curriculum
Classroom Workshops
Spring 2008: OHNY in NYC Schools
Architecture and Design in Your Classroom
Curriculum Ideas
See it! Learn it! Design it! Build it!
 |
 |
|
| Students at PS86 Kingsbridge Heights draw a map of their model city | Students at PS 287 Bailey K. Ashford construct their model buildings |
Who we are
OHNY Kids! launches NYC school programs for Spring 2008. Classroom workshops are co-taught by educators from openhousenewyork as well as our teaching partner, the Trust for Architectural Easements (TAE). OHNY also partners with the Center for Architecture Foundation educators to host youth and family workshops at the Center and programs focused on NYC's built environment during openhousenewyork Weekend.
What we do
OHNY and TAE lead free, interactive workshops in the classroom which actively engage students and challenge them to think critically about the spaces, places and neighborhoods they inhabit. These activities can be shared with classmates and families, bolstering students’ sense of community. Students learn how they interact with the built environment on a daily basis and the importance of architecture and design in their homes, schools and neighborhoods. Teachers will find that the OHNY Kids! curricula can be used to enhance various subjects and schools can choose which workshops best fit into existing lesson plans.
Where
Workshops are taking place in classrooms throughout all five boroughs.
How to get your class involved
Spring 2008: OHNY in NYC Classrooms
openhousenewyork Kids! led free, interactive workshops in NYC public school classrooms during spring semester 2008. Partnering with the Trust for Architectural Easements (TAE), OHNY Kids! engaged second graders in five NYC public schools, following our Building a Model City curriculum. Each class discussed, designed and created a model city during the six week workshop.
Building a Model City
 |
 |
|
| Students at PS 287 Bailey K. Ashford discuss the layout of their model city | Students at PS86 Kingsbridge Heights map out their model city |
Discussion
During the first session, students brainstorm and design a model city for their class. We discuss the name of the city, what buildings and spaces should be included in the model city and a general layout.
 |
 |
|
| Students at PS 144 design their model building and describe it’s role in their model city | Students at PS 86 integrate shape, color and signage to their designs |
Design
During the second session, students are each given a building to design. Students write brief descriptions about what their buildings should look like, the importance of their building and where they should be situated within the model city. They also design and draw the exterior of their building, thinking about shape, color, symbols and signage.
 |
 |
|
| Students at PS 86 construct their model buildings | Students at PS 144 add details to their model buildings |
Construction
During the third session, students transform their cardboard boxes into model buildings. Students bring in a recycled box from home and decorate it, following the design they created for their building.
 |
 |
|
| High School Musical World, created by Mrs. O’Brien’s class at PS 86 | Students at PS 42 create a model of Chinatown’s landmarks |
Evaluation
During the fourth session, students place their finished model buildings onto the plan of their model city. Students examine their city and critique it, listing what is good about its design, and what they would change about its design if given the opportunity.
 |
 |
|
| Students at the Earth School explore the architecture of the East Village | Students model a round arch on the walking tour |
Neighborhood Walking Tour
The final session features a walking tour of the neighborhood surrounding the school. Students learn about architectural features and point out these features in the buildings on tour. Students can act out or model some basic architectural elements, sketch the architectural elements and buildings on the tour or participate in a scavenger hunt.
 |
 |
|
| Students explore the Kingsbridge Heights neighborhood on a walking tour, learning about architectural elements | Pokémon Town, created by Mrs. Calderon’s class |
PS 86 Kingsbridge Heights, Bronx
At PS 86, three classes created their own model city: High School Musical World, Pokémon City and Ice Cream Land. Students discussed and designed their cities, focusing on where buildings should be placed in relation to each other. Students constructed their own buildings for the city and looked at what could be added, such as public transportation routes and additional park space. The final workshop session involved a walking tour of the Kingsbridge Heights neighborhood. Students learned new architectural vocabulary and found examples on their tour. They also learned about the neighborhood’s history, including the red brick Eighth Regiment Armory, also known as the Kingsbridge Armory, which was built to house the National Guard.
 |
 |
|
| Students construct buildings for their model city | Ice Cream Land, created by Ms. Wedlock’s class |
PS 287 Bailey K. Ashford, Brooklyn
At PS 287, two classes created Ice Cream Land and Money City, using their Robin Hood library as a workspace. The roads were laid out and streets were creatively named “Mint Chip Ice Cream Lane” and “Dollar Road,” referencing their respective cities. In designing and constructing their model buildings, students thought about shape and color, as well as symbols and signage. The final workshop session involved a walking tour of the Fort Greene neighborhood, where students were asked to look for examples of architectural elements they had just learned. Students also learned about the neighborhood’s history as an American Revolutionary War era fort that was built in 1776 under the supervision of General Nathanael Greene.
 |
 |
|
| Student sketch the statue of Lin Ze Xu in Chinatown | Students with their model of Chinatown’s landmarks |
PS 42 Benjamin Altman, Manhattan
At PS 42, Mr. Eng-Achson’s ESL class focused on landmarks in Chinatown. Students worked together to create a model of their specific neighborhood, in the Lower East Side of Manhattan. Teams were assigned to five landmarks: the Manhattan Bridge Plaza, E.J. Mooney House, Confucius Plaza & Statue, Lin Ze Xu Statue, and Kimlau Memorial Arch. Students worked with colored paper and clay to create a model of their landmark, carefully forming round columns and molding a statue of Confucius for their models. Students also created a map using a grid and oriented their landmarks using maps, cardinal directions and notes from their walking tour.
 |
 |
|
| Students design their model building and describe it’s role in their model city | Students create brochures welcoming visitors to their model city, Candy Land |
PS 144 Colonel Jeromus Remsen, Queens
At PS 144, four classes created Phineas and Ferb Town, Party World, Nim’s Island and Candy Land. Students included many buildings appropriate to their particular city, such as an amusement park for Party World and a chocolate factory for Candy Land. During the walking tour of Forest Hills, students learned about architectural terms and neighborhood history, including the planned community of Forest Hills Gardens, developed in 1909 and modeled after the garden communities of England.
The students at PS 144 also created brochures for their model city, highlighting various buildings, writing about their city’s history and including a street map. This is a great example of how the model cities can be integrated into the curriculum and generates ideas for assignments and creative projects.
 |
 |
|
| Students explore the architecture of the East Village (Image courtesy of Sean Adair) | Students find architectural elements in Tompkins Square Park (Image courtesy of Sean Adair) |
The Earth School, Manhattan
At the Earth School, PS 364, five mixed-grade classes created their model cities after a walking tour of their East Village neighborhood. During the tour, students were asked to look for examples of architectural elements they had just learned. The tour included Tompkins Square Park, the public library, several churches and jazz musician Charlie Parker’s residence. For their model city, students took many cues from their neighborhood. Many buildings included architectural elements, such as columns and pediments, which were observed on the walking tour. The design and construction of the model buildings were done independently. The last session culminated in a celebration of the completed model cities.
Architecture and Design in Your Classroom
The architecture, design and development of our communities impact all its inhabitants, regardless of age. openhousenewyork (OHNY) seeks to engage children, who inherit the legacy of decisions we make today but are often left out of the process. openhousenewyork Weekend is an event that encourages all New Yorkers to think about architecture and all of the spaces that we see and use every day. You may visit one of the openhousenewyork sites with your class, or you may use spaces in your school to get your class to think about architecture.
Discussing architecture and design with your students is a readily accessible topic. Students of all ages interact with architecture and the built-environment on a daily basis. openhousenewyork sites, your school building and even your students’ bedrooms can all serve as platforms to talk about architecture and design.
The following activities can be tailored to any age group or ability level. They are structured to encourage students to work independently or in groups, to brainstorm multiples solutions and to develop their presentation, observation, writing and research skills. Additionally, activies may be tied into the core subject areas and learning standards. We encourage you to explore these topics and adapt them to your teaching needs and goals.
Curriculum Ideas
Below you will find ways to promote students’ awareness of their surrounding environments. The activities below present engaging and creative ways for kids to connect with their neighborhoods and communities.
Questions for discussion at an architectural site (can be an OHNY site, or your school’s gym, library, cafeteria, or even your classroom):
- What is the name of this space?
- How is it used? Who uses it? How often does it get used?
- What are some adjectives you can think of to describe this space?
- Are there windows in this space? How many? How big or little? What shape?
- What shapes, colors, textures, or patterns can you observe in this space?
- How does being in this space make you feel?
- Are there any changes that you would want to make to this space? Why? What would these changes be?
(At the Japan Society during the 2007 OHNY Weekend, workshop led by Lita Riddock,
Learning By Design: NY Educator)
- Pretend you are looking down at this space from above. Draw this view. In architecture, this is called a plan.
- Draw the outside or exterior view of this space. In architecture, this is called an elevation. What materials are used on the exterior? Make sure you depict them in your drawing.
- Pick out one portion of the space that you like. Draw this detail. It could be a window, a lighting fixture, or a decoration.
- Pick out one portion of the space that you hate. Think about why you don’t like it, and then draw changes that you think will improve it.
- Working with a classmate, measure this space. Then, using graph paper to help you, create a scale drawing of the plan. (E.g., 1 graph paper box = 1 foot)
- Using cardboard, tape, construction paper, glue, and crayons, create a 3-D model of this space.
- Design a space of your own. Think about how and why the space will be used before you design it. For example, if you want to design a gymnasium, think about the size, and the ceiling height, and the different games that will be played in the gym. Will the space have many windows? No windows and only artificial light? What materials will be used? What decorations will there be? What kinds of special equipment will there be? Once you have answered some of these questions, make a sketch and then make a model.
- Redesign an existing space. Survey the students and teachers in your school to find out if there are any areas that need improvement. Using their suggestions, work together as a team to design changes. Then make the changes!
- Create a photo survey of your school. Using a camera, make a scrapbook to document all the interior spaces in the school building. Include classrooms, hallways, offices, the gym, library, cafeteria, stairways, etc. If you like, you may extend the project to include important spaces in the neighborhood, like the interior of a favorite store.
- Using paint, cray-pas, or collage, create a poster that visually describes the interior and exterior of your home. Divide the paper in two. On one half, depict your home’s interior, and on the other half, depict the exterior.
- Write a poem that describes the feelings you get or thoughts you have from being in a certain space.
- Create a site-specific dance or performance for a space in your school or neighborhood. (It could even be a park.) Incorporate elements of the site’s history or use as part of the performance.
Exploration and Research
- Visit one of the OHNY sites. Many are historic houses or museums that have education programs especially designed for school classes. Take a tour of a site or look for OHNY’s special walking tours designed specifically for kids.
- Working in teams, create a report about the history of one of the OHNY sites. Use the Internet and library resources. Present your findings to the class. This way, the class can go on a “virtual” tour of OHNY.
- Think about a site in your neighborhood that would be a good choice to include in OHNY in the future. Write a persuasive essay that explains why the public should have the opportunity to visit the interior of this space. What can you learn from visiting this site? What does this site tell you about the neighborhood or the owner? What is the history of this site? Send this letter to the owner or manager of this site and to OHNY (555 West 25th Steet, 6th floor, New York, NY 10001).
- Plan and execute a mini Open House event for your school or neighborhood. If you are just doing the school, include classrooms, the library, gym, etc. If you are expanding your mini Open House event to the neighborhood, you might include houses of worship, a public library, the local police station, a store, and your school. Create a map for visitors to follow. Write a brief history of each site to explain its importance. Use photographs or drawings of the sites to illustrate your map and guide.
- Write a diary entry from the point of view of one of the sites in OHNY. How does it feel to have all of these people come visit you? Are you happy to see them? Would you rather be left alone? Do your stairs hurt from all those people climbing on them?
- Have an architects’ party. Each student researches an important architect from history. Come to school with a small catalogue that depicts drawings of that architect’s creations. At the party, each architect will talk about their work.
- Interview an architect. Find an architect who is willing to talk to you about their work, training, and education. Prepare a list of questions before the interview.
See it! Learn it! Design it! Build it!
An Activity About Green Building and DesignCurriculum written by Jenny Lee, learning By Design:NY Educator
© 2007 Center for Architecture Foundation
Objectives:
- Students will be introduced to the concept of green building and design through discussion and a neighborhood tour.
- Students will understand how to reduce energy consumption in their homes through an energy audit.
- Students will implement their new understanding to design and build models of green buildings.
Lesson One: See it! Learn it!
Introduction: What is green design? Where do we see it?
- Teacher begins discussion by guiding students to create a large T-Chart which will contrast standard building and design with that of green building and design.
- On the left side of the chart, students brainstorm resources which buildings consume in their construction and occupation.
- Students examine the list and analyze how these resources could be reduced, reused, or recycled.
- On the right side of the chart, students compile ideas for how buildings can become more efficient.
To prompt discussion, the teacher can offer information on the use of solar panels, recycled building materials, and the ability for some buildings to generate and control their own electricity, heat, and air conditioning. Teacher may also discuss use of “gray water” for use in toilets.
Exploration: Where in our neighborhood is there green design?
Where is there not green design? How could this be changed?
- Students explore the neighborhood around their school to discover if there are any examples of green building. Students may want to interview shopkeepers or owners of buildings to learn about recycling practices and building consumption.
- During their exploration, students also consider how buildings could be improved to become greener.
Independent Activity: Energy Audit
Students become “Energy Detectives” to find places in their homes where energy is being wasted and where resources could be conserved. To complete the activity, kids study the rooms in their homes. They should check to see if:
- electrical appliances are plugged in, yet hardly used
- lights, televisions, or computers are left on for extended periods
- thermostats are set above 68 degrees in the winter or below 72 degrees in the summer
- appliances are old and use energy inefficiently
- cleaning products use harmful chemicals
Once students conduct their energy audits, they will make suggestions to their families on how their home can become greener.
Lesson Two: Design it! Build it!
Introduction
- Students and teacher review the essential elements of green building using bubble charts.
- Class generates a bubble chart for needs of a standard building. List may include: cement, metal, run-off, “dirty electricity,” wood, coal, trucks, barges, toxic paint, chemicals.
- Class generates a bubble chart for the needs of a green building. List may include: solar panels, photo-voltaic, “clean electricity,” recycled wood/materials to make countertops and floors, rainwater for use in toilets, low-v.o.c. paint.
Discussion
- After students compare both charts, teacher initiates a second discussion to ask “Why do we want our buildings to be green?”
- Teacher introduces the “Leadership in Energy and Environment Design” (LEED) Rating System (http://www.usgbc.org/DisplayPage.aspx?CategoryID=19).” This system provides standards for measuring and documents success for every building type and phase of the building lifecycle.
- Teacher asks, “How could we make a green building even greener?”
- Introduce the idea of “retrofitting.” Retrofitting is the addition of new technology to an older building.
Exploration
Materials required: Large drawing paper
Materials for building: wood and plastic scraps, paper, foam, toothpicks, clay, markers, etc.
- Students use their new understanding of green building to plan and design a model which draws upon the ideas learned through the discussion.
- In their plans, students must show a side-view and a top-down view of their building. Buildings should be drawn to scale and include labels.
- Once students have conferred with the teacher on their designs, they will begin to construct their models using recycled materials.
- Students share their models with one another and share ideas on how they have incorporated green design into their models.
All photos for See it! Learn it! Design it! Build it! were taken at the Center for Architecture during the October 2007 Sustaining the City Workshop, hosted by OHNY, The Center for Architecture Foundation, Cloud Institute and The Skyscraper Museum
