CREATIVE REUSE: WORKING WITH SCRAP SCHOOL AND COMMUNITY REUSE
ACTION PROJECT
Spring 2009 Instructor Amy Steel
email: asteel@pdx.edu
503-515-7381
Course Goals: Goals include:
1.
Inquiry and critical thinking –
a. Students will learn to use a variety of research methods to understand and develop the
justification for their task with SCRAP.
b. Students will reflect on the process of learning, working cooperatively, writing, discussing,
creating using documentation methods and inquiry methods developed by Reggio Emilia
schools.
2. Communication. – Through the process of working in teams to plan, write, design and
teach creative reuse curriculum, students will gain an understanding of how to communicate to
a specific audience for a practical purpose.
3. Variety of Human Experiences – Students from a variety of majors and backgrounds will
bring a range of skills, knowledge, and experience. They will reflect on how they are
collaborating and working to improve communication skills with a variety of people. Also in the
process of creating a curriculum materials aimed at a wide range of children and schools, they
will explore the diversity of Portland’s educational communities.
4. Ethical and Social Responsibility –Students will meet teachers, SCRAP staff and
volunteers who work to improve the environment and teach in creative ways. They will reflect
on their role in improving schools and the environment and ways that creative reuse can be
applied in their lives as consumers, community member, teachers, parents, and volunteers.
Assignments and activities will include: meeting at SCRAP, Field trips to Helen Gordon,
Mentorgraphics, The Rebuilding Center, The Children’s Museum and the PSU Reuse Center,
reading websites/ articles (about reuse, environmental education, learning centers, teaching.),
respond to class and readings through notes and discussion, as well as classroom
presentations, working with neighborhood schools, teaching art workshops, and create
scrapbooks and/or documentation posters about the classes working processes.
REMINDER: THIS SYLLABUS IS SUBJECT TO CHANGE STUDENTS ARE REQUIRED TO
KEEP UP WITH UPDATED SYLLABI updated syllabi will be posted on blackboard!!!!
Grading
Attendance and participation
Attendance and Participation is worth 20% of your grade. Be on time and be prepared to work.
Attendance is taken at the beginning of each class. Absence is an absence excused or
unexcused. On your third absence your final grade will go down 5 percentage points. For
instance if you have 90 percent at the end of the term your final grade will be an 85. If you
miss four classes, your grade will go down 10 percentage points. Please report absences to
me via email. I do not dismiss absences if you email me, however you will want to email to
learn what you missed in class and to keep me informed.
Participation in class discussion and group presentations is required. In this class you will
have several opportunities to give presentations. Through giving presentations to both
children and adults you will have the opportunity to further your public speaking skills.
Remember that failure to participate in discussions and presentations will affect your
participation grade.
Coursework will be evaluated as follows:
Assignments
Reflections on field trips readings
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20pts
CCC
Rebuild Center
Transfer Station
Helen Gordon
Childrens Museum The Garage
Mentorgraphics
Trillium
Library Finding a book on reuse/ recycling
Group Projects
35pts
Creating Scrap Signage
Field trip program research.
Lesson Plans
Coordinating a fieldtrip, tour, and workshop, and a documentation poster based on the experience or going to a
school and teaching.
Final Course Notebook
25pts
This will include ALL of your assignments as well as notes on the websites/ readings/ weekly reflections on
groupwork More info TBA
Attendance Participation
Total
Grades are determined based on the following scale:
90 to 100 -
A
80 to 89 -
B
70 to 79 -
C
60 to 69 0 to 59 -
D
F
20pts
100pts
Accomodations for students with disabilities
Accommodations are collaborative efforts between students, faculty and the Disability
Resource Center (DRC). Students with accommodations approved through the DRC are
responsible for contacting the faculty member in charge of the course prior to or during the first
week of the term to discuss accommodations. Students who believe they are eligible for
accommodations but who have not yet obtained approval through the DRC should contact the
DRC immediately at 503-725-4150.
Supplies
Glue Stick
Large Clear Plastic Tub or Crate (to be left at SCRAP for our art workshops)
Scissors
Camera Digital preferred disposable will do (you will need this for your group projects you may
share one with your team)
Extra Money for field trips
Gas money for our drivers ( We will be taking field trips! $1-2 per person?)
Additional materials maybe needed as the course progresses
REFLECTIONS ON FIELD TRIPS, WEBSITES, READINGS, GUEST SPEAKERS
YOU ARE REQUIRED TO REFLECT ON EACH FIELD TRIPS & GUEST SPEAKERS AS WELL AS EACH
READING WE TAKE AS WELL AS EACH READING. CONSIDER CONNECTIONS BETWEEN THE
FIELDTRIP/ READING TO OUR COMMUNITY PARTNER AS WELL AS OUR COURSE GOALS. TYPE, OR
HANDWRITE NEATLY, AND BE PREPARED TO BRING THIS WITH YOU FOR DISCUSSION. THIS FORM IS
PRINTABLE FROM THE ASSIGNMENTS TAB ON BLACKBOARD.
HOW IS THIS READING/ FIELD TRIP CONNECTED TO OUR WORK WITH COMMUNITY PARTNER?
WHAT ASPECTS DID YOU FIND MOST USEFUL TO OUR WORK IN THIS CLASS?
DISCUSS ANYTHING THAT INSPIRED YOU OR STOOD OUT FOR YOU OR THINGS YOU HAVE
QUESTIONS ABOUT.
HOW DOES THIS RELATE TO OUR COURSE GOALS? (REVIEW THE GOALS STATED ON THE SYLLABUS)
COMMUNICATION, INQUIRY AND CRITICAL THINKING, VARIETY OF HUMAN EXPERIENCES, ETHICAL
AND SOCIAL RESPONSIBILITY? For example if the material discussed environmental education, perhaps you
learned something about how you might talk to children about the environment. If the field trip was to a museum
or to a school perhaps you learned something about creative inquiry through learning, how teachers set up and
display materials and guide children in cooperative art activities.
CREATE 2 DISCUSSION QUESTIONS:
Reflections on Group Work.
Once we begin group work, you will be doing weekly reflections on your groups progress.
Write at least one paragraph about what you are learning. Discuss what your responsibility is
for your group project. Discuss any challenges in your group. This is stored in your course
notebook and turned in at the end of the class.