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A learning resource for Primary schools looking at buildings, habitats, place and space.
Produced by CITY FOREST SEA as part of Enquire
02 04 14 21 30 38 47 57 66 75 About CITY FOREST SEA Building Materials Cities Construction Processes Habitats Homes Houses, Shelters, Buildings Place Makers Sustainability Credits
Front cover image: Jem Finer, Still, © the artist and Stour Valley Arts
CITY FOREST SEA is a collaboration between Canterbury City Council Museums Service, Stour Valley Arts and Turner Contemporary based on four years of research, funded by Enquire, a national project. CITY FOREST SEA connects the City, Forest and Sea of Kent using stimulating experiences to inspire children, young people and adults with vibrant contexts for learning. We use and promote collaborative, cooperative research and co-learning, raising potential and having high aspirations for the children, young people, adults and teachers of Kent. We deliver artists training and create teaching resources such as this one to be used by our diverse audiences. CITY FOREST SEA contributes to the educational attainment and confidence of children and young people.
Canterbury City Council Museums Service Five museums across the district – the Beaney (former Canterbury Royal Museum and Art Gallery) reopening in 2012, Canterbury Heritage Museum, Canterbury Roman Museum, Herne Bay Museum and Whitstable Museum – with objects, images and activities to fascinate, excite and inspire all ages. Displays focus on stories about people, places and things. Temporary exhibitions include work by contemporary artists. There is an extensive programme of activities and events for schools and other visitors. For further information visit www.canterbury-museums.co.uk, phone 01227 475 214 or email email@example.com
Turner Contemporary Turner Contemporary is a dynamic visual arts organisation that believes in making art open, relevant and fulfilling for all. Inspired by JMW Turner’s sense of enquiry, we offer a space for everyone to embrace their curiosity and to discover different ways of seeing, thinking and learning. We do this by offering a stimulating programme of temporary exhibitions, events and learning opportunities. This programme enables intriguing connections to be made between art from 1750 to the present day. Through our Learning Programme audiences are able to access exhibitions in ways that are exciting and relevant to their interests, contribute to the programme, interact with people they would not have met otherwise, learn new skills, have new experiences and, most importantly, have fun. For more information please visit www.turnercontemporary.org, phone 01843 233012 or email firstname.lastname@example.org
Stour Valley Arts Experiential learning in 1500 acres of forest at King’s Wood, Challock, Kent in an Area of Outstanding Natural Beauty. Visits include guided walks to view the sculptures and artist led workshops. SVA also runs funded cross-curricular education projects and team building/training days for teachers. SVA has a new gallery with disabled access at Ashford, Kent with a programme of exhibitions and education activities. For information see our website www.stourvalleyarts.org.uk, phone 01233 664987 or email : email@example.com
3 City Forest Sea – A Place to Be
History Learning Objectives and Outcomes: Pupils understand the properties and uses of different materials Pupils demonstrate the suitability of particular materials for particular purposes 4 City Forest Sea – A Place to Be . Geography.Chapter 1 Building materials Where do materials come from and how are they used? Topic/subjects: Art. Science.
Canterbury Heritage Museum . pencils Metal frame work. KS1. Equipment: paper. KS2) Activity: Material Worlds Instructions 1. Encourage each pupil to draw a building of their choice (own design or real life) and a key to show which materials they would use for each part of the building. 2. © Turner Contemporary Medieval timber frame roof. Ask the class what sort of buildings they think the materials would be used for/what part of a building? 3. Discuss what the properties of these materials are.All stages (Foundation. Turner Contemporary in construction. © Canterbury Heritage Museum 5 City Forest Sea – A Place to Be . Show pupils the photographs of samples included in this resource.
For example if at the beach look out for natural pieces of chalk. 2. Challenge pupils to find as many different mark making materials as possible. Once back in the classroom try making marks with the different found materials. If in the woods look out for flint and bark. flint. wood Richard Harris “Untitled” © Stour Valley Arts 6 City Forest Sea – A Place to Be .Foundation Activity: Mark-Making Materials Instructions 1. Take a class trip to your local beach or woodland area. chalk. on different surfaces. What sort of marks do they make? What material is the best mark maker and why? Make a classroom display with the found items and pictures made. Ask pupils to describe how each item feels. Equipment: coloured paper. other surfaces. slate.
from fences and buildings to furniture and charcoal. for plants to climb up while growing. Ask pupils to look around and name the different uses of wood in the room/school. 3. Peter Fillingham. charcoal sticks 7 City Forest Sea – A Place to Be . Find out about the history of King’s Wood. string. Wood is used to make many things. in the Second World War. 2.KS1 (This activity could also be adapted for Foundation) Activity: Wood Workers Instructions 1. Divide the class into small groups and set them the task of making structures from willow or other thin sticks. For example. and how the woodland is managed for its different uses. Equipment: willow or other thin sticks. © Stour Valley Arts 4. the location of Stour Valley Arts. The Last Eleven Years in Kings Wood. the wood was used to make charcoal for gas masks. Look at example images of hop growers. What other things can you make from wood? Encourage pupils to draw their ideas using charcoal sticks.
What building materials can you see? Take photos and make a wall display. printer. 3.com Equipment: camera. display materials 8 City Forest Sea – A Place to Be . Take the class on a walk around your town/ school grounds. What materials can they see? Can they name where they come from? 2. Where do they come from? View of Canterbury building. explaining where the materials come from. Ask pupils to name as many as they can. Look out for the different types of building material inside and outside the gallery. © Richard Bryant / arcadeimages. Alternatively take the class on a visit to Turner Contemporary.KS1 Activity: I Spy Instructions 1. Show the class the photos of different buildings. © Katy Beinart Turner Contemporary. museums in Canterbury or Stour Valley Arts.
Have them write a report about their chosen material explaining its history. Equipment: paper.KS2 Activity: Past Lives Instructions 1. 2. and how humans have adapted it for use in buildings. flint or a type of stone. Encourage pupils to choose one material like chalk. pencils Images of stones from The Beaney store. Some of the materials you can find at SVA and in the Beaney/Museum Store are very old. © The Beaney 9 City Forest Sea – A Place to Be . Set pupils the task of finding out where the material comes from and how it is made.
How does heating change the material’s properties? 4. Heat is one process that is used to transform materials. Tiles and bricks are made of baked clay. Show the class example images of simple buildings from the past using the building material wattle and daub or images of buildings in hot countries that are made of piled up dried mud and palm-leaf roofs. Discuss with the class the changes and process the building materials have gone through (e.KS2 Activity: Material Transformations Instructions 1. Before materials are used in buildings they generally have to be processed or treated.co. You could also look on the internet to see what else you can find out about the manufacturing of building materials.html for some ideas. Have a look at http://www. bending in weaving wattle. drying mud) Discuss and compare with materials used in modern buildings. sustainablebuild.g. Experiment with heating different materials. © Artist and SVA 2. 3. 10 City Forest Sea – A Place to Be . Discuss with the class what happens when you heat clay or metal. Equipment: clay. steel from heated and beaten metal. Discuss with the class the different materials used in your school or another building and find out what sort of processes the materials have undergone before being used in the building. other natural and artificial materials Martin Brockmans work for Stour Valley Arts. or putting them outside in the sun – for example what happens to clay when it is left out in the sun.uk/brick-manufactureuse-construction.
what do pupils think this means? 2. 3.KS2 Activity: Local Inspiration Instructions 1. Encourage pupils to draw their designs explaining their chosen materials Equipment: paper. Artists at SVA use the materials they find there to inspire their work. to inspire their work. pencils 11 City Forest Sea – A Place to Be . either natural or artificial. like junk or rubbish. The works at SVA are often site-specific. Other artists use materials they find in their local environment. Divide the class into small groups and set them the task of designing a site-specific sculpture using materials they can find in their local environment.
limestone. sweet chestnut. flints. birch – Woodland management – thatch. local architecture and history – Chalk – part of sea that used to cover the United Kingdom – Dominique Bailly (decommissioned) – Chris Drury (decommissioned) – Richard Harris – Guiliano Mauri (decommissioned) – Tim Norris – Hill Seat – Martin Brockman – exploring the context – Stour Valley Art sculptures – Various building stones used in local buildings from around the UK/the world – Trees. wood) – Other material used by Romans from elsewhere in UK or abroad (eg variety of polished stones for Roman wall facings) Turner Contemporary Gallery – Interior building materials – Exterior – Glass covering Turner Contemporary building – Object Dialogue Box (please book in advance) – Star Bags (please book in advance) In everyday life Stour Valley Arts – Kings Wood – different types of trees – beech. walls. plants – Sculptures Buildings – Furniture – Woodlands and timber uses Canterbury Heritage Museum – Exterior use of Kent bricks and tiles. clay for tiles. fir.What helpful resources can I find at Stour Valley Arts. wattle and daub. wooden oak beam roofs – Caen stone imported for Cathedral and Castle from France on display (or visible on site) – Glass made from silica/sand – Canterbury Heritage Museum’s building exterior – Variety of items in displays 12 City Forest Sea – A Place to Be . Turner Contemporary and Canterbury Museums? The Beaney – Variety of rocks in Beaney exterior stairs (not viewable at present) – Use of different materials inside and outside of building – Items on display from spring 2012 – Objects in store and in museum loan boxes Canterbury Roman Museum – Roman floor. roof tiles – Building materials displayed at Roman Museum (locally-found flints. boundaries – Flint. larch. fences. veneer.
Kings Wood a Context (Book) ed. Christiane Sauer. thoughts and feelings by using a widening range of materials. suitable tools. 6a. 6a. Gestalten KS2: Art: 1a.c. 2a.0.b. 2a.c.b.materia. 7a Science: Sc2: 3b.d Art: 1a.b. 3a. 7a 13 City Forest Sea – A Place to Be . imaginative and roleplay.b.b History: 6b. and identify.html?&tx_ ttnews[tt_news]=235&tx_ttnews[backPid]=532& cHash=6ceb9a67dd Architecture Now! Museums – Philip Jodidio..photoshelter. designing and making. patterns and change – Find out about their environment.nl/583. 4a. objects and events they observe – Look closely at similarities.Helpful web links: Books: Curriculum Links: Alexander Brodksy – reusing materials http://palmin..5a.b.b. 5a Geography: 1a.sculpture.b.com/gallery/ArchitectAlexander-Brodsky/G0000DBC2JvHANIc/ David Nash (charred sculptures) http://www.b. 4a. some features of living things. Taschen Containing: – Bruno Mader – Landes Museum (timber) – SSM Architekten – Grenchen Art Museum (woven timber) – Shigeru Ban (paper) – Isozaki – Art Museum (slate) – Welsh Assembly (slate and recycled glass insets) – Mechain (various) – X Studio (various) – Polissky (various) – David Chipperfield (concrete) – Herzog and De Meuron – TEA (facades) Foundation Stage Early Learning Goals: – Find out about. and a variety of songs and musical instruments KS1: Geography: 1a.New Materials Sourcebook for Architecture and Design. movement. Liz Kent and Sandra Drew Made Of. and talk about those features they like and dislike – Express and communicate their ideas. Sc3: 1a.org. differences. 3a.uk/artists/DavidNash/ Terunobu Fujimori – Charred Cedar House http://www.
Art. ICT Learning Objectives and Outcomes: Pupils investigate the different functions of a city Pupils understand differences in buildings over geographical locations and time Pupils map an area familiar to them 14 City Forest Sea – A Place to Be . Geography. Design and technology. Citizenship. English.Chapter 2 Cities .How do cities grow and change? Topic/subjects: History.
age groups. crayons Equipment: paper.g. coloured pens Instructions 1. KS2) Foundation KS1 Activity: Ideal city Activity: My Street Activity: Map your school Instructions 1. (Look at your school/class rules. subjects. Set pupils the task of dividing the school and colour coding the different areas e. © The Beaney 2. 2. pens. Encourage pupils to design their ideal city. Ask pupils to create a drawing. 4. Discuss a way to create a key for the/ their map. glue. cardboard. pencils. Ask pupils what would be in their ideal city. Come up with a name and address for your class collage street. How do trees and wildlife function in a town/ city? How is this different to a wood or forest? 3. Ask each child to draw their house and who lives there with them. Equipment: paper. Equipment: large sheets of paper. KS1. 3. Look at the ways that houses are different and the same. 5. Ask pupils to find ways to represent places they like or do not like. or individual. activities. collage materials 15 City Forest Sea – A Place to Be . Create a class collage of a street with everyone’s houses on it. collage or model of what their ideal city would look like.) Proposed design for the Beaney. where they feel safe. 2. 4. Provide an outline map of the school on a big sheet of paper. scissors. As a class discuss what you already have in your town/city Instructions 1. where they feel happy. This could be a whole class project. 6. 3. Pupils could also write about the city and create rules for how it is run. What do your pupils think a city needs? 4.All stages (Foundation.
2. pens 16 City Forest Sea – A Place to Be . Russell Crotty. Ask pupils to imagine their own town/city in another time. (ICT project: you could record this and make it into an audio guided tour). Ask pupils to imagine what Margate might have looked like then. Encourage pupils to draw a picture of the street. Walking Towards Dreamland. 4. pens. pencils. Equipment: paper. 3. Ask each pupil to write down words associated with/describing their favourite place.KS1/2 KS2 Activity: Poem Map Activity: Time Team Instructions 1. © David Grandorge Equipment: paper. Turner stayed nearly 200 years ago. Encourage pupils to write a description of what they would see as they walked down the street. Instructions 1. If possible encourage pupils to create the map on the computer. computers 2. What would be the same? What would be different? 3. Encourage pupils to use the words in their poem to create an outline map of their favourite place. Turner Contemporary has been built on the site where the artist JMW.
Equipment: cameras. pens. 2. acetate sheets. look at examples of how derelict or run-down places can be re-used.KS2 Space Transformers Instructions 1. Ask pupils to suggest examples of derelict spaces in their town/city. 3. © Katy Beinart 17 City Forest Sea – A Place to Be . (they could download an image of the space from the internet. You may need some examples ready if they can’t think of any. If available they could lay acetate sheets over the images and then draw their changes on the acetate using OHP pens to re-design the space – otherwise you could use your interactive whiteboard and pens. photographs. or tracing paper. Ask pupils to draw an image or take a photograph of the derelict space. As a class. OHP or marker pens. collage materials Derelict buildings in Margate.) Ask pupils to collage or draw over the image showing how they would change the space.
brewing – Plans of Roman Canterbury Objects in everyday life – Dreamland (Margate) – Empty shops – Derelict spaces – Homes – Streets – Camping/temporary homes/caravans – Shops and factories – Maps – Plans Turner Contemporary – Mike Nelson work for Turner Contemporary – Turner Contemporary temporary space in empty shop – Turner Contemporary building and regeneration in Margate – History of Turner Contemporary site as site of the lodging house where JMW Turner stayed when he visited Margate – Site plan of Turner Contemporary gallery Canterbury Heritage Museum – Medieval waterworks – Elizabethan Bird’s eye view of Canterbury – 19th century plans – Baedecker raid wartime destruction – Planning documents/master plans – Charts – Guidebooks Stour Valley Arts – Plan of Stour Valley Arts 18 City Forest Sea – A Place to Be . Turner Contemporary and Canterbury Museums? Canterbury Roman Museum – Reconstruction views of Roman Canterbury including abandoned and ruined Anglo-Saxon medieval town as still existing in 19th century images – Monasteries as self-sufficient communities (towns in themselves) – Historic riverside activities including tanning.What helpful resources can I find at Stour Valley Arts.
php/ art/paul-noble-art-on-the-underground/ Wim Delvoye http://www.Helpful web links: Books: Janet Cardiff – The Missing Voice (audio tour) http://www.html Shrinking Cities http://www. Hamish Fulton.com/artworks/walks/ missing_voice. Powell & Pressburger.php?210 Paul Noble (fantasy maps) http://www.net/ Poem maps – Howard Horowitz http://www. dir.co.org/LPG/Mapsitu1.emotionmap.blueprintmagazine.thehighline.net/artist. 2004 Walking Through. NYC http://www.cardiffmiller.org/ Leila Curtis Simon Patterson Russell Crotty (Exhibition at Turner Contemporary) A Canterbury Tale (film).shrinkingcities.tate.co. 1999 at Stour Valley Arts 19 City Forest Sea – A Place to Be .uk/modern/building/ Bodys Isek Kingelez http://www.com/ The High Line.ridemedia.org/galleries/images Adam Chodzko – Better Scenery http://www.html Tate Modern (reusing old buildings) http://www.culturebase.richardlong.org.be/ The Situationists http://imaginarymuseum.net/ Richard Long http://www.uk/index. Katharine A.wimdelvoye. Harmon. 1944 You are here: personal geographies and other maps of the imagination.wordmaps.uk/adam/work200.htm Christian Nold – emotion map http://www. Princeton Architectural Press.
b. imaginative and roleplay.d Geography: 1a. 6a. and identify. and talk about those features they like and dislike – Respond in a variety of ways to what they see. 5b. 2b.d.b.c. 3a. 4a. 6b ICT: 5a.e. 2c.b. 9a. 9a.c. hear.b History: 1a.b. 3a.d.b Geography: 1a. 5b. and a variety of songs and musical instruments. dance.b Citizenship: 1a.b.7a.c.c History: 1a.b.f.c. 2a.d.d.b. 5a.d. suitable tools. differences. 3a. 5.b. find out about and identify features in the place they live and the natural world – Find out about their environment. 8a.c (writing) 1a.b. thoughts and feelings by using a widening range of materials.c. 7. 6a. 4c No point 1? 20 City Forest Sea – A Place to Be .d.c. 8c (writing) 1a. movement. 3.d.c. words and texts – Find out about. 2a. 2c. 2a.d. some features of living things.g. patterns and change – Observe.g. 4a. imaginative and role-play and stories. 2a.b. 5b DT:1b.b.e. designing and making. 7a.c.b.d.b.c. – Use their imagination in art and design.d English: (speaking and listening) 1a. 9 ICT: 5a. KS2: Art: 1a.c.c.b. of themselves and of others. – Express and communicate their ideas.b. music.b. objects and events they observe – Look closely at similarities.d.c.b.b.b. 4b KS1: Art: 1a.d.b.d.b.b. touch and feel – Show awareness of space. 2b. 3a.Curriculum Links: Foundation Stage Early Learning Goals: – Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words – Explore and experiment with sounds.f.b. 5b DT: 1a.d. 2a.d.e. 2a. smell.b.d.c.e English: (speaking and listening) 1a. 5a.b Citizenship: 1a.c.e.c.g.
Maths Learning Objectives and Outcomes: Pupils understand how and why buildings are put together as they are Pupils investigate changing states in buildings Pupils create structures for a specific purpose 21 City Forest Sea – A Place to Be .Chapter 3 Construction processes – How are structures built? Topic/subjects: Art. DT. Science.
How are they making sure it is safe? Turner Contemporary in construction. KS1. Discuss what sort of things you have to think about on a building site. Look at the construction pictures of the Turner Contemporary gallery. KS2) Activity: Safety First Instructions 1. 3.All stages (Foundation. Discuss with pupils what they can see around them in their classroom or school that makes it a safe place to be? 2. © Turner Contemporary 22 City Forest Sea – A Place to Be .
All stages (Foundation, KS1, KS2)
Activity: Construct and De-Construct
Instructions 1. Artists such as Richard Wilson, Gordon Matta-Clark and Abigail Reynolds take normal buildings and imagine what would happen if they changed or “de-constructed” them. Can you see how Richard Wilson has changed the building in Square the Block? http://www.richardwilsonsculptor.com/ projects/square%20the%20block.html 5. Encourage pupils to talk about their new buildings in pairs or to the class. Ask questions such as, ‘would the new version of the building you have made stand up?’ Equipment: photos or magazines with buildings in them, scissors, glue
2. Collect together images of buildings from newspapers, magazines and photographs. (Set pupils a task to collect images and bring them in from home.) 3. Place all the images in the centre of the table and mix them together. Ask pupils to select four or more images they would like to work with. 4. Get pupils to cut their images up into sections and mix them up. Pupils should then take some time to play around, looking at the different building sizes, shapes and colours, until they have created their own new building from a mixture of the pieces. Once pupils are happy with their new building they can then stick it down onto some paper.
Richard Wilson, Square the Block. © Katy Beinart
23 City Forest Sea – A Place to Be
All stages (Foundation, KS1, KS2)
Activity: Tower Block
Activity: Weaving Walls
Instructions 1. As a class or in small groups make a tall tower out of building blocks. How tall can you make it before it falls down?
Instructions 1. Some artists and architects use weaving to make artworks, walls or spaces (see images included in this resource of artists work at Stour Valley Arts). As a class have a go at making a wall together.
2. Ask pupils to work out ways they could make the tower taller. 3. Ask pupils what will happen when they use different shaped blocks, or make spaces between the blocks. Equipment: building Blocks
2. Make a simple structure like a ti-pi shape or get a ready-made frame. 3. Model for pupils how to weave in and out of the frame to make a wall using ribbon. 4. You could try using willow, leaves, paper and other things as well as ribbon to weave into your wall. Equipment: willow, string, frame, leaves, ribbons, paper
24 City Forest Sea – A Place to Be
Activity: Concrete Pour
Instructions 1. To build the new Turner Contemporary builders used concrete which was poured into place on the site. First they had to create a mould to hold the concrete.
Instructions 1. Explain to the class that when architects design buildings they need to think about how the different materials they select should be joined together. These are called Joints or Connections. In order to tell the builders how to make this work, architects produce details. Show the class the image example included in this resource.
2. Ask each child to bring in a mould – you could try making moulds if you are feeling ambitious! Allow one mould between two/ three pupils. 3. Make up jelly in jugs (this can be done slightly prior to the lesson) and pour jelly into each mould. Transfer them to a fridge overnight. 4. When the jelly has set, take the mould away and admire your varied jelly buildings before tucking in! Equipment: moulds, jelly, water, jugs, cloths, fridges
2. Ask pupils to choose two different materials, and think about how they could join them together (e.g. wood and metal; glass and plastic) 3. Ask pupils to explain their idea by making a drawing that shows a close-up of how to join them together. Equipment: wood, metal, glass, plastic (or other materials), paper, pencils
25 City Forest Sea – A Place to Be
6. Ask pupils to trace around the shape of their chosen building with tracing paper and cut the shape out.KS2 Activity: Building Facelift Instructions 1. Equipment: card. 4. This process could be done a few times. pens coloured pencils 2. Sometimes the walls and structure are made of something different to the façade. glue. that you see from the outside. Pupils should cut out the mounted shape leaving small tabs at the top and at the sides. photograph. Ask pupils to think about what their new facade would look like and what it would be made of. The façade of a building is its surface. Encourage pupils to create their design on the cut out blank shape. 5. © Richard Bryant / arcadeimages. By folding the tabs slightly pupils will be able to attach their new façade design to the original photo. Turner Contemporary. paper.com 26 City Forest Sea – A Place to Be . Show pupils how to add a piece of card to the back of the mounted images so it can stand up like a picture frame. Discuss with the class the many different types of materials architects use for the façades of buildings. Ask pupils to select a photograph of a building that they think could do with being improved. Instruct pupils to cut out the photograph and mount it onto card. The Beaney. pupils could then decide which design they like the best. or face. © Katy Beinart 3. The shape should then be mounted onto card to give it more strength.
What helpful resources can I find at Stour Valley Arts. Turner Contemporary and Canterbury Museums? Canterbury Heritage Museum – Model of building Canterbury Cathedral – Wooden roof construction at Canterbury Heritage Museum Objects in everyday life – Use of scaffolding – Different brickwork patterns used for strength Canterbury Roman Museum Stour Valley Arts – Guiliano Mauri – Richard Harris – Chris Drury – Roman arch Turner Contemporary – Richard Woods design for Turner Contemporary shop – Turner Contemporary façade 27 City Forest Sea – A Place to Be .
dk/NEWS/AUG_News. Germany – Sauerbruch Hutton http://www.uk/artsentertainment/art/features/priceless-arts-greatdisasters-881280.uk/ planningandbuilding/buildingregulations/ Facades Brandhorst Museum.aspx Richard Wilson and other artists who modify buildings http://weburbanist.cadc.sculpture.independent.gov. html http://www.Helpful web links: Building regs and Site safety http://www. N55 Architects http://www.direct.de/ Natural Architecture by Alessandro Rocca Architecture Now! Museums – Philip Jodidio – Taschen N Architects http://www.com/frameset-ps1. Norton & Co.uk/artists/DavidNash/ Abigail Reynolds http://www.planningportal.com/ Rural Studio http://www.n55.html?action=Popup&ino=5 Why Buildings Stand Up: Strength of Architecture from the Pyramids to the Skyscraper. Germany by Hartwig Schneider http://galerie-stihl-waiblingen. W.babarit.htm Bruni and Babarit http://bruni.de/en/building.com/2009/07/28/12creative-architectural-art-installations-buildingmodifications/ 28 City Forest Sea – A Place to Be .co.narchitects.de/ Stihl Gallery.communities.gov.htm Rachel Whiteread-House http://www. M Salvadori.fr/ indexgb.htm http://www.auburn.abigailreynolds.edu/rural-studio/ Default.heatherwick.gov.pagesperso-orange.com/ Gordon Matta-Clark http://representingplace.html David Nash – Tree Structures http://www.uk/en/ HomeAndCommunity/Planning/ BuildingRegulations/index.museum-brandhorst. com/2010/01/20/images-for-discussion-jan-20/ Heatherwick Seed Pod http://www. W.uk/england/ government/tools/house/ http://www.sauerbruchhutton.wordpress.org.
shape.c. thoughts and feelings by using a widening range of materials.b. texture. 4a. DT: 2c.c KS2: Art: 4a. DT: 1a. construction and malleable materials safely and with increasing control. 4a.b.c.b.b. 4b. designing and making. 2a. Maths: Ma3: 1a.d. form and space in two or three dimensions – Handle tools.Curriculum Links: Foundation Stage Early Learning Goals: – Express and communicate their ideas. imaginative and roleplay. 2b. 2a. 2a.b. 29 City Forest Sea – A Place to Be . and a variety of songs and musical instruments – Explore colour. KS1: Art: 2a. Maths: Ma3: 1b. suitable tools.b.d Science: Sc4:2. Science: Sc3: 1a. objects. movement.c.b.
Chapter 4 Habitats – How do animals build their homes? Topic/subjects: Art. Science. Learning Objectives and Outcomes: Pupils demonstrate differences in habitats Pupils understand suitability of habitats 30 City Forest Sea – A Place to Be . Geography.
straw. Show the class the image of a birds’ nests. Make a class display.All stages (Foundation. Pupils could draw it. wool. Discuss how different animals. pencils Goldfinch or Linnet nest. paper or card 31 City Forest Sea – A Place to Be . Once pupils have decided which animal. glue. 3. 3. fabric. Draw an outline of a tree on a large piece of paper. 2. rope and straw. leaves. KS1. Ask pupils what happens when they mix up the materials? How do the different materials feel? 5. Ask pupils to think of materials that can be found in their local environment. What different materials have they used? Activity: Nest Collage Instructions 1. Encourage pupils to draw or find pictures of birds and other animals that live in and around trees to add to the display. KS2) Foundation Activity: Using local materials Instructions 1. Birds often use found or recycled materials to build their nests. plastic. Ask them to design a home for one of the creatures in their local environment made only out of these materials. paper. © Canterbury Heritage Museum 2. leaves. 4. Ask the class to collect together different materials like sticks. Equipment: sticks. Ask pupils to discuss how they think the nest feels. string. plastic. bird or insect will live in their design ask them to think about what the creature will need in their new home. paper. Equipment: found materials. or model it using the actual materials. paper. string. wool. Ask pupils to make a ‘nest’ picture by sticking the found and recycled materials onto sheets of paper or card. birds and insects use their local environment to make their homes. rope. fabric. Place the nest drawings on the tree.
© Canterbury Heritage Museum Mollusc shells. Ask each pupil to imagine they carried their home around on their back. glue 32 City Forest Sea – A Place to Be . like crabs. colouring pencils. What might it look like? 2. Some animals wear their homes. Ask the class to draw their ideas or make them out of paper-mache or card. html).rebecca-horn.KS1 Activity: Body Armour Instructions 1. How could they make a body extension that would give them this power? 3.de/pages/biography. pencils. Ask pupils to think of a special power they would like to have. like a protective shield. tissue paper. The artist Rebecca Horn makes “Body Extensions” which add on to her body (http:// www. cardboard. © Canterbury Heritage Museum Equipment: paper. Tortoise shell. turtles and other sea creatures.
Once back in the classroom pupils can collate their findings to make their poster. clipboards. paper. 3. pencils. In groups. 2. Draw a line through a map of your school grounds or your local area (If you don’t have a map. paper. Once back in the classroom ask pupils (maybe in pairs) to create a drawing like the map that shows the walk they did and add their drawings and written descriptions. Ask pupils to document the different kinds of environments they find by writing down key words on sugar paper (with an adult. 4. Equipment: map.KS1 KS2 Activity: Field Guide Activity: Transect Walk Instructions 1.) 3. you could make one first as a class). scrapbooks. Equipment: clipboards. glue 33 City Forest Sea – A Place to Be . Make sure they look out for any animals or insects and any evidence of where they live. Encourage pupils to take photographs or make drawings of what they see to illustrate their guide. walk along the line. pencils. glue scissors 2. Set pupils the task of creating a field guide poster of the local area and the different kinds of environments. pens. Ask pupils to make drawings of the different things they find along the line. cameras. Instructions 1. Discuss with pupils what sort of animals might live in these environments.
34 City Forest Sea – A Place to Be . Make internal braces from wood to keep structures strong. Instruct pupils on how to make small hexagonal prisms out of thin card or paper. like Super Kingdom by London Fieldworks at Stour Valley Arts. Show pupils examples of buildings and artworks that use hexagonal forms. Wasp’s nest interior. Join the giant prisms together with bulldog clips. Equipment: paper. Ask pupils to scale their designs up by making giant prisms out of corrugated cardboard. Discuss how the hexagons tessellate together. scissors. 2.KS2 Activity: Hexagonal Home Instructions 1. org.stourvalleyarts. large sheets of corrugated cardboard or plastic (also known as Correx) bulldog clips. sellotape. glue. © Katy Beinart 4. Ask pupils to stick their prisms together (horizontally or vertically) to create different designs. Show the class images of wasp nests and honeycomb made by bees. ruler. http://www.uk/ 3. thin card. If planning this activity outside you could use corrugated plastic (also known as Correx). © Canterbury Heritage Museum Making prisms.
Swallow.g. Wren. Weaver birds – Wasps nest interior honeycomb – Boring insects – Trapdoor spiders – Crab shells (fossils) – Eagles nest – Shells for shellfish and sea urchins – Tortoise/turtle home on its back – Coral – Bird’s nests: Warbler. birds and insects use to build their homes – Homes made by animals. Turner Contemporary and Canterbury Museums? Canterbury Museum Store – Different constructions/materials for different birds e. Hummingbird. – Spider home in earth with a lid – Wasps nest – Insect homes – Cocoons In everyday life – Nests – Trees – Different environments – Burrows – Insect homes – Spiders webs Stour Valley Arts – Super Kingdom – Natural materials animals. Weaver.What helpful resources can I find at Stour Valley Arts. birds and insects – Nests – Fallen trees – Shelters 35 City Forest Sea – A Place to Be .
cn/public_class.butterfly-house.uk/nature/genus/Formica Bug Dome – The WEAK! http://www.blogspot. Alessandro Rocca. Chetwood Associates http://www.co.com/wp/2009/10/22/bee-hivefor-un-memorial-site/ Butterfly House.htm OCT Art and Design Gallery.vam.ac.swissmade-architecture.bbc.org/home/ Field Guide to Animal Homes http://www.net/ UN Memorial Proposal– Acme Projects http://bloginvolve.uk/nature/animals/ wildbritain/field_guides/animal_homes.shtml Francis Alys Spontaneous City in the Tree of Heaven based on Superkingdom http://joan-martin.php?ac tion=project&num=1&aid=2&saction=sclass Rebecca Horn http://www.stickwork.co.rebecca-horn.urbanus.com/2010/08/ beautiful-and-useful. Urbanus http://www. Bat House Project http://www.uk/things-to-do/blogs/11architects-build small-spaces/shenzhen-hongkong-architecture-biennale http://www.com/46710/bug-dome-theweak/ Triptyque – Shenzen structure http://www. com/?seite=Overview&pid=4 Nests – Patrick Dougherty http://www.bathouseproject.archdaily.com.triptyque. Princeton Architectural Press 36 City Forest Sea – A Place to Be .uk/main.co. html Natural Architecture.com/ Herzog & de Meuron – Beijing Birds Nest Stadium http://www.html – links Ants including clips from BBC Spring Watch http://www.bbc.de/pages/biography.Helpful web links: Books: Jeremy Deller.
b. 2a. differences. KS1: Art: 1a.b.c. and identify. 2a.b.d 37 City Forest Sea – A Place to Be .c.b. – Find out about their environment.c.Curriculum Links: Foundation Stage Early Learning Goals: – Investigate objects and materials by using all of their senses as appropriate. and talk about those features they like and dislike.c. texture. – Find out about. 4a.c.c. – Explore colour.b. shape. 3a. – Observe. 4a. 5a. 5a. Geography: 1a.b.b.c KS2: DT: 1a.b. Science: Sc2: 5a. find out about and identify features in the place they live and the natural world. form and space in two or three dimensions.c. DT: 1a. 3a. 2a. 6a. Geography: 1a.c.d.b. 5b. patterns and change.7a.b.b.c.c. some features of living things.d. – Look closely at similarities.b. 7a.b. objects and events they observe.e. 6a.b Art: 1a. 2a. 4b.b.c Science: 1c.c.b. 2a.b.c. 2a. Maths:1a.
History. Geography. DT.Chapter 4 Homes – What makes a home? Topic/subjects: Art. ICT Learning Objectives and Outcomes: Pupils understand personal tastes and needs in the home environment Pupils create idealised versions of homes Pupils empathise with other peoples’ home situations 38 City Forest Sea – A Place to Be .
Discuss with the class how they are different to their home.All stages (Foundation. As a class discuss what pupils think they will have in their homes in the future. © Katy Beinart 39 City Forest Sea – A Place to Be . 3. Present. Future Instructions 1. KS2) Activity: Past. Equipment: paper. 2. or an object they would find there. KS1. Encourage pupils to design their home of the future. Look at the pictures of the dolls houses. pencils Dolls house furniture at Canterbury Heritage Museum.
why this object reminds you of home. Equipment: paper. Make another map of where the ingredients come from. Ask the class if they have been to any of the places on the map? Equipment: map of world. Ask the class to imagine they have to leave their home to move to another country. like the Flemish Huguenots who introduced hops and grew sweet chestnut at the Kings Wood forest. recipes. 2. 3. food 40 City Forest Sea – A Place to Be . KS1. KS2) KS1/2 Activity: Leaving Home Activity: A Taste of Home Instructions 1. Discuss with the class where the foods in the recipes come from. Maybe you would take a seed from a plant.All stages (Foundation. © Katy Beinart 2. Make a model version from paper mache or card of something that’s important to you. 4. Ask everyone to bring in a picture of a favourite meal or a recipe that reminds them of home. What are the most important things they would take with them from their home? Instructions 1. card Borscht. Write a letter explaining to people in the new place you are going to. pencils. paper mache. Make a map of the places these recipes come from.
Cut out lots of little flags from different coloured fabrics. print-outs.Foundation KS1 KS1 Activity: Fly the Flag! – Create an imaginary map of your homes Instructions 1. Discuss how they are made up of different images in different areas. photos. 3. colouring pens. clay. Pupils could also make a 3D version of their coat of arms. glue 2. 3. As a class stick all the small squares onto one big plan of a house and hang up in the classroom. modroc 41 City Forest Sea – A Place to Be . Activity: Global Home Shows Instructions 1. photographs 2. Equipment: paper. Encourage pupils to draw their coat of arms and colour it in. Ask pupils to draw some sketches of different ideas. As a class discuss what is special about each pupils home? Ask pupils to think of the symbols. Make the classroom into a “Home Show” with the different homes on display. plaster. objects or activities that they have or do at home. 2. As a class look at coats of arms. 3. Encourage the class to work in pairs to create a display board about a country of their choice (you could make a list and hand out a country to each pair). pens. 4. pens. Invite other classes to come in and look around. paper. Give each pupil a selection of fabric flags and have them glue the images to the flags. How are homes different in other countries? Encourage the class to use the internet to find out about homes in different places around the world Activity: Design a coat of arms for your class Instructions 1. Look at stone carvings in Canterbury Museum and Cathedral for some ideas. collage materials. Ask pupils to discuss their favourite home? Why do they think homes are so different in different places? Equipment: board. clay or modroc to create a ‘relief’ effect. 4. pencils. Equipment: fabric. Ask pupils to find pictures from magazines of things they have in their home. using plaster.
42 City Forest Sea – A Place to Be . scissors Sketch of shoebox story. Create a 3D sculpture or model of your memory bank Equipment: sketchbooks. They could also use Balsa wood or things they find outside. When they have finished. scissors 3. ask pupils to cut a hole in the lid and fix it back on with tape. collecting sketches. glue. It could be about their house. and decide on a character whose home they are going to model. in a shoebox. junk. Instruct pupils to take off the lid of the shoebox and keep it to one side. Ask pupils to choose a story that they like. Now they can peep into the ‘room’. junk modelling materials. Set pupils the task to make a Memory Bank about their home. and materials that remind them of their home. cardboard. Have pupils add furniture made from card or bits of junk. Set the class the task of creating their own miniature version of home. words. sellotape. Remind pupils to make sure the style of the home is suitable for their character. Pupils should add a floor or carpet for the ‘room’. Show the class pictures of doll-houses and toy theatres. 2. Pupils should start off by creating a sketchbook of memories. Turn the box onto its side so one long side is the ‘floor’. Encourage pupils to select the materials they want to work with to make their memory bank. 3. card. 4. Add wallpaper or paint to the ‘walls’.KS2 KS2 Activity: Memory Bank/Suitcase Instructions 1. or perhaps a place they used to call home. 5. Show the class pictures of dolls house furniture for ideas. Cut out windows. © Katy Beinart Instructions 1. pencils. glue. What does the outside and inside look like? 4. a place for them to store their memories. Equipment: shoebox. Activity: Shoebox Story 2.
Ask pupils to discuss their machines with the class. Encourage pupils to design a machine for living in that would be their ideal home. Equipment: paper. “a house is a machine for living in”. 2.KS2 Activity: A Machine for Living In? The architect Le Corbusier once said. Ask pupils to imagine a machine which did everything they needed to make their life comfortable. Encourage pupils to draw their machine and explain how it works with a diagram and a key. 3. pencils 43 City Forest Sea – A Place to Be . Instructions 1. 4.
pictures and embellishments we add to our homes Beaney – Model of Javanese house on stilts 44 City Forest Sea – A Place to Be . identity cards and objects found in Blitzed ruins Everyday life – Decoration. amber and bracelets – Joseph Conrad’s possessions and study – Mary Tourtel’s study – Bagpuss window items – Rupert Bear’s home – WW2 kitchen. Turner Contemporary and Canterbury Museums? Canterbury Museum Store – Dolls house furniture – Ethnographic items in Beaney collections – Model of Indian temple Canterbury Roman Museum – Romans homes – Things Romans brought with them and their homes – Brent’s study at Roman Museum Canterbury Heritage Museum – Home-life from Stone Age to 20th century at Canterbury Heritage Museum – Elizabethan wall painting – Huguenot bible brought by refugee – Mystery Burial family origins.What helpful resources can I find at Stour Valley Arts.
vam.hgpho.uk/vastatic/microsites/1331_modernism/ highlights_18.html Education Pack from October Gallery (memory suitcase activity) http://www. ed.octobergallery.pdf Bouchra Khalili – Mapping Journey #1 2008 http://www.katybeinart. Phaidon Kings Wood – A Context.org.uk Halina Pasierbska.html Le Corbusier http://www. Phaidon Home Work – Lloyd Kahn.html Toy theatre: http://www.ac. 2005 (pp.uk/education/ sinzogan-risc. Shelter Publications Modern Architecture Since 1900.to/ wfest/house/house-e.geffrye-museum.open2. V & A Publishing The House Book.iniva.org/exhibitions_projects/2010/ whose_map_is_it# Ursula Biemann http://www.vam.org/ Origination – Katy and Rebecca Beinart www.ac. Stour Valley Arts. Liz Kent and Sandra Drew. Curtis. W.Helpful web links: Books: Victoria and Albert – Museum of Childhood Dolls houses: http://www.co.geobodies.html Geffrye Museum www.net/ modernity/4_1.co. 41-42) 45 City Forest Sea – A Place to Be .uk/moc/ collections/dolls_houses/index.htm Grete Lihotsky – Kitchen designs http://www.uk/moc/kids/ things_to_make/toy_theatre/index.ac. vam.uk Homes around the world http://www.
d. Geography: 3a.b.c.10 KS2: Art: 1a. 2a.e. 9a. KS1: Art: 1a.b. 2a.b.g.b. find out about and identify features in the place they live and the natural world.b. English: En3: 1a.. and in those of their families and other people they know. DT: 1a. 9c.b. and talk about those features they like and dislike – Begin to know about their own cultures and beliefs and those of other people – Have a developing respect for their own cultures and beliefs and those of other people. Geography: 1a.b.b.b. – Find out about their environment.d.f. History: 2a. 3a.d.c.b. – Observe.b.b.c. 2a. 4a.b.c.c.c. 4a. English: En3: 1a. 5a.c.Curriculum Links: Foundation Stage Early Learning Goals: – Find out about past and present events in their own lives. 5a.c.d.d.c.d.e History: 2b.c. 12 46 City Forest Sea – A Place to Be .b.c.b.d.b.
Citizenship.Chapter 5 Houses. form and function in shelters and buildings 47 City Forest Sea – A Place to Be . Geography. Maths Learning Objectives and Outcomes: Pupils understand the human need for shelter Pupils design their own shelters Pupils investigate shape. buildings – Why do we need shelter? Topic/subjects: Art. History. shelters.
roof. Equipment: building blocks. Create your own blocks from oasis. Using building blocks. or two. Gallery space. Paint the blocks different colours according to their use e. Try using only one sort of shape.All stages (Foundation. 3. © Richard Davies 5. David Chipperfield Architects design for Turner Contemporary uses simple shapes or masses. etc. office space. cardboard boxes etc. KS2) Activity: Block Buildings Instructions 1. or three. cafe. What shapes can you see? 2. flower foam. Turner Contemporary model.g. Look at the image of the model of the new design of the Turner Contemporary. paint 48 City Forest Sea – A Place to Be . Which shapes stack better than others? Why? 4. KS1. cardboard boxes. scissors. experiment with creating different designs for a building. Now try to arrange them into a building.
paper.g. etc. branches. © Stour Valley Arts 49 City Forest Sea – A Place to Be . and using different natural materials. and either: – Design a home based on a natural form.All stages (Foundation. rocks. Look at how people have made homes in different natural forms (see reference section for examples). KS2) Activity: Natural Shelter Instructions 1. sculpt earth or stick leaves together. Equipment: natural materials collected from environment. As a class activity collect objects from nature. – Use natural materials to make a model shelter. Taking inspiration from the shapes of seed pods. Ask pupils to think of some reasons why we need shelter (e. predators. Coppice Cloud Chamber. glue. 2. weather. pencils Chris Drury. trees. KS1. You could weave branches or sticks together. somewhere to protect and store our possessions).
As a class decorate it with images from magazines. or on the street? Discuss with the class why they think people might use recycled materials to build a shelter? 2. magazines Den. © Katy Beinart 50 City Forest Sea – A Place to Be . labels and junk materials. labels. What might they find in their home. Explore how to construct a shelter or den from recycled or re-used materials. Equipment: corrugated cardboard boxes. As a class create a shelter from cardboard boxes or other found materials. big enough to get into.Foundation Activity: Den Builders Instructions 1. Discuss with the class the sort of things that you could all use to make this. junk materials. 3.
glue. fabric. As a class look at different kind of shelters used by Nomads and other people who travel around rather than living in one place. tin foil. balsa wood. You could use bamboo or willow to make a full-size structure. Alternatively. How do different cultures adapt their shelters for their environment? (e. paper.g. Cold countries. Use model-making to explore different-designs and materials. Desert-dwellers. Class project: Use one design and make it at a full-scale size. source coppiced wood.KS1 Activity: Travelling Tent Instructions 1. Plains-dwellers. Equipment: Sticks. Nomadic tent. Which country is their shelter going to be used in? 3. How can they make their design so that it can pack down into a small space for travelling? 4. Encourage each pupil to draw a design for a travelling shelter. scissors. © Katy Beinart 2. felt. 51 City Forest Sea – A Place to Be . Tropical countries). and use this to discuss how Stour Valley Arts and other woodlands manage woods sustainably.
Discuss some of the different ways they might do this. What information would you need to include? 4. Architects have to present their designs to their clients and to builders in different ways. (e. ICT: You could also try to draw your building on Sketch-up (free download from google). Make a timeline of different shelters. Imagine you need to give your drawing to a builder who will build it for you. Make a sketch drawing of your building block design. Activity: First Impressions Instructions 1. 2. images. 3. models. pencils. Decide which view you are going to use.KS1/2 KS2 Activity: Shelter timeline Instructions 1.g. Discuss with the class how shelter has changed. Look at different types of shelter and buildings through history. pencils. plan view (birds eye). elevation (side) or section (cut-through). plans. Now measure your model and make a scale drawing at 1:1 of your design. set squares 52 City Forest Sea – A Place to Be . Equipment: paper. computer impressions). Think about how it looks from different points of view. rulers. reference books/internet 2. Equipment: paper. sketches.
explore how the new Turner Contemporary building fits into its location.KS2 Activity: Site-Seeing Instructions 1. the Beaney. and whether it is sustainable. which will fit into that site really well. (ICT project: use Photoshop or a similar graphics programme to create a collage of your design superimposed onto a photo of the site). You could also look at other examples of seaside architecture. for example the De La Warr Pavilion. pencils. Now try and design another building which doesn’t fit in to the site. Turner Contemporary. photographs. Design a Museum of the Local Area. Make it as unsuitable for the area as possible! You could use collage to find bits of different buildings and put them together. This activity looks at site and context in architectural design. Santa Marta Lighthouse. Think about how your building fits into the local ecology. © Richard Bryant / arcademedia. Think about how it might be similar to other local buildings or the environment. 6. Look at the sheet on sustainability for some ideas. and the Ozeaneum. Choose a site (this could be the site of Turner Contemporary. Can you see similarities and differences between the design and the other buildings around it? How well does it fit into the seaside site? 5. Equipment: paper. 4. 3. Firstly. or somewhere near you).com 53 City Forest Sea – A Place to Be . collage materials 2.
cinemas and concert halls – New homes in Canterbury on Tannery and former BT office sites – New Whitefriars shopping mall. Turner Contemporary and Canterbury Museums? Canterbury Museum Store – Models of buildings In everyday life: – Cathedrals and churches – Shops Canterbury Roman Museum – Buildings and ancient homes from the past – Schools – University/college meeting and lecture buildings – Museums and galleries – Travel stops like bus shelters and train stations Turner Contemporary – New Turner Contemporary building – Theatres.What helpful resources can I find at Stour Valley Arts. Canterbury Stour Valley Arts – Ideas for Stour Valley Arts building Martin Brockman/Simon Barker – Natural shelters at Stour Valley Arts – Eco-homes near Canterbury and near Deal/Dover – Natural forms – Pines Calyx – Flimwell – Shorne country park – New Marlowe Theatre Beaney – New Beaney designs Canterbury Heritage Museum – Models of buildings – Buildings and ancient homes from the past 54 City Forest Sea – A Place to Be .
architectureweek.auburn. Architecture for Humanity. Alessandro Rocca. org/home.org/ Shelter.htm Architecture for Humanity: http:// architectureforhumanity.com/2007/0110/ culture_2-1. Shelter Publications. Germany (in Architecture Now! – Museums.asf-uk. Princeton Architectural Press Lucy Orta.f96/ a222. Habitent in Made Of.aspx De La Warr Pavilion http://www. designlaboratory. University of New Mexico Press Shack Chic. Bernard Rudofsky.f96. Thames & Hudson Natural Architecture.cadc.edu/ruralstudio/Default. Thames & Hudson Architecture without architects.htm http://www. Random House Design like you give a Damn.Helpful web links: Books: Architecture Sans Frontieres: http://www. Collins 55 City Forest Sea – A Place to Be .archkidecture. Portugal and the Ozeaneum.hwk6.4/a222. Craig Fraser. Philip Jodidio.com/courses/96.html Massing Model Project Link – http://www. Timothy Brittain-Catlin.html Archkidecture – architecture for children http://www. Taschen) How to Read a Building. Gestalten press Santa Marta Lighthouse.dlwp. Christiane Sauer.com/building/default.org/ Rural Studio: http://www.
2a.h.e. 2a.b.d. 4a. 3a. 3a.c.c. 2e Geography: 1a. and talk about those features they like and dislike – Begin to know about their own cultures and beliefs and those of other people – Use developing mathematical ideas and methods to solve practical problems – Use language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and flat shapes – Use everyday words to describe position KS1: Art: 1a. b.c. assemble and join materials they are using – Find out about their environment.d. 2a.c.b. 5a.b.c KS2: Art: 1a. 5a.b.b. e.e.g. selecting appropriate resources and adapting their work where necessary. – Select the tools and techniques they need to shape.b.c.d.d Citizenship: 1a.d.b.c.d Citizenship: 1a.c.c.Curriculum Links: Foundation Stage Early Learning Goals: – Investigate objects and materials by using all of their senses as appropriate – Look closely at similarities.c.b.b. – Build and construct with a wide range of objects. 4a.b. 4b Geography: 1a.b. 4a.c.b.d. differences.j.b. 3c.e. History: 1a. 2b Maths: Ma3 1a. 2a. 2a.b.d.f. 4a.d.b.e. patterns and change.b.b.f. History: 1a.b. Maths: Ma3 1a.c.c 56 City Forest Sea – A Place to Be . b. 5a. 2e.
Chapter 6 Place-makers – Who designs places and how are they made? Topic/subjects: Art. Geography Learning Objectives and Outcomes: Pupils create their own models of buildings Pupils understand design processes relating to functionality in buildings Pupils investigate buildings and souvenirs relative to specific places 57 City Forest Sea – A Place to Be . DT. History. English.
The other half of the class should think of questions to ask the workers in order to find out about the construction of the building. Turner Contemporary in construction. In pairs – one pupils acts as the interviewer and one as the worker on the building site. What differences and similarities do pupils notice? (KS2) 4. © Turner Contemporary 58 City Forest Sea – A Place to Be . Equipment: writing materials. Ask the class to imagine they have gone back in time to when Canterbury Cathedral was being built. Encourage half of the class to write a description of somebody who is building the Cathedral and the job they are doing. KS1. KS2) Activity: Time Traveller Instructions 1. camera 2. 5.All stages (Foundation. You could record your answers on paper or with an audio recorder/video recorder. As a class look at the pictures of Canterbury Cathedral and Turner Contemporary being built. Model of Cathedral construction. © Katy Beinart. Brainstorm these in small groups with an adult. Think about the different jobs that workers might be doing. 6. 3. voice recorder.
Give each pupil some modelling materials and ask them to make a building. Create a design for how to change it. Instructions 1. collage materials. KS1. glue Richard Woods’ work for Turner Contemporary – now decommissioned.All stages (Foundation. paint. © the artist and Turner Contemporary Credits needed 59 City Forest Sea – A Place to Be . Ask parents to help out and have a ‘Changing Places’ day to make your design into a reality. Look at how Richard Woods uses painted designs to change buildings. brushes. Discuss with the class how your local town looks. Perhaps they could make a building for their favourite cartoon or story. KS2) Foundation Activity: Changing places Activity: Model World Instructions 1. Explain to the class reasons why architects use models to show people what they want a building to look like. Whole class activity: You could find a wall or a space in your school that you think could do with a change. where they painted the houses bright colours to brighten up the city. 2. who lives there. Can they imagine how it could look different? What do they think of the buildings in their town? Have a look at pictures of Tirana. Equipment: photos. fabric scraps. 3. and what they like doing. Then use collage or paint to transform the buildings. Ask each pupil to explain what their building is for. glue. scissors 2. As pupils to find or take a photo of a street in the town. Equipment: junk modelling materials.
Do they want to make any 60 City Forest Sea – A Place to Be . As a class look at the Hollywood sign and other places that have signs. Encourage pupils to make a record of what they think.KS1 KS1 Activity: Design a Sign Activity: Grand designers Instructions 1.html Do they think it’s a good idea? What do pupils think? Instructions 1. Ask the class to imagine they are going to design a new house for the people they live with. As a class write a list of questions to find out about people’s requirements for where they live.dailymail. http:// www.map of local area 2. pencils and pens. 4. Encourage pupils to find a map of the place they live and decide where the sign should go. Encourage pupils to design their own sign for their city/town/village. 2.co. As homework ask the class to take their designs home to get their clients feedback. Why do pupils think it might be important to have a sign for the place they live in? Read what people have said about the Basildon sign. Set the class the task of drawing and writing about their designs. Encourage pupils to think about the materials their sign would be made of. ask them to think about how they would design a house for their family. Their family are their clients. Possibly set them the homework of asking their family all the things they would want to have in their ideal house. 4. Where would it be? What would it be made of? 3. Once pupils have their answers. Where would the most people see it? Equipment: paper. How do they think it should reflect what the place is like? What sort of impression do they want to give people? 3.uk/news/article-1261756/ Its-hardly-Hollywood-Basildon-gets-signwelcome-drivers-wonders--er--Essex.
construction straws. Discuss with the class what the difference is between an architect. To further explore this encourage pupils to do an online search to find out. wall design. and decide who is going to take on these roles: -Architect (1 person) -Engineer (1 person) -Builder (everyone else) 3. brushes 61 City Forest Sea – A Place to Be . Equipment: paper. and the builders need to try and construct it. Discuss how these issues might affect architects. Ask pupils to think about and discuss how you would re-design a normal building into a work of art. ruler.KS2 KS2 Activity: Team Work Activity: Art and Architecture Instructions 4. Set this activity a time limit. using construction straws or junk modelling materials. Many building designs are created by both artists and architects. Divide the class into groups of 5-6. scissors 1. set square. Equipment: paper. cardboard. 2. engineers and builders when they are constructing a real building. In each group the architect needs to create a simple design and communicate it to the others through a drawing. an engineer and a builder. Ask each pupil to create a painting or drawing that they could show the architect to convince them to use your design. paint. photo or image of Turner Contemporary/ Beaney/Marlowe. window or perhaps an exterior detail. 4. glue. 3. colouring pencils. Once the activity has finished ask the class the following questions and write answers down on the white board: How easy is it to work as a team? Did your group manage to complete the task without any problems? Did everyone agree with the way the design was made into a reality? 5. Tell pupils to imagine they have been given the job of creating a design for the new Turner Contemporary or Beaney building. Instructions 1. They have to make a special window or wall design that will fit in with the existing structure. pencils. Artists design parts of a building like a fresco. Artists also sometimes play with building designs and create new versions of them. 2. pencils. The engineer needs to work out how it will stand up.
cardboard. 2. Instructions 1.KS2 KS2 Activity: Make a Souvenir Activity: Guidebook Instructions 1. Ask pupils to think about what is special about the new building they have chosen? How is it different to other buildings in the same place? The Beaney. Ask pupils to think about how they would describe their town/the place they live to a stranger or an alien visiting from another land. Tell pupils to make sure their guidebooks are really opinionated. They could add photos and drawings of places. Instruct pupils to make a prototype version of their souvenir. Show pupils the pictures of the new Turner Contemporary Gallery and Beaney Museum. Ask pupils to write a description of some of the most interesting places in their town. glue. scissors. © Katy Beinart 2. and print it out. pens. 4. Turner Contemporary. Pupils could work in groups and combine some of their descriptions. Set pupils the task of designing a souvenir for one of the new buildings which people might want to take home. pens. computer 3. other model-making materials. The souvenir could be themed by the function of the building (eg. as a reminder of their visit. 3.com 62 City Forest Sea – A Place to Be . a gallery or museum) or the name or the style. 4. photos. pencils. and even a map. ICT: Pupils could create their guidebook using computer design software. © Richard Bryant / arcadeimages. You could even ask a local shop if they will sell it! Equipment: paper. Equipment: paper. and what they think of them.
What helpful resources can I find at Stour Valley Arts. – Houses – Architectural Models – Plans 63 City Forest Sea – A Place to Be . Turner Contemporary and Canterbury Museums? Beaney – Building plans and elevations of Beaney 1898 – Glass commission by Laura Thomas for new Beaney Canterbury – New Marlowe building Stour Valley Arts – Stour Valley Arts feasibility study Canterbury Heritage Museum – Canterbury Cathedral construction in medieval times In everyday life: – Folkestone Triennale artworks Turner Contemporary – Gallery building plans – New Turner Contemporary Gallery – Richard Woods commission for TC Buildings.
consarc.com/article. php?id=395&page_type=article&id_ article=18827 Richard Woods OSA (Office for Subversive Architecture) – Signal Box (now decommissioned) http://www.co.uk/pastyears/2008/artists/patrick-tuttofuoco/ Tirana – Edi Rama http://www. graphia Iggy Peck. Architect by Andrea Beaty 64 City Forest Sea – A Place to Be .htm Folkestone Triennale – Patrick Tuttofuoco and others http://folkestonetriennial.suite101.Helpful web links: Books: CABE http://www.co.uk/news/819681-basildongets-hollywood-sign-essex-style Maurizio Cattelan – http://www.org/AS3d/design_ studio3d.channel4.inspiringcities.net/ cattelan/hollywood.uk/ Hollywood sign Basildon – Essex http://www. David Macaulay.architecture.org.metro.the architects who helped design Superkingdom at Stour Valley Arts (a commission by London Fieldworks) http://www.postmedia.com/4homes/on-tv/granddesigns/ 3D design programme: http://architectstudio3d.net/de/flavours/up/ intact/a/index.cfm/ building_a_medieval_cathedral Consarc.osa-online.org/index.htm Kathy Prendergast – Lost maps Adam Chodzko – Better Scenery Cathedral: The Story of Its Construction.com Grand Designs http://www.cabe.html Cathedral Construction http://highmiddleages.org.uk/education/careers RIBA http://www.
9. 65 City Forest Sea – A Place to Be .e. History: 1a.b. DT: 1a. KS2: Art: 1a. – Observe.d.2b.b.b.c.d.b. patterns and change. differences. 3a. English: 1a. DT: 1a. 12 Geography: 3a.c. 4a.d.b. – Build and construct with a wide range of objects.b.c.f. selecting appropriate resources and adapting their work where necessary. find out about and identify features in the place they live and the natural world. 9. KS1: Art: 1a. and talk about those features they like and dislike. assemble and join materials they are using. 3a. 5.c.b. – Find out about their environment.12 Geography: 3a. English: 1a.c. – Select the tools and techniques they need to shape. – Ask questions about why things happen and how things work.d.4a.b. History: 1a.c.d.e.b.Curriculum Links: Foundation Stage Early Learning Goals: – Look closely at similarities. 5.
Science Learning Objectives and Outcomes: Pupils understand the key tenets of sustainability Pupils create models of sustainable structures Pupils evaluate and predict change in materials over time 66 City Forest Sea – A Place to Be . Geography.Chapter 7 Sustainability – What is a sustainable building? Topic/subjects: DT.
4. for example Matthew Arnold School in Cumnor usesolar panels to help use energy more efficiently. furniture and objects from home and bring them into class. 2. Ask pupils to collect old tools. Discuss recycling and reusing. Many schools and businesses recycle paper and other materials. Coppice Cloud Chamber. 5.All stages (Foundation. Find a space in school that you can make into a garden. Make planters from old buckets and furniture. Some schools. Encourage the class to think about what sustainability might mean. KS2) Activity: Sustainable Schools Instructions 1. 3. © Stour Valley Arts 2. using local materials and using energy wisely. for example igloos. 3. Maybe the class could interview teachers and parents for ideas. KS1. Try and put your ideas into practice! Equipment: old furniture and household objects. Activity: Junk Garden Instructions 1. KS1. As a class create a plan for the school to become more sustainable. Can the class think of some ways their school could save energy or use it more efficiently? 4. Chris Drury. KS2) All stages (Foundation. soil. As a class see what materials you can find on the school grounds – Stour Valley Arts uses natural sustainable materials to make constructions in the forest. plants 67 City Forest Sea – A Place to Be . Often buildings are made from materials that are easily to hand. As a class use the locally-found materials and objects to construct a garden. Use tools to make sculptures and climbing frames for plants.
paint for decoration 2. Equipment: clay. sand and water. You could also ask each pupil to tear the paper into pieces. straw and water. 6. The bowls need to be completely covered and about three layers thick. sand. 4. As a class make a small cob wall by mixing together clay. straw. glue. 5. scissors. sand. Cover each class members bowl in a plastic bag and place it upside down on the table (make sure the table is covered as this is going to be a messy activity). If there aren’t enough – use balloons. 3. Cob buildings are made from natural materials that you find right outside your door. Once mixed together use hands to mould it into shape. plastic bags. Once completely covered the bowls will need to dry. Cut door shaped holes in the front of each igloo. water. This will probably take at least 24 hours. such as clay. straw. 3.com/2008/09/12/ natural-building-101-building-an-eco-friendlycob-house/ Instructions 1. Cut up the newspaper into small pieces before the activity begins. Talk about what might happen to the wall in different sorts of weather – you could test out your theories with a watering can or a hairdryer. In pre-mixed bowls of water and glue dip the pieces of paper into the mixture and place it onto their upside down bowl. Now the igloos are ready for pupils to decorate. Discuss the cob building in the image. Once dry remove the now igloo-shaped forms off the bowls. Ask each pupil to collect old newspaper at home and find an unwanted small plastic bowl to bring into class. Equipment: newspaper. 7. bucket 2.Foundation Foundation Activity: Dig Your Hands in the Dirt! http://greenbuildingelements. Activity: Paper Igloo Instructions 1. 68 City Forest Sea – A Place to Be . bowls/balloons.
Construct a wall using these materials. Can you think up a material that would solve a problem in your school or home? E. Set each pupil the task of finding out about one of these new materials and write a report about how it is made and how it can be used. Show the class pictures of buildings that use recycled materials.g. 2. like glass bottles. string 2. The could collect tetra paks. sellotape. keep heat in. Which materials fit together best? What properties do these materials have? Equipment: junk materials. keep noise out. Ask the class to collect things that go in their recycling bin for one week and bring them into school. Activity: Future Tech Instructions 1. glue. provide fresh air.KS1 KS2 Activity: Bin there done that! Instructions 1. plastic boxes. 69 City Forest Sea – A Place to Be . egg boxes. plastic bottles 3. Scientists and designers are thinking of ways to make new materials and technologies that will be more environmentally sustainable and help buildings use less energy.
Some of these buildings are around two thousand years old. pencils 70 City Forest Sea – A Place to Be . Choose an old building and ask the class to think about how they could change it to give it a new life Canterbury Heritage Museum. © Katy Beinart 4. Encourage pupils to imagine what buildings used to be like and how they might have changed? 3. As a class look at old buildings like the Canterbury Heritage Museum and Roman buildings. Why do you think they have lasted so long? 2. Discuss what happens to old buildings – how do they change? Take a walk around your local town. How would pupils design it so it can be changed in the future? Equipment: paper.KS1 Activity: How Buildings Change Instructions 1. Ask pupils to design a future building that will last for a long time.
how do these buildings adjust to the seasons? 2. pencils. Pupils could use tracing paper to layer their drawing and show how it changes through the year 4. As a class think about the different seasons in England. Via Lucem Continens. pens Lukasz Skapski. © Stour Valley Arts and the artist 71 City Forest Sea – A Place to Be .KS2 Activity: Seasonal Buildings Instructions 1. Look at Lukasz Skapskis work for Stour Valley Arts and other examples. The class could make comic strips or an animation to show the buildings changing Equipment: paper. tracing paper. Ask the class to think about how they could design a building or shelter that would adapt to the seasons? Ask the class to draw their ideas. This could be in small groups. What sort of qualities of a building do you need for different seasons? 3. Ask the class.
health clinic 72 City Forest Sea – A Place to Be . town locality – Derek Jarman’s Garden – Canterbury and Dover/Deal eco buildings – Thanet Earth vegetable growing – Brian Yale’s Garden Canterbury district – Cathedral and Canterbury Castle – both made of imported Caen stone. Turner Contemporary and Canterbury Museums? Stour Valley Arts – Local materials use – Natural materials – Recycled stone – Lukasz Skapski – Via Lucem Continens Everyday Life: – School. Cathedral still in use but Castle stone mostly reused in other buildings. home. and core housed Gasworks before being abandoned – Buildings close to eroding cliffs vulnerable such as Reculver Towers (Herne Bay Museum images). given protection with gabions etc – Eco-buildings – Eco-materials – Natural materials Canterbury Heritage Museum – Change of use – Canterbury Heritage Museum different uses over time as home for Poor Priests. school.What helpful resources can I find at Stour Valley Arts.
impactlab.flickr. Shelter – Design Like you Give a Damn. 2012 Architeckten (and car shield window) – Pallet buildings (reusing materials).com/SBA_ WORKS/SBA_PAPER/SBA_Paper_index.org/ 9 Stock Orchard Street.com/2009/12/06/a-housethat-rotates-to-follow-the-sun/ Accordion house – Sweden http://www. Beijing.cat. Architecture for Humanity 73 City Forest Sea – A Place to Be .com/2008/10/31/theexpandable-accordion-house-in-sweden/ Xicui Entertainment Centre. Simone Giostra & Partners http://www. Christiane Sauer. London.shigerubanarchitects. Lloyd Kahn.archinnovations.uk/ Shigeru Ban – paper buildings http://www.com/SBA_ WORKS/SBA_HOUSES/SBA_HOUSES_15/SBA_ Houses_15.org. sPa(R) architects. Vienna – Lucy’s house (using carpet tiles).Helpful web links: Books: Eco-Building techniques and materials http://info.htm Derek Jarman’s Garden http://www.html http://www.shigerubanarchitects. Gestalten.inhabitat. Stewart Brand. Sarah Wigglesworth Architects http://www. Mentioned in this book: – Miele Space Station. Rural Studio – WOBO Bottles – How Buildings Learn.com/photos/angusf/ sets/656542/ House that follows the sun http://www.com/featuredprojects/houses/sarah-wigglesworth-architectsstock-orchard-street/ Shigeru Ban – Curtain Wall House http://www. Phoenix – Home Work.greenpix.inhabitat.com/2007/05/22/shigeruban-curtain-wall-house/ Made Of.
shape. form and space in two or three dimensions.b 74 City Forest Sea – A Place to Be .b.b. assemble and join materials they are using – Build and construct with a wide range of objects. Sc1 History: 2b.b. 4a. imaginative and roleplay.b. – Explore colour. Geography: 5a.b. Science: Sc3: 1a. texture.d. movement. – Build and construct with a wide range of objects.Curriculum Links: Foundation Stage Early Learning Goals: – Express and communicate their ideas. and a variety of songs and musical instruments. Geography: 5a. selecting appropriate resources and adapting their work where necessary KS1: Art: 1a. Science: Sc3: 1a. DT: 1a. thoughts and feelings by using a widening range of materials. 2a. selecting appropriate resources and adapting their work where necessary.b. designing and making.b. – Select the tools and techniques they need to shape.b. suitable tools.c. KS2: DT: 1a.
We are also grateful to enquire for providing the funding that has enabled us to develop both this resource and our collaboration. Media and Sport. The enquire programme has been funded jointly by the Department for Culture.Credits We are grateful to artist Katy Beinart for the creation of this inspiring and imaginative resource. 75 City Forest Sea – A Place to Be . The enquire programme is managed by engage and has been developed in association with Arts Council England. the Department for Education and Arts Council England as part of the Strategic Commissioning Programme for Museum and Gallery Education.
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