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Neighborhood Architecture Lesson Plan

Author: Jenny Davis

Year: 2015

Artform: Visual Art

Subjects: Social Studies

Grade: 3rd

Duration: 4 weeks

Overview: Students will tour the neighborhood learning about different types of architecture found in their community and then create one painting of a specific architecture type house.

Standards and Objectives

USOE/UEN OBJECTIVE STANDARD 1:
(Making): The student will explore and refine the application of media, techniques, and artistic processes.

OBJECTIVE 1
Explore a variety of art materials while learning new techniques and processes.
USOE/UEN OBJECTIVE: THIRD GRADE STANDARD II:
Students will understand cultural factors that shape a community.

THIRD GRADE STANDARD I:
Students will understand how geography influences community location and development.
Art Form: experience, identify, investigate and build skills

The student will:

  1. Create a field guide including the information learned about the different architecture styles to take on our walking tour of the neighborhood.
  2. Create a large painting of a house in a certain architecture style found in our neighborhood.
  3. Learn how to draw with correct scale using a ruler to create an accurate architectural drawing.
  4. Learn to apply paint to create implied textures, and learn how to clean and care for painting supplies.


TEACHING AND TIMELINE

INTRODUCTION

  1. Introduction of Architecture styles found in the neighborhood including pictures, reasons why they are found in this neighborhood and characteristics unique to each style. Each student in his or her field guide will record this info.
  2. Take field guide and each class on a walking tour of the neighborhood to identify and discuss architectural and community characteristics.
  3. Introduction of drawing and painting process. Intro to materials as well as how to properly use and clean up all different tools.

DEMONSTRATION

Specialist Activities/Demonstration

  1. Show student examples from years before.
  2. Discuss drawing first using templates to begin for scale. Discuss Scale and use measurements and rulers to make sure doors; windows, etc. are the right size. Add architectural characteristics as well as landscape.
  3. Demonstrate painting, including both the application, and clean up. Also demonstrate and discuss creating implied textures with paint.

Classroom Teacher Activities

  1. Assist in coordinating walking tour of neighborhood. And incorporate geographical info.
  2. Help organize students into different house styles.
  3. Provide assistance to students with drawing, measuring, and painting applications.

WORK PERIOD

Student Activities

  1. Create field guide to help identify different architecture styles.
  2. Go on walking tour of the neighborhood and identify community and architectural characteristics.
  3. Choose an Architecture style.
  4. Begin by sketching and drawing house to scale, using rulers, measurements, and templates.
  5. Add architectural elements, and landscaping.
  6. Begin painting by blocking in large background colors.
  7. Add implied textures and details.
  8. Display in the community including, school, district offices, and city and county building.

CLOSURE/SUMMARY

Reflect on how the unique characteristics of an area influence where and how communities develop, their relative wealth and power, and how they adapt to changes, including their own community.

The student will:
  1. The students will discuss and understand that the unique characteristics of an area influence where and how communities develop, their relative wealth and power, and how they adapt to changes, including their own community.
  2. Be involved in an architectural walking tour of the neighborhood as well as a GPS navigated tour of the neighborhood.
  3. Have their artwork displayed in the community, i.e. School, District, City and County Building.
  • Why is architecture important?
  • How does architecture shape our community and history?
  • How can we preserve our neighborhood?
  • Architecture
  • Template
  • Implied Texture
  • To Scale
  • Community
  • Field Guide
  • How does our History influence our neighborhoods and our communities?
  • What other Artists painted buildings?
  • Who are some historically famous Architects?
Visual Art Teacher uses informal assessment as well as a checklist to be filled out by student as they finish the project.

Teacher will make connections and assess other learning in the classroom connected to our neighborhood architecture project.

SUPPLIES, EQUIPMENT AND RESOURCES

  • Pictures of types of architecture found in your neighborhood
  • Templates (teacher made to help students get started on large scale with important basic shapes for that type of architecture)


SUPPLIES FOR FIELD GUIDES:

  • Photos of houses in neighborhood
  • Large poster boards
  • Paintbrushes
  • Paint ( Tempera or Acrylic)
  • Palettes
  • Black mounting board
  • Pencils
  • Erasers
  • Rulers