Building A Future: Mapping, Molding and Measuring Educational Success Through Architecture
by Kristi de Bonville and Lucas Gray
A scale model of the neighborhood east of Berlin's iconic TV tower was recently conceived by the Year 1 class at Berlin Kids International School (BKIS). Doused in vibrant colors and with new buildings sprouting from the children's imagination, this model represents the dreams of our future architects, designers, and politicians. The Junior Architects Project conceived by Jessica Waldera, founder of Kleine Baumeister in collaboration with the AEDES Junior Campus Workshop was a unique opportunity for 6 and 7 year olds to engage their built environment. The ultimate goal was to build a 3D model of the school and it's surroundings; in the process they achieved much more. This was truly a cross curricular project, where the children applied math skills, had geography lessons, discovered the science of mixing colors, and learned valuable lessons in team work.
The Architecture Forum AEDES is uniquely focused on exposing architecture and urban design through the local and global community. This international association, who runs a gallery and holds workshops for university students, generously donated their facilities and supplies for the children to engage in the creative rethinking of their school's neighborhood.
This project was the culmination of a larger “building” theme at school, where the children at BKIS had been learning about iconic structures around the world, including Berlin, and the elements of architectural design. Equipped with basic knowledge of construction materials, structure and building features, they were eager to apply their junior architectural skills. This exploration into the world of design began with the children analyzing various chairs around the school and discussing their peculiarities and purpose. Using these observational techniques, they embarked on a local scavenger hunt where they photographed their environment, sketched buildings, counted windows, measured car lengths, read street names, took note of colors, shapes and sizes, and democratically decided how to spend 3€ on a sweet treat for 9 people.
Next the students were given maps of the city, the country and the continent, which they intently and industriously examined. With the help of their teachers and a street index, they found their homes on a large map of Berlin and marked it with a pin and ribbon measuring the distance to BKIS. Surrounding this chart, which is now a permanent fixture in the classroom, are drawings of the students' homes and their own visionary portrayals indicating their route to and from school. This taught not only map reading skills but also gave the children an understanding of context in relation to the urban environment.
This led up to 3 intensive days at the AEDES campus, where the children were able to explore the current exhibit and make use of the studio space. Working mostly at stations and in small groups, the tasks were laid out in a fashion that allowed the children to work freely and at their own pace. On one large table was an enlarged scale map of the area surrounding Berlin Kids International School. Here each child used tracing paper to contour an existing building they wanted to model. They took this outline, cut it out and pinned it to a piece of polystyrene which they then took to the hot wire cutter - the most exciting part of the process. At this station, which was the only one constantly monitored by an adult, the children used the tool to carve out their building, sometimes doing it twice in order to more accurately represent the scale of their structure.
The next step was coloring their replicas. Some children used pictures that they had taken earlier in the week to guide them in painting a semi accurate representation but most of them just adorned their models in a color they thought to be appropriate with the attitude that “anyone can leave a building white, only we can make it colorful”. As adults and educators, we had to step back and suspend our conventional preconceptions, allowing the children to be masters of their design.
Finally, paper roads were painted, polystyrene trees were planted and water fountains were given life on the model. The climax of the week was a vernissage of sorts in which reporters, parents and peers were present to bask in the children's vision of our future metropolis. The students presented the result of their hard work - including the older classes who created a newspaper of the project, documenting interviews they conducted as well as stories and poems inspired by architecture and the city. The finished model will now be permanently displayed at BKIS.
Normally children do not find themselves in a workspace containing pristine white walls, high ceilings and designer chairs, so all tolled their conduct in such circumstances was very commendable. They worked with professionalism, pride and proficiency, and despite longer than normal work days, were cheerful and energetic as always. It was amazing to watch the children concentrate so hard when given the responsibility to use the wire cutter or discuss how best to represent their neighborhood.
The significance of a project like this should not be underestimated. The children were able to apply what they learn in the classroom to something very real. They understood why they need to measure or count, why communicating ideas is so valuable and how vital team work is. Moreover, they were able to apply their own special skills and expertise, that do not necessarily emerge in the classroom. The theory of multiple intelligence is truly applied in an activity like this and highlights the advantage of project-based learning in schools. It also gave the students an opportunity to express their creative sides and comment on the state of our built environment. Often architects and elected officials get it into their heads that they know what the best vision for a city is. When offered the opportunity this class of first graders completely re-imagined the city in which they live and gave it a vibrancy lacking in so many cities today.
A scale model of the neighborhood east of Berlin's iconic TV tower was recently conceived by the Year 1 class at Berlin Kids International School (BKIS). Doused in vibrant colors and with new buildings sprouting from the children's imagination, this model represents the dreams of our future architects, designers, and politicians. The Junior Architects Project conceived by Jessica Waldera, founder of Kleine Baumeister in collaboration with the AEDES Junior Campus Workshop was a unique opportunity for 6 and 7 year olds to engage their built environment. The ultimate goal was to build a 3D model of the school and it's surroundings; in the process they achieved much more. This was truly a cross curricular project, where the children applied math skills, had geography lessons, discovered the science of mixing colors, and learned valuable lessons in team work.The Architecture Forum AEDES is uniquely focused on exposing architecture and urban design through the local and global community. This international association, who runs a gallery and holds workshops for university students, generously donated their facilities and supplies for the children to engage in the creative rethinking of their school's neighborhood.
This project was the culmination of a larger “building” theme at school, where the children at BKIS had been learning about iconic structures around the world, including Berlin, and the elements of architectural design. Equipped with basic knowledge of construction materials, structure and building features, they were eager to apply their junior architectural skills. This exploration into the world of design began with the children analyzing various chairs around the school and discussing their peculiarities and purpose. Using these observational techniques, they embarked on a local scavenger hunt where they photographed their environment, sketched buildings, counted windows, measured car lengths, read street names, took note of colors, shapes and sizes, and democratically decided how to spend 3€ on a sweet treat for 9 people.Next the students were given maps of the city, the country and the continent, which they intently and industriously examined. With the help of their teachers and a street index, they found their homes on a large map of Berlin and marked it with a pin and ribbon measuring the distance to BKIS. Surrounding this chart, which is now a permanent fixture in the classroom, are drawings of the students' homes and their own visionary portrayals indicating their route to and from school. This taught not only map reading skills but also gave the children an understanding of context in relation to the urban environment.
This led up to 3 intensive days at the AEDES campus, where the children were able to explore the current exhibit and make use of the studio space. Working mostly at stations and in small groups, the tasks were laid out in a fashion that allowed the children to work freely and at their own pace. On one large table was an enlarged scale map of the area surrounding Berlin Kids International School. Here each child used tracing paper to contour an existing building they wanted to model. They took this outline, cut it out and pinned it to a piece of polystyrene which they then took to the hot wire cutter - the most exciting part of the process. At this station, which was the only one constantly monitored by an adult, the children used the tool to carve out their building, sometimes doing it twice in order to more accurately represent the scale of their structure.The next step was coloring their replicas. Some children used pictures that they had taken earlier in the week to guide them in painting a semi accurate representation but most of them just adorned their models in a color they thought to be appropriate with the attitude that “anyone can leave a building white, only we can make it colorful”. As adults and educators, we had to step back and suspend our conventional preconceptions, allowing the children to be masters of their design.
Normally children do not find themselves in a workspace containing pristine white walls, high ceilings and designer chairs, so all tolled their conduct in such circumstances was very commendable. They worked with professionalism, pride and proficiency, and despite longer than normal work days, were cheerful and energetic as always. It was amazing to watch the children concentrate so hard when given the responsibility to use the wire cutter or discuss how best to represent their neighborhood.
The significance of a project like this should not be underestimated. The children were able to apply what they learn in the classroom to something very real. They understood why they need to measure or count, why communicating ideas is so valuable and how vital team work is. Moreover, they were able to apply their own special skills and expertise, that do not necessarily emerge in the classroom. The theory of multiple intelligence is truly applied in an activity like this and highlights the advantage of project-based learning in schools. It also gave the students an opportunity to express their creative sides and comment on the state of our built environment. Often architects and elected officials get it into their heads that they know what the best vision for a city is. When offered the opportunity this class of first graders completely re-imagined the city in which they live and gave it a vibrancy lacking in so many cities today.
