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DOCUMENT RESUME

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TITLE Viewfinders: A Visual Environmental LiteracyCurriculum. Elementary Unit: Exploring CommunityAppearance and the Environment.

INSTITUTION Dunn Foundation, Warwick, RI.PUB DATE 96NOTE 92p. ; The twelve proprietary commercial photographs

of various landscapes, used with Activity 1-3, are

not included with the ERIC copy.

AVAILABLE FROM Dunn Foundation, 25 Bellows Street, Warwick, RI02888.

PUB TYPE Guides Classroom Use Instructional Materials (For

Learner) (051)

EDRS PRICEDESCRIPTORS

ABSTRACT

MFOI/PC04 Plus Postage.*Community Responsibility; Critical Thinking;Elementary Education; *Elementary School Curriculum;*Environmental Education; *Hands on Science;Interdisciplinary Approach; *Problem Solving; *Visual

Literacy

Recognizing that community growth and change areinevitable, Viewfinders' goals are as follows: to introduce studentsand teachers to the concept of the visual environment; enhance anunderstanding of the interrelationship between the built and naturalenvironment; create an awareness that the visual environment affectsthe economy and quality of life; develop appreciation for communityappearance and encourage a critical analysis of it; and develop an

understanding of the mechanisms by which change in the visualenvironment can be implemented. Students are provided withopportunities to solve problems through eight hands-on communityoriented activities. Each activity contains ten sections: focus,time, outcomes, subject areas, skills, teacher preparation,materials, procedure, discussion, and extensions/homework. Theteacher's section of the guide discusses using a team approach,student roles, taking students outdoors, guided imagery in theclassroom, and student assessment. The activities in the unitincorporate art, language arts, math, science, and social studiescontent. Contains 51 references. (DDR)

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EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asecerved from the person or organization

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2THE DUNNF TION ere.. r.itn " Ann n

A Visual EnvironmentalLiteracy Curriculum

Elemelitary UnitExploring Community Appearance and the Environment

THE DUNNFOUNDATION ./c RFT T (MN CTRFPT WARWICK RHODE ISLAND 02888

Copyright© 1996 The Dunn Foundation25 Bellows Street, Warwick RI 02888

Telephone (401) 941-3009

Activity 1-3 postcard Images© 1996 Photo Disc, Inc.Any purchaser, licensee or transferee receiving ViewFinders©

agrees not to copy, distribute or transfer these images.

All Rights Reserved. Permission is given for limitednumbers of photocopies for classroom use only.

With the exception of the foregoing provision, no part of this book may bereproduced by any means-graphic, electronic, or mechanical, including

photocopying, recording, taping or information storage and retrieval systemswithout written permission of the author or publisher.

Published and distributed byThe Dunn Foundation

4

THE DUNN FOUNDATION

THE DUNNFOUNDATION

EnhancingCommunity

Appearance ThroughEducation

The Dunn Foundation isa nonprofit organization

concerned with the quality of the visualenvironment. The Foundation's major

emphasis is on the development andimplementation of educational programs to increase

visual environmental literacy. These materials challenge childrenand adults to discover links between the environment, their community

and its appearance. Through this exploration, people are encouraged tobecome active stewards of their community's visual environment. In

addition, the Foundation provides financial assistance toorganizations working on visual environmental education and

landscape conservation activities such as historicpreservation and urban greening.

TT-TV 111 THAT TATTI ATTIIN ViewFinders°

ACKNOWLEDGMENTS

IllustrationLynn Sevigny-Details-DetailsRiverside, RI.

Graphics

Lynn BoudreauC D DesignsBristol, RI

Pilot Test TeachersClaire AllardNotre Dame School.

"\ Fall River, MA

Lynn BoudriaNotre,Dame School.Fall RiVer, MA

-Cynthia;Duffy-Eldridge SchoolEaSt Greenwich, RI

Phil SenecalEldridge SchoolEast Greenwich, RI

Charlene Hochman,,,,,Winslow School` :-New Bedford, MA

ii View Finders°

.Connie Letendreilalliwell Memorial Schoo-Nortlf-Srnithfield,--13.r'

( RitiWJerniganNarragansett Pier SchoolNarragansett, RI

Jeanne TsakeresNarragansett Pier SchoolNarragansett, RI

,1

Special ihanks

Scenic An:le-Real& permission to' adaptfor use as the title illustration. Scenic America isa national-organization dedicated to thepreservation and enhancement of the sceniccharacter of America's communities andcountryside.

Ruth Jernigan, for the introductory exercises.

Employees of ETCO Inc.,Warwick, RITHE DUNNFOUNDATION

David Dunn, PresidentDavid Leach, Executive Director

Suzanne Grossman, Program Director

6 THE DUNN FOUNDATION

Curriculum Consultant

Sandra Ryack-BellWATERMARKS

Education Consulting ServicesNorth Dartmouth, MA

Advisory Board

Betty AngelettiFourth Grade TeacherClayville SchoolScituate, RI

Barbara BarnesDirector of EducationProvidence PreservationSocietyProvidence, RI

Dennis CoutuScience SpecialistWest Bay CollaborativeCoventry, RI

Alida FreyFifth Grade TeacherHenry Barnard. SchoolProvidence, RI

Ruth JerniganNarragansett Pier SchoolNarragansett, RI

Gina LaliberteFifth Grade TeacherSt. Patrick's SchoolProvidence, RI

Carrie MarshNew England RepresentativeConservation FundProvidence, RI

Cheryl Norton`Education Director (1995)Audubon Society of Rhode IslandSmithfield, RI

David StarkEducation Director (1994) Museum of,Art,Rhode Island School of DesignProvidence, RI

Judy SweenyCurator. of EducationRoger Williams ParkProvidence, RI

Reviewers

Dr. MacGregor Knis leyAssociate ProfessorScience EducationDepartment of ElementaryEducation, Rhode Island CollegeProvidence, RI

Cynthia ThomashowAssistant Director ofEnvironmental EducationAntioch New EnglandGraduate SchoolKeene, NH

Dr. William C. CrosdaleEducation Department,

University of Rhode IslandKingston, RI

T141 TIT ATV RTIT TNITIATT1IN ViewFinders® iii

THE DUNN. FOUNDATION

TABLE OF CONTENTSPage

1. The Visual Environment 1

2. Curriculum Description 3

3. How To Use ViewFinders© 5

4. Skills Cross Reference Chart 7

S. Teacher Information:

I. The Team Approach

II. Student Roles 9

III. Taking Students Outdoors 11

IV. Guided Imagery in the Classroom 13

V Student Assessment 14

6. ActivitiesStudent Vocabulary List 15

Introductory Activities 17

1-1 Neighborhood Detective 21

1-2 V Is For Visual 25

1-3 Across These United States 29

1-4 Mind's Eye Field Trip 33

1-5 The Natural Elements 37

1-6 A Natural Blend 41

1-7 Viewpoints 45

1-8 Checkout The Neighborhood 49

7. Resources 53

9

THE VISUAL ENVIRONMENT

Our first impression of a city neighborhood, rural town or pristine wilderness isgenerally visual. What we are seeing is the visual environment. Natural and builtcomponents that reflect design, architecture, art and natural processes combineto create a mosaic of images we rarely think about, yet experience constantly.Change clue to the seasons, vegetative growth and human intervention, such asdevelopment or agriculture, is a constant feature of this environment. In essence,the visual environment is no less part of the fabric of our communities than cleanwater and animal habitat.

Although individuals determine differently what is attractive, based on theiraesthetic sense, expectations and experiences, the visual environment of ourcommunities is integral to our daily experience of the natural and human createdworld. Each component of the visual environment from buildings, utility poles andsigns to trees, grass and water contributes to the whole. While our eyessometimes focus on these features individually, it is the relationship of thesecomponents to each other that creates the visual environment. In addition toother aesthetic characteristics, this relationship is based on geometry, context,color, degrees of light and shade, texture and materials. The relationship can beharmonious, discordant or even offensive. Visual pollution results from a failure toestablish an harmonious relationship.

There are both tangible and intangible benefits resulting from a healthy visualenvironment. In particular, community appearancecan contribute to the economy by:

attracting customers to business districtspromoting tourismproviding recreational opportunitiesincreasing property values and the local tax basecreating jobs, (in retail, construction,or landscaping for example)attracting new and relocating businesses

The appearance of our communities can promote civic pride through establishingcommunity identity and a sense of place. In addition, a healthy visual environment

can improve psychological health through reducing stress. We can all think ofimages that are a pleasant antidote to the chaos of signs, buildings, automobilesand parking lots so many of us experience daily, particularly along our highways.

1 0Ttl111, ViewFinders® 1

Change in our landscapes and cityscapes is an inevitable and continual process.Unfortunately, the unique and individual character of America's cities, towns andcountryside which is a product of history, culture and geography is being eroded.Several factors are contributing to the decline in community appearance,including: the proliferation of standardized architecture; automobile dominatedcommercial development; ubiquitous and uniform franchise designs; arid, rapid andinsensitive development of natural and rural areas for housing and offices.

Individuals and communities who care about the appearance of their physicalenvironment can make a difference in how growth impacts what we see. Thequestion facing communities is not whether growth is desirable, but rather how

should it look and impact the functioning of our community?

A variety of tools can be used to enhance community appearance including:sign and billboard controldowntown and Main Street enhancement programsconservation of historic assetsstreetscape enhancements through tree plantingsand appropriate landscapingscenic protection ordinancesopen space conservationlitter and graffiti controldesign guidelinesunderground utility lines

A healthy visual environment does not have to be beautiful, leafy, historic orscenic. It should be visually coherent and vibrant. A community's appearanceshould express uniqueness while reflecting its history, present vitality and futurepotential. A healthy visual environment promotes the values of those who live,

work and play in that community while creating connections across economic,racial and political boundaries.

Communities must make their own decisions about their appearance. These

decisions can be informed and guided through understanding the dynamics of thevisual environment. Environmental protection and historic preservation are now anintegral part of our national character. Likewise, conservation of our visualresources can and should be integrated into our daily lives to reflect pride in theplaces where we live, work and play.

TT-IF 1111 INN FM 1NDATION

CURRICULUM DESCRIPTION

View Finders is a universally applicable upper elementary curriculum emphasizingthe connections between the environment, community and aesthetics.View Finders was developed to raise awareness of the importance of the visualenvironment and how it affects our communities and quality of life.

The community plays a significant part in our lives. Whether it is a city Hock,suburban neighborhood or country village, it is a place where values are shaped,behavioral models are copied and where most of a young person's formativeyears take place.

By caring about community appearance, young people will develop strongerrelationships with other members of the community, will gain an understandingof community power relationships, and will develop skills to affect change.

RECOGNIZING THAT COMMUNITY GROWTH AND CHANGE ARE INEVITABLE,

View Finders' GOALS ARE TO:

Introduce students and teachers to the conceptof the "Visual Environment."

Enhance an understanding of the interrelationship between

the built and natural environment.

Create an awareness that the visual environment affectsthe economy and quality of life.

Develop appreciation for community appearance, andencourage a critical analysis of it.

Develop an understanding of the mechanisms by whichchange in the visual environment can be implemented.

We at The Dunn Foundation firmly believe that students learn best whenconfronted with real life situations. Hands-on learning best prepares studentsfor the real world. This proactive learning approach fosters careful applicationof observation, critical thinking and problem solving skills to a new situation.

12VipwFintiP.rAc

View Finders provides students with direct opportunities to solve problems.Through hands-on community oriented activities, they will learn to makechoices about community appearance. Enhancement of the visualenvironment i5 concrete evidence of the ability to impact their community.Fhysical change enhances community pride, and strongly contributes to asense of place.

View Finders is an active interdisciplinary curriculum designed to beintegrated easily into crowded school curricula. Teachers are able to enrichthe core curriculum by using the innovative activities in View Finders.

View Finders does not preach the elevation of one value or aesthetic overanother. The curriculum emphasizes that no one place or community is betterthan any other. We hope to promote an understanding that each of usindividually, and 35 a community can make informed reasoned choices aboutcommunity appearance and implement them.

As Ron Fleming, President of the Townscape Institute, Cambridge MA states,"Citizens have a right to visual self determination." The goal of View Finders isto make this realization clear and potent to young people. The appearance ofour communities, our landscapes and ultimately a major part of our quality oflife is in their hands.

13 THE Ill INN PUT INDATInN1

HOW TO USE V7 gm?aRgoigm,©

ViewFinders is an interdisciplinary curriculum designed to enhance and reinforcebasic skills taught in the elementary classroom. The activities can be used eitheras a complete unit or as supplementary lessons depending on the needs of theindividual teacher. When used 35 a complete unit, the curriculum will develop anawareness and appreciation for the visual environment. Students will gain asensitivity to environmental aesthetics and will be able to identity relationshipsbetween many elements of the visual environment.

Although the activities are organized sequentially providing a logical progressionof information from introductory to concluding activity, each activity may be

used independently. As individual lessons, each activity enhances a broaderconcept in the math, science, language arts, social studies, or art curriculum.

The activities in ViewFinders are designed to increase the student's awarenessof the visual environment through a hands-on approach to learning. Students areencouraged to observe, feel, touch, explore, investigate and discuss their findingsthrough group-oriented, experiential activities.

EACH ACTIVITY CONTAINS TEN SECTIONS:

Focus: provides a brief summary of the lesson.

Time: gives an estimate of the amount of time needed to complete the lesson.

Outcomes: states what students will be able to accomplish after completingthe lesson.

Subject Areas: identifies subjects addressed in the lesson.

Skills: identifies skills emphasized and reinforced by the lesson.

Teacher Preparation: describes how to prepare for the lesson prior to theclassroom session.

Materials: lists materials and equipment required for the lesson.

Procedure: provides step by step guidance for implementing the lesson.

Discussion: suggests questions to guide the follow-up discussion and reviewof the lesson.

Extensions/Homework: ideas for expanding upon the concepts introduced inthe lesson.

14 ViRwFintip.r4°

When appropriate, student worksheets are provided which can be easilyreproduced.

A chart cross-referencing the skills and subject areas addressed in eachactivity has been included to help organize your lessons. You will find thischart useful for identifying which group of activities best enhance specificsubject areas or reinforce individual skills.

Suggestions for assessing student work and several examples ofassessment tools are included on page 14. The curriculum is designed to beoutcome based. The assessment tools are designed to help you evaluate thework students have done. If only portions of the curriculum are used, it will be

necessary to redesign the assessment tools so they match the conceptscovered in the selected activities.

A reading list for students and teachers is included in the ResourcesSection. This list includes books which address the visual environmentwritten at the elementary level.

THF. DUNN FOUNDATION

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View

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7

THE TEAM APPROACH

View Finders encompasses the instructional strategy of Cooperative Learning.Cooperative learning is an instructional format in which students worktogether in small groups to achieve a particular goal or task. Cooperativelearning is presumed to raise students' academic performance because theyhelp and support each other, rather than compete against one another.

Many of the activities in View Finders are designed for students working insmall groups, sharing ideas, learning together and working as a team toanalyze a situation or to gather data.

SUGGESTIONS FOR FACILITATING STUDENT GROUPS

Keep the working groups as small as possible. It is much easier for anindividual to sit back and let others do the work in a group of 5 or6, than in a group of 3.

Encourage students to work together to achieve a common goal. Makesure the purpose of the activity is clear to all members of the group.

Assign a role to each member of the team, such as Recorder, TimeKeeper, Information Seeker, Noise Monitor, Taskmaster or Includer.A description of these roles is included on pages 9 & 10 together withrole cards which can be copied for each team.

Arrange the furniture in the classroom to encourage good eye contactamong group members. For example, sit each group around a smalltable or a cluster of desks.

Monitor the groups by taking a walk around the classroom severaltime during the activity. Flan your route so thAt it takes you neareach group. As you walk around, either simply observe the interactionstaking place, or interact with the group by asking individual membersabout the group's progress with the task.

When the groups have completed the task, be sure to take time todebrief the lesson as a class. Review how each group handled thetask, and encourage the groups to share their work with each other.It is a good idea to ask individual students what they have learnedafter the completion of the lesson.

17

TT-1F ill WM pry INTIATTIIN

STUDENT ROLES

To facilitate working in teams, you may wish to assign a task role to eachstudent. This will encourage each individual to participate in the discussionsand activities.

WE SUGGEST YOU GIVE EACH STUDENT A DIFFERENT ROLE WITHIN THEIRGROUP AS YOU MOVE FROM LESSON TO LESSON

Recorder: Takes notes on the group's discussion and writes downthe results of the activity.

Information Seeker: Asks questions relevant to the task at hand toencourage the group to think through the task and collect all of theinformation needed.

Task Master: Keeps group members focused on the task.

Time Keeper: Reminds group members of the time limit given forthe task.

Noise Monitor: Helps keep the noise level of their team at areasonable level.

Prober: Makes sure the group has explored all possibilities.

Includer: Makes sure everyone participates.

'Mtn ill TTXT ry-u TKIT 1A View Finders° 9

STUDENT ROLESCopy these role cards

and give them to each team.

Information SeekerAsks questions

relevant to the taskat hand to

encourage thegroup to think

through the taskand collect all of theinformation needed.

RecorderTakes notes on

the group'sdiscussion andwrites down theresults of the

activity.

Time KeeperReminds groupmembers of thetime limit givenfor the task.

Noise MonitorHelps keep thenoise level of

their team at areasonable level.

ProberMakes sure

the group hasexplored allpossibilities.

IncluderMakes sure

everyoneparticipates.

9

in THE DUNN FOUNDATION

TAKING STUDENTS OUTDOORS

Several of the activities in View Finders take place outside the conventional classroom.Taking students into the schoolyard or on a field trip around the neighborhood canbe a challenging and rewarding experience for you and the students.

SUGGESTIONS TO HELP YOU COORDINATE OUTDOOR LEARNING EXPERIENCES

CHECK OUT THE SITE:

Before you take the students outdoors, visit and explore the area wherethe activity will take place. There are a variety of suitable outdoor sitesfor many of the activities: the schoolyard, a nearby park, a vacant lot,an open field, or a local street. Select an area that is safe and withwhich you are comfortable. Adapt the activity to the site you choose.

If you do an activity in the schoolyard, select an area where students willhave the best view of the surrounding environment. Ensure that there isenough room for the students to spread out and work. Make sure youschedule the activity during a quiet time to avoid conflicting with recessor gym classes.

If the activity involves a walking tour, walk the route yourself beforethe lesson. Note any potential hazards and decide how best to avoidproblems. Identify the best areas to stop for discussion. Be sure toidentify any items of interest you want the students to see. Mentionthese items in class before you begin the tour.

If you plan to visit a specific site, find out if any professional staff isavailable to assist with your lesson. Many town/city and state parkshave rangers or interpreters on staff who work with school groups.

BE PREPARED:

Be sure to gather and prepare all necessary materials. Take along extrasupplies for those students who may lose or misplace their work sheets,pencils, or other equipment.

Flan the activity time table carefully. Allow ample time to get the grouporganized, and to walk to and from the site.

Check weather reports and prepare a bad weather action plan.

20ViowFin A ora. 11

If you will be outside during a regular snack or meal time, either bringalong a snack or ask the students to bring a bag lunch.

Try to keep the daily routine consistent, especially for youngerchildren.

TAKE ALONG CHAPERONES:

Sufficient numbers of competent chaperones are key to a successfuloutdoor lesson. For activities within the schoolyard, you will probablynot need additional adult supervision. However, if you plan to leavethe schoolyard, one adult for every 6-E3 students is a good ratio.

If you plan to have the students work in groups, try to have one adultwith each group. Good sources of chaperones include parents,teaching aides, student teachers, or retired professionals.

Ideally, meet with the chaperones prior to the field trip and review theplanned activity. If this is not possible, provide a packet of writtenmaterials that outline the lesson and describes what is expectedof the students and the chaperone. 13e sure the chaperones receivethese materials prior to the excursion.

PREPARE THE STUDENTS:

Include the students in planning the outdoor lesson.

Discuss the lesson with the students several days before you plan ongoing outside.

Explain what they will be doing, what i5 expected of them, how youplan to evaluate their field work, and who the chaperones will be.

Set the ground rules before you leave the classroom.

PRACTICE WORKING IN GROUPS :

Many of the ViewFinder activities suggest that the students workin small groups. If your students are not used to working in groups orteams, do some group building activities before you head outdoors.

21

1 9 THE DUNN FOUNDATION

GUIDED IMAGERY IN THE CLASSROOM

Guided imagery is a powerful method for encouraging students to create vividimages in their mind. It can be used 35 a tool to stimulate a visual review of astudent's past experiences or as a tool to encourage students to developoriginal images. Guided imagery can serve as a powerful and effective way toexplore and reinforce concepts introduced in other activities.

SUGGESTIONS FOR USING GUIDED IMAGERY IN THE CLASSROOM

Explain to students they will be traveling onan imaginary field trip. Tell them you will bereading them a story and they will picturein their own minds the scenes suggested.

Have students clear their desks of all objects.

Ask students to sit comfortably and close their eyes.

Wait until the class has settled clown and is completelyquiet before beginning the narration.

Read the essay in a slow and steady voice. pause between eachsentence. You will need to pace your reading to allow students timeto form mental images.

Once you have completed the reading, allow students time to continueto relax (about two to three minutes). Suggest they review themental images they have just created. Allow plenty of time for themto do so. It takes as long to create a mental image as it doesto visually absorb a physical setting.

Finally, ask the students to open their eyes. Then begin to review theimaginary field trip.

The images created by the students will be based on personal life experiences.There are no right or wrong images. If you find the students' images differ fromwhat you expected, or from those of their classmates, discuss the differencesas unique perspectives. This can lead to a discussion of how aesthetics andopinions are often based on personal preferences.

22ViPwFinticera. 1 q

STUDENT ASSESSMENT

below are some suggestions for assessing students' work while implementingthe View Finders curriculum. If you create your own assessment tools we hopeyou will share them with us.

1. before you begin using the ViewFinders curriculum, have students make3 columns on a piece of paper and label the columns as follows:

What I Know About It

THE VISUAL ENVIRONMENT

What I Think I Know About It What I Want To Know About It

Have students fill in the columns and collect their papers. After youcomplete the ViewFinders unit, repeat this exercise. Compare the "before"and "after" papers, evaluating each student's change in definition, knowledgeand perception of the visual environment.

2. Before you begin using the ViewFinders curriculum, have students draw apicture of the visual environment around your school. Collect and save thesedrawings. After you have completed your ViewFinders unit, repeat thisexercise. Compare the "before" and "after" drawings, evaluating eachstudent's changes in definition, knowledge and perception of the visualenvironment.

3. After you have completed the ViewFinders curriculum, divide the class intoteams of 2-4 students and have each team create a three dimensionalmodel of the visual environment surrounding your school. Or, have eachstudent create his/her own diorama.

4. Have students write a paragraph or two about what they learned from aselected activity.

5. The final lesson in ViewFinders, Check Out The Neighborhood, is designed toalso serve as an assessment tool. You can expand this activity by havingstudents create individual maps of the area around their home andcomparing it to the large map of the area around the school developed duringthe lesson.

23TT-1P Pi INN pin INIIATT(111

STUDENT VOCABULARY LIST

We suggest you review these terms with your students before you begin theView Finders activities. Having students draw illustrations of what the termsmean to them is an excellent introduction to studying the visual environment.

built environment: The collection of human made structures that makes upcities, towns and neighborhoods.

community: All the people who live in a particular area such as a cityneighborhood. A group of people who share common interests andbeliefs such as in a church or college. All the plants and animals in aparticular habitat that are bound together by food chains and otherrelationships.

component: The individual forms, structures and features, both natural andhuman made, that together create the visual environment. For example,trees, buildings, light poles, skyscrapers.

diversity: Variety resulting from combining many different things such as:people, animals, plants and buildings.

environment: All the conditions that surround people, animals or plants andwhich affect growth, actions, character.

greenspace: An area with natural or planted vegetation found within the builtenvironment. Greenspaces can be places where people can gather, suchas parks and ball fields. Greenspaces can also be wildlife habitats.

land use: The way in which land is used either for human or natural purposes.

landmark: A fixed object such as a building, hill, tree or monument that iseasily seen and used for recognition of a certain place.

landscape: That which you see all at once when you look in a chosen direction.

mind's eye: What the mind pictures even if your eyes are closed.

natural: Produced by nature; not made by human beings.

24Ti TT7 Ti TTTYT 17 TT rivrr. ATTTXT VipwFintiftrA° 1

neighborhood: A small part or district of a city or town often defined by thepeople who live within it.

proportion: The relationship of one object to another in size, amount ornumber.

rural: Having to do with the country, usually characterized by farms andundeveloped natural areas. An area away from densely built cities.

scenery: The way a certain outdoor area looks.

scenic: Having to do with scenery or landscapes, especially when pleasingto the eye.

suburban: Having to do with the communities next to the city or withincommuting distance of a city.

surrounding: One's immediate physical environment.

texture: The way a surface looks or feels such as smooth or rough.

urban: Having to do with cities or towns that are usually highly populatedand with a large number of buildings.

visual characteristics: Color, texture, pattern, shape, materials, spatialrelationship, proportion etc.

25

I 1 .- , ,. ,-. , a T1-1F MINN PCII INDATInN1

INTRODUCTORY EXERCISESEXPLORING THE VISUAL ENVIRONMENT IN THE CLASSROOM

The following activities are included for introduction and quick warm-ups for the class.Most of the activities will take no more than fifteen minutes.

1. Using grid paper, create a mapand legend for the classroomenvironment. (This could be anextension for a math lesson inmeasurement or geometry.)Identify the area in the roomthat is most pleasing andexplain why. Identify the areathat needs to be improved andexplain why and how to do it.

'44

3. Pretend you are a fly on theceiling. Describe the classroomin detail. Create a model ofthe classroom with moveablefurniture, pictures etc., sothat they may be clustered ina different way. Present yourmodel and give reasons whyyou arranged it your way.

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2. Identify different polygonsand interesting shapes andspaces within the classroom.Which shapes are the mostpleasing? Which shapes occurthe most often? Createa graph of different shapesor a graph of shapes thatare pleasing or not pleasing.

26VipwFinAPra° 17

4. Classify and/or graph colorsin the room. Develop relativepercentages. Which colorpredominates? Do researchon color and its possibleeffect on learning and mood.Compare your classroom toanother in the school.

6. If you entered the classroomand it was completely empty,what would you. put in it?What colors would you use?How would you arrange it?What would you put on thewalls? Recreate it in a box oron paper with Toot Its."

5. Look at the windows in theclassroom. What is framed inthe window? Do you like toface the window? In whatdirection (N,S,E,W) does thewindow face? What time ofthe day is the most lightvisible through the window?What effects does the windowhave on you and the room?

21.

THE DI INN FC1I INDATMN

7. Fretend you could improveyour workspace (chair, table,desk). Brainstorm a list ofimprovements and then drawa picture to show others.(You could use poster paper,an overhead transparency orcomputer program fordrawing.)

9. While sitting in your usualplace, describe what you see infront of you. Turn 90 degreesand describe again. Do thesame, until you are back to thebeginning, 360°. Review thedifferent views and decidewhat you liked or disliked abouteach and why. Write and shareyour answers with the class.

crSe.joyelt

S. Choose an object in the room.Move as far away from theobject as possible and sketchit. Then move about half waytoward the object and sketchit again. Finally, move as closeas possible and sketch itagain. Compare differentsketches in terms of detail.

28 ViewFinders© 19

10. Using a camera, studentstake photographs of assignedareas in the classroom fromunusual angles. View thephotographs and discuss how

_ lines, ang es, colors andperspectives change.

12. Conduct an on-line surveyof students in other schoolsall over the world askingthem to describe theirclassroom space.

11. Upon entering the classroom,instruct students to take a seatthat is not their own. Ask them totake out a workbook. Continue withthis lesson for a short time. Stopand ask them how they feel aboutsitting at someone else's desk.Discuss personal space, privacy,and animal territories. Include adiscussion of whether differentcultures have differentperspectives.

2 9

TI-IF DUNN FOUNDATION

NEIGHBORHOOD DETECTIVEEXPLOKING THE LOCAL COMMUNITY

Activity 1-1

SUBJECTSArtLanguage Arts

Science

SKILLSComparing

Describing

Drawing,

Identifying

InterpretingInvestigating

Listening

Observing

MATERIALSFor Each Student:

Clipboard or large pad.Drawing paperNeighborhood DetectiveClue SheetFends, crayons, markers

FOCUS3y playing the role of a detective,students discover the visualcomponents of a site and completea clue sheet. Then they draw and writeabout the site they have observed.

TIME

Outside: 30 minutesInside: 45 minutes

OUTCOMES1. Students are able to observe

a scene and describe it accurately inwords and pictures.

2. Students can identify personalemotions about their physicalsurroundings and realize that thevisual environment evokes differentfeelings and emotions in eachindividual.

30

ViptuFinApra° 21

TEACHERPREPARATION

Select and mark off astudy area around or nearyour school. The area mayinclude the school or theschool may be locatedalong one border of thestudy area. The size of thearea should be based onthe number of students inyour class, the number ofchaperones assisting youand the amount of timeyou are able to allocate tothe outdoor session. Astreet, park, recreationalarea or vacant lot are alsoappropriate study sites.

Ensure that the area iswell defined and safe.

Read The Visual Environmentessay on page 1.

Make sufficient copies ofthe NeighborhoodDetective Clue Sheet forthe class.

Ce47..62,Priir.

22 View Finders°

PROCEDURE

1. before going outside, have a briefdiscussion with :your students aboutwhat they notice as they walk or ride toschool. What do they stop and look at?Have they ever noticed anything unusual?

2. Explain that today lesson everyone will

look at the same scene and describe it intheir own way.

3. Explain that not only will they look withtheir eyes, but they should pay attentionto how they feel about what they see.Explain that feelings about what one seesare as important as factual reporting ofwhat is seen.

4. Emphasize that every opinion is valid andimportant!

5. Provide each student with aNeighborhood Detective Clue Sheet, aclipboard and a pencil. Instruct thestudents to work independently.Emphasize that there are no right orwrong answers to the questions on theclue sheet.

6. Review rules about being outside. (See_Taking Your Students Outdoors on page11.)

7. Take the class to the selected site.

8. Have the students spread out andanswer the questions on their cluesheets. Allow twenty minutes for themto complete their clue sheets.

31 THE DUNN FOUNDATION

Worksheet 1-1

NEIGHBORHOOD DETECTIVECLUE SHEET

fi

On this clipboard describethe area around you.Are there grass, trees, roads, buildings and soon? Be as complete as possible in yourdescription.

THE DUNN FOUNDATION

On this clipboard list the mostcommon shapes in the thingsaround you.For example, buildings or windows can be square,rectangular, round; poles and trees are cylindrical.

I

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WHAT I LIKE ABOUT WHAT I DISLIKETHE AREA ABOUT THE AREA

1

What individual items/objects doyou see?For example streetlights, buildings, roads, rocks,litter. List as many things as you can.

How do children, adults, andanimals use this area?

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THE DUNN FOUNDATION

9. Return to the classroom for discussion.

10. Tell the students to draw the area theyjust observed.

11. Discuss the landscape they observed andcompare their drawings. Review thequestions on the clue sheet and discussthe students' answers.

12. Collect and keep the drawings thestudents have made for Activity 1-8.

DISCUSSION

1. Review answers from the clue sheet. Whatwas described or drawn in the firstanswer space? Why are there manydifferent answers?

2. Why do individuals see things differently?

3. Did everyone feel the same way about thescene? Why or why not?

4. Why do you think this area was chosen forstudy?

5. If you were going to change anything inthe area we looked at, what would it be,and how would you change it?

THE I)UN\ FOUNDATION34

EXTENSIONS/HOMEWORK

Give the students a secondcopy of the Clue Sheet. Asa homework assignment,ask them to observe theirbackyard and complete theworksheet.

In class, compare the areasin which they live. Comparethe descriptions of theirbackyard with those of theschoolya rd.

Have students draw apicture of one of the areasthey observed showing thevisual changes they wouldlike to make.

ViewFinclers'

Worksheet 1-1

NEIGHBORHOOD DETECTIVECLUE SHEET

DETECTIVE IDENTIFICATION

NAME

DATE

LOCATION

Photo SAM. TANNIN Print

On this clipboard describethe area around you.Are them grams. Gem roads. buildings and soon? Be se complete as possible In yourdescription.

it

On this clipboard list the mostcommon shapes in the thingsaround you.For totarnplA building, or windows can be aquariarectangula r. round: poles and Crime am cylindrical.

What individual items/objects doyou see?For example streetlights, building., roads. rocks.litter. Last as many things as you can.

What colors do you notice themost when you observe the area?

How do children, adults, andanimals use this area?

What, if anything, would youchange here?

TT-TP TIT AIN PM INDATION

V IS FOR VISUALLEARNING TO LOOK

Activity 1-2


MathScience

SKILLSCritical Thinking

Describing

Drawing

ListingObserving

Recording

Team Building

Writing

MATERIALSFor Each Group:

5-8 simple items (button,acorn, pencil, rock, etc.)Access to an outside viewthrough a window or doorway

For Each Student:

ID Pencil, crayons:0 Copies of the V Is For Visual

worksheets.

THE DUNN FOUNDATION

FOCUSStudents observe and describe aseries of simple objects. Then theyobserve the view through a classroomwindow and draw the scene.

TIMEPart One: 50 minutesPart Two: 45 minutes

OUTCOMES1. Students are able to identify

characteristics such as shape,color, proportion and texture in thevisual environment.

2. Students realize that words oftenused to describe the visualenvironment are subjective and reflectindividual feelings.

This activity may be conducted in oneday during two lesson periods, or on twoseparate days using one period each day.

136ViewFinders° 25

TEACHERlPREPARATION

`Make Sure you have 5=5objects for the groups tostudy. (Each groupstudies one object at atime.)

0 :Ensure everyone will beable to view the.areasurrOunding the schoolfrom a window. If yourclassroom does not havevvindows, find a locationin the school where thestudents' ,6re able to viewthe outside.

PROCEDUREPART 1 (Lesson 1 or Day 1)

1. Divide the class into groups of 4-6students.

2. Give each student a copy of the Fart 1Worksheet.

3. Give each group a different object.

4. Ask the students to write about theobject's characteristics such as size,shape, color, texture in as much detail aspossible.

5. After 3-5 minutes, each group switchesobjects with another group and continuesthe process.

6. Continue the activity until each group hasexamined three objects.

7. Collect the objects and display themwhere everyone can see them.

S. Fick one object and have several studentsthat wrote about that object read theirdescription to the class.

9. Compare the descriptions for the sameobject.

10. Repeat the process with each object.

PART 2 (Lesson 2 or Day 2)

1. Have students look out the window and studythe scene. 3 7

26 ViewFinclers° -T1-4,- CT, L T7Trit

THE DUNN FOUNDATION", A %.

V 15 FOR VISUALLEARNING TO LOOK

aASSIGNMENT

Carefully observe the objecton the table. In the boxbelow, describe the object'ssize, shape, color, texture.Then draw the object onthe easel. When you havefinished do the same fortwo more objects byswitching objects withanother group. Use theboxes on the second pageto describe the newobjects.

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Size

Shape

GEColor

Texture

OBJECT #1

THE DUNN FOUNDATION ViewFinclers©

ViewFinders® THE DUNN FOUNDATION

V IS FOR VISUALLEARNING TO LOOK

ASSIGNMENTLook out the window and study the view.

Draw the view from the classroom window.

Write on the back how you feel aboutthe things you saw from the window.

Worksheet 1-2part 2

IDENTIFICATIONNAME:

DATE:

/ /

THE DUNN FOUNDATION 4_0 ViewFinders®

Can you IDENTIFY characteristics such as:

Colors, Textures, Shapes Materials such as: Repeated Patternswood, metal, asphalt

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DESCRIBE how you feel about the view.

41

ViewFinders® THE DUNN FOUNDATION

2. Give each student a copy of the Fart 2Worksheet and crayons. Ask the studentsto draw the view from the classroomwindow.

3. Have students turn their drawing over andwrite on the back how they feel about thethings they saw from the window.

4. DISCUSS the view. What did they like ordislike about the view? How did it makethem feel (happy, sad, depressed, peaceful,etc.) when they looked out the window?Can they identify characteristics such ascolors, textures, patterns, materials,shapes, etc.?

5. Explain to students that thesecharacteristics form the basis of thevisual environment.

Explain these characteristics might bereflected in: building materials (wood, stone,brick, metal or glass); heights and shapesof buildings and other structures such asbillboards, signs, parks and bridges; paintcolors; plants and flowers; natural areassuch as rivers, fields or forests; differentland uses such as agriculture, housing orindustry and so on.

V 15 FOR VISUAL :9.JE.7.1. 2

a ENTIFICATIOASSIGNMENT

Shape

Color

Tenure

:9JECT 3

05.1ECT s

THE DUNN FOUNDATION

..11Call

42*C-

EXTENSIONS/HOMEWORK

Have students bring inpictures (photographs,postcards, clippings frommagazines, etc.) of visualenvironments they like anddislike. Have each studentshare his/her pictures andexplain his/her feelings to theclass. (Or have the studentswrite an essay about onepicture explaining what theylike and dislike about it.)

Provide a collection ofmagazines or travelbi-ochures for the class.-Spread a large roll of paperon a table or the floor.Instruct students to createwhat they consider apleasing scene by cuttingpictures of landscapeelements out of themagazines and pasting themonto the paper. When themural is complete, discussthe variety (or lack of) colors,shapes, textures, etc. in it

ViewFinder& 97

DISCUSSION

1. Why are there different descriptionsfor the same object?

2. What characteristics were used todescribe the objects? How do thesesame characteristics influence an

impression of the visualenvironment?

3.Did everyone seelrecord the samethings from the window? Why did somepeople notice particular details whileothers did not?

4. How do you feel about the scene fromthe window? Why does each of us reactdifferently to the same view? Why doyou feel a certain way about the viewyou observed?

5. What components make up alandscape? Are they the same in allenvironments? What components wouldyou expect to find if you are in a rural orurban environment?

0

V IS FOR VISUAL:EARNING TO LOOK

ASSIGNMENT.t tnnann ann 0.1v :Pe new

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IDENTIFICATION

28 ViewFinders°

EXTENSIONS./HOMEWORK Cont.

Can you IDENTIFY characteristics ouch as:

Colors. Tatum. S... ...Wale such or CM. .1 Pirmormo

I

1

1

DESCRIBE how you feel about the snow.

O

10 I

3

Have students write apoem about one of theposters, the view from theclassroom window or theview from the front door oftheir home. The poem canexpress their feelings aboutthe scene they aredescribing as well as visualimages they wish to conveyto an audience.

Have students write .adescriptive essay aboUt thevisual environmentsurrounding their home orschool. Suggest theyinclude a description of thecolors, textures and shapesthey observe.

Have students createlandscape art by creatinga poster of the visualenvironment surroundingthe school or their home.-Erriphaize that the postershould reflect the colors,Shapes, textures and _izesof objects they see.

-

THE DUNN FOUNDATION

ACROSS THESE UNITED STATES ActivitY 1 3

015COVEING THE DIVESITY OF LANDSCAPES IN THE U.S.A.

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12iia pa

. EB ES

113 ES ED

Ef3 Ed

ILI E

SUBJECTSLanguage ArtslathScience

ocial Studies

SKILL

omparina.lifferringListening

_ObServing

:Recording

:SynthesizingWriting.

MATERIALSFoe The Clasi:

Postcard set (included)_Map of United Statei

For Each Student:

213 Worksheet, Across TheseUnited States

.,

THE DUNN FOUNDATION

FOCUS

Using a collection of postcards orpictures (representing landscapes onemight see on a cross country bustrip), students study the variety ofvisual environments throughout theUnited States. They identify keycomponents of each landscape andcompare and contrast them.

TIME

Inside: 00 minutes

OUTCOMES1. Students become aware of the

variety of visual environmentsthat exist throughout the UnitedStates.

2. Students discover that somelandscape components are specificto a region, while others are genericacross the country.

4 4-

ViewFinclers©

TEACHERPREPARATION

0 Place a map of the UnitedStates where everyonecan see it easily.

Arrange the postcards inorder around theclassroom as if the classwas taking a bus tripacross the country.Number the postcards.

Make copies of theworksheet for eachstudent.

Make an enlargedworksheet which will beused for the classroomtally.

30 ViewFinders®

PROCEDURE

1. Discuss the visual environment surroundingthe school. Is it urban, suburban or rural?(Make sure the students understandthese words.) What are the key physicalfeatures? Are there geographical featuressuch as mountains, the coast, a river orthe prairie? Note the landscapecomponents such as buildings, roads,farmland, natural areas and vegetation.Discuss how climate and location affectthese components.

2. Get the class ready to think about avariety of landscapes. Stress the variety!Ask questions such as:

Where do grandparents or otherrelatives live?What places have you visited?What places have you seen in movies?What do these places look like?

3. List the different types of landscapesmentioned on the chalk board.

4. Give each student a copy of the worksheetAcross These United States.

5. Arrange the class into small groups of 2-students. Stand each group in front of

a postcard for a few minutes. Have themrate the scene on their data sheet. Remindstudents to make sure the number on thepostcard corresponds correctly to theworksheet number. Everyone does not beginat 1. Rotate students past each postcardas they complete the tally.

4i5

. THE DUNN FOUNDATION

Worksheet 1-5

ACROSS THESE UNITED STATESTALLY SHEET

Mace an X in the column that best describeshow you feel about the landscape shown in

each postcard. Be sure you record yourresponse in the correct row remember, you

may not be starting at postcard 1.

POSTCARD LIKE VERYMUCH

MLIKE ALITTLE

1-0 6

..-1.}

NOFEELINGS

t)DISLIKEA LITTLE

8e

DISLIKEA LOT

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

THE DUNN FOUNDATIONA 6

View Finders*

ACROSS THESE UNITED STATESVVOKKSHEET

3. Which landscape do you like the least?

What do you dislike about this scene?

ViewFiners© THE DUNN FOUNDATION

a When the students finish rating all thepostcards, direct them to answer thethree questions on the worksheet.

-7. On the large tally sheet, record thenumber of students who like, disliked or

felt neutral about each picture.

DISCUSSION1. Discuss the findings on the classroom

tally. Why were certain sites preferredto others?

2. Why are there different opinions?

3. Discuss the visual characteristics ofeach postcard. Why are certain objectsthe focus of the picture?

4. Explain why each landscape is unique.

Discuss the differences between built

and natural components.

5. Make a few comparisons between a

postcard site and your community.Mention differences and similarities.

6. What are the common landscapecomponents in the postcards?

7. Make informed guesses about thepostcard sites concerning climate,activities, employment, industries,recreation, etc.

48

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in: MAX FOUNDATIONci

8. If you could choose one place to live, andone place to work or go to school, wherewould it be and why?

9. What makes a landscape special?

ACROSS THESE UNITED 5TvArrE51

000.0031°14

TALLY SHEET

Place an X in thecolumn that best describeshowyou feel about the Landscape show in eachpostcard. Se sure'you record your response in' the correct row - rememoer, you may not be

100 starting at postcard 1.

0

0

\------------POSTCARD

c'C.")LIKE VERY

MUCHLIKE ALITTLE

NOFEEUNGS

OilDISUKEA LITTLE

C!..0.

DISUKEA LOT

1.

2.

13.i4.

5.

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8.

9.

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11.

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ACROSS THESE UNITED STATESWORKSHEET

I. Which landscapeis most

like your own?

2. Which landscapedo you like the best?

3. Which landscape do you like the least?

What do you dislike about this scene?

9

EXTENSIONS/HOMEWORK

Create a list on the chalkboard of all the possiblecomponents in a landscape.

Create a postcard of a site inyour community, or of afavorite place. Use thepostcard to write to a familymember or a friend describingwhat you like about the placepictured. Ask this person tosend a similar postcard backto you.

Choose any of the postcardsand pretend you are there.Write a letter about thatplace to your teacher.

Look at a map of the UnitedStates. Choose a place tostudy and prepare a pictorialreport about it.

Start a postcard collection.Exchange postcards withpenpals or students inanother school.

Write a short story or a poemabout the local landscape.

Research a landscape artistand bring in pictures oflandscape art.

Make a map of the USAwith each state representedby pictures of its mostdistinctive landscapes.

ge.. . 11.1. 'TIT 011

MIND'S EYE HELP TRIPA VISUALIZATION EXEICISE

Activity 1-4

SUBJECTSArt

'Language ArtsSocial Studies

SKILLSria&2frig

escribingDrawing

InterpretingListeningMemory Recall

SynthesizingVisualizingWriting

MATERIALS-...-ForThe Class:

Mind's Eye Visualization'ESsay

For.Each. Student:

Mind's Eye Worksheet

THE DUNN FOUNDATION

FOCUS

Using guided imagery, students takean imaginary canoe trip andvicariously experience a variety of builtand natural features within thisimagined landscape.

TIMEInside: 50 minutes

OUTCOMES1. Students enhance their ability to

picture a landscape in their mind basedupon a verbal description.

2. Students can describe a place basedon their visual memory.

3. Students appreciate that everyonehas different feelings and perceptionsabout the visual environment.

50

ViewFinclers

TEACHERPREPARATION

Review the informationessay, Tips on UsingGuided Imagery, onpage 13.

Read the visualizationstory to yourself beforereading it to the clas6.

Prepare the class for thevisualization experience.They should know whatto expect and how tocooperate. A quiet andcalm mood is essential.Remove all distractions.

You might refer to thislesson as an imaginaryfield trip.

, -'r*-1;.` A! )

TCP,,'

34 Viev;/Finclers°

PROCEDURE

1. Explain that this lesson is an imaginaryfield trip. They will be travelling to a placewhere they will observe everything intheir mind through listening to a story.They must pay attention to their mind'spictures, sounds and smells. Remindthem to think about how their mindreacts as they listen to the story.

2. Emphasize that everything anyoneremembers is important.

3. You should establish a sense of placewhich will help the class relate to thestory. This is essential for the exerciseto be effective. Take a few minutes toask: Has anyone visited a river? Hasanyone been in a canoe? What sort ofnatural and built things do you find nearrivers?

4. Tell everyone to remove all distractions.Remind them that they cannot talk untilyou have finished reading the story.Make sure that everyone is comfortable.

5. Read the story slowly and pausebetween sentences. it should takebetween 7-10 minutes.

6. When the story is finished, somestudents may need to stretch andstand up before continuing. Keep thesame quiet, calm mood before you beginthe next part of the lesson.

7. Have the students complete The MindsEye worksheet.

5tTHE DUNN FOUNDATION

Worksheet 1-4

MIND'S EYE FIELD TRIP

ASSIGNMENTDraw what you pictured in

your mind while listening to"A Viet to Woodside Riven"

WOKKSHEET

IDENTIFICATION

NAME:

DATE:

52

THE DUNN FOUNDATION View Finders*,

MIND'S EYE HELP TRIPVISUALIZATION ESSAY

A VISIT TO WOODSIDE RIVER

I was going canoeing with my best friendRobin and Grandpa Young.... It was a beautiful clay,

sunny and warm with a slight breeze.... When I paid attentionI could smell some of the spring flowers and freshly cut grass.... The songbirds were merrily exercising their voices after the silence of the long coldwinter.... Robin and I were excited about the prospect of paddling a canoe...This would be our first time on the river,.. and also my first time in a canoe.

We piled into Grandma's old pick up truck.... It would take about twentyminutes to reach Woodside River.... The canoe and oars clattered in theback of the old truck as we drove along the bumpy windy road leading outof town In a few minutes we were surrounded by tall trees.... No onetalked very much.... I looked out the window and 53W things I have nevernoticed before.... There was an old farm house: although the white paintwas chipped in places, it seemed to reflect the bright sunshine thatpeeked between the maple trees.... The farm looked large, the greenmeadow went on forever. There were cows off to the right I think therewere six.... As we continued along the country road, I noticed a long stonewall and some colorful houses scattered here and there behind it....Suddenly a large, blue stretch of water appeared ahead of us.... It had tobe Woodside River. It was, because Grandma Young said, "Here we arefolks!"

Robin's grandma drove the truck over to the river's edge in the midst oftall grass.... I was so excited.... I jumped out of the truck and felt the tallgrass scratch my legs.... We all helped lift the silvery canoe out of thetruck.... Then we put on bright orange life jackets. We walked to thelaunching spot... My feet sunk into the gooey watery soft mud.... Finallywe slipped the canoe into the water....

53THE DUNN FOUNDATION ViewFinders®

My sneakers were encased in mud, and although my feet felt heavy, nothingstopped me from jumping into the canoe.... I was careful and deliberatebecause I knew the canoe could tip easily.... At least I was confident aboutmy swimming ability, but still I was extremely careful not to jerk my bodyor move unexpectedly without warning Robin or Grandpa Young.

We each took a turn paddling.... The edge of the river was clotted withlarge rocks, the water sparkled like randomly scattered diamonds.... Thenas we rounded a curve, I noticed a heap of trash on the river bank....Discarded soda cans, beer bottles and large plastic containers wereeverywhere.... An old tire floated near the canoe.... Looking further up theriver I could see the sides of some large buildings... We were getting closerto the city. The buildings seemed to get taller as we got closer to them.Grandpa Young asked us to guess how some of the buildings were used....I looked in the windows and could see people and lights The buildingswere alive with activity. One building had lots of windows and looked newand shiny.... Another looked old and was made of wood and brick Largecolorful flags fluttered in the breeze near them.

It started to get chilly as the sun went down. We looked forward to meetingGrandma at the clock.... We didn't realize that we would see her just aswe rounded the next curve.... Suddenly the city was before us. All shapesand sizes of buildings stretched out of the ground.... Victory Bridge wasreflected in the water near us.... Everything shimmered in the sun.... Thedock was moments away.... I could see the sparkling granite steps, andRobin's grandma waving to us.... We headed straight for it. Then we threwthe rope to Grandma Young and she tied us up Everyone piled out ofthe canoe and helped lift it back into the truck Then we ran over to theice-cream shop across the street.... boy was I hungry!

ViewFinclere THE DUNN FOUNDATION

DISCUSSION

1. Discuss the 'trip" they just took. Didthey enjoy it? What images were mostvivid? What sounds could they hear? Didthe scenes become "real" to them?

2. Did everyone picture the same sceneswhen the story was being read? Why orwhy not? What part(s) were meaningfulto you? Why?

3. What details did you remember? Why doyou think you remembered thosedetails?

4. Did everyone have the same reactionsto the trip? Why or why not? Why weresome images more vivid to somemembers of the class than others? Howdo your Senses help you learn about acertain place?

5. How does an individual's past experienceplay a role in how he/she reacts to thestory?

THE DUNN FOUNDATION

EXTENSIONS/HOMEWORK

Tell the students to shuttheir eyes again. This timethey should visualize aspecial place they havevisited. (The place could bea play area, a vacationspot, Grandma's house,etc.) Ask them to try andremember as many detailsas possible. What soundsdo they hear? What dothey see and smell?Why are your classmates'special places "special"?

Have the students write apoem or story about aplace they would like tovisit. Let each studentread their poem or story tothe class. Do the otherstudents visualize thesame place as the writer?Discuss the imagescreated by the story andthe variety of individualinterpretations.

ViewFinders' 35

ViewFinders®

Worksheet 1-4

MIND'S EYE FIELD TRIP-- ,

a,, ASSIGNMENT

Draw what you picturedin your mind while listening to

,z

i "A Visit to Woodside River.",

.-74.7,20.47.4931rWr

WORKSHEET

IDENTIFICATION

NAME*

DATE:

56

THE DUNN FOUNDATION

THE NATURAL ELEMENTSEXPLORING NATURE IN THE VISUAL ENVIRONMENT

Activity 1-5

SUBJECTSMathScienceSocial Studies

SKILLSAnalyzingClassifyingData CollectingDescribingIdentifyingInvestigatingObserving

Recording

learn BuildingWriting

MATERIALSFor Each Team:

Clipboard or 9x12 piece ofheavy cardboard andelastic bandsPencilsNatural Elements Data Sheet

For Each Student:

Natural Elements WorksheetCrayons or markers

FOCUS

Students visit the schoolyard (or anearby site) and locate the naturaland living components of the visualenvironment.

TIMEOutside: 40 minutesInside: 45 minutes

OUTCOMES1. Students are able to identify the

natural components within thevisual environment.

2. Students identify how naturalcomponents contribute toenvironmental health and the overallquality of the visual environment.

If you have not done nature or environmentalawareness activities with your class, wesuggest you do this activity before Activity1-0. Otherwise use it as an optionalactivity.

57

TEACHERPREPARATION

t "- *.

Select a convenientoutdoor site near theschool. The schoolyard isa good possibility, as i5 anearby park or empty lot.There must be signs ofnatural life such asplants, insects or otheranimals in the area. Apaved playground orsidewalk could be used aslong as you can findcracks in the pavementwhere insects and plantscan be detected.

Make copies of the datasheet and worksheet. Youwill need one data sheetper team, and oneworksheet per student.

PROCEDURE1. Divide the class into teams of 2-4

students. Give each team a clipboard, penciland data sheet.

2. Take the students outside to thepredetermined site. Direct them to explorethe area and identify as many differentplants, animals, or other signs of naturalcomponents as they can. These signs mightinclude seeds, acorns, pine cones, animaltracks, droppings, feathers etc. Remindeveryone to look under rocks, in old tires, incracks in the pavement, or along the side ofthe road.

3. Have each team record their findings on thedata sheet.

4. Return to the classroom and list on theboard the natural components or signs ofliving things the students found.

5. Discuss the following:

g Vi ftwFi nclers°

Did you find many living things? Wasit easy or difficult to discover them?Why?Where did the plants and animalsoriginally come from? Were they herebefore the buildings were erected? Werethey placed or brought here by people-or did they come through naturalmeans?How do the plants and animals livinghere get food and water? What sizeare most of the animals living here?Why?

6. Give each student The Natural ElementsWorksheet and allow enough time for themto complete it.

5 3 THE DUNN FOUNDATION

Worksheet 1-b

THE NATURAL ELEMENTSDATA SHEET

IDENTIFICATION 1 TEAM MEMBERSNAME:

DATE:

WHO LIVES IN THE NEIGHBORHOODBESIDES PEOPLE?

As you investigate the area, fill in the chartbelow by either drawing a picture of what

you find or writing the names of theplants and animals.

PLANTS

59

ANIMALS

THE DUNN FOUNDATION ViewFinders®

WHAT SIGNS OF LIFE DO YOU SEE IN THE AREA?Draw or list them in the space below

(For example; seeds, pine cones, acorns, animal droppings,animal tracks, dead leaves)

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Worksheet 1-5

THE NATURAL ELEMENTSWORKSHEET

IDENTIFICATIONNAME:

DATE:

TEAM MEMBERS

COLOR ALL THE NATURAL COMPONENTS YOU FIND IN THIS PICTURE.Circle the one you find the most interesting. Then on the back of thisworksheet explain what you know about the component you circled.

THE DUNN FOUNDATION ViewFinders©

THE COMPONENT I FIND THE MOST INTERESTING 15:

This is what I know about the natural component I circled:

View Finders@

52

THE DUNN FOUNDATION

7. Discuss students' answers. How can wesummarize all the data we have

collected?

DISCUSSIONAside from people, what other thingslive in the neighborhood?

2. Where did you locate the plants oranimals in the environment youexplored?

Z. Did you find many living things duringyour investigation? Why or Why not?

What might increase or decrease thenumbers of plants and animals sharingthis area with people?

Z. Which do you think there are more of in

your community: natural areas or builtareas? DISCUSS why this is so.

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EXTENSIONS/HOMEWORK

Have each student pick oneof the animals or plants listedon their data sheet. Take theclass to the library and haveeach student write a reporton the animal or plant theyselected.

Visit a natural historymuseum or nature center.

Have an expert visit the classand talk about theenvironment, wildlife or botany.

Have students draw a buildingthat could be in their town.Next, ask the students todraw some natural elementsor landscaping around thebuilding to create what theythink is a visually appealingscene. Discuss this with themand display the drawings.

Obtain a land. use map of yourtown from the town hall. Havestudents study the map anddetermine the percentage ofnatural areas, open space andbuilt areas. Make graphs ofthese results. Discuss thedifferent types of open space(parks, greenways, woods,vacant lots, utility corridorsetc.), and how they are used.

ViewFinders:' 3

0

0

Worksheet 1-5

THE NATURAL ELEMENTSDATA SHEET

IDENTIFICATIONNAME.

WHO LIVES IN THE NEIGHBORHOODBESIDES PEOPLE?

As you investigate the area, fill in the chartbelow by either drawing a picture of what

you find or writing the names of theplants and animals.

PLANTS

( TEAM MEMBERS

1

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ANIMALS

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Worksheet 1-5

THE NATURAL ELEMENTSWORKSHEET

IDENTIFICATIONNAME

DATEI

TEAM MEMBERS

1COLOR ALL THE NATURAL COMPONENTS YOU FIND IN THIS PICTURE.Circle the one you find the most Interesting. Then on the back of thisworksheet explain what you know about the component you circled.

WHAT SIGNS OF LIFE DO YOU SEE IN THE AREA?Draw or list them in the space below

(For example: seeds, pine cones, acorns, animal droppings,animal tracks, dead leaves)

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A NATURAL BLENDTAKE ONE PART NATURE AND ONE PART

SUBJECTSArtScienceSocial Studies

SKILLSCommunicatingCritical ThinkingDescribingDrawing

InferringInterpreting DataSynthesizingTeam BuildingVisualizing

MATERIALS1:1 Chalk board or

large sheet of paperMural paper or newsprintConstruction paperScissorsGlue or tape

El One set ofWhat Is My Role? CardsCrayons or markers

THE DUNN FOUNDATION

uilt

FOCUS

Activity 1-6

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Students discuss the roles naturaland built components play in thevisual environment and create alandscape mural.

TIMEInside: 90 minutes

OUTCOMES1. Students develop an understanding of

the relationship between the naturaland built components of the landscape.

2. Students are able to analyze theimpact of natural and built componentson the visual appearance of theirenvironment as well as their effect onplants and animals (including humans).

If you have not done nature or environmentalawareness activities with your class, wesuggest you do Activity 1-5, The NaturalElements, before this activity.

F5ViewFinders° 41

TEACHERPREPARATION

Copy and cut out theWhat is My Role? cards.

Divide the What is MyRole? cards into threepiles.

Place the craft materialson a table where studentscan access them.

Cut the mural paper intothree pieces.

42 _View Finders!

PROCEDURE1. Ask students to define the terms "built

components" and "natural components."Write their definitions across the top ofthe chalk board.

2. Divide the chalk board into two columns.Label one column "built" and the other"Natural." Help students list in eachcolumn the built and natural componentsin the community around the school.

3. Divide the class into three groups.

4. Give each group a stack of the What Is MyRole? cards and a piece of mural paper.

5. Have each group create a mural of a visualenvironment. Explain they must include inthe mural all of the components shown ontheir What Is My Role? cards. They canalso include any of the components listedon the board. Encourage them to becreative. Suggest they can draw theirlandscape components or cut them out ofconstruction paper and glue them ontothe mural.

6. When each group has completed theirmural hang it on the wall.

7. Invite each group to explain their mural tothe class. Using each role card as a guide,they should explain the roles thecomponent plays in the environment. (Theyshould do this only for the components forwhich they have cards.)

THE DUNN FOUNDATION

S. After the groups have explained theirmurals, discuss how both the natural andbuilt components in the environmentinteract with each other.

9. Discuss what impact varying theproportion of built to natural componentsmight have on the community. Ask:

What if we had no buildings?What if we had roads and no parksor open green space?What if we had only woods and fields?

' What if we had only one park in thewhole city?

DISCUSSION1. Is the mural you created similar to the visual

environment in your community? Does it have

a similar relationship between the number ofnatural and built components?

2. Do you find this mural visually pleasing? Why

or why not?

3. Are natural components in the environmentimportant? Why? Are the built componentsimportant? Why?

4. What should we do about the naturalcomponents of an area when creating a newmall, office building, house or other structuresfor human use?

5. Should we add natural components to a builtup area? Think of creative ways to add them.

*6. Are there any changes or additions you wouldlike to make to the mural? If 50, what arethey?

'HIE DUNN FOUNDATION 67

EXTENSIONS/HOMEWORK

Provide time for students toresearch or brainstorm therole(s) of any componentslisted on the board orincluded on theimuralswhich did not have a What IsMy Kole? card. Havestudents create their ownrole cards for thesecomponents.

Display a series ofphotographs of yourcommunity. Discuss thenatural and builtcomponents in thephotographs, the role eachcomponent plays, and therelationship between naturaland built components withinyour community. What willhappen if a component isremoved?

Ask each student to make alist of all the natural andbuilt components they seeon their way to school.Create a bar graph showingthe number of times eachcomponent occurs along thestudents' route.

ViewFinders'

TREEprovides shade and coolsenvironmentmakes an area attractiveproduces oxygencontrols erosionprovides sheltersource of food

BEEpollinatesproduces honey

WORMdecomposes dead materialsstirs nutrients into soilfood for birds and animals

SOILholds plants in placeprovides nutrients for plantshelps cleanse pollutants fromenvironment (small amounts)home for insects/animals

BUILDINGprovides sheltermany uses: offices, shops, houses,storage, industry, recreation

ROADhard surface for vehiclesconnects communitiesallows movement of rawmaterials and products

STREET LIGHTSilluminates streetpossible place for nestingcan improve street appearance

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ISTREETFURNITURE

FENCE

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TRAFFIC LIGHTcontrols traffic and pedestrianssafety devicecan improve street appearance

FIRE HYDRANTemergency water supply forfighting firesprovides water for cleaningstreets

FENCEcreates an enclosurecan keep people or animals in or outmay be decorative or historicmay define property boundaries

STATUElandmarkhonors person(s) or eventpublic artgathering place

STORM DRAINcollects rain waterprevents flooding

LAND FILLplace to store solid wastesource of food for some animals

STREET FURNITUREplace to restdecorates streetprovides gathering place

MAILBOXplace to deposit mail

WETLANDshelter for wildlifeproduces oxygennatural control for floodingcleanses small amounts ofpollutants from environmentbreeding area for aquatic animalsand birds

STREET SIGNSprovides informationcreates idenity for neighborhood

CEMETERYburial sitegreen spacehome for wildlifecan provide a record of localhistory

SIDEWALKplace to walk'separates pedestrians fromprivate property/road trafficcan add visual interest to theStreet depending on what it ismade from

RAILROAD TRACKSallows for the movement ofpeople, raw materials and productshabitat for some plant lifeif abandoned can be used forrecreational areas

BILLBOARDSadvertise products/servicesprovide information

INSECTShelps decompose dead plantsand animalscan pollinate plantsprovide food for certain wildlife

PONDhome for wildlife lifeadds visual interest to thelandscapebreeding place for insectssource of food and water

72

ROCKS

absorb heatplace for lichen to growprotection for small animalsbuilding material

BALLPARKrecreational areagreen spacegathering place for peopleneighborhood landmark

PARKING LOTpaved area for parking vehiclesprovides access for convenientshoppinghard surface for recreationcould be used for flea markets,traveling festivals, etc.

UTILITY POLESAND LINES

delivers services: electricity,telephone, cable TV

holds banners and posters

BIRDSsingeats plants, insect, etc.pollinates flowersfood for other wildlife

GRASSmakes an area attractiveabsorbs waterproduces oxygenshelter for small animalscontrols erosion

SPIDEReats insectsfood for birds and other animals

FLOWERSmakes an area attractiveproduces oxygenfood (seeds) forbirds/animals

74

BUILDING .

provides sheltermany uses: offices, shops, houses,storage, industry, recreation

ROADhard surface for vehiclesconnects communitiesallows movement of rawmaterials and products

STREET LIGHTSilluminates streetpossible place for nestingcan improve street appearance

FOUNTAINmakes an area attractivegathering/socializing placeprovides water for birdsand small animalscools the surroundings

TREEprovides shade and coolsenvironmentmakes an area attractiveproduces oxygencontrols erosionprovides sheltersource of food

BEEpollinatesproduces honey

WORMdecomposes dead materialsstirs nutrients into soilfood for birds and animals

SOILholds plants in placeprovides nutrients for plantshelps cleanse pollutants fromenvironment (small amounts)home for insects/animals

7 6

VIEWPOINTSFRAMING THE LAN-OS-CAFE

Activity 1-7


SKILLSAnalyzingComparingCritical Thinking

;.i't

'Documenting'Drawing

InferringInterpreting0120erving

Team BuildingWriting

MATERIALSFor The Class:

_AD _ Three posters of differentlandscape artworks. Goodsources for these includeschool and public libraries, art

-teachers and local galleries.

For Each Student:

El Index cards (4x 6 is best)..D _Scissorsn Pencils, crayons, markers, paint

sia.,..Drawing paper

-:,=!

THE _FOUNDATION ____

FOCUSPart OneStudents make and use a "view-finder"to focus on a framed portion of thelandscape. They imitate artists asthey create their own record of thevisual environment.

Part TwoStudents look at examples of landscapeart. The discussion centers on how anartist perceives "visual facts."

TIMEPart One: 60 minutesPart Two: 60 minutes

OUTCOMES

1. Students discover that an artist'srendering of a landscape often reflectsa personal interpretation of a scene.

2. Students analyze how an artistrecords "visual facts" based on whathe/she wants the viewer to see, feel orimagine.

3. Students discover that individualshave different standards of what isvisually pleasing.

Viewfinders@ 45

TEACHERPREPARATIONPART 1

Make a view-finder so youcan show it to thestudents. Follow thesedirections.

c47,c..4Fold the card in half andmark a 1/2" line on threesides from the center.

Cut along these lines inthe center of the card.

Unfold the card.

PART 2

Display the pictures oflandscape art.

PROCEDURE


1., Have each student make a view-finder froman index card by following the directionsunder Teacher Preparation.

2. Give each student a piece of drawing paper,a pencil and a clipboard.

3. Take the students outside. Take along artsupplies.

4. Ask each student to pick a scene to look atusing their view-finder. The view-finderbecomes the frame around the landscapescene. Encourage the students to look in alldirections before they choose a site tostudy and draw.

5. After studying the site through the view-finder for 5-4 minutes, ask the students todraw their framed view. Remind them todraw what they see. They should noteliminate things they don't like or addthings not inside their viewfinder.

6. Return to the classroom and allowstudents time to complete their drawings.

7. Display the drawings around the room.

DISCUSSION


1. What were your impressions of thelandscape as you looked through theview-finder? Did looking through the

'78 THE DUNN FOUNDATION

view-finder affect your impression of thesurrounding area? What were yourimpressions as you looked in differentdirections?

2 How were your classmates drawings similaror different from yours? Did people whodrew the same view interpret theirsurroundings the same way? Why?

3. Did you notice anything today that youhave never noticed before? Did you seeanything that surprised you? Explain. Whydo you think you never noticed it before?

4. Why doesn't everyone like the samecomponents in the visual environment?What are some of the preferences evidentamong your classmates?

PROCEDURE


1. Divide the class into six groups.

2. Direct the students attention to theposters in the classroom. Explain thatthese posters are pictures representing thelandscape. These pictures are artists'interpretations of the visual environmentand are commonly known as landscape art.

3. Assign each group a poster to study. Askthe group to pay dose attention to thecolors, textures, shapes and objects in theartwork. Each group will collaborate to writea description or story about the picture.

7 9

5940**Stkarr4

ViewFinders

Write the following questions on the board asguidelines to he develop the descriptions:

Where do you think this picture is located.Where else could it be?Could it be in your community?Describe some of the components(streets, buildings, parking lots,meadows, farms, lampposts, animals,etc.), noted in the artwork.

Who might live here or work here?Describe clues that might indicate theculture of the people who live near thelocation of the picture.What do you consider special orimportant about this place?What, if anything, do you dislike aboutthis place?Does this picture stimulate anyemotion? Explain.Would you like to visit or live in this area?Why?

DISCUSSION


1. Have each group share their description orstory with the rest of the class.

2. Have the students identify which poster(s)most closely reflect(s) the visual environmentof their community. Why are some picturesdifferent from their visual landscape?

3. Have the students compare a poster/photowith their own picture. Discuss similarities anddifferences. How are the scenes they drewrepresentative of their community? What dotheir pictures or any of the posters reveal thatis positive or negative about their community?(Focus on landscape components and visualcharacteristics, not the actual drawings.) 8

EXTENSIONS/HOMEWORK

Have students create aframe around their drawings,using construction paper. Dothe pictures look differentframed? Why?

Have the students collectmagazine pictures oflandscapes which reflectdifferent cultures. Have thestudents create postersusing cutouts.-Describe the"artistically created" visualenvironment.

Using poems, short storiesor other literature, readdescriptions of differentlandscapes. Discuss howauthors create pictures andlandscapes with words. Havethe students draw picturesof the landscapes you readabout. Write a poem or adescriptive paragraph abouta certain "place."

Yiewfinciere._____

Have the students create aphotographic essay of thestreet they live on or thearea around the school.

Research a famouslandscape artist. Write areport aboutthe artist andpresent it.to7the.class.

THE DUNN FOUNDATION

CHECK OUT THE NEIGHBORHOODActivity

1-5

A SECOND LOOK!!

SUBJECTSLanguage ArtsMathScienceSocial Studies

SKILLSClassifyingCommunicatingData CollectingDescribingDocumentingIdentifyingInferringInvestigatingListeningListingObservingRecordingTeam BuildingWriting

MATERIALSFor Each Team:

Clipboard or large padPaper and pencils

For-The Class:

TO Chalkboard or large sheetof paper

THE DUNN FOUNDATION 81

FOCUSStudents return to the site ofActivity 1 -1 to carefully observe andinventory the visual environment.

TIMEOutside : 30 minutesInside : 50 minutes

OUTCOMES

1. Students are able to gather andrecord data.

2. Students can inventory thecomponents of a visual environment.

3. Students are able to give a detaileddescription of the visual environmentsurrounding their school.

TO THE TEACHER: In keeping with the formatof the ViewFinders curriculum, we have includedthis activity for your use as an assessmenttool. Ey comparing the maps your studentscreate during this activity with the drawingsthey initially created during Activity 1-1Neighborhood Detective, you will be able toassess the amount of change that hasoccurred in the student's understanding ofthe visual environment.

ViewFinders® 49

TEACHERPREPARATION

0 Review the Teacher Tips"Taking StudentsOutdoors."

0 Return to the study siteyou used in Activity 1-1. Ifyou did not use Activity 1-1,select and mark off a studyarea around or near yourschool. The area mayinclude the school or theschool may be locatedalong one border of thestudy area. The size of thearea should be based onthe number of students inyour class, the number ofchaperones assisting youand the amount of time youare able to allocate to theoutdoor session.

0 Walk through your studyarea and identify thevarious components of thevisual environment. Notewhether it is mostly builtor natural and the keyfeatures such as roads,buildings, historicstructures, signs, farms,etc.

PROCEDUREYou may want to do this activity with the entireclass moving about the area as a unit, or youmay wish to involve parents by assigning aparent to each team. Then you can give thegroups a specific time frame to work within andeach parent/student team can move about ontheir own within the study area.

1. Ask students to think back to the firstactivity, Neighborhood Detective. Reviewwhat they discovered on their firstexploration of the environment surroundingthe school. Lead the discussion into thedevelopment of their own definition of thephrase "visual environment."

2. Have students think about the differentactivities in which they have participated.What are the parts or components thatwork together to create a visualenvironment? Create a list of thecomponents of the visual environmentsurrounding the school on the chalk board.

You might have to make a few suggestions to getthem started. Examples you might suggest couldinclude: railroad tracks, utility poles, street lights,streets, trees, garbage cans, farmland, signs,billboards, streams, wetlands, skyscrapers, etc.

3. Once you have a sufficient list on the chalkboard, divide the class into teams of threeto five students. Give each team a name ornumber.

4. Explain they are going to make anotherexploration of the area around the school.This time they will be analyzing thisparticular visual environment as a whole

and creating an inventory of all itscomponents. !

L'

5. Provide each team with a clipboard, penciland some paper. Review the list of theenvironmental components the classcreated and assign one or more of thecomponents to each team. Be sure all ofthe items on the list are assigned to theteams. Have each team copy the list ofcomponents assigned to them.

6. Explain that each team is responsible fortheir "list." They should count the numberof times they find each component, anddescribe anything unusual or unique aboutit. For example, how many street lights arethere? How many houses? How manystores? Are there individual trees plantedalong the street, or is there a forestedsection in the area they are investigating?

7. Take the class outside and, as a group,slowly work your way through the studysite you have selected. (Or, if you areworking with parents, assign a time toreturn to school and let each team work

on their own.) Each team should documentthe existence of the environmentalcomponents on their list during this time.

S. When you return to the classroom haveeach team give a report on their findings.

9. Using a large roll of paper, have the classcreate a map of the study area. Ask eachteam to draw their findings on the map.Use the map to discuss the visualenvironment surrounding the school: Would

the students like to see any changesmade? If so, what are these changes andwhy do they want to make them? Couldthey help make any of these changes?

THE DUNN FOUNDATION83 ViewFinders® f 1

DISCUSSION1. Did you find what you expected to find?

2. What are the most common/dominantcomponents of the area?

3. What were the least commonly foundcomponents?

4. Did you find anything unexpected orunusual?

5. How would you describe the visualenvironment you visited in two or threewords? (cityscape, countryside, etc.)

6. Based on your map, what is the proportionof built and natural components in thearea you studied? How does this compareto where you live?

A

52 View Finders*"

84

EXTENSIONS/HOMEWORK

Ask each team to create abar graph showing thecomponents they wereidentifying. Compare theamount of built andnatural elements in thisvisual environment.

Have students create atravel poster, postcard, orbrochure of the area theyinvestigated.

Take photographs of theschool and itssurroundings. Paste themonto the map created bythe students in theactivity.

Add other environmentaland community resourcesto the map to create acomplete community map.

THE DUNN FOUNDATION

RESOURCESCurricula

Al2hau, Marcy, Rolaine Copeland, Greta Krenberger. Architecture in Education: AResource of Imaginative Ideas and Tested Activities. Philadelphia, PA: Foundationfor Architecture, 1986.

A resource for teachers focused on architecture.

I3enziger brown, Nancy ed. Planning Education Kid Style. Knoxville, TN: Knox AreaSection, Tennessee Chapter, American Planning Association, 1994.

K-12 curriculum based on the Center for Understanding the Built Environment (CUBE) Box Citycurriculum, (description included under Graves, Ginny), focused on planning and planningprinciples. Provides a vehicle for professional planners, architects, elected officials andstudents to interact in the design of a city. Should 190 used with Box City.

Graves, Ginny & Dean, Box City. Prairie Village, KS: City Center for Understandingthe built Environment, 1992.

The next step after Walk Around the Block (op.cit). Students K-12 learn how to develop andmodify the built environment through hands-on role playing. Through cooperative activitiesstudents build a city incorporating their design and planning skills. The 'Classroom Pack'

includes boxes for building a model city.

Graves, Ginny et al. Walk Around the Block. Prairie Village, KS: City Center forUnderstanding the built Environment, 1992.

A K-12 self discovery program during which students tour their built environment. Increasesunderstanding of the architectural design, city planning and human processes which influencehow our cities work. Block City teaches community planning through role playing and building a

model city.

Mullahey, Ramona. Community As A Learning Resource: A Teachers Resourceand Guide. Honolulu, HI: Ramona K. Mullahey, 1994.

Suggests a variety of activities based on the resources within a community including people,buildings, structures, community issues and artifacts. Focuses on the use of the communityas a living classroom while concentrating on the built environment. Written for Hawaii, but hasbroad applicability.

National Park Service's National Register of Historic Places & the National TrustFor Historic Preservation. Teaching With Historic Places. Washington, DC:

Preservation Press,1994.Short lesson plans on a variety of heritage education topics for middle schools. Each lesson

focuses on a place listed on the National Register of Historic Places. Includes a dramaticstoryline linking place with historic and cultural themes.

85Ti TT Ti TwilLT 17/NT Mir, ArrTnI\ T ViewFinders° 5.

Sandler, Alan R., ed. The Source Book II. Learning By Design. Washington, D.C.:

American Institute of Architects Press, 1988A compendium of curricula, educational programs and organizations addressing variousaspects of the built environment.

Von Tscharner, Renata & Ronald Lee Fleming. New Providence, A ChangingCityscape. San Diego, CA: Harcourt, Brace, Jovanovich, 1987.

The story of change in the landscape of New Providence, an imaginary American city ispresented visually in intricate detail. Students are encouraged to identify and describe thephysical changes they observe as the city's history unfolds. Full color poster set is alsoavailable for classroom use.

Visual Environmental Issues

Arendt, Randall. Rural By Design: Maintaining Small Town Character. Chicago, IL:

American Manning Association Manners Press, 1994.Focuses on design and policy issues to prevent the loss of small town character. Presentspertinent and useful information for town planners, local officials, citizen volunteers andlocal residents. Contains many examples of design focused on preserving a sense of place while

accommodating growth.

Frank, Jeffrey & Zamm, Michael eds. Urban Environmental Education. Ann Arbor,Ml: School of Natural Resources and Environment, University of Michigan. 1994

A resource guide and unit for workshop leaders who want to help educators explore the urbanenvironment with their students. Explains urban environmental education and offers alternative

approaches. Contains case studies and suggestions for teachers.

Garreau, Joel. Edge City, Life on the New Frontier. New York, NY: Doubleday, 1991.

Examines the phenomenon of the new metropolis called Edge Cities. Argues that the majorityof Americans live, work and play around the modern office buildings, shopping plazas, andfitness centers of Edge Cities. Presents these modern urban centers as a profound and

elemental change in American urbanism.

Hale, Jonathon. The Old Way of Seeing. New York, NY: Houghton Mifflin, 1994.Examines, in layman's terms, the principles that animate beautiful buildings, no matter whatstyle or period. Points out how we can begin to repair the damage that has been done to ourvisual environment. Shows how we can recapture the lost magic of architecture and recover our

sense of place.

Herr, Phillip. Saving Place: A Guide and Report Card for Protecting CommunityCharacter. Boston, MA: National Trust for Historic Preservation, 1995.

Includes an overview of community conservation in the Northeast, including a thirty questionreport card for assessing where a community might focus its efforts. Also includes acomprehensive listing of resources on protecting community character.

54 ViewFinders® 86 THE DUNN FOUNDATION

Herr, Phillip & James, Sarah. Place-Notes: Resources for Protecting Community

Character. Boston, MA: National Trust for Historic Preservation, 1995.

Explains, in understandable terms the planning tools that ordinary citizens should understand

when considering their town's future. Topics include institutional structure, planning, controls

such as building codes and zoning regulations, environmental controls, growth concerns, site

level guidance and design review.

Hiss, Tony. The Experience of Place. New York, NY: Knopf, 1990.Encourages us to look at our cities and countryside in a new way. Offers an innovative and

readable proposal for new ways of planning, building and managing our most immediate and

overlooked surroundings.

Kunstler, Howard. The Geography of Nowhere, The Rise and Decline of America'sMan-Made Landscape. New York, NY: Simon & Schuster, 1993.

Traces America's evolution from a nation of Main Streets and coherent communities to a land

where everyplace is noplace in particular. Argues that now that the great suburban build out

is over, we are stuck with a national living arrangement that destroys civic life while imposing

enormous social costs and economic burdens. Dramatically illustrates the consequences of

community planning based on the automobile. Proposes a return to the sound principles of

planning and the art of good placemaking.

Stokes, Samuel & Watson, Elizabeth. Saving America's Countryside, A Guide To

Rural Conservation. Baltimore, MD: Johns Hopkins University Press, 1989.Examines conservation of the unique character of rural communities. Suggests that towns on

the edge of suburbia should fight for managed growth policies that respect nature's limits and

exhibit reverence for the human environment created by earlier generations. Argues thatAmerica needs small towns and that we should resist the homogenization of our landscapes.

People and Organizations

Local Resources.Valuable resources include: nonprofit organizations (such as historic preservationists, open

space advocates, community development organizations, land trusts); architects, planners,landscape architects, planning commissions, local branches of state and federal agencies

concerned with transportation, environment, parks and recreation.

American Forestry Association/Global Releaf. PO Box 2000. Washington, DC

20013. 202-667.-7751The nation's oldest citizen conservation group for trees, forests and forestry. Publishes Urban

Forests, the voice of the National Urban Forest Council, established by the AFA to promote an

appreciation of the benefits provided by urban forests. Provides educational materials related

to trees.

8(7

THE DUNN FOUNDATIONViewFinders® 55

American Institute of Architects. 1735 New York Avenue, NW, Washington DC20006. 202-626-7300 (Also has local chapters.)

Develops and publishes "Learning By Design" educational program for K-12.

American Planning Association. 1313 E. 60th Street, Chicago, IL 60637-2891.312-955-9100 (Also has local chapters.)

Encourages planning that will contribute to the public well being by developing communities andenvironments that meet the needs of people and society more effectively. Sponsorseducational programs including "Box City." (See Curricula section.)

American Society of Landscape Architects. 4401 Connecticut Avenue, NW. FifthFloor, Washington DC 2000E3. 202-686-2752

ASLA provides teachers with information on the field of landscape architecture.Information available includes reading lists, activity booklets and a sample lesson plan.

Center for Building Education. 2118 Wilshire Boulevard, #303, Santa Monica CA90403. 310-471-0090

Publishes "A Curriculum Guide To Creative Development" and videos "Classroom City" and"Everything Is Made Out Of Something."

Center for the Study of Art and Architecture. 115 W. Church, Champaign. IL61820. 217 359 -3453.

Publishes "Archi-Teacher: A Guide to Architecture in the Schools."

Center for Understanding The Built Environment. 5328 W.67th Street, PrairieVillage, KS 66208. 913-262-0691

Focused on the built environment, CUBE specializes in community based education whichbrings together educators, kids and community partners to effect change. Their goal is todevelop an informed citizen who will appreciate, respect and work for a quality builtenvironment. Publishes "Block City" and "Walk Around The Block" curricula.

Cooper Hewitt National Design Museum. Smithsonian Institution EducationDepartment. 2 E. 91st Street, New York, NY 10128. 212-860-6868

Produces workshops, tours, activity guides and resource materials for school audiencesrelated to the built environment.

National Trust For Historic Preservation. 1785 Massachusetts Avenue, NW.Washington DC 20036. 202.-673-4296. (Also has six regional offices.)

The Trust is the country's foremost advocate for historic preservation. Acts as aclearinghouse for information, coordinates preservation organizations, provides technicaladvice, influences public policy and provides educational materials. Publishes heritageeducation materials.

88ce- 11. _I T}-IF DUNN FOUNDATION

Scenic America. 21 Dupont Circle, NW, Washington DC 20036. 202-853-4300.(Also has state affiliates.)

Scenic America's mission is to conserve and enhance the scenic qualities of America'scountryside and towns. Advocates for national policy to protect scenic resources, such asscenic roadways. Provides communities and organizations with information on scenicconservation issues including billboard control.

Technical Resources

American Association for the Advancement of Science. BENCHMARKS forScience Literacy, Project 2061. New York, NY: Oxford University Press, 1995.

American Association for the Advancement of Science. SCIENCE for AllAmericans, Project 2061. New York, NY: Oxford University Press, 1990.

bones, David ed. Getting Started: A Guide to Bringing Environmental EducationInto Your Classroom. Ann Arbor, MI: National Consortium for EnvironmentalEducation, University of Michigan, 1994.

Hassard, Jack. Science Experiences: Cooperative Learning and the Teaching ofScience. New York, NY: Addison Wesley Publishing Company, 1990.

Johnson, Roger and Johnson, David. Learning Together and Alone. New York, NY:Prentice Hall Publishing Co., 1991.

Osborne, Roger and Freyberg, Peter. Learning in Science. Hong Kong: OctopusPublishing Group, 1985.

Roth, Charles. Environmental Literacy: Its Roots, Evolution and Directions in the1990s. Columbus, OH: ERIC, 1995.

Swan, Malcolm D. ed. Tips and Tricks in Outdoor Education. Danville, IL:Interstate Publishers, Inc., 1995.

Children's Literature

Avi, Something Upstairs. New York, NY: Avon, 1988Historical fiction whose main character goes back in time from the 1980's to the 1790's anddiscovers changes in the landscape and waterfront during the past 200 years.

$9THE DUNN FOUNDATION ViewFinclers° 57

baker, Jeannie. Window. New York, NY: Greenwillow books, 1991.This wordless picture book illustrates the visual environment. A mother and her son observethe changing view through their window. The view changes from a forested wilderness to a citywhile the boy grows from infancy into manhood. As a young man he moves to the country, and

views the rural scene from his window with his child.

13i05, Joan. Old Henry. New York, NY: , William Morrow & Company, 1987.Henry and his neighbors discover the value of community. Henry's love of flowers and treesexists in spite of the fact that he doesn't take good care of his house.

Burton, Virginia Lee. The Little House. Boston, MA: Houghton Mifflin Company,1949.

The story follows a little house through the centuries as the landscape changes from rural tourban.

Cherry, Lynne. A River Ran Wild. New York: Harcourt, brace & Company, 1992.True story of the Nashua River that runs through Massachusetts and New Hampshire.Follows the story of the river from the settlement of native Americans along its banksthrough the industrial revolution to modern times and the efforts of a group of concerned

citizens to restore its ecological and visual value.

Cooney, Barbara. Mies Rumphius. Puffin Books, 1982.An older lady decides to decorate the landscape by planting lupines. A metaphor about howeach one of us can impact the earth by making it more beautiful, and leaving something ofourself for others to enjoy. The story brings out the importance of landscapes to one's life-

style and the belief that art, beauty and life are inseparable.

Ernst, Kathryn. Mr. Tamarin's Trees. New York, NY: Crown Publishers, Inc., 1976.Mr. Tamarin finds no joy in his trees because their leaves make such a mess. Its only when he'cuts down the trees that he discovers their real worth.

Fife, Pale. The Empty Lot. Little, Brown, 1991.Dilemma faced by a man who decides to sell a piece of his grandfather's farm, and then can'tface the prospect of a bulldozer changing the land.

Grater, Lindsay. Runaway Row. Ontario, Canada: Annick Press., 1992.The gentle rebellion of a row house that, in the face of urban change and imminent destruction,becomes determined to find an alternative.

Herberman, Ethan. The City Kid's Field Guide. New York, NY: Simon and Schuster,1989.

A field guide to wildlife species found surviving and thriving in human-made environments.Created by the producers of the television series NOVA.

FR ViotA/FinAprcR THE DUNN FOUNDATION

McGraw, Sheila. This Old New House. Ontario, Canada: Annick Fress, 19E39.A little boy discovers the value of an old house when new neighbors make a Victorian house"new" again.

Priest, Robert. The Town That Got Out of Town. Boston, MA: D. R. GoclinePublisher, 1989.

Fanciful story of two towns, Boston and Portland, that decide to enjoy themselves on aholiday weekend.

Frovensen, Alice and Martin. Shaker Lane. New York, NY: Viking Penguin Inc., 1987.Illustrates the physical and social changes to a rural area. Deals with the impact ofdevelopment and suburbanization following the flooding of the area and the dislocation of theresidents to make way for a reservoir.

Frovensen, Alice and Martin.Town and Country. New York, NY: Crown Publishers,Inc., 1984.

Informative book that introduces children to the sights, sounds and life-styles of both urbanand rural environments. Children first visit the bustling city through lyrical text andillustrations, and then explore life on a country farm.

Ross, Fat. Whatever Happened to the Baxter Place? New York, NY: RandomHouse, 1976.

A family farm is sold to urban developers. Gradually things begin to change. Small decisionsare made, seemingly unnoticed, until, suddenly there is a big impact.

91\ /;.,P; MCA

YOUR COMMENTS- REVIEWTeachers- We Want To Hear From You

Your comments and feedback are important to us. These activities have been designedto present different ways of using the community as a resource to teach the basicsof visual environmental literacy and to examine the effects of community appearanceon our daily life. Please feel free to share your ideas about the activities in View Finders.

1. Which activities did you use? Please rate them from 1 to 5.1. Ineffective 2. Minimal impact 3. Good; students responsive 4. Worthwhile; students enthusiastic

5. Fantastic; can't wait to use again

( ) Introductory Activities( ) 1-1 Neighborhood Detective( ) 1-2 V is For Visual( ) 1-5 Across These United States( ) 1-4 Mind's Eye Field Trip

( ) 1-5 The Natural Elements( ) 1-6 A Natural blend( ) 1-7 Viewpoints( ) 1-8 Checkout The Neighborhood

2. Did you use ViewFinders to teach a specific subject or to integrate several subjectareas? Please explain.

3. Will you use these activities again? Please elaborate.

4. Do you have any suggestions about how the curriculum could be improved?

We'd like to keep in touch with teachers using ViewFinders, Would you like to receive:[ ] A newsletter for your students that would further supplement ViewFinders.[ Information about future curricula releases.[ ] Ideas for projects to enhance community appearance and the visual environment.[ ] Information about on-line opportunities.

Name: School:School Address:Grade(s) Taught: Telephone: E mail:

Mail, Telephone or Fax to: ViewFinders,The DUNN Foundation, 25 Bellows St., Warwick, Rhode Island 02888

Phone: 401- 941 -3009 Fax: 401-941-2453e-mail DUNNFoundation @ compuserve.com

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