School of Planning, Architecture & Civil Engineering
13th September 2006
Brendan J. Carabine
Stage 2 Co-ordinator BSc in Architecture
SPACE
QUB
Queen’s University
School of Architecture with Belfast primary schools
Funded by the
Arts Council of
Northern
Ireland

Connections
• An outreach collaboration between Primary and
Higher Education - pilot project in Belfast in 2004 repeated in 2005
• Previously run in UCE Birmingham for the past decade by Dr Judith Appleby
• ARCHITECTURE as the stimulus for learning at both levels
• The project forms part of the Stage 2 Design &
Communication studio project-work and involves
'placement' in the classroom with the P7 children from local primary schools.
• In this exploratory design project students work with the children to explore, through practical project work, connections between architecture and a subject area of the National Curriculum (NC) at Key Stage 2.

Connections
Methods in the classroom are centered on “learning by doing” through five half day practical project work sessions with an emphasis on graphic communication and model making to generate creative teamwork.

Connections
• 3 stages to the project:
1 • Introductions, negotiation, planning session 1 in school
2 • Designing, making, testing
4 sessions in school
3 • Presenting, explaining, reflecting
Presentation Event at QUB
Diaries week by week

Students & Pupils work together as an architectural design team process:
• Familiar methods from architectural design projects:
• Developing a design brief -
• Finding out about potential design influences e.g. site, precedents, function, users
• Concepts - testing ideas,
• Developing ideas
• Presenting and explaining outcomes and process.

Key Stage 2 Curriculum:
Design Technology: Scale models, accuracy, measuring, making, 2D-3D representations, graphics, materials and techniques…
English: Communication skills- speaking, listening, explaining, presenting, vocabulary.
Tend to be covered in all projects with
CONNECTIONS to
Geography, History, Science, Maths, Art and
Design
Architecture gives a new and stimulating context for learning.
Extra-curriculum: Social skills - Teamwork and one to one & Role Models - going to University
Architecture curriculum:
Design Methods, Knowledge of the Subject,
Teamwork, Communication, Community and
Participation.
Extracurriculum: responsibility, independence…

Connections
• Learning is broad in terms of social interaction and specific in relation to the curriculum at both levels of education
• For the architecture students due to the diversity of outcomes and “connections” explored learning outcomes focus on process and communication:
– The module aims to develop:
– 1.
an understanding of design methods and processes;
– 2.
experience of teamwork and enabling participation of non-professionals in design; and
– 3.
broadened communication skills beyond presentation into listening, interpreting, encouraging and enabling.

Connections
• This project is unique in that the process is more important than the product and it does not generate ‘drawings’ for the portfolio
• Students are required, therefore, to keep a “workshop diary” and an illustrated record for the portfolio
• A particular challenge of this project is to develop strategies for effective teamwork
– that engages all team members in imaginative, creative design, irrespective of individuals’ abilities, experience and powers of expression.
• Architectural models and drawings (produced by the pupils) form the body of work for presentation at the final “event day”
– and each team prepares a short verbal presentation of the scope of the work that is delivered by the school children.

Connections
A group assessment grade is awarded after review of the final project presentation based on all the exhibited material related to the complete process. The content, quality (taking account of the pupil’s capabilities) and relevance of the final presentation is considered.
This group assessment grade is then be moderated for individual students by assessment of their “workshop diary” and record sheet.
Assessment is made on the group’s achievement in regard to the following;
– Process: teamwork and organisation of workshops, strategy for involvement and full participation, week-byweek project achievements;
–
Content: interpretation of appropriate ‘Connections’; and
– Outcomes: project outcomes and illustration/explanation of complete process

Connections
• The Critique
• Culmination of the project Exhibition, Crit,
Colouring and feedback
• Volunteers from local practice
• Non-adversarial approach
• Students role is supportive not defensive
• Enjoyable & Memorable for the Pupils

Connections
• FEEDBACK
• Weekly De-briefing
• Final Feedback Session
• Questionnaire
• Recorded Discussion
• Student Diaries
•
•
•
Overlap in practice
Discussed separately

Connections
COMMENTS
• “Assess how much you know and how much you have yet to learn”
• “Know what you know”
• “Not as easy as it might appear”
• “Break from the norm”, “new freedom” & “fresh creativity”
BENEFITS
• Kolb & Schön reflective learning
• Experiential “learning by doing”
(Schön) “Knowing in action”
• “reflection in action” (Schön)
• Respect for Tutors
• New methodologies
• Positive reception of students work
• Students Inspired by Pupils
FEEDBACK
• Reflect on Prior Learning
• Further research & peer learning
• “Teaching” & Tutor role
• De-briefing directed Reflection
• Formal feedback - group reflection
• Diary private reflection
ISSUES
• Students in tutor role
• Follow me & joint experimentation (Waks)

Connections
COMMENTS
• “Being a Leader” for 1st time
• Budget for materials
• Ambassadors & role models
BENEFITS
• Commanding attention
• Respect
• Gratitude
• Observing progress
• Pride in achievements FEEDBACK
• Initial Fear
• Punctuality - being relied on
• Embarrassment - unable to answer questions
• Need to be in control
• Motivating the children
•
Generation of interest in the subject
• Delegation according to ability
• Clear communication
ISSUES
• Strategies for Full Participation
(non-participants)
• Students are team members
(not trainee teachers)
• Not expert “reflective practitioner” (Schön)

Connections
COMMENTS
• “Children only do what they want”
• Need for “clear and concise” communication
• Facilitating “self expression” in the pupils
• “everyone’s ideas are seen to count”
• ‘helping each other to achieve goals”
FEEDBACK
• Team building & morale
• Engendering confidence
• Need to listen, give attention and direction
• negotiation
BENEFITS
• Experiential learning in Teams
• “Social negotiation” (Stumpf and
McDonnell)
• Group Work in architectural education
• Communicating the ideas of others
ISSUES
• Development of sub-themes
• No need for full team consensus
• partial-participation and detachment

Connections
• Education for Participation
• Full participation of the group
COMMENTS
• Pupils = “awkward clients”
• “respect and listen to the ideas and views …of others”
• “playing to the strengths of individuals”
BENEFITS
• Participatory design (Cross,
Sanoff)
•
Social & Cultural context
• Communicating with non-expert clients
• Pupils’ imagination and spontaneity
FEEDBACK
• Simple ways to explain architectural ideas
• Leadership
• Motivation
• Patience
• Negotiation
ISSUES
• Democracy in the design process
• Challenge to traditional professional culture
“the professional knows best”

Connections
• Young adults in the classroom not teachers “professional” social relationship
COMMENTS
• Learning “while getting messy and having fun”
• “Avoid children if possible”
BENEFITS
• Student pupil ratio 1:4 or 1:5
• Development of communication skills interpreting, encouraging and enabling .
FEEDBACK
• Talking and listening
• Patience
• Taking on board views of others
• Enjoyment in sharing knowledge
ISSUES
• Different social (and religious) backgrounds

Connections
• Variety of projects in UK and
Europe involving children and
Architecture
“Scratching the surface”?
• Short paper on learning outcomes of the Architecture
Students only.
Connections possibly unique:
• Linkage with Key Stage 2 curriculum
• Scale of operation; 300 pupils in
10 classes from six schools and
75 architecture students in 2004
Does not touch on
• The project “Connections”
• Content
• Outcomes
• Further focus the project or extend it to other disciplines or age groups.
• Published Booklets on 2004
& 2005 Connections projects are available (40 of each)