Hennebery Eddy project architects Bethany Chaney and Hannah Fugate volunteered this spring for the Architecture Foundation of Oregon’s Architects in Schools (AiS) program, which is dedicated to shaping the future of Oregon’s built environment by introducing students from third through fifth grades to the possibilities of design. This was Bethany and Hannah’s fourth year participating in the program and their second year volunteering at Deer Creek Elementary in King City. Bethany and Hannah share more insights from their experience with AiS.
What was the most rewarding or surprising part of working with students in the Architects in Schools program?
Hannah: The most rewarding part of volunteering with Architects in Schools is always seeing the students get excited about design! They are super creative, ask great questions, and think outside the box. It inspires me to think more like a kid sometimes to come up with creative solutions.
Bethany: I agree — the most rewarding part is definitely seeing the students get excited about bringing their ideas to life! I also love seeing little things click in their head. For example, we were talking about why architects draw plans at scale, and then during the floor plan activity where they were drawing their bedrooms, the students began to understand the importance of scale in making their floor plans communicate their ideas correctly.
Describe a specific activity or project you led with the students. How did they respond?
Hannah: A new activity we did this year was to have the students pair up and create a collage from architecture magazines of their partner’s dream bedroom. It challenged them to think about what their partner would like, not necessarily just what they like, and get creative with what they could find in the magazines. The students found it hard at first, but once they selected a few elements for their collages, the rest fell into place.
Bethany: An activity that we always do in the first lesson is about shapes and structures. Students create three columns out of paper (circle, triangle, and square), and we ask which one they think will be the strongest. Generally, the consensus is either the triangle or the square. The best part is watching the students stack books on each one to test it to failure, because who doesn’t love a good collapse? They get a kick out of this experiment and are always surprised when the circular column wins as the strongest.
How do you think this program helps shape the next generation’s understanding of architecture and design?
Hannah: Architects in Schools helps foster a deeper understanding and appreciation of the built environment. At the start of the program, some of the students didn’t even know what architects do, but now they can all draw floor plans at scale! It also grows students’ confidence in their creativity, teamwork, and problem-solving skills.
Bethany: I think Architects in Schools is a great way to introduce these AEC professions to students early on and make it approachable and accessible to understand. We try to emphasize that there are so many different people working on our projects — and you can be part of the team with a variety of interests or skills. We also like to showcase the breadth of what design really encompasses: sustainability, materiality, accessibility, technology, and so on. There is space for everyone’s interests and experience to make our world a better place.