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.