Pittsburgh History & Landmarks Foundation 1 Station Square, Suite 450 Pittsburgh, PA I 5219 -1134 www.phlf.org

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Special Issue

PueusHpo FoR THE MEMBERS oF THE PrrrssunçH HrsroRy s( LANDMARKS FouNDATToN No. L52 October 199B Show cas i ng E du cati on

Eøch yeør the staff and, d,ocents In her master's thesis, "Heritage of the Pittsburgh History & Education in the Postmodern In this issue: L andmørk s F oundation intr o duc e Curricwlurn" (U niu ersity of more than 70,000 people- Pennsyluania, 1996, page 29), 90 J_() teøchers, stud,ents, adults, ønd Cathleen Ann Lambert pro- uides this useful description: Teacher Inservices Ec 1;isi¡ sv s-¡ o the ør c hit e ctur al heritage of the Pittsburgh " [T]he focws of heritage Lesson Plans education progrøms is on the region and, aølue of historic personal rather than the preseruation. In thß special impersonal, on the particular 9-r5 issue ofPHLF News, roe røther than the general, and on Middle and High School shou¡cøse nxürly of the educq,tional the local rather thøn the distant. Projects progranas thq.t haue been created The programs emphasize hands-on, by our støffthß yeary in partner- exp eriential learning; inter dis cip li- shþ uithmøny teachers, studnnts, nary learning; and the use of tangible 16&17 prouide and cotnmunity groups. resources to contex,t, to School Tours stirnulate imøgination, to maþe con- Through student/reacher workshops, nections, and to gain an'empathetic' tours, seminars, publications, and a understanding of history." rB&19 variety of educational programs, He r ita ge e ducat i on a ctiu itie s Classroom Activities Landmarks encourages people to notice can be a formal part of the school and appreciate the hisroric buildings, curriculum; equølly, they can be parks, public spaces, bridges, streets, informal actiuities led by anyone- etc. that make up our city and its from Scowt troop leader to camp neighborhoods and compose the special counselor to parent----nuh o sp ends character of the Pittsburgh region. By time with young þeoþle. exploring and discovering something Heritage e ducation r e co gnizes about local history and architecture, that cbildren learn best by doing, by people are more likely to preserve old discouering th ings for th entselu es buildings and thoughtfully consider the through hands-on dctiuities. impact of new building proposals. Furthermore, lessons are more uiuid Landmarks' educational programs and mernorøble when learning actiui- encouf âge participation, cooperation, ties engøge the senses. and creativity. Students strengthen visual The neighborhood walking tour and and critical thinking skills and develop a mapping exercise that Landmarks devel- sense of hometown pride and belonging oped for Knoxville Middle School in as they build models of historic bridges 1.997 was one of seven educational or buildings, design programs featured in the Information \ paper-bag build- booklet. Please call Louise Sturgess at ings, construct boundaries of age, race, culture, and (1,-41,2) 471-5808 if you are interested gargoyle masks, learning capabilities. Pittsburghers and in purchasing a copy of the handsomely create cities out of visitors alike enjoy touring a city of illustrated 24-page booklet for $2.50. paper, or search for unexpected treasures and great natural According to a study conducted by architectural details in beauty. The Center for Historic Preservation at their neighborhoods. This method of teaching is often Middle Tennessee State University: Teachers learn how to enrich traditional referred to as "heritage education." The Inthß speci,øl issue o/PHLF National classroom materials through interdisci- Trust for Historic Preservation Heritage education programs are News, youwill seehow areateøch- recently published an Information plinary activities that cut across not neu courses but complement ers, stud,ents, ønd community booklet on the topic of heritage educa- existing courses and prouide tools to groups are using their neþhbor- tion. The following excerpts from an teach the mandated curriculum. The hoods ønd. the city of Pittsburgh to article by Kerri Rubman define the approach is cost-ffictiue, requires no purpose and value enri.ch cl,øssroont. curriculn or to of heritage education: additional p ersonnel, and materials *Heritage pr oaid.e additianal educ ati,onal education" is an are inexpensiue and local,... Heritage opportuniti,es. approach to teaching and learning education fosters good community In the processo ed,u- that uses hands-on actiuities and and school relationships and cators reirtþrce aca.dcmic sldlls direct experiences utith primary prouides teachers and students with a and help malte l,earning more rele- sources to help students explore their coftstant uariety of subject matter aønt, directly relnted to the ilaiþ and auenues proiecæ own family h istories, communities, for and learning liaes of their stud,ents. and regions-and tben draw larger excperiences. lessons from them. ... Page 2 PHLF News October l99B

Hou #5 or More Makes a DiÍfererlce

Louise Sturgess

'S7hen school budgets are cut, field trips and art exhibits, special events, and publications-that we enrichment opportunities often are the first to go. accomplish our long-term goal of instilling the value E a e rL t s "There are students in the Pittsburgh area," of historic preservation and the love of local history commented one teacher during a recent conversation and architecture among thousands of people. And it Call Mary Lu Denn¡ Monday through with me, "who have never seen the rivers meeting is through our programs that teachers can make Friday between 9:00 a.m. and 5:00 p.m. at the Point, never walked across the Smithfield academic lessons more relevant to students' daily at 11"-412) 471.-5808, for more informa- Street Bridge, or never traveled up and down lives and that students can develop a sense of belong- tion on the following tours and special Mt. \Øashingon on the incline." ing to a community. events. Or, check our web page at The work of Landmarks' education department I was struck by the impact our education programs www.phlf.org. The tours are limited and gains significance in light of these circumstances. are having when I was a guest instructor this June at reservations are accepted on a first- Our staff has always been able to offer field trips, in- the Gateway to the Arts Summer Institute. \X/hen I come, first-served basis. school programs, and art and architecture activities asked the t\,venty or so participants in one of the that are affordable to schools and community groups sessions to introduce themselves, I learned that four Tours of Richardsont Jail because of the generous support we receive from people akeady had participated in some of our Saturdays through December foundations, members, and friends. Through our teacher inservices and had found them to be inspira- 10:00 a.m. to 11:00 a.m. programs, \Me are able to add enrichment opportuni- tional and applicable. A fifth participant, now Sundays through December des back into the academic experience. working as a Pittsburgh Center for the Arts advisor 2:00 p.m. to 3:00 p.m. An annual contribution of five dollars or more to ro the Pitsburgh Public Schools, actually had parric- years ago, Frida¡ October 30 Landmarks' education department does make a ipated in our fuchitectural Apprenticeship be and had pursued a careen in architecture and the arts 7:00 p.m. to 9:00 p.m. difference. By way of example, the following can accomplished as a result of a restricted gift: as a result. A sixth teacher had recently brought a group of specially-challenged students to Pittsburgh Award of Merit and Historic basic art supplies can be purchased, such as $S' for Landmarks' Downto\Mn Dragons walking tour. Landmark Plaque Membership string, tape, construction paper, glue, crayons, She commented on how much the students had Reception magic markers, etc.; gained from the field trip. Monda¡ October 26 $25: three disposable cameras can be purchased and In summar¡ six out of twenty participants had 5:30 p.m. to 7:00 p.m. the film can be developed so students can had prior experience with Landmarks: as a result The Frick Art & Historical Center create a story board about their field trip; they were incorporating aspects of local history and architecture in their teaching from time to Art Deco Lecture and Tour $50: 100 large paper bags can be purchased so time, and more fully appreciated Pittsburgh and (Pitt's Informal Program) students can make paper-bag buildings; or its neighborhoods. Lecture: Thursda¡ November 5 the Portable Pittsburgh Artifact Kit can be This special issue of PHLF News highlights many 6:30 p.m. to B:30 p.m. given to a teacher for free use in her classroom of the noteworthy programs we offered in 1998 and Tour and Exhibition: for one week; Saturda¡ November 7 reminds us of the continuing need to strengthen a school bus can be hired so 65 students can go 9:30 a.m. to 12 Noon $85: Landmarks' education department so our staff and on a field-trip; volunteers can reach more people, continue existing Making Cities Work: Lecture with ne\M Members and friends $100:50 students can enjoy a free Downtown programs, and create ones. David Lee Dragons walking tour. can become involved by volunteering or making an Tuesday, December 8 annual contribution of just five dollars or more. 8:00 a.m. to 9:30 a.m. Annual contributions in any amount are welcome, Your annual contributions will add up and make a Federal Reserve Bank Building and all will be used to strengthen the work of difference, and we will work with you to make your 717 Grant Street Landmarks' education department. volunteer experience a rewarding one. Some people might consider the work of Please call me or Mary Lu Denny at Downtown Holiday Walking Tour Landmarks' education department to be the (1-412) 471-5808 if you would like to make a Saturda¡ December 12 "icing on the cake," or hometown fun that could be conffibution or volunteer. !Øe hope to hear from 12 Noon to 2:00 p.m. considered optional. But it is through our education you soon. Holiday Church Tour and Carol Sing programs-our tours, teacher inservices, slide shows, Sunda¡ December 20 2:00 p.m. to 6:00 p.m. Priuate Group Tour Business Thriues PHLF News is published four times each year for the members of tbe Pinsburgh History Ô Mary Lu Denn¡ director of membership services, . a do\Mntown walking tour for Point Park College Landmarþs Foundation, a non-profit historic schedules all of Landmarks' private group tours. students; preserua.tion organization seruing Allegh eny Bus and walking tours of the Pittsburgh region are County. Special issues, deuoted to a particwlar . a bus tour of Pittsburgh with visits to area churches designed to suit the interests and schedule of each tbeme or þrograrn area' are published on for Upper St. Clair middle school students; group, and staff members or docents of Landmarks occasi.on. Landmarks is committed to neigh- . an All-City Tour for exchange students from property serve as the tour guides. borbood restora.tion and historic France attending Mt. Lebanon High School; pr es eru ation; public adu o cacy ; bistori c land- "Our private group tour business has been increas- . a bus tour of Pittsburgh for members of the scape þreserua.tion; educational programs ; and ing each year," notes Mary Lu. "'W'e have already membership seruices. offered fifty private group tours this year, which is a Pennsylvania Council of Carpenters; @ 1998 Pittsbwrgh History (t Landmarks significant increase over the thirty-three offered in . and in September, Landmarks donated down- Foundation 1,997 and the twenty offered ínL996. This certainly town bus tour-guide services to SeniorFest '98. is a compliment to our staff and docents, and 'S7e Designed by Pytlik Design Associates receive many thank-you notes from private evidence of the growing interest-both locally and Arthur P. Ziegler, President group tour recipients throughout the year and are Jr, nationally-in Pittsburgh's history and architecture. " Louise Sturgess, EditorlExecutiue Director pleased to reprint the following from Michael D. Our private group tours this year have included: Catlry Broucek, Assistant to the President Groat, former coordinator of Student Life for Elisa J. Cavalier, General Counsel . a return visit from East Town Travel of Training Programs, at Carnegie Mellon University: Tom Croyle, Comptroller Milwaukee,'Wisconsin, for a four-hour bus Mary Lu Denny, tour of Pittsburgh architecture; Dear Mary Lu: Director of Membership Seruices . On bebalf of the Student Life Office at Mary Ann Eubanks, Education Coordinator a bus tour of African-American neighborhoods Carnegie Mellon Uniuersity, I would liþ.e to send Barry Hannegan, and historic sites for Nubian Tours of Director of Historic Landscape Preseruation my warmest thanks for the tours of Pittsburgh Phipps Hoffstot, Chief Financinl Officer prouided by Marian Cooþ and Marion Schorr on . a bus tour for ten Chinese government delegates Thomas Keffer, prouided your visiting with Alcoa executives; August 1L, 1998. The tours by Sup erintendent of Prop erty Maintenance 'W'alter guide s w er e informatiu e, w ell- or ganize d, sup er b ly C. Kidney, Arcbitectural Historiøn . a series of North Side orientation walking tours plønned, and enioyøble our students. The Linda Mitr¡ Staff Accountant for employees of Alcoa; for Howard B. Slaughter, tours u)ere part of a two-day Pittsburgh expla- Jr., . a bus tour for the spouses of newly arrived Bayer Director of Preseruation Seruices ration for twenty-fiue of our student leaders. Your executives from Germany and Frank Stroker, Staff Assistant Japan; foundation's tours gøue them an excellent intro- Albert M. Tannler, . weekly downtown walking tours, thanks to duction to Pittsburgh's rich cuhural and industrial Hi stor i cal Co II e ctions D ir e ctor the continuing corporate sponsorship of history. Gregory C. Yochum, Horticuburist The Galbreath Compan¡ for more than yowr seruices. recom- Ronald C. Yochum, Thønks again for I bigbly Jr., 220 members and friends; Assistant for Public Policy and CIO rnend your tours, and hope that we might be able o more than fifteen bus tours of the North Side and to work with you again in the future. of Oakland churches for ABC Tiavel of Greensburg and Butler Motor Tours; Teacher Inseraices & Lesson Plans PHLF Neus October l99B Fage 3

Summer Courses Inspire Te achers

Summer is the time when Landmarks' education staff works f ¡l' Cornrnents

directly with more than 1"00 teachers in western /. about Pennsylvania. Our courses, Exploring Architecture, Landrnarks? Exploring Your Neighborhood, Pittsburgh Heritage, and Pittsburgh Heritage II, are offered through the Inservices

Allegheny lntermediate Unit in June and July. The textbook, ønd, d,øíly lnstructors Tom Demko (architectural illus- øgendas u)ere greøt. trator), Anne Marie Lubenau (architect), and The instructor's knowledge Sue Neff (art teacher) are ably assisted by wøs outstanding. Mary Ann Eubanks, Landmarks' education The ualltìng tours are a tnast! coordinator. Louise Sturgess, executive director of Landmarks, Pittsburgh Heritage II presents sessions on architecture and showcases Landmarks'edu- -Teacher, cational resources during Gateway to the Arts' Summer Institute. The caurse ís uond,er{ully This June, three summer institutes were held at the Penn Hills rich a.nd, stímuløtirry.

Administration Center, Beaver Valley Intermediate Unit, and a ch er, E xp lorin g Ar ch it e ctur e -Te the Intermediate Unit I for Fayette, Greene, and \Tashington counties. The evaluation forms for all courses have been positive. One teacher summed up the I q,m a Pittsburgher, thoughts of many participants by writing: "The course gave me new ideas, resources, fa,mílíør u:íth øll the build,ings, and and contact people-but most importantly, renewed I totøIly enjoyed, Ieørníng enthusiasm for teaching." Many of the teachers about the hßtory, who participated in Landmarks' summer ørchite cts, ønd culturøl inservices plan to integrate architecture in their sígníficønce of eøch.

ach er, Exp lor ing Ar ch ite ctur e classroom curricula. On pages 4 through 8 -Te we are pleased to reprint some of the lesson Thß course got nùe to go plans, sketches, art projects, and essays to places I usoul.d, neaer that were developed by teachers during the go to on mry own or eaen suÍrmer tnservlces. thinlt, øbout goíng to.

er, Exploring Your -Teach Neigbborhood

lllttr[rr Page 4 Teacher Inseraices & Lesson Plans PHLF News October 1998

'Bridge Building

Cathy Eperthener, cL sixth-grød,e teacher o,t St. Bernard,'s in Mt. l,eb anon, p ørticip øte d in Land,marks" Exploring Architecture inseruice and d,eaeloped, this lesson pløn. We reprínt it u)ith her permission.

Objective The students will be grouped into com- panies. Each team of five students will design and build a model bridge of wooden toothpicks, from specifications given in the contest rules and code. Each member of the team will have duties to perform during the project. Members of the team will keep schedules, inventory records and balance sheets of costs, in addition to designing and building the bridge. Each model bridge will be evalu- (J ated in a number of categories and €È judged by the amount of weight it can hold before falling. Length of Time þ þ L0 days, beginning on \Tednesday. This allows the architects time to plan their bridge designs over the weekend. Materials . flattoothpicks (about 125 per company) . cardboard (one piece, 15 cm x 35 cm, Ê. per company) A tufa-faced brid,ge of 1908 on the bridle path in Schenley Parh. . white glue . bottle caps, or other small disposable containers 1". furange for a civil engineer or archi- Ordering Supplies . thread tect to share their expertise on bridge 1. Architect fills out order form-gives . metric rulers building. to accountant. . wax paper (one sheet per company, 2. Compile and present a slide show of 2. Accountant writes check-gives to 30 cm x 40 cm) famous and/or familiar local bridges. project director who enters in the . calculator 3. Bring several library picture books warehouse sheet. . coffee can or small cardboard bucket on the subject of bridges and bridge 3. Project Manager signs checks--gives . metric weights-marked with specified building. to Tïansportation Chief and adds to 'M weights journal. . folders-one per company ill 4. Transportation Chiefgoes to \Marehouse. . poster-warehouse price list Thursd,ay, Day frt;o: . open/closed sign for warehouse F orming C on struction C ompanie s . job description/name tags Mondøy, Day Four: Object Reproducible Materials To explain the project, discuss details, First Building Day (J . copies of bridge pictures and establish the construction companies. Business is conducted at the warehouse È . copy of the contest rules a and groups proceed with bridge con- . copy of the job duties, schedule and Procedure struction. This is the first day of building. balance sheet Read the contest rules and codes with The companies meet individually at their . ten copies of the warehouse order form the class and answer any questions the "construction sites." Each architect will The Sixth Street Bridge of 1928. . copies of blank checks or real obsolete students may have. From one copy of present the bridge design to the company blank checks (cut off numbers) the job duties and schedule worksheet, and draw over the plans in permanent and each project director will have gath- . four copies of 1 cm graph paper read and discuss the job descriptions of ink. Then, the architects will begin order- ered all written records: balance sheet, . two boats and two truck models the construction company team mem- ing construction supplies. Remind the canceled checks, bridge plan, job duties . copies of award certificates bers. Explain the warehouse order form, and schedule, inventory and journal. price list, and balance sheet together at students of the ordering procedures. They must be placed in the folder and Procedure this time. Take care of as many ques- turned in. Think about how much introductory tions and details as possible before the Tuesd,ayM'ed,n esdn y, D ays Fíue material the teacher wants to present on project begins. Day 1. Gather the materials to set up Now divide the class into companies. and Six: Major Constntcti,on -W'hen fræsd,ay, Døy Ten: Jud,ging the warehouse. the companies are established, the Bridge construction continues. company members should meet to deter- Objeaive The procedure for ordering supplies, mine who will perform which functions. Preliminary judging in all categories Wednesd,ay, Day Onn: constnrcting the bridges, and managing Hand out the job duties and schedule except bridge strength. Assess the the cornpany financial affairs continues Introdtrce the Project worksheets and a folder. Give the projea with tally sheets. Award the as described. Eventually the carpenærs companies about half an hour to decide students "Certificates of Appreciation" Activity will want to check the heightand \¡sidth on jobs, talk about the project, and how for participating in the project. This is Provide a general inuoduction to bridge of the bridges according to contest to take care of preliminaries. Each done prior to class. During class period, building. codrusing the uuck and boat. group should choose a company name the bridges will be tested for strength. Preparation and fill in names on the worksheet. Each company will present its bridge Colleapicnres and diagrams of different and records are kept to total the weight. Thur s d,ay/F riday/fuI o nd,ay, bridges frorn boots, encyclopedias, and The bridge that holds the most weight Døys Seuen, Eight, and, Nínc: slides. [You may bonow a slide show on Friday, Day Three: wins the contest. From here, the C on struntion C ontinu,e s Pittsburgh's,bridges from the Pittsburgh Leaming the Jobs students could enter this data onto a spreadsheet. History & Landmarks Foundation.] Construction continues, while ware- The students meet with the teacher by Procedure house prices go up. On Day 7 or 8, job category not by company, to explain Thc Jminr High of St. Bernard, School imple- Begin the project some increase the cost of construction by covering their roles. The order forms, the checks, m¿n¡ed. tlæ "Build,íng Toothpirk Bridges" pro- supplies. Day 9 is the last building day. basics of bridge building. Provide an and the balance sheets are handed out. ject in conjunai,on with thc NCTM 1998 Math perspective generate Early in the class period on Day 9, be historical to enthu- Each meeting should last 15 minutes. Døy "Build,ings, Stnrctures and, Monumerús." siasm. is point sure everyone understands that by the It important to out the Emphasize how important it is to coop- St. Bemørd, cørefullyfollowed, the DaIe reasons end of the class period, carpenters will different types and the why an erate ând contribute the skill demanded Seymour 1985 copyright publicøtion and, it have finished their bridges, each accoun- architect chooses a particular design for by the task. [f all company members do uas an award-winning projectfrom starl to a bridge. Students will be able to classify tant \¡¡ill have completed the balance so, that company will succeed in its fi,nish. Forfurther information on other and understand sheet and compiled the canceled checks; familiar bridges how common goal. Explain how to order projects : FAX 650-324-3424. they function. Some alternatives: supplies. Teacher Inseraíces & Lesson Plans PHLF News October l99B Page 5

' Architecture in the Classroom Carrie Podroskey Day Eight Linton Middle School Share "perfect" house essays and Subject: Language Arts pictures. Mørykim Peterson, and, Cørrie Pod,roslæy also pørticipated in the Exploring Comment on each project. Grade level: Seventh grade Architecture inseruice. We reprint their lesson pløns wíth perrnission. Estimated instruction time: 15 days Day |Víne Goals Marykim Peterson Fold blank white paper into thirds. By the end of the unit the student will Blackhawh lntermediate School Design a travel brochure for the neigh- be able to: identify basic architectural Subject: Art borhood. Compose text and illustrate. elements; demonstrate the importance Grade level: grade Fifth of buildings in literature; create architec- Estimated instruction time: Ten tural designs; and incorporate knowl- Day Ten class periods of for-ty minutes edge of archirecture into creative writing Display travel brochures. Choose any Goals exercises. short stor¡ novel, poem, or play we've read in class where a building was nec- 1. The students will develop their own Materials/Tools essary to the setting or plot. Make a list definition of architecture. . stack of books of the distinguishing elements of that The left-hand house is more Romantic . 2. The students will know that scientific inflatable ball building. Add artistic elements to taste. in tone; the other is ltølianøte. These . and artistic principles are involved in colored pencils/crayons Design a sketch of the building (setting). Shadysíde houses the construction of a building. d,atefrom c. 1860. . drawing paper . 3. The students will know the impor- library access . literature Day Eleaen tance of producing different rypes of text books drawings. . "The Fall of the House of Usher" Compose a time travel essay. Choose an . notebooks/sketchbooks era in history with distinctive architec- 4. The students will be able to produce . discarded magazines ture. nØrite a three-paragraph essay plan and elevation drawings. . Internet access narrating a journey to the chosen era. 5. The students will design and con- Procedure struct a model of their own building. È Day Twelue B Døy One Materials/Tools (J Report to the library for Internet work. o prints of buildings representing Present background on Edgar Allan Poe. Search the Internet for pictures of the different types of architecture Listen to an audio-tape reading of "The past era of architecture. Download at . tokens Fall of the House of Usher." Discuss the least two pictures to accompany a . writing paper The Gwinner-Hørter house was built setting of the short stor¡ paying close narrative essay. o pencils in Shadysid,e c. 1870 in the Second. attention to the opening description of . drawing paper Empire styl.e, remod.eled in 1911, the house. Pretend that you are a house . tracing paper and restored in 1996, and write a descriptive essay. Day Thirteen . cardboard Proofread own essay following a self- . oaktag Day Two edit checklist. Exchange essays with a . poster paint peer and critique writing using a peer . paintbrushes Share essays in a peer circle. Have editor checklist. Exchange with a second . glue students comment on each one. peer, follow the same procedure. Assign . tongue depressors . final copy of essay. straws Day Three c fãrfr . stapler Distribute a handout of basic architec- Day Fourteen . tural elements. Define and describe each scissors Share final essays and pictures. Critique basic element of architecture. Identify and comment on each by peers, by self, Procedure examples within the classroom. and by teacher. Day One Day Four The teacher will place photos around the Day Fifieen room showing different architectural Participate in "body-building" exercises Continue sharing final essays and styles. The students are given tokens This North Side house of 1889 is in to demonstrate how each part of a pictures. Critique and comment on each that stand for thoughts such as the Richardson Romanesque style. building works. Close with a circle by peers, by self, and by teacher. Turn in " faveÍiter" "disliker" "most creâtiver" discussion so students have a chance to "best idea," and "place it in my neigh- notebook/sketchbook. written description. The drawings are say how they felt. borhood." Students place these tokens shown to the class. The importance of in front of the print that fits an appro- giving enough information to someone Day Fiae priate description. The class then dis- constructing a building is discussed. Imagr" You cusses which buildings have the most of Take a walking tour of the school and ' Students are shown the different types each token. Differences in architectural grounds. Make notes/sketches of of drawings an architect uses and they styles are also discussed. notable architectural elements found on Are a Building discuss their importance. the premises. During the Exploring Architecture Day Two Days Four, Fíue, Six, and Seuen inseruice tøught by Tom Demlto, Day Six The students are asked to write about a Students then produce their own plan teachers uere aslted to ímagine house from the house's point of view Share findings from yesterday's walking and elevation drawings of a dream themselues as a, build,ing. The appearance and emotions of the tour. Ask students to display sketches of house. During day five, a "body- We reprint an excerptfrom house should be discussed. At the end of the notable architectural elements. Ask building" exercise is performed. At the class several students will read their students to write an essay describing the ane essay: end of the da¡ six students' drawings descriptions to the class. perfect, ideal house. are displayed and critiqued. I am the elderly statesman of the hill, the grandfather if you will. My face of Day Three Day Seuen brick and stone hâs grown dull and Days Eight, l{ine, ctnd Ten tarnished over the nearly 100 years that Each student is assigned a partner. Each Hold class in the library. Cut out A demonstration is given on the various have passed. But my classic style has student then gives his/her house descrip- pictures of pieces of the "perfect" house techniques that can be used to construct weathered the architectural trends of tion to his/her partner. The partner tries from discarded magazines. Paste the a building out of paper. Students build the century. So therefore, I stand proud to draw the building using only the pieces together to construct a picture of their own model of their dream house. and functional, my presence reminding the house. people of an era no longer with us, and of a grandness that was and should Body-building exercises help students feel the forces in architecture. still be. ...

ff ï Tension Cornpression Column Column ønd Beøm Cantileaer Arch Page 6 Teacher Inseraices & Lesson Plans PHLF News October 1998

lô f4urrysuit t e Plan: tô 'Ijnit Our ccAc 1\eighborhood Charlotte Murray e+.22- Evergreen Elementary School Subject: Social Studies Grade level: Second grade Estimated instruction time : Five days

Goals Students will be able to: 'Tê ù'¿ t 1. define a neighborhood; 'E'aycc?'æK 7 Tæ Mlddl¿ -Pal¿., 2.locate their houses on a map; | , t Sc-l¡¿a 4.:B BqtcK rñ- a Manroevilte 3. identify the needs of a neighborhood; 4. rdentify the buildings that provide needs and services; 5. Iocate the important buildings in the I E"/l tr;--l neighborhood; and Sn¿ltan -1.enple 6. identify that neighborhoods are îBe"ra. different. ?ili't"5h chæhiil Souinel ê"r* Resources " rlltl o Street map of the neighborhood. €> ¡ lslø¡o- nyh'tc V/cg[inoh"çe Èn-. Story books describing different 'F!I:Èì: -T.*hrcÌagy -".44\> -. êrc.'.sb*3-PiKe Cenler neighborhoods. Procedure 1. The student will draw a picture of his/her neighborhood. 2. He/she will color and cut out a map symbol to represent his/her house. hodge-podge. is transient due to the large corporations created a community of 3. He/she will place the symbol on a This 'Monroeville Monroeville is an architect's and conser- and research centers in the area. large street map of the neighborhood. vationist's nightmare. has created a need for numerous apart- Charlotte Murray teaches at Euergreen 4. The class will brainstorm and list the The development of Monroeville was ment complexes. Elementary School in the Gateway things that a neighborhood needs as a greatly influenced by the development of Residents of the twenty-five housing healthy community. Sclwol District. She wrote th.is essay roads and the increase of business estab- developments in Monroeville are as and the øccompanying unit pløn dur- lishments. From the time of settlement diverse as the neighborhoods in which 5. Create a neighborhood cube by ing the Exploring Your Neighborhood in the late 1700s until WWII this was a they live. There are blue-collar workers drawing a picture for each category: houses irueruice, taught by Anne Marie farm community. There were few stores and white-collar workers, laborers and stores Lubenau. and the population was small. In 1810 professionals. Many cultures are repre- the first major road was completed, sented in these neighborhoods. businesses public services making this an important stage coach Monroeville is one of the largest retail fecreation Monroeville is located in the eastern- stop between Pittsburgh and and entertainment centers outside of transportation most quadrant of Allegheny County. It Philadelphia. Stores and schools began Pittsburgh. Most any store or restaurânt is approximately thirteen miles from to appear. The coming of the railroad you can think of is located here. 6. The teacher will organize the students downtown Pittsburgh. However, it and'Westinghouse promoted more Anything you need can be obtained into six groups. Each group is seems much further away if you've ever growth in the nineteenth century. The within the community. For this reason assigned one ofthe categories. Each sat on the Parkway during rush hour. first housing plans were built for the many residents seldom travel outside. group must illustrate as many places This community is nineteen and a half workers. The homes were bungalow The mini-neighborhood in which I in the neighborhood for that category. square miles of rolling hills. It is bor- style and close together in rows. Poor live is one of the newer developments. Group members may cut out the illus- dered by'líestmoreland Counry Plum roads, however, continued to retard Construction began in the late 1970s. It trations and glue them onto a poster Borough, Penn Hills, \Øilkins Township, development. Before 1,920 it took nearly is a condominium development of three- board, creâting a collage. Turtle Creek, and Pitcairn. a day to get downtown by horse and story townhouses connected in large 7. The students, using color-coded push To get there you head east out of brrggy. units of four or five homes, totaling 250 pins anached to a label, locate these Pittsburgh and follow the traffic jam on The real boom came after 1950. An residences. Large grassy common areas places on the street map: the Parkway East.\Jíhen you reach the area of farms predominately changed to surround the condo units. There is also blue (stores) end of the expressway and your nerves a suburban community. Major high- a recreational area with a playground, yellow (businesses) are totally fuazzled, you have arrived in ways, large shopping areas, and research tennis courts, and a pool. The residents green (recreational) Monroeville. headquarters were built. Restaurants, are professionals, several of which are white (public services) The wooded, hilly terrain posed prob- motels, and gas stations sprang up retired. There are many singles with 8. The class will use the information on lems but it did not stop development. throughout the area. busy lifestyles living here. A shopping the map to create a definition of a Hillsides and wooded areas were defoli- Housing developments kept up with area is very close to the plan. Bus stops neighborhood: A neighborbood is a ated by land developers. The topogra- the commercial growth. Housing plans on the edge of the grounds provide pub- place where people liue, work, and phy of the land and the dissecting by were built where farms had been. Two lic transportation to Pittsburgh and play. It prouides the needs of the major highways, such as Route 22, the Iarge farms survived this change. The other nearby communities. people who liue there. Parkway East, and the Pennsylvania sight of grazíng animals and the aroma On a pleasant summer evening you 9. Read various stories to identify Turnpike, have divided this community of livestock continued for many years. see many neighbors walking through the different neighborhoods. into many diverse mini-neighborhoods. The last succumbed land plan. As I stroll along the streets or sit farm to 10. The class will compare the neighbor- Each is unique in personaliry and style, patio, amazed at the developers in 1"995 to provide land for on my back I'm hoods, noting similarities and depending on its time of development. a nursing home. quietness and the chirping of birds. I differences. These neighborhoods are spread Few wooded areas remain. Those that totally forget the ugly world of noise throughout the community. This have survived are too hilly for develop- and traffic that lies just a few feet isolation promotes little interaction ment or are protected by the borough as beyond the trees. among them. recreational areas. Monroeville is also a major commer- The population of Monroeville is cial, corporate, and research center. around 30,000. However on any given Dispersed among the little neighbor- dag particularly weekends, this number hoods are numerous areas of shopping is increased by the hundreds of visitors centers and office buildings. This has who invade our community to visit the shopping areas. Much of the population Teacher Inseraices & Lesson Plans PHLF Nens October l99B Page 7

' Math and PITTSBURGH'S Your LANDMARK Neighborhood ARCHITECTURE The following unit plans were THE HISTORIC BUILDINGS creøted, by Sheron Woods, ø OF PITTSBURGH AND Pittsburgh Public School ALLEGHENY COUNTY teacher, and JoAnn Todd,, Walter C. Kidney nho teaches at West Woodland Hills Junior High School. They participated, in Book description: Land,marks' E xploring Your . 7 3 6-page casebound book; l,{ ei ghb orho o d, ins era ic e. 9" x1L" ¡ Historical essay; guide to 645 Subject: Math significant sites; maps; Grade level: Founh grade bibliography; index Estimated instruction time: One The Burtner house of 1878-27 in Harrison Township. o Approximately 68 color week or less photographs; 200 duo-tones; Goals 1,300 b/w photos . The Burtner House has eight large 1. Students will learn about the neigh- E*ploring My rooms, with twenry double-hung borhood around the school. windows and four single windows. The ORDER FORM 2. Students will complete a bar graph i\eighborhood: structure rises three stories above the less membership discount showing the number of houses, basement kitchen. The walls, made of $60.00 apartment buildings, and stores Harrison Township native stone, are thirty inches thick at Yes, I would like to order around the school. the base, perfectly plumb, and taper to Charles Carney teaches at copy(ies) of Pinsburgh's Landmark 3. Students will compare graphs and eighteen inches at the eaves. Four stone Winfield Elementary ín the Arcbitecture- discuss results with classmates. fireplaces were used to heat the South Butlnr County School structure. Procedure x $60.00 District. He partícípctted ín The Burtner House was the place quanüfy 1". The teacher will begin the week by Landmørlts' E xplorirug Your where early settlers of old Deer Township asking the sfirdents questions about less 10% membership [\ eighb orho o d ins er aic e. We assembled to talk over the problems that the neighborhood surrounding the discount reprint the follou:ing essay with faced them. The structure was the school. pfus 7%o sales tax for hß permission: polling place of Deer Township. 2. The teacher will tell the students that The period of significance for PA residents they will be figuring out the number Harrison Township is located on the Harrison Township was the building of plus $4.00 for shipping of apartments, houses, and stores on west bank of the Allegheny River in the Penn Salt Manufacturing in L850. The and handling a specific block near the school. northeastern corner of Allegheny company built simple wooden frame County, twenty miles from the city of houses in Natrona to house their Total due 3. The teacher will divide the students Pittsburgh. Harrison is the last of a employees. The industry base shifted to into groups and give each group a I tuty check, payable to PHLF string of municipalities stretching from steel in 1901 with the development of block to graph. and referenced to the "PLA Pittsburgh's North Side to the Butler Allegheny Steel and Iron, eventually Book," is enclosed. 4. During the walk, students will only County line. Harrison has a substantial becoming Allegheny Ludlum Steel use tally marks on scratch paper. area outlying from the Allegheny River Corporation, still operating and produc- I Pl.^r" charge this to my and is a kind of hybrid municipality ing stainless steel today. As the popula- 5. After the walk, students will transfer credit card: with elements of both an industrial tion their tally marks onto abar graph of the original inhabitants and their rivertown and quasi-rural residential I AmEx n Visa using colored pencils or markers. descendants aged, many people moved suburb. It is divided into four sections: to newer, cleaner areas on the plateau, E Mastercard n Discover 6.Each group will then show the bar river lowlands; steep hills west of the where most of the population is based graph to classmates and discuss the river plain; a broad plateau; and rolling today. Natrona was left to deteriorate results. hills. and age. Account # Conclusion The township was settled around Harrison Township is a rural setting 1800 by Philip Burtner, who built the with industry light industr¡ a shopping The teacher will encourage the students oldest structure in the township-the district, good transportation, river recre- to use their math skills to figure out Expiration Burtner House of 1821,. The house itself ation, and a strong Slovakian influence. numerical facts about their own is unique, and more recently survived Once, farms covered much of Harrison neighborhood. planned demolition for the Allegheny Township but were replaced by modest Signature Valley Expressway. Due to public pres- family homes built in the 1"950s and Subject: Math (Pre-Atgebm) sure, the design for the expressway was '60s. The homes are Í.ar apart, affording Please check one: Grade levels: Seventh and eighth changed to save the house. sprawling yards and room for children grades to play and grow. I t phn to pick up my book(s) Estimated instruction time: Four from The Landmarks Store in days Bessemer Court at Station Square. The Pennsalt housing distrbt in Natrona i.s a prime exømpl,e af a western (Please caIl765-1042 to be sure Goals Pennsylaania comp&ny town of the mid- and, late nineteenth century. The sixteen the book is there for you to Calculate the mean, mode, median, and earliest houses ølong Federal Street utere tiny, but their picturesque steeply pitched pick up.) range. Construct a line graph from data roofs and boørd-ønd-batten sid,ing gaae them the look of "model cottages." obtained. f Pl."r. mail the book(s) to:

Procedure Students will take a survey of homes in Name the community: 1. Houses built before 1920

2. Houses built after'1.920 Address 3.'Wood frame houses 4. Brick houses City zip 5. Houses built close to the street 6. Houses that have a frontyard Phone Each student will tally information from his/her survey, and record the Thank you for your order. information on a group chart. Group members will then calculate the mean, mode, median, and range for each set of. data, and will construct a line graph of the mean for each survey question. Page B Teacher Inseruices & Lesson Plans PHLF News October I99B

...Here [in Bessemer Court at Station Square] I was able to contemplate my fair city-to observe the skyline, the river, railroad, Smithfield Street Bridge-my favorite!-and the incline and Mt. rü/ashington. It's odd that amid all of the hustle and bustle of the ciry I am able to feel solitude and gain a sense of renewal.... Reitmeyer -Sheryl

...After visiting the [Carnegie] Lrbrary [on the North Side], my mother informed me that my great grandpar- ents actually lived in Allegheny City before moving to Homewood. I would VOLT]I\TtrER Iike to go back there and research my family history to see exactly where they uith the lived. ... Hughes Pittsburgh History -Heather ...The homefronts along these shady & Landmarks lanes [of the Mexican STar Streets] reminded me of a quiet residential street Foundation in the Virginia aÍea. The proximity of building to building doubled as a shield If you are interested against the noise of the surrounding city.... ín Pittsburgh"s history and -Dolores Jennings enjoy working usith A aa,riety of cultures in Mcl(ees Roclts are reflncted in the cupolas of its churches. children, Dratoing of Allegheny please caII the ums that they are ignoring Pittsburgh's Cornmons, North Favorite Places culture. The "Bottoms" were once a Pittsburgh Hístory Sid.e, by Frances bustling area full of many ethnic groups. Rago. & Landrn arlts F oundation After seaen døys oftouring The ethnic churches are still there as üt (1-412) 477-5808 for Pittsburgh, teøcher s in reminders of a once thriving community. to be ínformatíon about íts L andtnark s' P itt sbur gh H erit age However, if this area continues inseraice usere asked to ll)rite ignored, these beautiful churches will guíde uolunteer tour about ø "fauorite place." We are have to close their doors forever. Pittsburgh is full of so many decaying program. pleased to reprint excerpts from areas that need aftention as the essøys.' some of the "Boftoms" do.'SØe have so much and Landmarks'staff culture that needs to be shared with The Bottoms of McKees Rocks volunteers lead walking tours our youth. ... reminded me of my hometown of of downtown Pittsburgh and Olander Bloomfield.. . . The family traditions, -Shari local neigh-borhoods for nicknames, characters, stores, hang- The spaces that appealed the most to me thousands of school students outs, churches, street names, parks, were the churches of Pittsburgh. I had t. - playgrounds, etc. were strikingly similar. ¡--¡ "t-¡ ç"¡ and private groups eachyear. never visited an Orthodox church and I ¡¡/f Along with the physical similarities, the found them to be very beautiful. \Øhat As a tour volunteer you attitudes, beliefs, work ethic, pride, struck me the most was their use of would: dedication, commitment, loyalry and color everywhere. They had intricately friendship that our [McKees Rocks] o attend training sessions detailed icon panels and murals on walls of my fondest memories was the guests showed again reminded me of the One in Landmarlcs' offices at and ceilings. In particular, little inner-city town I grew up in. trip to the North Side. Square; The atmosphere in each church was the end the day, we stopped Station The comparisons that I've made to towards of quiet and cool. I expected the churches Allegheny Commons to draw... . . our neighborhoods in my estimation are at the help lead walking tours to be musty but they contained instead The humidity of a afternoon has the foundations of success in all towns, July primarily of downtown the delicious odors of cooking as the almost "baking" the air and cities and countries. The closeness and away of Pittsburgh and the Strip church volunteers prepared their objects around it, creating a soupy, yet togetherness of these people is extremely District; fundraising perogies. Mouth wateringly comforting grass smell... . evident. I believe that the success of any good! ... The layout of the park has a way of o lead tours on dates that group, famil¡ or congregation is directly Beaty slowing down a visitor... . Time begins are convenient for you, related to the strong, close-knit dedica- -Rebecca to dissipate in meaning as you succumb tion that members of these groups make depending on the amount I think my favorite place was on the to that soothing summer buzz,llke to stay together and work together to of time you have available. deck of the Discouery. ...4t the Point, being elevated by exotic wine. maintain successful organizations... . because of a "no wake" zone, you are the Commons to be a cata- Capretta I found The Experience is -Rick forced to go slowly and drink in all the lyst of dream, meditation, and self- sights and sounds of the city's focal could seemingly lose My favorite place was the Bottoms. I reflection. One point. ... contact with the world for one after- a Rewardirrs One! enjoyed this place because it is a dying Bowden simply live, breathe, and part of Pittsburgh. The area politicians -Bill noon and You'II get some exercise, imagine. are so caught up in making new stadi- Franklin learn about local history -Dan and architecture, and help people appreciate the city that is their home. THp LnNpMARKS Sronp Please call The book and gift shop of the Pittsburgh History & Landmarks Foundation Mory Lu Denny al Members receiue a too/o discount on most rnerchandise. (1-412) 477-5BOB The Landmarks Store has moved into the ryo6 trolley amid the Railcar Shops in today! Bessemer Court at Station Square, along the Monongahela River. r Browse through our extensive stock of books on architecture and landscape design, urban planning, and historic preservation. . Look over our unique gift selection. ¡ Purchase tickets for Landmarks events, including weekend tours of the Allegheny County Jail through December. The new store hours are: Monday through Saturda¡ rr:oo a.m. to 8:oo p.m. Sunda¡ rz Noon to 5:oo p.m. For information or to order by phone, call (r-4rz) 765-to4z. Míddle and. High School Projects PHLF News October I99B Page 9

Architecture Motivates Middle and HiSh School Students

. The meeting in January was the finale Adaptive IJse of a three-month project that began in October 1,997,with an orientation tour Projects of the Federal North adapdve-use project on Pittsburgh's North Side and Westrnoreland County a visit to the Mattress Factory in the Mexican'War Streets. The October tour was featured in the December 1997 On January 27, close to 200 high issue of PHLF News. school and middle school students Once back in \üestmoreland Counry from I7estmoreland County presented each group of students selected a vacant models, oral reports, written reports, or underutilized building and built a and log books to a committee of volun- model showing how it could be reused teer judges (including architects and to serve the needs of the community. urban planners) at Station Square. Students were required to show the Participating middle schools were: exterior facade of the historic building in the model, as well as a cross section revealing the new spaces and uses.

Westmorela,nd. County students present their mod.els to a jury of architects and The Ideas and Models urban planners. Imagine avacant train station, an old hotel, and a Victorian house ofc. 1865, town." Then teens of the community could be anarcade, dance hall, and all given new lives as bed-and-break- would have a safe place to go, and the restaurant. fasts. Imagine an abandoned trolley car project could bring "unity and strong And the old Ligonier Savings and spruced up to serve as a rest stop for community ties back to the to\Mn, Trust building on Market Street? V4ry hikers and joggers on the Yough forcing the hate groups out." not adapt that for use as a music store '$Øalking Touring the North Side in October 1997. Trail. Imagine three abandoned ìØhy not house the Murrysville and restaurant, where people could go schools: one transformed into a restau- Historic and Audubon Sociery in the to take music lessons, buy supplies, and rant and micro-brewery; another into a Mury farmhouse, built before the Civil Bellmar, Derry Area, Franklin Regional, 'S7ar have their instruments repaired. and one of the oldest buildings in Greater Latrobe, Laurel Valle¡ Ligonier recreation center; and another into a These were among the creative, Murrysville? And why not open a Valle¡ Mt. Pleasant, Penn Middle, YMCA. practical solutions that N7estmoreland bakery and deli in the old house at 4055 Rostraver, Trafford, and Yough. \7hy not turn the old Smith farm on County students proposed for vacant Springer Road in Ligonier, \üilliam Penn Highway in Murrysville. Participating high schools were: "an or underutilized buildings in their eyesore for the communit¡" into the People could stop on their way to and Belle Vernon, Connellsville, Derry Area, neighborhoods. The following excerpts Star Cafe, where families could enjoy from work to get a quick snack. Franklin Regional, Greater Latrobe, on pages 10 and 11 from one student's an evening out? An abandoned Yukon The McGowan farm house, built in Hemfield Area, Laurel Valle¡ Ligonier log book track one group project, from Mining Company building in Irwin the 1890s in Ligonier, could serve as an Valle¡ Mt. Pleasant, Norwin, and inception to completion. could be renovated as a coffee shop and antique shop and visitor's center. The Yough. theater, adding life to the "small dismal old Doherty Hardware store in Latrobe

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The Riaer Bed, & Brealtfast,fonnerly Beatty Bed & Brealtfast, formerly The Yough Riuer Trail Bed & Breakfast, An old .trolley car, conaerted into a rest, the West Newton Train Station. the Hotel Beatty of 1905 in Monongahela. formerly o, c.1895 house inWest Neutton. stop for hikers and, bilters along the YoughWaIIùng Trail.

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The Coal Potter, a coffee shop and The Murrysaill,e Hßtoric and, Audubon An øntíque shop and aisitor's center, F ruity's Music, fonnerly the Ligonier theater, forrnerly one of the Yulton Socicty, one of Murrysuill.e's ol.d,est formerly the McGowanfarmhouse in Sauings & Trust. Mining Company Buil.d,ings in lru:in. buil.d,ings. Ligoníer.

A uacant buil.ding at 535 Broad Aaenue A home for juaenile offend,ers, formerly An old, barn, trønsformed, into a Yough Junior Center for the Arts, in Belle Vernon, nou the Lime Light the Cooh.farmhouse in BeIIe Vernon. restøurant. .formerly a church. Theater. Projects PHLF Neus October l99B Page I 0 Middle and' High School

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jury on 27 in the Station Square Kim Shi,eld.s, group presented. their mod,el of the Ac;ron's BuíIding to a of architects January PA, to house an Sheraton. They ad,apted. the uacant six-story uarehouse on North Pittsburgh Street in Connellsuille, and offi'ces entertainment center, pool haII, d.ønce floor, snack bctr, theater" battered u)omen's cen'ter, ap&rtments ) ' Excerpts of the group' ' ValerieVinoaerski, Joe Cortese, Jessica Semzak, Chrís Demuth, andLaura Pritts were members from a Student

model railroads]. Mr. Log Book ground level could possibly be a dance I used with I I talked to Mr. S7hetsel club. Mr. Tremba tried to contact the ¿ Tremba and our model. He said we can use owner to affafige a tour of the interior. )-,4 ñJ,*Ñ about F - his supplies and tools and he will try to Kitn Shields of ConeIIsoiIIe High He will make copies of the Pictures '?N,tltu''.*3: (¿ ' clean up the room in the school that he School describes the Process before next Tuesday. -,: used to use for model-building. An idea inuolued ín the three-month P¿sict¿t

T Lessons Learned

The students Learned, to tøhe prùd,e ín ø project ønd

pre s ent thems ela e s u eII.

-Teacher

It mnd,e me realize ue had archítecture rþht ín eur eu)n bøckyørd. Mondøy, December 8, 7997 Mr. \lhetsel. He lent me a book from Wednesda.y, Jønuøry 74, 7998 Andersen'W'indows. All of the double- I was not in school today, so I am at Mr. Tremba told me today that he has -Student hung windows had grilles, so we won't home as I am writing this. I will talk to someone in his junior high class work- be able to use any of those. Our next Mr. Tremba tomorro\M about a meeting. ing on the computer to create brick for Our í.d,eu,s ma,tter. '$Øe meeting will be'rüflednesday from three only have a few weeks left to finish the outside of our model. Today in class, until five. our model. W'e have a meeting scheduled I am working on my journal. I am -Student for Friday, December 12 first period. gluing in several pictures of the building Thursday, December 78, 7997 Models cøn't be buûlt ø day. Mr. Tremba took with the digital in Friday, December 72, 7997 \X/e had a meeting last night from camera. I need to find a way to highlight -Student three until five. I was unable to stay segments of the photos I want to draw Mr. Tremba, Valerie, and myself Joe, because I had to work. The purpose attention to. Underneath the photos, met today first period in the Gifted There are a,lot of buíldings of this meeting \Mas to work on the I will write brief descriptions. room. Our discussion was centered construction of the model. not being used thøt ca,n be primarily on our model and presenta- Tuesdøy, ønuary 20, 7998 transform,ed mod,ent uses. tion. Behind our model we will have a I into Monda.y, 5, 7998 board with sketches, floor plans, lønuøry Mr. Tremba found me in the library -Student photographs, etc. showing our building Our group has decided to have a fourth period. He told me there is a before and after and also our progres- meeting'Wednesday night from three meeting tomorrow from three until five. sion. We decided we'll cover our model until five. The purpose of this meeting is He told me he has the brick to put on until it is time to give our presentation. to work on the construction of our our model. He wants me to glue as -Jessica Mr. Tremba said he would like model and discuss our presentation. much on as I can. Seventh period I and me to prepare and give the presen- finished my steps. I began gluing on the tation. Our mode.l will be put on Thursday, Jønuaty 8, 199 I brick. It is very hard because it is only pllrvood to allow us to sho\M the land- paper and the glue shows through if you Our group met last night from three scape; there will also be a glass dome, are not careful. Tomorrow I will try to until five o'clock. Mr. Tremba, observation deck, and tables on the Joe, come fourth period and finish the brick. Chris, Laura, and myself stayed. Our rooftop for the restaurant. The front of work was centered mostly on con- the building on the first and second We d.nes day, ønuary 2 7, 1 9 9 8 structing the model and discussing I Students from Ligonier Vøllcy High floors has a glass dome. The left side has our presentation. Mr. Tremba discussed I came down fourth period to work School used l,egos to construct their six large picture windows which will be our reasons for choosing the Aaron's on the model. Mr Tremba said Valerie model of the Star Ca.fe, afamily used for displays at the ExpoMart. The Building: size, unique features, location. and Jessica have been working on the restaurant, formerly the Smith stalls will each have a pull-down chain The dimensions are 50'x 60'x 130' presentation. Mr. Martray has been førmhouse of the mid.7800s in door that locks. The remainder of the deep. It was built betrveen 1900 and helping with the dome. He cut plexiglass Ligoni.er. first floor (except elevator) will be 1,906 and is a six-story structure. Some to fit on either end. I glued the construc- turned into a night club or a dance club. of the unique features include: rolled tion paper on one of the floors to serve The second floor has a balcony that is good to glass dome entr)'way, large picture as carpet. There will be a meeting It felt put an ol. open % over the first floor. The third windows lining side and front, cornices, tonight from three until five. Joe will buíl.díng bøck, to use, floor will be a theater. The fourth, fifth, pillar effect, two elevators (freight, glue in the second floor tonight. and sixth floors will be used for office seruing the needs of the people), preservation of sign on front. and residential spaces. The basement The building is located in the downtown Thursdøy, ønuary 22, 1"99 8 comm,uníty. will be a weightroom, gameroom, pool- I area of our city with plenty of space hall, etc.'We took time to look at the Mr. Martray and I were working on -Student available for parking nearby.'We began requirements for the project: Bldg. the computer trying to make the sign for making our list of materials used and description, site plan, materials, uses, the front of the building. \7e will finish It was pretty cool høaíng reøI our budget. After these are completed, etc.'We discussed the model checklist: the sign tomorrow and Monday. Mr. I will write them in our journals. In the a,rchitects critique our worlt. Bldg. sign, scale, photograph, list of Martray told me that there will be a next week, I will rebuild the staircase. people in group, etc. Our reason for meeting on Monday.'SØe will stay until I will also work on the sign outside and -Student selecting the Aaron's Building was based we are finished. find a small disco ball for the dance hall. on underutilizatíoî, large, unique If there is time, we will try to build a Old buíld.ings høae ø chønce. features, appearânce, etc. I will talk to Tuesday, 27, 199 I spiral staircase, also. Januøry my friend over the weekend because his I was unable to stay for the meeting -student grandfather used to own the building. Tuesday, January 73, 799 8 Iast night because I have not been in I will try to gather information about The exp erienc e broød,ened, school. Our model is completed, and the history: building, uses, etc. and Frida¡ yesterda¡ and today I have our presentation is ready. my thínkíng and. encouraged, maybe get photographs. been working on building the staircase. I have been coming down fourth period m.e to become hwoln¡ed, ín Monday, December 75, 7997 as well as my Gifted class to accomplish mry community. as much as possible. Someone glued in Friday during class seventh period I the second-floor balcony today. Laura is -Student worked on the windows. Mr. Martray working on constructing some of the suggested photocopying the windows floors. Right now she is starting the I ít to let my onto transparencies, then cutting them found fun fourth or fifth floor with the apart- out and gluing them into place. The creøtíae síd.e tlou. ments. I think it would look best if we frames could be made out of balsa used felt as the carpet. wood. I went to the library to begin -Student experimenting with reducing the size of the windows. I used 60% to 90%. My estimate was 85%. I talked to Page 12 Middle and High School Projects PHLF Neus October l99B

Member Schools )aveal

. 507o on the Downtown Dragons walking tour; o 507o on the Portøble P itt sb ur gh Ar tiføc t Kit ; Students complete a series of uorlt- . 507a on the Strþ District sheets in the S1-Minute Kennywood Stroll; Architect prograrn- They learn how to . 507a on the Trønsportation reød, a site plan of Lost Kerunywood,, and they sketch existing buildings and Tour; new attractions. . 507a on the Architecture: The Buil.d.ing Art exhibit;

. l07o on all publi.catíons. Arrd receive: . . free copies (whilc suppli.es Physics, Communication, last) of a Pittsburgh poster, postcard., bookmørlt, ønd. and Architecture at timeline of key eaents inlocal I(ennywood Afr ic an -Am.er i.c an hß t o r y ;

Kenn)'wood is the destination each May for thousands of western Pennsylvania middle and high school students partic- ipating in the "Physics, Communication, and Architecture" day. On May 7, students from twenty- seven schools participated in Landmarks' 30-Minute Kennywood fuchitect program. They completed a series of worksheets in Lost Kenn¡vood, sketched architectural details, and designed an Drauíng by Tony Balko, Yough Hþh School amusement park ride or attraction. o .free use of rnore than ø dazen Their ideas included: ahanggliding hill; slid.e shou:s frorn our slide- a "crackerjack" ride that shakes you and drops you; a monorail circling lnndíng c olle ction ab out Kennl'wood; a rocket that launches P itt hist or y, ør chite c sburgh's - itself off a track and blasts passengers ture, parks, and sculpture; into a pool of water; a look-out tower affording a panoramic view of the park; o use of the Artíføct Touch free and an ancient place, "Bedrock," where Kit; you can sleep! Drauing by Nathan Cross, In honor of Kenn)'wood's centennial, o afree subscríption ¿o PHLF Yough Hígh School. Landmarks created a deck of News, the quarterly neutslc,tter Kennywood Cards, with details of feøturing our work in educq.- buildings and landscape features throughout the park. Many teachers tion and hß t oric p r e s era ation ; passed the cards out to their students, o free øccess to Løndmarks' but students from only three schools reference librøry of ørchitec- correctly identified all 36 cards. Our tural and hßtorical books, congratulations go to South Fayette High School in McDonald, PA; Hillel magazínes, photographs, and Academy in Squirrel Hill and Oak Glen slides; Middle School in Chester, \Øest Virginia. The cards encouraged students to notice c inaitations to preseraation the photogenic details that distinguish seminar s, lncture s, ønd, Kenn)'wood's historic buildings and special eaents; landscaped grounds. If you are planning a school field trip o tuto free tickets, for yourself to Kenn)'woodin1,999, call Mary Ann --fup@,",rydüþfodEAxÞ[.dd? and afri.end, to ø wølking Eubanks at (1-412) 471-5808 if ..,ùù_____\-- tour of your choice; you would like us to send you packs c and discounts on alltours. of Kenn)'wood -:l-- i- Cards or the 30-Minute $-&_ù*;- Interested in Kenn)'wood çr ffi,:*fnfii,,kf,ff"" Architect. You'll joining? see Kenn)'wood in Sírnply complnte the mernber- a whole new way! ship forrn on pa.ge 20 of this neutsl.etter and return it to us with payment. One of six National Historic Lanclma,rlts in Allngheny County, Kennytnood, is more than grectt ríd,es and, food. With a d.ech of Kennyuood Card,s, stud,ents begin to appreciate the a,rchitecture and landscaped setting of the 70l-year-old parlt. Middle and. High School Projects PHLF News October l99B Page l3

Member Students began the The West Carson d,esþn process uíth Street apartment Schools a detail stud,y of entr¿nce and a @T'* the wind,ows in the newo enclosed We welcome thefollou:ing schools Lannrence Paint rooftop restaura,nt Buil.d,ing. and gørd,en. a.s members of the Pittsburgh m Hßtory & Løndmørks F oundation an d lo olt forw ard, tNl to the partiripation of theír t- students ønd teøchers in our educatinnal programs.

3¿ L.¿l ¡ n.ù €;èeú¿, ñ'.6, Apt.ñ.,ts Ava-lon Elementary School FOOUüoo Bishop Leonard Catholic School J. H. Brooks Elementary School

C alifornia University of Pennsylvania Canevin High School ffi ffi Charleroi Senior High School Chatham College Community College of Allegheny m ffi County Craig House East Lawrence Elementary School Eisenhower Elementary School Evans City Elementary School Vrtn¡ {t-a WæL (or"^ S&c¿L Forbes Elementary School

!¡4aø la't &¿q Franklin Blementary School ø ¡a,à Î,a 'lr. dsd{rø '6r.r læø1 v!c* Czø *ut Students uere Gateway Middle School encourøged to Gateway Senior High School "" , inclade Barktry Ilillel Academy øt the bøse of the building. LaRoche College - Vright Library Mt. Lebanon School District North Allegheny School District Oak Glen Middle School Students were challenged to adøpt the La,wrence Paint Building at Støtion Squa,refor a, neu) use. Our Lady of Grace School junior Sha,ron Floyd, ø from Qua.ker Va.llcy Hþh School, enuisioned Loft øpartments for artists, Our Lady of Sacred Heart a.n art tnuseunn, and a rooftop garden and restaurant. High School Point Park College Quaker Valley School District . Rogers Elementary School Architectural Apprenticeship Rowan School Drawings by Sharon Floyd Shady Side Academy David Roth, architect and founder of Junior School the Downtown Design Compan¡ taught Shady Side Academy Landmarks' Architectural Apprentice- ship again this year. Twenty students South Fayette High School completed the five-session class on South Park Middle School February 11, and another group of students began the class on St. Bernard School PTG ì October 14. \ St. Vincent College The fuchitectural \ University of Pittsburgh Apprenticeship is sponsored by the Gifted and Talented lJpper St. Clair School District Education program of the Washington Elementary School Allegheny Intermediate Unit. Winchester-Thurston School and senior high school v Junior students interested in pursuing a careef in architecture are excused once a month from regular classes to attend the Apprenticeship. They tour downtown Pittsburgh, Station Square, the Department of Architecture at Carnegie Mellon University, and the Hall of Architecture and the Heinz Architectural Center at Carnegie The Apprenticeship curriculum simulates what an architecture student mi6ht do lnstitute. Through discussions with a,t Carnegie Mellon Uniuersity, and dranns on Daai.d, Roth's experi.ence there as a architects and university students, they stud,ent and. teacher. decide if architecture is the profession The Ca.rnegin Museurn d,inosa,ur skelntons are studies in solids and aoid.s. they really want to pursue. Through drauñngs, students explore basic concepts in composition. The contour dranoings of the hand help deuelop hand-to-eye coord,inatíon, and. shou students hou they can capture the essence of an object in a, short arnount of time. Students úre not a,llou:ed, to looh at their paper d.uring the contour-drauing exercise; they must ah,aays heep their eyes focused. on their hand. I Projects PHLF News October l99B Page 14 Middle and' High School

'West trnd.Walk and. More at Creenway Middle School

During the months of April and Ma¡ seventh-grade students at Greenway Middle School integrated the themes of family, home, neighborhood, and city in their classroom curriculum. Landmarks' education staff worked with MarY Calaboyias, Teresa Findlay, Mary Ann Gaser, Scott Grosh, Dan Macel, Joan Morton, and John Quarles-all teachers at Greenway-and with Marlene Demarest, the division head of the \7est End Branch of Carnegie LibrarY of Pittsburgh to create a program including guest speakers, art proiects, and a field trip of the \íest End Main Street district. The following outline describes the activities that took place: Mid-April (on-going) Students strengthened map skills by and' stories. students from Greenwøy show off the west End tirneline, pop-up houses, comparing and contrasting a 1'917 map of the \lest End with a current AAA discussed what the R map. They also o F needs of the community are today and May 13 the future. Students developed may be in Beth Trapani, KDKA-TV and radio and constructed þô preliminary drawings writer and reporter, described a day in pop-up houses. Mr. Macel's 3-D the life of a reporter, and then met wrote stories with Language Arts classes individually with each student to 'SVest End settings and worked on maps s critique his/her story of the'lVest End. I of the community. May 14 100 seventh-grade students participated in the \üest End Main Street walking tour offered by the Pittsburgh History 8c Landmarks Foundation. Mr. Totino, a resident of the I7est End and model- maker, greeted the students at the'S7est End Branch of the Carnegie Library and showed his scale model of the library. The tour was featured in Diana Nelson Jones' column in the }/ray 2t issue of the P ittsbur gh P o st- G azette. Russell Smith's painting of 1843 of the saltworks at the head of Sau M|II Run May (on-going) uhere it ernpties into the Ohio Riuer, giant timeline Students created a Art teachers scott Grosh and. Mary ann Gaser d,isp[a,y the stud,ents'west End' near where the West End, Brid'ge ß presenting information on community stories u;ith Teresa Fínd'Iay, Iibrarian. today. events of historical significance, historic photographs of various buildings and current photographs May 5 street scenes, and from the West End'$lalk on }lIaY 1'4. Maddigar\ age 87, sPoke to the Jack The 3-D pop-up houses and \Øest End seventh-grade students. He talked about stories \Mere displayed in front of the the history of the'S7est End community timeline. Students added the construc- and described how things have changed. tion dates of their homes to the timeline. The timeline was displaYed in the May 6 school library. Ted Verro, architect and facilities direc- tor of the Pittsburgh Public Schools, spoke to tlvo teams of seventh-grade students. He showed the blueprint and construction drawings for Greenway Middle School.

Mary Calaboyias and Dan Macel, ürts teacher s. rr science and' Ianguage

Houses made of straws and' painted'. Middle and. High School Projects PHLF News October l99B Page I5

During the ualking tour on May 14, students compared' historic photos tt:ith current photos tahen from the sa,rne location to d,iscoaer hou the West End. Main Street d.istrict has changed.

La,nd,tnarks' docent Anníe FutreII lßtens to a student describe the d.ffirences in St. Jømes Church since its construction in 1884. The ta,ll Gothic Reuiual spíre u:as replaced ín 7927, d,ue to an explosion a,cross the Ohio Riaer that useakened the original structure.

West End by Camilla Lober !7est End is all that. The Overlook is where it's at! Lakewood Street is just the place to have a bike race. Steuben Street is very long The !íest End Bridge is very strong. Herschel Street is where I live; I don't really think you guys give. Faust Street is really neat. Andrea's is the place to eat. Giant Eagle's are all around. Don't forget downtown! Parkway Center is the place to hang ¿[ But you should have a great big gang. 'líest End has lots of space So go stuff your face At Andrea's place. lù Never forget the \lest End where there's lots to do. But it is as busy as a zool A Quonset hut (see inset photo) nou occupies the place where a row of Second Empire residential houses once stood,. Page I6 School Tours PHLF News October 1998

.19

m"ry-q" ¡>5,,1

Riding the Monongahela Incline (aboae) and climbing the pød.dle uheel at Station Squo,re (ríght). Downtown . Downtown Dragons Transportation From the Mt. rüashington overlook, incline, an airplane, and a helicopter. During the 1997-98 school year, Knoxville Middle School students were During two walking tours with a total of 7,766 stud.ents from the Tour quick to notice the many forms of trans- Landmarks' staff and docents on April follntuing schools ønd groups portation in the view of Pittsburgh 400 21, and 22, eígbth-grade students rode I(noxville Middle cars, p ørtirip ated in Landmarks' feet below: buses, trucks, the light down the Monongahela Incline, toured rail, motorcyclès, trains, boats, the Downtown Dragons Walkíng Tour: School Station Square (formerly the P8¿LE Beaver County Christian School Brownie Troop #1212 Evans City School Forbes Elementary School S tudents Explore D owntown Foster Elementary School Gateway Middle School o Jefferson Elementary School strip Disrricr Mosside Elementary School St. Edward's Quaker Valley Middle School Rowan School On May 26, 1,00 students from St. Bernadette Elementary School St. Edward's School toured the Strip Stevens School District. Landmarks' staff and docents Streams Elementary School created one tour for fourth and Washington Elementary School fifth graders, and another for sixth, Withthe aid seventh, and eighth graders. Both groups toured ofphotographs and St. Stanislaus Church, tour guid,esfrom the first Polish Landtnarks- nlì Catholic parish in r"ir"h"d' Pittsburgh, and "¿rdrr"¿rgrffins, i for listened to Brother gargoylcs, eagles, Tom Hartman talk lions, dragons, and about the immi- other creatures duríng the grants who helped exhílar ating ttn o -hour u allt. build the church, the changes he has wit- nessed in the Strip since childhood, and Elementary school stud.ents from St. Edward"s hold up the Trip Sheet and uorld, map. the two disasters in L936 that caused damage to the church (an explosion in the o Markharn Elernentary nearby Acme Landmarks' staff created the Strip Banana Company > District Stroll at the suggestion of and the St. Diane Tylka, a third-grade teacher at Patrick's Day Markham Elementary School in Mt. Flood). Lebanon. After scheduling a morning Following tour at the Senator Heinz the church John Pittsburgh Regional History Center on tour, students Smallman Street, Mrs. Tylka asked strolled along Landmarks to develop an afternoon several blocks of the walking tour in the Strip District with Strip. Fourth- and an ethnic theme. "The combination of fifth-grade students the History Center tour and Strip lnterested ln Iocated the ethnic home- District Stroll lands of many of the created a wonderful Tourirl'g? businesses on a world field-trip experi- The Strip is a pleasingly haphazard map and discussed immigra- Downtown Pittsburgh . . ence," said Mrs. and aital dístrict of uhol.esal.ers and. tion and Pittsburgh's rich ethnic Tilka. About 75 u arehouses. Stores sell products the Strip District . . . heritage. Middle-school students read frorn third-grade students from many cliffer ent c ourùtrie s. Oakland's Civic Center . . "Strip Facts" at various points along Markham Elementary toured the walk and discussed the changing the West End . . . the Strip on February character of the urban district. 4- amidst ablízzañ! SouthSide... Students This tour is now or other Pittsburgh described available for elementary the Strip as neighborhoods? and middle school students. "exciting, nois¡ Call Mary Ann Eubanks at good-smelling, (1.-412) 471-5808 to make Then call Landmarks' exotic, ethnic, reservations. education staff at crowded, color- ful, and alive." (I-412) 47I-5808 for One student further information. wrote, "It's historic. Although there are many Giant Eagles, there is only one Alioto's." A uíeta down Smallman Street,Ioolting toward, St. Stanislaus- School Tours PHLF Neus October I99B Page L7

Docent Ted, Soens (Ieft) uith Knoxuille School students. 'v"' i> ¡,,à\ ,.\ þ.H ;, Completíng Trip Sheets at Point State 'F ,l! Students usith the Lady of Stone at Pa,rlt,. ,*:: I i Station Square. :È; 1,997,Landmarks' staff had created and 1Ð railroad headquarters), crossed into Ied a neighborhood walking tour and .$M 1 L 'rJ, ! ,.Í-** to\Mn on the "T" (following a portion of mapping exercise of Knoxville that was the old Pennsylvania Canal route), featured in the December 1"997 issue of walked to Point State Park where they PHLF News and in the recent National toured the Blockhouse and Museum, Trust for Historic Preservation challenged them to think about the their observations on a Trip Sheet. This and enjoyed a picnic lunch. Informøtion booklet on heritage transportation needs of our city. They tour is now available for elementary and The field trip was part of a yearJong education.) Iearned about the history and architec- middle school students. Call Mary Ann school program, Pittsburgh Past and The Transportation Tour in April ture of the ciry discussed how the Eubanks to make reservations at Present, incorporating the arts into the helped students become more familiar abundance of cars has impacted the (1,-412) 471-5808. academic curriculum. (In September with downtown Pittsburgh and central business district, and recorded Pittsburgh ) the Strip ) and Oakland Program Outcomes Jennifer Eschedor wrote the following report, at the conclusion of the project:

I feel confident in reporting that euery student did discouer uery unique arcbitectural features in Oakland. Many of our discussions reflected not only their growing interest in the subject, but also their gøined knoøledge of specific building detaiJs. During the fourth week, when we repeated the walking tour of Oakland, my intention Luas to refresh eueryone's memary about the location of each arcbitectural løndrnarþ. so they would be correctly located on the ruural. I was arnazed when one stwdent, Jarrett, grabbed my arrn and said, "M* Eschedor: looþ" at the keystone on that building!" Another student forrned the Cathedral of Learning out of leaues øs we walked through Oaþland. Tbis þ.ind of keen obseruation and interpretation indicates thøt the information tbey gained through this experience was not triuial. They høue internølized this knowledge and giuen it personal significance. t; i,L'lv Throughout the four weehs, I noticed the students Students pose on the staircase of the Cøthedral af Learning. commenting on each other's arh.uorþ. They would offer suggestions ønd follow up with a reason for their aduice. Heinz Chapel, by Most often, they encouraged realisrn, bwt showed concern Charley Monroe. Once back in school, each student for the arhrorþ. being uiewed as a whole. For examþle, one 'Oakland's Civic selected a building to draw and pre- bwilding needed a tone or color to balance the comþosition. This discussion pared a report its brief on histor¡ archi- inuolued eueryone and ruas initiated by a student. There was great þride in the tecture, and use. They began thinking Center collaboratiue effort from the start! about a mural they would create, using Each student struggled with the scale abstractian tbat is ineuitable when doing Friek International their drawings, photographs, and a group project. As it was assembled, the group agreed that this abstraction sketches. actwølly ødded interest and humor to the mural. had encouraged that Studies Acaderny During the second week, students I notion the start, but it was terrific to hear the idea corne them, too. One Jennifer Eschedor, an art teacher at the toured the Nationality Rooms at the from from Frick International Studies University of Pittsburgh. Yoko student, Megan, uas pleased that the buildings were labeled in Jaþanese. Since Academ¡ worked with Gebhardt, a Japanese calligrapher, was the language does not haue English characters, it added another leuel of Landmarks' staff to create a sum- the guest instructor for the third week. abstraction to the rnural. mer-school program based on She taught the students how to write I greatly enjoyed working with tbis diuerse and talented growp of students. architectural landmarks in their names-and the names of their The leuel of cooperation and orunership was heartwarming. Oakland. Funded by the buildings-in Japanese, using the Grable Foundation, the Frick art of calligraphy. International summer school During the last week, students gives students the opportunity took one last tour of the Civic to participate in either art, the- Center-to see how much more they ater, science, reading, music, or noticed the second time around- pre-teen development classes. and they put the finishing touches Students interested in art on their mural. They presented met two times a week for four their mural on July 30 to fellow weeks. On the first da¡ students and teachers, and then they toured the Civic framed it for display in the Center, identifying Frick International Studies architectural details Academy. along the wa¡ photographing various buildings and scenes, and sketching. They Cha,rley Monroe visited Heinz Chapel, (f", l"ft) and. Jarrett where they listened to Highsmith at the an organ recital, and S old,ier s' and S a,ilors' the Soldiers'and Menorial. Sailors' Memorial. Page IB Classroom Actiuities PHLF News October 1998

T hir d- gr a de student s fr om M arltham E lnment ar y S c ho oI created, three murals of il- ¡9 Pittsburgh after using > Landmarhs' Portable EEE Pittsburgh Artifact Kit. .þ{ t . o 't'l/ Architecture Enriches Elementary The historic prints a,nd, trducation artifacts are paclted. in portþIios and. a suitcase. 'Portable Pittsburgh Baker Elernentary School Landmarks' Portable Pittsburgh Artifact Kit traveled from one school to the next during the 1,997-98 year, and was always in use. By January The teøcher unu)røps each artífact and, I999,Landmarks will have a second posses it around the class, a,s students kit ready so tlvice as many schools can discuss its use a.nd, sþnificance. rent the thirty artifacts, stickers, time- line, and visual aids to supplement their local history curriculum. These o'giønts" photos show the kit being used by Students feh líhe in the city they creøted., touering ooer their box fourth-grade students at Albert F. constructions. Baker Elementary School in Upper 'Freedom City St. Clair. Northview Heights Marldram Elementary Elementary School School the Portable After participating in the After borrowing Pittsburgh Artifact Kit, third-grade stu- Gateway to the futs February dents at Markham Elementary School Institute, Tania'Womack was After each a,rtifact is d,ßcussed, a in Mt. Lebanon created three murals: inspired to incorporate a hands- stud.ent places a sticker of the artifact on activity involving architecture Pittsburgh c. 1.760,1.900, and 1990 (shown at the top of the page). was on a giant timeline, shouing its period. in her classroom curriculum. "I amazed to see how many details they of use. (Louise Sturgess, executive direc- remembered about Pittsburgh's history tor of Landmarks, discussed and the said architecture during the Gateway incorporated in murals," to the Arts inservice.) third-grade teacher Diane Tylka. "The students did the art project with very A third-grade Spanish teacher, guidance." Tania developed a list of vocabu- Freedom City! little lary words for a city that her stu- This is our city. It is beautiful dents constructed out of boxes. and nice. There are 190 peo- After spending time building the city, students said they were much ple in our city. Vb have a lot more interested in learning the of parks and playgrounds. M . ):.i:'i Spanish words for street, park, There are many buildings building, airport, house, restau- here. We love our city. You rant, airport, tunnel, etc. can come and visit some time. Kayla Bowyer and Jessica Gordon described the city they We would love for you to created: come. The people in our city are nice. You can go to McDonald's to eat, and to shop you can go to the store. You can make new friends here. There are a lot of people to visit. Freedom our City! Classroom Actiaities PHLF News October l99B Page t 9

'Downtown .:p Landmarlcs: è Math Facts Pittsburgh Publie Schools If you are interested in building facts and architectural landmarks, then add May 14: sta.ff members and. some fun to your math class with uolunteers gather beþre the "Downtown Landmarks: Math Facts." West EndWallt (see page 14). The three worksheets and ten story- problem cards created by Landmarks are appropriate for elementary and Yolunteers Make the o Barbara Kalin, the visual art specialist Difference A Pittsburgh at Colfax, said, "The talent and origi- Thønlts to the aolunteer nality of the students was âmazing. The 1\eighborhood students just worked, and worked, and irwoluem,ent of many members, worked on their projects and essays." community planners, and, Colfax Elementary Janet Corpora, Rachel Landay, and architects, land,marlts is able to Dwayne \íatkins worked with Barbara School hund,reds of tours, slid,e and the third-grade students. They were ffir pre se n La t i e During its "Celebration of the Arts" assisted by Martha Malinzak, a volun- ons, an d dttrat io n middle school students. Students use in the spring of 1998, third-grade teer from Carnegie Mellon University's prograffß each year. estimating, measuring, graphing, students at Colfax Elementary School Adopt-a-School program. Barbara, a We thankthe geometry, and problem-solving skills as studied architectural styles found in pârticipant in Gateway to the Arts' they answer questions relating to ten following uolunteers Pittsburgh between 1760 and1950, February inservice, said, "Since we do and then drew downtown landmarks. for worlting with us this year their house with Elementary and middle school to rnalæ Land,marks' students in the Pittsburgh Public magic markers, education, programs tempera paints, Schools first used the worksheets and Q, SUCCeSS: and crayons. story-problem cards on April 30, on the occasion of the "\Øorld's Largest The drawings Jennifer Beck had Math Event 4." The theme of the event, a three- Bob Bennett dimensional sponsored by the National Council of effect, because Teachers of Mathematics, was architec- Kathy Brennan cardboard ture around the world. At the request Lee Calisti tubes were of the Mathematics Stâff of rhe Pittsburgh Public School's PRIME Marian Cook placed behind the cut-out drawing not have funding for field trips, \Me office, Landmarks developed a set of Annie Futrell of the house to make it "pop out" created a celebration of the arts unit math worksheets featuring local build- of the background setting. Each student involving each student in art, song, Bill Garrett ings and facts. Using local architectural also wrote about his/her house or and dance. The school was alive with Frances Hardie landmarks to anchor the academic neighborhood. creativity. " curriculum helped students visualize Carey Harris abstract mathematical con- Ernie Hogan cepts and appreciate how John Kalberer relevant math could be. My House and Neighborhood Carol King Alicia Atterberry Bric Kukura Carol Lewis My house is a Victorian beauty in a nice neighborhood. Bob Loos Everyone has old-fashioned cars. There are a lot of flowers Barbara Luderowski and puddles. There are not many telephone poles. The street Beth Marcello has a lot of cracks and potholes. There are no stop signs on John Martine the sidewalks, instead they're painted on the street. Judy Mclntyre Amanda McQuillan Everyone keeps the streets clean. Audrey Menke The End Frank Moone Gerald Morosco Eliza Nevin Robert Pfaffman Myrna Prince Sarah Radelett AIan Schlossberg Marion B. Schorr Helen Simpson Ted Soens Ruth Stauffer Nancy Stewart Kathy Testoni PegVolkman IackZierden Page 20 PHLF News o Octobe¡ l99B J I N L A1\DMAR KS

Interested in Learning More About Landmarks ? Education Progr arn?

This May, the Pittsburgh Hístory & Landmarlts Foundation printed new materials shoracasing the worlt of its education depørtment. Please call Møry Anru Eubarults at (1-412) 471-5808 if you would lihe us to mail you øny of the.followíng materials:

1 Introducing Landmarks The Power of Bricks and Boards In this brochure we outline a strategy for integrating a study of the built environment into the school curricula, using the educational resources offered by the Pittsburgh History & Landmarks Support the Pittsburgh llistory & Foundation and Landmarks Foundation in its others. work to: progression Introducrng The Landmarks o Identif¡ document, and work to save of programs-from lhe Powr¡ ôl arickr¡nd so¡rd3 architectural landmarks, historic school, to the con- neighborhoods, and historic designed cepts of famil¡ landscapes in Allegheny County; neighborhood and . Provide loans and technical assistance city----corresponds to community-based organizations that with the natural propose feasible plans for historic Explore Pittsburgh development and growing properties; +{.;;ì1"? Thanks to a generous contribution from Columbia Gas of awareness of elementary . Participate in urban planning issues as Pennsylvania, Landmarks pub- and secondary school an advocate for historic preservation; lished a colorful 9" x 12" students. . Create programs folder. E xp I o r e P itts b wr gh fti{åî.ffi.: educational for ,::d,itt*.S:t*: schools, community groups, members, includes quotations from Coh-tìià and friends; and students, teachers, and lntroducing program directors who have o Continue a well-managed, responsive, participated .rP.F",?rT;i" Architecture and creative membership organization in Landmarks' A Series of Worksheets and Activities for Classroom Use with the ability to implement these education programs, and three goals on a long-range basis. die-cut photographs of familiar Pittsburgh scenes with Through these worksheets and historical facts about Pittsburgh. The folder is literally ârt activities you'll learn how Introducing Architecture Mernbership Categories packed with fact cards and brochures giving more to construct a builCing cut cf tr Individual $20 or more detailed information. people and feel the forces in During the past few months, we have received many n Family $25 or more architecture. You'll learn compliments about Explor e P ittsbur gh. Ellen Caldwell, about building types. materi- n Senior Citizen $15 or more director of Pitt's Informal Program, called to sa¡ "Your als, and styles, and have the tr Schools and new materials are excellent." Mary Lou Rosemeyer, opportunity to sketch a build- Non-profits $35 or more publicity director of Kenn).wood Park, wrote: "Your new ing and imagine what it is like n School Districts $50 or more materials are fabulous. Thanks for sending me a copy!" to be a building. The architec- E Corporate or more $250 Maxine Bruhns, director of the Cathedral of Learning ture worksheets can be n Life Benefactor $5.000 Nationality Rooms, wrote: "I absolutely love your photocopied for your students. (a one-time gift) Explore Pittsburgh tri-fold with its neighborhood cut- Art activities include making a The portion of your dues exceeding is $15 outs and countless inserts." Marcy Abhau, education mainstreet mural, a paper-bag tax-deductible. km{p Er.róßcs: Dhving specialist at the Foundation for Architecture in building, a gargoyle mask, a Call Mary Lu Denny at ft-4tz) 47r5Bo8 Philadelphia, wrote: bridge, a pop-up building, and for details on a multiple-year membership I'ue just receiued your document ønd all I cøn say a "someplace special" book. plan at a reduced rate, and for a listing of is-:Wotu!...lt's a beautiful piece, going so far beyond ø our membership benefits. brochure or promotion piece that I'm not sure what to call it. It's liþe a towr of Pittsburgh in itself, loaded Y¿sl Enroll me as a member with great information and class ideøs. Brauo to you, ñlf, 'ry¿ Ì/ ¡i'iLl,I and thanþ you inclwding us and sending us a ,-/ of the Pittsburgh History & for 'We'll for Landmarks Foundation. I have copy of our orun! be sure to let people know about your programs. enclosed a contribution in the amount of

Method of Payment Conshctins a Hln¡n Bui¡di¡g ! Check enclosed (payable to PHLF) Public*ions fl Credit card: ! AmEx ! Visa n Mastercard E Discover

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Thank you for completing this form. Please detach and mail to: Mn¡nrrnsHrp Fact Cards PtttsguRcn Hrsronv & LANDMARKS Some of the fact cards give detailed descriptions about Landmarks' educational resources: Tours; Slide Shows; FouNpetroN Inservices; Neighborhood Explorations; African-American History; Adult Education; Architectural Design ONe SrarroN SqueRn, Surrn 45o Projects; Kenny'wood & Architecture; Exhibit; Architectural Apprenticeship; and Publications.

PrrtsruRcH, PA t 5 zt9 -u 3 4 Other fact cards suggest project ideas for teachers or group leaders, and usually do not require further involvement from Landmarks' staff. These fact cards include: Architecture in the Classroom; Architecture for Young Children and Students; Architecture 8c Body Building; Art B¿ Architecture Activities.