€¦ · web viewfoam or wood play blocks; arts impact sketchbook: drawing pencils: 2b and hb:...

ARTS IMPACT LESSON PLANVisual Arts, Math, Science, and Engineering Infused Lesson

Designing Structures: Drawings and ModelsAuthors: Meredith EssexEnduring UnderstandingArchitectural drawings showing multiple points of view and 3-dimensional models can communicate information about the form and function of a structure.

Lesson DescriptionStudents study great architecture and analyze how form can communicate function. Students conceptualize and sketch specific building ideas with focus on relationship of form and function, then create two or more architectural elevation drawings representing that building/structure idea. Next, students construct a 3-dimensional architectural model based on their elevation drawings. Models are constructed using repurposed materials with emphasis on problem solving and craftsmanship.

Learning Targets and Assessment CriteriaTarget: Creates an architectural design.

Criteria: Conceptualizes and draws elevations representing a building/structure from more than one point of view.

Target: Uses craftsmanship in architectural design.Criteria: Uses math tools (grids, straight edge and/or templates) to create precise lines and shapes.

Target: Links form with function.Criteria: Draws and describes features in design that reflect the purpose of the structure.

Target: Creates an architectural model.Criteria: Constructs a three-dimensional form based on architectural elevations.

Target: Uses craftsmanship in constructing a sturdy architectural model.Criteria: Makes clean cuts, and attaches all parts securely with minimal glue

residue/tape.

ARTS IMPACT ARTS INFUSION – Visual Arts: Designing Structures: Drawings and Models 1

Vocabulary

Arts Infused:2-dimensional3-dimensionalDesignFormGeometric shapeModelPlanStructure

Science:EngineerFunction

Arts:ElevationPoint of View

MaterialsMuseum Artworks or Performance:

Seattle, WASeattle Art Museum

Tacoma, WATacoma Art Museum

Additional ResourcesBuildings by: Mary J. Colter, Luis Barragan, Frank Gehry, Andre PreDoc, Michael Graves, Frank Lloyd WrightMary J. Colter, National Park Service; Tacoma in Style, City of TacomaTreehouses by Peter Nelson; The Architecture of Luis Barragan by Emilio Ambasz

continued


Seattle Art Museum images:Building elevation plans/architectural models

Tacoma Art Museum images:Building elevation plans/architectural models

MaterialsFoam or wood play blocks; Arts Impact sketchbook: Drawing pencils: 2B and HB: Vinyl erasers; Grid paper: 8.5x11” (1”, ½” or smaller depending on student group): Rulers; Protractors; Geometry/Architectural shape templates and/or found templates: caps/lids, jewelry boxes, etc.; Scissors: Hole punches; Staplers; Repurposed materials: packing materials, matboard, posterboard, cardboard scraps, boxes, plastic containers, and objects; Glue sticks; Tacky glue; Recycled magazines to use as glue mats; Clear (cellophane) or colored (masking) tape; Double-sided tape; Wire; String; Copy paper: 8.5x11”, copy Designing Structures Worksheet from lesson, 1 per student; Class Assessment Worksheet; Optional for older students: Low temperature glue guns, box cutters with guards, cutting boards or mats


Learning StandardsWA Arts State Grade Level ExpectationsFor the full description of each WA State Arts Grade Level Expectation, see: http://www.k12.wa.us/Arts/Standards1.1.2 Elements: Shape/Form1.1.7 Principles of Organization: Balance, Repetition1.2.1 Skills and Techniques: Technical Drawing, 3-D Construction2.1.1 Creative Process2.3.1 Responding Process4.2.1 Connection between Visual Arts and Math, Engineering

Early Learning Guidelines (Pre-K – Grade 3)For a full description of Washington State Early Learning and Child Development Guidelines see: http://www.del.wa.gov/development/guidelines/(Age 4-5) 6. Learning about my world: Knowledge: Be able to explain what he or she has done and why, including changes to his/her plans. Math: Match and sort simple shapes. Arts: Show an increasing ability to use art materials safely and with purpose.

Common Core State Standards (CCSS) in Math For a full description of CCSS Standards by grade level see: http://www.k12.wa.us/CoreStandards/Mathstandards/ K.G.3. Identify shapes as 2-D or 3-D.K.G.5. Model shapes in the world by building shapes from components and drawing shapes.2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 4.G.1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

CCSS Mathematical Practices MP.5. Use appropriate tools strategically.MP.6. Attend to precision.MP.7. Look for and make use of structure.

Next Generation Science Standardshttp://www.nextgenscience.org/next-generation-science-standardsTopic: Engineering Design

Disciplinary Core Ideas:ETS1.A. Defining Engineering ProblemsETS1.B. Designing Solutions to Engineering ProblemsETS1.C. Optimizing the Design Solution

Science Kits Addressed:PreK: Building StructuresK: Balls and Ramps5: Models and Designs

Performance Expectations:K-2-ETS1-2. Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.3-5-ETS1-1. Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time and cost.

Crosscutting Concepts:Scale, Proportion, and QuantitySystems and System Models

Science and Engineering Practices:1. Asking Questions and Defining Problems2. Developing and Using Models6. Constructing Explanations and Designing Solutions

http://www.nextgenscience.org/next-generation-science-standards

http://www.k12.wa.us/CoreStandards/Mathstandards/

Pre-TeachStudents observe and draw local buildings. Students construct structures out of foam or wood play blocks and draw from multiple points of view in sketchbook.

Lesson Steps OutlineDay One 1. Introduce architecture, an art form fusing design, engineering, and math. Show examples of several buildings designed by great architects. Facilitate analytical discussion of how the form of structures can show their function. Criteria-based process assessment: Describes features in design that reflect the purpose of structures.

2. Share photos of architectural plans and models from Tacoma Art Museum and Seattle Art Museum buildings as well as other regional iconic structures (EMP Museum at Seattle Center, Museum of Glass, etc). Facilitate discussion about the artistic and engineering challenges of designing and constructing building/structure models. Criteria-based process assessment: Reflects on artistic and engineering challenges of architectural design.

3. Demonstrate and guide generating sketch ideas for an imaginary structure. Help students identify and represent structure characteristics that reflect function. Criteria-based peer process assessment: Conceptualizes and sketches building/structure from more than one point of view. Draws and describes features in design that reflect the purpose of the structure.

4. Demonstrate and guide referencing rough sketches and using math tools to create architectural elevation drawings: entrance elevation and additional elevation(s). Criteria-based teacher checklist: Conceptualizes and draws elevations representing a building/structure from more than one point of view. Uses math tools to create precise lines and shapes.


ICON KEY:

= Indicates note or reminder for teacher

= Embedded assessment points in the lesson

Day Two1. Introduce design engineering construction process of building a three-dimensional architectural model out of repurposed materials based on two-dimensional building/structure elevation designs.

2. Demonstrate and guide referencing elevation drawings in selection of materials for architectural model. Encourage students to begin to problem solve as they explore materials options. Criteria-based process assessment: Shares ideas about how to adapt and connect materials.

3. Encourage and support problem solving in construction while maintaining integrity of original design ideas. Emphasize craftsmanship in secure attachment of parts. Criteria-based teacher checklist: Constructs a three-dimensional form based on architectural elevations. Makes clean cuts and attaches all parts securely with minimal glue residue/tape.

4. Guide in-progress peer reflection. Criteria based peer process assessment: Constructs a three-dimensional form based on architectural elevations. Attaches all parts securely with minimal glue residue/tape.

5. Assist students as they construct and complete models and recheck for sturdiness. Facilitate student reflection, drawing, and writing on Designing Structures Worksheet. Criteria-based teacher checklist: Makes clean cuts and attaches all parts securely with minimal glue residue/tape. Draws and describes features in design that reflect the purpose of the structure.

6. Facilitate criteria-based reflection on architectural models presented alongside elevation drawings. Criteria-based group reflection: Reflects on artistic and engineering design and construction process.


LESSON STEPS____________________________________________Day One 1. Introduce architecture, an art form fusing design, engineering, and math. Show examples of several buildings designed by great architects. Facilitate analytical discussion of how the form of structures can show their function.

Architecture (the design of buildings/structures) is a form of art that integrates design, engineering, and math. These buildings were designed by great architects.

Name math concepts you see in architecture. (Fractions, arrays, geometric shapes, angles, patterns)

As you look at each building, talk to a partner about what you see (its form) and what you imagine the buildings purpose (function). What does the form of a building tell us about its function?

Describe a community building that stands out in your mind. Can you describe something about that building that tells us about its function? (giant garage doors at the fire station, a tall steeple and stained glass windows for a church, an espresso stand shaped like a giant coffee cup…)

Criteria-based process assessment: Describes features in design that reflect the purpose of structures._______________________________________________________________________

2. Share photos of architectural plans and models from Tacoma Art Museum and Seattle Art Museum buildings as well as other regional iconic structures (EMP Museum at Seattle Center, Museum of Glass, etc). Facilitate discussion about the artistic and engineering challenges of designing and constructing building/structure models.


In the Next Generation Science Standards, I found these quotes about what we will be doing today: “In science, models are used to represent a system (or parts of a system) under study, to aid in the development of questions and explanations, to generate data that can be used to make predictions, and to communicate ideas to others.” (Next Generation Science Standards: Scientific Practice: Developing and Using Models)

What does an architect need to think about when designing a building? What does 3-D mean? (height, width, and depth) How can a 3-dimensional structure be represented in 2-dimensions?

Architects make designs for buildings in the form of drawings or plans. When an architect designs a building, it is a 2-dimensional representation or plan of a 3-D structure.

Computer software programs (CAD) assist architects now in visualizing and drawing structures from multiple points of view inside and out.

An elevation is a 2-D representation of one side of a building. Elevations are often from each compass direction (north, south, east, and west) as well as a birds-eye view from above.

We will be creating original architectural elevation designs and models to “communicate our ideas to others.”

What challenges will we face?

Criteria-based process assessment: Reflects on artistic and engineering challenges of architectural design._______________________________________________________________________

3. Demonstrate and guide generating sketch ideas for an imaginary structure. Help students identify and represent structure characteristics that reflect function. Choices for building/structure design can link to science kit/STEM topics through teacher-facilitated class brainstorming or teachers can assign a specific architectural design problem to solve. Students might design a basic shelter, animal, pet, monster or elf/fairy house, tree house, monument, retail building, amusement park structure, bridge, tower…


We are going to conceptualize on paper by making rough sketches. Think about who will use your building. What will they do there? What special characteristics does it need to have?

If it is a store, how will we know what it sells? If it is a tree house, it will have to have a special way to enter it. If it is a structure for an animal, what are the needs of that animal, and how does the structure reflect that?

Make some rough sketches in your sketchbook. Draw your building/structure ideas from more than one point of view

Talk over your design ideas with a peer: explain how the form of your structure will reflect its function. Process and integrate suggestions as you move on to the next step.

Criteria-based peer process assessment: Conceptualizes and sketches building/structure from more than one point of view. Draws and describes features in design that reflect the purpose of the structure._______________________________________________________________________

4. Demonstrate and guide referencing rough sketches and using math tools to create architectural elevation drawings. Teachers may choose to specifically integrate grade level math concepts in measurement, counting, fractions, scale, and geometry into design process. Lesson can be differentiated to include two elevations showing building from two points of view or can require elevations from all compass directions (and possibly birds-eye view site plan). Students may need additional advance practice drawing with rulers and grid paper.

Entrance Elevation Think about your rough sketch ideas. Start with drawing an elevation for the

main/entrance side of your building/structure: the side that most people will see first. Think about how the combination of shapes in your design communicates information about the purpose of the building.

Also think about basics of light (windows and lighting) entrance (doors, steps, etc.) and how the external shape of the building will align with what is inside.

A straightedge or ruler and grid paper are essential tools in technical drawing. Why is precision important in architectural design?

Protractors, geometry templates, and even found objects like different size caps and lids can help us create precise shapes in our designs.

We’re also using grid paper to guide our lines. Every vertical and every horizontal line you draw should be drawn with a straight edge and lined up with a grid line.

Additional Elevation(s) Choose another important side of your structure to represent. Check the shapes and

size of the building/structure in your first elevation to make sure that you are being consistent (so drawings match the same building in size and shape).

Use tools for precision and craftsmanship!


Criteria-based teacher checklist: Conceptualizes and draws elevations representing a building/structure from more than one point of view. Uses math tools (grids, straight edge, and/or templates) to create precise lines and shapes._______________________________________________________________________


LESSON STEPS____________________________________________Day Two1. Introduce design engineering construction process of building a three-dimensional architectural model out of repurposed materials based on two-dimensional building/structure elevation designs. Teachers may differentiate math content by requiring that students establish a scale relationship between drawings and models.

In the Next Generation Science Standards, I found this quote about what we will be doing today: “The goal of engineering is to solve problems. Designing solutions to problems is a systematic process that involves defining the problem, then generating, testing, and improving solutions.” (Next Generation Science Standards: Scientific Practice: Constructing Explanations and Designing solutions)

Our artistic/engineering problem to solve is to construct a 3-dimensional architectural model representing our 2-dimensional building/structure elevation designs.

Our models will be constructed from re-purposed materials using craftsmanship.

We have a big assortment of materials available. Part of our challenge is to identify materials that lend themselves to building our model, adapting those materials, and connecting parts in a way that our models are sturdy and communicate our design ideas effectively.

_______________________________________________________________________

2. Demonstrate and guide referencing elevation drawings in selection of materials for architectural model. Encourage students to begin to problem solve as they explore materials options. Set up a “maker” supply table or counter with a large range of re-purposed materials for students to browse through. Set a timer (2-3 minutes per group) so student groups can rotate through to select some basic starter materials for their models. After everyone gets started, students can return for additional materials as needed.

Choose materials creatively and wisely!

Think about the form and function of your building. What objects do you see with similar forms that could work for building your model? As I select supplies for my model, notice how I am figuring out how I can show what I visualized in my elevation designs.

Thinking ahead, what are ways that you can adapt some of the materials you see through cutting, bending, or taking apart?

What are some ways that you can attach, connect, or merge parts for your model?

Criteria-based process assessment: Shares ideas about how to adapt and connect materials._______________________________________________________________________

3. Encourage and support problem solving in construction while maintaining integrity of original design ideas. Emphasize craftsmanship in secure attachment of parts. Provide hole punches, scissors, staplers, glues, and tapes (low temperature glue guns and box cutters with guards for older students) for student groups to use.


As you start to build, remember that our major design challenge is to show our architectural design as a 3-D model. It may require extensive problem solving. Don’t give up!

We also want to use good craftsmanship as we build. That means that what we build is sturdy and does not fall apart, and that we do not have glue or tape globs, lumps, or other unsightly areas that detract from design.

When you cut, measure and mark areas in advance where you will cut. Open scissors wide, thumbs up and cut slowly.

Remember that when you glue, both surfaces need to make clear contact. You can also use double-sided tape or clear tape, stapling, hole-punching, and tying to connect parts.

Criteria-based teacher checklist: Constructs a three-dimensional form based on architectural elevations. Makes clean cuts and attaches all parts securely with minimal glue residue/tape. _______________________________________________________________________

4. Guide in-progress peer reflection.

Talk with a peer: Compare elevation drawings with 3-dimensional models so far. Are you communicating your ideas as effectively 3-dimensionally as you did 2-dimensionally?

Make suggestions and integrate peer suggestions as you complete construction.

Check for sturdiness. Can you turn your model upside down without it coming apart?

Criteria based peer process assessment: Constructs a three-dimensional form based on architectural elevations. Attaches all parts securely with minimal glue residue/tape._______________________________________________________________________

5. Assist students as they construct and complete models and recheck for sturdiness.

Evaluate your craftsmanship. Is there any area that you can improve upon or refine?

Recheck for sturdiness. Can you turn your model upside down without it coming apart?

Be sure that you are using craftsmanship. Is your model sturdy? Can you turn it upside down and have all parts still securely in place?

Facilitate student reflection, drawing, and writing on Designing Structures Worksheet. Distribute Designing Structures Worksheet to each student. With younger students, responses can be oral.

Sketch your completed model and write about your architectural design process on your Designing Structures Worksheet.


We will be asking you to share the thinking and engineering that went into you architectural drawings and model when we come together to reflect as a group.

Criteria-based teacher checklist: Makes clean cuts and attaches all parts securely with minimal glue residue/tape. Draws and describes features in design that reflect the purpose of the structure._______________________________________________________________________

6. Facilitate criteria-based reflection on architectural models presented alongside elevation drawings. Have students pair their elevation drawings with their architectural models.

What special features in your building/structure elevations show information about who and what the building is for?

Share artistic and engineering challenges and successes transforming your idea from a 2-dimensional elevation drawing to a 3-dimensional model.

Describe examples of peer 3-dimensional models that clearly show design ideas seen in elevation drawings.

Describe the process of using repurposed stuff to make your model. Was the engineering problem to solve: “building a 3-dimensional model based on your elevation drawing” challenging?

What are advantages and disadvantages of repurposing materials?

Criteria-based group reflection: Reflects on artistic and engineering design and construction process._______________________________________________________________________


Designing Structures Worksheet

Name: Date:

2-D ARCHITECTURAL ELEVATION DESIGNSDescribe the building/structure you designed. (proposed size, shapes, details)

_______________________________________________________________________

_______________________________________________________________________

What is the function or purpose of your building? (what and who is it for?)

_______________________________________________________________________

_______________________________________________________________________

What special design features in your design tell us about what and who the building is for?

_______________________________________________________________________

_______________________________________________________________________

3-D ARCHITECTURAL MODELSDescribe any challenges building a 3-dimensional model based on your elevation drawing.

_______________________________________________________________________

_______________________________________________________________________

Describe an engineering construction problem you experienced in building your model and the solution you came up with to solve that problem.

___________________________________

___________________________________

___________________________________

Make a sketch of your finished architectural model in the box on the right. Does your model look like your elevation drawings? Why or why not?

___________________________________

___________________________________

___________________________________


ARTS IMPACT LESSON PLAN Arts Infusion Designing Structures: Drawings and Models

Teachers may choose to use or adapt the following self-assessment tool.

STUDENT SELF-ASSESSMENT WORKSHEET

Disciplines VISUAL ARTS/MATH/ENGINEERING/SCIENCE Total5Concept 2-D Architectural Design 3-D Architectural Model

Criteria

Student Name

Conceptualizes and draws elevations

representing a building/structure from more than

one point of view.

Uses math tools (grids,

straight edge and/or

templates) to create precise

lines and shapes.

Draws and describes features in design that reflect the

purpose of the structure.

Constructs a three

dimensional form based on architectural elevations.

Makes clean cuts, attaches all parts securely with minimal glue residue/tape.


ARTS IMPACT LESSON PLAN Arts Infusion Designing Structures: Drawings and Models

CLASS ASSESSMENT WORKSHEET

Disciplines VISUAL ARTS/MATH/ENGINEERING/SCIENCE Total5Concept 2-D Architectural Design 3-D Architectural Model

Criteria

Student Name

Conceptualizes and draws elevations

representing a building/structure from more than

one point of view.

Uses math tools (grids,

straight edge and/or

templates) to create precise

lines and shapes.

Draws and describes features in design that reflect the

purpose of the structure.

Constructs a three

dimensional form based on architectural elevations.

Makes clean cuts, attaches

all parts securely with minimal glue residue/tape.

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.TotalPercentage

What was effective in the lesson? Why?

What do I want to consider for the next time I teach this lesson?

What were the strongest connections between visual arts and other subjects?

Teacher: Date:


ARTS IMPACT FAMILY LETTER

VISUAL ARTS AND STEM LESSON: Designing Structures: Drawings and Models

Dear Family:

Your child participated in an Arts, Math, Science, and Engineering lesson. We learned about architecture and how math, art, and engineering are a part of architectural design.

We studied great architecture and analyzed how the form of buildings or structures can communicate information about their function or purpose. We also identified math concepts seen in architecture.

We talked about how architects design 3-dimensional buildings in a 2-dimesional format by representing the building from multiple points of view or elevations.

We conceptualized and sketched building ideas with a focus on how the form of the building or structure reflects its purpose.

We then created at least two elevation drawings that show our building from different points of view. We used math tools to make these architectural plans precise.

We constructed a 3-dimensional architectural model based on our elevation drawings using repurposed materials. The process of transforming ideas shown in 2-dimensional drawings into 3-dimensional models challenged us with many engineering problems to solve.

We used good craftsmanship in constructing our architectural models and tested them for sturdiness.

We reflected on our design and model construction using a Designing Structures Worksheet. Last, we viewed our elevation drawings and models as a group and talked about our thinking and problem solving process.

At home, you could collect and repurpose materials to build structures to play with. You could also design and build a structure that accommodates a pet or wildlife based on the needs of that animal.

Enduring Understanding

Architectural drawings showing multiple points of view and 3-dimensional models can communicate information about the form and function of a structure.


€¦ · web viewfoam or wood play blocks; arts impact sketchbook: drawing pencils: 2b and hb:...

Documents