{"content":{"sharePage":{"page":0,"digests":[{"id":"48714875","dateCreated":"1325542034","smartDate":"Jan 2, 2012","userCreated":{"username":"Jaffry23","url":"https:\/\/www.wikispaces.com\/user\/view\/Jaffry23","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48714875"},"dateDigested":1532760355,"startDate":null,"sharedType":"discussion","title":"Crossing Borders Uniting Hearts English Camp","description":"This program is based on volunteers that have an interest in going abroad after completing a series of workshops. the purposed is to inspire students of minority countries to learn English. Within the time spend abroad the volunteer i placed in a home where they will learn about these individual's cultures and customs. I think this is a great opportunity o learn about other cultures.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"48714687","dateCreated":"1325541518","smartDate":"Jan 2, 2012","userCreated":{"username":"Jaffry23","url":"https:\/\/www.wikispaces.com\/user\/view\/Jaffry23","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48714687"},"dateDigested":1532760355,"startDate":null,"sharedType":"discussion","title":"Abracadabra","description":" The play \u201cAbracadabra\u201d was inspired by the word itself. The word derives from the ancient Aramaic language and is used as an incantation for stage magic tricks and historically was believed to have healing powers when inscribed in an amulet. The prefix abra is \u201cto create\u201d and cadbra means, \u201cas I say\u201d. i.e. \u201ccreate as I say\u201d thus used in magic.
\n The word \u201ccolmenita\u201d is of Cuban origin and means \u201cthe little beehive\u201d. That\u2019s the name of the Cuban theatre group of children. The \u201ccolmenita\u201d have performed many plays. The children have charmed over 24 countries because they use music and dance all at the same time. They are charmed with the ability to mix rock and roll with fairytales and create messages of journey and peace. This specific play has to do with a teacher who invites her students on a journey in search of truth and justice. They keep their message strong throughout the whole play. The message of justice and peace is spread clearly throughout the play.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"48554556","dateCreated":"1324661554","smartDate":"Dec 23, 2011","userCreated":{"username":"colleen.ouyang","url":"https:\/\/www.wikispaces.com\/user\/view\/colleen.ouyang","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48554556"},"dateDigested":1532760355,"startDate":null,"sharedType":"discussion","title":"Precious Knowledge","description":"Precious Knowledge
\nat Schomburg Center for Research in Black Culture 515 Malcolm X Boulevard Harlem, NYC
\none and half hours
\n
\n This was an amazing movie and completely inspiring to our mission for social justice education. The reality is that the legal fight for the continuing of the Tucson Unified School District for the Raza Studies program is happening right now. Located in Arizona, the Raza Studies is a high school program for students of the same ethnic background and teaches them a curriculum for social justice education. In Precious Knowledge, we observe a classroom learning Mexican American studies for history and literacy centered on empowering students to recognize the institutional oppression in place and to succeed. The purpose of using curriculum content specific to an ethnicity (Mexican, Native American, etc) is to push students\u2019 growth of self-identities, inform their race\u2019s role in America, and act for social equity. For example, one of the assignments required students to come with a proposal regarding the social disparity in their surrounding, survey, conduct research, and present their discoveries to a panel of teachers and peers. Proven with data analysis, students who complete a Raza Studies course perform better academically throughout all subjects and on standardized testing. Furthermore, the past six years of the program had an average of 93% graduation rate among students who took the course as opposed to the 56% drop-out rate nationally for Latinos. Well then, what exactly is the problem?
\n
\nIs the program worth funding? And when analyzed by Eurocentric lens, is it justified to teach an ethnic studies and to segregate students by their ethnicity? Precious Knowledge shows interviews and media coverages of Tom Horne and John Huppenthal, people of high positions to determine Arizona\u2019s education, arguing that the classes are \u201cturning our youth into angry radicals\u201d, causing \u201cWhite students endangerment\u201d, and accusing Paulo Freire\u2019s Theory of the Oppressed to be communistic. Unlike Tom Horne, John Huppenthal visited a Mexican American Studies classroom and sat for one lesson, but he (and I agree) felt that that whole class discussion did not reflect the usual instruction that occurs in the class. The opposition pushes for the elimination of such classes and currently pose a 10% reduction in state funding to districts that have them. The documentary shows hate acts including the burning of a Mexican flag, protests outside of the school leading to the need of police to surround the school. Viewers cannot help but get emotional with the passion of the teachers, administrators, and few students as they persevere by doing a relay run from Tuscon to Phoenix, and their activism to block a public place leading to their arrest.
\n
\nAfter the film, was a panel discussion with three of the teachers of the Raza Studies. Audience members praised their work or asked questions in which each teacher\u2019s answer definitely proved their dedication and full belief in the ethnic studies program. In his reply toward how they might adapt to teaching what the politicians want, Curtis Acosta replied \u201cI won\u2019t change\u201d and Mari\u00e1 Federico Brummer commented, \u201cI will still teach in this similar way\u201d. Their mission is true and ideal for teaching history in line with Loewen and social justice education. As Loewen suggests, in the Mexican American Studies curriculum \u201cthe teacher presents current statistics on high school seniors\u2019 life chances, analyzed by race \u2026- their prospects for various levels of educational achievement, divorce, incarceration...\u201d (359). The learning starts with what is important to students and how it relates to their lives (Loewen 354). Never is the textbook used as a main source of information.
\n
\n Essentially, the Raza Studies serves as a prime example of how educators should teach in any grade. As Mari\u00e1 stated in the panel, \u201cThe curriculum changes with the students to get them engaged\u201d and indeed, the content we teach will change with the classroom population. When educators prioritize teaching for social justice, then the content and approach of teaching any subject must reflect this decision. Similarly, the passion and dedication of the individuals in Precious Knowledge inspires us as advocates to consider what actions\/activism we can do to break the cycle of oppression hovering over America.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"48554444","dateCreated":"1324661115","smartDate":"Dec 23, 2011","userCreated":{"username":"colleen.ouyang","url":"https:\/\/www.wikispaces.com\/user\/view\/colleen.ouyang","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48554444"},"dateDigested":1532760355,"startDate":null,"sharedType":"discussion","title":"MOCA","description":"Museum of Chinese Americans (MOCA) 215 Centre Street New York, NY 10013
\none and half hours
\n
\nSummary\/ What I learned
\n I love this museum because it really offers a lot of compiled information in the perspective of Chinese people throughout American history. When we learn American history through white eyes, we often overlook the legal laws, executive appointees, and judicial changes as well as the acts and feelings of the public, the media, and certain individuals that contribute to oppression in the US. An example of a legal law is the Chinese Exclusion Act of 1882, which legally stopped immigration of Chinese people till its repeal in 1943. This was in response to many Americans\u2019 anger of Chinese workers filling the work demands. There were many primary sources showing such anti-Chinese feelings including posters, political cartoons, and even trade cards. Of course, there were resistance against this racism including individual cases of Chinese people owning stores, restaurants, and paper sons (Chinese immigrants who purchased fake identities as a son of a Chinese American in order to come to the US). An example of a judicial change is the Wong Kim Ark vs United States in 1898, which enforced granting citizenship to a Chinese born in the US - this is still roughly 30 years after the actual passing of the 14th amendment.
\n
\nThroughout the museum are media-made images of Chinese people - males are generally presented as buck-toothed, slit-eyed, round faced creatures in Chiangsum (buttoned robe) and a pony-tail. The middle of the museum highlights how the Chinese were portrayed as treacherous, cunning people through movie posters and clip of Dr. Fu Manchu, a villainous Chinese antagonist, who was played by a white actor. With the onset of WWII and the shift toward anti-Japanese feelings, the museum shows an actual television show \u201cChina Rights Back newsreel\u201d to promote Americans to love Chinese, which ironically is right beside an old television set showing the Chinatown Files about the 1950s\u2019 fear of Chinese Americans as spies for Communism. These motion activated videos are examples of the many interactive materials in MOCA. Additionally, there are personal narrations of individual cases throughout the museum, maps\/posters in drawers, music from Yellow Pearl, crane folding, and an eight pound pressing iron to lift.
\n
\nCriticism with Child-friendliness
\n
\nWhile this museum has definitely improved on getting more interactive items, much of the design aspects of this museum befits older students. My most immediate complaint is that I, being 5\u2019 2\u2019\u2019, have trouble reading the writing on the walls because they are not in eye-level. If I am to distance myself from the writing, then the words are too small for me to read. My second complaint is that the museum from start to finish follows the path of American history and thus, can be much more appreciated if the viewer knows American history. A student who knows the historical events of Manifest Destiny, transcontinental railroad, gold rushes, industrial revolution, World War I and II, Cold War, Vietnam War, can comprehend the perspective of Asian Americans more easily.
\n
\nTeacher\/ Informing a culturally responsive educator...
\n
\nSince every source of historical text comes with bias from the author\u2019s viewpoint, it is imperative that we present historical events from multiple perspectives. MOCA offers the perspective from a minority group that has been in the US for over 200 years and their struggles and successes. This experience informs me as a culturally responsive teacher by seeing the parallels between oppressions of different racial groups. Furthermore, MOCA has added to my autobiographical knowledge of being Chinese American. I really do value the importance of learning about one's cultural heritage in growing appreciation of one\u2019s self identity and thus building one\u2019s resilience to racism.","replyPages":[{"page":0,"digests":[{"id":"48606338","body":"Did you draw any parallels between the two events you attended? Whether or not, it appears that you have really begun to examine culture and your own cultural experiences with a developing, critical eye. Keep at it, as it will enhance your teaching and instruction, and will add greater dimensions to your reflective practice.","dateCreated":"1325063620","smartDate":"Dec 28, 2011","userCreated":{"username":"cynthiarc","url":"https:\/\/www.wikispaces.com\/user\/view\/cynthiarc","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"48554436","dateCreated":"1324661080","smartDate":"Dec 23, 2011","userCreated":{"username":"colleen.ouyang","url":"https:\/\/www.wikispaces.com\/user\/view\/colleen.ouyang","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48554436"},"dateDigested":1532760355,"startDate":null,"sharedType":"discussion","title":"El Museo del Barrio","description":"El Museo del Barrio
\n1230 Fifth Avenue between 104th street and 105th street New York, NY 10029
\nOne and half hours
\n
\nSummary
\n
\nEl Museo del Barrio merges several art galleries and at the time I visited, held Voces Y Visiones: Signs, Systems and the City, Arte Xplorers: Exploring Latino Arte + Culture with la Familia, and part of The (S) Files or The Street Files exhibit. The entire museum is written in both Spanish and English making it a fantastic place for a bilingual population. Numerous artworks shown in the museum could be used as conversation or lesson starters.
\nThe following is a list of the possible works that could be incorporated into lessons for elementary students:
\nthe artifacts from the Taino culture
\n(Math) Chilindron\u2019s Fibonacci Triangle - a triangle separated into five sections horizontally and that follows the Fibonacci sequence in the layers of the sections
\n(Science) Alejandro Almanza Pereda\u2019s huge cement block on top of light bulbs
\n(Feelings) Chilindron\u2019s Friends and Enemies evokes both feelings of harmony and opposition within the same piece.
\n(Irony) Jessica Kaire made weapons in baby fabric
\n(Connection to Little Red Riding Hood or personification) Lee Qui\u00f1ones\u2019s painting of a wolf man in a red jacket, khaki, and sneakers among a winter forest background in which the trees blend together.
\n(Racism) Rachelle Mozman\u2019s House of Women uses three women to show social injustice that comes from the assumption of one\u2019s race.
\n(cultural imperialism\/ melting pot) Joaqu\u00edn Rodr\u00edquez del Paso\u2019s Who\u2019s Afraid of Red, White and Blue presents melting versions of American icons Tiger Woods, Mickey Mouse, President Barack Obama, and ice cream.
\n(Racism) Firelei B\u00e1ez\u2019s Can I Pass? intimidates its audience with the presentation of the same brown color female with a different hair style and gaze for every day in December to criticize the Brown Paper Bag Test.
\n(Environment Preservation) Francisca Ben\u00edtez\u2019s The More They Give Me is a forever going video of a pair of hands unwrapping a massive accumulation of bags one by one
\n(Subway connection) Justine Reyes\u2019 The Usual Suspects - mug shots of briefcases and bags to comment the MTA initiative \u201cIf you see something, say something.\u201d
\nIn addition to these exhibits, El Museo del Barrio\u2019s has a colorful, yet grim, display for el d\u00eda de los muertos that speaks out to the themes and activities of that day.
\n
\nAs a future teacher, I found El Museo del Barrio to be a lovely source of inspiration and material to start or add to conversations about our surroundings whether it is the city-art or injustices present in our society. Furthermore, the artists here are all examples of using art as a medium to increase awareness for their cause whether it is environment, sustainability, or social justice.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"48554420","dateCreated":"1324661030","smartDate":"Dec 23, 2011","userCreated":{"username":"colleen.ouyang","url":"https:\/\/www.wikispaces.com\/user\/view\/colleen.ouyang","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48554420"},"dateDigested":1532760355,"startDate":null,"sharedType":"discussion","title":"9\/11 ","description":"Together We Are New York: Asian Americans Remember and Re-Vision 9\/11 by Kundiman
\nat Fordham University 113 W. 60th Street, New York, NY 10023
\none and half hours
\n
\n Kundiman is a nonprofit organization dedicated to expanding Asian American voices through poetry. In this event, poets read through their works about 9\/11; from the fall of the World Trade Center, to public hate targeted at people who fit the look of a Middle Eastern, to the possibility of change and chance of individuals and the nation itself. It was really enlightening to hear their voices, at times just one speaker, and for a few poems, every poet spoke. For example, one of the poems discussed terrorist jokes in which each poet said the previous words already said and added one additional word: \u201cHow\u201d, \u201cHow many\u201d, \u201cHow many terror\u201d, \u201cHow many terrorists\u201d, \u201cHow many terrorists does\u201d, \u201cHow many terrorists does it\u201d \u2026 The overall event evoked a lot of strong emotions from many perspectives including survivors, witnesses, discriminated people, and even new youth. Immersed between poems were audio recordings of people who faced discrimination due to 9\/11 who voiced anger, fear, or hope: \u201cNobody had a turban when they landed the aircraft\u201d, \u201cI\u2019m American; this is my country\u201d, \u201cthey assume I fit this type, of believing Allah, of being one of them\u201d. Listening to all of these voices enlightens listeners to empathize and seek to know the opinions of all involved parties.
\n
\n Simply hearing this poetry reading was a very motivated experience and would add greatly to a curriculum about recent history of both 9\/11 and our war with Afghanistan and Iraq. It was really insightful to hear the discrimination faced by persons who fit the racial profiling, which is overlooked in our Eurocentric learning. The literary forms used in this event and even music such as \u201cSour Times\u201d by Riz MC are primary sources for this content. As stated by Loewen, history should be presented with debate. This topic brings much controversy even in current day such as the withdrawing of all soldiers, development of an Islamic community center in Park 51, and extending the Patriot Act. When we teach history with arguable complexity and develop critical analysis such as examining the audience and assumptions made by the writer, students become better critical thinkers and will more likely transfer these analysis to other relevant and complex issues.","replyPages":[{"page":0,"digests":[{"id":"48606380","body":"I was curious about your comment "it was really insightful to hear the discrimination faced by person who fit the racial profiling, which is overlooked in our Eurocentric learning." With all the targeted profiling that we are regularly expose to, why, do you think the voices\/stories of the experiences of Middle Easterners aren't integrated into the curriculum 10 years later. What types of social justice actions and advocacy would it take, to make it so?","dateCreated":"1325064401","smartDate":"Dec 28, 2011","userCreated":{"username":"cynthiarc","url":"https:\/\/www.wikispaces.com\/user\/view\/cynthiarc","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"48458384","dateCreated":"1324416828","smartDate":"Dec 20, 2011","userCreated":{"username":"snt227","url":"https:\/\/www.wikispaces.com\/user\/view\/snt227","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48458384"},"dateDigested":1532760355,"startDate":null,"sharedType":"discussion","title":"The Asian Society Museum","description":"On November 4, 2011 I went to the Asian Society Museum. I saw the Rabindranath Tagore: The Last Harvest exhibit, and U-Ram Choe: In Focus exhibit. Both were very interesting exhibits. I learned a lot about Rabindranath especially from the video that he was famous indian visual artists and also famous for being the first non-European to win the Nobel prize for Literature. An interesting fact I learned from the video was that he was good friends with Gandhi. This shows how through literature and art you can make a real difference in the world.
\nI think it is very important for students to be exposed to different types of artwork and learn about artists from different cultures and what their influences are on the culture around them and what their impact on the world was.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"48457118","dateCreated":"1324414677","smartDate":"Dec 20, 2011","userCreated":{"username":"snt227","url":"https:\/\/www.wikispaces.com\/user\/view\/snt227","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48457118"},"dateDigested":1532760355,"startDate":null,"sharedType":"discussion","title":"El Museo del Barrio","description":"On November 6th, 2011, I went to El Museo del Barrio and looked at the Bienal: The (S) files 2011 exhibit. This exhibit is focused on artwork created by Latino, Caribbean, and Latin Americans. There are a lot of themes that run through the exhibit about creating change in mainstream culture through urban culture. I found a lot of artwork very powerful and sending a lot of messages to the observers of them. Some of the pieces that I felt a connected to and felt were very powerful was the Lady Pink which was a illustration where when you look at it at first glance it looks very innocent but then when you look closer you can see that it is not so innocent. It really makes the observer really think about what the message is in the artwork and what it is trying to tell you.
\nThis exhibit can really allow students to connect to their heritage since a lot of students come from those backgrounds. It also connects students to the culture of New York City in a different way which is the place that they are living in. Also the museum has education programs that teach students about inquiry and observation and coming up with their own opinions about what the artists are saying and what changes do they feel need to be made in mainstream culture.","replyPages":[{"page":0,"digests":[{"id":"48606398","body":"So what was the message? Innocence with life? Culture? Her own personal innocence? Tell us more.","dateCreated":"1325064817","smartDate":"Dec 28, 2011","userCreated":{"username":"cynthiarc","url":"https:\/\/www.wikispaces.com\/user\/view\/cynthiarc","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"48455742","dateCreated":"1324412081","smartDate":"Dec 20, 2011","userCreated":{"username":"snt227","url":"https:\/\/www.wikispaces.com\/user\/view\/snt227","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48455742"},"dateDigested":1532760355,"startDate":null,"sharedType":"discussion","title":"Tenement Museum ","description":"On December 3, 2011, I went with my dorm to the Tenement Museum. We attended the Hard Times tour. I really enjoyed this tour. They really went into the lives of the immigrants who lived in the Tenements, but it wasn't like a general story of who they lived. They went into personal stories about actual families who lived in there. The tour guide also showed as apartments of three different families from different time periods so we could get a better idea of the kinds of families who lived there and what their stories were. I really found it interesting how a lot of the information that the Tenement Museum comes from descendants of the families who lived there and what they have donated to the museum to keep their family story alive. These descendants also will come back to visit the old apartments where their relatives grew up in. The way that the tour guide presents the stories is really genuine and authentic. There are so many other different tours that they give so I will go back again.
\nI think it is very important for students to come visit this museum because since New York is the home of so many immigrants I feel it important for them to learn about how immigrants lived in New York. Students can really relate to the lives of how immigrants grew up then and how they live now. It also teaches them through authentic experience and through the people who actually lived through it.","replyPages":[{"page":0,"digests":[{"id":"48606422","body":"In what ways have immigration stories in the U.S., but in New York City specifically changed? Remained the same?","dateCreated":"1325065068","smartDate":"Dec 28, 2011","userCreated":{"username":"cynthiarc","url":"https:\/\/www.wikispaces.com\/user\/view\/cynthiarc","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"48058076","dateCreated":"1323726306","smartDate":"Dec 12, 2011","userCreated":{"username":"snp241","url":"https:\/\/www.wikispaces.com\/user\/view\/snp241","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317051397\/snp241-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48058076"},"dateDigested":1532760355,"startDate":null,"sharedType":"discussion","title":"\"Urbanized\" at the IFC Center","description":"Sarah Parker
\n
\nI went to go see "Urbanized" on 12\/7\/11 at the IFC Center. This documentary was made by the same person who made the documentary Helvetica, Gary Hustwit.
\n
\nThis documentary is definitely not something that I would have gone out of my way to see if I didn't have a class assignment that I was fulfilling, but after going to watch it, I definitely have grown to appreciate the documentary form seen in theaters as well as indie production.
\n
\nThe movie starts by showing a map of the world and showing a host of cities around the world. It then goes on to show which cities will have the highest populations in the next years to come. From there, each city is analyzed independently in terms of urbanization and population growth and how these two intertwine with architecture and urban design.
\n
\nThe movie features montages of the cities highlighted, interviews with city planners, architects, and visionaries in their fields. As well, the film is narrated throughout.
\n
\nI learned a lot of interesting things within the film that intrigued me. In England, for instance, graffiti was used on a street in order to graph the amount of electricity that a block used. This simple method actually made energy-efficiency into a game among the neighbors and attracted a lot of attention to the matter everyday. It ended up having power in the amount of energy that used. In China, an architect was discussing how fast the development has occurred because of the population growth in the past decades. He was upset because a lot of the cultural and historic richness of the city was being lost due to rapid development. The people that lived there were actually losing the homey feel that the previous streets once had. In Germany, the government wanted to tear down historic trees that had been there, but the community fought against it. They ended up losing, but the main building they were protecting still hasn't been touched. In effect, individual people definitely had a say in the planning that went behind the development that happened around them to the historic sites that they cherished. Another aspect of the film discussed transportation in buses and by bicycling. It went into the accessibility that mayors and even people create for the needs of the people or for their economies.
\n
\nOne segment of the film that I really enjoyed was the part about the NY Highline Park. It discussed the two men that went about getting the approval to have it built as well as the steps involved in building it. They talked about the reasons why the pathway itself has space for grass in order to preserve the natural beauty of the growth that had taken place naturally. It was really cool to see how an idea that someone can have can actually turn into a place for people to use. many clips from New York were used, in including an area near Union Sq. where people have put potted plants and a pedestrian space and the seating area that is now at Times Sq. for people to sit down. All of these little aspects that seem to just pop up, are all planned by people intentionally. Every bench and flower and aspect of how we live is thought out and made to make life different.
\n
\nI definitely feel that wherever I choose to teach, I will have a deep appreciation for the architecture of my surroundings. I wasn't aware, before watching this film, that people were in charge of knowing how many shops should be in a block, or if a building being built is strictly a good idea because other buildings that are important might be overshadowed. I thought, at first, that money was the only factor in why buildings were built, but the architectural vision that so many people working all over the world has is inspiring, and will definitely be a rich resource to draw the attention to my future class to as well.","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}