Lernort Architektur: Bauhaus Chicago

1. Lernort Architektur: Bauhaus Chicago Pilot Project of the Goethe-Institut Chicago

2. Agenda: • Outline of Project: • What is it? • Why? • Who? • Where? • Examples of Units: • Ingrid Zeller • Eva Kuttenberg • Visions: • Jean Linsner • Bernd Klewitz • Additional comments:

3. What is it ?

4. What is it? • Pilot Project by the Goethe-Institute • Is intended as a model for other projects involving German heritage and architecture • Project involving Lernort • Materials • The project involves the production of a variety of teaching materials on architecture for teachers and by teachers • Virtual Architektour(architecture walking tour) • Pictures, information, worksheets, etc. • Materials for use during field trips • Videos

5. Why?

6. WHY? • To integrate natural surroundings in language curriculum • To provide opportunity to explore German heritage in US • German architects (Ludwig Mies van der Rohe; Helmut Jahn, ….) • Other aspects of German history • To spark students’ curiosity • To find contexts in which to use German naturally and authentically • To have fun!

7. WHO?

8. Who? • Coordinator of project at Goethe Institut • Bernd Klewitz • CAF (Chicago Architecture Foundation): • Jean Linsner (director) • Ingeborg Kohler (guide) • Rolf Achilles (art historian) • Architects interviewed and filmed: • George Danforth (student of Ludwig Mies van der Rohe) • Dirk Lohan (grandson of Mies) • Team of instructors: • From high schools and universities • Northwestern University Bauhaus Site(in progress) • YOU?

9. WHERE?

10. Where? • Selected locations Architektour • Chicago buildings • Chosen by CAF • Any place • Suitable for lernortzentriertes Lernen • Culturally relevant places that are meaningful and attractive to the students and encourage communication in German

11. Bauhaus in Chicago A unit on the integration of architecture and culture in Chicago and Berlin

12. Context of Unit: • University: • Northwestern University • Course Title: • Dimensions in Writing: Berlin - Scenes of a Century (3rd year Intermediate Grammar and Composition) • 1 quarter (9 weeks) • 3 times a week for 50 minutes • 23 students

13. Reichstag in Berlin

14. Goal ofCourse: • Composition writing • Develop fluency and proficiency and creativity in writing in German • Review of grammar and vocabulary • Understanding of different styles and genres of texts • Assignments: • 3-5 essays (+ rewrites) • 3-4 quizzes • weekly journals / additional homework / grammar exercises on Blackboard • 1 final exam or project

15. Materials: • Reader • with new texts and personally designed activities and grammar exercises, but based on structure and approach of book Übergänge by Corl / Jurasek / Jurasek and the concept of “genre.” • Four units/topics (2-3 weeks each) • Handbuch zur deutschen Grammatik by Larry Wells • Blackboard grammar exercises

16. 4 Topics: Topic 1 • Berlin • Portraits of People • Film: Lola Rennt • Text: Portrait Franka Potente • Also Collage of short texts • Grammar: word order, cases, der/ein words • Writing assignment: • Collage and 2-page biography of famous personality

17. 4 Topics: Topic 2 • Berlin • Portraits of Places • Texts: Poems on Potsdamer Platz (Erich Kästner / Sarah Kirsch) • Artikel on Berlin Mitte from Deutschland Nachrichten • Video excerpts from Himmel über Berlin; Turbo • Grammar: adjective endings, adjectival nouns, participles • Writing assignment: • photograph and 2-page description of place

18. 4 Topics: Topic 3 • Berlin • Third Reich • Narratives • Film: Comedian Harmonists • Texts: excerpts from Damals war es Friedrich and das Tagebuch der Anne Frank • Grammar: present and past tenses • Writing assignment: • 2-page story about an event in your life or something related to Third Reich

19. 4 Topics: Topic 4 • Berlin and Chicago: Reports • Culture and architecture in the metropolis • Texts: articles on Bauhaus on web • Field trip • Grammar: passive voice • Writing assignment / final project: • 2-page article with photographs on a given topic related to architecture in Berlin or Chicago • Interactive exercise to be prepared in teams

20. Architecture Unit: • Introduction 1: • Personal questions on living • With partner • Then discuss some points in class (advantages of living in a high rise etc.) • Picture of favorite building • Bring in and discuss in groups of four • nominate particularly good one to be shared with class

21. Architecture Unit: • Introduction 2: • Vocabulary brainstorming and association with city/country living • in groups • share with class • How and why do big cities develop? • How and why does architecture change?

22. Architecture Unit: • Introduction 3: • Pictures of buildings from architectural styles • working in groups to answer questions about them • Share with class • Worksheets on pictures of Weimar, Dessau, Berlin

23. Bauhaus Texts 1: • Discuss answers to questions on texts on web, including: • History of Bauhaus • Individual choice of biography - mini-oral reports • Additional questions on transparency for students to be answered by other student groups

24. Bauhaus Texts 2: • Draw strip of paper with two topics • one large one on historical topic (many students have same); one specific (individual) one on a workshop / biography • Research and work in groups to present results • Any additional information • Slides, pictures • Discussion questions • Lernspirale

25. Grammar: Passive Voice • Introduction of passive voice: • Examples from Bauhaus texts • Explanation • Practice • Various exercises • A/B handouts: von wem wurde gebaut…? • Chicago history matching • Chicago trivia

26. Bauhaus Chicago • History of Chicago • Matching dates • Introduction to Chicago and Chicago architects • Mies van der Rohe - Lückentext • Explanation of vocabulary not yet covered • Skyscraper; inventions; columns on vocabulary list • Discuss questions for tour guide

27. Field Trip Santa Fe Building Staircase

28. Field Trip: • Architecture Tour (skyscraper) in German with Ingeborg Kohler (CAF) and lunch at Berghoff Restaurant (10 a.m. - 4 p.m.): • Students have questions prepared(Ingeborg had them ask 2 per station) • Make notes on buildings (portrait of each with specific information) • Take pictures if possible • Answer questions on art work (handout) • Additional work sheets

29. Ingeborg Kohler and students In Thompson Center In Santa Fe Building

30. After Field Trip • Discuss reactions - extremely positive! • Collect information together on samples of buildings • Reconstruct portrait of building with information - who has it? • exchange of information based on note cards (portraits) • Go over one from each style (international, Chicago, postmodern) • Continue as game (A/B): • Von wem wurde gebaut ….? Etc.

31. Activities byStudents • Student produce interactive exercises in groups for class: • Powerpoint (Monadnock • Federal Center • Mies Quiz • Altes Museum) • Baked Strudel • Matching games • Puzzles • Sketches • Interactive timeline • Rest of class rates them (peer assessment)

32. Helmut Jahn • Interactive Timeline

33. Articles by Students: • Texts: • Biographies • Texts on buildings in Chicago • Texts on buildings in Berlin • Guidelines: • If possible, include own • collages • photos • videos • Include interviews with people in or around the building • Grammar: include passive structures

34. Reactions from students: • The architecture tour was excellent! • The field trip was one of the most enjoyable parts of the class! • In four years here I have never gone on a field trip - this was great and so much fun! • I didn’t really know Chicago - those buildings and all the thought that went into creating them are amazing! • The trip opened up a new world for me!

35. Planning concerns: • Apply for grants available at your school • Plan well ahead of time • Arrange for transportation • Make reservations • Prepare students with questions adequately • Keep available time frame in mind and plan accordingly

36. Benefits: • Great way to get the students out of the classroom • brings material to life! • Explore interesting German heritage in their area • Understand structure of society better or some aspects of it that they wouldn’t otherwise be discussing • Provide bonding experience through the field trip • Students speak German and love it!