hamilton Kennedy (Director). (2008). The Garden (Motion picture.) United States: Black Valley Films. Apartheid Legislation in South Africa. Retrieved February 25, 2012 from http://africanhistory.about.com/library/bl/blsalaws.htm. 1950 Group Areas Act No 41. Retrieved February 25, 2012 from http://www.nelsonmandela.org/omalley/index.php/site/q/03lv01538/04lv01828/05l v01829/06lv01839.htm. Cambridgeside Galleria Mall. Retrieved February 25, 2012 from http://en.wikipedia.org/wiki/CambridgeSide_Galleria. 9/11 Memorial, Retrieved February 25, 2012 from http://www.911memorial.org/. Athenian Acropolis, Retrieved February 25, 2012 from http://www.flashcardmachine.com/apah-image-cardsch5.html. Hollywood Community Plan, Retrieved February 25, 2012 from http://cityplanning.lacity.org/complan/central/hwdpage.htm. TEACHER INSTRUCTION: DAY ONE: Teacher will introduce the Unit and the Lessonleaving Enduring Understandings and Essential Questions on the board. Teacher will divide the class into small groups and give each group a set of THINKING ABOUT SPACE images. Teacher will ask students to take a moment to look at the images, wonder about them, and then write down their responses as a group. Teacher will bring class back together and will show each group of images projected onto the board in a Powerpoint. Teacher will ask the groups to talk about their responses to their assigned images and teacher will give background information about each one. Teacher will ask students to brainstorm what an urban planner, architect, or designer should think about when designing a space. What are the needs and desires of communities? Examples: Entertainment, Health, Comfort, Necessity, Food, Humor, Artistic Expression) IF FINISH EARLY: Teacher will give students THEIR MISSION and ask them to start brainstorming. DAY TWO: Teacher will remind students about the conclusions that they drew yesterday. Teacher will go over what a community needs from a space.
18 Teacher will introduce THEIR MISSION. Teacher will tell students that they are Urban Planners, figuring out what to do with an open lot in the area. Teacher will pass out brainstorming worksheets and will ask students to spend the rest of the period planning their designs. They should make a detailed plan so that they know exactly what to do when they begin. Teacher will show benchmark products of what they will be creating. IF THEY FINISH EARLY: They may begin working on the Birds-Eye View Drawing.
Area for Everyone Brainstorm Worksheet
DAY THREE: Teacher will ask the class about some of their ideas so far. Teacher will show the benchmark product again and will explain what is expected from their two drawings: Birds-Eye View and Street View. Teacher will ask students to get to work! They will have today and tomorrow to complete their drawings.
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Drawing Template 1: BIRDS-EYE VIEW Drawing Template 2: STREET VIEW
DAY FOUR: Teacher will show examples of work from Steve Lambert. Teacher will tell students that today is a work day. Students will finish their drawings. IF FINISHED EARLY: Teacher will hand out a Reflection Sheet. *Give another day to work, if necessary!* DAY FIVE: (OPTIONAL) To prepare for this class, teacher will scan in students drawings and put them into a public folder on the network. They will also put the Birds-Eye View and Street View satellite images of the lot in this folder. Teacher will hold class in the computer lab. Teacher will give a short tutorial on how to cut out their drawings in Photoshop and paste them into the photographs. Teacher will ask students to perform this task. When they have finished, teacher will ask them to fill out a Reflection Sheet. Teacher will print out the finished products and mount them on construction paper. DAY SIX: Teacher will hang the works around the room. Teacher will hand out sticky notes and will ask students to write a comment about one that they find interesting and that particularly appeals to them. Teacher will ask them to stick their comment on that piece. Teacher will facilitate a discussion about their reactions. Teacher will introduce the next lesson!
Benchmark Product, Drawing 1
Benchmark Product: Drawing 2
*If it has not already been covered in class, this lesson could be accompanied by a lesson in One-Point Perspective Drawing* LEARNING ACTIVITY: DAY ONE:
20 In groups, students will look at the set of images that they are given and will answer questions on the THINKING ABOUT SPACE Worksheet. Students will present their answers to the class. They will participate in or pay active attention during a discussion about the various spaces. Students will participate in brainstorming about what a space needs to serve its community. DAY TWO: Students are given THEIR MISSION: To design the use for an empty lot in the area. Students will complete the questions on their Brainstorm Worksheet. They will come up with three sample ideas. Students will create a detailed plan for their space on the back of the worksheet. They will make a preliminary drawing. DAY THREE: Students will get to work on their drawings. Students will complete a Birds-Eye View Drawing. Students will begin working on a Street-View Drawing. DAY FOUR: Students will look at and ask questions about the work of artist Steven Lambert. Students will finish both of their drawings. DAY FIVE: Students will meet in the computer lab. They will listen to a tutorial on how to use Photoshop. Students will then use Photoshop to cut out the scanned copy of their drawing and insert it into the satellite image of the space. Students will then fill out a Reflection Sheet. DAY SIX: Students will walk around and observe the designs of their peers. They will a comment on a sticky note about one that stands out to them. Students will talk about the work as a class. Students will listen to the introduction for the next lesson!
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Final Benchmark Product
Final Benchmark Product
22 REFLECTION: What space did you decide to design on this open lot? Can you describe in a short paragraph exactly what is going on here?
How does your space serve the Mission Hill community?
Is there anything that you would add or do differently if you were asked to design the space again?
How do you think Mayor Menino would rate your design on a scale from1-10? 12345678910
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LESSON 2:
MY PORTABLE PLACE
What Spaces do People need to Survive?
GRADE 7
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Title: My Portable Place Grade: 7th Grade Class Size: 25 Students Length of Class Period: 50 minutes, Semester-long class Lesson Topic and Description: This lesson responds to the theme of Space from a different angle: How do architects and designers create spaces for people without homes? We will look at designers responses to providing shelter for those who are forced into homelessnessby war, natural disasters, and economic hardship. Students will explore important elements in their relief designs, like cost efficiency, easy shipping, local building materials, aesthetic sense, and protection from the elements. In discussion, students will compare the benefits of various shelter designs. Keeping these issues in mind, students will design their own Portable Place shelters in teams of four. They will produce a drawing and written description of the design and will construct a life-sized model out of cardboard. The culmination of the project will be an exhibition of the designs, where members of the school community can test out their shelters.
Shelter Design Sketch
Cardboard Shelter Example
STAGE 1: DESIRED RESULTS

ENDURING UNDERSTANDINGS: People need shelter to survive. Difficult circumstances leave people without spaces of their own. Architects and designers design in ways that help other people and aid in their survival. Architects and designers consider practical as well as aesthetic factors in creating their designs. Art and design can make the world a better place. ESSENTIAL QUESTIONS: How can we help those in disaster relief and homeless situations? What is the most effective way of creating shelter for those in need? What factors must we consider in designing our shelters?
25 How can we turn our ideas into a 3-Dimensional Portable Place? How can we effectively use all members of our groups in designing and creating our Portable Place shelters?
Superadobe Dome, CALEARTH
STATE STANDARDS ADDRESSED: MASSACHUSETTS VISUAL ARTS FRAMEWORKS: Standard 1: Methods, Materials and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. Standard 6: Purposes of the Arts. Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. Standard 9: Inventions, Technologies, and the Arts. Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their work. MASSACHUSETTS TECHNOLOGY/ENGINEERING FRAMEWORKS: Engineering Design 2.1 Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign. Engineering Design 2.2 Demonstrate methods of representing solutions to a design problem, e.g. sketches, orthographic projections, multiview drawings. Engineering Design 2.3 Describe and explain the purpose of a given prototype. Engineering Design 2.5 Explain how such design features as size, shape, weight, function, and cost limitations would affect the construction of a given prototype.
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paraSITE Design Sketch, Michael Rakowitz
LEARNING OBJECTIVES: Students will read a paragraph about a shelter design and will share something that they learned to their peers in discussion. Students will pay active attention when the teacher and their peers are speaking. Students will write down and verbally respond answers to the prompts: What do people need in their space to survive? And What factors do architects think about when designing shelters for the homeless? In groups, students will brainstorm factors they need to consider in their designs and how they will address those factors. They will fill out a detailed brainstorming worksheet. Students will create a detailed sketch of their design. Students will construct their design out of cardboard. Students will decorate the cardboard shelter. Students will complete a reflection worksheet about the process and the final product. Students will create a poster that exhibits the benefits of their design. Students will display their shelters, posters, and will talk about their work to their teachers and peers.

PERFORMANCE TASK OR FINAL PRODUCT: The final product will be a life-sized cardboard construction of a Portable Place, designed to provide shelter for one individual. This will be accompanied by one planning worksheet and one initial sketch from each group of four. Both the cardboard shelter and the planning worksheet should reflect thoughtful response
27 to practical design factors, such as: cost, local materials, portability, defense against the elements, and aesthetic sense of comfort and pleasure. Students will create a poster, present their design to peers, and complete a final written reflection. CONTINUUM OF ASSESSMENTS: Students will respond to discussion questions and will pay active attention when the teacher and their peers are speaking. In their groups, students will complete a brainstorming worksheet. In their groups, students will complete a detailed design sketch. In their groups, students will construct a model of their design out of cardboard. In their groups, students will create a poster that demonstrates the benefits of their design. Students will present their shelter to their teachers and peers. Students will complete a final reflection worksheet. CRITERIA: Did the student read about their shelter quietly? Did the student contribute or pay active attention during class discussions? Did the student work cooperatively in their group? Were they always working on something? Did they make sure that everyone in the group had their ideas heard? Were they respectful and helpful? Did the student contribute ideas for the brainstorming worksheet? Did the student contribute ideas for the final sketch? Was the student constantly engaged and working on the cardboard structures during class time? Did the student help create the group poster? Did the student attend the exhibition, stay at their station, and talk about their design to teachers and peers? Did the student complete and respond thoughtfully to their final reflection questions?
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SEED Shelter Concept Design

MATERIALS AND EQUIPMENT: Worksheets: -Shelter Information Sheet (7 Different Shelters) -Shelter Brainstorming Worksheet Part 1 -Shelter Brainstorming Worksheet Part 2 (Sketch) -Final Reflection Worksheet Materials: -Pencils -Extra paper -Many pieces of large-sized cardboard (Find at furniture stores, appliance stores, etc) --Found materials (Foam, Plastic Bags, Trash bags, Ziploc Bags, Plastic sheets, Egg crates, etc) -Structural Materials (Wire,Wooden sticks, Dowels, etc) -Duct Tape, multiple rolls -Packing Tape -Hot Glue Gun with extra Glue Sticks -String -Large amounts of cheap, washable paint -Decoration elements (Yarn, glitter, fabric, found materials)
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Example of Cardboard Construction
Example of Cardboard Construction
VOCABULARY WITH DEFINITIONS: Architectural Model: A preliminary construction that serves as a plan from which a final product is to be made. It is a tangible representation of a structure built to study aspects of an architectural design or to communicate design ideas to clients, committees, and the general public. They are usually created out of materials like cardboard, wooden blocks, and foam. HVAC System: Heating, Ventilation, and Air Conditioning system in a building. Ventilation: The mechanical system or equipment used to circulate air or replace stale air. Aesthetic: Pertaining to how something looks. The aesthetics of a culture means what is visually normal or pleasing in that culture. Biodegradable: Able to be chemically broken down by the environment. Local Materials: Materials that can be found in the area and do not need to be shipped long distances. VISUAL IMAGE RESOURCES:
SEED Shelters: These shelters are created out of shipping boxes that can be found on barges and ships that carry cargo. They were created as a response to the 2010 Earthquake in Haiti that left over a million people without homes and were designed by professors Doug Hecker and Martha Skinner and students at the Clemson School of Architecture. Shipping containers can already be found in many areas that would need disaster relief. These containers are cut for ventilation and circulation and are assembled by the people in the area, who add on local materials to complete construction of the homes. The shipping containers are very strong and are hurricane-resistant. The group is currently working on developing an umbrella that would shield the building from intense
30 tropical heat. They also wish to include mosquito nets in the structures. The homes take about 2-3 weeks to complete. Designers have plans to turn develop this short-term solution into a long-term building project and create more permanent homes, powered by solar energy, out of these containers. This would help quickly rebuild the infrastructure of the area as well as being a source of jobs. Designers hope to blend these structures in with the local aesthetic and respond to important human elements, like arranging the homes in neighborhood groupings.
Urban Shell Shelter for Homeless: Designer Augustin Otegui created this shelter to shield homeless population from changing weather conditions. The shelter opens up and is placed at the corner of a building. Its roof cover protects the user from rain, wind, or snow. During warm months, the roof protects from sunlight and the open structure allows air to pass through. The shelter collapses into a trolley that can be wheeled around by the user. Hooks on the outside of the structure provide a place to hang belongings and keep them at easy access. Adding panels to the sides allows for privacy and neatness. It can open up into a full shelter.
Sanctuary: The Swedish-based design firm Barometrik created this design in response to the 2004 Indian Ocean Earthquake, which killed about 430 Swedish people. It is intented for use in tsunamis and other natural catastrophies. It is lightweight, collapsible, and is easily stored, delivered, and relocated. It is created out of DuPont Tyvek because of its lightweight, moisture-repelling, chemical resistance, flexibility, opacity, recyclability, resistance to microbes. It is also created with biodegradable potato start wireframe structure. The structure automatically springs into shape from its flat compressed state. The top is shiny and there is a reflective X on top that would help rescue planes and helicopters locate lost and stranded people in low-visibility conditions.
31
Cocoon Emergency Shelter This shelter was designed by John Moriarty for housing people in the immediate wake of a natural disaster, as a short-term solution. It hangs down from a tree branch, which gives it structure, keeps it from loosing heat to the ground, and protects it from critters. It is designed for extreme environmentswith a protective outer shell and a comfortable bag inside. The warm colors, inner materials, and shape keep body heat in and keep the inhabitant warm. It is collapsible, portable, and can be set up quickly by individuals or small groups of people.
paraSITE This shelter was developed by Michael Rakowitz for homeless people living on the street. It is created out of materials that can be easily found plastic bags, Ziploc bags, and clear waterproof packing tape. The cost for each shelter is around $5. The shelters attach to the HVAC (Heating, Ventilation, Air Conditioning) systems that shoot out warm air from the side of buildings. This warm air inflates and heats up the shelters. Their collapsible, light nature make them very easy to carry around. These structures are built for survival, are temporary, and do not provide a long-term solution for housing these people. They are made in a very small scale and are custom made for each individual, depending on their specific needs. There exist about 30 in Boston, Cambridge, and New York.
32
QuaDror This is an internal structural support system, which is made up of interlocking Lshapes of different widths. It can be collapsed to a flat shape, or may open up to a self-standing structure. The structure is strong and resistant to environmental challenges like earthquakes and hurricanes. Once the structures reach a site, they are constructed by local people using the materials in the area. This is meant to empower communities to rebuild their own living environments. They also can be decorated in different ways depending on the aesthetics of the specific culture. They are easy to ship, move, and build. 1,750 structures can fit in one 40 foot container.
Superadobe Emergency Sandbag Shelters These shelters were envisioned by Nader Khalili and his team at CALEARTH. They use the materials of warsandbags and barbed wireto construct shelters that protect against disasters. Bags are filled with the free dirt present at the site. They are arranged in layers and long coils and are connected with strands of barbed wire, which acts as the mortar. These coils are arranged into dome and arch structures, for maximum support and space. The barbed wire provides protection from earthquakes, the sandbags protect from flooding, and the earth acts as insulation and fire protection. They are supposed to be built as a community activity. They last one season, but may be stabilized for longer-term use by adding cement, lime, or asphalt. Personal aesthetic elements may be added.
33 TEXT, MEDIA AND WEB RESOURCES: SEED Shelters, Retrieved from http://buildipedia.com/go-green/eco-news-trends/the-seed-project-at-clemsonuniversity-safe-housing-for-haitians?print=1&tmpl=component on February 20, 2012. VIDEO RESOURCE: http://vimeo.com/8845183 Urban Shell Shelter for Homeless, Retrieved from http://www.yankodesign.com/2007/02/15/urban-shell-shelter-for-homeless-byagustin-otegui/ on February 20, 2012. Sanctuary, Retrieved from http://www.design21sdn.com/competitions/7/entries/652/gallery on February 20,2012. Cocoon Emergency Shelter, Retrieved from http://www.campist.com/archives/cocoon-emergency-shelter.html- and http://www.treehousebydesign.com/blog/2007/09/cocoon-emergency-survivaltreehouse.html on February 20, 2012. paraSITE, Retrieved from http://michaelrakowitz.com/projects/plot/ on February 20,2012. Quadror, Retrieved from http://www.quadror.com/ on February 20, 2012. Superadobe Emergency Sandbag Shelters, Retrieved from http://calearth.org/building-designs/emergency-sandbag-shelter.html on February 20, 2012.
Shelter Brainstorming Worksheet Part 1
34 TEACHER INSTRUCTION: DAY ONE: INTRODUCTION Teacher will pose a question to the class: What do people need in their space, home, or shelter to survive? Teacher will write students responses on the board. Teacher will present the Enduring Understandings, Essential Questions, and will explain that the class will be looking at how architects and designers create shelters for those without homes. Teacher will pass out Shelter Information Sheetseach student will receive information about a different shelter design. Teacher will ask students to take five minutes to read it, answer questions, and flip it over when they are done. Teacher will show examples of each shelter on the board, while asking students to tell their peers about what they know about the design. Teacher will brainstorm with the class, based on these designs, what seem to be important factors that designers keep in mind when creating shelters. Teacher will touch on: cost effectiveness, use of local materials, , portability, durability, protection from natural catastrophes, aesthetic elements, community involvement/empowerment, etc Teacher will introduce the students Design Challenge : they will be designing their own shelters for the homeless in teams of four, keeping these factors in mind. Teacher will divide the groups in teams and will give each team Shelter Brainstorming Worksheet 1 to work on for the rest of class. Teacher will also hand out a list of different materials and their properties, as well as examples of different types of structures and their benefits. Teacher will encourage out-of-the-box thinking! DAY TWO: BRAINSTORM SKETCHES Teacher will remind the class about some discoveries and thoughts they had last class about creating shelters. Teacher will divide the class into their groups. Teacher will tell them to finish their brainstorming worksheet and create a detailed sketch of their design. Shelter Brainstorming Worksheet 2 Teacher will ask each group to choose a TEAM LEADER and write the leaders name at the top of the Worksheets. (Sketching might go into DAY THREE) DAY THREE: CONSTRUCTION INTRODUCTION/WORK DAY Teacher will fill the room with materials. Teacher will divide the class into their groups and will hand back their plans, with comments, suggestions, and general feedback). Teacher will introduce the next step in their Design Challenge: Creating a life-sized model out of cardboard. Teacher will define the word Architectural Model. Teacher will show a benchmark product.
35 Teacher will explain Group Expectations: Everyone should be working together and helping in some way. All voices should be heard. If anyone has questions, they ask their TEAM LEADER, who will then ask the teacher. TEAM LEADERS will also make sure that everything in their group is running smoothly. Teacher will describe the different materials in the room. Teacher will demonstrate some methods of attaching materials together. BEGIN! DAY FOUR: WORK DAY Teacher will supervise a work day. DAY FIVE: WORK DAY Teacher will supervise a work day. DAY SIX: WORK DAY/DECORATION DAY Teacher will set out decorative materials and tell students that they can paint and decorate their dwellings. Teacher will supervise a work day. DAY SEVEN: FINAL DAY Teacher will hand out a reflection worksheet that asks about: How the group worked together, why their design is a good shelter, and how they feel about their final product. Teacher will tell students to create a poster that talked about the benefits of their original design. Teacher will tell students to finish their shelters. FINAL EXHIBITION: Teacher will set up shelters around the schools quad or cafeteria. Teacher will pass out posters and ask students to stand by and explain their shelters to passers-by.
Shelter Brainstorming Worksheet Part 2
36 LEARNING ACTIVITY: DAY ONE: INTRODUCTION Students will respond to teachers questions about shelter. Students will read their Shelter Information Sheet and answer questions. Students will tell their peers about what they learned about their shelter in discussion. Students will divide into their teams of four. Students will fill out their Shelter Brainstorm worksheet, thinking about what their design will entail. DAY TWO: BRAINSTORM SKETCHES Students will divide into their groups. Students will finish their first brainstorming worksheet. Students will create a detailed sketch of their design. Students will pick a TEAM LEADER for their group. They will write the leaders name on the top of their worksheets. DAY THREE: CONSTRUCTION INTRODUCTION/WORK DAY Students will divide into their groups. Students will listen to the project introduction. Students will start working on their cardboard models. DAY FOUR: WORK DAY Students will work on their cardboard models. DAY FIVE: WORK DAY Students will work on their cardboard models. DAY SIX: WORK DAY/DECORATION DAY Students will continue working on their cardboard models. Students will paint and decorate their models. DAY SEVEN: FINAL DAY Students will fill out a reflection sheet. Students will create a poster that exhibits the benefits of their design. Students will finish their shelters. FINAL EXHIBITION: Students will hang their poster by their cardboard model. Students will present their models to passers-by.
Examples of Cardboard Shelters
37
LESSON 3:
MEMORY SPACE
What Stories do the Spaces around us Tell?
GRADE 7-8
38
Title: Memory Space Grade: 7th Grade Class Size: 25 Students Length of Class Period: 50 minutes, Semester-long class Lesson Topic and Description: In this lesson, students will look at significant spaces that they have learned about in their social studies and history classes. They will contrast what happened in those places in the past with how those places are used now. The three main examples that we will discuss are: Tiannamen Square, Tehrir Square, and the site of the Boston Massacre. Students will consider the layers of history that are present in the spaces around them. They will then think about their own personal histories with the spaces around them. They will think of a significant place or event in their lives and where that event happened. They will create a clay tile that commemorates that event or memory and will place it as a plaque in the site itself. The tile will have the story written on the back. The final piece will be a photograph of their tile in the memorable spot. STAGE 1: DESIRED RESULTS ENDURING UNDERSTANDINGS: Spaces are filled with powerful histories and personal stories and change their meaning over time. It is important to think about who and what came before us. We have our own personal histories with the places where we visit and live. Artists can envision positive ways that space can be used to commemorate past events and memories. ESSENTIAL QUESTIONS How can the meaning and function of a space change? What are important events that are tied to specific places in world history? What are the important events that are tied to specific places in my life? How can I create a commemorative piece that will inform others about my personal history with this space? How can we respect and commemorate the history of a space?
Old State House, Boston, MA
Old State House, Boston, MA
39
STATE STANDARDS ADDRESSED: MASSACHUSETTS VISUAL ARTS FRAMEWORKS: Standard 1: Methods, Materials, and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. Standard 4: Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation. Standard 7: Roles of Artists in Communities. Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present. Standard 10: Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of technology, engineering, history and social science. MASSACHUSETTS SOCIAL STUDIES/HISTORY FRAMEWORKS: Concepts and Skills 7.CS.5 Identify multiple causes and effects when explaining historical events. Concepts and Skills 8-12.CS.8 Interpret the past within its own historical context rather than in terms of present-day norms and values. Concepts and Skills 8-12.CS.8 Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments.
Tiananmen Square, Beijing, China
Tiananmen Square, Beijing, China
LEARNING OBJECTIVES: Students will look at images of spaces and participate in Visual Thinking Strategy by talking about what they notice, wonder, what they think that the space is used for, and what clues tell them that. Students will create a quick collage on top of an image of a historically important place that creatively imagines what might have happened in that space before. Students will find a commemoration plaque or monument in their neighborhood and sketch, take a picture, or describe that monument to the rest of the class.
40 Students will brainstorm important events in their life that are tied to specific places. They will write down three of their ideas. Students will pick their favorite idea and will write a short one-to-two sentence description of the memory. Students will create a planning sketch for a commemorative clay tile of the event. Students will sketch their design onto a tile of clay and carve the negative space away. Students will paint on top of their finished and dried clay stamp. Students will present their tile to their peers. Students will place their tile in the memorable location and will take a picture.
Tahrir Square, Cairo Egypt
Tahrir Square, Cairo Egypt

PERFORMANCE TASK OR FINAL PRODUCT: The final product will be a painted clay tile that depicts a students memory that is tied to a place, with a short description of that memory inscribed on the back and dated. For most, the final product will also be a photograph of the tile placed in the memorable space. These products will be accompanied by a planning sketch and brainstorm worksheet. CONTINUUM OF ASSESSMENTS: Students will pay active attention or participate during initial Visual Thinking Strategies discussion about well-known historical places. Students will create a collage imagining how a famous historical space may have been used in the past. Did the student find a monument in their area and write down what it said? Students will write down three ideas that they have for their tile. Students will write a 2-3 sentence description of the memory or event that they have chosen. Students will make a planning sketch of their tile design. Students will complete carving their design on their tile. Students will paint their tile.
41 Students will present their tile to their peers. Students will place their tile in the memorable location, take a picture, and send the picture to their teacher. (Strongly Encouraged)
Trail of Tears Historical Post
Plaque on the side of a home
CRITERIA: Did the student participate or pay active attention during the discussion about historical spaces? Did the student create an imaginative collage about a possible history of a space and was able to explain to the rest of the class what it represented. Did the student bring in a description of a monument or commemoration that they found in their neighborhood and describe it to the class? Did the student write down three ideas for their space, pick one, and summarize it in 2-3 sentences? Did the student create a detailed sketch that could easily be transferred onto a clay tile? Did the student create a tile that represents their original story and intent? Did they take care in the carving process and exhibit a desire to do their best work? Did the student present their work to their peers and explain its personal meaning? Did the student place the tile in the memorable space, take a picture, and send it to the teacher? (Strongly Encouraged)
Ghost Bike, Washington D.C., 2010
42

MATERIALS AND EQUIPMENT: Paper Materials: Initial Brainstorm Worksheet Tile Sketch Blank Template Print-outs of different historical spaces in their current use (for Day One collage) Materials: Magazines Scissors Glue Paper Pencils Air-Dry clay tile Clay carving tools in a variety of sizes Plastic bags and Water Sprayer to keep clay fresh Acrylic paint for painting tiles Paintbrushes Disposable, Digital, or Phone Camera to capture the image (OPTIONAL) VOCABULARY WITH DEFINITIONS: Commemorate: To honor or keep alive the memory of a person, group, or event. Memorial: Something, such as a monument, intended to celebrate or honor the memory of a person or event. Plaque: A flat plate, slab, or disk that is ornamented or engraved for mounting, as on a wall for decoration or on a monument for information. Revolution: The overthrow of one government to replace it with another.
Final Clay Tile Example
43 VISUAL IMAGE RESOURCES: Trail of Tears Image, Retrieved from http://guides.wikinut.com/img/2jfa3m2hrz6l14if/Commemorative-Plaque on March 3, 2012. Watermill House Image, Retrieved from http://www.signsofthetimes.co.uk/commercial_signs.php on March 3, 2012. Ghost Bike Image, Retrieved from http://www.wtop.com/?nid=&sid=2006702 on March 3, 2012. TEXT, MEDIA AND WEB RESOURCES: Tiananmen Square, Beijing, China Tiananment Square is a large public square in the center of Beijing, China. It is the third largest square in the world and has been the site of many events and protests over the years. Retrieved from, http://en.wikipedia.org/wiki/Tiananmen_Square on March 2, 2012. 1989 Tiananmen Square Protests Fed up by government corruption, thousands of demonstrators, mainly students, occupied Tiananmen Square for seven weeks, refusing to move until their demands for democratic reform were met. The demonstration ended in a famously bloody massacre, in which the government army shot and killed hundreds of these demonstrating civilians. Retrieved from, http://news.bbc.co.uk/onthisday/hi/dates/stories/june/4/newsid_2496000/2 496277.stm on March 2, 2012. Tahrir Square, Cairo, Egypt Tahrir Square is a major public square in the center of downtown Egypt, encircled by a busy traffic circle. It has been the site of three major revolutions in Egypt in1919, 1952, 2011. Its name translates to Liberation Square. Retrieved from, http://en.wikipedia.org/wiki/Tahrir_Square on March 2, 2012. 2011 Egyptian Revolution This was (and continues to be) an uprising in Egypt that led to the overthrowing of Egyptian President, Hosni Mubarak. Protesters from many walks of life demonstrated against issues like police brutality, lack of freedom of speech, no free elections, corruption, and high unemployment rates. The revolution took place in multiple cities, but centered in Tahrir Square. It came in the wake of a similar revolution in Tunisia and was part of the Arab Spring.
44 Egypt News--Revolution and Aftermath, New York Times, March 1 2012. Retrieved from, http://topics.nytimes.com/top/news/international/countriesandterritories/eg ypt/index.html on March 2, 2012.
Old State House, Boston, MA This used to be the center of Bostons civic life in the 18th century, where important leaders like Samuel Adams, John Hancock, and John Adams debated the future of the British colonies. After the revolution, it was used as the first state house for the new Commonwealth of Massachusetts. After that it had various uses, including a shopping arcade, city hall, post office, merchants exchange, and offices. Today, it is located in the heart of Bostons Financial District and has been restored as a stop on the citys historic Freedom Trail. The Heart of Revolutionary Boston, Retrieved from http://www.bostonhistory.org/?s=osh on March 2, 2012. March 5, 1770 Boston Massacre Tension had been growing between Britain and the colonies and between colonists and British troops stationed in their towns. On March 2, 1770, a group of rioters gathered outside the Custom House (now Old State House), where British troops were keeping guard. The colonists harassed a soldier, who got back-up. In the confusion, someone yelled Fire! and the soldiers shot civilians below. Three were killed and eight were wounded. This became one of the first shots of the American Revolution. Retrieved from http://www.kidport.com/reflib/usahistory/americanrevolution/bostonmassac re.htm on March 2, 2012.
Tile-Design Sketch Examples
TEACHER INSTRUCTION: DAY ONE: INTRO/COLLAGE ACTIVITY Teacher will show images of Tiananmen Square, Tahrir Square, and the Old State House in Boston in their current uses. Teacher will ask students, about each photograph: What do you notice about this space? What do you wonder? What do you think it is used for? Why?
45 Teacher will show images and give background on three well-known historical events that happened in these spaces: the 1989 Tiananmen Square Protests, the 2011 Egyptian Revolution, and the March 5, 1770 Boston Massacre. Teacher will ask students to fill in what they know. Teacher will present the lesson with Enduring Understandings and Essential Questions: This lesson is about how the meaning of a place changes and how we commemorate how spaces have been used in the past. Teacher will pass out images of famous historical places in their modernday use. Teacher will pass out magazines, scissors, and glue and ask students to collage a story into the space that they might imagine happened there. Teacher will ask students to share their stories with each other in groups of two. Teacher will give background to the famous historical event that happened in that space. DAY TWO: HOW ARE MEMORIES AND HISTORIES COMMEMORATED? Teacher will show examples of how memories and histories are commemorateddescriptions on the sides of old buildings, plaques in honor of important local people, ghost bikes that mark where a bike rider died. Teacher will tell students that, for this project, they will think of a personal memory that they have that is tied to a certain space. They will be creating a commemoration of that memory. Teacher will show benchmark product examples. Teacher will ask students to brainstorm and write down three personal memories. Teacher will tell them to pick one and to write a 1-2 sentence description of the memory. If they finish early, teacher will tell students to start sketching a design for their tile. Teacher will give the homework: Find a commemorative plaque or memorial in your neighborhood. Make a sketch, write a sentence, or take a picture of it and bring it to class to share tomorrow. DAY THREE: PRESENTING, SKETCHING Teacher will go around the room and have each student tell their peers about the commemoration that they found. Teacher will pass out sketch worksheets and ask students to finish drawing their final tile designs. DAY FOUR: CARVING Teacher will ask students to sketch their design onto their clay tile. Teacher will pass out carving tools and will tell them to begin carving away the negative space to create a three-dimensional depiction of their drawing. DAY FIVE: FINISH CARVING Teacher will supervise the final day carving the tiles.
46 Teacher will tell students to carve the short description of their memory on the back of the tile DAY SIX: PAINTING Teacher will ask students to paint their tiles. DAY SEVEN: WRAP-UP Teacher will pass back the finished, dry tiles to students. Teacher will present their next task: try to place this tile in the memorable space that you are commemorating. If you can, take a picture and send it to me. Teacher will go over the steps of how to send or give the teacher your photograph. Teacher will present the next lesson.
Clay Tile Carving Process
LEARNING ACTIVITY: DAY ONE: INTRO/COLLAGE ACTIVITY Students will participate in Visual Thinking Strategies when looking at historic spaces in their current use and will answer the teachers questions. Students will tell the teacher information that they know about the historical events. Students will create a one-day collage on an image of a historical space that imagines what could have happened there in the past. Students will share their collage with a partner. DAY TWO: HOW ARE MEMORIES AND HISTORIES COMMEMORATED? Students will listen to a presentation about the commemoration of memories in a space. Students will brainstorm and write down three memories they have that are tied to a place. Students will pick one and will write a 1-2 sentence description of that memory. Students will begin sketching a design for their commemorative tile. For homework, students will find a monument or commemorative plaque in their neighborhood and sketch, write about, or take a picture of the object. DAY THREE: PRESENTING, SKETCHING
47 Students will each present the monument that they found to their peers. Students will finish their final tile sketches. DAY FOUR: CARVING Students will sketch their designs onto their clay tiles. Students will carve away the negative space to create a three-dimensional depiction of their drawing. DAY FIVE: FINISH CARVING Students will finish carving their tiles. Students will carve the brief description of the event on the back, with the date that it happened. DAY SIX: PAINTING Students will paint their tiles with acrylic paint. DAY SEVEN: WRAP-UP Students will place their tiles in the memorable location, take a picture, and send it to their teacher. (Strongly Recommended)!
Example of Tile in Its Memorable Space

Making Space: GRADE 7-8

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MAKING SPACE Grade 7

STAGE 2 ASSESSMENT EVIDENCE

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

RUBRIC: See attached rubric

STAGE 3 LEARNING PLAN

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

Lesson 1 AREA FOR EVERYONE

WHAT SPACE DO PEOPLE NEED TO SURVIVE?

Lesson 2 MY PORTABLE PLACE

Lesson 3 MEMORY SPACE

WHAT STORIES DO THE SPACES AROUND US TELL?

CREATE : YOUR OWN ONE-PERSON SHELTERS!

CREATE : A COMMEMORATIVE TILE OF A PERSONAL MEMORY! PLACE IT IN ITS SPACE.

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

SAMPLE RUBRIC: RUBRIC for Area for Everyone:

Final product reflects the ideas in the brainstorm worksheet. 012345678910

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

AREA FOR EVERYONE

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

South Central Farm, Los Angeles, CA

Hollywood Community Plan, Hollywood, CA

STAGE 1: DESIRED RESULTS

Cambridgeside Galleria Mall, Cambridge, MA

9/11 Memorial, New York City, NY

STAGE 2: ASSESSMENT EVIDENCE

Rendering of the Acropolis, Athens, Greece

STAGE 3: LEARNING PLAN

THINKING ABOUT SPACE Worksheet, Page 1

THINKING ABOUT SPACE Worksheet, Page 2

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

Rewild, Steve Lambert

Candlestick, Steve Lambert

Bart, Steve Lambert

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

Area for Everyone Brainstorm Worksheet

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

Benchmark Product, Drawing 1

Benchmark Product: Drawing 2

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

Final Benchmark Product

Final Benchmark Product

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

How does your space serve the Mission Hill community?

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

Shelter Design Sketch

Cardboard Shelter Example

STAGE 1: DESIRED RESULTS

Superadobe Dome, CALEARTH

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

paraSITE Design Sketch, Michael Rakowitz

STAGE 2: ASSESSMENT EVIDENCE

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

SEED Shelter Concept Design

STAGE 3: LEARNING PLAN

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space

Example of Cardboard Construction

Example of Cardboard Construction

Lauren Kent March 5, 2012 Interdisciplinary Unit Plan: Making Space