2017/2018
ARCHITECTURE IS FUN KIDS: ARCHITECTS TO BE! AN INTRACTIVE APPROACH OF INFORMAL LEARNING CURRICULUM
PC
POWERED BY URBANICS - UFOK E D I T E D B Y: N E D A A H. M A H B O U B
ARCHITECTURE IS FUN KIDS: ARCHITECTS TO BE! AN INTRACTIVE APPROACH OF INFORMAL LEARNING CURRICULUM
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| TABLE OF CONTENT ❖ INTRODUCTION • About URBANICS. . . . . . . . . . . . . .. . . . . . . . . . . . . . . . .. . .. . .06 • UFOK Mission And Vision. . . . . . .. . . . . . . . . . . . . . . . . . . . . 07 • The curriculum focus areas, objectives, and student needs review. . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . 07 ❖ Unit One: Introduction to Architecture • What urban context and built environment • are all about. . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .. . . . . . . 08 • Architectural elements: Classified in terms of: Space- Line- Color- ShapeTexture- form- value. • Elements of Architecture around the Children's neighborhood. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . 12 • Perception of Scale and proportions. .. . . . . . . . . . . . . . . . 15 • Related Exercises to unit 01: Ex01: Open discussion: What are the differences between architecture and urban context. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . .. . . . . . . . . . . . . ... . . . 16 Ex02: Interactive workshop: Where we can find the elements of architecture. . . . . . . . . . . . . . . . . . . . .. . . 20 EX03: External Activity: Tracing your routes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . .24
❖ Unit Two: Urban context- Break Down according to scale- type and location to children's perspectives. • Different types and uses of Buildings and structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . 25 ▪ Agricultural buildings. . . . . . . . . . . .. . . . . . . . . . . . . . 27 ▪ Commercial buildings. . . . . . . . . . . . . . . . . . . . . . . . . .29 ▪ Residential buildings. . .. . . . . . . . . . . . . . . . . . . . . . . .31 3Page |
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▪ Medical buildings. . .. . . . . . . . . . . . . . . .. . . . . . . . . . .33 ▪ Educational buildings. . .. . . . . . . . . . . . . . . . . . . . . . 35 ▪ Government buildings. . .. . . . . . . . . . . . . . . . . . . . . . 37 ▪ Industrial buildings. . .. . . . . . . . . . . . . . . . . . . . . . . . .39 ▪ Religious buildings. . .. . . . . . . . . . . . . . . . .. . . . . . . . .41 Landscape Scales, types and uses. . . . . . . . . . . . . . . . . . . . . 43 Infrastructure and operations. . . . . . . . . . . . . . . . . . . . . . . . . 44 Un-psychical elements in terms of kids' sensations: . . . . . .45 ▪ Sense of hearing: Acoustics. . .. . . . . .. . . .. . .. . . . . . . . . . 47 ▪ Sense of smell: Odor landscape. . .. .. . . .. . . . . . . . . . . . . 49 ▪ Sense of touch: Textures of materials. ... . . . . . . . . . . . . .51 Related Exercises to unit 02: Ex01: Interactive play: build your own Maquette that expresses you! . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 53 Ex02: An accumulative activity: On the previous rout map you did in unit-1; allocate the different buildings uses and pop them out. . . . . . . . .. . . . .. . . . .. . . . .. . . . .. . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 EX03: Group activity: Working in pairs, choose a sense to lead your partner around your area, then switch and discuss it together . . . . . . . . . . . . . . .56
❖ Unit Three: Urban Hierarchy: • Going through the various urban planning scales. • Regional, urban planning, urban design, housing and town planning scales. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 • Related Exercises to unit 03:• Exercise- 01 Brainstorming of what do we mean by urban hierarchy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 ❖ Exercise- 02 Sketch the scales of urban scales using pop out circles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
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❖ Evaluate the quality of your urban design! • Educate the children how to assess their urban environment in terms of architecture. . . . . . . . . . . . . . . . . . 67 • Educate the children how to assess their urban environment in terms of natural resources: . . . . . . . . . . . . . . . . . . . . . . . . .68 ▪ Energy :Energy radiated from the Sun and trapped by green plants is the ultimate source of power for all ecological systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 ▪ Air: How to evaluate the quality of air surrounding our neighborhoods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71 ▪ Water: A 71 percent of the planet is water-covered. However, the paradox of water crisis is getting worse. Educate the children the rationalization of water consumption. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 ▪ Wildlife: Wildlife communities live in a variety of habitats which are increasingly threatened by human activities. 73
❖ Course Feedbacks and Glossaries. • Glossaries of the curriculum technical terms. .. . . . . . . . . . 75 • Students' recommendations and positive actions: This is where children and or students will work to give plans for more caring attitude towards both natural and Built environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 • Suggestions and observations. . . . . . . . . . . . . . . . . . . . . . . . 77 • References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
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| INTRODUCTION ❖ ABOUT URBANICS. URBANICS is a value-driven firm crafting the planning and design of the built environment to be in synergy with nature and culture. Since its inception in 2010, It continues to adopt an integrated planning approach to achieve better livelihoods and sustainable communities. Our highly motivated team assures the delivery of quality services that are a byproduct of a sustainable framework. We are here to serve the people, and the planet . ❖ OUR MISSION To put the built environment in harmony with nature & culture . ❖ OUR VISION URBANICS aspires to offer to the world a platform that bridges academic theory with real life practices. We aim to change current development practices by sustainably integrating local environments and cultures as essential aspects of the development process, rather than pursuing forms of development in which such elements are considered post-planning factors . ❖ WHY URBANICS As the earth’s resources are shrinking and the demand is increasing especially in the countries where population is rising at a rapid rate, the need is to devise solutions that not only provide for improving the physical conditions but also create opportunities and resources for self- contained long-term sustainability. At URBANICS, we look beyond the physical scope of planning and instead use the expertise to find lasting solutions that provide greater ecological balance as well as livelihoods. (01)
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â?– ABOUT UFOK To bring a better future to our residents and preserve our natural resources, we came to the program of UFOK. In Egypt, the concept of EE, Environmental Education is still in its early age. Few initiatives led by individual activist to address the environment and awareness to natural resources. However, rare of them have a sustainable agenda, while the majority lack strategic and holistic approaches in their programs . This is a motive to URBANICS to represent a holistic approach in its environmental manual as its not only about natural environment but also represent the built environment in its best practices according to the natural context. â?– THE CURRICULUM FOCUS AREAS 1- For Early Kinder Garden Children. Through Photos, shapes, drawing and activities including using their natural senses (Nature Alphabet for example)
Rabbit Ears ( Letter V)
Tree roots ( Letter K)
Fiddlehead fern (P)
Wind Below Reed ( Letter E)
2- For primary school students. Giving more information, observations and taking notes. Students going outside frequently to learn, discover, create and celebrate the nature around. 3- For Secondary school student. More good science, Field Trips and camps, collecting data, learn data analysis developing conclusions, solving problems and make a good plan for positive actions. (02)
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| Unit One: Introduction to Architecture ❖ WHAT URBAN CONTEXT AND BUILT ENVIRONMENT ARE ALL ABOUT! There are at least as many definitions of architecture as there are architects or people who comment on the practice of it. While some embrace it as art, others defend architecture’s seminal social responsibility as its most definitive attribute.
© Md Rashed Bhuyan
For an urban architecture, the context is the surrounding environment and its various © Arno Mats Architecture, Mt. pleasant community constructions – physical, excerpt 'Hilltown Identity'. social, economic, ecological, cultural and so on. Within the context the (re-) new work of architecture is supposed to be weaved in an integrated way. The complexity that arises while discussing urban context of architecture is that 8Page |
architecture creates and recreates context through both its ‘closeness’ (architecture as bounded object) and ‘openness’ (architecture as ‘space’ — related to all other spaces). This article, however, will focus mostly on the analysis of open characteristics of architectural spaces, while recognizing its ‘relative closeness’. (03) ❖ ARCHITECTURAL ELEMENTS: Dot: A dot is a mark that is shows the beginning of a work or the end of it. It is the very basic element whereby an art work or a design starts. Nothing will be done without the dots. It’s the basic. Line: A line is a combination of a series of dots that are continuous, with an exact distance in between each dot. They are a number of lines that are all around us, they
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Shape: Shape is the creation when the end of a line meets the start of that line itself. Shape can be just a flat plane that is surrounded by outer line and does not hold any mass. Shape is perceived as an idea of the form or how it looks. Shape is composed in positive and negative shapes.
Form: From the evolution of dot, to lines, and to shape; it evolved from 1 dimension (dot &line) to 2 dimension (shape) and form is the 3 dimensional combination of the previous products.
Texture: Normally we define texture as feel of the surface of an object. Texture is everywhere from every material and object whether it was man-made or natural.
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â?– Elements of Architecture around the Children's neighborhood Surrounded by a various of architectural elements. Children will have a look over the upcoming sketches trying to identify which and where do they find these elements around their area? The upcoming chapters will get more in depth of the landscape and different types of buildings. P.S: It is crucial to see what the first impressions of children's thoughts of architecture are. Then, another session will be given to describe how to breack down the morphology of its buildings.
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â?– Perception of Scale and proportions SCALE: Without consideration of scale, in particular, human scale, our everyday activities would be more difficult. Scale refers to the relationship between two or more objects, one that has a commonly known size. In most cases, the size of objects is compared to our own human scale.
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â?– PROPORTION: Proportion is a word often used interchangeably with scale although there is one subtle difference between the two definitions. While the word scale implies the comparison of objects where the actual size of one object is known, proportion relates to the general size of two objects without information regarding their actual sizes (or scales).
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Similar experiences and suggested activities: During the 2015 school year, fourth-year students of the Ceip Praza de Barcelos primary school in Galicia (Spain) had the opportunity to take an introductory architecture course during school hours, thanks to the initiative of a local project called “Arquitectura Para Niños” or “Architecture for Children”. Session
1:
Shelter.
Animal
and
human
behavior
Session 2: Housing. Territorial and social factors.
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Session 3: Anthropometry. Measure and proportion
Session 4: Scale and basic architectural vocabulary
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Session 5: Tools of the architect: Models and plans
Session 6: Immediate surroundings. Observations
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Session 7: Immediate surroundings.
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â?– Ex01: Open discussion: What are the differences between architecture and urban context
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