Bulb Archived: Williams Prep 2018-2019 : Cotton and Stover (2018-2019 A/R Partners)

A/R P BULB

1. How did you and your teaching partner decide to do this project?

(Please describe the context of your project, this can include influence from previous projects, context of your school, community, etc.):

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Creating a DISC Space at Overton school is an on-going goal and aspiration!

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Initial plan for a photography and music studio.
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Floor plan shows concept has expanded to include an auditorium 

DISC (Design Innovation Study Center) is a research and development project that will be student driven, assisted and supervised by Williams Prep academic and arts/ design teachers.

Students will establish at Overton on site design lab in which students, teachers and individuals from the community will develop concept ideas that will enhance the quality of life for their community and the city at large.

Students and Teachers will run an on-site design production lab where community development ideas can be discussed in a positive environment, directed and assisted by students from Williams Prep High School.

Initially students were to design workshop and exhibition / display area. However, students were more interested in designing their own and different businesses and social service spaces so we went in that direction.

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2. Big Idea: Design and Technology with Social Sciences, Behavioral Science, and Sociology: Affecting change in self and community

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Floor plan view partially shows understanding of palace and plan view eg bird’s eye view, shared walls.. 
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Initial concept list for shelter & services- R.O.T.H. (Roof Over their Heads) Foundation 

3. Inquiry:  

How will participating in a project to design a space for the community affect how students see themselves as creative thinkers, innovative entrepreneurs, and community makers?

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Diagram of area and needs

How will students’ envisioning of a future goal influence their ideas and conception of art, architecture, and agency of self and community?

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A plan for a gym… next:
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Turned into an art gallery!!

In what ways will students evolve as artists, thinkers and innovators by designing and initiating a prototype lab / DISC (Design Innovation Study Center) Space for entrepreneurship and/or social services for public use at Overton, a former public school in their neighborhood?

4. Grade Level:  Grade 10-12

5. Academic Subject(s):

6. Artistic Discipline(s): Architecture & Design 

7. How many years have you worked together as partners?: Over ten

8. Please describe what you did and what you made for this project:

Project Description:

What kinds of opportunities, services, and experiences — business, educational, social, artistic – are needed by students of Williams Prep and the surrounding Bronzeville community? This was the initial question students responded to on route to creating models to initiate DISC (Design Innovation Study Center) in the former Overton Elementary school. Students came up with ideas – both small businesses and social services –and considered the possibilities and the adaptive reuse of two or more classroom spaces. However, students’ ideas quickly expanded beyond the scale of the actual building. Initial drawings and floor plans took into account the functional aspects of design and how to navigate space effectively. The models show further consideration of the design and social dynamics of space, as well as a distinction between the more public areas compared to the more private spaces. For example, the special features needed for an art gallery may initially be seen as quite different from those of a medical clinic, but there may also be similarities. A pizza restaurant needs additional space for an oven that is separate, but can still be seen by the customers. In a perfume company, the marketing personal need office space in which they can see each other as well as private experimental laboratories. Social service agency needs private consultation areas and child care center needs both communal computer stations and a small chapel.

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From Convergence  ( a Goudy friend) 

In navigating the space between individual expression and entrepreneurial innovation, school and community environments, students created experiences that will affect the community and by doing that the community help students to thrive as individuals and be positive advocates for change in their community. This full circle process ,in which students are developing concept design ideas and taking them to the final model design stage,will express their concerns, not only about design, but also about how they hope to live in the future.

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Loan Company idea list
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Pizza plan envisioned with graphic “pizza” design
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Pizza place with triangle tables and an add-on space for pizza oven

9. How did you share your student’s learning process with your school faculty or community?

Teaching Artist Assessment:

How did you assess student arts learning?: (ex. Was it formative or summative? Was it a written, verbal or performative based assessment? Were students provided with teacher or peer feedback? Did you use a rubric or portfolio system? Etc.)

Initial presentations and discussions of ideas, class critique, on going individually conversations, and questionnaire. 

What were the results of the assessment? What did students learn in your class/project?

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While this questionnaire accompanied a presentation in which students further discussed their ideas, in her responses about her perfume company this student shows in her response that she as the CEO  “makes things go smooth” and her response in how her products “gives confidence to people.” To note, in her initial presentation about her perfume company, giving people and the need for confidence was explained as her goal of her business. 
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Her model also showed – with paintings, sculptures, and text art – how art can be expressed and experienced in different forms. Final model, below, had strings going across top as a “track lighting” feature. 
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What did you learn from analyzing the student assessments that informs your Arts teaching practice?

The importance to assess and document that assessment – whether class critique or one on one conversation – to show student learning and progress more conclusively.  For example, to use next project: have students reflect on an open ended like question like  “what is something you think about or know now?” at various stages of the project.  This could potentially underscore how students make their work more complex / detailed, etc. as they learn how to make, use materials, get more ideas whether to be more ‘realistic’ and/or inventive in how they craft their models as they make their models. In other words, attempting to have students assess themselves another process to see how they evolve and thinkers and makers over the course of the project.  Down this would be more in line and reflect Big Idea and Inquiry Questions about students thinking about themselves and future potentials.    

Illinois Arts Learning Standards Addressed:

Core Arts Standards
Scope and Sequence:

IL 25A, 26A

IL25A, 26A

Develop, adjust and evaluate media, techniques and materials to successfully communicate ideas.

IL26B

Explore a variety of media via hands-on experiences, including drawing, painting, mixed media, technology, construction and photography.

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“Vitrine” for sculpture 
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Details — such as store “mirrored” shelves, racks, staggered shelving — illustrate how this student kept pushing and getting new ideas as she continued working her work got  more complicated and complex 

Teacher Assessment:

How did you assess student academic content learning?: (ex. Was it formative or summative? Was it a written, verbal or performative based assessment? Were students provided with teacher or peer feedback? Did you use a rubric or portfolio system? Etc.)

Initial presentations and discussions of ideas, class critique, on going individually conversations, and questionnaire. 

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Initial idea..

On going critiques, art rubric and final questionnaire (above and below rubric) we created together. While the questions were aimed to have students consider their making (and how inventive they were in their designs and details) as well as thinking about their future (5, 10, 50 year vision) presentations, critique,  and individually discussions as well as the models themselves, were better indicators of what students learned / gained form the project.  

And rubric:

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What were the results of the assessment? What did students learn in your class/project?

This assessment (questionnaire) did not reflect student learning and thinking. The models and students explaining and making their models better exemplify student thinking. However, stages of the project (drawings, plans, models) show understanding of design and plan vs elevation. 

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Perfume Company with CEO office, marketing department and laboratory areas
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Marketing offices with window views to adjacent offices 

Standards Addressed: (Common Core, Next Generation Science, SEL, Etc.): 

Next Generation Science Standards

HS. Engineering Design

HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

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Many floor plans did not show understanding of “plan view” (eg shared walls and bird’s eye view) however 3D models showed understanding 

HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

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