PART VI: ARCHITECTURE SHOWCASE
On December 5th, we had our grade 3 Architecture Showcase. We invited the Kindergartens and grades 1-6 to visit our science-fair style showcase to take a look at what we've been busy with all term. The grade 3 class had a chance to practice presenting and answering questions from peers before parents and guests were invited in the afternoon. Matt Mulleray, the guest building engineer who had visited our classroom earlier in the year was invited to our showcase and he brought two of his co-workers to give feedback to the girls on their projects. This was an amazing experience for the girls to be able to communicate their ideas and answer questions from professionals. In closing, our guests commented that when they first heard about the project they thought it was very ambitious and didn't know what to expect, but seeing the results and conversing with the students was very impressive.
When asked how they felt about the showcase, here were the students' responses:
When asked how they felt about the showcase, here were the students' responses:
- It felt pretty cool to show everyone what I could do with my model. I could improve the shape because it was a weird kind of shape on the building.
- I liked my shape of my art studio. I felt O.K. presenting to everyone. I was kind of nervous especially speaking to the older people.
- I felt nervous and excited (nerv-excited!) because I was very jumpy.
- I was nervous before we started but when we started doing it I was excited. I was more nervous about the older guests because they asked more and harder questions than the Kindies. One of the questions they asked was, “Why did you put a bridge on the top of the pond?” I said so people could walk across and for detail. “Is that the parking lot?” I made a house yesterday at home with my dad using SketchUp.
- I was nerv-excited, too. It was really fun. I want to do it all over again from the very beginning.
- I felt nervous – a scared nervous. I felt pretty good after it was done.
- I was nervous but once I started going, it was exciting.
- I felt nervous but when I kept doing it, it was exciting. I had fun. I liked everyone asking me questions. I was proud of my work.
- It was very hot in the room. It was exciting. I was proud of my work.
- I was nervous and scared. I was proud of my work when my mom came.
- I felt good because everybody was asking me really interesting questions like “Why did you put fish in your river?”
- I felt very good. I was very proud of my work.
- I felt nervous because the architects were asking really hard questions. I felt good after the showcase was over because it was over.
- I have a lot to say. It was very awesome! I could probably prove it by making a second storey because I think I know how to make a first storey because I already have a lot of walls so it kind of makes a house. The big girls were very scary because they asked big questions like “Why do you have a lot of walls?” A lot of people were very quiet so I couldn’t hear them.
- I felt good and when the little kids came it was kind of hard beause they were kind of quiet and they didn’t ask a lot of questions so it was hard to make conversation. I learned a lot from the architect’s talking and I felt proud.
- I felt very good about myself and it was a little harder for the big people because they asked really complicated questions like, “Why do you have so many windows? Why is your house this big?” Lots of “why” questions.
- I felt nervous and good. I felt nervous when the parents came in because they asked harder questions.
- I felt good. My favourite part was “doing it" (the presenting.)
- I was proud of my work and I was nervous at first for both presentations. Once the little kids started to come in, it was harder for me because there were so many of them and then I started to tell them about my things and show them things and they needed more help. So, it was a bit tougher. Then when the adults came in I was very nervous because all of them were asking questions like, “Why did you put this here? Could you have put it anywhere else?” It was harder with the adults, not really harder, I just had to think more. Sometimes when the architects came around, they were asking me questions and she was saying, “I like your brick. I like the style of your building.”
- I was proud of my model and my work that I did and myself. My favourite part was making the model and doing the presentation. I was really excited at the beginning and the whole time except when Matt (guest building engineer) was walking over to me, I sort of got nervous.
Part of the project was the creation of a booklet that documented the process from brainstorming to completed project. It included the brainstorming sheet, bubble diagrams, initial floor plans, revised floor plans, elevation drawings, written reflection, an interview, SketchUp model pictures, and other project pictures.
The pictures below is my example to show the content of the booklets.
I asked parents and guests to fill out a questionnaire at the end of the showcase and the feedback was very positive in supporting project-based learning. The three questions I asked and a few samples of answers are included below.
1. In your opinion, is a cross-curricular integrative project such as this one effective in education? Why or why not?
2. In what ways do you feel this project may have enhanced the students' learning experience?
3. Do you have any comments or suggestions to improve this project for the future?
1. In your opinion, is a cross-curricular integrative project such as this one effective in education? Why or why not?
- Very effective. Life requires integration of concepts and mediums and taking a project from concept to final tangible model provided a final outcome to all the steps.
- Yes, absolutely. This sort of learning & teaching approach encourages children to draw on their experiences to continue to learn as in "adult" life, the ability to be effective and learned in a variety of disciplines is highly sought after. Giving kids a cross-curricular engagement to work on shows them how their studies are truly integrated -i.e. the whole being much more than the sum of their parts.
- Absolutely! It gives the girls the opportunity to focus and fully immense themselves. They learn how to apply their skills in all different areas.
- Yes, the education is great. The concept for kids to put their thought into action is good. The education gives not only the thoughts of ideas but to build out is a good way to demonstrate the process of completing projects at such a young age.
- Yes, teaches them to collaborate, work independently, pay attention to their surroundings, and teaches them detail.
- I thought this was an effective project for education because it stimulated different kinds of thinking as well as being easily relatable to real life skills, problems and careers.
- Highly effective. An opportunity to see how all the elements of design come together taking into account form & function.
- Yes! The fact the girls enjoyed the project that involved many levels and different curricular courses shows how successful this project was.
- I thought it was really great to see the girls so proud of what amounts to a huge collection of work. The girls I spoke to were excited to show the different steps taken towards the finished project and there was very clear evidence of learning.
- Yes! The look of confidence on all of the girls' faces was amazing. They had so much fun with all aspects of the creation of the project and after all they are the next generation of architects.
2. In what ways do you feel this project may have enhanced the students' learning experience?
- Enhanced learning by incorporating so many concepts of learning. Practiced application in an interesting and challenging way.
- For our daughter, it helped spark creativity, the knowledge that art, math and science can be combined allowed her to apply much of what she learned directly. This was not some abstract approach- the girls were able to see first and what building design is, how what they learned is reflected in society, and allowed them to feel a real sense of accomplishment.
- They were able to work in groups, individually, at school, at home. They were introduced to a new computer program that they can use outside of school. The girls became so engaged in the process.
- The experience of taking ideas from mind to paper to a model provides concepts of completing projects.
- Enhanced their thinking process, learning to work together, self-confidence enhanced.
- Better spatial understanding, working through all the stages of a larger project and seeing it all come together was great.
- This project got the girls learning about topics and using software that they would not likely have experienced until later years.
- Understanding the planning behind a simple idea. The importance of explaining a project and "sell it" to their client.
- I really like the way concepts were captured, turned into two dimensional design and then transitioned to a physical model.
- Taking them to the actual site before even planning the project I think helped them visualize and think of the use of materials etc.
- A lot of excellent thinking and planning and documenting went into this project.
- My daughter came home and talked about how much she enjoyed her time doing this project and she learned in a way she enjoys.
- Created a lot of excitement and enthusiasm to learn, be confident in creating their own project, and the fact that it was being designed and built for Miss K made it extra special.
3. Do you have any comments or suggestions to improve this project for the future?
- No, the grade 3 class was fortunate to have such a comprehensive learning experience. Engaging, varied -always interesting. Thank you for a great project experience!
- Greater focus on digital media may spark even more creativity. Visits with local architecture firms to see both large scale models and learn about the study of design could only improve the experience. Finally, greater emphasis on the "cross-curricular" nature of this unit would help the girls appreciate how connected math, art, science, engineering, etc, is. This was a wonderful experience for our daughter and we are so pleased she had a chance to learn about design early in her academic career. Thank you!!
- I think it was an incredible project. You put so much work and effort into it. It was an amazing experience for the girls. Thank you!
- From the demonstration of the project it seems the kids had an understanding of completing a project with the assistance of Miss K. Good job.
- It was amazing-can't imagine having to improve.
- I think it was a huge success!
- I hope there will be more projects like this one. It will be great to have a slideshow with the steps (general) each girl went through in order to create this project.
- Outstanding results. Very happy with the outcome.
- No! But a visit to the newly opened Weatworth Villa Museum of Victoria Architecture would be a possible addition!
- Great job Miss K! You were truly an inspiration to these girls! Best of luck with your next adventure!