Architecture+Unit


 * Ideas for a Project-based Language Learning Unit on Architecture**

Tour an architectural design firm and interview architects who speak the target language.

What are the processes involved in bidding on a project? How do they interview clients to determine needs and constraints of a project? What are the key concepts and principles they try to keep in mind when designing for clients? How do they generate ideas within the firm? How do they prototype ideas? How do they pitch designs to the client? How do they communicate with contractors?

Explore famous architecture from around the world and discuss how well it exemplifies key principles of architectural design. This list might provide some key talking points: http://www.pps.org/reference/failedplacefeat/

Participate in some kind of service learning project where learners interview a community of TL speakers in order to discover space-related challenges or problems they encounter—for example, they might focus on the design of learning spaces for students and teachers in TL communities or immersion schools. They might then explore possible solutions or innovations in learning space design and prepare a list of recommendations to present to school administrators or school board members.

Learners could even interview their own target-language speaking friends, neighbors, or family members about space-related challenges and frustrations, then investigate innovations in architectural design—especially regarding clever uses of space in homes. They could explore possible solutions online (even using simple tools like Pinterest): http://www.buzzfeed.com/peggy/insanely-clever-remodeling-ideas-for-your-new-home#.emErLM4oV

Learners could use free, online design tools like Room Arranger http://www.roomarranger.com/ or Google Sketch-up to generate possible designs. They could work collaboratively in small groups to do some rapid prototyping (think 3-D models made out of shoe boxes or popsicle sticks, for example) that would address those challenges. They could then prepare “pitches” for their “clients” in the TL. Clients could be invited to class to respond to the pitches or to vote on their favorites.

This article might give you some interesting ideas for another type of space-related project that is more photo-based:

Thomas, Suzanne, & Knowles, J. Gary. (2002, Fall). Through the camera lens: Students focused on place in schools. Journal of Critical Inquiry Into Curriculum and Instruction, 4(3), pp. 7-14. - A phenomenal article that uses digital photography, student poetry, and qualitative research methodology to explore how students experience places in their school environments. This article would serve as a wonderful model for other student projects.

Students could attempt to document how architectural design influences people’s experiences in particular places—work, home, community buildings. Learners might interview other students about their experiences in schools, or community members about their experiences in particular buildings within the community. They could then present their findings—perhaps displaying them as an exhibit in the local public library for example, or sharing them with a group of community or business leaders in collaboration with a City Arts Program.

Obviously, there are easy cultural connections to famous, Spanish-speaking architects such as Antonio Gaudí, whose work in the Parque Guell does a beautiful job of exhibiting some of the key principles of effective architectural design. Learners could conduct virtual interviews of target language speakers from Barcelona about their perceptions of Gaudí’s work. They could compare/contrast that with interviews of TL speakers living here in the U.S. and look for cultural differences in perceptions.