Spring Sessions with the Alberti Program
After committing $125,000 and the mentorship of its destination designers, PGAV Destinations‘ volunteers have just finished their first quarter with Washington University’s Sam Fox School of Design & Visual Arts’ Alberti Program. Our destination designers helped the students think through new and creative uses for the St. Louis Union Station and then build models to express their visions. In addition, the students brainstormed and designed products to help those in need around the world
The following are the accounts and experiences of PGAV’s designers during their first hands-on encounter with the Alberti Program.
Amanda Yates
As PGAV’s Alberti Coordinator, I’ve really enjoyed working with Wash. U.’s Gay Lorberbaum — her passion for the students and the program is contagious. Beyond her large tasks of writing the curriculum, organizing the lecturers, and enrolling the students, she also makes a point to get to know each student so she can tailor the teaching to their interests – and the students just love her for it.
I also really enjoyed seeing my fellow PGAVers bring their own passions (and personalities) to this program – at a table of 6th graders, Dave Cooperstein was giving a trivia-style quiz about architecture, while April was finding inspiration in a couple of 3rd grader’s insightful design choices and thoughtful comments, and Marchelle was working one-on-one with a 4th grader to help her design a water purification system prototype.
I’m looking forward to PGAV’s greater involvement this summer – from pollinators to zoo design, we’ve got some very cool projects lined up!
Dave Cooperstein
I had no idea what to expect when we showed up to work with the students. The project they were given on that day was particularly challenging, even for a designer with years of experience. It demanded solving a real-world problem and implementing a solution that was logical, useful, and well-designed. When I sat down to work with the students, I was convinced that it was going to be a long afternoon. They looked a little dumb-founded, and unsure of exactly how to start working.
And then they just started to work. They started building, and cutting, and assembling their ideas into scale models. They started thinking about creative solutions to the problem, without worrying too much about the constraints. They worked at all different scales and in all different mediums. They asked questions while they worked, and often came up with the answers on their own. They just dove in head-first.
And the results… the projects that they conceived and built… were fantastic. They had solutions to survival, shelter, hunger, and peace-of-mind. They had some ideas so crazy… they just might work. Ideas that, with a little bit more experience and technical know-how, might someday change someone’s healthiness and happiness for the better. If those three hours are any indication, the future of architecture and design is in good hands.
And now it’s up to us to help shepherd them along that path.
April Neal
I had a very small group of third grade boys and I had no idea what to expect or what would engage them in the process. To a professional who goes through many rounds of planning, it initially feels uncomfortable to go without a plan. But they didn’t really need me and my hang-ups, they just started cutting! Literally cutting the first piece of paper as it still lay on the stack of papers and snapping sticks in half because… well, you can.
And then out of the perceived chaos came the most endearing thoughts. “I’m building a homeless shelter that is free and everyone can stay as long as they need to!” Or, “This shelter is in Africa and it has to have a nice floor so people don’t sleep on the dry ground.” And, “I have to save space for a garden because that will be cheaper than buying groceries.” The way they thought through the needs of the imaginary people in these structures was a bit mind-boggling. How are these kids so intuitive to people’s needs at such a young age?
Their building methods were also fun to watch. When it was suggested that one child build a stair for his two-story building, he immediately accordion-folded a piece of paper and boom! Instant stair. When the fruit snack kebabs were brought in, one of the boys decided all of their kebab sticks should go back into their structures to recycle. This led to many a fruit-stained column and fingerprints on cardboard, adding one more signature to their very unique buildings.
Doug Nickrent
I worked with a table of “new kids.” Lucky them, they get the “new volunteer.” It took just a little while for all of us to get into the groove. I was impressed by how quickly the kids engaged; rather than feeling constrained by the assignment they jumped right in. At first, the responses were decidedly 2-D; but after a short break and a touch of prodding, the projects started to blossom into 3-D, and an environmentally-friendly house and some sleeping pods for the homeless started to take shape.
I was impressed as one of the student volunteers talked quietly with a quiet young man at our table who didn’t seem engaged, and wasn’t particularly interested in the assignment. Before long he was busy creating an elephant display for the Zoo that was really well thought out and looked like a lot of fun!
My favorite project of the day were the cyclops glasses made with a Dixie cup, straws, and a ponytail elastic band donated by a student volunteer. It had nothing to do with the assignment, but was absolutely brilliant.
Jason Mills
So, my first reaction was: “Why aren’t there more things like this?” Then it turned into, “I’m glad this is the only thing like this. That’s what makes it special.”
When the kids showed up I realized what makes this special: it’s a place kids can go to be challenged, but in a fun, hands-on way. There’s no judgment, no critique on whys, and no deadlines. It’s creativity guided gently. Exploration with a subtle purpose.
I particularly enjoyed talking to the kids about what they had made. It was touching to see such thought being put into ideas made of cardboard – it was as if the idea or thought was keeping the piece standing, not the cheap cardboard or flimsy hot glue.
I was amazed by the way the younger kids just spewed unfiltered creativity! It was so natural. I saw the older ones struggle but they still ended up with great solutions.
I thought it was great that they offered healthy food options for snacks. Especially the fruit-kabobs and little nutrition lessons. Super great.
Andrew Schumacher
I was impressed at how well these children could grasp complex problems even at a young age. Once they got over how fun it is to hot glue any two things together, they tackled the challenge of creating models of portable homeless shelters. They thought about water collection and purification and how to shelter from the elements. And there’s always a little bit of child whimsy thrown in. Who doesn’t think a two-story tent sounds cool? I appreciate that the Alberti program focuses on how design and the built environment can be used to help solve social issues and improve people’s lives.
Teague Peak
I regretfully didn’t have the opportunity to sit in on a class and was only involved in the set up of the day’s workshop. That being said, what an incredible experience for these young designers! I’m trying to imagine myself walking into this architecture hall as a child: laser cut models, eight-foot architectural drawings, and stunning graphics. What a stellar environment for fostering creativity in kids!
