OBSERVATIONAL COLLAGE MAP
Subjects: Geography
Grades: 9-12
Explore the architectural and geographic features in your community and collect visual clues that will help you create a collage map.
DESIGN
SKILLS
Designers take time to learn about the community they are designing with and for.
It’s crucial to explore and understand the community’s history to gain a deeper insight into its environment and people, avoiding assumptions about their needs.
In this activity, you will work on these design skills…
Observe
Watch and listen carefully to notice what matters.
Understand
Ask questions to find out what is going on.
Collaborate
Work with others and listen to new ideas.
Discover
Look around to find out what already exists.
LEARNING
OUTCOMES
Discover and build awareness of the history of their community and how it’s changed over time.
Understand that natural landscape and architecture can act as a visual record.
Understand that people can impact the natural environment and vice-versa.
Utilize and combine different mediums to represent findings and diverse perspectives.
Find, use, and compare primary resources.
Students will be able to…
MATERIALS & TIME FRAME
Option 1
Explore your community in
groups of 3–4. Then as a
class create a map together.
Option 2
Explore your community individually. Then in groups
of 3–4 create a map together.
Groups
Part 1
Group discussion:
15–20 min
Exploration walk:
45 min–1 hr
Part 2
Collage map:
45 min–1 hr
Discussion & reflection:
15–20 min
Time
Part 1
Part 2
Materials
PART 1
Group discussion:
15–20 min
Exploration walk:
45 min–1 hr
STEP 1:
GROUP DISCUSSION
In a group of 3–4, discuss what you know about your community’s history and what you’d like to learn more about.
Answer the following questions:
What do I KNOW about the history of my community?
Write down 3 things you know.
What do I WANT to know about my community?
Write down at least 3 questions you want to learn about.
Write about any point in history, from centuries ago to recent events in your community. Explore topics such as buildings, landmarks, significant events, residents, or the natural environment.
Example community areas you could focus on:
• School neighborhood
• Neighborhood street and surrounding streets
• Public spaces such as a park, main street, or square
• Third spaces such as local library, shops, community centers, and gardens
STEP 2:
EXPLORATION
WALK
Take a walk with your group, observing features that spark curiosity or hint at the community’s history, and discuss your impressions together.
Each member of your group will take notes and sketches, and take on one of the following roles.
Navigator
Write down coordinates, street names, or landmarks to make it easier to compare with other community maps later.
Photographer
Photograph the neighborhood to compare with historical photos.
Artist
Use paper and crayon to make rubbings of buildings and street elements to capture the texture of the environment.
FEATURES TO LOOK OUT FOR
Infrastructure such as schools, municipal buildings, libraries, commercial districts, industries,
and community centers.
Transportation systems such as footpaths, roads, bridges, ports, and parking lots.
Landownership and
housing density.
Parks, playgrounds, and
community gardens.
Building details
and materials.
Signage such
as street signs, plaques, and
symbols.
Natural landscape such as trees, forests, rivers, mountains, and bays.
QUESTIONS TO CONSIDER
What clues can you gather by looking at the architecture?
How do architectural design elements shape your experience and make you feel?
Observe color, line,
shape, texture, pattern,
and scale.
Who uses this space to
work, play, or travel through?
Ask someone about a notable aspect of their community. Ask how long they have lived there
or known about this space or building.
Is the space inviting or
not? Look at doorways,
windows, and steps.
Does the architecture look old or new?
What materials are used?
QUESTIONS TO CONSIDER
What clues can you gather by looking at the architecture?
How does architecture relate to or impact the natural environment?
What and where is there new development?
Are there any empty spaces?
What do you think goes unnoticed?
Are there signs, plaques, or maps that provide information?
What establishes the boundaries of the community?
Consider assumptions you may make about certain locations or landmarks.
PART 2
Collage map:
45 min–1 hr
Discussion & reflection:
15–20 min
STEP 3:
COLLAGE
MAP
After your architectural walk, create a collage map as a group, synthesizing the information and impressions collected.
A.
Draw a rough layout of your community or area of focus (streets, land, or floors of a building) on large poster paper.
STEP 3:
COLLAGE
MAP
B.
Write down street names, landmarks, or coordinates to provide context of where architectural or geographical features you have observed are located in your community.
Consider creating a legend of symbols too.
STEP 3:
COLLAGE
MAP
C.
Cut and paste sketches, and photographs your group took. Write notes down as well.
Have fun and get creative. You can cut out interesting shapes and layer your photos, sketches, and rubbings. You can also add historical photos to your map.
STEP 4:
REFLECTION & NEXT STEPS
Once you have finished your collage map, take time to discuss your findings as a class.
Answer the following:
What did I LEARN about my community? Write down 5–7 things you learned.
Guiding Questions:
• What findings answered some of your initial questions about your community?
• What surprised you? What assumptions did you make?
• What did you learn from your peers that you didn’t consider or went unnoticed?
• How do your historical findings connect to current behaviors, dynamics, structures, or issues within your community?
What are next steps I can take?
Answer the following questions:
• What interested you that you want to explore further?
• Who in your community could you talk to next to learn more?
• What areas in your community could you find primary resources to answer further questions you have? (e.g., people, libraries, museums, community centers)
TEACHER NOTES
Supplementary Content
CONNECTION TO THE CLASSROOM
These strategies and skills that designers use can enhance the observation and research abilities students apply in subjects like geography, history, and science, ultimately providing them with a more holistic perspective.
Exploration of focus can be adjusted based on subject or topic (e.g. distribution of population, gentrification, green spaces, or biodiversity of plants).
CONNECTION SUGGESTIONS
Geography
D2- By the end of Grade 12
Developing Questions & Planning Inquiries