Architecture in the Curriculum - PLACE IN THE CURRICULUM 8 Introduction In January 2010 PLACE held the first Architecture in the Curriculum workshop - …

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Architecture in the Curriculum

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Published by PLACE, 2012

Copyright © PLACE and the Authors

Photography courtesy of the Authors and participating schools

Design: Ryan O’Reilly www.rinky.org

PLACE

Planning Landscape Architecture Community Environment Limited

40 Fountain Street, Belfast BT1 5EE

www.placeni.org

A Charity registered in Northern Ireland

Company No. NI607231 / Registered Charity No. XT30723

Our mission is to positively influence the creating and sustaining of excellent places and

buildings, making Northern Ireland an environment of exceptional quality for all.

ISBN: 978-0-9558728-4-6

Other publications in this series:

PLACE Education: Building Our Children’s Future

PLACE Healthcare: Healthcare & Architecture, Northern Ireland’s Legacy

PLACE Housing: Happy to Live Here? 2

ContentsArchitecture in the Curriculum

Introduction

Case StudiesBunscoil Bheanna BoircheCulmore PrimaryMoat PrimaryNazareth House PrimarySt. Brigid’s PrimarySt. Mary’s Primary

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IntroductionIn January 2010 PLACE held the first Architecture in the Curriculum workshop - A day long training event that partnered teachers and built environment professionals. It was anticipated that the BE professionals would help stimulate ideas and offer support to teachers throughout the pilot. In the following months the teachers and architects worked together with the pupils on topics as diverse as building bridges right through to addressing new uses of space.

Architecture in the Curriculum was initially designed to be piloted with Key Stage 2 teachers and pupils so we were delighted to see teachers and architects applying the methods to Key stage 1 pupils, highlighting how adaptable the built environment is as a learning tool.

The following case studies give an overview of the diversity of Architecture in the Curriculum. They outline how the built environment can be used as a teaching resource and how the learning addressed areas of learning in the current Northern Ireland Curriculum: The Arts, Language and Literacy, Mathematics and Numeracy, Personal Development and Mutual Understanding and the World Around Us.

We were delighted to have Daniel Libeskind acknowledge the project by presenting the participating schools with certificates.

Special thanks to all the participating pupils, teachers and architects, to Daniel Libeskind and to Solent Centre for Architecture and Design.

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The evaluation of the pilot, carried out by Queen’s University, Belfast, attested to the success of the project:

“The architects enabled the pupils to see the environment in a new light as their understanding of building materials, shape, pattern, design and aesthetics was awakened. The architects themselves became more aware of the school curriculum and they found the experiences of working with the pupils rewarding and energising. The teachers enjoyed taking part in the project and they reported significant knowledge and understanding of the built environment. They appreciated particularly the contribution which the expert made to the classroom practice. Give the success of the project in enhancing learning across the curriculum, there is a strong case for sustaining the work through further support from professional bodies, schools, government or other funding agencies.”

Billy McClune, Irvine Richardson, Ruth JarmanSchool of EducationQueen’s University, Belfast


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Bunscoil Bheanna BoircheBelfast

Architect: Michael Doherty

The project was born from the context that the old school classrooms had been destroyed in a fire and the new school, which was due to be built was based on the idea of a movable frame. The pupils were able to witness the build of the frame and structures that would form the base of the new building. The pupils were encouraged to think about supporting structures of bridges and how they might be strengthened. Relevant materials: Straws, boxes, masking tape and loads were assembled and then distributed to groups. Tables were used as the test bed, generating varied options on how to create the spans.

“As an architect, I found it quite amazing how quickly some of the groups began to develop triangulated structures. This seemed to come about both through trial and error and I’m guessing, through having seen triangulated structures and knowing that that is how bridges look. The challenge was knowing when to hold back and let the discovery happen by itself and when to give that helping hand to guide construction to a more fruitful outcome.

On completion of the new school I received a framed painting by Nathan, one of the pupils, showing the exposed structure of the school. All seemed to enjoy the process and just maybe the next great architect was formed in the midst of all those who formed a better understanding for form, structure, maths and working together.”

Michael Doherty Architect

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Culmore PrimaryDerry

Architect: Mary Kerrigan

“In summary the PLACE pilot ‘Architecture in the Curriculum’ demonstrates that there is enormous scope for the built environment within and around any school to be used as a major learning resource to develop, even in very young children, a range of skills that not only meet the needs of the Revised Curriculum but can serve them well as they move on through life regardless of what avenue they choose for working and living.”

Mary KerriganArchitect

Heritage - P4&5Culmore Primary school is a listed building and this project set out to raise the pupil’s awareness of this aspect of the schools and similarly important buildings in and around Culmore Village. The architect developed several workshops sessions linked to ‘distinctiveness’, ‘heritage’ and ‘space’. Pupils were given the opportunity to comment on the good and bad things about their school and although the discussion was lively, there was little focus on the actual school building and surroundings so raising their awareness of this was key.

Through an observation workshop, the pupils were able to focus on areas of the school building and the nearby Church of Ireland Church. Next the pupils explored historical maps of the ares before taking site visits to CoolKeeragh Power Station and the docks at

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Lisahally as well as Culmore Point. The pupils were encouraged to imagine Culmore Point as a major tourist attraction, getting them to think about transforming the area.

P6&7These workshops focused on buildings of significant interest - Culmore Primary and the Church of Ireland. After an observational workshop, the pupils were encouraged to debate the use of the school, getting them to focus on real issues that might effect and old building.

Through the remainder of the workshops, the architect introduced the pupils to architectural styles, terminology, materials, construction and structures. The pupils then reimagined the future of their school and the Church, thus testing their communication skills as they presented ideas back to the rest of the class.

With adequate funding enormous potential exists for construction professionals working in tandem with schools to develop a wide range of lesson plans to rectify this gap in learning. This would go a long way to ensuring that the next generation in Northern Ireland grows up with a much more developed visual awareness, appreciation and sense of care for its built environment. Once this has been achieved the evidence will undoubtedly be reflected on the ground.


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Moat Primary School Lisnaskea

Architect: Mary Kerrigan

“We don’t think that we had honestly ever really thought of the Built Environment as a project before and it has been challenging, memorable and indeed delightful. The project has inspired confidence and aspiration in the staff and pupils. We now have a much better idea of how to read the town, buildings or spaces. The children have a much better idea of the concept of space, layout and purpose. Everyone involved has developed new vocabulary and had their eyes opened. Everyone is describing places and spaces in a much more evocative way.”

Felicity HumphreysPrincipal

Cloakroom - P4A project focussed on evaluating a space was developed for P4 pupils. The pupils were asked to think about and describe a room that was familiar to them. During this exercise pupils debated what did and did not constitute as a room, showing that some perceptions had been formed already and that others were open to being challenged.

The next stage of the project was to make a scale model of the school cloakroom. Pupils were involved in a measuring exercise that introduced them to using millimeters. The pupils worked in smaller groups to make their models which showed them

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transforming cardboard and other materials into replicas of the cloakroom.

‘I didn’t know about scale but i learned making drawings and models’Pupil

Our Town - P5&6The P5&6 pupils activity centred on the built environment of Lisnaskea as a whole and it began by examining what the town means to the pupils at present, the surroundings of the town and architectural heritage as well as open spaces. Pupils were encouraged to think about the changing uses of spaces and buildings over time. The project explored language and terminology associated with the built environment.

The Workhouse - P7The pupils were given the opportunity to zone in on a Victorian Limestone workhouse, sited next to the school. The workhouse is semi derelict and the pupils learned some observation techniques by drawing a bit of the building that they were able to chose themselves. As the emphasis was on observation and not on the actual drawings, pupils were enthusiastic about the activity.

“The opportunities for controversial debates, especially in Year 7 was excellent. There were lots of opinions and no right answers. Expressing and defending opinions was useful in e.g. the Debate on turning the workhouse into a hotel- giving buildings a new lease of life! Above all, not only had the children to think, but the teaching staff did too!

The architect entered our school full of vision, enthusiasm and determination for this project. Her enthusiasm for architecture, design and developing the imagination of the children was evident straightaway. In addition she had a desire to embed good teaching strategies and active learning methods that really got the children to think outside the box. Letting the children’s imaginations run riot for the visionary aspects of her lessons was outstanding and a privilege to observe and be part of.


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She embraced the underlying features of the NI Curriculum with gusto. She encouraged pupils to develop their thinking skills and personal capabilities; develop their communication, Mathematics and ICT across the Curriculum; and of course the Built Environment lent itself well to The World Around Us learning area of the Ni Curriculum. The school now feels much more confident about using the built environment as a teaching resource. The school has had the opportunity to identify opportunities to use the built environment. We have acquired some new concepts and some terminology.”

Felicity HumphriesPrincipal

“Architecture in the Curriculum demonstrates that there is enormous scope for the built environment within and around any school to be used as a major learning resource to develop in very young children a range of skills that not only meet the needs of the Revised Curriculum but can serve them well as they move on through life regardless of what avenue they choose for working and living.

Participation by the children was excellent and involved every single child. Feedback from them revealed how unaware they were about even substantial buildings of historical and architectural significance right on their doorstep.

Lisnaskea offers Moat Primary School a very rich learning resource and it was clear that the workshops that evolved during the pilot really just skimmed the surface of the potential that exists to develop a whole series of workshops with one focusing on the numerous different aspects of this town’s built environment in more detail. Such a programme could be delivered weekly or fortnightly over a term (or even an academic year)

Feedback from the Principal and teachers has been extremely positive and confirms that the built environment as a subject area has been largely overlooked hitherto.” Mary KerriganArchitect


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Nazareth House Derry

Architect: Michael Carr

“We undertake a lot of educational projects within the practice and are familiar with the aims of the NI curriculum as well as providing the necessary facilities to meet its requirements. When working with schools I have witnessed first hand pupil’s enthusiasm and willingness to learn when they can relate directly to the subject. I got involved with the Architecture in the Curriculum because I believe that I can bring a lot of experience of the built environment to the project and find it very rewarding relaying the creative aspects of my own profession to others.”

Michael CarrArchitect

Proposals for Development - P4The project set out to analyse the built environment in close proximity to the school and to formulate proposals for a ‘backlands’ square opposite the school. The school is situated in a densely populated area of the city and the backlands square is formed by the rear boundary walls of the grid-like arrangement of terraced town houses. A domestic scale office building occupies the square at present and through the analysis, it was proposed to demolish this building from the start to allow the pupils to have ‘free reign’ in formulating proposals. The class group was split into small groups and the aim was to develop proposals to enhance the square

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for the good of the local community.

Each group were encouraged to develop proposals and facilities that they thought were needed and would enhance the area for the local community. All of the four proposals incorporated a degree of garden space with a mix of other facilities such as an outdoor cinema, cafes, Play Park, internet cafe, sunken football pitch, landscaped walks and gymnasium and multi sports hall. Each group pitched their ideas to the community (the rest of the class) using a power point presentation and models.

“I can now stand in front of a crowd and explain my topic.”Pupil

Curriculum LinksMathematics and NumeracyThe World Around UsThe ArtsLanguage and LiteracyPersonal Development


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St Brigid’s PrimaryBallymoney

Architect: Nicola Golden

Canopies - P1This was an ambitious project for primary one pupils that cleverly linked the structure of the roof of a local market to the structure of the new school canopy. The project was based on a series of visits to a covered outdoor market which was close to the school and due to its open design, it was easy to visit. The project began by looking at navigation and connectivity as the pupils were introduced to map reading.

The pupils learned about the history of markets which helped them contextualise why the market existed.

They learned about architectural cross sections by slicing fruit and this was related back to architectural drawings.

The market structure itself consisted of six pairs of columns in a row, supporting a ring beam which in turn supports six roof members. This gave opportunities for counting, exploring rhythm and identifying shapes (semi-circles, circles, triangles, rectangles, squares). The pupils had to thing about the materials used in the market structure. Why was steel used for the structure and glass used for the roof? Opportunities to look at why this structure stands up, how is it supported below ground (what stops it from sinking or falling over). Demonstrate with basic model set in sand tray and discuss topics of scale, measurement and rigidity.

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The theme of canopies linked back to the school where the pupils were engaged with idea of a new entrance canopy for the school. Pupils were encouraged to design and build their own small model canopies that they tested by attaching onto a photograph of the school

“I wanted to get involved in the PLACE project because of the recent minor works that have been ongoing in our school. The children have been highly motivated and interested in the building work to the entrance of our school. The class that I currently teach are consequently covering the theme/topic ‘Construction’ through the curricular areas (Play based learning; Literacy; Numeracy; World Around Us; Physical Education). Nicola Golden from Doherty Architects, was keen to to support our work in this area and invited us to work in partnership with her in the Project.

The PLACE project offers a unique opportunity to work alongside an expert in the construction field - an opportunity we did not want to miss out on. At St. Brigid’s we want to ensure that the children gain a broad and balanced curriculum and this project allows us to learn about our locality as well as it’s architecture.

The children are so enthusiastic about our work in this area and we have thoroughly enjoyed the work to date.”

Mairead McKayTeacher

“Pillars keep the roof up.”Pupil


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St Mary’s PrimaryBelfast

Architect: Orla Maguire

‘The lessons that we planned from the offset were not about teaching another subject, but as a different way to cover core areas of the existing curriculum and hopefully about encouraging the pupils to look differently at their surroundings, and maybe to start to realise that they have the potential to make it better.”

Orla Maguire Architect

Donegall Square and Belfast City Hall - P4&5St. Mary’s Primary School is based in Divis Street, Belfast, close to the city centre. The project was a series of workshops to teach the pupils about their city centre. The ideas were specific to Donegall Square and Belfast City Hall and they offered the opportunity for the pupils to make links between school and Belfast’s City Hall. The analysis covered transport, traffic, street layouts and connectivity whilst focussing eventually on the architecture and uses of buildings in Donegall Square. The project lasted for 3 months, during the summer term.

“I was interested in the flexibility of the project to focus on the built environment in Belfast. The offer of the expertise of an architect to support the teaching and learning was another incentive. It seemed like a great way to plan a topic for the summer term and so far has proved beneficial in focussing my planning techniques.”

Dermot MadineTeacher

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Architecture and the Curriculum“The most difficult part of this task was deciding on which projects to do, because for each topic in the curriculum we had several project ideas.

Before the initial introduction to the class, most of the pupils didn’t know what an architect was, and had no understanding of what an architect actually does. Our first field trip was a walk around Donegall Square and the City Hall grounds, the pupils were given worksheets to complete which were maths based and required them to focus on individual building elements of the City Hall.

We also discussed the differences between new and old buildings in the square, which led to questions from the pupils about why certain buildings looked the way they did. In response to this our next lesson included a slideshow of some ancient Greek & Roman buildings, and Palladian Villas, the most surprising thing to come from this was the instant link that the pupils made from these images to the Ulster Bank building, in Donegall Square East.

I revisited the school to show the class this presentation and I was amazed at how much they remembered, most of them were able to tell me that the Ulster Bank building was previously a church. From the slideshow & discussion we gave the pupils the opportunity to be a little creative, providing them with templates to cut out the basic components of the ancient buildings we had discussed, and they designed elevations of their own.

Our next field trip was a guided tour of the City Hall, we had a few prep lessons for the visit, during which we looked at old photos of the White Linen Hall, which previously stood on the site, and of the City Hall under construction, these sparked discussions about things like the linen industry, and it’s impact on the growth of the city, construction techniques, transport and fashion. After their trip the pupils were asked to write a short piece imagining that they lived in the City Hall, this produced some very interesting ideas, trampolines in the great hall and bungees from the balconies to name a few.


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In the last month of classes we decided to focus on model making, which tied in neatly with the Cardboard Cities workshop that PLACE and Young at Art were running. This was an interactive installation, where pupils could create their own buildings to be included in the existing cardboard city. This served as a fantastic introduction to model making which the pupils thoroughly enjoyed. The next step was making a free model from materials that the pupils had collected and brought from home, this project generated a lot of excitement in the classroom, the model was built and rebuilt until an agreed form was reached. I was extremely impressed at how well the pupils worked as a team, and how they provided logical reasons for every change that was made to the form. When the model was more or less complete they began thinking in more practical terms, like how to move between the floors of their building, and having had an agreed use for every floor they decided not to take up space internally and added an external lift.

The pupils’ enthusiasm and focus during this project was amazing, what impressed me was that in a very short space of time, this group who knew very little about architecture and the design process had evolved into a team, and between them came up with a form on which they all agreed and identified uses for each space they formed, and that they were also beginning to think of how the building might actually work.

Our final model of the City Hall was a much more restrained affair, but still a very enjoyable project and the pupils remained enthusiastic and focused throughout.

During the entire term the pupils seemed to enjoy learning about their city, they were enthusiastic, motivated and fully engaged with all the projects set. They also retained an amazing amount of information, which I see as an indication that they enjoyed this way of learning.”

Orla MaguireArchitect

“Copper domes turn green.”Pupil

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Documents

Architecture in the Curriculum - PLACE IN THE CURRICULUM 8 Introduction In January 2010 PLACE held the first Architecture in the Curriculum workshop - …