June 13 @ SAT : Workshop 3: 'Architecture Otherwise'
Duration: 3 hours
Time: 10am - 1pm
Location: SAT
DRAFT ONLY - WORK IN PROGRESS
Facilitators: Priyanka, Sahil, Anam, Laura, Miley, Lizzie, Jess
Summary:
Today we will explore the Triennial theme, ‘Architecture Otherwise’, get inspired by some of the other participants and explore ways in which children’s ideas can transform our surroundings (built environment)
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Introduce students to the triennial theme
Get students to start thinking about issues relevant to children, linked to the built environment
Engage with ideas related to the triennial atmosphere: beyond a built installation, how can joy, sound, movement, the senses, light and shadow, etc play a role? Not every environmental problem requires an ‘architectural’ response
how would you draw people into your space? who would use it the most? who would use it the least? who would be left out of it?
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For Warm up:
For Main Activity:
a 10" x 10” x 10” base board per student, even a little larger is ok
Scale figures (paper prints are ok, students can cut)
10” sticks to outline a 10 × 10 × 10 frame over the base board
Rulers: for children to measure 1” = 1’-0” scale
Model making materials TBD
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TBD
A Table layout where facilitators can easily rotate, sit next to and mentor children. 3-4 large tables (similar to setup for room in a shoebox)
A model making Frame set out in front of each child.
A masking tape outline on the floor nearby demarcating a 10’ x 10’ x 10’ space (question for SAT: what size the SAT classroom modules are)
Settling in / Warm up
Tentative: an isometric drawing exercise? to start to draw their ideas in 3D
Main Activity
Let’s look back at the design comments you made during Session 1 — Where you made comments on your experience of familiar places in Sharjah. You highlighted the areas you love, what you wish was different, and what you would add.
Some comments were: XXX
Grab a (skinny) post it and write your name on it.
Now walk over to the wall and select ONE critique you would like to create a design solution for. Each child should have a different critique to work on
Discuss one issue as an example and ask students to pool ideas.
Sketch: Draw a square on your grid sheet and let’s sketch some ideas: What would a child-led design solution for that issue look like? what are the unique needs of children? Think about the diversity of children and how to include all children. Boys, girls, big, small, diverse cultures, diverse needs and abilities. (adults help brainstorm with children)
While students are sketching, discuss:
It is important to include elements of fun, joy, atmosphere, change and celebration, Yes, you are solving a problem but this will also be a place to be lived and enjoyed. how would you invite people into this space?
Show them the 10x10x10 base board and frame: Imagine this is, in real life, 10 x 10 x 10 feet. Let’s build out the ideas in your sketch with a small model.
There are some materials in the room, but we also want you to think about intangible materials like,
light and shadow,
fog and mist,
elements that move,
or sensory elements like sound, texture, smell..
Break
Step 6 continued.. Teachers rotate every 15-20 minutes to support students
Reflection
What were the issues that you highlighted on the wall?
how did the solution change when you had to turn it into a model?