Book Process Photos

Visual Component: Handmade Book

 

 

 

Notes from last meeting with Razia

misson statement: emphasize the environment more, what is specifically useful about longhouse to our curriculum?

-Central park as a stepping stone to Longhouse, as one lesson

-One lesson could just be becoming aware of the space around their school, then using the design thinking toolkit to actually start to document

-Slowly our radius expands

-Environment aspect needs to be emphasized, that is what is unique about our idea

-How can we incorporate the concept of actually constructing?

-Maybe 2 visits to longhouse, one at beginning and one at the end,

-URBAN environment, and the whole idea of space and environment--how students interact with

-Shelter and dwellings, how students relate to these structures

-Expanding visiting artists to artists and ARCHITECTS who work

-Elizabeth Ellsworth, professor at the New School--Filmmaker who went into education who wrote great books--called Teaching Spaces

-She also talks about the mode of address, who does the film think you are? She says that a teacher has to think about that when she talks to her students?

-Maybe this could be for an afterschool program, alternative setting maybe in the summer that could be

-Psychogeography, parapenetic box

RELATED SOURCES and INSPIRATIONS

• Whitney Pop-up Classroom: http://blip.tv/whitneyorg/whitney-studio-by-lot-ek-6027953.
• RethinkEd/DTE TOOLKIT: Design Thinking for Educators
• From Thinking to Doing: The Foxfire Core Practices : Constructing a Framework to Teach Mandates Through Experience-based Learning
• http://www.modspace.com/modular-solutions/mobile-offices/portable-classrooms/

• http://www.epa.gov/iaq/schooldesign/portables.html “From a district's perspective, the two advantages of portable classrooms are low initial cost and short time between specification and occupancy”
• Colorado College Mobile LAB (on wheels)
• Compass Green: A Mobile Greenhouse Project
• SIMONETTA MORO: http://www.simonettamoro.com/works/psychogeographies/pmaps/index.html
• ELIZABETH ELLSWORTH: http://elizabethellsworth.com/

Yurt Course Syllabus

Here is the syllabus from the course I taught with prof. Scott Johnson out at Colorado College on yurt design. Please do not copy any information from this or pass it on to anyone else.

We might be able to use the course grid as a framework or use some similar language, though, and the concepts are described in the overview & description are very much in overlap with our own. Check it out!

Colorado College: Vernacular Architecture-The Yurt, Summer 2011 Syllabus

More Thoughts on a Mobile Studio/Classroom - Built at Longhouse or in Central Park?

In 2011 New York City's CUNY Architecture & Engineering students built a Solar Roofpod.The Solar Roofpod was designed and built for the Solar Decathlon, a university solar house competition organized by the U.S. Department of Energy. The Roofpod competed against 20 other student-built solar homes on the Washington Mall in September 2011.

This competition came to mind when we discussed getting a class or group together to build a mobile classroom/studio. I like the idea of involving a university or even an established company to help build or even work with the students on the thought and design process.

City College of New York Students Unveil Sun-Powered Roof Pod for Solar Decathlon Competition | Inhabitat New York City

Photos from Longhouse

Notes from talking with Nina

Notes from our April 2, 2013 conversation with Nina C. Lasky @ Fiorello LaGuardia HS of Music, Art & Performing Arts & PACE University

Talking with Nina

-How do we address the question of building or no? Building as a group?

-Think to scale

-Temporary installation maybe in central park or somewhere else

-What are our goals?

    -Collaborative, material and process based, conceptual

    -Pick a hierarchy of goals**

    -What really matters to us most?

-Having students design maquettes, group things, and collaborative projects

-First study various temporary structures, have an artist come visit and challenge them/raise questions and give support for how to achieve their goal

-Have students come up with thumbnail sketches

-Work up from thumbnails, make bigger, present to class

-Teacher collects the work and decides what might fit each location best

-Full to-scale sketch

-Incorporate something about how they interact with the space through different modalities, through movement, through smell, sight, etc.

-Have an additional pamphlet, that might guide users through the space when assembled

-MAKE SURE THEY HAVE GOALS THEY HAVE SET FOR THEMSELVES

-Starting as 3 or 4 groups to conceptualize and working from there

CHECKLIST OF CONSIDERATIONS WHILE DESIGNING CURRICULA *from courseweb

LETS START THINKING ABOUT THESE QUESTIONS...

Curriculum is both plans for teaching and learning and delivery of those plans.
Examples of plans: Documents such as guides and charts
Delivery of plans: Instruction method
1. Is the curriculum in line with the District/School philosophy?

2. Which modes and media of art will students experience?

• sculpture, model-making, installation art, sketching ...
•  
•  

3. Which artists, cultures, and artworks will be studied?

• Jack Larson, OTHER COMMUNITY BASED SCULPTURES/ARCHITECTS/INSTALLATION ARTISTS? ARTISTS WHO CREATE OUTDOOR ENVIRONMENTS, Christo, 
•  

4. How will knowledge learned about artists, cultures and artworks be contextualized to
their experience of art through lessons?

•  

5. Will artwork by both genders be studied?

• YES

6. Which questions and issues in art will be discussed?

7. Which skills will be learned?

8. How will material to be taught be structured and organized?

9. Will art be integrated with other subjects? If so, in what way?

10 Will the curriculum work within the time provided for art instruction?

11. What adjustments will have to be made if it does not?

12. How much of a budget will be needed to implement the curriculum?

•  

Images from Our Day at Longhouse

 

 

Videos from our tour

and one more coming...

Our talk with Selena

Below is a link to listen to our talk with Selena on 3/14 (on SoundCloud) about how our curriculum design project might be integrated with their mission statement and areas of interest that Selena suggested. It will be a nice resource for our paper and we can draw personal communication quotes from it if we'd like. There's really a lot in there, it's about 20min long.

Maybe we should all listen to it at least once (or parts of it together) to just refresh our brains after spring break and re-cognize ourselves with the concepts we've already discussed.

LONGHOUSE: 3/14 RECORDED DISCUSSION

Photos from LONGHOUSE