Joan A. Malerba-Foran
Procedure
Week 1: Day 1
Materials: teacheroverhead projector with transparencies of words/definitions
studentnotebook, journal
I introduce the title of the unit to the class: The Architectural and Social Space of the American Front Porch. I hand out the list of objectives for the unit and ask them to place them in their notebook (2). We read and review each one.
I start this unit by presenting the following words and definitions on an overhead projector to be recorded in their notebooks. The definitions that I use are listed (in order of unit presentation) in the glossary at the end of this paper under “Use first in unit presentation”: clan, kin, fictive kin, kinship, nuclear family (types of families are extended, single-parent, blended, adoptive, step, foster, fictive).
Before I present each definition, I lead a brainstorm. I start brainstorms to set a positive direction
.
For example, I say
clan
and then say
Wu-Tang
(an early rap group called
The Wu-Tang Clan
). Even without knowing the definition of clan, they are familiar with the structure of rap groups. This allows me to explain that the clan structure of social groups is primitive, but that does not mean simple, old, outdated, or inferior, since
The Wu-Tang Clan
is relatively recent. Primitive means
first
, and the process of breaking down stereotypes begins with the very first word. We go through each word using this process, and I refer to stereotypes that follow these words whenever it is appropriate.
I end class by having them write a response to a prompt in their journal (presented on the overhead) (3).
Before placing the prompt on the overhead I remind them of the “X” system, and to tell them that I will present models in the next class of the first four responses that most clearly fulfill the requirements (4).
Prompt #1: The type of family system that I belong to is _ (name type from
definitions) ___. If I could choose a family system, it would be__ (type) ___ because
_ (reason) _. My closest fictive kin member is__ (name) _ because__ (reason) _.
Week 1: Day 2
Materials: teacheroverhead projector with transparencies of words/definitions
studentnotebook, journal
I begin class by presenting the four models of journal responses on the overhead. We discuss why I chose those four as models. Next, we follow the same structure as Day 1: brainstorming and then defining the words culture, oral culture, folklore, folk tale (or story), legend, gestures, ritual. The brainstorm allows students to be prepared for the prompt, since we list fairy tales (book, film, Disney) and home-spun tales during the brainstorm. This is followed by a journal response.
Prompt #2: My favorite story was (told) (read) to me by_______. I like the part where_________. I prefer to have stories (told) (read) to me.
I remind them about the “X” system; they are to use it wisely. For the next class, I will count the number of told versus read responses and present the findings. We will discuss the reasons for the preferences. I will also ask for volunteers to tell the name of their favorite story and their favorite part.
Week 1: Day 3
Materials: teacheroverhead projector with transparencies of words/definitions
studentnotebook, journal
I begin class by presenting the tally; I ask them to theorize on the results. Students are intensely interested in speculating on their cognitive processes (integrating them as a community and creating a risk-free learning environment is under way). Next, students volunteer their favorite story and why. We discuss gender biasstereotypingin TV, film (Disney) and text: boys like action, girl’s romance? Boys are strong and aggressive, girls are weak and passive? Next, we follow the same structure as Day 1 and 2: brainstorming and then defining the words: Lanai, veranda, porch (types of porches are front, back, sun, screened-in, three-season, sleeping), stoop. Discussion: where would each be found? What kind of activities might occur on each of the porches (front, back, sun, screened-in, three-season, sleeping). What stereotypes do we carry when we decide the location of these architectural features? This is followed by a journal response.
Prompt #3: If I owned a home, I would want (name of porch-type) because ________.
For the next class, I will count the specific types of porches and present the findings. I will break down the answers not only as to types of porches but gender preference. We will discuss the reasons for the preferences.
Week 1: Day 4 and 5 (or one block period)
Materials: teacheroverhead projector with transparencies of words/definitions
studentnotebook
I begin class by presenting the tally; I ask them to theorize reasons for the results; specifically, are there any surprises? Next, we will discuss the new vocabulary terms: liminal, public, private, place, space, home. I save
home
for last because each class must develop their own definition (5). I use Robert Frost’s “The Death of the Hired Man” as a prompt on the overhead: “’Home is the place where, when you have to go there,/they have to take you in’” (53). After a brief discussion they get into groups of three; one student is the scribe. They work on their own definition, keeping in mind our Day 1 vocabulary kin groups. We come back as a class. They come to the board and write their definition. From there, we read them and reach a consensus on our own definition of home, which we will use throughout the unit.
Week 2: Days 1-4
Materials: teacheroverhead projector with transparency notes/illustrations, CD player,
CD West Side Story.
studentnotebook
It is important that students review the difference between
space
and
place
. I give a brief background of West Side Story, and then I pass out the lyrics. We listen to the two minute song and discuss the words
space
,
place
, and
somewhere, halfway
(in reference to
liminal
). I ask them to “make a prediction”: What might this song have in connection with a unit on front porches?
Next, I will present overhead notes on the American front porch. The best site is http://xroads.virginia.edu/~CLASS/am483_97/projects/cook/popul.htm, which gives explanations on the origins, stylistic evolution, popularization, cultural significance, and the porch’s decline and recurrence in modern times. I used this site in conjunction with Michael Dolan’s The American Porch: An Informal History of an Informal Place. My emphasis is “to define and distinguish the American front porch as an American cultural object” (http://xroads.virginia.edu/).
Overhead Notes (http://xroads.virginia.edu/):
When and Why the Front Porch Became Popular in American Architecture
1) Present in colonial times, but not popular until 1840’s & 1850’s.
2) Late 19th & early 20th century, almost universal and a distinctive feature of American domestic architecture.
3) Why? Due to both technological & social forces
1840’s industrialization and technology created a leisure class with conflicting desires:
1) because technology makes building lighter, cheaper, quicker, less complicated
2) mass immigration = cities expanding
3) free time = time to enjoy life
4) BUT fast pace of technology scaring people
5) countermovement to preserve & enjoy the American landscape…
6) …and to STAY connected to nature (6).
Landscape architect Andrew Jackson Downing contributes hugely to the popularity of the American front porch
1) he created & sold huge numbers of popular pattern books
2) he linked the American house to the American landscape
3) he was the first to define the porch as necessary in both business and home…
4) …as the intermediate space between the world (public/nature) and the home (private/human). “LIMINAL”
5) Jackson saw the porch as connecting people to nature
Physical Development of the American Front Porch
Colonial Architecture (1650-1850)
1) Primary styles: Georgian, French Colonial, Spanish Colonial, Dutch Colonial
2) French Colonial: southern homes had wide, covered veranda
3) purpose was for human comfort and connection to outdoors from house
Greek Revival (1830-1855)
1) front porch usually covered by a roof resting on huge columns.
2) Purpose: impress anyone approaching.
3) Not for use or comfort; however, 2nd floor balcony usually turned into a sitting porch.
Gothic Revival Architecture (1840-1860)
1) Inspired by Andrew Jackson Downing
2) goalto blend with the natural landscape
3) “sitting porch”ornate decorations, filigree, lattice, aprons, brackets
4) porch now an essential element of American architecture
Italianate Architecture (1840-1885)
1) New England and Midwest
2) full or partial front porches, smaller in urban areas
3) decorations took on new importance
4) elaborate columns & posts, ornate, painted porch roofs, fancy brackets
Stick Style Architecture
1) greatly influenced by Andrew Jackson Downing
2) First truly American architectural form
3) New England & California
4) spacious porches; wrapped around entire house, intricate rails and brackets
5) porches on other floors
Second Empire Style Architecture
1) entire front porch: front, back, wrap around.
2) influenced by many architectural styles
Romanesque Architecture (1875-1895)
1) heavy masonry gave medieval look
2) fortress-like with semi-circular arches
3) New England & Midwest
4) second story balconies
Questions at end of note taking:
1) How many of these types have you seen in New Haven?
2) How many houses are on one city block?
3) How many have porches?
4) What type of porches do you think there are?
5) How many are in use?
Have students make a map of one street crossing their school or in their town. Make it as detailed as possible, with houses, trees, driveways, and beginning and end units on street. They are to file this in their notebooks for a comparison.
Week 3: Day 1
Materials: teacher hard surface to write on, unlined paper, pencil
studenthard surface to write on, unlined paper, pencil
I will take the students on a walking tour of one street adjacent to the school. My class has between 24-27 students. I will assume 24 students; they will form six teams of four students per team. Each team will travel one side of a street (predetermined by teacher).
The four students will chart the houses along the street and: 1) identify type of porch with intricacy of design, 2) type and use of furniture; also, any inferences they can make about the inhabitants (owners, renters, race, gender, social class) 3) signs that signal welcome or warning 4) a list of questions that the group generates about the project (i.e. What does the use of plants tell us about the owner?) (7).
Week 3: Day 2-4
Materials: teacherlarge plain paper covering bulletin board, magic markers
____
studentnotes from mapping field trip
We will compare our local maps to the maps we made from memory (Week 2: Days 2-4) to see how accurate our memories were. Then, the small groups will compile their information and chart it on the bulletin board.
Week 4: Day 1
Materials: teacher overhead projector with transparency notes/illustrations
____
studentnotebook
I will present notes from the site http://xroads.virginia.edu/, using the same style that I’ve used all along, on The Cultural Significance of the American Front Porch. Now we’re rolling! The ground work of terms and historical roots is done; we have ventured into our neighborhood. At this point, I will move into the human needs and desiresespecially in the aesthetic senseand we are ready after these next few days to move to the literary component of this unit (8).
The notes that I present on the overhead come from http://xroads.virginia.edu/. Below is an example of the kind of material I will present: Start with a pithy quote and then overheads of supporting details. These quotes can easily be recycled for an essay, test, or quiz grade at the end of the unit or for a midterm or final exam.
Quote: Country“For the American porch has, in its time as an American cultural symbol, represented the cultural ideals of our nation.”
Features:
1) connects nature and land to home
2) recognizes that our love of nature conflicts with our need to control it (9).
Quote: Community“The front porch provided a compromise for these two opposing American ideals and connected human control, in the form of the house, to nature and the wilderness outside it.”
Front porch demonstrates American’s simultaneous ideals
1) nature versus controlling nature
2) privacy but not isolation
3) equality yet class system
Quote: Family“The front porch represented the American ideal of family.”
Features:
1) the porch serves as an outdoor living room (cool at night, watch children, and mingle)
2) sanctity of home maintained (individuality and privacy are American values
3) sense of “neighborliness”
4) gives permission to relax
5) maintains “controllable” ties to community. No one had to come
into
home to ask for advice or help
6) allows transmission of traditions (from old to young, among cultures).
7) liminal space = non-judgmental OR judgmental. Emotional cease-fire zone
8) Ritual patterns: courtship, storytelling
Week 4: Day 2-4
Materials: teacher construction paper, scissors, glue, multiple dittos of poems
____
studentjournal
I shift students from note taking to art by presenting a variety of poems about front porches (10). Students can use their journals to write their initial responses to each poem. I also encourage them to note a “golden line”: This is a line that makes the poem a poem for them; a line that “speaks.” The poems that I have selected to use are from Dolores Hayden’s American Yard (“Sachem’s Head” and “Pregnant in June”). The latter poem addresses in-between-ness (pregnancy/porch) and is filled with non-mechanical sounds. The former poem has the intrusion of mechanical sounds and carries a longing to return to a quiet past. Eileen Moeller’s “It’s Coming on Summer” (online at www.shinnycatdesign) combines porch uses: community watching (gossip, speculation), death passing (a gravedigger riding by on a bicycle), the future (a baby in a rocker). Last, Koethe’s Falling Water: poems, contains “From the Porch,” where the narrative brings the reader from the past to the future by looking out from his porch.
After the students journal and refer to a golden line, they select a colored piece of construction paper on which to mount their own front porch poem. They will cut up the poems we have read and create their own expression of a front porch experience by gluing down the pieces. They may add their own connecting words or phrases. The only requirement I make (you do not have to) is that they have an idea of the TONE they want to express and try to create that atmosphere: dark, light, thoughtful, humorous, or sad. This exercise gets students thinking artistically; also, it begins the process of personal investment for their final project.
Week 4: Day 5
Materials: teachernothing
____
studentjournal
All the poems should be displayed on the bulletin board around the neighborhood map of porches. Each student reads his/her poem standing at the board. The poem is then taken down and passed around, while the next student gets up to read. At the end, all the poems are placed back on the board. Students are to select the poem that “made me think the most” and journal a response.
At this point, I will have a mock-up of a front porch built at the back of my classroom, complete with a rocking chair. I intend to use the porch specifically for staff and administration to visit my class with “front porch stories.” I will ask students to collect stories from their kin or fictive kin to share with the class, and these stories will be used on “special days” or as fillers for the last 10 minutes of class. The porch will be 8’ x 4’ and it will be in front of the bulletin board. The board can be decorated to look like windows, plants, and a door are recessed within. The more artistic in class can fully express themselves here. An overhang of blue tarp will hang overhead. I have figured that the tarp and plywood should cost less than $60.00, especially if one recycles materials to get a more authentic, weathered look.
Week 5: Day 1-3
Materials: teacher overhead transparencies of author information. Copies of “The
Death of the Hired Man.”
____
studentnotebook
The biographic information on Robert Frost is plentiful. I suggest giving students a brief historical context to place Frost in his time. Also, I think it is important to note that Frost made a career marketing his image as a Yankee farm boy and the front porch served as a valuable prop in tying him to the common people and the rural community. Frost’s poetry serves as a conduit between the forces of raw nature and civilization.
“The Death of the Hired Man” should be read in its entirety by the teacher. I suggest numbering all the lines to make discussion of the poem easier. What will be important for students to remember is how
they
defined home and how Frost is defining home through this couple (11); also, how does Frost use the space and place of the front porch to connect to the interior of their private lives? The discussion of this poem only reveals the hidden complexities and a deeper appreciation of what is happening in the home and, metaphorically, to the community and the country because of the changing times: machines replacing manual labor, youth replacing old age, education replacing common sense. The pervasive sense of loss is everywhere. Remind students of the role the porch played in courtship, and how this porchshared by a married, white, Northern coupleis no longer the site for hope and a long future, but it is the site for despair and the end of life (12).
Questions:
1) What kind of porch do you imagine the couple to be sitting on? Why have you made this choice? Students should include all the elements they have learned about architecture and social cues.
2) Why did Frost choose a front porch as the setting for this discussion? Students should include literary considerations as well as social/architectural reasons.
Week 5: Day 4-5
Materials: teacheroverhead transparencies of author information, copies of (or dittos of
excerpts) from Their Eyes Were Watching God studentnotebook
An excellent web site for biographic information on Hurston is online at BookRags Book Notes: www.bookrags.com/notes/tewg/. Also, BookRags has a wonderful synopsis of each chapter. Janie’s story (the protagonist of Their Eyes) is a frame narrative taking place on a front porch. This novel is in sharp contrast to “The Death of the Hired Man.” Here a single, Southern, African American woman talks to another woman on a front porch and their conversation is turned outwards towards the community. As Janie fills her best friend in on her past, the story shape becomes a frame narrative. I will sit on the porch in a rocking chair and tell my student Janie’s story. As 10th graders, this book is on their 11th grade reading list, and I will be whetting their appetite to read it. Furthering their interest will be the movie version starring Halle Berry. Front porch clips from the movie can be used (13). As I tell Janie’s story, I will stop at the points where the front porch is used either as a prop in conversation or as a setting for the action. I used the Perennial Classics edition published in New York, 1998. The following page numbers are linked to the specific topics of front porch culture:
Narrative opens: on porch
Page 2-4: watching the community.
Page 32-33: Janie marries and watches the sunrise from the porch
Page 40: a committee meeting is held for political purposes
Page 47: a signifier of status within the community
Page 50: oral storytelling; folktales told
Page 63-69: philosophy; listener/talker; play acting/performance for community
Page 72-74: community gathering; deals made
Page 74-75: power stand between men/women; husband/wife
Page 99: Janie meets new love-to-be; watches moonrise from porch (see pg. 32-33)
Page 101-108: courting rituals
Page 112: gossip
Narrative closes: on porch
What is central to this story is how the porch is the center of the identity of the individual, the home, and the community.
Questions:
1) What kind of porch do you imagine the characters to be sitting on? Why have they made this choice? Students should include all the elements they have learned about architecture and social cues.
2) Why did Hurston choose a front porch as the setting for this discussion? Students should include literary considerations as well as social/architectural reasons.
Week 6: Day 1-5
Materials: teacherrubrics for criteria on individual projects
____
studentnotebook
Final assessment: Students are ready to assimilate all this information into a product reflecting their own experiences, to be played out on a front porch. I will have students take one entire class to brainstorm ideas. Among their choices are producing a one act play modeled after “The Death of the Hired Man”; a short story modeled after Hurston’s Their Eyes Were Watching God; 2-3 poems modeled after Hayden, Koethe, or other poems presented; a CD or tape of “porch sounds” from the neighborhood to be played during these productions; a song. Students will be required to make a rubric listing areas in which they should be graded. I will finalize the rubric.
Week 7: Day 1-5
Materials: teacherrubrics for criteria on individual projects
____
studentnotebook
After the presentations, students grade themselves in their rubrics before turning the material in. Also, I pass out a file card and have each student answer this statement: “The person who was the most help in our group was__________ because________.” That student gets 5 points extra credit, plus class recognition. Needless to say, these cards are kept private from the class; I am the only one with access to them. Those students who worked alone do not get this option. It is not a penalty, since no points are removed, but at this point my students know that they are rewarded for acting responsibly in their community of peers.
For a test grade, students will take their “My overall objectives are for students…” ditto saved in their notebooks and answer each numbered objective with supporting evidence from their notes. Each objective is worth 10 points, totaling 100 points. FCA’s can be individually tailored; however, since I am using this unit as an English Department elective, I will take points off for sentence fragments, multiple misspellings, illegible handwriting, and lack of vivid language (weak verbs, flabby adjectives, vague phrases).
This unit can easily be formatted to fill an entire marking period. If time allows, showing the film Beloved or Their Eyes Were Watching God is a wonderful closing; or, another favorite is Spike Lee’s Crooklyn. This film has “stoop sitters,” as does the now popular cartoon “Hey Arnold!” (featuring the stoop kid, who will never leave his front stoop). Students can list similarities and differences in oral presentation, storytelling, performance, rival relationships, etc. How is space and territory marked? How do different age groups, cultures, socio-economic groups delineate and use their territory? This is a great way to allow students ownership of their environment.