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AUTHOR Barnes, Jonathan TITLE Design & Technology and the Historic Environment: A Teacher's Guide. Education on Site. INSTITUTION English Heritage Education Service, London (England). ISBN ISBN-1-85074-399-1 PUB DATE 1999-00-00 NOTE 42p. AVAILABLE FROM English Heritage, Education Service, 23 Savile Row, London W1X lAB, England; Tel: 020 7973 3000; Fax: 020 7973 3443; E-mail: [email protected]; Web site: (www.english-heritage.org.uk/). PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Built Environment; *Design; Foreign Countries; Heritage Education; *Historic Sites; Intermediate Grades; Primary Sources; Secondary Education; Social Studies; *Technology IDENTIFIERS England
ABSTRACT Design and technology are subjects that are about the real world, involving the application of scientific and related knowledge to a problem. The built environment is an excellent context for work in this area, as every building involves both design ideas and technological skills. This guide suggests practical activities and ideas for using the historic environment in a stimulating way for teaching the skills and concepts of design and technology. It explores the ways in which any historic environment, from a school or housing development to a castle or cathedral, can be used to stimulate exciting design and technology assignments, or to build up a fund of knowledge to be applied to otherwise unrelated projects. It encourages teachers to get out of the classroom so that design and technology work can be placed in a real context and explains how teachers can use the historic sites in the care of English Heritage for more than just the predictable history field trip. The guide is divided into the following sections: "About This Book"; "Why Use the Historic Environment?"; "Choosing an Assignment"; "Designing Skills"; "Making Skills"; "Evaluating"; and "Design and Technology across the Curriculum." Contains an illustrated glossary and a bibliography and resources list. (BT)
Reproductions supplied by EDRS are the best that can be made from the original document. Design & Technology and the Historic Environment: A Teacher's Guide Education on Site
Jonathan Barnes
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BEST COPYAVAOLABLE DESIGN & TECHNOLOGY AND THE HISTORIC -ENVIRONMENT Jonathan Barnes
ENGLISH HERITAGE
t
-s-- TIE-ACHER'S, Books in the Education on Site series arewritten especially for teachers to help themmake the best use of the historic environment.
Series editor: Mike Corbishley
Cover illustrations Front cover: Building an arch at DoverCastle (English Heritage) Back cover: Siege machine at Dover Castle (English Heritage)
Edited and produced by JennieFordham and Suzanne Spicer Illustrations by Michael Richardson Designed by em associates Printed by Hythe Offset, Colchester
First Published 1999 by EnglishHeritage © English Heritage, 1999 All drawings and plans are thecopyright of English Heritage unless otherwise stated.
ISBN 1-85074-399-1 EDIJCA.111101`.1 UN SATE
A teacher's guide to DESIGN & TECHNOLOGY AND THE HISTORIC ENVIRONMENT Jonathan Barnes
ENGLISH HERITAGE itilL ABOUT THIS BOOK 3 WHY USE THE HISTORIC ENVIRONMENT? 4 Detail and scale 4 CHOOSING AN ASSIGNMENT 6 Preparation 6 Conservation 7 Conversions and additions 8 Case study: the Tannery Project 9 Games and souvenirs 10 Meals 11 Preserving our heritage 11 Case study: heritage citizenship 12 DESIGNING SKILLS 13 ,1 Developing awareness 13 Case study: reconstructing a ruined building 15 Looking for detail 16 Objects 17 Case study: design a tie 18 Thinking about problems 19 Inside information 20 Case study: a cathedral visit 21 MAKING SKILLS 22 Materials old and new 22 Making movement 23 Case study: making a drawbridge 24 Manufacture and marketing 25 Using video 25 EVALUATING 27 Thinking for yourself 27 Asking others 28 Testing 28 DESIGN AND TECHNOLOGY ACROSS THE CURRICULUM 29 Other cultures 31 ILLUSTRATED GLOSSARY 32 Building materials 32 Arches, buttresses and columns 34 BIBLIOGRAPHY AND RESOURCES 35 Acknowledgements 36 OZ .11 Ek..;1711...1Mill,Uti 1-1.1.ND IL till- ABOUT THIS BOOK Hoover factory, west London. Berney Arms Mill, Norfolk. t-t fts, 4". .s . 'A. .1 , t 1\3.. Maiden Castle hilifort, Dorset. Stott Park Bobbin Mill, Lake District. Whitby Abbey, North Yorkshire. Look through the window closest and technology work can be placedsubject has its own knowledge and to where you are sittingis it a in a real context understanding, and requires an good or a poor view? What makes awareness of alternatives and an it attractive or boring? How have explains how teachers can use evaluation process. The historic people made or changed it? What the historic sites in the care of built environment is an excellent might improve it? Why is there a English Heritage for more than place to learn these aspects of window there anyway? Without just the predictable history field design and technology because moving from your chair or trip each building is a collection of the wielding a single tool you have argues that design and tech- work of many designers and been involved in a design and nology projects should be kept dozens of technological skills. technology activity; investigating small and manageable unless Teachers and pupils should also be aspects of a product, distinguishingteachers are able to devote many aware of the application of creative between how it was made and howdays to planning. minds to the appearance of a final it was designed perhaps applying product. Design and technology skills and knowledge from other The National Curriculum in may be taught alongside subjects subject areas such as history, art design and technology expects like history, geography, maths and and mathematics. pupils to develop, plan and science which are more commonly This book: communicate ideas through the focus of a historic site visit. At designing and making as well as its most well planned, design explores the ways in which you thinking about the made world. It can use any historic environment, arising from the historic involves the application of environment will leave pupils with from a school or housing estate to scientific and related knowledge to a castle or cathedral, to stimulate a feeling that the designed world a problem; identifying the most around them is worthy of closer exciting design and technology appropriate tools and materials for assignments or to build up a fund attention. the job; knowing how to use them This book will make reference to of knowledge to be applied to safely and efficiently and finally otherwise unrelated projects the constructed world of the past, producing a plan and/or product details of which may now be found encourages teachers to get out to solve the problem. Practical in museum collections as well as in of the classroom so that design cai3dbility is needed, but the buildings and landscapes. DESILUN & TECHNOLOGY AND THE HISTOMC ENVON ENT WHY USE THE HISTORIC ENVIRONMENT? An historic environment DETAIL AND SCALE need not be a castle, Working in a challenging and dif- monastery or country house ferent environment allows you to it could equally be the direct pupils to detail and the small street nearest your school, scale. This is important because the school itself, your local design and technology can be church, museum, shopping weakened when too much depends centre or public gardens. upon large scale theoretical Whether your pupils are projects such as design a theme recording aspects of these park or construct a model of a places, proposing improve- proposed underground station. ments, using parts of them Since many pupils find difficulty as inspiration or planning an in even gluing card together, this activity within them, they kind of assignment is almost will be fulfilling some parts bound to fail for all but the most of the design and technology able. Design a postcard based curriculum. `e upon four contrasting doorways or Throughout history design take four digital photographs and technology skills have 3 expressing four different moods of generally been applied in your local church in preparation response to a need. These for an advertising poster may be a needs have often involved more worthwhile exercise for improving the quality of life novices. but the solutions have not Even to the television and video presented themselves out of the Pupils record measurements of the castle ramparts so that they can make an generation a well chosen historic bluethey have arisen out of a accurate scale model back in school. mix of previous experience and The view through a window can be greatly creativity. It is the unfamiliarity of most his- affected by the style of the frame. Look through your window again.toric environments that However new the environment it isis perhaps their greatest historic in some sense. How wouldstrength. The unique- you improve the view? Would you ness of these surround- plant a tree? Paint a drainpipe? ings can be harnessed to Place a piece of sculpture or motivate both teachers demolish a wall? Sketch your idea and pupils towards more of the improved view on a scrap ofimaginative ideas. Many paper, or plan a better window historic sites have the frame to enclose it if you like it as added benefit of being it is. You have identified a need, traffic free and enclosed planned a solution and moved but nevertheless safety some way towards making a must be considered in product (especially if you felt visit preparations and in inspired to make a model or ring the pupil/teacher ratio. the double glazing salesperson). They are also places Perhaps you are already evaluatingwhere a variety of sub- or adapting your idea. Think how ject perspectives can be much more interesting this activity taken and worked upon might have been if you were in various groups within 71 looking through an unfamiliar a class during a single window onto an unusual scene. visit. US I.:1 1 ONMENT? Well-planned activities led by teachers can add to pupils' under- Church interiors may contain some of the finest examples standing of the built environments of the past. in design and technology of their age. site can be a stimulating and design process. Local councils exciting experience without direc- or individuals may have tion from a teacher. Given that ouremployed the best designers and historic sites and museums are our crafts people available. From most accessible repositories of the this viewpoint every collection technologies of the past, structuredof shops, houses or lamp posts and well-planned activities lead by can be seen as a pattern book of a teacher can make the very most designs and practical solutions. of natural inquisitiveness. The older the building the more Your local parish church is often signs there may be of a succes- an obvious place to start, since the sion of answers to the same technologies used to build, furnish problemthink of an old door and decorate them were usually of with the scars of previous locks a high order. Often these technolo-and catches giving evidence of gies have been frozen in time past technologies. because of the special position of The great joy of using the his- churches in our culture. Even toric environment for a design modernisations have usually been and technology assignment is 7 done sympathetically and it is fre- that you do not need to know a - quently possible visually to dis- great deal about history. Use assemble component parts of castles, cathedrals, warehouses arches, windows, special furniture and woollen mills but do not or decorations. feel guilty if you do not know i / .t Whilst a church can be a valuableexactly when they were built or t. starting point for this approach to who slept in them. A basic ,L--_4--:----1-:-.- design and technology, do considerknowledge of the sequence of --,_ using your high street no matter architectural styles would allow how modern. The shopping street for a valuable extra dimension .1 in any town displays a vast and in design and technology work varied collection of letter boxes, but a great deal can still be Furnished houses provide further opportunities door knobs, window frames and obtained from using historic for design and technology. lettering styles. Street furniture environments simply as the from sign posts to drain covers complex products of past design have all been through a rigorous skill and technological expertise. & TECHNOLOGY AND THE HISTORIC, ENVIRONMEN1 CHOOSING AN ASSIGNMENT Most successful technological developments have sprung from a need. Basic needs for food, shelter, security, meaning and contact have coi3vvE:b never changed and have provided JC:04c,,,u<7,4 the motivation for most major human achievements. Modern priorities of sustainable economic *V- %":8% growth, mass housing, inter- 11410. national co-operation, rapid com- ---- 4'IrCIA:p51 munication and conservation stem from the same needs which troubled the builders of Roman towns. Whilst needs may not alter, the means to supply them change with time, culture, economy and COL: a, A developments in design and tech- r6K nology itself. Your pupils should be aware that needs have been supplied by every technological Encourage pupils to make notes on their drawings. advance. Their own work will be more satisfying if it is seen as the i tr result of some demandeven the need for clearer signposts to the local beauty spot. PREPARATION It is vital of course that teachers make a preliminary visit to the historic environment they intend to use as the starting point for a design and technology activity. You will need to observe, discuss, photograph and draw the aspects of the environment you wish your pupils to use. Look for: things which move things which have a modern equivalent areas where unusual materials have been used joins between materials or components dramatic views Avoid shading and take a full frontal view which reduces the problems of perspective. fine detail. Teachers frequently encourage this context is not the production pupils to draw as an efficient way of works of art but the recording During the preliminary visit it is a of collecting evidence and focusingof information: how the product good idea to draw and make notes the mind. The same is true for has been made, how it moves and on some of the details you observe.adults. The function of drawing in how it might be disassembled. A CUPY CHOOSING AN ASSIGNMENT good assignment often becomes clear during such a drawing activity. When on site your pupils should be encouraged to make frequent annotated sketches of small details: how something moves colour materials construction techniques how different parts are joined evidence of change. Eighteenth-century fire insurance plate inspired this design and make assignment. CONSERVATION make a photographic record of Pupils may note that parts of a multi-storey car park, tower buildings, streets or even land- block or factory near you. How might you use these decorative scapes show signs of wear, damageConsider softening harsh external elements on other products? and decay. They may well be lead features by adding cladding, on to make a careful sketch of a vegetation, colour, lighting or otherDevise ways of harmonising small section of weathered wall or disguises. Make a before and after unsympathetic shop fronts with use a plan to plot the signs of catalogue of the most effectively their upper floors deterioration in an historic improved buildings building. Pupils will become more make a collection of drawings aware of conservation issues if they walk along your local high streetof door knockers, letter boxes, see and fully appreciate the effects looking at shop fascias and the latches, fan lights or house number of a lack of conservation. floors above street level. Pupils lettering styles. This collection and Try some of the following class may make detailed drawings of the class evaluation which follows activities using the school grounds individual shops to focus this could lead on to a design and or the streets near your school: activity. Back at school decide make assignment on the same which building as a whole is most theme. make a drawing of the roofscapeappealing. Discuss why this is. of the street emphasizing television aerials, satellite dishes, burglar t4" alarm boxes, wires, flues and chimneys. Use the drawings back at school to generate a discussion on the environmental intrusion of such features and methods of minimising it. This might lead on to a roofscape design for a school mural or scenery for the school play select several key features from an attractive building in your area, photograph them individually. Back at school, use the cut out or sketched features to improve a photograph or drawing of an un- attractive local building. This could be done using photo- montage, by careful drawing or perhaps using screen printing techniques Some shop fronts do not make concessions to the history of the building. A A C; OOSING AN ASliGNMENT Should we leave old barns as monuments to the past or adapt them to modern uses? CONVERSIONS AND country house or factory. Identify plan a discrete addition to your ADDITIONS those features of the building nearest castle or ecclesiastical ruin We all know of the double glazing,which could be applied at a small- maybe a visitor centre or gift garage extensions, conservatories er scale to the miniature home shop. Start with a careful survey and loft conversions which have of the building materials, styles ruined the appearance of houses design and make models for theof architecture methods of we like. English Heritage mounted conversion of a redundant buildingconstruction and forms of a campaign to draw attention to in your area. Consider transform- decoration. Draw profiles from some of the excesses of barn con- ing it into a sports or community different angles of approach. Back version schemes. These adapta- centre. First of all pupils will need at school sketch ideas, discuss and tions to modern life are not a new to be familiar with the building agree upon a scheme which could feature of the built environment its dimensions, limitations and then be made to scale and attached modernisations, conversions and position. Remind pupils at the out-to a simple model of the existing quite unsympathetic additions haveset that the essential character and monument. occurred throughout history. Nonedetail of the building will need to the less we probably value be maintained our historic environment more today than ever and most would agree that it is important to preserve the best of it. Since adaptation and mod- ernisation will always be part of our relationship with buildings, it is important that pupils are taught a sensitivity to them and the landscapes in which they stand. Today we are becoming increasingly conscious of the environ- mental impact of such changes. Base any of the following design activities on historic buildings near you: design a dog kennel or nesting box in the style of your local town hall, Design a new extension for an abbey ruin perhaps to house a cafe or new exhibition. CHOOSING AN ASSIGNMENT CASE STUDY: THE TANNERY PROJECT Pupils at a primary school chose how the listed buildings the industrial site of a tannery just can be used behind their school for a re- development project which centred what projects will be in upon ideas of conservation and thethe groups plan. sympathetic realisation of a community's needs. The project to draw: was to be inter-disciplinary and to plans of group last a term. The tannery, which proposals included several listed industrial buildings of the eighteenth and favourite details nineteenth centuries, was still working but the owners were elevations of listed hoping to resite out of town on an buildings and key build- industrial estate. ings in the locality. From the outset careful pre- paration was needed by teachers to map: because a decision had been taken to make sure that pupils worked details of proposals with professionalsarchitects, planners, builders and local historical findings. authority officials. Their con- to construct: tribution had to be thoroughly thought out, as did the intro- models of proposals duction of the knowledge and skills they would need to fulfil the an exhibition of all assignment in their groups of six findings and activities. or seven. Model-making in teams develops The groups were each given the At each stage of the brief important social and work skills. following brief professionals were brought in to teach basic skills and principles at to find out: an appropriate level. They had were surprised at the high quality previously contributed to staff of the pupils' work and the pupils what the community thinks of development days where they themselves were very proud of the tannery at present taught teachers the requisite skills. their propositions. Teachers could After surveys of the site, instantly see how much high what the community feels it questionnaires and detailed quality geography, history, maths, needs on the site if it is re- analysis of the site pupils decided science, art and English was developed on a mixed development of involved in the project. what uses the site has had in thehouses, small local shops, a craft Teachers at the school were past. centre and a hotel. They realised relieved to find in the project that parking and access had to be evaluation that they had covered to record: carefully considered when they all targets they would have set in a worked with a city planning more formal term's work. Visitors findings of questionnaires on officer. A conservation architect to the exhibition noted how highly public opinion from English Heritage told them motivated the pupils were and how what they could and could not do the skills they had learned in one present appearance of the site with the listed buildings and drew area of the brief had been and its locality their attention to details of buildingtransferred to other areas. Indeed information about the history ofmaterials and scale which needed teachers commented for some time the site. to be considered in the proposed afterwards that the pupils were new buildings. using their new found abilities in a to decide: The final exhibition of group great variety of other contexts. proposals was a great success with which uses are compatible with all visitors. Parents and the area professionals outside education 43 C 0 0 TG A Gi ENT GAMES AND SOUVENIRS Making a toast or letter rack based on Dover Castle The gift shops of most historic sites provide a very important source of income and for some eighteenth- pupils the most memorable part of century barrack a visit. Whilst it is relatively easy to building buy 'ye olde English toffee' or pot- pourri at any of them it is some- times difficult to find unique souvenirs which only arise from that monument. Museums have found, however, that reproductions of their more famous artefacts are joined to base by both a popular purchase and fairly roll of clay either inexpensive to produce. Whilst it side of the slab would not be good economic sense to arrange for scale models of each historic building in the area, there is a case for a school working with the nearest monument to produce puzzle. Close-ups of real, saleable and unique souvenirs architectural details, For example: sections of lichen encrusted wall or carpet draw three different kinds of designs could be used building material by looking The collected results through a viewfinder at three from several groups contrasting areas of wall in a could be evaluated and chosen building. Drawings should three or four views be very detailed and include colourproduced commercially notes. Back at school the most perhaps for the satisfying drawing could become school Christmas card. the basis of a design applied to a scarf, t-shirt, handkerchief or teatowel. Make the prototype on paper, modify and then transfer the design to an appropriate material, cotton calico or linen. This activity could also be achieved using designs from flooring make outline drawings of different profiles of a building or historic area. Concentrate on view points where one layer of 1" building overlaps with another. Back at school, design and make a toast or letter rack by using three or four differ- ent profiles placed one in front of the other. This idea is best made from air-drying clay slabs as in the diagram above III use a polaroid camera to capture twelve unusual views of a 7 monument. Choose one as the 3 , 'I'V'' subject for a postcard or jigsaw / Designs inspired by ancient walling can be applied to fabric for a variety of purposes. CHOONINU AN ASSIGNMENT MEALS required to feed a The planning and preparation of alarge household and Roman, medieval or Victorian the ceremonies or meal can bring together a number traditions which of important skills whilst making surrounded the many good historical points. production of a meal. A visit to an historic site such as aDuring a visit, look for monastery or a large house can be the places where food used to investigate the systems might have been kept cool, dry and clean. Attempt to discover where it was cooked and eaten. It needs to be stressed that the physical needs and Mosaic floor in the dining-room at limitations of human beings have Lullingstone Roman Villa. changed little over the centuries. For example, any distance between kitchen and dining-room room feel cramped, damp and cold presented problems in the past as to us then pupils could be asked to Even in medieval ruins there are design it would today. How did they keepconsider if this would also be true clues to point towards its use as a kitchen. food warm? If conditions in a for people of the past. FOOD IN A MEDIEVAL BUILDING PRESERVING OUR HERITAGE Where was food stored? Look for low, dark, dry In these days of theme parks and accessible spaces with lots of room reconstructions the question may but little evidence of domestic use, be askedwhy preserve historic for example no fireplaces buildings and artefacts at all? Many answers could be given but Look for smaller lockable spaces most depend to an extent upon a for storing more precious foods recognition that the historic such as salt, sugar and spices. environment is an inheritance something we can all share and Where was food prepared? Locate the largest fireplace, enjoy but something we also have smoke vents, gullies or upturned a responsibility for. Historic tiles m the floor buildings of every age hold examples of every kind of Look at the proximity to the technological advance just as the main eating room and the degree rain forests maintain a huge of fmish which expresses the variation of different life forms. importance of the function of Preserving both natural and cooking. historic environments can be seen as a means of maintaining a kind How was the food taken from Look for corridors, ceremonial of bank of genes or technologies kitchen to dining room? or service entrances, dumb waiters, for use some time in the future. back stairs and passageways behind There is however too much screens in the main eating room. potential in both kinds of environment just to keep them Where was the food eaten? Find a large domestic room with away from public viewmost a high degree of decoration, people view them as beautiful in perhaps a raised dais at one end some way and want to see and Look for access to private understand them. chambers after a meal. If pupils are to regard the historic environment as both beautiful and What happened to waste? Look for chutes and gullies from theirs, they need to be educated to the kitchen area, rubbish pits, have a sensitivity towards it. Many latrine shafts, garderobes and of the activities in this book will closets. help develop this sensitivity. BEST COPY AVAILABLE CHOOSING AN ASSIGNMENT CASE STUDY: HERITAGE CITIZENSHIP To foster a concern for the historicundertake a detailed environment whilst developing survey of its social and literacy skills, Year 5 features, state of and 6 pupils investigated the most repair and popular historic building within a importance within chosen localitytheir local high the community. street. As part of their preparation They made detailed for the project, pupils investigated notes and sketches old maps, directories and of what the build- photographs gathering as much ing was made of. information as they could find. Some pupils took They discussed the meanings of photographs for use new words such as restoration, back in school. conservation, and preservation. They also noted They also practised annotated any damaged sketching using the school featureswhat they buildings. were and where A straw poll was taken within the they were located. school as to the most popular This developed into historic building in the high street. more formal When making their choice, pupils proposals for were not allowed to consider the restoration work. function of the building. This was In school, pupils then compared with the findings ofalso made a scale a similar poll taken in the high model of the By studying the conservation issues of a street where pupils interviewed building, wrote detailed illustrated local historic building, pupils can develop a sense of responsibility towards buildings in members of the local community. survey reports on the condition of their community. On the questionnaire the followingthe building and designed posters questions were asked: to campaign for its full restoration. The work developed into an what is your favourite building investigation into how the needs of in the area? a particular historic building could be fulfilled. The local authority why do you like it? conservation officer was invited into school to talk to the pupils what would you feel if it were and answer their questions. demolished? Working within the constraints of a real building avoided the how could it be improved? formless and unrealistic results of Identifying and sketching the state of the more usual design activity. The repair of building featues can raise The high street had many historicmost obvious outcome for the conservation questions. buildings so it was thought advis- pupils undertaking this project was able to ask people to select from a a massive rise in sensitivity to given list. other conservation issues related to Having compared the two straw the built environment near their polls, pupils identified the most school. They were given popular historic building. Pupils opportunites to express their were set the task to answer three personal opinions on a building in questions: their own community and present does it need to be preserved? their findings in many different forms including much design and does it need restoration? technology. As well as engaging the enthusiasm of the pupils, the does it need modernisation? project also developed a sense of responsibility towards the buildings To relate to the historic environment, They visited the building to in their community. pupils need to have been physically IA involved with it. DESIGN & TECHNOLOGY AND THE HISTORIC ENVIRONMENT DESIGNING SKILLS DEVELOPING AWARENESS An understanding of the aesthetic properties of a building can be an important product of a visit to an historic environment. Consider, for example, the elements which have came together in a nineteenth- century railway stationthe origi- nal brackets, impressive doorways, moulded ironwork, decorative brickwork and fretwork canopy. Look for evidence of modern alter- ationschanges to the ticket office, waiting room, toilets or buffet. Have the modernisations been done in sympathy with the original design or do they stand out as obvious, even jarring? What do these observations suggest about the relationship between design and economics, business and aesthetics? Since the historic environment can be said to be generally valued and often aesthetically pleasing it may be appropriate to use it to introduce pupils to some aesthetic considerations. Why does one building seen to harmonise with its surroundings whereas another looks out of place? Why do some replacement windows look so obvious? Before embarking on a major design and technology Recent cleaning and restoration have sometimes project based around field work, drawn greater attention to design features. one or more of the following activities may be of use in developing an aesthetic awareness: walk your pupils up and down a street of terraced houses near the school. Ask them to decide which front doors or windows are most likely to be the original ones. They could draw or photograph these original features and discuss what design characteristics link them to the rest of the house. Are there motifs which are repeated else- where in the house? Is the same decorative moulding Are modernisations of railway stations in sympathy with their original design? /7 DESIGNING SKELLS Which features are original? How can you tell? used in both door and window the gap in various styles. Allow a Most historic environments are frames? Are the panels of glass in group to experiment with the complex systemsmany have the window and door of similar replacement windows or doors andevolved over time and all are diffi- proportion? Identify a replacementwrite the reasons for their eventualcult to understand fully at first door which was not designed with choice sight. Drawing a simple elevation the houses and discuss which parts or preparing even the most ele give it away alter a photograph or drawing mentary plan is an effective way to of a well-known and symmetrical help pupils come to terms with a prepare a drawing of a well historic monument by removing complicated site. It is also a very known older building near you some projectionschimney stacks,successful way of allowing time for perhaps the church, town hall or towers, turrets, spires or cupolas. reflection and developing a crucial school buildings. In your drawing Photocopy the altered picture and communication skill in design and (or doctored photograph) deliber- ask groups or individuals to com- technology. Such drawings can be ately leave out crucial windows or plete the building in a balanced used for reference in model mak- doors. Prepare a number of draw- and harmonious way, by drawing ing or to aid the design of arte- ings of alternative features to fill onto the photocopy. facts. Klatt? 01 ...... it11 tauI j la; r 111174 s. - III 11 111 III III 111 !HMI 111111 III III : ...... 1111111 1.111 =: ...... m -;--717---1111 11111111. 111 ii IliJulEll 11111111,Ill = 1111 1111 1111 II 111 111111111 ill II 1 11111111, 1H ±i-r 11 -11 FM in thn rniceino tIFtaile fnntn Anti F.1.1 Vinnon 11ri IMILL6 CASE STUDY: RECONSTRUCTING A RUINED BUILDING Year 8 pupils studying Medieval Realms in history combined with the design and technology department to make a reconstruction model of part of St Augustine's Abbey in Canterbury. The project took eight hours in total. During a general visit, the history teacher led investigations into the historical development of the site. The pupils then made a second visit in which they were set to work by the design and technology teacher. She asked one group to measure and record the dimensions of the floor plan of St Pancras' chapel. Another group had to St Augustine's Abbey, Canterbury. measure the height of Each group spent a double lesson made their own version of the existing walls and work out which back at school putting their chapel of St Pancras as it was in was most representative of the findings in an appropriate form 1066. Evaluation was undertaken actual height of the original and then made a presentation of by the groups themselves. Since building. A third group recorded their findings to the others. Using each individual had been involved details of the construction methodsthe combined information from all in making a similar model, all and materials used in walling. Thethe groups, the pupils began to knew the brief and its difficulties last group looked at the make a scaled reconstruction of and everyone had constructive dimensions, style and building the ruined chapel. Technology suggestions as to how to improve techniques of window and door staff taught simple model-making their own and others' designs. openings. skills and each of the four groups A group investigated the dimensions, s and building techniques of windows an doorways. Pupils were tasked with calculating the height of the original building. DESIUNINU SKILLS LOOKING FOR used to make unusual starting DETAIL points for the design of everyday Pupils benefit from being directed domestic items. For example: to a small detail rather than a whole building or street. redesign a bus shelter or tele- Investigating how different phone box to make it harmonise materials (wood and stone, metal with a historically sensitive area and glass, bricks and mortar) have been joined in a medieval house look at street lights in your can be much more engaging then aneighbourhood and design a table dry lecture on the history of the lamp using features collected from If a Norman designer had thought of an building. Simply indicating different lamp posts eggcup, would it have looked liked this? interesting things is not riveting for plan and make in card a pair of most pupils, so construct a mini novelty spectacles using classical, symmetrical room plan of a project which focuses on small medieval or Victorian features Palladian mansion detail. This can be a much more rewarding activity, wit and design and make a pencil box make a book cover with working imagination can be given full rein which uses the mechanisms and hinges, bolts and other door the more unusual the ideas the decorative features of a Victorian furniture like a church or a castle more the pupils will be interested. sash window door Imagine if medieval engineers had attempted to design an angle-poise make ceramic chess pieces use medieval ways of joining table lamp using medieval based on the individual upstandingtwo pieces of wood to suggest technologies and perceptions, whatfeatures of a complex building likeideas for buttons or brooches might it have looked like? How a castle or mansion would the Normans have scale down two church or castle construct a knitting pattern towers to make them into practical constructed an automatic toaster? salt and pepper pots. Any domes Such a line of thought could be using either a design from an his- toric country house, garden or the near you could be removed and their bases become the basis of an egg cup make some stained-glass ear- rings based on a window near you produce signposts which fit the environment in which they are to be placed design a logo for your town or local historic monument using some of the more surprising features of the building. Castle towers can form the basis of a pepperpot design. Ca±Acir_Jrc,i Always look for detail. .J.N ILItor BSJLLL OBJECTS The well planned use of objects in a classroom setting can be used to build upon design and technology fieldwork. Building materials, and examples of the hinges brackets, drain covers, plugs, handles or hooks used in modern building will encourage your pupils to consider the '3 small details of the design solu- r tions of others before embarking 0. on their own. Use some of these ideas to help 7- and window furniture) the generate or enrich design and subject of fabric design technology projects: Observational drawing of an object encourages pupils to look for details in design. build an exhibition of local look for imported materials building materials and tech- in a museum collection of equivalents for these materials niques. Design the labels, decide Victorian artefacts. Discover and compare their properties which exhibits should be placed what attributes made foreign with each other, plan the layout materials like tortoise shell, make the unusual shapes and and route around the exhibition ostrich feathers, mahogany or textures of architectural hard- and advertise it with posters and ivory popular. Suggest modern ware (pipes, grilles, fixings, door catalogues. Each object in this room has been through a design process. IDESIGININ (Li SKILLS CASE STUDY: DESIGN A TIE A group of Year 5 pupils in a country school in Suffolk were set the assignment of designing "a tie on the theme of walls. Just outside the school there a were a number of flint, brick ------W° and sandstone walls and -** plenty of wooden garden fences. Pupils were asked to 3.# identify a place where two materials were placed next to each other. They were to make a very detailed drawing -=';1° using a view finder to cut out ^ extraneous features. The area of wall they had to draw had to be no more than 30cms 7 ? by 30cms. They were also asked to make careful colour , notes on their drawings. Each pupil had to draw a different area of the wall. Back in school, pupils ° selected the most satisfying part of their drawing and placed a card frame around The raw material for a design project. it. This framed area was to be the repeated pattern used on the tie design. The pupils then drew a prototype design onto a prepared tie template made of paper. After evaluating each others' work and adapting some of their designs, the pupils drew their proposals onto cloth templates with special coloured pencils. Their designs were worn home. Here pupils were encouraged to look objectively at the historic environment and concentrate on detaila section of a wall. Their reference drawings could also have been developed \-4 into designs for tablecoths, wallpaper, fabric and handkerchiefs using I different techniques such as lino or screen printing. a Small details of large buildings can be as fascinating as the more monumental aspects. 11)t,S11b-IN JUN THINKING ABOUT PROBLEMS How have tall walls, some- times a thousand years old, remained upright? How can you provide lots of natural light whilst needing strong walls to support a heavy roof) How did they build bridges before reinforced concrete? These and similar 111 technological problems were solved in a huge variety of ingenious ways in the past and still test the minds of our engineers and designers today. The principles of keeping verticals vertical are the same for cardboard as they are for fences or massive masonry. rife 7 For beginners, perhaps the best illustration of the range of solutions to a problem is that of ° spanning the space between two uprightsfrom Stonehenge, through Roman and Gothic arches or brick lintels to the simple steel framed buildings of our age. Pupils may be set the 5,9 task of building up a chronological set of illustrations and then move on to perform a 1 Spanning a gap is a common design and technology problem. At! 4!I 9 - -.00111 1111 1 1111 I The first cast-iron bridge was constructed using techniques of timberconstruction. DESIGNING SKILLS task in which their findings could Try some of the following design be put into practice. Perhaps the assignments: popular build a 'bridge out of spaghetti project' would be more make a carpet design from meaningful if it were placed after drawings of a pattern of floor- such a study of historic solutions. boards or quarry tiles create a tessellating floor tile INSIDE based upon a carpet design from a INFORMATION stately home. Use rotational The historic environment includes symmetry to develop the pattern the interiors of buildings and their further furnishings. These present us with another dimension of technological design and make a set of kitchen into a profitable tea problems and solutions. How did ceramic tea bowls decorated with room people stop draughts in vast open patterns copied from a porcelain screen print your own wall halls? What did they do to soften collection the cold harshness of huge empty paper based upon ecclesiastical walls? How did people build chairs draw the carved capitals of furnishings or a pattern found on a before tubular steel and moulded Romanesque or Gothic columns piece of eighteenth-century plastic? Each element of an interiorand use them to plan and make a furniture can become the starting point for large fruit bowl from clay make a hanging plant pot with design either as an example of an make plans for the conversion gargoyles around the bottom for old solution or as a new excess water to drip through. inspiration. of a Victorian country house Make a mental list of the designed features in this interior. LPICali_ITIN AIN kr ndikiiLL CASE STUDY: A CATHEDRAL VISIT A Year 9 class from Lincoln was taken on a two hour design and Need Solution technology visit to their local A symbolic shape cathedral. The trip was designed to expose them to a range of past Visible from afar solutions to the problem of accom- modating large numbers of people. Large open space Lots of east facing altars Space for processions Grand for great occasions Inspiring to look at Strength to last centuries As much light as possible Lincoln Cathedral was used to explore spatial design. Hearing the priest Separation for priest and people Able to teach the illiterate During the visit groups were pupils were set the task of making asked to list the ways these needs a poster showing cathedral tech- had been met on the table shown nology based around a commercial above. cut-away drawing of the Other groups were given specific cathedral. tasks to disassemble aspects of the cathedral, the great east window, one of the columns, a pointed arch, a flying buttress and a metal screen. These were drawn in exploded form, previously Problem-solving assignments can also be extended to the Bishop's Palace. How explained and practised in school. many servants were there? How many After collecting their evidence, guests could the Bishop entertain in the great hall? Before the visit pupils listed the needs which had to be addressed in a cathedral buildinga covered open space big enough for a thousand to see what was going on at the front, a large number of east facing altars for many priests to celebrate mass, plenty of space for weight is ceremonies and processions, carried separation between priest and downwards people, grand and inspiring in appearance, strong enough to last for ever, light enough to see Flying buttresses. without electric light. 1.)I & Il fbA.._.:H.N1 (13 IP 1 Iti LIN V 1 KU IN Nth IN MAKING SKILLS The earlier part of this book has from other times been very much to do with plan- and other cultures. ning assignments, collecting infor- Each material has mation and thinking about design. its own particular Such things as reference and work-qualities, these ing drawings, sketch designs and include appearance, prototypes are very much part of weight, availability the design process but the productand a host of other itself uses more technological skills.attributes which Many of the ideas so far have beenmake them either two-dimensional and preparatory, appropriate or not but the following suggestions for a particular role. Using inappropriate materials in design and technology is not involve working in three dimen- Use a matrix like necessarily a twentieth-century sions and perhaps more familiar the one below to conceit. design and technology territory. help your pupils consider the crucial have made a speciality of using the part materials play in the final MATERIALS OLD AND wrong materials and using some of appearance of a product. their more outlandish ideas is a NEW Choosing appropriate materials useful means of teaching funda- If we look around any modern for working with back at school is mental making skills. Try some of built environment we see the an important part of design and these ideas: impact of new materials technology. Your like plastics, alloys, sheet pupils will need an pasta jewellery based on an glass, reinforced con- opportunity to experi- Egyptian collection crete and made fibres. ment with ways of Technology is as much joining these materials knitted crockery starting from a a product of materials as before they embark Wedgewood exhibition it is of ideas. Modern upon an actual project. materials have made Many good ideas have grass furniture arising from a modern technology pos- been spoiled by the prehistoric earthwork sible. Pupils do not find use of inappropriate it difficult to imagine life materials or the lack of furniture inspired by waste without these materials basic making skills. materials on a building site especially when given a Sometimes unusual or megalithic earrings stimulated visual or even manual accidental choices of by a visit to some standing stones aid. Ask a group to The use of modern material may be quite devise ways of moving materials can be seen allexciting and lead to new a Napoleonic 'tie pin' using a a few litres of water around us. design possibilities but bolt seen in a nineteenth-century across the playground without the techniques of cutting, joining fortress as a starting point using glass, metal or plastic and and strengthening need to be they would rapidly begin to come taught and not left to chance. A sculptures which look like up with answers and materials number of artists and designers weathered stones. THINKING ABOUT MATERIALS ITEM 1 CHARACTERISTICITEM 2 CHARACTERISTICITEM 3CHARACTERISTIC Name of item tea cup small liquid container with handle Main material china non-absorbent Other materials glaze colourful Joined by slip strong I liked item best because c.26 MAKING SKILLS wwww.r*-- fl S ..e1111 Making movement in school technology requires a clear Simple mechanisms can be sketched on site and used in school to understanding of a few simple principles. inspire models or inventions. MAKING MOVEMENT make a turning figure on a Before the nineteenth century mostwheel based on the cogs from movement in the design of wooden mill machinery artefacts and buildings was based upon simple principleslevers, build a jointed model of a hinges, counterbalance, pullies andknight in armour 0. gears. A visit which concentrated on motion would direct pupils' copying old mechanisms with attention to more unusual aspects modern materials such as technic- of the historic environment. Mills, lego can even be done on site so Windmills use mechanisms that can be treadmills, mines and other that a full grasp of the workings of used to introduce pupils to the technology industrial sites abound in examplesthese massive machinescan of movement. be demonstrated. The KEY A Buck of such movement but do not BPost C Fantail or Fly same can be done with Fan Carriage forget doors, folding furniture, Whip steam engines, Vanes casement windows, church bells, G Windshaft Stock church bells or Clamps clocks and drawbridges. Whether Spider mechanical clocks Striking Chain in a factory or museum, examples Cross Trees where the suc- N Quarter Bars of how things were made to move Sheers or Sheller Trees Crown Tree cessful construc- 0 Wears can be sketched or photographed Bridge Tree tion of a working S Runner Stone and used back at school to inspire Bed Stone model is a simple Governer moving toys, models or inventions. V Meal Spout Horse means of assessment. WwBrake Wheel A visit to a watermill or windmill Wallower Stone Nut will supply memorable examples of Spindle Beam simple mechanisms. Such a visit Sack Hoist can be taken further by groups of any age and result in the construction of models which not only use elementary mechanical components but are also powered by renewable resources like wind and water. Since these ancient sources of power are undergoing a modern revival, pupils can also be given the chance to see and understand the technological origins of present day wind farms, wave power and hydro-electric turbines. In the follow up from an historic site visit, consider the following suggestions: make a 'pop up' model of two overlapping sections of an historic building or interior construct a moving drawbridge te, based on the cantilever principle or "151' a windlass 4 MAKING SKILLS CASE STUDY: MAKING A DRAWBRIDGE A windlass drawbridge. A cantilever drawbridge. Pupils on a visit to Dover Castle individual groups investigated one to make and test their own design. were struck by the different types drawbridge, sketching it and These were then compared to the of drawbridge they saw. Two had noting what materials were used designs found at Dover Castle. been operated by using a wooden and how they thought the mecha- platform controlled by a see-saw nism worked. Each group also took action with heavy weights on the a photographic record to be used defenders' side. When additional as reference when working back in pressure was put on the weighted school. end of the drawbridge it simply In school each group used the flipped up preventing intruders. information gathered on-site and Another part of the castle had a began to make a model showing drawbridge which had once been how their drawbridge worked. hung on massive chains which Simple model-making skills had were wound up on giant wind- been taught before embarking on lasses in the event of an attack. A the project and pupils were also more ingenious nineteenth-centuryfamiliar with using technic-lego. version operated when a heavy, On completing their model, each suspended door was released from group was asked to evaluate their above the drawbridge. The mechanism and to make massive weight of the door was suggestions on how the design enough to pull up the drawbridge could be improved. which was attached by chains to its To extend and develop this pro- lower end. ject with older pupils, groups were Pupils were set the task of makingasked to design their own modern their own versions of the draw- drawbridge showing what materials bridges when they returned to they would use and how their school. To accomplish this, mechanism would work. They had Dover Castle. LVII-IMIN 0- ILS MANUFACTURE AND Using video and video stills to be promoted, pupils will be MARKETING Video and video stills can be usedinvolved in a number of serious Most making will need to happen in the historic environment to decisions about which aspects to back at school, or in an education record information to be worked concentrate upon and which to centre, but the links with the his- on back in school but they can gloss over. The video could be toric environment need not be bro- also play a more integral role in a shown to parents or other special ken. Sketches and photographs project. For example: interest groups and perhaps even have been mentioned many times lead to the rediscovery of a lost, and should always be available use a video camera to record local gem during the production of an arte- interviews with a number of fact. Cameras and video can also different people who work in an video footage or still images be used. In the school library or historic building. The viewpoints can successfully be used to plot using CD-ROM or the Internet, of managers, cleaners, custodians the progress of a technology idea. pupils could find other examples and conservationists may differ Start with the preparation of similar structures or systems, widely and help pupils appreciate exercises and go in to cover the research alternative answers to the the complex considerations whichmost valuable parts of a site visit. problem, or study the solutions of have to be made before making Trace the development of the other cultures. Thus making will decisions affecting the historic product from planning to be in the context of something big- environment. Create a video production and sale. The making ger than the classroom. presentation which summarises of a video like this makes Making should also take other different views on the same place evaluation easy and is an important factors into account invaluable method of the competent construction of the make a video which promotes communicating the good work of product and especially its final an under-used historic the school to parents and appearance. The aesthetic sensitiv- environment in the vicinity of the governors ity gained from other subjects and school. Concentrate on the through observation of historic unique aspects, unusual view make a 'Power point' environments can be used in the points and the importance of the presentation of examples of making of new ones. This applies monument to the history and doors, letter boxes, lamp posts or as much to the accurate joining present environment need of the door knockers from the streets and combination of materials as to place. After identifying the place around the school. the finishing techniques applied to products. If the product is to uti- lize the special patina of an old object for example, then the means of achieving this effect will need to be experimented with. Pupils from Key Stage 2 onwards should also be aware of the preferences of consumers when deciding upon the presentation of their product. Making things inspired by a visit to an historic site will of course require a knowledge of materials and techniques which can only be gained by previous experience. Measuring, marking out, cutting, shaping, joining slabs of clay, sec- tions of card or making a wooden frame must be taught and can only really be learned by doing. Certain short cuts and hints can be useful in fulfilling some of the ideas pre- sented in this book. If the products are to be sold then 'ek important decisions need to be 5.- made. What packaging would best Video is a useful method of recording but it can also play a key role in technology display the product and also most work. effectively communicate the rela- tionship of the product with the done? How will people of other any proposed products been historic site which inspired it? cultures feel about it? Has the full considered? What market research needs to be social or environmental impact of MAMA ki SKILLS Making clay joints Joining clay Making cogs and clay upright score with a Roll clay into slabs about 1 cm wheels knife thick using a rolling pin. Cut Cut strips of thin dowel required shapes with a knife. into sixteen sections. scored and Position the parts which are to Take a card circle and painted with a thin slip of be joined and mark the place mark sixteen equal clay and slip where the join will occur. Score points around it by water the edges of the two pieces to bisecting the circle be joined. Mix a paste, called eight times. Glue dowel slip, from clay and water. sections to the sixteen clay base Apply the paste to the place to points. Cover with sec- be joined. Position the two ond card circle. Make roll of clay smoothed into pieces. Secure either side with smaller or larger cogs upright and base two rolls of clay. Mash the clay to fit with the first. rolls to hide the join and Base and uprights smooth the joined parts. should be left to go rigid before attempting the join scoring helps the two parts to bond Making books Place sticky fabric spine on table Inside cover sticky side up. Place prepared cut along these lines fold and stick edges onto back and front covers, face down, back of strawboard onto sticky spine with 1 cm gap between. Lay a 6cm strip of scrim reinforcement over the card at the spine. Place inside cover over strawboard reverse of scrim and card cover and glue cover picture inside cover to scrim and card cover. Lastly put paper pages of book on top. Sew all pieces together. Repeat for back cover Outside cover Inside pages scrim glued with leave lcm space between covers fold over and glue PVA / down Back place centre of cover inside design slightly to right paper cover contents to allow for binding tape end starched papers scrim Make sure that the strengthener paper contents is F smaller than the cover f' 1 t Fold end papers, linen inside inside cover and thread cover scrim strengthener (larger in the correct paper) order. Make sure the assembled paper will fit into the gap you left in the spine sew the sticky-based innards carpet binding together tape for spine BESTCOPAVAILABLE a: 1 LA_AlIN °LOU 1( AIN I) -11-11h. HISTORIC ENVIRONMENT EVALUATING Clearly any description or justification, appreciation and THINKING FOR discussion on what has been seen, review which are a necessary part YOURSELF planned and made in relation to of the technological process. Use a table like the one below to the historic environment Many sites can be used to help focus pupils' evaluation of constitutes evaluation. Equally, provoke discussion on the what they have seen. describing to others likes and economic, moral, social and Individuals may like to compose dislikes, observations or reflections environmental implications of the their own evaluation of a single on the products of design and products of design and technology.object, environment or system and technology, involves pupils in share it with the rest of a class or 21.11.group. Their sum- mary might include the justification of their own likes and dislikes and proposals for improvement or further development. In evaluating their work, rather than that of past technologists, _ pupils will increas- ingly be expected to demonstrate where their knowledge and ideas have come from and how their minds have worked on the problem in hand. A careful look at one section of this roof will allow A powerful family commissioned the best your pupils to suggest in pictures how it was design and technologies of the day. constructed. It will influence their construction ideas. EVALUATION SHEET Subject Materials Function Design Decoration Joins Likes/dislikes wood domestic suits plain none liked function stone military fussy glue disliked good circle the glass church minimal nails/screws don't know appropriate bad words concrete decorative symmetrical wooden pegsbeautiful practical brick furniture moulded welding functional simple plastic recreation handmade mortar useful complicated metal industry carved other (name) decorative other (name) other (name) ugly other (name) 3/ EVALUATING and ask what are the most difficult parts of the building to keep clean and which parts pupils treat most carefully ask a caretaker what their building is like at night and which areas they like the least. TESTING Pupils tested their actions against a If your pupils have made checklist to evaluate their use of things as a result of a visit appropriate materials and how well it met then it may be appropri- its intended purpose. ate to test their ideas against a checklist. Their product should have met ASKING OTHERS a need in some way, be Historic environments are often fit for its purpose and still work places. Custodians, have used appropriate A group assignment like this wardens, cleaners, maintenance reconstruction of an abbey building can resources. By Key Stage 3, pupils involve pupils in group evaluation. staffeven office workers and need to have taken into account school children work in historic the possible social and economic A checklist such as this could be environments. Evaluation can also implications, the cost effectiveness filled in first by the pupil and then involve asking the users of such and the suitability for manufacture.used for others to make an spaces what they feel about them Use the following evaluation table evaluation of their work. and how they might improve to help test the products of design Information from it can be used to them. Those who are very familiarand technology work done in help pupils consider modifications with historic environments can response to a historic site. and improvements. instantly tell you of the problems they face and the modifications they think necessary. EVALUATION QUESTIONS YES NO Use the following ideas to help your pupils decide what to ask and Do you like it? to whom: Does it fulfill a need? ask a museum custodian what their favourite and least favourite Does it have moving parts? objects in the collection are and why Is it well made? ask a pupil from another school Is it well finished? about the disadvantages and advantages of working in an old Is it safe? building Does it use the right materials? find out from a gardener at a park or country house garden how Is it going to be expensive? they think the gardens could be improved Are materials easy to get? listen to the site custodian as he Is it easy to make again? or she tells you about what they do each day Do you think it will be popular? ask a restorer or maintenance worker what they think the chief Do you think it will sell? priorities should be in the building or museum Would people from other cultures like it? choose a cleaner from school Would anyone be offended by it? DESIGN & TECHNOLOGY AND THE HISTORIC ENVIRONMENT TECHNOLOGY ACROSS THE CURRICULUM Teachers are being encouraged to Historical monuments like castles directions, geographical skills can look at links between design and or former grand homes of wealthy be used in the observation and technology and other areas of the owners, allow pupils to investigate the recording of background curriculum to make learning more how such a place was heated or information for a technology effective. While undertaking designlighted; what remains of the assignment. For example, when and technology projects, pupils aresanitation provision and how a investigating the technological often presented with opportunities water supply was maintained. The aspects of an industrial site, to apply knowledge, skills and design and technology of doors geographical skills are used when understanding from other subjects and windows could form the focusstudying the transportation system; areas. of a project based at a large house.the sources of energy used on site; Pupils can investigate door and how the product was made; how it HISTORY window shapes, hinges and was moved about and the location History is obviously present in catches, how they were bolted and and function of various pieces of every activity in an historic what decorative designs were used. machinery. environment. It can be used simplyWhen visiting a prehistoric as a starting point, the illustration monument such as standing SCIENCE of a principle or it can be the stones, pupils can address the Science, especially of forces and subject of a design and technology problemhow did people materials, provides skills relevant assignment and therefore inform transport such heavy stones and to most design and technology every part of the planning and how did they put them into place? work. When pupils are deciding on making process. Double benefit the most appropriate material to can be gained when the design andGEOGRAPHY use in their design, they may have technology project is linked with With its special interest in maps, to consider the properties of each the history programmes of study. plans, environments and materialits appearance, colour, EL 8 z c. ?.° Museum objects can provide a wealth of design and Portchester Castle, Hampshire. technology inspiration. TECHNOLOGY ACROSS THE CUR1CULUM 0 I t:ZaAs...'- 4tg..:10 ,, X'...b.... 14 4r, The use of pattern in design may involve pupils in mathematical concepts. Many assignments involve pupils taking accurate measurements. hardness, absorption of water, a context for an assignment will RELIGIOUS reaction to heat and its durability. stimulate pupils to broaden their EDUCATION Investigations into the restoration vocabularly not only in historical In our multi-cultural and multi- of a derelict building could involve terms but also those used in faith society, it is now possible in the identification of the effects of architecture and conservation. many areas to view building weathering and erosion on buildingSome of the recording work technologies which have their roots materials or the wear and tear of undertaken on site is likely to be in quite distant civilizations. volumes of people visiting the site. written in the form of notes, Synagogues, temples, mosques and In reconstructing the technology individual words or the completionprayer rooms of other religions used by those who built stone of questionnaires. Some may be and cultures are frequently happy monuments like Stonehenge, spokenthe recording of findings to allow pre-booked classes access pupils will also explore the scien- onto tape or the questionning of to places of worship if they can be tific principles of forces. This is an expert. Working in groups can assured of due reverence and also true when pupils investigate involve a high level of verbal respect. the use of columns, arches and communication which can be flying buttresses on churches, further developed by asking pupils cathedrals and abbey sites. to present their ideas to their peersMUSIC AND or to other adults. The re-drafting PHYSICAL of reports demands skills in EDUCATION MATHEMATICS Movement and mass can be Mathematics in its concentration organising information, reviewing and presentation. Pupils can be effectively expressed and often upon number, shape and more deeply understood when computation teach skills relevant toencouraged to use word processors or desk-top publishing software. linked with music or,physical most design and technology work. education. The concepts of force, When surveying a site as part of a balance and counter balance can technology assignment, pupils will ART be taught more effectively by using be using standard or non-standard physical group work in PE lessons. units of measurement to calculate Technological aspects of the historic environment can provide For example, dance and movement perimeter, area, volume or height; assignments involving bridges or model-making demands some pupils with stimulating opportunities to utilise skills, castle drawbridges can explore the understanding of scale, proportion idea of balance and counterbalance and shape; and the use of pattern knowledge and understanding developed in art. The skill of beingas exhibited by a cantilever in design may involve symmetry, mechanism. rotation or tessellation. able to draw from direct experience or to take photographs can allow pupils to create referenceCITIZENSHIP ENGLISH images which form the basis of Thinking and talking about the Language and literary targets can their designs. They can use dry environmental impact of be incorporated into any design materials such as chalk, pencils everything from a manhole cover and technology assignment. The and crayons to suggest colours, to a cathedral is central to the use of the historic environment as tones and textures. fostering of a concern for the ZRIGULUM. environment. Visits to the historic technologies of the Arab countries be sure to include people of environment of any period are a predate the development of similarother ethnic backgrounds in all practical and realistic way to teach systems in Europe by centuries. questionnaires. Their perspective environmental awareness. Citizen- Navigational aids and mapping on British historic buildings is a ship education should aim at skills were developed in non valuable reflection on the diversity producing conservation conscious European societies well before our of modern British Society citizens with an appreciation of own. 'Gothic' pointed arches were the importance of sustainable actually predated by several collect illustrations of the development. Perhaps the centuries by those in Syria and traditional clothing styles of other environmental pollution of a badlyother parts of the Muslim world. cultures. Use it to help describe designed car park or shopping Indeed Muslims ensured the differences and similarities. complex could be seen as survival of Classical learning in Explain the relationship between detrimental to the everyday lives science, medicine and technology design and culture or religion of ordinary people today as during the early medieval period inusing clothes as an example atmospheric pollution was in the Europe. Pupils may need last century. reminding of such key make a special study of how contributions to our own historic kingship or leadership is expressed environment before they look at in clothes or royal artefacts like OTHER CULTURES more modern contributions from thrones, crowns and sceptres. Without the necessity of world other traditions. Design and make your own crown travel it is still easily possible to Some of the following ideas may which combines some of the apprehend design and technology help focus on our heritage from symbols you have noticed from other cultures both now and other cultures: in the past. Most local museums find out how cultures of the have inherited disparate collections use a visit to a local mosque or past and present deal with death. of objects from other countries andtemple to make comparison Look at Roman cremations, whilst many are not on display between the ceremonies of Egyptian mummies or the funeral curators are increasingly happy to Muslims and Christians and how goods of other cultures. Then go bring out items given good notice. their buildings reflect these on to design an original memorial The large national collections at differences. Look also at the for yourself. the Victoria and Albert Museum modes of decoration, orientation of and the British Museum are world buildings and provision for famous and special trips to worshippers London ought not to be dismissed especially if their focus is multicultural. Design and technology from other cultures can be particularly stimulating to modern designers because of the different viewpoints and materials which have influenced their production. Take for example musical instruments from the collection at the Horniman Museumthe use of gourds, ivory, animal skins and light soft woods are in great contrast to the more familiar western musical instruments yet their sounds are just as exciting and loud. It is important that any educational contact with FAbLuTR:11, is non European cultures has WITH A RELIEF. the aim of building respect DEDICATED FbeCTLINA tONSERVATAI 'yENENus,P. GERMAN and understanding. We owe (CILUPNU143 the designers and builders L of Africa, Asia and the Americas a great deal. The Architectural features of religious buildings can Roman altar from Chester's Roman irrigation and building form the focus of assignments. Fort, Hadrian's Wall. vie c.?,141ar 44 is X N azivinial4140 .. 4 4 I \ . ' "ivo a :14ti:441110111.1111110v.-.4 03#4.1ii4,4 4lt,- 414' 4144245 10"411i 11**** 111 N x 6039i'D ., . 1444-a silla ill 111 Illtillillittilil - figigigiqgill - r 11 rIS triTri= r I if I; 3 IL Itc/1..11 VL" LPUX Walls Compact irregular Regular squared stones Chequer-board flint with called ashlar covering limestone or sandstone wall rubble Brick quoins with flint Irregular rubble Flint galletting Unknapped herringbone ;47 1,11 Galletting using small Lime and sand rendering Flint cobbles slivers of stone EILEEN MEM + ffil.21.11111111111 firlatii@kilin".111/1 eisiiiisme Eifel ails§ iimes_amos gam ilasiiirearmitesimo WE= 011111111511111111111610 `Snecked' coursing - EINE 0 0 regular coursing with oçpOOCøe interruptions Square lalLim Stall NAM Quoins - squared stones used knapped flint to finish the corner of a Flint and brick building horizontal lacing Roof and hanging tiles Bonds laths 4 ENE"-rig' Hanging tile Stretcher bond No bond Plain tiles Stucco plaster over rough English bond Shaped tiles brick Chequer-board with blue bricks Moulded brick Flemish bond Rustication - artifically weathered joints between stones often made in plaster 111* Gauged and rubbed brick Header bond Mathematical tiles Vermiculated rustication" IKI-11 LA) (13-1,0JSNI-1.11-<1( ARCHES COLUMNS even distribution of weight volute acanthus leaves Doric column Ionic column Corinthian column Composite column Post and lintel BUTTRESSES weight taken by arch Pilaster or shallow buttressgive very little suppport to the wall Semi-circular Romanesque arch Stepped buttressgives weight is distributed to very strong support upright supports Triangular buttress Flying buttress Gothic or pointed arch can be made in two pieces battered base weight is Three-centred arch carried downwards LO. 1_71C.,31UriN Ok I 1C..',U.Irlf11 kJ RAJ' Ur X 1-.1N JO I ItILIC. 11111ii fkil AFL; 1V111 t1N li BIBLIOGRAPHY AND RESOURCES Books McAleavy, T, Life in a medieval Roman Britain, English Heritage, Alderton, D, Using industrial sites, abbey, English Heritage, 1996 1985 ISBN 1-85074-534-X English Heritage, 1995 ISBN 1-85074-592-7 ISBN 1-85074-445-9 Macaulay, D, Castle, Collins, 1988Posters Allen, S, Hollinshead, E & ISBN 0-00-192158-4 English Parish Church, English Wilkinson, S, Using houses and Morris, R & Corbishley, M, Heritage, 1995 homes, English Heritage, 1998 Churches, cathedrals and chapels, Looking at castles poster pack, ISBN 1-85074-398-3 English Heritage, 1996 English Heritage, 1994 ISBN 1- Black, M, Food & cooking in ISBN 1-85074-447-5 85074 -490 -4 nineteenth-century Britain, English Pownell, J & Hutson, N, Science Roman Britain poster pack, English Heritage, 1985 ISBN 1- 85074- and the historic environment, Heritage,1997 ISBN 1- 85074 -692- 539-0 English Heritage, 1992 3 Black, M, Food & cooking in ISBN 1-85074-331-2 medieval Britain, English Heritage, Primary HistoryUsing the Videos 1985 ISBN 1-85074-535-8 evidence of the historic environment, English Heritage videos are Brears, P, Food & cooking in English Heritage, 1999 available for free loan or for sixteenth-century Britain, English ISBN 1-85074-650-8 purchase through mail order. Heritage, 1985 ISBN 1- 85074- Purkis, Sallie, Using school 536-6 buildings, English Heritage, 1993 According to the evidence, English Copeland, T, Maths and the ISBN 1-85074-379-7 Heritage, 1998, 30 minutes. historic environment, English Renfrew, J, Food & cooking in Suitable for Key Stage 2 and Heritage, 1992 ISBN 1- 85074- 329-0 Copeland, T, Geography and the historic environment, English Heritage, 1993 ISBN 1- 85074- 332-0 Corbishley, G, Appetite for change food and cooking in twentieth- century Britain, English Heritage, 1993 ISBN 1-85074-400-9 Davies, I & Webb, C, Using documents, English Heritage, 1996 ISBN 1-85074-478-5 Durbin, G, Morris, S & Wilkinson, S, Learning from objects, English Heritage, 1990 ISBN 1-85074-259-6 Keen, J, Ancient Technology, English Heritage, 1996 ISBN 1-85074-448-3 Keith, C, Using listed buildings, English Heritage, 1991 ISBN 1-85074-297-9 Lockey, M & Walmsley, D, Art and the historic environment, English Heritage, 1999 ISBN 1-85074-651-6 McAleavy, T, Life in a medieval castle, English Heritage, 1998 ISBN 1-85074-665-6 The investigation of ribbed vaulting can t introduce pupils to past technological solu- tions to forces and weight distribution. B 1, AND 1 'OUGES Ceramic dish inspired by the investigation of Romanesque designs from Ely Cathedral. in-service training. It presents a cathedral. variety of sources, from museum Stonehengea journey back in time, Our Education Service aims to objects and historic sites to Cromwell Films & English help teachers at all levels make archives and artists' impressions, Heritage, 1998, 30 minutes. This best use of the resource of the presenting evidence about places, video brings vividly to life how historic environment. people and events in the past fromStonehenge was built; where the Educational groups can make different points of view. building materials came from; how free visits to over 400 historic Building an abbeyMedieval they have been transported and the properties in the care of English technology at Rievaulx abbey, technology involved in its Heritage. The following booklets English Heritage, 1988, 14 construction. are free on request. Visiting minutes. Suitable for key stages 2 Stott Park Bobbin Millhow a Historic Sites contains a full and 3. bobbin was made, English Heritage, list of all our sites, details of Historic sitea sculptor's view, 1993, 15 minutes. Suitable for key how to book a visit, and English Heritage, 1991, 23 stages 2 and 3. activities for National minutes. Suggests applications of Curriculum work on site. Our ideas for art, design and magazine, Heritage Learning, technology which teachers can Acknowledgements is published three times a year. develop using any historic site. I would like to thank Stirling Clark Resources, our catalogue, lists How parish churches evolved, for many of the ideas which form all our educational books, English Heritage, 1997, 21 the core of this book. In addition videos, posters and slide packs. minutes. This explores the Danny Rikh, Andy Willmoth and Please contact: developing architectural styles of Paul Shallcross for reading and parish churches over the last 1,400commenting so helpfully on the English Heritage years. text. Education Service Master buildersthe construction of FREEPOST 22 (WD214) a great church, English Heritage, London W1E 7EZ 1991, 23 minutes. Medieval Tel: 020 7973 3442 technology, engineering and design Fax: 020 7973 3443 methods are explored using the http:/www.english-heritage. org.uk building of Beverley Minster 1. dal --,"41 Design and technology are subjects that are about the real world around us, involving the application of scientific and related knowledge to a problem. The built environment is an excellent context for work in this area, as every building involves both design ideas and technological skills. This book suggests practical activities and ideas for using the historic environment in a stimulating way for teaching the skills and concepts of design and technology. Written by Jonathan Barnes, formerly a seconded teacher working at Dover Castle, now head teacher of a primary school where he is able to develop many of his ideas for using the historic environment across the curriculum. This book is one of our Education on Site series, suggesting educational strategies for the use of sites and buildings. ENGLISH HERITAGE U.S. Department of Education Officeof Educational Research and Improvement (OERI) ERIC National Library of Education (NLE) Educational Resources Information Center (ERIC) REPRODUCTION RELEASE (Specific Document) SO I. DOCUMENT IDENTIFICATION: Title: Design and Technology and the Historic Environment - )CP10840 Jonathan Barnes Author(s): Corporate Source: PublicatioN70e: English Heritage II. 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