Beacon Lesson Plan Library

Architecture Makes an Imprint

Kim Salesses

Description

Students will explore architecture of the world, uses of buildings and discuss architecture as a career. Students will work in cooperative groups and present their findings to the class.

Objectives

The student prepares for and gives presentations for specific occasions, audiences, and purposes (including but not limited to informational or imaginative presentations, research reports, extemporaneous talks).

The student understands the influence of artists on the quality of everyday life.

The student knows the types of tasks performed by various artists and some of the required training.

Materials

- Laminated, color coded (i.e. all Eiffel Tower copies would be mounted on the same color paper) photocopies of architecture of the world with facts about that building taken from a Dover-type coloring book found at art supply stores. Make packets for each group of 4 or 5 students. Could include the following: The Empire State Building, The White House, The Guggenheim Museum of Art, The pyramids of Egypt, The Parthenon, The Eiffel Tower and The Taj Mahal .
- Paper passports

Preparations

Make passports.
2. Make, color code and laminate copies of architecture of the world. Put into packets.
3. Copy assessment rubrics from attachment

Procedures

Session 1 (45 min. class)
1. Give each student a paper “passport” and tell him or her to prepare for a trip around the world.

2. Ask students to share with the class the name and description of a building they have seen in Tallahassee, in Florida, in the United States or anywhere in the world. Ask for responses. Discuss the possible uses of these buildings as well as the job and training of an architect. (Architects are artists that combine art and science to design buildings that are beautiful and functional). What would our life be like without architects?

3. Arrange students in small groups. Pass out laminated color-coded copies of architecture of the world buildings in packets. Give each group a color – that is the building they will present. Ask students to review the architecture samples and to notice the historical information printed on the reverse side. Each group will include all of the following information in a game show format: the picture and name of the building, the location of the building, who created it, how long it took to build, when it was built, what materials were used, why it was created, what it was created for, how the structure influnced the quality of everyday life, the training the artist must have had, the process of building the building and one interesting fact about the building. This information can be recorded on the research worksheet found in the attachments. With student volunteers, model a game show format with one student acting as the host and the other students in the group acting as the contestants. The host asks questions from the worksheet (or others the group has generated on the back of the worksheet) to contestants. You can make the rules and show set up as elaborate or simple as you would like. A timer could be used to keep each group to the 5 min. time limit. Student contestants could raise their hand when they have a response to a host question or the host could ask questions from each contestant one at a time with contestants given the option to -pass- onto the next contestant. Each group will present the information on the research worksheet and the picture of the building to the class in game show format.

4. Pass out research worksheet for group work. List all student names in the group, class and name of the building. Allow 10 min. for the group to fill out the worksheet together. Suggest the group -elects- a recorder or secretary. Presentations will be limited to 5 min. each. Teacher assesses students individually using rubric found in the attachment during group work. Groups can review other buildings in their packet once their worksheet is complete and game is organized.

5. Prepare for a trip around the world through student presentations. One group at a time will present their findings in a game show format. Allow time for students to ask questions of presenters. Assess students during presentations using the rubric found in the attachment. Time should allow for 1 or 2 presentations during this class period. Other presentations will be given next class.

6. Collect passports and group work.
Session 2 (45 min.)
1. Ask a student to review lesson from last class, including how architects as artists have influenced the quality of everyday life, the training an architect needs, and the tasks or steps required to create a building.
2. Continue presentations. Assess students during presentations.
3. Give students feedback from rubric assessments once marked in grade book.
4. Collect passports.

Assessments

Find assessment rubrics for group work and presentations in Associated file.

Extensions

This lesson can be expanded to include a printmaking lesson (art production), drafting lesson (math), and a writing lesson (language arts).

Web Links

Web supplement for Architecture Makes an Imprint
Be An Architect

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