A Place to Be

A learning resource for Primary schools looking at buildings, habitats, place and space.
Produced by CITY FOREST SEA as part of Enquire

Contents:
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 museums@canterbury.gov.uk

Turner Contemporary Turner Contemporary is a dynamic visual arts organisation that believes in making art open, relevant and fulfilling for all. Inspired by JMW Turners 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 learn@turnercontemporary.org

Stour Valley Arts Experiential learning in 1500 acres of forest at Kings 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 : education@stourvalleyarts.org.uk
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Chapter 1

Building materials Where do materials come from and how are they used?

Topic/subjects: Art, Geography, Science, History

Learning Objectives and Outcomes: Pupils understand the properties and uses of different materials Pupils demonstrate the suitability of particular materials for particular purposes

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All stages (Foundation, KS1, KS2)

Activity: Material Worlds

Instructions 1. Show pupils the photographs of samples included in this resource. Discuss what the properties of these materials are.

2. Ask the class what sort of buildings they think the materials would be used for/what part of a building? 3. 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. Equipment: paper, pencils

Metal frame work, Turner Contemporary in construction. Turner Contemporary

Medieval timber frame roof, Canterbury Heritage Museum . Canterbury Heritage Museum

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Foundation

Activity: Mark-Making Materials

Instructions 1. Take a class trip to your local beach or woodland area. Challenge pupils to find as many different mark making materials as possible. For example if at the beach look out for natural pieces of chalk. If in the woods look out for flint and bark. Ask pupils to describe how each item feels.

2. Once back in the classroom try making marks with the different found materials, 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. Equipment: coloured paper, slate, other surfaces, chalk, flint, wood
Richard Harris Untitled Stour Valley Arts

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KS1 (This activity could also be adapted for Foundation)

Activity: Wood Workers

Instructions 1. Wood is used to make many things, from fences and buildings to furniture and charcoal. Ask pupils to look around and name the different uses of wood in the room/school.

2. Find out about the history of Kings Wood, the location of Stour Valley Arts, and how the woodland is managed for its different uses. For example, in the Second World War, the wood was used to make charcoal for gas masks. 3. Divide the class into small groups and set them the task of making structures from willow or other thin sticks, for plants to climb up while growing. Look at example images of hop growers.
Peter Fillingham, The Last Eleven Years in Kings Wood. Stour Valley Arts

4. What other things can you make from wood? Encourage pupils to draw their ideas using charcoal sticks. Equipment: willow or other thin sticks, string, charcoal sticks

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KS1

Activity: I Spy

Instructions 1. Show the class the photos of different buildings. What materials can they see? Can they name where they come from?

2. Take the class on a walk around your town/ school grounds. What building materials can you see? Take photos and make a wall display, explaining where the materials come from. 3. Alternatively take the class on a visit to Turner Contemporary, museums in Canterbury or Stour Valley Arts. Look out for the different types of building material inside and outside the gallery. Ask pupils to name as many as they can. Where do they come from?
View of Canterbury building. Katy Beinart Turner Contemporary. Richard Bryant / arcadeimages.com

Equipment: camera, printer, display materials

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KS2

Activity: Past Lives

Instructions 1. Some of the materials you can find at SVA and in the Beaney/Museum Store are very old. Encourage pupils to choose one material like chalk, flint or a type of stone.

2. Set pupils the task of finding out where the material comes from and how it is made. Have them write a report about their chosen material explaining its history, and how humans have adapted it for use in buildings. Equipment: paper, pencils

Images of stones from The Beaney store. The Beaney

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KS2

Activity: Material Transformations

Instructions 1. Before materials are used in buildings they generally have to be processed or treated. 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.g. bending in weaving wattle, drying mud) Discuss and compare with materials used in modern buildings. 3. Heat is one process that is used to transform materials. Discuss with the class what happens when you heat clay or metal. Tiles and bricks are made of baked clay, steel from heated and beaten metal. How does heating change the materials properties? 4. Experiment with heating different materials, or putting them outside in the sun for example what happens to clay when it is left out in the sun. Equipment: clay, other natural and artificial materials

Martin Brockmans work for Stour Valley Arts. Artist and SVA

2. 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. Have a look at http://www. sustainablebuild.co.uk/brick-manufactureuse-construction.html for some ideas. You could also look on the internet to see what else you can find out about the manufacturing of building materials.

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KS2

Activity: Local Inspiration

Instructions 1. Artists at SVA use the materials they find there to inspire their work. Other artists use materials they find in their local environment, like junk or rubbish, to inspire their work. The works at SVA are often site-specific, what do pupils think this means?

2. 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, either natural or artificial. 3. Encourage pupils to draw their designs explaining their chosen materials Equipment: paper, pencils

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What helpful resources can I find at Stour Valley Arts, 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, walls, roof tiles Building materials displayed at Roman Museum (locally-found flints, limestone, clay for tiles, 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, sweet chestnut, fir, larch, birch Woodland management thatch, fences, wattle and daub, veneer, boundaries Flint, 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, plants Sculptures Buildings Furniture Woodlands and timber uses

Canterbury Heritage Museum Exterior use of Kent bricks and tiles, flints, 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 Museums building exterior Variety of items in displays

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Helpful web links:

Books:

Curriculum Links:

Alexander Brodksy reusing materials http://palmin.photoshelter.com/gallery/ArchitectAlexander-Brodsky/G0000DBC2JvHANIc/ David Nash (charred sculptures) http://www.sculpture.org.uk/artists/DavidNash/ Terunobu Fujimori Charred Cedar House http://www.materia.nl/583.0.html?&tx_ ttnews[tt_news]=235&tx_ttnews[backPid]=532& cHash=6ceb9a67dd

Architecture Now! Museums Philip Jodidio, 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 identify, some features of living things, objects and events they observe Look closely at similarities, differences, patterns and change Find out about their environment, and talk about those features they like and dislike Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and roleplay, movement, designing and making, and a variety of songs and musical instruments

KS1: Geography: 1a,b; 2a,b; 3a,b,c; 6a; 7a Science: Sc2: 3b;5a; Sc3: 1a,b,c,d Art: 1a, 2a,b, 4a,b History: 6b;

Kings Wood a Context (Book) ed. Liz Kent and Sandra Drew Made Of...New Materials Sourcebook for Architecture and Design, Christiane Sauer, Gestalten

KS2: Art: 1a,b; 5a Geography: 1a,b; 3a; 4a,b; 6a; 7a

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Chapter 2

Cities - How do cities grow and change?

Topic/subjects: History, Geography, Art, English, Design and technology, Citizenship, 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

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All stages (Foundation, KS1, KS2)

Foundation

KS1

Activity: Ideal city

Activity: My Street

Activity: Map your school

Instructions 1. As a class discuss what you already have in your town/city

Instructions 1. Provide an outline map of the school on a big sheet of paper.

2. How do trees and wildlife function in a town/ city? How is this different to a wood or forest? 3. What do your pupils think a city needs? 4. Ask pupils what would be in their ideal city. 5. Encourage pupils to design their ideal city. This could be a whole class project, or individual. Ask pupils to create a drawing, collage or model of what their ideal city would look like. 6. Pupils could also write about the city and create rules for how it is run. (Look at your school/class rules.)

Proposed design for the Beaney. The Beaney

2. Set pupils the task of dividing the school and colour coding the different areas e.g. age groups, subjects, activities. 3. Discuss a way to create a key for the/ their map. 4. Ask pupils to find ways to represent places they like or do not like, where they feel safe, where they feel happy. Equipment: large sheets of paper, coloured pens

Instructions 1. Ask each child to draw their house and who lives there with them.

2. Create a class collage of a street with everyones houses on it. 3. Look at the ways that houses are different and the same. 4. Come up with a name and address for your class collage street. Equipment: paper, crayons

Equipment: paper, pencils, pens, cardboard, scissors, glue, collage materials

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KS1/2

KS2

Activity: Poem Map

Activity: Time Team

Instructions 1. Ask each pupil to write down words associated with/describing their favourite place.

Instructions 1. Turner Contemporary has been built on the site where the artist JMW. Turner stayed nearly 200 years ago. Ask pupils to imagine what Margate might have looked like then.

2. Encourage pupils to use the words in their poem to create an outline map of their favourite place. 3. If possible encourage pupils to create the map on the computer. Equipment: paper, pens, computers

2. Ask pupils to imagine their own town/city in another time. What would be the same? What would be different? 3. Encourage pupils to write a description of what they would see as they walked down the street. (ICT project: you could record this and make it into an audio guided tour). 4. Encourage pupils to draw a picture of the street.

Russell Crotty, Walking Towards Dreamland. David Grandorge

Equipment: paper, pencils, pens

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KS2

Space Transformers

Instructions 1. As a class, look at examples of how derelict or run-down places can be re-used.

2. Ask pupils to suggest examples of derelict spaces in their town/city. You may need some examples ready if they cant think of any. 3. Ask pupils to draw an image or take a photograph of the derelict space, (they could download an image of the space from the internet.) Ask pupils to collage or draw over the image showing how they would change the space. 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, or tracing paper. Equipment: cameras, photographs, pens, acetate sheets, OHP or marker pens, collage materials

Derelict buildings in Margate. Katy Beinart

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What helpful resources can I find at Stour Valley Arts, 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, 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 Birds 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

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Helpful web links:

Books:

Janet Cardiff The Missing Voice (audio tour) http://www.cardiffmiller.com/artworks/walks/ missing_voice.html Shrinking Cities http://www.shrinkingcities.com/ The High Line, NYC http://www.thehighline.org/galleries/images Adam Chodzko Better Scenery http://www.ridemedia.co.uk/adam/work200.html Tate Modern (reusing old buildings) http://www.tate.org.uk/modern/building/ Bodys Isek Kingelez http://www.culturebase.net/artist.php?210 Paul Noble (fantasy maps) http://www.blueprintmagazine.co.uk/index.php/ art/paul-noble-art-on-the-underground/ Wim Delvoye http://www.wimdelvoye.be/ The Situationists http://imaginarymuseum.org/LPG/Mapsitu1.htm

Christian Nold emotion map http://www.emotionmap.net/ Poem maps Howard Horowitz http://www.wordmaps.net/ Richard Long http://www.richardlong.org/ Leila Curtis Simon Patterson Russell Crotty (Exhibition at Turner Contemporary) A Canterbury Tale (film), dir. Powell & Pressburger, 1944

You are here: personal geographies and other maps of the imagination, Katharine A. Harmon, Princeton Architectural Press, 2004 Walking Through, Hamish Fulton, 1999 at Stour Valley Arts

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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, words and texts Find out about, and identify, some features of living things, objects and events they observe Look closely at similarities, differences, patterns and change Observe, find out about and identify features in the place they live and the natural world Find out about their environment, and talk about those features they like and dislike Respond in a variety of ways to what they see, hear, smell, touch and feel Show awareness of space, of themselves and of others.

Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and roleplay, movement, designing and making, and a variety of songs and musical instruments. Use their imagination in art and design, music, dance, imaginative and role-play and stories.

KS2: Art: 1a, 2c, 5a, 5b DT:1b,c,d English: (speaking and listening) 1a,b,c,d,e; 3a,b,c,d; 8a,b,c (writing) 1a,b,c,d,e; 2a,b,c,d,e; 9a,b Geography: 1a,b; 2b,g; 3a,b,c,d,e,f,g; 5b; 6a,d;7a,b,c History: 1a,b; 2a,b; 3, 4a; 7, 9 ICT: 5a,b Citizenship: 1a; 2a,b,d; 4b

KS1: Art: 1a, 2c, 5a, 5b DT: 1a,b,c,d,e English: (speaking and listening) 1a,b,c,d; 3a,b,c, 8c (writing) 1a,b,c,d; 2a,b,c,d; 9a,b,c,d Geography: 1a,b,c,d; 2b,d; 3a,b,c,d; 5b; 6a; 7a,b History: 1a,b; 2a,b; 4a,b; 5; 6b ICT: 5a,b Citizenship: 1a,b,c,d; 2a,b,f,g; 4c

No point 1?

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Chapter 3

Construction processes How are structures built?

Topic/subjects: Art, DT, Science, 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

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All stages (Foundation, KS1, KS2)

Activity: Safety First

Instructions 1. Discuss with pupils what they can see around them in their classroom or school that makes it a safe place to be?

2. Discuss what sort of things you have to think about on a building site. 3. Look at the construction pictures of the Turner Contemporary gallery. How are they making sure it is safe?

Turner Contemporary in construction. Turner Contemporary

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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

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All stages (Foundation, KS1, KS2)

Foundation

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

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KS1

KS1

Activity: Concrete Pour

Activity: Connections

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

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KS2

Activity: Building Facelift

Instructions 1. Discuss with the class the many different types of materials architects use for the faades of buildings. The faade of a building is its surface, or face, that you see from the outside. Sometimes the walls and structure are made of something different to the faade. 5. Ask pupils to think about what their new facade would look like and what it would be made of. Encourage pupils to create their design on the cut out blank shape. 6. By folding the tabs slightly pupils will be able to attach their new faade design to the original photo. This process could be done a few times, pupils could then decide which design they like the best. Equipment: card, paper, photograph, glue, pens coloured pencils

2. Ask pupils to select a photograph of a building that they think could do with being improved.
The Beaney. Katy Beinart

3. Instruct pupils to cut out the photograph and mount it onto card. 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. 4. Ask pupils to trace around the shape of their chosen building with tracing paper and cut the shape out. The shape should then be mounted onto card to give it more strength. Pupils should cut out the mounted shape leaving small tabs at the top and at the sides.

Turner Contemporary. Richard Bryant / arcadeimages.com

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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 faade

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Helpful web links:

Building regs and Site safety http://www.planningportal.gov.uk/england/ government/tools/house/ http://www.direct.gov.uk/en/ HomeAndCommunity/Planning/ BuildingRegulations/index.htm http://www.communities.gov.uk/ planningandbuilding/buildingregulations/ Facades Brandhorst Museum, Germany Sauerbruch Hutton http://www.museum-brandhorst.de/en/building. html http://www.sauerbruchhutton.de/ Stihl Gallery, Germany by Hartwig Schneider http://galerie-stihl-waiblingen.de/ Natural Architecture by Alessandro Rocca Architecture Now! Museums Philip Jodidio Taschen N Architects http://www.narchitects.com/frameset-ps1.htm

Bruni and Babarit http://bruni.babarit.pagesperso-orange.fr/ indexgb.htm Rachel Whiteread-House http://www.independent.co.uk/artsentertainment/art/features/priceless-arts-greatdisasters-881280.html?action=Popup&ino=5 Why Buildings Stand Up: Strength of Architecture from the Pyramids to the Skyscraper, M Salvadori, W. W. Norton & Co. N55 Architects http://www.n55.dk/NEWS/AUG_News.html David Nash Tree Structures http://www.sculpture.org.uk/artists/DavidNash/

Abigail Reynolds http://www.abigailreynolds.com/ Gordon Matta-Clark http://representingplace.wordpress. com/2010/01/20/images-for-discussion-jan-20/ Heatherwick Seed Pod http://www.heatherwick.com/

Rural Studio http://www.cadc.auburn.edu/rural-studio/ Default.aspx Richard Wilson and other artists who modify buildings http://weburbanist.com/2009/07/28/12creative-architectural-art-installations-buildingmodifications/

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Curriculum Links:

Foundation Stage Early Learning Goals: Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and roleplay, movement, designing and making, and a variety of songs and musical instruments Explore colour, texture, shape, form and space in two or three dimensions Handle tools, objects, construction and malleable materials safely and with increasing control.

KS1: Art: 2a,b; 4b; DT: 1a,b; 2b,d, 4a; Science: Sc3: 1a, 2a,b; Maths: Ma3: 1a, 2a,b,c

KS2: Art: 4a,b,c; DT: 2c, 4a,b; Maths: Ma3: 1b,c; 2a,b,c,d Science: Sc4:2;

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Chapter 4

Habitats How do animals build their homes?

Topic/subjects: Art, Geography, Science,

Learning Objectives and Outcomes: Pupils demonstrate differences in habitats Pupils understand suitability of habitats

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All stages (Foundation, KS1, KS2)

Foundation

Activity: Using local materials

Instructions 1. Discuss how different animals, birds and insects use their local environment to make their homes. What different materials have they used?

Activity: Nest Collage

Instructions 1. Show the class the image of a birds nests. Ask pupils to discuss how they think the nest feels.

2. Ask pupils to think of materials that can be found in their local environment. Ask them to design a home for one of the creatures in their local environment made only out of these materials. Pupils could draw it, or model it using the actual materials. 3. Once pupils have decided which animal, bird or insect will live in their design ask them to think about what the creature will need in their new home. Equipment: found materials, paper, pencils
Goldfinch or Linnet nest. Canterbury Heritage Museum

2. Birds often use found or recycled materials to build their nests. Ask the class to collect together different materials like sticks, leaves, paper, wool, fabric, plastic, string, rope and straw. 3. Ask pupils to make a nest picture by sticking the found and recycled materials onto sheets of paper or card. 4. Ask pupils what happens when they mix up the materials? How do the different materials feel? 5. Make a class display. Draw an outline of a tree on a large piece of paper. Place the nest drawings on the tree. Encourage pupils to draw or find pictures of birds and other animals that live in and around trees to add to the display. Equipment: sticks, leaves, paper, wool, fabric, plastic, string, rope, straw, glue, paper or card

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KS1

Activity: Body Armour

Instructions 1. Some animals wear their homes, like crabs, turtles and other sea creatures. Ask each pupil to imagine they carried their home around on their back, like a protective shield. What might it look like?

2. The artist Rebecca Horn makes Body Extensions which add on to her body (http:// www.rebecca-horn.de/pages/biography. html). Ask pupils to think of a special power they would like to have. How could they make a body extension that would give them this power? 3. Ask the class to draw their ideas or make them out of paper-mache or card.
Tortoise shell. Canterbury Heritage Museum Mollusc shells. Canterbury Heritage Museum

Equipment: paper, pencils, colouring pencils, cardboard, tissue paper, glue

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KS1

KS2

Activity: Field Guide

Activity: Transect Walk

Instructions 1. Set pupils the task of creating a field guide poster of the local area and the different kinds of environments.

Instructions 1. Draw a line through a map of your school grounds or your local area (If you dont have a map, you could make one first as a class).

2. Ask pupils to document the different kinds of environments they find by writing down key words on sugar paper (with an adult.) 3. Encourage pupils to take photographs or make drawings of what they see to illustrate their guide. 4. Discuss with pupils what sort of animals might live in these environments. Once back in the classroom pupils can collate their findings to make their poster. Equipment: clipboards, paper, pencils, cameras, scrapbooks, glue scissors

2. In groups, walk along the line. Ask pupils to make drawings of the different things they find along the line. Make sure they look out for any animals or insects and any evidence of where they live. 3. 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. Equipment: map, clipboards, paper, pencils, pens, glue

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KS2

Activity: Hexagonal Home

Instructions 1. Show the class images of wasp nests and honeycomb made by bees. Discuss how the hexagons tessellate together.

2. Show pupils examples of buildings and artworks that use hexagonal forms, like Super Kingdom by London Fieldworks at Stour Valley Arts. http://www.stourvalleyarts. org.uk/ 3. Instruct pupils on how to make small hexagonal prisms out of thin card or paper. Ask pupils to stick their prisms together (horizontally or vertically) to create different designs.
Wasps nest interior. Canterbury Heritage Museum Making prisms. Katy Beinart

4. Ask pupils to scale their designs up by making giant prisms out of corrugated cardboard. If planning this activity outside you could use corrugated plastic (also known as Correx). Make internal braces from wood to keep structures strong. Join the giant prisms together with bulldog clips. Equipment: paper, thin card, glue, sellotape, scissors, ruler, large sheets of corrugated cardboard or plastic (also known as Correx) bulldog clips.

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What helpful resources can I find at Stour Valley Arts, Turner Contemporary and Canterbury Museums?
Canterbury Museum Store Different constructions/materials for different birds e.g. 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 Birds nests: Warbler, Weaver, Swallow, Hummingbird, Wren. 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, birds and insects use to build their homes Homes made by animals, birds and insects Nests Fallen trees Shelters

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Helpful web links:

Books:

Jeremy Deller, Bat House Project http://www.bathouseproject.org/home/ Field Guide to Animal Homes http://www.bbc.co.uk/nature/animals/ wildbritain/field_guides/animal_homes.shtml Francis Alys Spontaneous City in the Tree of Heaven based on Superkingdom http://joan-martin.blogspot.com/2010/08/ beautiful-and-useful.html links Ants including clips from BBC Spring Watch http://www.bbc.co.uk/nature/genus/Formica Bug Dome The WEAK! http://www.archdaily.com/46710/bug-dome-theweak/ Triptyque Shenzen structure http://www.vam.ac.uk/things-to-do/blogs/11architects-build small-spaces/shenzhen-hongkong-architecture-biennale http://www.triptyque.com/ Herzog & de Meuron Beijing Birds Nest Stadium http://www.swissmade-architecture. com/?seite=Overview&pid=4

Nests Patrick Dougherty http://www.stickwork.net/ UN Memorial Proposal Acme Projects http://bloginvolve.com/wp/2009/10/22/bee-hivefor-un-memorial-site/ Butterfly House, Chetwood Associates http://www.butterfly-house.co.uk/main.htm OCT Art and Design Gallery, Urbanus http://www.urbanus.com.cn/public_class.php?ac tion=project&num=1&aid=2&saction=sclass Rebecca Horn http://www.rebecca-horn.de/pages/biography. html

Natural Architecture, Alessandro Rocca, Princeton Architectural Press

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Curriculum Links:

Foundation Stage Early Learning Goals: Investigate objects and materials by using all of their senses as appropriate. Find out about, and identify, some features of living things, objects and events they observe. Look closely at similarities, differences, patterns and change. Observe, find out about and identify features in the place they live and the natural world. Find out about their environment, and talk about those features they like and dislike. Explore colour, texture, shape, form and space in two or three dimensions.

KS1: Art: 1a; 2a,b,c; 4b; 5a,c; Geography: 1a,b,c; 2a,b; 3a,b; 4a; 6a; 7a,b; Science: Sc2: 5a,b; DT: 1a,b,c; 2a,b,c

KS2: DT: 1a,b,c; 2a,b,c,d; 4a,b Art: 1a,b,c; 5a; Geography: 1a,b,c; 2a,b,e; 3a,b,c,d; 6a;7a,c Science: 1c; 5b,c; Maths:1a,b,c; 2a,b,c,d

37 City Forest Sea A Place to Be

Chapter 4

Homes What makes a home?

Topic/subjects: Art, DT, Geography, History, 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

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All stages (Foundation, KS1, KS2)

Activity: Past, Present, Future

Instructions 1. Look at the pictures of the dolls houses. Discuss with the class how they are different to their home.

2. As a class discuss what pupils think they will have in their homes in the future. 3. Encourage pupils to design their home of the future, or an object they would find there. Equipment: paper, pencils

Dolls house furniture at Canterbury Heritage Museum. Katy Beinart

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All stages (Foundation, KS1, KS2)

KS1/2

Activity: Leaving Home

Activity: A Taste of Home

Instructions 1. Ask the class to imagine they have to leave their home to move to another country. What are the most important things they would take with them from their home?

Instructions 1. Ask everyone to bring in a picture of a favourite meal or a recipe that reminds them of home.

2. Maybe you would take a seed from a plant, like the Flemish Huguenots who introduced hops and grew sweet chestnut at the Kings Wood forest. 3. Make a model version from paper mache or card of something thats important to you. 4. Write a letter explaining to people in the new place you are going to, why this object reminds you of home. Equipment: paper, pencils, paper mache, card
Borscht. Katy Beinart

2. Discuss with the class where the foods in the recipes come from. Make a map of the places these recipes come from. 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, recipes, food

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Foundation

KS1

KS1

Activity: Fly the Flag! Create an imaginary map of your homes

Instructions 1. Cut out lots of little flags from different coloured fabrics.

Activity: Global Home Shows

Instructions 1. 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. As a class discuss what is special about each pupils home? Ask pupils to think of the symbols, objects or activities that they have or do at home. Ask pupils to draw some sketches of different ideas.

2. Ask pupils to find pictures from magazines of things they have in their home. 3. Give each pupil a selection of fabric flags and have them glue the images to the flags. 4. As a class stick all the small squares onto one big plan of a house and hang up in the classroom. Equipment: fabric, collage materials, photos, glue

2. 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). 3. Make the classroom into a Home Show with the different homes on display. Invite other classes to come in and look around. Ask pupils to discuss their favourite home? Why do they think homes are so different in different places? Equipment: board, paper, pens, print-outs, photographs

2. As a class look at coats of arms. Discuss how they are made up of different images in different areas. 3. Encourage pupils to draw their coat of arms and colour it in. 4. Pupils could also make a 3D version of their coat of arms, using plaster, clay or modroc to create a relief effect. Look at stone carvings in Canterbury Museum and Cathedral for some ideas. Equipment: paper, pencils, pens, colouring pens, clay, plaster, modroc

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KS2

KS2

Activity: Memory Bank/Suitcase

Instructions 1. Set pupils the task to make a Memory Bank about their home, a place for them to store their memories. It could be about their house, or perhaps a place they used to call home.

Activity: Shoebox Story

2. Pupils should start off by creating a sketchbook of memories, collecting sketches, words, and materials that remind them of their home. 3. Encourage pupils to select the materials they want to work with to make their memory bank. What does the outside and inside look like? 4. Create a 3D sculpture or model of your memory bank Equipment: sketchbooks, pencils, junk modelling materials, cardboard, glue, scissors

3. Instruct pupils to take off the lid of the shoebox and keep it to one side. Turn the box onto its side so one long side is the floor. Pupils should add a floor or carpet for the room. Add wallpaper or paint to the walls. Cut out windows. Remind pupils to make sure the style of the home is suitable for their character. 4. Have pupils add furniture made from card or bits of junk. Show the class pictures of dolls house furniture for ideas. They could also use Balsa wood or things they find outside. 5. When they have finished, ask pupils to cut a hole in the lid and fix it back on with tape. Now they can peep into the room. Equipment: shoebox, card, junk, glue, sellotape, scissors

Sketch of shoebox story. Katy Beinart

Instructions 1. Show the class pictures of doll-houses and toy theatres. Set the class the task of creating their own miniature version of home, in a shoebox.

2. Ask pupils to choose a story that they like, and decide on a character whose home they are going to model.

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KS2

Activity: A Machine for Living In?

The architect Le Corbusier once said, a house is a machine for living in. Instructions 1. Ask pupils to imagine a machine which did everything they needed to make their life comfortable.

2. Encourage pupils to design a machine for living in that would be their ideal home. 3. Encourage pupils to draw their machine and explain how it works with a diagram and a key. 4. Ask pupils to discuss their machines with the class. Equipment: paper, pencils

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What helpful resources can I find at Stour Valley Arts, 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 Brents 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, amber and bracelets Joseph Conrads possessions and study Mary Tourtels study Bagpuss window items Rupert Bears home WW2 kitchen, identity cards and objects found in Blitzed ruins Everyday life Decoration, pictures and embellishments we add to our homes Beaney Model of Javanese house on stilts

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Helpful web links:

Books:

Victoria and Albert Museum of Childhood Dolls houses: http://www.vam.ac.uk/moc/ collections/dolls_houses/index.html Toy theatre: http://www.vam.ac.uk/moc/kids/ things_to_make/toy_theatre/index.html Geffrye Museum www.geffrye-museum.org.uk Homes around the world http://www.hgpho.to/ wfest/house/house-e.html Le Corbusier http://www.open2.net/ modernity/4_1.htm Grete Lihotsky Kitchen designs http://www. vam.ac.uk/vastatic/microsites/1331_modernism/ highlights_18.html Education Pack from October Gallery (memory suitcase activity) http://www.octobergallery.co.uk/education/ sinzogan-risc.pdf

Bouchra Khalili Mapping Journey #1 2008 http://www.iniva.org/exhibitions_projects/2010/ whose_map_is_it# Ursula Biemann http://www.geobodies.org/ Origination Katy and Rebecca Beinart www.katybeinart.co.uk

Halina Pasierbska, V & A Publishing The House Book, Phaidon Home Work Lloyd Kahn, Shelter Publications Modern Architecture Since 1900, W. Curtis, Phaidon Kings Wood A Context, ed. Liz Kent and Sandra Drew, Stour Valley Arts, 2005 (pp. 41-42)

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Curriculum Links:

Foundation Stage Early Learning Goals: Find out about past and present events in their own lives, and in those of their families and other people they know. Observe, find out about and identify features in the place they live and the natural world. Find out about their environment, 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.

KS1: Art: 1a,b; 2a,b,c; 5a,b,c,d; Geography: 1a,b,c,; 3a,b,c,d,e History: 2b, 4a,b; English: En3: 1a,b,c; 9c;10

KS2: Art: 1a, 2a,b,c; 5a,b,c,d; DT: 1a,b,c,d; 2a,b,c,d; Geography: 3a,b,c,d,e,f,g; History: 2a,b; 4a,b; English: En3: 1a,b,c,d; 9a,b; 12

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Chapter 5

Houses, shelters, buildings Why do we need shelter?

Topic/subjects: Art, Citizenship, Geography, History, Maths

Learning Objectives and Outcomes: Pupils understand the human need for shelter Pupils design their own shelters Pupils investigate shape, form and function in shelters and buildings

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All stages (Foundation, KS1, KS2)

Activity: Block Buildings

Instructions 1. Look at the image of the model of the new design of the Turner Contemporary. What shapes can you see?

2. David Chipperfield Architects design for Turner Contemporary uses simple shapes or masses. 3. Using building blocks, experiment with creating different designs for a building. Try using only one sort of shape, or two, or three. Which shapes stack better than others? Why? 4. Create your own blocks from oasis, cardboard boxes etc.
Turner Contemporary model. Richard Davies

5. Paint the blocks different colours according to their use e.g. Gallery space, office space, cafe, roof, etc. Now try to arrange them into a building. Equipment: building blocks, flower foam, cardboard boxes, scissors, paint

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All stages (Foundation, KS1, KS2)

Activity: Natural Shelter

Instructions 1. Ask pupils to think of some reasons why we need shelter (e.g. weather, predators, somewhere to protect and store our possessions). Look at how people have made homes in different natural forms (see reference section for examples), and using different natural materials.

2. As a class activity collect objects from nature, and either: Design a home based on a natural form. Taking inspiration from the shapes of seed pods, trees, branches, rocks, etc. Use natural materials to make a model shelter. You could weave branches or sticks together, sculpt earth or stick leaves together. Equipment: natural materials collected from environment, glue, paper, pencils

Chris Drury, Coppice Cloud Chamber. Stour Valley Arts

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Foundation

Activity: Den Builders

Instructions 1. Explore how to construct a shelter or den from recycled or re-used materials. Discuss with the class the sort of things that you could all use to make this. What might they find in their home, or on the street? Discuss with the class why they think people might use recycled materials to build a shelter?

2. As a class create a shelter from cardboard boxes or other found materials, big enough to get into. 3. As a class decorate it with images from magazines, labels and junk materials. Equipment: corrugated cardboard boxes, junk materials, labels, magazines

Den. Katy Beinart

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KS1

Activity: Travelling Tent

Instructions 1. As a class look at different kind of shelters used by Nomads and other people who travel around rather than living in one place. How do different cultures adapt their shelters for their environment? (e.g. Desert-dwellers, Plains-dwellers, Cold countries, Tropical countries).

Equipment: Sticks, balsa wood, fabric, tin foil, felt, paper, glue, scissors. You could use bamboo or willow to make a full-size structure. Alternatively, source coppiced wood, and use this to discuss how Stour Valley Arts and other woodlands manage woods sustainably.

Nomadic tent. Katy Beinart

2. Encourage each pupil to draw a design for a travelling shelter. Use model-making to explore different-designs and materials. 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. Class project: Use one design and make it at a full-scale size.

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KS1/2

KS2

Activity: Shelter timeline

Instructions 1. Look at different types of shelter and buildings through history. Discuss with the class how shelter has changed.

Activity: First Impressions

Instructions 1. Architects have to present their designs to their clients and to builders in different ways. Discuss some of the different ways they might do this. (e.g. sketches, plans, models, computer impressions).

2. Make a timeline of different shelters. Equipment: paper, pencils, images, reference books/internet

2. Make a sketch drawing of your building block design. Think about how it looks from different points of view. 3. Now measure your model and make a scale drawing at 1:1 of your design. Decide which view you are going to use; plan view (birds eye), elevation (side) or section (cut-through). Imagine you need to give your drawing to a builder who will build it for you. What information would you need to include? 4. ICT: You could also try to draw your building on Sketch-up (free download from google). Equipment: paper, pencils, rulers, set squares

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KS2

Activity: Site-Seeing

Instructions 1. This activity looks at site and context in architectural design. Firstly, explore how the new Turner Contemporary building fits into its location. 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. Now try and design another building which doesnt fit in to the site. Make it as unsuitable for the area as possible! You could use collage to find bits of different buildings and put them together. 6. (ICT project: use Photoshop or a similar graphics programme to create a collage of your design superimposed onto a photo of the site). Equipment: paper, pencils, photographs, collage materials

2. You could also look at other examples of seaside architecture, for example the De La Warr Pavilion, Santa Marta Lighthouse, and the Ozeaneum. 3. Choose a site (this could be the site of Turner Contemporary, the Beaney, or somewhere near you). Design a Museum of the Local Area, which will fit into that site really well. Think about how it might be similar to other local buildings or the environment. 4. Think about how your building fits into the local ecology, and whether it is sustainable. Look at the sheet on sustainability for some ideas.

Turner Contemporary. Richard Bryant / arcademedia.com

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What helpful resources can I find at Stour Valley Arts, 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, cinemas and concert halls New homes in Canterbury on Tannery and former BT office sites New Whitefriars shopping mall, 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

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Helpful web links:

Books:

Architecture Sans Frontieres: http://www.asf-uk. org/home.htm Architecture for Humanity: http:// architectureforhumanity.org/ Rural Studio: http://www.cadc.auburn.edu/ruralstudio/Default.aspx De La Warr Pavilion http://www.dlwp.com/building/default.htm http://www.architectureweek.com/2007/0110/ culture_2-1.html Massing Model Project Link http://www. designlaboratory.com/courses/96.4/a222.f96/ a222.f96.hwk6.html Archkidecture architecture for children http://www.archkidecture.org/

Shelter, Shelter Publications, Random House Design like you give a Damn, Architecture for Humanity, Thames & Hudson Architecture without architects, Bernard Rudofsky, University of New Mexico Press Shack Chic, Craig Fraser, Thames & Hudson Natural Architecture, Alessandro Rocca, Princeton Architectural Press Lucy Orta, Habitent in Made Of, Christiane Sauer, Gestalten press Santa Marta Lighthouse, Portugal and the Ozeaneum, Germany (in Architecture Now! Museums, Philip Jodidio, Taschen) How to Read a Building, Timothy Brittain-Catlin, Collins

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Curriculum Links:

Foundation Stage Early Learning Goals: Investigate objects and materials by using all of their senses as appropriate Look closely at similarities, differences, patterns and change. Build and construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary. Select the tools and techniques they need to shape, assemble and join materials they are using Find out about their environment, 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; 2a,b; 4a,b,c; 5a,b,c,d Citizenship: 1a, 2e Geography: 1a,b,c,d; 3a,b,c,d,e; History: 1a; 2b Maths: Ma3 1a,b,c,d,e, 2a,b,c, 4a,b,c KS2: Art: 1a,b; 2a,b; 4a,b,c; 5a,b,c,d Citizenship: 1a; 2e,j; 4b Geography: 1a,d, e; 3a,b,c,d,e,f,g; 5a,b; History: 1a, b; 2a, b; Maths: Ma3 1a,b,c,d,e,f,h; 2a,b,c,d, 3c; 4a,b,c

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Chapter 6

Place-makers Who designs places and how are they made?

Topic/subjects: Art, DT, History, English, 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

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All stages (Foundation, KS1, KS2)

Activity: Time Traveller

Instructions 1. As a class look at the pictures of Canterbury Cathedral and Turner Contemporary being built. What differences and similarities do pupils notice?

(KS2) 4. Encourage half of the class to write a description of somebody who is building the Cathedral and the job they are doing. 5. 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. 6. In pairs one pupils acts as the interviewer and one as the worker on the building site. You could record your answers on paper or with an audio recorder/video recorder. Equipment: writing materials, voice recorder, camera

2. Ask the class to imagine they have gone back in time to when Canterbury Cathedral was being built. 3. Think about the different jobs that workers might be doing. Brainstorm these in small groups with an adult.

Model of Cathedral construction. Katy Beinart.

Turner Contemporary in construction. Turner Contemporary

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All stages (Foundation, KS1, KS2)

Foundation

Activity: Changing places

Activity: Model World

Instructions 1. Discuss with the class how your local town looks. 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, where they painted the houses bright colours to brighten up the city.

Instructions 1. Explain to the class reasons why architects use models to show people what they want a building to look like.

2. As pupils to find or take a photo of a street in the town. Then use collage or paint to transform the buildings. Look at how Richard Woods uses painted designs to change buildings. 3. Whole class activity: You could find a wall or a space in your school that you think could do with a change. Create a design for how to change it. Ask parents to help out and have a Changing Places day to make your design into a reality. Equipment: photos, paint, brushes, collage materials, glue, scissors

2. Give each pupil some modelling materials and ask them to make a building. Ask each pupil to explain what their building is for, who lives there, and what they like doing. Perhaps they could make a building for their favourite cartoon or story. Equipment: junk modelling materials, fabric scraps, glue

Richard Woods work for Turner Contemporary now decommissioned. the artist and Turner Contemporary

Credits needed

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KS1

KS1

Activity: Design a Sign

Activity: Grand designers

Instructions 1. As a class look at the Hollywood sign and other places that have signs. 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. http:// www.dailymail.co.uk/news/article-1261756/ Its-hardly-Hollywood-Basildon-gets-signwelcome-drivers-wonders--er--Essex.html Do they think its 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. Their family are their clients. As a class write a list of questions to find out about peoples requirements for where they live. Possibly set them the homework of asking their family all the things they would want to have in their ideal house.

2. Encourage pupils to design their own sign for their city/town/village. How do they think it should reflect what the place is like? What sort of impression do they want to give people? 3. Encourage pupils to think about the materials their sign would be made of. 4. Encourage pupils to find a map of the place they live and decide where the sign should go. Where would the most people see it? Equipment: paper, pencils and pens,map of local area

2. Once pupils have their answers, ask them to think about how they would design a house for their family. Where would it be? What would it be made of? 3. Set the class the task of drawing and writing about their designs. 4. As homework ask the class to take their designs home to get their clients feedback. Encourage pupils to make a record of what they think. Do they want to make any

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KS2

KS2

Activity: Team Work

Activity: Art and Architecture

Instructions 4. 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. Discuss how these issues might affect architects, engineers and builders when they are constructing a real building. Equipment: paper, pencils, ruler, set square, construction straws, cardboard, glue, scissors 1. Many building designs are created by both artists and architects. Artists design parts of a building like a fresco, wall design, window or perhaps an exterior detail.

Instructions 1. Discuss with the class what the difference is between an architect, an engineer and a builder. To further explore this encourage pupils to do an online search to find out.

2. Divide the class into groups of 5-6, and decide who is going to take on these roles: -Architect (1 person) -Engineer (1 person) -Builder (everyone else) 3. Set this activity a time limit. In each group the architect needs to create a simple design and communicate it to the others through a drawing. The engineer needs to work out how it will stand up, and the builders need to try and construct it, using construction straws or junk modelling materials.

2. Tell pupils to imagine they have been given the job of creating a design for the new Turner Contemporary or Beaney building. They have to make a special window or wall design that will fit in with the existing structure. 3. Ask each pupil to create a painting or drawing that they could show the architect to convince them to use your design. 4. Artists also sometimes play with building designs and create new versions of them. Ask pupils to think about and discuss how you would re-design a normal building into a work of art. Equipment: paper, pencils, colouring pencils, photo or image of Turner Contemporary/ Beaney/Marlowe, paint, brushes

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KS2

KS2

Activity: Make a Souvenir

Activity: Guidebook

Instructions 1. Show pupils the pictures of the new Turner Contemporary Gallery and Beaney Museum.

Instructions 1. 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.

2. Set pupils the task of designing a souvenir for one of the new buildings which people might want to take home, as a reminder of their visit. 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. Katy Beinart

2. Ask pupils to write a description of some of the most interesting places in their town, and what they think of them. Tell pupils to make sure their guidebooks are really opinionated. They could add photos and drawings of places, and even a map. 3. Pupils could work in groups and combine some of their descriptions. 4. ICT: Pupils could create their guidebook using computer design software, and print it out. You could even ask a local shop if they will sell it! Equipment: paper, pencils, pens, photos, computer

3. The souvenir could be themed by the function of the building (eg. a gallery or museum) or the name or the style. 4. Instruct pupils to make a prototype version of their souvenir. Equipment: paper, pens, cardboard, glue, scissors, other model-making materials.

Turner Contemporary. Richard Bryant / arcadeimages.com

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What helpful resources can I find at Stour Valley Arts, 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, Houses Architectural Models Plans

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Helpful web links:

Books:

CABE http://www.cabe.org.uk/education/careers RIBA http://www.architecture.com Grand Designs http://www.channel4.com/4homes/on-tv/granddesigns/ 3D design programme: http://architectstudio3d.org/AS3d/design_ studio3d.html Cathedral Construction http://highmiddleages.suite101.com/article.cfm/ building_a_medieval_cathedral Consarc,the architects who helped design Superkingdom at Stour Valley Arts (a commission by London Fieldworks) http://www.consarc.co.uk/ Hollywood sign Basildon Essex http://www.metro.co.uk/news/819681-basildongets-hollywood-sign-essex-style

Maurizio Cattelan http://www.postmedia.net/ cattelan/hollywood.htm Folkestone Triennale Patrick Tuttofuoco and others http://folkestonetriennial.org.uk/pastyears/2008/artists/patrick-tuttofuoco/ Tirana Edi Rama http://www.inspiringcities.org/index. php?id=395&page_type=article&id_ article=18827 Richard Woods OSA (Office for Subversive Architecture) Signal Box (now decommissioned) http://www.osa-online.net/de/flavours/up/ intact/a/index.htm Kathy Prendergast Lost maps Adam Chodzko Better Scenery

Cathedral: The Story of Its Construction, David Macaulay, graphia Iggy Peck, Architect by Andrea Beaty

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Curriculum Links:

Foundation Stage Early Learning Goals: Look closely at similarities, differences, patterns and change. Ask questions about why things happen and how things work. Build and construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary. Select the tools and techniques they need to shape, assemble and join materials they are using. Observe, find out about and identify features in the place they live and the natural world. Find out about their environment, and talk about those features they like and dislike.

KS1: Art: 1a,b; 3a,b; DT: 1a,c,e; History: 1a,2b,4a, 5; English: 1a,b,c,d; 9; 12 Geography: 3a,b,c,d; KS2: Art: 1a,b; 3a,b; DT: 1a,b,c,d; History: 1a, 4a, 5; English: 1a,b,c,d; 9;12 Geography: 3a,b,c,d,e,f;

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Chapter 7

Sustainability What is a sustainable building?

Topic/subjects: DT, Geography, 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

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All stages (Foundation, KS1, KS2)

All stages (Foundation, KS1, KS2)

Activity: Sustainable Schools

Instructions 1. Encourage the class to think about what sustainability might mean. Discuss recycling and reusing, using local materials and using energy wisely.

Activity: Junk Garden

Instructions 1. Find a space in school that you can make into a garden.

2. Ask pupils to collect old tools, furniture and objects from home and bring them into class. 3. 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. 4. As a class use the locally-found materials and objects to construct a garden. Make planters from old buckets and furniture. Use tools to make sculptures and climbing frames for plants.
Chris Drury, Coppice Cloud Chamber. Stour Valley Arts

2. Some schools, for example Matthew Arnold School in Cumnor usesolar panels to help use energy more efficiently. Many schools and businesses recycle paper and other materials. Often buildings are made from materials that are easily to hand, for example igloos. 3. Can the class think of some ways their school could save energy or use it more efficiently? 4. As a class create a plan for the school to become more sustainable. Maybe the class could interview teachers and parents for ideas. 5. Try and put your ideas into practice!

Equipment: old furniture and household objects, soil, plants

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Foundation

Foundation

Activity: Dig Your Hands in the Dirt!

http://greenbuildingelements.com/2008/09/12/ natural-building-101-building-an-eco-friendlycob-house/ Instructions 1. Discuss the cob building in the image. Cob buildings are made from natural materials that you find right outside your door, such as clay, sand, straw and water.

Activity: Paper Igloo

Instructions 1. Ask each pupil to collect old newspaper at home and find an unwanted small plastic bowl to bring into class. If there arent enough use balloons. 6. Once dry remove the now igloo-shaped forms off the bowls. Cut door shaped holes in the front of each igloo. 7. Now the igloos are ready for pupils to decorate. Equipment: newspaper, glue, bowls/balloons, plastic bags, scissors, paint for decoration

2. As a class make a small cob wall by mixing together clay, straw, sand and water. Once mixed together use hands to mould it into shape. 3. 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. Equipment: clay, sand, straw, water, bucket

2. 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). 3. Cut up the newspaper into small pieces before the activity begins. You could also ask each pupil to tear the paper into pieces. 4. In pre-mixed bowls of water and glue dip the pieces of paper into the mixture and place it onto their upside down bowl. The bowls need to be completely covered and about three layers thick. 5. Once completely covered the bowls will need to dry. This will probably take at least 24 hours.

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KS1

KS2

Activity: Bin there done that!

Instructions 1. Show the class pictures of buildings that use recycled materials, like glass bottles.

Activity: Future Tech

Instructions 1. 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. 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.

2. Ask the class to collect things that go in their recycling bin for one week and bring them into school. The could collect tetra paks, egg boxes, plastic boxes, plastic bottles 3. Construct a wall using these materials. Which materials fit together best? What properties do these materials have? Equipment: junk materials, glue, sellotape, string

2. Can you think up a material that would solve a problem in your school or home? E.g. keep noise out, keep heat in, provide fresh air.

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KS1

Activity: How Buildings Change

Instructions 1. As a class look at old buildings like the Canterbury Heritage Museum and Roman buildings. Some of these buildings are around two thousand years old. 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. Encourage pupils to imagine what buildings used to be like and how they might have changed? 3. 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. Ask pupils to design a future building that will last for a long time. How would pupils design it so it can be changed in the future? Equipment: paper, pencils

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KS2

Activity: Seasonal Buildings

Instructions 1. Look at Lukasz Skapskis work for Stour Valley Arts and other examples. Ask the class, how do these buildings adjust to the seasons?

2. As a class think about the different seasons in England. What sort of qualities of a building do you need for different seasons? 3. 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. Pupils could use tracing paper to layer their drawing and show how it changes through the year 4. The class could make comic strips or an animation to show the buildings changing Equipment: paper, tracing paper, pencils, pens

Lukasz Skapski, Via Lucem Continens. Stour Valley Arts and the artist

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What helpful resources can I find at Stour Valley Arts, Turner Contemporary and Canterbury Museums?
Stour Valley Arts Local materials use Natural materials Recycled stone Lukasz Skapski Via Lucem Continens Everyday Life: School, home, town locality Derek Jarmans Garden Canterbury and Dover/Deal eco buildings Thanet Earth vegetable growing Brian Yales Garden Canterbury district Cathedral and Canterbury Castle both made of imported Caen stone, Cathedral still in use but Castle stone mostly reused in other buildings, 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, health clinic

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Helpful web links:

Books:

Eco-Building techniques and materials http://info.cat.org.uk/ Shigeru Ban paper buildings http://www.shigerubanarchitects.com/SBA_ WORKS/SBA_PAPER/SBA_Paper_index.htm Derek Jarmans Garden http://www.flickr.com/photos/angusf/ sets/656542/ House that follows the sun http://www.impactlab.com/2009/12/06/a-housethat-rotates-to-follow-the-sun/ Accordion house Sweden http://www.inhabitat.com/2008/10/31/theexpandable-accordion-house-in-sweden/ Xicui Entertainment Centre, Beijing, Simone Giostra & Partners http://www.greenpix.org/

9 Stock Orchard Street, London, Sarah Wigglesworth Architects http://www.archinnovations.com/featuredprojects/houses/sarah-wigglesworth-architectsstock-orchard-street/ Shigeru Ban Curtain Wall House http://www.shigerubanarchitects.com/SBA_ WORKS/SBA_HOUSES/SBA_HOUSES_15/SBA_ Houses_15.html http://www.inhabitat.com/2007/05/22/shigeruban-curtain-wall-house/

Made Of, Christiane Sauer, Gestalten. Mentioned in this book: Miele Space Station, 2012 Architeckten (and car shield window) Pallet buildings (reusing materials), sPa(R) architects, Vienna Lucys house (using carpet tiles), Rural Studio WOBO Bottles How Buildings Learn, Stewart Brand, Phoenix Home Work, Lloyd Kahn, Shelter Design Like you Give a Damn, Architecture for Humanity

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Curriculum Links:

Foundation Stage Early Learning Goals: Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and roleplay, movement, designing and making, and a variety of songs and musical instruments. Explore colour, texture, shape, form and space in two or three dimensions. Build and construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary. Select the tools and techniques they need to shape, assemble and join materials they are using Build and construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary

KS1: Art: 1a,b; DT: 1a,b; 2a,b,c,d; Geography: 5a,b; Science: Sc3: 1a,b, Sc1 History: 2b, 4a,b; KS2: DT: 1a,b; Geography: 5a,b; Science: Sc3: 1a,b

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Credits

We are grateful to artist Katy Beinart for the creation of this inspiring and imaginative resource. We are also grateful to enquire for providing the funding that has enabled us to develop both this resource and our collaboration. The enquire programme has been funded jointly by the Department for Culture, Media and Sport, the Department for Education and Arts Council England as part of the Strategic Commissioning Programme for Museum and Gallery Education. The enquire programme is managed by engage and has been developed in association with Arts Council England.

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