Invisible Cities: The Arts and Renewable Community

Classroom Activities

The unit is divided into three sections: Front Region, Back Region, and Putting it All Together.

One – Front Region

This lesson gives students an opportunity to learn about what happens in the front region of a restaurant by focusing on the questions – What is the visible in a restaurant dining experience? What is the sociology of the art of the dining out experience? Students will first reflect on their favorite dining experiences. Using a Classroom Blog, they will write a description of the last dining experience that they remember. Afterwards, they will discuss what they have written and compare and contrast each other's experiences. Afterwards, they will read chapters from three sociological texts about food and the dining experience. These include: Sociology on the Menu: An Invitation to the Study of Food and Society (Chapter Five – Eating Out), Dining Out: A Sociology of Modern Manners (Part One – Dining Out), and Food and Culture (Chapter One – Food and Culture). In small groups using Google Docs, students will take notes about their assigned text. Afterwards, they will be re-grouped and share their notes – teaching their new group members what they now know from their readings. Lastly, with this new sociological viewpoint, students will return to their Blog entry of their dining experience and add details from this new perspective. Students should be focusing on what is seen – including how an individual (patron) acts while at a restaurant as he is also in the front region and must act accordingly. These texts refer to this sociological point.

Two – Back Region

This lesson focuses on what happens in the back region of a restaurant – the "what" that is not seen. So much happens, yet obviously we are focused on ourselves while we are dining out. To aid in their understanding of this region, students will focus on the question: What is the invisible in a restaurant dining experience? First, students will view a few video clips from various cooking shows/films. They should brainstorm facts about what they have seen. Then, read aloud one of the chapters of Kitchen Confidential (preferable one of the most controversial such as From Our Kitchen to Your Table) and have students share with a partner their reactions to what was read. Students should then read the other chapters, view the on-line detail information regarding culinary arts, and visit the sister school's 32-seat Café. Students from that school and/or the educator will give a presentation about culinary arts. Later, students will "perform" the play, The Kitchen. Afterwards, students will write a summary of what they have learned about the back region of a restaurant.

Three – Putting it All Together

Now comes the time in which students will learn about the sociological research methods used to collect data. The questions they will think about and will direct our learning during this part of the unit are: What are the social research methods that sociologists use to collect data including their strengths, and limitations? How do sociologists justify the importance of their research? In collecting data, how do we make the invisible visible? They will be introduced to these methods (document study, observation, and interviews) through video segments, readings, and direct instruction. Afterwards, students will have various opportunities to practice these three methods – in and outside of our schools. As a whole group, we will reflect on what has gone well and what we have to improve upon before students go out to the restaurant of their choice to conduct their research. Part of their final sociological report will have a reflective component doing the same regarding their work.