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April 25th, 2007

I went to Culver City High School to pin up students' work in the multi-purpose room. Melanie, Unique, and Zoe came to help me out. After pinning up one set, things were easier and got carried on really fast, ended up with only a couple of groups' work to be pinned up later on.


April 26th, 2007

Today was the day of the culmination! Two people from HOK, Andrew Huang and Sarah, one person from CCUSD, Patty Krause, and Amy came in as the jurors. Kristine prepared a cake for all of us. Students were all there. We started out with explaining what the class was about, little thank you speech from Brianna, Paul, and one more student(can't remember). All the drawings - the cognitive map of the existing condition, cognitive map of the future condition with the enhancer in the area, and sketches of the enhancer - were all up on the walls and models were put in front of the drawings. Each group came to the front to present their project to the jury and received feedback from the jury. I was very pleasantly surprised with how well my students were prepared with their presentation and with some details of the projects in the process that I wasn't told. Andrea, Jesse, Allie, and Charles' group had went out to several other play areas to study what play areas were like in general and what they could do architecturally to provide a better/different one in their area. I wish students were more involved in the discussion, but it was great to hear that they learned a lot from this class.

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April 19th, 2007

As this is the week before the culmination, we began drawing cognitive map with the enhancer in the site. It will be a nice contrast to see when the cognitive map that depicts the existing site condition and the map that presents the possible outcome after the enhancer placement are next to one another. Today was another day for desk crits group by group. They are used to it now:) I was glad to see the finished projects. I gave them a list of things to talk about when they are presenting to the jury next week. We are having a couple of people from HOK, for sponsoring us, and one person from Culver City High School. I hope all goes well.

w10

March 27th, 2007

Students are very hard at work. I spent most of my time with Uvaldo's group, so they would try to divide up the work. While Uvaldo works on the structural part of the monorail, Javier and Syvina could work on site model. Madi should find something to do. He seemed to be motivated when he was drawing the cognitive map, but when the class shifted to model making session, he has finding it hard to get himself to work on anything. Froilan, Kenny, Evan, and James are catching up. Kenny has been trying to wet the basswood to bend it, but it didn't work out very well. I suggested that he should try using foamcore instead since basswood wasn't easy for him, but he's planning to use plastic waffle sheet. Students are learning which material is good for certain kinds of adhesives; zap for plastics, sobo and tacky glue for foamcores and basswoods. Brianna and Melaney has been creative with their basswood sticks, coloring the sticks to make it look more like greenery. I hope they work it out to show density of the green that sometimes it works as a wall, but sometimes it could be sparse enough to be seen through.


March 28th, 2007

Material shopping is fun when I find what I want.. preferably all at one store, parking spot would be a very basic requirement. I made two rounds at West LA Graphaids and couldn't find a decent parking spot, so I went all the way to the Culver City Graphaids.

Today was another usual day of model making. I asked students if they have a goal for today and if they know they are on track to finish the project before spring break, and they seemed confident with their pace. They know they won't be working on this project over the break. Froilan, Kenny, Evan, and James are catching up. James is mainly helping out Froi, because he broke his left arm several weeks ago. Kristine was happy with the general atmosphere of the class because in previous group projects, it was mostly one or two people working on the project and rest of the people just hanging around, and in this one, everyone is motivated to participate.

At the end of the class, I asked them to start cleaning up several minutes earlier than usual to make a short announcement since I was not coming back till April 19th, after their spring break. I told them to push to finish it before they take off for spring break. After they come back, they are going to be drawing another set of cognitive map responding to their enhancer. In the week after, they need to prepare themselves to present their work in the multi-purpose room, so they wouldn't have much time to work on the model after the break. I also asked them to review the reading materials that I handed out over the break just to remind themselves what had been brought up during the course.

w9

March 20th, 2007

I had another shadowing day. This time, it was Shawn's second visit to UCLA, and Paul's first. I picked them at the Culver City High School in the morning. I showed them around the school, the hallway exhibition, alumni exhibition, 1st-year's studio final review, and Thom Mayne's research studio review. We had a chance to meet Amy at her office briefly after lunch before going in to see the Mayne studio review. They sure experienced how harsh the critics were at the 1st-years review, harsh yet constructive and helpful. Mayne studio was dealing with things at urban scale, so it was interesting for Paul to relate it with the class that I have been teaching in terms of looking at cities. It seemed to be more helpful for them to understand what happens in architecture school through observing studio reviews, because it was more hands on things with drawings, models, and presentation. The previous shadowing day which had Shawn sit in one of my critical studies class was a bit too much for him to grasp. We learn as we go.

March 21st, 2007

I thought I'd go in more than once for this week and next week since I had my studio final review this past Monday. Students seemed to be more on track than before, emotionally and physically with modeling. I felt so bad to realize that I forgot to bring in green plastic sheet that Allison and Jennifer asked last week so they could make trees. Allison and Veronica had been actually drawing out the plan of their landscape for their garden next to the library. I was fascinated to see how close it was to architectural sketches. More is to come. I helped Andrea and Charles with modeling cone shaped piece. From my experience from showing them how to draw plans, sections, and elevations, I find it effective to just demonstrate for once. I wonder if there's a modeling clips in youtube..


March 22nd, 2007

It was a long drive jumping from stores to stores to get the materials. Two plastic stores and Blick Art Store for extra plastic sheets and Sobo glue.

Amy came to observe me teaching. I hope she understands the way the class is run.
Uvaldo's group troubles me, because they aren't working as a group. Their group is led by Uvaldo, and everyone pretty much just watches him doing models. I wish they would be more cooperative and try to find something to do to help Uvaldo. He was troubled with working with scale, but at the end of the class, I think he finally understood it. Maybe it's that moment that you fall for.. when your student is in that 'ah-hah' moment after realizing/understanding something.

Grace's group has been great with modeling, but it reminded me that I should have gone over the sections with them a little more carefully. Their project would have been better through section studies. However, once again, this is their first time being introduced to architecture. It happens in Paul's group as well, but Paul has been trying to do something different, against homogeneity in terms of materials. I think it helps them to see me more than once a week. I feel closer to them in the same way.

w8

We had a modeling session today. I taught them what plan, elevation, and section are, how they are drawn, and how they can be used to model. It was my mistake to just assume that they would somehow do the model, get started, and learn as they go. The short modeling demonstration seemed to be helpful for the students. They were much more comfortable with handling the material and started(!) cutting and attaching. We also went over how to use the scale, how to measure 1'0"=1/64" map and turn it into 1/8" or 1/4" scale.

Group1: Andrea, Jesse, Charles, Allie - Veteran's Park play area. Lighting and landscape of play area. Andrea, who is the leader of the group has been absent for a while, so the team seemed to be lost, but hopefully Charles and Jesse will work it out.
Group2: Hye, Cooper, Edi, Paul - Venice~Washington on Sepulveda. Parking structure+Park. It looked like Paul was in charge of the project. I wished they'd experiment more, but it's heading towards generic form. They pretty much just started modeling, so we'll see next week.
Group3: Jennifer, Allison, Veronica, Rosu - Overland and La Ballona Creek. Landscape connecting the library and creek. This group will be working at 1'0" = 1/4" scale. I need to get green transparent sheets for them to make trees.
Group4: Phillip, Grace, Breana, Melony - Culver Center. Increase public area for people to gather around. They started working on their model. They need basswood sticks.
Group5: Uvaldo, Madi, Javier - Downtown Culver City. Monorail and airwalk. I asked them to do some research on monorails, but I don't think they did that. I was surprised by Uvaldo's catch on craft. Madi and Javier should help him model rather than relying on him.
Group6: Froi, Kenny, Jason, Evan - Shade area for skaters. They are trying to figure out the section drawings for their project.

w7

Today I introduced them to modeling materials. I bought them yesterday at Graphaids and left them in my car till I reached the school. I had Noel(plans to become a car designer) assist me with moving the materials. I spread all the materials on the table, prepared a sequence for the day, then talked to Kristine about having a second shadowing day so Paul can come visit UCLA. On March 21st, there's a couple of interesting final reviews, it'll be good.
After I introduced the materials to the students, we had group desk crits. Below is the note from today's crit.
Group1: Andrea, Jesse, Charles, Allie - Veteran's Park play area. Lighting and landscape of play area
Group2: Hye, Cooper, Edi, Paul - Venice~Washington on Sepulveda. Parking structure+Park
Group3: Jennifer, Allison, Veronica, Rosu - Overland and La Ballona Creek. Landscape connecting the library and creek.
Group4: Phillip, Grace, Breana, Melony - Culver Center. Increase public area for people to gather around.
Group5: Uvaldo, Madi, Javier - Downtown Culver City. Monorail and airwalk.
Group6: Froi, Kenny, Jason, Evan - Shade area for skaters.
We didn't have time to start modeling today, but Kristine is planning to have them start tomorrow. If they need anything more, I'd get it for them on the coming Monday if possible.

w6

We had a midreview today. There were comments that students wanted to know what they are going to be producing as a final outcome and some still didin't understand the use of cognitive mapping. So I gathered up some more examples and reading materials for my students. I know we weren't told to give out lesson plans to students, but since it has historical/cultural background part, it should be helpful for students to read ahead if they want to and let them plan ahead. There were some questions and answers going back and forth and they seemed to be excited about starting models. We went over modeling materials and methods a little bit, but I think I should do a demonstration session and teach them how to model so that their model represents their concept 200%. I feel much better as the weeks go by. Students are getting used to having me once a week, they are much more comfortable with me, and feels easier in approaching me to ask questions or for clarification on some parts in the packet. I have to find Auto CAD or PDF maps for them to use to model with scale. By Friday, I should get a list of materials they would like to use, so I can get them something to work with next Thursday. I'm trying to have the maps ready for them with foamcore to have it as a model base on Monday. I guess that means ultra-busy weekend ahead.

w5

We had a field trip today. I met the Ms.Hatanaka and the students at the Cathedral of Our Lady of the Angels, then passed by the Disney Concert Hall, then went to see 'Skin and Bones' exhibition at MOCA.

At the cathedral, we got to look around the cathedral. Some students asked me questions regarding the architecture and I was more than happy to answer them. The field trip was great for me too, because I had a chance to look at some things that I missed from the last time I've been there. Ms.Hatanaka was surprised at students' behavior in the cathedral. They were always in groups, quiet, and everything unlike the vibrant highschool students. I think it was the rain and the early morning thing that they weren't awake yet.

At MOCA, we were lead by MOCA guides who were to explain a few pieces and do little activities with us. Sadly our guide touched on 'very' few projects and she was practically avoiding architecture works. I think she had fashion background. Personally, I wished she had some kind of an outline that she doesn't have to run out of time by just doing three or four pieces. Not everything can be perfect, but still.. Students were excited with all the architecture models at the exhibition. I hope they got a chance to bounce the topics introduced in the exhibition and their class project back and forth.

Aside from all, there were some things that were different from the field trips I've been to.. that there were no printed out plans. I wish there had been a schedule and a write-up that explained the purpose of the field trip. Or is it better to let them just go and feel it? To me, it's the more you know, the better you understand the works. I don't know, it felt so unplanned. I received the reminder e-mail this morning and that was when I found out that I had to be at there by 10AM. I didn't even know who to call if I couldn't find them. Some things to think about..

w4

The art teachers were having a casual lunch meeting today. They were talking about how some people don't expect artists to get paid 'a lot.' Apparently some student's parents asked my teacher to do an exhibition in August, this year, that is. It is not like artists are always ready. We put a lot of time and effort into our work. It is an enjoyable process overall, but it is stressful. In other words, it's not like we can produce something right at this moment "scribble in the air" and hang it up. In film teacher's case, they asked them to film a documentary of the Vet Park. He asked a couple of his students to work on it and send it over. The people who asked for it took the tape and never paid them.

Last year when I was applying for summer internship, there was one firm that they would like to have me, but they would only be able to pay me for lunches. They were in New York, I was in Los Angeles. They weren't paying for my plane tickets, it wasn't like they were going to pay for all the expenses for staying in New York. I had other offers coming in, so I asked my friend at work what she would do, and she said, "Nothing is free."

Going back to the class, I think the students are getting used to desk crits, which is good. Some of the students didn't go out to the site last week, but this time, it seemed like they did. There is no way to put information on the map without visiting the site in person. I started with the group I met the last in last week's session. If students were still working on their maps, I told them to keep working on it and I'd come back after meeting with other groups. While I was meeting with a group, the other groups were to start thinking about what they would do for their area to make improvement or make it more attractive. For the next meeting, I asked them to have a measurable site map and idea sketches for their future project.

Next week, we are going on a field trip to MOCA to see the Skin and Bones exhibition. Kristine asked me to chaperone ten students. She was having a hard time finding parents who would volunteer to chaperone. MOCA's program goes for about an hour. We'll be also looking at the Disney Concert Hall and Moneo's Cathedral. It'll be a good experience for the students to look at material and space to reference for their future project.

w0-w3

Week 0. Observation (January 11, 2007)

I arrived at CCHS an hour before the class started to discuss the lesson plan with Ms.Hatanaka and to go over paper works that I had to submit to school officials. I revised my lesson plan to gear toward cognitive mapping the Culver City instead of limiting the playground to the school although it would be interesting to do some projects on site. We, Ms.Hatanaka and I, went over the lesson plans for week1, 2, and 3 together. After that she told me about a student who had autism, but assured me that generally he is a very good student and has no problem doing the assigned work in class.

Since they had been working on designing a shelter in groups, she had the students to prepare a group presentation. It was great to see their perception of architecture. Some people already had some languages related to architecture, which surprised me. Another good aspect of the group presentation was that it was helpful for me to learn their names, how each person participated in group work, and how they felt about the group work process itself.

Week1. Introduction (January 18, 2007)

Again I arrived at school an hour prior to class time, just in case of any technological difficulties that may come up. When I got there at 11:30(class begins a little bit after 12:30), Ms.Hatanaka did have the projector ready, but the computer wasn't. She had expected me to bring in a laptop, but I thought I'd use the school computer. Luckily we got in touch with the film teacher and he had a computer on a cart, let us use it for the fifth period. We were all set about ten minutes before class started.

Students were great. I think I spent a little too long on self-introduction, because it had some Korean traditional architecture, Korean contemporary architecture, and my past works. We had a few minutes to answer questions, and I think that took away the time we could have used for cognitive map drawing time and discussion time. It will be better next class since the concept of cognitive mapping was introduced, and my self introduction is a one-time thing.

I collected students' works after class, and there were difference between middle school students and high school students. High school students were far more sophisticated and/or detailed at their work. I wish they had more time to work on it, and I'm starting to expect good work from them.

Week2. Cognitive Mapping Culver City (January 31, 2007)

There were some new students as the new semester began. I couldn’t see the student who had autism. Ms.Hatanaka later told me he dropped out. There were two new students, one girl and one boy. It was difficult to talk the girl into participating in class. She was expressing herself, which I thought she could become actually good, but didn’t feel too great to see someone not doing what they were required to do to learn in that session.

I gave a quick PowerPoint lecture on cognitive mapping since it has been two weeks and new students were in class. Then I asked them what they thought about Culver City, what makes it special or not special, why they like the city and why not. When I started writing their responses on the board, they suddenly got excited and began to participate. For creative expression part, I asked them to pick one or two themes from the theme list and cognitively map their favorite place or least favorite place in Culver City. Next week’s assignment for them was to form a group of four to five people, pick one theme per person, pick a district, observe their district, and draw a cognitive map of the theme they each decided to work on.

Week3. Cognitive Mapping Culver City (February 7, 2007)

There was a misunderstanding between Ms.Hatanaka and I. She thought I would be coming in on Thursday when I put Wednesday in the revised schedule. However, we had a good time going over difficulties the students were having and looked at their work that had been in progress. Ms.Hatanaka was apologized me for having to come out and take off without teaching, but for me it was a helpful working session with her.

Week3. Cognitive Mapping Culver City (February 8, 2007)

I began by explaining Kevin Lynch’s The Image of the City and Peter Zumthor’s Atmosphere. Sometimes I feel like the structure gets stretched out to weeks’ work/learning. Some things are better to be mentioned before they work on something and vice versa. Today, we got into groups and had desk critique. It was surprising when I had a few minutes left after I met with all six groups, about five to six minutes per group. They seemed to be getting better understanding of cognitive maps. I asked them what each of them worked on, had them explain what they drew, and gave them directions for next week. It is becoming somewhat like a studio, because thanks to Ms.Hatanaka, she is letting them work on them in her classes so that they don’t forget it too quick.