Activity 4

Article A Building for Exellence

The main principle of the project was for  the  Scottish Govermnent  to research on how to bring  together a range of perspectives on Learning Environments. By  looking at how to improve and show  different approaches to space, using  practical design implications of curriculum requirements which provide better schools for the future, that meet the needs for the students and teachers. To find opportunities within the curriculum for learning from the surrounding spaces. 

Within the publications You will find articles explaining the different ideas and proposals which capsules’  Building of Excellence, launched on the 29^th March 2007 it collaborated educationalist and architects for discussions on opportunities for the future. 

The publication is separated into two broad themes , Theory and Practise. The  different  articles firstly starting of with theory in the magazine, include views from  ‘Maggi  Allan’ the Chair of curriculum review programme she  describes the demands  of Curriculum  of Excellence, a document which published in November 2004 following a  national debate on education in Scotland, she describes the needs and  demands  that  the curriculum of excellence is making on the design of school space and suggests how these might be addressed. The secondary sources used were 1. The Curriculum review group (2004) The curriculum of excellence, the Scottish executive.’ 2 The curriculum review programme Board (2006) A curriculum of excellence: progress and proposals, the Scottish Executive.    Where as  ‘Alistair Seaman’ programme Manager looks at aiming for excellence in the school ground external space. An example of a secondary source used The house of commons education and skills committee (2005) ‘Education outside the classroom’. Where as   Professor John Worthington looks at the role of the schools in supporting the community. Finally ‘Dr ken Fisher’ looks and researches into the link between pedagogy space and learning environments, looking at developing spacial literacy. While John Worrington , co founder of the design firm explores the relationships between the schools and the community and how they can be linked together. The secondary sources  in relevance to Dr ken Fishers researched on many secondary sources of information on linking pedagogy, one example of this is ‘CBASSE’(2000)how people learn, brain, mind, experience and School:  expanded edition commotion of behaviour and social sciences and education.  Explaining the behavioural philology in how the mind learns.

  Moving on to the Practise ‘Anne Cunningham the educational consultant  of the lighthouse Scotland Centre for Architecture provides an account of senses of space Building excellence, a collaboration of projects currently taking place in 5 local authorities throughout Scotland as part of the Building of excellence programme.  Fiona Duggan and Susan Steubing ( design consultants  who ran innovative workshops in May 2007 give accounts of the process and principles they used and look at ways in which they could be taken further, A primary source is Stubing, S. ‘Return on learning’: Managing the symbiotic and accessing tertiary education.  relation between space  Fiona look at models for balancing different design process within a design process, while Susan assists groups of Architects and students in understanding their needs of a ‘typical student during a normal school day.  The aim is to provide a framework in which the major issues can be discussed rather than detailed solutions.

‘School building programme scrapped in the latest round of cuts.’

The main purpose of the article is to Explain how On Monday July the 5^th 2010 Micheal Gove ( the secretary of state for education) announced  the Coalition Government Had suspended  Labours school building programme, Which also effected new housing projects, school swimming pools and eco-towns.

They had suspended lots of projects for 715 schools due to the tendency of spending cuts.  The main argument  the author is addressing in the article is why these cuts were made and if we ever had the money in the first place, she  puts this  forward by using facts, documents and  quotations  to back up the argument, for example:  The figures show that a further £1.5 billion in spending committees which cut £1bn From the schools budgets.  The Education Secretary announced that the £55bn  20 year ‘Bulding schools for the future’ programme was axed altogether, some 706 new school building and services who already signed had contracts signed would go ahead, but 715 more school Building would be scrapped. These fact give the reader an incite  is to how much money has been lost in these projects and cuts and how many schools will suffer due to this decision.
The main assumptions underlying the authors thinking is given from the sources and quotes she has taken from them and using them to support the arguments given, for example The Chief Secretary to the Treasury Danny Alexander said he ‘identified £1.5 bn in spending committees made in the dying days of Labour Government that were not properly funded, they either relied on underspending in other areas or drawing on the reverse, money that was not ultimately available and would require further borrowing to fund.’  Suggesting that Labour knew about these lack of funds but only let the problem grow further, rather than trying to resolve the issue and  the reason for these extreme cuts.  The keys concepts in the article are justified using many different sources who show a negative view on Labours actions and how much a of a mess the money situation was ‘ A whitehall mentioned ‘The whole process of deciding how much, Building schools for the future programme would be scrapped had been ‘’bloody chaos’’ and the weeks of uncertainty  had cost schools, local authorities and construction industries time and money.’  The writer  dose not share her own option or view on addressing the problem, in fact she doesn’t really give any opinion on the matter, but she only uses facts and quotes in he article, from a readers point of view the quotes and statements she has picked underlines the main assumptions of what point she is trying to put across to about these cuts to the reader.
The author also ends the article with a quote from the Chief secretary to the treasury  Danny Alexander  concluding that: The reality is that these unfunded spending promises should never have been made, because the money was never there to pay for them. We did not make this mess, but we are cleaning it up."

To summaries, in comparing the article in B contradicts the aims and goals for article A.  As in journal A the Government is looking to better schools for the future by recognizing opportunities and researching in to different ways and techniques for school designs,  that can be used to improve education for the future. where as in article B the Government is axing the programme all together. Another article which i came across was in Fx magazine,  in 2010 issue no 189 in his article he talks about the scale an ambition of Building Schools for the future (BSF)  and how the Government have put a lot of cut backs to the projects. ‘ while other counties recognise the benefits of top class education facilities, the uk is looking for quick saves at the expense of the future. As opposed to Article A and B Curtis voices his opinion, where as the others just state other peoples opinions , research and facts.  Giving his opinion and concerns on not only the projects being cut but the ‘design standards’ in general for the education sector. ‘ we are greatly dishearted, by the comments from the Coalition Government Minister as his views are ‘worrying misplaced’ while ‘shiny’ and ‘sparkly designs’ ( his own words) is not the answer, which no one would ever say that is it – well design environments  for schools are necessary for the curium for learning.  Finally i conclude my my opinion is it necessary to build better schools for the future or should we focus more on the standards of curriculum more? Would the Building schools for the future project really help to improve the way children learn? Or is it just a ‘waste of money?’ I strongly disagree with this as it is crucial to have full advantage of faculties within school campuses needed and BSF will recognise the full advantages that school designs for the future can give, whether it be using pedagogy and linking it with space, or recognising opportunities for learning beyond the school walls and looking at what is available around the schools enviroment.

Bibliography

Berry, J.(2010)’ Building for education what lies ahead’ –FX magazine issue no, 198 pg65-66

Talks about the scale and ambition of building schools for the future (BSF)and how the government have put a lot of cut backs to the projects.

‘while other countries recognise the benefits top-class education facilities, the UK is looking for quick saves at the expense of the future’

Curtis, P(July2010) ‘School building programme scrapped in the latest round of cuts’   The Guardian, Article

Explaining how the coalition Government cuts core findings for the project ‘Building schools for the future’ axing the project scheme  altogether  due to ‘massive overspends’ and delays. This gives us evidence of figures and numbers, proving why the projects were axed.

Fisher, K. (2003) ‘A critical pedagogy of space’, doctoral dissertation, School of education, Flinders university; Fisher, K.(2005)’Linking Pedagogy and Space’ ,DET Victoria Melbourne : http//www.eduweb.vic.gov.au/edu library/public/assetman/bf/Linking_Pedagogy_and_ space

Dr Ken Fisher of Rubida research explores the links between pedagogy, space and learning environments.  Looking at developing ‘special literacy’  by conducting chairs chair into an interior space in many positions and looking at the behaviour philology of each layout also backing up his evidence with case studies Giving the context of the project in relation to the discipline trends in teaching and learning, the educational psychology of it, giving examples of specific proposed pedagogy activities, showing keys plans and design features and giving there evaluations and weaknesses.  The study gives you demonstrations of his perspectives,  layouts and scaled  plans of his proposed ideas, this makes you visualise the space and see in the space in 2d form and also describing different types of spaces and special qualities that support  learning in different situations, whether it be for socialized labs or group learning spaces.

 

Furniture Design- One heart

Today we had our final group presentation in the studio for semester one.  I feel that it well very well and am rather pleased with the final outcome.  I think we all collaborated  and worked together well as a team as everyone put in 100% effort. 

The brief was to design a piece of furniture in a group, my group consisting of Fawn, Duncan and Yasmin.  In our early stages of research we decided that we wanted our chair to be not only functional and comfortable but sculptural also, as we progressed in our research and development that we gathered together and found a common ground on curves and bent wood.  This shape reminded us all of the female form and as we started to look into it a little bit more we decided the contrast between the male and female form would be the key factor to our design.  We look into many different designers such as Henry Moore and looked at the many different sculptures he produced who’s forms are usually abstracted forms he female figure and Frank o Ghery, who had a contemporary look on forming and bending wood into folded curves. Until we finally came across the Lakshamna Temple in India.  Temple frames hundreds of different sexually explicit carvings based on Ancient Indian  Karma Sutra.  If you look closely at the figurines you can see the female body is usually wrapped around the male form, which accentuates the female curve.  We all agreed and came to the conclusion that it was a strong image and produced a natural flowing organic form. As we gained inspiration form the Temple we wanted to focus on the male as being a strong, rigid component  and supporting the female being a cured sculptured form.

The Laksmana Temple, Cad Drawing

Shown in an Exhibition Enviroment

Or displayed in a home

                                             

School designs for the Future!!

By using cross search i was able to find and locate a multiple range of information from different books and articles on School Design for the future.  The only problem i found about it was trying to get the books, I would look at the availability and discover that the copy of the book I wanted  was already taken and so I I couldn't look at it, this may be due to people choosing similar subjects of interest.

Looking into designing schools fro the future was very interesting.  I looked at many case studies and research from different architects and companies and examples of their different types and  proposals.  Looking at the psychology of how pedagogy can be used in a space and  discovering how it effects the way of learning. Also looking at the cuts of expenses that the coalition government have made toward education for the future and how it will effect the projects.

Architect and design Scotland (Feb 2008)’Sense of Place –Learning Towns’ video

http://www.smarterplaces.org/index.php/smarterplaces/article/senses-of-place-learning-towns

A short video which shows the research from 5 different architect firms and recognising opportunities for learning beyond the schools walls, looking at what is available around the schools environment . I found the video useful as it made you think outside the box about design and look at how the environment around it and how designers would use it to their advantage to benefit the  schools and the community surrounding it. It also gives you a visual demonstration, using maps and pictures, te audio makes sense the space and how it would work

Berry, J.(2010)’ Building for education what lies ahead’ –FX magazine issue no, 198 pg65-66

Talks about the scale and ambition of building schools for the future (BSF)and how the government have put a lot of cut backs to the projects.

‘while other countries recognise the benefits top-class education facilities, the UK is looking for quick saves at the expense of the future’

Curtis, P(July2010) ‘School building programme scrapped in the latest round of cuts’   The Guardian, Article

Explaining how the coalition Government cuts core findings for the project ‘Building schools for the future’ axing the project scheme  altogether  due to ‘massive overspends’ and delays. This gives us evidence of figures and numbers, proving why the projects were axed.

Alexander said: "The reality is that these unfunded spending promises should never have been made, because the money was never there to pay for them. We did not make this mess, but we are cleaning it up."

Fisher, K. (2003) ‘A critical pedagogy of space’, doctoral dissertation, School of education, Flinders university; Fisher, K.(2005)’Linking Pedagogy and Space’ ,DET Victoria Melbourne : http//www.eduweb.vic.gov.au/edu library/public/assetman/bf/Linking_Pedagogy_and_ space

Dr Ken Fisher of Rubida research explores the links between pedagogy, space and learning environments.  Looking at developing ‘special literacy’  by conducting chairs chair into an interior space in many positions and looking at the behaviour philology of each layout also backing up his evidence with case studies Giving the context of the project in relation to the discipline trends in teaching and learning, the educational psychology of it, giving examples of specific proposed pedagogy activities, showing keys plans and design features and giving there evaluations and weaknesses.  The study gives you demonstrations of his perspectives,  layouts and scaled  plans of his proposed ideas, this makes you visualise the space and see in the space in 2d form and also describing different types of spaces and special qualities that support  learning in different situations, whether it be for socialized labs or group learning spaces.

Ling, R. (2008) ‘Learning lessons’, FX magazine issue 171 P94-102

Looking at how the building schools for the future programme is providing inspirational infrastructures, they examine the design details that make a real difference to learning, giving examples of different schools from different areas  designed by different architects.  This is key evidence cause it has been tested and proven that the product works.

The curriculum review group(2004)’A curriculum of excellence’ , the Scottish executive www.scotland.gov.uk/Publications/2004/11/20178/45862

The Scottish Executive(2003) ‘Educating For Excellence’: choice and opportunity the executive response to the national debate, the Scottish executive : www.scotland.gov.uk/publications/2003/01/16226/17176

The curriculum of excellence review programme board (2006) ‘A curriculum of excellence’: progress and proposals, the Scottish executive: www.scotland.gov.uk/publications/2006/03/22090015/0

Describing the demands of ‘Curriculum Of Excellence ‘ is making on school space, suggesting how these might be addressed.  This is useful as it is looking at evidence on how to improve school, showing their aims of education in Scotland recognising the importance of learning outside the classroom including the educational benefits of effective interaction between the school and the community through projects and studies.

"War and paint!! The Diary of the modern World"

In 1998/2009 the artist Xavier Pick spent 6 weeks in Basra with the British, American and Iraq troops.

He was given 24hour access to the army in which during the trip he produced thousands of sketches and paintings of things he witnessed and documented his experience on canvas and audio.

In his paintings he captures the life in Iraq at a cross road for both the British army and iraqs people. Giving an insight into the deception of modern military conflict

"People refer to me as a war artist," said Pick, who spent six weeks with military forces in Basra. "I prefer to think of myself as an artist who just happens to work in conflict zones."

Here is a poster which successfully communicates how The law of the few connects with design, using connectors , Mavens and Salesman can spread the word of mouth epidemic!

Brainstorming!!

Myself and a few people from my class got in a group and started to Brainstorm the Law of the Few and look and think of different ways the topic relates to Design!!  Throughout this task we started to look into different topics for example religion and war and other controversial subject which people would not initially relate to design!!

Here are different examples and pictures showing our process of brainstorming!!

Here is the final outcome of what we came up with

Harvard referencing

Page 30:

D. H. Fischer (1994). Paul Revere's Ride. New York: Oxford University Press.

Gladwell sources the high point  of how Paul Revere started a mouth epidemic extraordinary about the American Revolution through is social connection.

Page 34:

S. Milgram. (1967). The Small World Problem. Psychology Today. Vol. 1, p.60-67.

Gladwell explains how a smell amount of people are linked with everyones else.  He highlights this by using Milgrams experiment as a prime example.

M. Kochen (1989). The Small World Problem. New Jersey: Ablex Publishing Corp.

Page 35:

C. Werner & P. Parmlee. (1979). Similarity of Activity Preferences Among Friends: Those Who Play Together Stay Together. Social Psychology Quarterly. Vol. 42 (1), p.62-66.

Gladwell  found interesting that MIlgram’s study which found that most of don’t have a broad and diverse group of friends

Page 47:

B. Tjaden. Brett Tjaden Project. Available: www.cs.virginia.edu/oracle/.

Galdwell refers to Tajadens Findings of the 6 degree Kevin bacon rule. Which is how many steps people are connected and linked to  to bacon through acting.

Page 53:

M. Granovetter (1995). Getting a Job. Chicago, USA: University of Chicago.

Gladwell uses this source that  Mark Granovetter looked at in 1974 asked several hundreds professional workers and how they got their jobs, the majority did through weak ties.

Page 60:

J. J Inman, L. McAlister & W.D. Hoyer. (1990). Promotion Signal: Proxy for a Price Cut? Journal of Consumer Research. 17, p74-81.

Gladwell uses this as evidence of signals and signs being used in supermarkets for consumers to buy and cheating then with idea of ‘everyday low prices being a consistent saving.

Page 61:

L. F. Feick & L.L. Price. (1987). The Market Maven: A diffuser of Marketplace Information. Journal of Marketing. Vol. 51, p83-97.

R.A. Higie, L.F. Feick & L.L. Price. (1987). Types and Amounts of Word-of-Mouth Communications About Retailers. Journal of Retailing. Vol.63 (no.2), p260-278.

L.L. Price, L.F. Feick & A. Guskey. (1995). Everyday Market Helping Behaviour. Journal of Public Policy and Marketing. Vol.14 (2), p225-266.

Page 74:

B. Mullen et al. (1986). Newscasters' facial expressions and voting behaviour of viewers: Can a smile elect a President? Journal of Personality and Social Psychology. Vol.51, p291-295.

Page 77:

G. L. Wells & R. E. Petty. (1980). The Effects of Overt Head Movements on Persuasion. Basic and Applied Social Psychology. Vol.1 (3), p219-230.

Gladwell look at the subtleties of persuasion using head movement.

Page 84:

E. Hatfield, J. T. Cacioppo & R. L. Rapson (1994). Emotional Contagion. Cambridge, UK: Cambridge University Press.

Elaine Hatfield and JohnCacioppo and the historian Rapson look at how we effect each others emotions

Page 85:

H. Friedman. (1980). Understanding and Assessing Nonverbal Expressiveness: The Affective Communication Test. Journal of Personality and Social Psychology. Vol.39 (2), p333-351.

H. Friedman & R. Riggio. (1981). Effect of Individual Differences in Nonverbal Expressiveness on Transmission of Emotion. Journal of Nonverbal Behaviour. Vol.6, p96-104.

Uses the source of information that Friedam researched to show how emotions can be emotionally contagious, and enormously influence others. These people are senders

For example if the’ sender’ is smilling they can influence the person they are speaking to also smile.

The Tipping point

Our design studies lecturer Jonathan Baldwin required us to read the book the 'The tipping point' By Malcolm Gladwell. Johnathan.  It Anylises the magic of the 'tipping point' that magic moment when ideas and trends and social behaviour cross a threshold tip and spreads. He focuses on behaviours, which researchers may have not have concrete explanations for.through Gladwells analysis he discovers some general principles that are reasonable for predicting human behaviour in certain situations. The book breaks viral marketing into three key components, 'The law of the few,''The stickiness factor and the 'Power of Context'

Firstly we were set a task to produce a Use Buzan's http://www.thinkbuzan.com/uk/home  mind mapping technique to plot the basic struture of the book.

soo...Here is my attempt of a mind map

Personally i found the law of the few fascinating and offers and influences.

Gladwell explains that there are three types of people that are necessary to start epidemic 

A Connector- are the 'Social glue' They know lot ppl who occupy many niches and cultures

The Mavens- Are the 'Data Banks' accumulate knowlege, want to be helpfula nd use that information the benefit others

The Salesman-Are great persuaders and push people of the ledge of ideas

The book uses a lot of examples to highlight the theory from Paul Revere's ride to the hush puppies word of mouth epidemic the model of approaching connectors and marvels which is a PR approach to influence relations

Yahoo's Duncan watts has a well discussed counter point to Gladwell in F@st Company last year dismissing “The Law of the Few:”


…in the large majority of cases, the cascade began with an average Joe (although in cases where an Influential touched off the trend, it spread much further). To stack the deck in favor of Influentials, Watts changed the simulation, making them 10 times more connected… But the rank-and-file citizen was still far more likely to start a contagion.

soo who is right?

In the Twilight zone

The law of few say that a few in this world are gifted to make certain ideas tip!!!
where are these guys? we just need to find them to make your idea float.  how to you think 'Harry potter became soo popular? or 'Twighlight'  Now everyone seems to obsessed with vampire!! http://timesofindia.indiatimes.com/entertainment/hollywood/news-interviews/Twilight-saga-gaining-popularity/articleshow/5288916.cms
These both caught the eye of a few people and started a social epidemic. 

There seems to be one question on each the minds of countless  Teenage girls mind these days 
'Team Jacob' or Team Edwards 
Twighlight  books have sold over 5.3 million copies and that is just in the us.  The movies have grossed appropriately y 1.5 billion worlwide!!!