Snapshots of the 2009 Spacewise program at Strathfield South High School and Manly Selective Campus,

Northern Beaches Secondary College.

NSW Architects Registration Board

Learning experience

Exploring and defining the brief

What is a public space?Overview of the design task

Understanding the local neighbourhood Memory map of the way to school - building a ‘big’ picture of our neighbourhoodDocumenting features of the neighbourhood

Our neighbourhood as a unique and changing place Comparing the local built environment with built environments in other places

Adopting a public space in our neighbourhood Unpacking the task Developing a team brief

Generating and developing ideas

Working in design teams Exploring the adopted space - local safari to the adopted space

Modelling the existing space Purpose and use of modelsProducing models

Issues – the good, the bad and the ugly Analysing how well the adopted space meets the needs of usersIdentification of a focus for team design activity

Developing ideas for a re-designed space Development of ideas to improve the space for usersRequirements of development proposals

Producing solutions Producing a development proposal Working in teams to prepare a development proposal

Making a public presentation

Reflection and final evaluation

Spacewise – a teaching and learning program

What is a public space?

Teacher notes: There was heated debate on Rookwood Cemetery recently opening a café on the grounds. Students had differing opinions as to whether this was acceptable.They also had different experiences of attending funerals and, when and where you should eat after a funeral.

Understanding the local neighbourhood

Memory map of the way to school - building a ‘big’ picture of our neighbourhood

Teaching materials showing the use of ‘layback elevations’ to record streetscapes

Teacher notes: I wanted the class to understand some of the reasons why places and spaces are so different. We discussed the importance of climate and culture.

Teacher notes: I contacted Strathfield Council and collected information on our area. A heritage officer did research on our behalf of the streets included in our walk, including when the homes were built and significant landmarks which are no longer there.

Understanding the local neighbourhood

Adopting a public space in our neighbourhood

Students: “On our local safari we drew the space and took photographs of everything around it. We argued about ‘the good, the bad and the ugly’ and we asked neighbours what uses they made of the area.”“A shop keeper talked about how things had changed over time.”

Teacher notes: Equipment taken on the walk included clip boards, worksheets, cameras and tape measures. An area was selected to record and assess and students were assigned to take photographs, sketch details and elevations of existing buildings, draw plans and pace out areas.

Working in design teams to explore the adopted space

Students: “We took rubbings of different surfaces and I learnt what texture meant.”

Students: “We looked at surfaces and detail and took photos of them.”

Features of the space at Manly Beach• parking area with spaces allocated for motor bikes•mature iconic pine trees•public access to the beach•drainage pipe through to the ocean•grass strip for picnics and other activities•bike/walking track.

Working in design teams to explore the adopted space

Student: “We needed a good record of our space. We joined our photos together and traced over them.

We used the tracing to work out the changes we wanted to make.”

Developing ideas for a re-designed space

Student: “Looked everywhere for ideas and we noticed things we had never seen before. We talked about ideas that were useful. The teacher showed us interesting things that other people had done.”

Developing ideas for a re-designed space Students: “The old building on Pittwater Rd opposite Warringah Mall is an eyesore. The land in front of the building is not used for anything.”

“We thought about the needs of people who go to the area and there is nothing for kids to do while the adults go shopping. “

“We started with the idea of somewhere for kids to meet and do the things they like.”

Developing ideas for a re-designed space

Developing ideas for a re-designed space

Student: “We evaluated the ideas using the three S’s: sociability, suitability and sustainability.”

WATER TANK

SOLAR PANEL

Initial ideas for an improved public area on Manly Beach

• long, low greenhouse supplied with solar energy and tank water•renovated toilet block using recycled water and solar energy•more bubblers, bike racks, bins and barbeques•an undercover area for protection from the sun•extend the park so it is more accessible to older kids•bus stop at the intersection •move historical murals to another building.

Developing ideas for a re-designed space Teacher notes: Students selected a design activity they were interested in and these included designing a fountain for the Chain of Ponds, a playground, a graffiti wall for the park, shelter and seating, an outdoor cafe in the abandoned shop, a new sign for the park, a half basketball court, a multicultural sculpture and landscaping.

This was the most successful stage, with the majority of students engaged with their individual projects, some wanting to come at recess and lunch to work on their section.

Teacher notes: All students enjoyed designing structures and spaces using a CAD program (SketchUp or Home Design Studio). Students were able to create plans and perspectives instantly which kept them engaged for a number of lessons. Most students were able to relate the program to computer games they had played beforehand.

Developing ideas for a re-designed space

Producing a development proposal

Students: “It was good to use SketchUp for our proposal. We could see our convention centre from all different directions.”

“The people we showed understood exactly how the building looked.”

Teacher notes: We talked about how models can be produced for different purposes. While most of the students developed their ideas using drawings, they were better able to see proportions and relationships as they built a physical model.

In future I will do modelling at an earlier stage when they are working out these relationships.

Students: “We loved making the model.““Liam gives it the two trees up!”

Modelling the space

Group PMI

Positives – The Spacewise Program was a great project because it tested our creativity, model making skills, technology skills and presentation skills. This project was fun but challenging. The whole class gave it a go.

Negatives – A negative from the program is that some people from our own group can let the team down. Another was the planning at the beginning and the historian work was very pointless as we really didn’t use the information in the end.

Improvements – The Spacewise program could improve by giving us more time and less planning. More materials for model making would also have helped.

Reflection and final evaluation

Teacher notes: The creation of the A3 folder recording the class work became very important to the students and was often referred to during class. Through the folder students took ownership of the project and could see the development of their work.

At the end of term I had students from other Yr 8 classes volunteering to help on the project. The first week of Term 1 2010 two students, who are now in Yr 9, wanted to come to finish the model during their other classes. The model was incomplete at the end of Wk 13 but we do plan on finishing it and displaying it.

Student: “The best part of the Spacewise program was that we got to use our imagination and design a great public space.”

The final say .......................