Ms. Khareema Thomas is a 3rd grade Math and Science teacher at William D. Kelley. She recently joined our Design Education team to bring architecture and design into her classroom in a more accessible way. Ms. Thomas’s classroom focused on Architecture across Ecosystems and perfectly blended their curriculum with design education.

Q: Can you describe the initial reaction of your 3rd-grade students when they were introduced to the "Architecture across Ecosystems" project?
A: “The students were excited and open. They were very interested in different ways they could construct their ecosystems. I really enjoyed seeing students who do not normally work together very well. It was eye opening to see a few children who did not work so well together as well. The children do not paint and build in the class in this manner so it was also awesome to see them exposed to various mediums and architecture.”

Q: How did you and the volunteers integrate the principles of design and architecture into the existing curriculum for your 3rd graders?
A: “The science curriculum during that time was about animals, plants and hereditary. In math we were learning about fractions. Integrating the environment and ecosystems in which the various animals and plants thrive and combining that with the students’ budding knowledge of fractions and area helped the students to understand principles such as proportion. The students used color, variety, emphasis and other principles in the artwork and the in the interpersonal collaboration.”

Q: Have you noticed any lasting impacts on your students' interests or aspirations since completing the project?
A: “Shortly after the project was over, we entered a new unit in Mathematics about two dimensional shapes and perimeter. The curriculum introduces new concepts with short videos that encourage students to make real world applications and connections to the topics. The students were introduced to the famous architect Zaha Hadid. They were excited because they heard the word architect and they already knew what it meant. Additionally they were enthusiastic because she was close to their age when she began to identify that she wanted to become an architect. They greatly enjoyed viewing the swimming facility she designed for the Olympics as well as other buildings. The students were more engaged with the video and the accompanying lesson about shapes and perimeter because their background knowledge had been activated. This was in large part due to the Design Education program!”

Q: How can the Design Education program continue to support teachers and students in making design education more accessible and engaging for diverse populations?
A: “Design Education does this by making architecture available to all students across all ethnicities and socioeconomic status. I think field trips to the design space for students to see varied exhibitions from different designers would further accessibility for diverse populations.”

Q: What feedback did you receive from your students about their experience with the project?
A: “The students LOVED the experience! They wanted the architects to come back!”

Interested in volunteering with DesignPhiladelphia's Design Education program?  Please reach out to Michael Spain (michael@designphiladelphila.org), Liza Niles (liza@designphiladelphila.org), or Carly Clifford (carly@designphiladelphila.org) for more information.