Architecture in the Environment: A Technology-Centered Model for Priomary, Secondary & Post-Secondary Educational Partnership (1995)
article⁄Architecture in the Environment: A Technology-Centered Model for Priomary, Secondary & Post-Secondary Educational Partnership (1995)
abstract⁄Societal appreciation of architecture, the environment and the role of design planning professionals should begin early in the educational stream. Working from this premise, a model was developed which relied on a combination of learning strategies Cognitive, Psychomotor and Affective. The project’s primary goal was to build knowledge of architecture and the environment in K12 children, with particular emphasis on primary levels. More specifically, the ARCH was selected thematically as a strong architectonic element through which to promote a better connection with and responsibility for the environment. The educational experience comprised three sequential forms visual history of the ARCH, physical construction using foam blocks, and finally ‘construction’ in the computer using a multimedia interactive threedimensionally focused program. Pedagogically the sequencing provided explanation and context, built awareness through making, and finally reinforced the lessons of the previous steps while highlighting the potential of information technology. To deliver the curriculum an installation was built at a local museum, with primary grade children arriving on field trips. Architecture faculty and students designed the curriculum and installation, including the computer modules. Secondary school students were trained, with the intention that they would in turn educate primary school students at the installation. In disseminating knowledge downwards through the various educational levels, awareness was promoted concerning the architects role, architectural elements, and the broader built environment. Using the ARCH as the theme, realization of the interconnectedness of the environment was advanced. Through linking and learning, participants came to better understand the value of their individual contributions and the critical need for collaboration.
