LESSON 1:
AREA FOR
EVERYONE
How can Spaces best meet the Needs
of their Communities?
GRADE 7
Introductory Information:
•Title: Area for Everyone
•Grade: 7th Grade
•Class Size: 25 Students
•Length of Class Period: 50 minutes, Semester-long class
Lesson Topic and Description:
In this lesson, students will reflect on how various spaces are used and
controlled and will investigate the effect that these spaces have on the
communities who use them.
Students will critically analyze the use of a range of spaces—from the Acropolis
to the Cambridgeside Galleria Mall—and will discuss their role in communities.
Students will then take on the role of urban planner and will decide what they
should do with an open lot in their neighborhood. They will create drawings of
their plans, write a paragraph about what their space offers to their community,
and Photoshop their drawings into a satellite image of the space.
South Central Farm, Los Angeles, CA
Hollywood Community Plan, Hollywood, CA
STAGE 1: DESIRED RESULTS
ENDURING UNDERSTANDINGS:
 The way that a space is used reflects the society that it is a part of.
 Architects, designers, and urban planners can control how people interact
with a space.
 Communities are affected—both positively and negatively— by how
spaces are used and controlled.
 It is important to think about how space can be used to benefit a
community.
ESSENTIAL QUESTIONS:
 Who has access to space? Who controls it? Who is pushed out?
 What does a space offer people in the community around it?
 How can we use space for the use and empowerment of all members of a
community?
STATE STANDARDS ADDRESSED:
MASSACHUSETTS VISUAL ARTS FRAMEWORKS:
Standard 3: Observation, Abstraction, Invention and Expression. Students
will demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.
Standard 6: Purposes of the Arts. Students will describe the purposes for
which works of visual arts and architecture were and are created, and when
appropriate, interpret their meanings.
Standard 7: Roles of Artists in Communities. Students will describe the roles
of artists, patrons, cultural organizations, and arts institutions in societies of the
past and present.
Standard 10: Interdisciplinary Connections. Students will apply their
knowledge of the arts to the study of technology, engineering, history and social
science.
MASSACHUSETTS SOCIAL STUDIES/HISTORY FRAMEWORKS:
Concepts and Skills 7.CS.1 Compare information shown on modern and
historical maps of the same region.
Concepts and Skills 7.CS.5 Identify multiple causes and effects when
explaining historical events.
Concepts and Skills 8-12.CS.9 Distinguish intended from unintended
consequences.
MASSACHUSETTS TECHNOLOGY/ENGINEERING FRAMEWORKS:
Engineering Design 2.2 Demonstrate methods of representing solutions to a
design problem, e.g. sketches, orthographic projections, multi-view drawings.
Cambridgeside Galleria Mall, Cambridge, MA
LEARNING OBJECTIVES:
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Students will ask questions and discuss how the deliberate design of
various spaces affect people in different communities.
Students will think about the needs and desires of their own community
and will brainstorm a list of these ideas.
Students will create a quick plan of a space that they would like to design,
based on their community’s needs and desires.
Students will create two drawings of their space—One from a Bird’s-Eye
View and one from a Street View perspective.
Students will use Photoshop to insert their drawing into a satellite image of
the real space.
Students will write a paragraph about their design plan. They will reflect on
how their space benefits their community and on how well it responds to
their “Mission.”
Students will exhibit and discuss their designs with their classmates.
9/11 Memorial, New York City, NY
STAGE 2: ASSESSMENT EVIDENCE
PERFORMANCE TASK OR FINAL PRODUCT:
The final product will be a pair of Photoshop Images that situate the student’s
drawn plans for an open lot within a satellite image of the space. Their
drawing will be a plan for a space that will positively serve their community.
The drawing will be created out of pencil, colored pencil, or marker. It will be
accompanied by their initial brainstorm worksheet, a paragraph describing the
details of their plan, and a written reflection about how well they responded to
their “Mission.” The final designs will be mounted, hung up, and discussed.
CONTINUUM OF ASSESSMENTS:
 Students will work cooperatively in small groups. They will answer four
questions about images of a space that they are assigned to. They will
write down their answers and will participate in a class discussion about
their responses.
 Students will participate in a class discussion about different uses of
space.
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Students will write down the needs and desires of their community on a
brainstorm worksheet. They will write down three ideas that they have and
will create an initial sketch on the back of the sheet.
Students will draw the final idea for their plan. They will make one drawing
from the Bird’s Eye View perspective. They will make another drawing
from the Street View perspective.
Students will use Photoshop to cut out their designs and paste them into
satellite images of the open lot. (OPTIONAL)
Students will write a paragraph about their plan for the space.
Students will complete a reflection worksheet and will self-assess how well
they responded to the prompt.
Students will mount and hang their final images. They will present and
discuss their designs with their peers.
CRITERIA:
 Did the student participate in group-work with their classmates, answer
questions, and help present their responses to the class?
 Did the student participate in or pay active attention during the initial
discussion about how space is used?
 Did the student write down some ideas about what their community needs
from a space?
 Did the student write down three initial plans for the space and complete
an initial sketch on the back of their brainstorm worksheet?
 Did the student create one Bird’s-Eye View and one Street View drawing
of their plan? Is the drawing detailed enough to indicate what the space is
being used for?
 Did the student cut and paste their drawing into a satellite photograph
using Photoshop? (OPTIONAL)
 Did the student write a coherent description about their plans?
 Did the student thoughtfully reflect on how well they responded to the
prompt and how well their space will serve the community?
 Did the student present their piece to the rest of the class?
Rendering of the Acropolis, Athens, Greece
STAGE 3: LEARNING PLAN
MATERIALS AND EQUIPMENT:
Paper Materials:
 “THINKING ABOUT SPACE” Worksheet
 “THINKING ABOUT SPACE” Images
 Area for Everyone Brainstorm worksheet
 Area for Everyone Drawing Template 1—BIRD’S-EYE VIEW
 Area for Everyone Drawing Template 2—STREET VIEW
 Area for Everyone Reflection Worksheet
Art Materials:
 Pencils
 Colored Pencils
 Markers
 Scratch Paper (for practicing)
Computer Equipment
 Computer with Adobe Photoshop
 Printer
Matting Materials:
 Glue
 Construction Paper
VOCABULARY WITH DEFINITIONS:
Bird’s-Eye View: The perspective of looking at something from the top—as if
you were a bird looking down from the sky.
Street View: The perspective that you would see from the street. This is head-on
and at the ground level.
Architecture: The art and science of designing and erecting buildings and other
large structures.
Urban Planning: The branch of architecture dealing with the design and
organization of urban space and activities.
Zoning: Dividing an area into zones or sections reserved for different purposes.
Mixed-Use Development: An area that is zoned for both commercial and
residential facilities or development.
Apartheid (South Africa): An official policy of racial segregation involving
political, legal, and economic discrimination against nonwhites. A policy or
practice of separating or segregating groups.
Group Areas Act (South Africa): An act of parliament created under the
apartheid government of South Africa that assigned racial groups to different
residential and business sections in urban areas.
Community Garden: A garden (or farm) project maintained by members of a
community.
Urban Garden: Cultivating a garden or producing food in an urban setting.
Acropolis: In Greek, “highest city.” This is the section of ancient Greek and
Roman settlements that was built on a hill for protection. The Acropolis in Athens
is the most widely recognized.
Land Use Designation Map: A map that spells out the zoning of a city. It is a
plan for how different areas of the city will be used. This includes: low-density
residential, multiple family, commercial, industrial, open-space, transportation,
and public uses.
“THINKING ABOUT SPACE” Worksheet, Page 1
“THINKING ABOUT SPACE” Worksheet, Page 2
VISUAL IMAGE RESOURCES:
“THINKING ABOUT SPACE” Worksheet:
GROUP 1: South Central Farm. Los Angeles, CA 1994-2006
This was a 14-acre urban farm and community garden that was located in the
industrial area of South Central Los Angeles— created in a section of the city
that was burned down during the 1992 Rodney King riots. Around 350 families,
mostly Hispanic and of moderate means, used the farm to feed their families and
pass on knowledge of the “Mega-Mexico” plants of their heritage. The garden
held about 100 to 150 species of plants, most of which had Mesoamerican roots.
The farm was sold in 2004. Farmers were evicted in 2006 and the farm was
bulldozed. Farmers have politicized and have been disputing the validity of the
sale in court—in an economically and racially charged legal battle that has lasted
years.
GROUP 2: Map of South Africa. Map of Capetown. Sign in Durban. As
designated by the 1950 Group Areas Act
This is a map of South Africa, a map of Capetown, and a sign in Durban that
show the legal segregation of land use during South African apartheid. On April
27, 1950, the Group Areas Act assigned racial groups to different residential and
business sections in urban areas. This made it illegal for non-Whites to live in the
most developed areas of cities, forced them to commute long distances from
their homes in order to work, and led to the forcible “removal” of those found
living in the “wrong” areas. This act made the segregation of space the law. It
was later extended to the “Homeland System,” which wanted to divide South
Africa into different racially-based states. It was practiced until its appeal on
June 5, 1991.
GROUP 3: The Acropolis. Athens, Greece, around 447 BCE
This is a section of Athens that was constructed upon a hill for safety and
defense. In the second half of the fifth century, Pericles, a statesman,
constructed a series of monuments that would celebrate thought and the arts.
The structures of the Acropolis reflect the religions of ancient Greece and what
aspects of life were deemed most important to the people of ancient Athens. The
buildings that were placed atop the Acropolis were deemed the most important
and what was worth defending. This includes the Parthenon, which was a temple
to the city’s goddess Athena.
GROUP 4: Cambridgeside Galleria Mall. Boston, MA, 1990-present
This is a mall built near Cambridge, Massachusetts in 1990. It has 133 stores,
four restaurants, and is anchored by an Apple, Best Buy, Macy’s, and Sears. It
was created as part of the 1978 East Cambridge Riverfront Plan, which sought to
revitalize the industrial district between Monsignor O’Brian Highway, Cambridge
Parkway, and First Street. It is located near the Museum of Science, MBTA
Lechmere Station, and the Lechmere Canal of the Charles River.
GROUP 5: Hollywood Community Plan. Hollywood, CA, 2011
This is a plan created for the city of Hollywood, California, spelling out how land
will be developed in the future. It was created for the City Council, Mayor, and
City Planning Commission. It cites that its purpose is to “promote an arrangement
of land use, circulation, and services which will encourage and contribute to the
economic, social and physical health, safety, welfare, and convenience of the
Community…”
GROUP 6: 9/11 Memorial. New York City, New York, 2010
This shows the September 11 Memorial, constructed in remembrance of those
killed in the September 11 attacks and the 1993 World Trade Center bombing. It
features two reflecting pools (the largest manmade waterfalls in North America)
in footprints where the towers used to be. The names of every person who died
in these events are inscribed into bronze panels on the edge of the pools. The
space was designed by Architect Michel Arad and landscape architect Peter
Walker.
Map of Capetown in Apartheid South Africa/ Sign at Beach in Durban, South Africa
ARTIST EXAMPLE:
Steve Lambert, “Wish you were here! Postcards from our Awesome Future.”
November, 2007, Retrieved from http://visitsteve.com/ on February 25, 2012.
Rewild, Steve Lambert
Candlestick, Steve Lambert
Bart, Steve Lambert
TEXT, MEDIA AND WEB RESOURCES:
Scott Hamilton Kennedy (Director). (2008). The Garden (Motion picture.) United
States: Black Valley Films.
Apartheid Legislation in South Africa. Retrieved February 25, 2012 from
http://africanhistory.about.com/library/bl/blsalaws.htm.
1950 Group Areas Act No 41. Retrieved February 25, 2012 from
http://www.nelsonmandela.org/omalley/index.php/site/q/03lv01538/04lv01828/05l
v01829/06lv01839.htm.
Cambridgeside Galleria Mall. Retrieved February 25, 2012 from
http://en.wikipedia.org/wiki/CambridgeSide_Galleria.
9/11 Memorial, Retrieved February 25, 2012 from
http://www.911memorial.org/.
Athenian Acropolis, Retrieved February 25, 2012 from
http://www.flashcardmachine.com/apah-image-cardsch5.html.
Hollywood Community Plan, Retrieved February 25, 2012 from
http://cityplanning.lacity.org/complan/central/hwdpage.htm.
TEACHER INSTRUCTION:
DAY ONE:
 Teacher will introduce the Unit and the Lesson—leaving Enduring
Understandings and Essential Questions on the board.
 Teacher will divide the class into small groups and give each group a set
of “THINKING ABOUT SPACE” images. Teacher will ask students to take
a moment to look at the images, wonder about them, and then write down
their responses as a group.
 Teacher will bring class back together and will show each group of images
projected onto the board in a Powerpoint. Teacher will ask the groups to
talk about their responses to their assigned images and teacher will give
background information about each one.
 Teacher will ask students to brainstorm what an urban planner, architect,
or designer should think about when designing a space. What are the
needs and desires of communities? Examples: Entertainment, Health,
Comfort, Necessity, Food, Humor, Artistic Expression…)
IF FINISH EARLY: Teacher will give students THEIR MISSION and ask them
to start brainstorming.
DAY TWO:
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Teacher will remind students about the conclusions that they drew
yesterday. Teacher will go over what a community needs from a space.
 Teacher will introduce THEIR MISSION. Teacher will tell students that
they are Urban Planners, figuring out what to do with an open lot in the
area.
 Teacher will pass out brainstorming worksheets and will ask students to
spend the rest of the period planning their designs. They should make a
detailed plan so that they know exactly what to do when they begin.
 Teacher will show benchmark products of what they will be creating.
IF THEY FINISH EARLY:
 They may begin working on the Bird’s-Eye View Drawing.
“Area for Everyone” Brainstorm Worksheet
DAY THREE:
 Teacher will ask the class about some of their ideas so far.
 Teacher will show the benchmark product again and will explain what is
expected from their two drawings: Bird’s-Eye View and Street View.
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Teacher will ask students to get to work! They will have today and
tomorrow to complete their drawings.
Drawing Template 1: BIRD’S-EYE VIEW
Drawing Template 2: STREET VIEW
DAY FOUR:
 Teacher will show examples of work from Steve Lambert.
 Teacher will tell students that today is a work day.
 Students will finish their drawings.
IF FINISHED EARLY: Teacher will hand out a Reflection Sheet.
*Give another day to work, if necessary!*
DAY FIVE: (OPTIONAL)
 To prepare for this class, teacher will scan in students’ drawings and put
them into a public folder on the network. They will also put the Bird’s-Eye
View and Street View satellite images of the lot in this folder.
 Teacher will hold class in the computer lab.
 Teacher will give a short tutorial on how to cut out their drawings in
Photoshop and paste them into the photographs.
 Teacher will ask students to perform this task.
 When they have finished, teacher will ask them to fill out a Reflection
Sheet.
 Teacher will print out the finished products and mount them on
construction paper.
DAY SIX:
 Teacher will hang the works around the room. Teacher will hand out sticky
notes and will ask students to write a comment about one that they find
interesting and that particularly appeals to them. Teacher will ask them to
stick their comment on that piece.
 Teacher will facilitate a discussion about their reactions.
 Teacher will introduce the next lesson!
Benchmark Product, Drawing 1
Benchmark Product: Drawing 2
*If it has not already been covered in class, this lesson could be
accompanied by a lesson in One-Point Perspective Drawing*
LEARNING ACTIVITY:
DAY ONE:
 In groups, students will look at the set of images that they are given and
will answer questions on the “THINKING ABOUT SPACE” Worksheet.
 Students will present their answers to the class. They will participate in or
pay active attention during a discussion about the various spaces.
 Students will participate in brainstorming about what a space needs to
serve its community.
DAY TWO:
 Students are given THEIR MISSION: To design the use for an empty lot in
the area.
 Students will complete the questions on their Brainstorm Worksheet. They
will come up with three sample ideas.
 Students will create a detailed plan for their space on the back of the
worksheet. They will make a preliminary drawing.
DAY THREE:
 Students will get to work on their drawings.
 Students will complete a Bird’s-Eye View Drawing.
 Students will begin working on a Street-View Drawing.
DAY FOUR:
 Students will look at and ask questions about the work of artist Steven
Lambert.
 Students will finish both of their drawings.
DAY FIVE:
 Students will meet in the computer lab.
 They will listen to a tutorial on how to use Photoshop. Students will then
use Photoshop to cut out the scanned copy of their drawing and insert it
into the satellite image of the space.
 Students will then fill out a Reflection Sheet.
DAY SIX:
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Students will walk around and observe the designs of their peers. They
will a comment on a sticky note about one that stands out to them.
Students will talk about the work as a class.
Students will listen to the introduction for the next lesson!
Final Benchmark Product
Final Benchmark Product
REFLECTION:
What space did you decide to design on this open lot? Can you describe in a
short paragraph exactly what is going on here?
How does your space serve the Mission Hill community?
Is there anything that you would add or do differently if you were asked to design
the space again?
How do you think Mayor Menino would rate your design on a scale from1-10?
1…2…3…4…5…6…7…8…9…10