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It
is all about team work
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Math
students who helped calculate the size of the patio
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Some
original and some new members of the team learn how to create a model
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There
are many ways to calculate the curve of the patio and we invited math
students to enter the process to help us with this challenge.
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The How to Create a School Sculpture Garden Manual
7. TEAM DEVELOPMENT
From the beginning we decided that our students should design the garden. If you choose to do the same, the following information may prove useful. Our first step was to identify participating staff and students. We have both an Architectural design program as well as a Sculpture class as part of the Hamilton Township Program of Study. We invited our Architecture teacher, Scott Innocenzi, to be part of the project. Scott selected his third- and fourth-year students to participate in the design process. The Sculpture class and some students in our Honors Art Studio program rounded out the student participants. Their art teacher, Kathy Catanese, was also brought on board.
We wanted to include into the process as many design teams as possible. Students from each of the two disciplines, Visual Art and Architecture, formed co-operative learning teams, with each team member sharing equal responsibility for the development of an original design. A Unit Plan for Creating a School Sculpture Garden followed that introduced the teams to the design process and guided them through it. We suggest that you thoroughly study the approach each of these divergent student groups will bring to the project and provide as much insight as possible into the processes and focus of each group. Our analysis of the effectiveness of our teams indicated that the visual art students worked from a position of limitless imagination with little concern for size and scale. They saw the space as a blank canvas with inexhaustible boundaries. The architecture students were very concerned about scale, proportion, and precision. While both of these approaches of both art and architecture are valid and necessary to create an exciting space, the divergent positions can present challenges for both groups of students. In order to avoid confusion, take time to thoroughly initiate students to the approach and experience level of each group of participants. For example it is very tedious and exacting work to create architectural plans that are in correct proportion and scale, whether drawn by hand or computer. All participants need to be exposed to the process to better understand its intricacies. Careful planning and thorough discussion within the team, will prevent the architectural drawing students from making many changes.
We suggest teams have no more than six to eight students from each discipline. Rules should be established in the beginning for all team members using a Cooperative Learning approach with a strong emphasis on learning how to disagree peacefully.
A second approach to the development of a design would be to have the sculpture team members role-play the client with the architecture students taking on the responsibility of creating the program delineated by the student clients. This approach encourages creative input from the client while giving the architectural designer the challenge to turn the ideas into useful plans. This approach maximizes career awareness. Both approaches can work successfully.
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