Architecture Goes to School - Final Push to the End!!

This week we are going to be completing the following tasks....


Focus in on completing the expected tasks from last week ... and the tasks that are assigned for this week... YOU WILL HAVE ADDITIONAL TIME, BUT YOU NEED TO WORK HARD! 


Project Leaders -  Ensure that all Sketch Up plans are completed by Sketch Up Experts and Assistants...
All Sketch Up docs must be saved to one "Class" flash drive and given to Chang this weekend so that they can be assembled on the class document. MAKE SURE ALL GROUP TASKS BELOW ARE COMPLETED FOR THURSDAY.


Artistic Graphic Designers - Ensure that all images (hand drawn and on computer) that show the lifestyle of the community are completed and scanned, photographed or saved to the Class flash drive. YOU WILL ALSO BE ASSIGNED TO ASSIST WITH THE WRITERS OR SKETCH UP ARTISTS, ONCE YOU ARE FINISHED YOUR WORK.


Sustainability Experts - Ensure all RESEARCHED images (from computer and hand drawn) are complete. Make sure there is an accompanying paragraph that explains how the sustainable elements you researched, are to be included in your group's area of the project. You must be thorough in explaining the sustainable elements of the project. ALL ITEMS ARE DUE THURSDAY, AND MUST EITHER BE SAVED OR SCANNED FOR FRIDAY.


Writers - You will also collaborate and discuss the main features of your area of the project site. Explain exactly why you included specific elements, what was important to your group...

You are going to write about the process.... This means the "journey" of our lessons (the focus, what you learned), the field trip to the Downtown Area and Warehouse District,  the collaboration skills in coming to a concensus as a group, class and the roles that each person has played. Go through my blog... Home page blog entries and the Architecture Goes to school page. ALL YOUR WORK MUST BE WRITTEN AND SAVED ON THE JUMP DRIVE FOR FRIDAY... AND PRINTED OUT FOR REVISING AND EDITING. All information must be typed.




Visual Organizers - You need to examine all group members' scrapbooks and decided which sketches pertain to showing the group's planning process. Ask members which of their sketches would they like to see included (they can mark with a Post-It Note). Your job is to choose images then scan or photo graph the images.
*NEXT WEEK YOU WILL BE ORGANIZING IMAGES AND ARRANGING FOR FINAL PRESENTATION on GIANT panel boards.

Class Reflection Assignment...
What’s Due Next Week… Writing Assignments!!!!



You need to compose some reflections and writing responses…. This includes
1. The “Downtown and Walking tour reflection with pictures;
2. Reflection that explores what you have learned from the project… What it’s like to plan as a group, how did you decide what was most important for the community? What did you see as needs that were missing in the area? How were you going to make this space a place where people will LIVE, WORK, PLAY???


*****These writing assignments are due: Next Monday (draft…) and good copy Tuesday!


LAST WEEK'S TASKS...

SKETCH UP EXPERTS - One person can be the expert, but at least a couple students should work with the program for each group. Students using the program will want to develop sketch up images based on "drafts" in their own sketchbooks. Review how buildings will look 2-Dimensionally and 3-Dimensionally with your group. This person knows how to use this program well, or has an aptitude for quickly learning new software and will become the group's expert.

ARTISTIC GRAPHIC DESIGNER - this person is able to sketch images that relate to the plans and create ideas that show lifestyle of the community... Can sketch by hand or on the computer using Sketch Up or even Word. An explanation must accompany the sketch. Be sure to explain how people are accessing the site from all over Regina. Show the interconnectivity of our site to Downtown, Airport, Warehouse District and other neighbourhoods in the city. 


WRITERS - Recording ideas, group plans, making jot notes of plans... able to articulate ideas in words in a simple way. This person can put visual ideas into words... and explain where the visuals leave off. You will rewrite the group plans explaining how the community is able to fulfill the mantra, "LIVE, WORK, PLAY". Explain this fully... Always explain answers to the question, "Why?". You are the person who will work with the Sketch Up Experts and Artistic Graphic Designers as well as the Sustainability Expert. Help everyone develop their ideas by being a reporter or the person who explains the ideas for the group.


VISUAL ORGANIZER - Depending on the final product chosen this person will ensure that project will be organized and displayed well on poster boards. Groups will be expected to have a 2-D visuals and  3-D visuals. One large scale and one on a smaller or narrowed in view. Therefore this person will ensure that information written by the writers is displayed in a logical way with the plans. This person will want to take photos of the group working on the plan and print them for the finished product. 


PROJECT LEADER - This person has strong interpersonal collaborative skills. He or she is able to motivate and help wherever needed, and ensure that the project is on track following the group's vision and will get the project done on-time. This person is not a "boss" but the person who can be counted on to help others if they need help. This person will also be expected to take on the role of Digital Recorder or appoint a willing group member to do so. This means ensuring that a photo is taken with teacher permission for the final project of the the "process" - students brainstorming, working on the computers, sketching...

SUSTAINABILITY EXPERT - This person will search for ways to incorporate sustainable solutions to design. What materials can be reused? How can green space like gardens be incorporated? How can solar panels be used? How can water be reused to grow food? How can buildings be lit with natural light? Your role is to meet with the other "Sustainability Experts" and research ideas. Use Chang as a mentor, as he is a LEED certified architect - this means "Architect is an expert on sustainability". Next, develop a list of ways you can incorporate sustainable solutions with the other sustainable experts, create sketches using images of your ideas, then share the ideas with your group. Develop a write up of how your group is developing sustainable solutions. This write up must accompany the drawings and will be included with the final presentation.

Architecture Goes to School

Housing Concepts...
How do we use our space wisely?
How do we reduce our "footprint" amount of land space used for housing?
Community Issues... How can we create buildings... tall buildings to create community? How can a parent who lives in an apartment building interact with his/her children outside? How can you create a "tower-like" apartment/condos... that has a green space in a tower?
How can you incorporate the "green space" or community area into an apartment building? How can you make an apartment or a "MULTI-FAMILY" housing that will accomodate many different family needs? Get away from the "BOX" idea... with just floors... How will you promote community? Neighbours helping neighbours... The whole community looking out for each other.

What you build forms social patterns (ways we interact) in our neighbourhood?

How do you make streets and fronts of buildings safe?

"Attracktions" need to also look at issues related to safety and community...

INTERCONNECTIVITY...

Architecture... Graphic Artistist Designer

Check out promos... see Harbour Landing...
http://harbourlanding.net/

http://www1.toronto.ca/wps/portal/refresh/toronto?vgnextoid=40f6d1e80065c210VgnVCM10000067d60f89RCRD

http://www.saskatoon.ca/DEPARTMENTS/COMMUNITY%20SERVICES/PLANNINGDEVELOPMENT/FUTUREGROWTH/DEMOGRAPHICANDHOUSINGDATA/Pages/NeighbourhoodProfiles.aspx

http://www.victoria.ca/residents/profiles.shtml

Making a Difference-Halloween and Craig Kielburger

MAKING A DIFFERENCE AT HALLOWEEN!

Have you ever thought, "I wish I could make a difference, but I'm only a kid." Well there was a boy who wanted to make a difference, but he wouldn't let that stop him...

Meet Craig Kielburger...

Craig Kielburger


How far would you go to change the world?? What can a kid do to change the world??



Craig Kielburger today...
What is "Free the Children"?




Actions to make a difference - NOW!!
Halloween for Hunger









HALLOWEEN FOR HUNGER - Deshaye's Mini Minga Movement latest drive to make a difference!! Make HALLOWEEN more than costumes and candy... Let's make all students a little more "saint-like" as we get closer to All-Saints Day!
This year we are going to ask our Deshaye community to collect cans for the Food Bank when they go Trick or Treating.... Of course students should always go with either a parent or ask people they know for donations. Imagine of every kid collected 2 cans or other non-perishable items?? We could get almost 700 food items! This effort would make a huge difference to the REGINA FOOD BANK, which incidently always gets a little low on food after Thanksgiving. 


Why are we doing this???
Some people may think that we're asking our community to give in one more way... we ask too much... Well, this time we are spreading awareness about the importance of hunger in our community and the importance of giving back.


All Souls and All Saints are traditionally celebrated around Halloween... Well, here's one more opportunity for students to be all the more "Saint-like" - like Mother Teresa - and look for ways to raise awareness about hunger in our own community. All non -perishable donations will be collected at Deshaye, and picked up by Food Bank volunteers.





More information on Craig Kielburger
 People who Inspired Craig...
The girl who silenced the world...



Iqbal Masih..


Information on Child Labour


Other Projects to Make a Difference...

Architecture ... Rubrics and Assessment

Architecture Goes to School - SketchUp Project Rubric

CATEGORY EXPLANATION

4 Outstanding... Looks Like the Work was Created by an Expert!

3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!

2 Needs More…Looks Like You Need to Put in More Time on Work!

1 Needs Lots of Work... Are You Finished??? Really??

Expectations…

Variety

4 Many different shapes were used to create design

3 5 or 6 different shapes were used to create design

2 Only 3 or 4 repeated shapes were used to make design

1 Only 1 or 2 repeated shapes were used to make design

Details

4Highly detailed

3 Moderately detailed

2 Few details

1 No details – simple shapes only

Extras

4 High quality landscaping or furnishings evident

3 Some landscaping or furnishings evident

2 Few or irrelevant landscaping or furnishings evident

1 No landscaping or furnishings evident

Accuracy

4 Design looks like a real-life representation

3 Model generally looks life-like

2 Model has some life-like qualities

1 Model lacks proportion – not life-like

Textures

4 Shapes filled with appropriate textures

3 Not all shapes are filled or some textures seem unnatural

2 Few shapes filled and/or incoherent use of textures

1 No textures used

Creativity

4 Strong creative elements present

3 Creativity evident

2 Design shows little creativity

1 Design lacks creativity

Aesthetics

4 Very attractive design

3 Appealing design

2 Design has limited appeal

1 Design needs major work

Overall Quality

4 High quality design

3 Above average quality

2 Average to below average quality

1 Poor quality

Use of Class time

4 Class time as used wisely. Much effort went into the planning and design of the house. Student put in extra time outside of class.

3  Class time could have been used wiser. A little outside time was spent on project.

2 Model has two or three   interior features. Difficult to recognize assigned subject.

1  Model has no interior features.  

Architecture Goes to School - Graphic Design Rubric

CATEGORY EXPLANATION

4 Outstanding... Looks Like the Work was Created by an Expert!

3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!

2 Needs More…Looks Like You Need to Put in More Time on Work!

1 Needs Lots of Work... Are You Finished??? Really??

Graphics Clarity

4 Graphics are used effectively and have strong impact on the total design.

3 Most graphics are used and generally have an impact on the message of the design.

2 Most graphics are focused on the message of the project, but could have been used more effectively by virtue of size or location, rhythm...

1 Graphics fail to convey the meaning of the project and there is a lack of under- standing demonstrated by poor sizing or placement.

Graphics Originality

4 The graphics and text used on the design project reflect and significantly enhance the “architectural story”; and are communicated in a descriptive manner through text and words… all corresponds to project plans.

3 The graphics and text used on the design project reflect the “architectural story”  and are communicated clearly – corresponds to project plans.

2 The graphics and text used on the design project somewhat connect to the “architectural story”; however many ideas on plan are missing from the graphics.

1 Graphics and text do not demonstrate any connection to the design plans.

Design Attractiveness

4 The design project is exceptionally attractive in terms of design, layout, neatness, dominance, rhythm, size…

3 The design project is attractive in terms of design, layout and neatness and demonstrate an understanding of the use of design tools.

2 The design project is acceptably attractive though it may be a bit disorganized and does not demonstrate a clear under- standing of layout: dominance, size, rhythm, balance…

1 The design project is distractingly cluttered or devoid of neces- sary elements and very poorly designed. It is not attractive.

Graphics Relevance

4 All graphics are related to the topic and make it easier to understand.

3 All graphics are related to the topic and most make it easier to understand.

2 All graphics relate to the topic.

1 Graphics do not relate to the topic.

Overall Quality

4 High quality design

3 Above average quality

2 Average to below average quality

1 Poor quality

 Use of Class Time

4 Used time well during each class period. Focused on getting the project done and worked in a collaborative manner with others. Put in extra time on project at home.

3 Used time well during each class period. Usually focused on getting the project done and usually worked in a collaborative manner with others.

2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

1 Did not use class time to focus on the project OR often distracted others. Needed much prompting from the teacher.

Architecture Goes to School - Writer Project Rubric

CATEGORY EXPLANATION

4 Outstanding... Looks Like the Work was Created by an Expert!

3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!

2 Needs More…Looks Like You Need to Put in More Time on Work!

1 Needs Lots of Work... Are You Finished??? Really??

Expectations…

 Ideas and Content

4 Original treatment of ideas, with a great deal of support

3 Mundane but adequate treatment of ideas with some support

2 Unoriginal or trivial ideas with marginal support

1 ideas are incomprehensible or incomplete

Supporting Details in Writing and Connections

4Highly detailed, all visuals accurately explained using vocabulary learned in AGS unit

3 Moderately detailed, all visuals fairly well explained in detailed language

2 Few details explained, somewhat general

1 Very few details, very general or no information included on buildings

Organization of Ideas

4 Organization is clear and original strong introduction, effective closure and smooth transitions between ideas
3 Well organized and logical effective introduction, adequate closure and transitions
2 Inadequate organizational plan, lacks effective introduction and closure
1 No organizational plan is evident

Word Choice

4 Word choice is vivid, precise, and purposefully selected

3 Word choice is appropriate, but may lack clarity and originality

2 Immature vocabulary, may  overuse some words

1 Vocubulary is limited
Summary
4 Highlights important information conclusions are logical and reasonable and clearly relate to the questions posed in the introduction

3 Important points indicated conclusions are reasonable and relate to the questions posed in the introduction

2 Not all of the important points are identified there are some gaps in logic relating conclusions to the questions posed in the introduction

1 Important points not identified conclusion does not relate to questions posed in the introduction

Conventions

4 Any errors in spelling, grammar and punctuation are usually examples of risk taking

3 A few errors in conventions, but errors do not interfere with the meaning of the piece

2 Frequent errors that may, at times, interfere with the understanding of the piece
1 So many errors in conventions that the piece is barely comprehensible

Overall Quality

4 High quality writing

3 Above average quality

2 Average to below average quality

1 Poor quality

Use of Class Time

4 Used time well during each class period. Focused on getting the project done and worked in a collaborative manner with others. Put in extra time on project at home.

3 Used time well during each class period. Usually focused on getting the project done and usually worked in a collaborative manner with others.

2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

1 Did not use class time to focus on the project OR often distracted others. Needed much prompting from the teacher.

Architecture Goes to School - Sustainability Expert Project Rubric

CATEGORY EXPLANATION

4 Outstanding... Looks Like the Work was Created by an Expert!

3 Very Good... Looks Like You Know What You are Doing... But, add a bit more!

2 Needs More…Looks Like You Need to Put in More Time on Work!

1 Needs Lots of Work... Are You Finished??? Really??

Expectations…

 Ideas and Content for Sustainability Concepts

4 Original treatment of ideas, with a great deal of support - ideas are reflective, original and explained in the student's own words - everything explored is highly relevant to the building or site, and extends beyond "basic" sustainable concepts

3 Fairly Original, reflective and adequate treatment of ideas with some support - but not all information presented is in student's own words - concepts explored have a some connection to the building constructed or the site

2 Unoriginal or trivial ideas with marginal support - concepts have very a very general connection to project site

1 ideas are incomprehensible or incomplete or do not connect at all to project site

Supporting Details in Sustainability Related Concepts

4Highly detailed, all sustainable visuals accurately explained using sustainability related vocabulary

3 Moderately detailed, all sustainability visuals fairly well explained in detailed language

2 Few sustainable details explained, somewhat general

1 Very few details, very general or no information included on buildings

Organization of Ideas

4 Organization is clear and original strong introduction, effective closure 

3 Well organized and logical effective introduction, adequate closure 

2 Inadequate organizational plan, lacks effective introduction and closure

1 No organizational plan is evident

 Sustainability Research Connection to Site

4 Research is accurate, with at least 5 ideas fully explored and supported by detailed information that are relevant and connect to the project site.

3 Research is evident and fairly accurate, with 3-5 ideas explored, information is relevant and connects to project site

2 Research is lacking or extremely general - there were 2 – 3 ideas that connect to project site

1 Research has nothing to do with project site, no connection

Word Choice

4 Word choice is vivid, precise, and purposefully selected

3 Word choice is appropriate, but may lack clarity and originality

2 Immature vocabulary, may  overuse some words

1 Vocabulary is limited

Summary

4 Highlights important information, conclusions are logical and reasonable and clearly relate to the questions posed in regards to why we design sustainably.

3 Important points indicated, conclusions are reasonable and relate to the question posed in regards to why we design sustainably

2 Not all of the important points are identified there are some gaps in logic relating conclusions to the questions posed...

1 Important points not identified conclusion does not relate to questions posed...

Conventions

4 Any errors in spelling, grammar and punctuation are usually examples of risk taking

3 A few errors in conventions, but errors do not interfere with the meaning of the piece

2 Frequent errors that may, at times, interfere with the understanding of the piece

1 So many errors in conventions that the piece is barely comprehensible

Overall Quality and Use of Diagrams

4 

Diagrams and illustrations are neat, accurate and clearly relate to the sustainability -  they provide additional insight to the content

3 

Diagrams and illustrations are accurate and are related to sustainability

2 

Diagrams and illustrations where present are neither neat nor entirely accurate 

1 

Diagrams and illustrations where present are neither neat nor accurate; and they don’t appear to relate to sustainability

Use of Class Time

4 Used time well during each class period. Focused on getting the project done and worked in a collaborative manner with others. Put in extra time on project at home.

3 Used time well during each class period. Usually focused on getting the project done and usually worked in a collaborative manner with others.

2 Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

1 Did not use class time to focus on the project OR often distracted others. Needed much prompting from the teacher.

Architecture Goes to School Visual Organizers Project Rubric