MY CLASS AT THE BIENNALE
GOAL & METHOD
GOAL#3 COOPERATIVE LEARNING APPROACHES
METHOD#2: project work
Advised Age Group
Multimedia device and BYOD policy, meter, graphic sw, tools for surveying; long term design, acquaintance with rubrics.
Reserve a period of 10 weeks for this activity. The result is a graphic design for the regeneration of an area in the town, to be presented in a contest within a public event/exhibition/fair (in the described activity, the Architecture Biennale).
The activity addresses the following cross competencies: communication, critical thinking, entrepreneurship, collaboration, curiosity creativity, and empathy.
Stage 1 – 4h: brainstorming
Let learners share ideas and areas in the town by using pictures from Google Earth and/or others taken by learners during an inspection walk.
Stage 2 – 4h: inspection
Organise an inspection to the chosen site. Allow learners to analyse its problems with digital cameras (or smartphones), meter, interviews.
Stage 3 – 2h: meet an expert
Set an explanatory meeting with an architect regarding the themes that need to be developed and participation in the contest. Choose motivational videos and pictures of realised projects about environmental sustainability and urban regeneration and present them to learners.
Stage 4 – 4h: dual perspective analysis
Divide learners in groups of four to analyse the area of the intervention from different "dual" perspectives, such as: pollution-sustainability, boredom-fun, distance-closeness, efficiency- inefficiency, fear-tranquillity, inequality-equality, calm-chaos, waste-saving, beauty-ugliness, mediocrity-excellence. Have them use images, texts, information from citizens through interviews.
Stage 5 – 8h: exploration of the contest’s themes
Organise a visit to the Architecture Biennale in Venice with focus on the themes for the contest. Have learners take pictures and notes.
Stage 6 – 10h: graphic design
Divide learners in three work groups with the task to realise some graphic designs, together with a final report, to be presented at the final contest. The three groups are divided by the themes required by the jury of the contest: “Context and Issues”, “Working Diary” and “Proposal/action”. All of this has to be presented with a report on the work done. Materials used at this stage are pictures, graphic software, land analysis tools, town construction documents and air views of the chosen site.
Stage 7 – 2h: presentation and ceremony
Have learners present their graphic design and organise a prize ceremony.
Tool: cross competencies assessment rubric, which should be shared with learners beforehand, is provided in the Appendix, pag. 130 of the Teacher Kit.
A complex activity such as the one described keeps together a motivating goal, an articulated work with the help of a professional and a high level of cooperation among learners; therefore, it is going to have a deep impact on the school year by providing useful evidence of the deployment of many
The cross competencies whose development is possible to evaluate with this activity are: to communicate; critical thinking (in learning to learn); initiative and entrepreneurship; collaboration, curiosity and empathy; creativity (in learning to learn).