Teacher(s) Name: Henry Hurlburt and Janice Shelton
School: Mills E. Godwin HS
Grade Level(s): Grades 10-12
Content Area(s): Architectural Drawing and Design; Sports Marketing
Lesson Summary
Students in Sports Marketing and Architectural Drawing and Design collaborated together to develop branding and a stadium design for a new NFL football team based on the specific needs and outlook of a real city. First, students in the Sports Marketing classes researched their target audience to determine goals and limits. Then, based on their research, they developed branding and marketing ideas for their team and an initial stadium design elements. Then, the Architectural Drawing and Design students discussed the stadium design elements with the Sports Marketing students and based on the limitations of space, costs and the related architectural limitations developed a initial stadium design. After multiple meetings, the architectural students presented stadium sketches & 3D Revit CAD models to the marketing students and continued negotiations until a final approved design was achieved. In the final stage, each team of marketers and architects present their final branding and designs to the shareholders (a local architect, teachers, and other school staff).
TIPC Ratings
Research & Information Fluency
Rating: Approaching
Explanation: Teachers provide an initial set of resources and a suggested framework for the information students need to identify in order to correctly determine the needs and limitations of the project. Students then extend that research and synthesize their findings to further refine their brand development and architectural design.
Communication & Collaboration
Rating: Ideal
Explanation: The teachers set initial parameters and accountability guidelines for group interactions and ensured that student-formed groups across the various classes were appropriately balanced. Given that they had limited time together to meet in person (since student groups were in different classes and class periods), student selected the appropriate digital tools to facilitate their collaboration and record their work together. Students reflected on their roles and contributions throughout the project.
Critical Thinking & Problem Solving
Rating: Ideal
Explanation: Teachers set parameters based on real-world needs of working marketing and architectural design concerns. In order to determine the best brand and stadium design for their teams, students had to think critically about the real-world constraints of their chosen city and make decisions about marketing and design to best address those concerns.
Creativity & Innovation
Rating: Ideal
Explanation: Students created original team names, brands, and marketing materials, worked with others to develop a design for a team stadium, and did so within the constraints of a real-world chosen city. Their final designs were then presented to a panel that consisted of other teachers, community members, and working architects.
Student Artifact
Lesson Materials
