This is a project example of a community mapping project from Munroe, with the CAL project (architects paired with classrooms)
School not representative of the outside community, very stark and sterile…
Discuss nature of the collaboration, number of times per visit, goal of CAL…three areas of expertise…history of projects
Segrated classrooms – many students had never gone into the classroom next door…the ELA students were proud of their gorgeous room, and articulated how spaces had been designated for each particular use. We need to be able to see the keywords, we each need our own space…
Students designed acoustic panels that the architects fabricated to reduce noise in our cafeteria – where students spend a significant amount of time, and where family events and parent education classes take place.
Students knew that not all of their ideas could be put into full action, but realized some of the other observations they had made by making posters that could be hung in the halls to remind students of the basic expectations of different parts of the school.
Community Mapping<br />These children had never seen each others’ neighborhoods, certainly not each others’ homes or families. They were essentially strangers to each other”<br /> (Ewald, 2001) <br />
How do children see their own communities? <br />
Can you Hear Me Now?<br />3rd and 4th Grade Investigations into their Own Learning Environments<br />
Creating a Positive Learning Environment<br />As part of SIP, we wanted to create a learning environment that was more conducive to student learning and inviting to students and their families.<br />As a teacher, I wondered “How can we engage our students in this conversation?<br />
Architectural Collaboration<br />Architects are artists that create environments. We were able to utilize a partnership with a local architecture firm, RNL, to bring architects into our classroom through CAL to investigate the physical culture of the school.<br />
Students were experts in the school environment:<br />Students also brought their knowledge to the classroom, hosting tours for the architects as well as their own peers from different homerooms.<br />
Together, we applied these to our own school:<br />We went on a school walk, just as our principal does with her supervisor, and followed the same process we just did with the images.<br />As we walked through the hall, we jotted places that we saw a problem and sketched ideas of how to make it better<br />
Next, we learned more about the architectural process.<br />There is a client: Our Principal<br />The client has a need: Make our school more inviting, illustrate the learning that takes place<br />There is a proposal: Our sketches, Acoustic Panels in the Cafeteria<br />There is a revision: Time and Money Constraints<br />There is a plan: Selection of the Panels<br />There is outsourcing: Panel company silkscreened designs<br />