Lesson Plan. Preparation. Architect Walk Architect Gallery Walk Architectural Design. Performance Objective. Specific Objective

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1 Architect Walk Architect Gallery Walk Architectural Design Lesson Plan Performance Objective Students will gain knowledge of various architects, their styles, contributions, and influences. Specific Objective Terms Time Demonstrate the process of architectural research Identify the various architects Identify various architectural styles and techniques Identify important architectural projects Describe the significance of architectural history Demonstrate the use of presentation to properly communicate information/research findings Architect a person who practices architecture for a profession Style a particular kind, sort, or type, as with reference to form, appearance, or character Project a body of work by an architect The lesson will take minutes to complete. The independent practice can take anywhere from 45 minutes to a few days, depending on teacher resources, needs, and time frame. Please refer to the extension/enrichment section for explanation. Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. 1

2 Architectural Design (c) Knowledge and skills (9) The student demonstrates an understanding of architectural history and culture as records of human achievement from ancient Egypt to the present. (A) compare and contrast historical and contemporary styles, identifying general themes and trends (B) describe general characteristics in architectural projects from a variety of cultures Interdisciplinary Correlations: World History Studies (c)(26)(A). Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; (c)(26)(B). Analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced. Mathematical Models with Applications (c)(9)(A). Use geometric transformations, symmetry, and perspective drawings to describe mathematical patterns and structure in art and architecture. Occupational Correlation (O*Net Job Title: Architects, Except Landscape and Naval O*Net Number: Reported Job Titles: Architectural Project Manager, Principal, Design Architect Tasks: Consult with clients to determine functional or spatial requirements of structures. Prepare scale drawings. Plan layout of project. Prepare information regarding design, structure specifications, materials, color, equipment, estimated costs, or construction time. Soft Skills: Active Listening, Complex Problem Solving, Critical Thinking Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate students with learning differences by referring to the files found on the Special Populations page of this website (cte.unt.edu). 2

3 Preparation Review and familiarize yourself with the terminology, materials, and presentation software. Have materials and documents ready for distribution prior to the start of the lesson. This lesson will take minutes. The Extension/Enrichment section of this lesson contains some ideas that can extend the lesson. The extent of the time frame given can vary depending on your needs and resources. This presentation part of the lesson can be digital or manual depending on your resources. References Kostof, S. (1995). A history of architecture. Location, State Abbreviation: Oxford University Press. Neal, J. (1999). Architecture: A visual history. New York, NY: Sterling. Instructional Aids Reference Books Sample presentations Lesson Presentation Instructor Computer/Projection Unit Materials Needed Paper Pens, pencils Presentation boards (if needed) Construction paper (if needed) Markers (if needed) Cutting tools (if needed) Equipment Needed Computers/library for research Surface to hang presentations (if needed) Headphones and microphones (if needed) Learner Preparation Discuss rules and guidelines for use of computer lab. 3

4 Introduction The main purpose of this lesson is to help students: Learn about important architects of the past (past) Understand how their works influenced our culture (present) Identify new architectural trends of building and design (future) Show examples of architects and their works. Allow students to ask questions and discuss pictures if they are unclear or curious. Ask students if they know any architects. If so, how did they hear of them? Tell students that architects have been around for a long time. Many of them have created some very significant pieces of architecture or had great influences on other architects. It is important to study these architects and their work to better develop ourselves and our skills. Ask students if anyone has ever done research. Tell students that researching a subject matter, in this case, architects, can be time consuming but rewarding. When researching, we do not only want to focus on the facts, but the reasons behind decisions, ideas, and choices. In order to make things easier, we are asking each student to investigate a specific architect and all students will view the presentation. Ask students if they have ever created a presentation, either manually or digitally. Tell students that presentations are very important in the architecture world. Effective presentation skills are one of the most important skills you can learn because it is about proper communication. We want to develop clear and well thought out presentations of our assigned architects. 4

5 Outline Outline (LSI Quadrant II): Instructors can use the software presentation and slides in conjunction with the following outline. MI OUTLINE NOTES TO INSTRUCTOR I. Prior knowledge of architects and their roles in our culture and society Begin discussion over architects, research, and presentation. Discover students prior knowledge. Use images from web sites, magazines, etc. II. III. IV. Introduction of research and presentations Demonstrate how to properly research and develop presentations Show how to use the tools and materials for research and presentation development V. Independent Practice Use software presentation slide 4 to introduce concepts. Demonstrate how to conduct research and develop presentations using either projector or available means. Show the tools and materials available to you for creating presentations. This could vary if you are using digital or manual means. Students will begin research and develop their architect presentations. Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Visual/Spatial 5

6 Application Guided Practice (LSI Quadrant III): Discuss and show presentation samples Model how to create a presentation, whether digital or manual Demonstrate how to research using the resources available Independent Practice (LSI Quadrant III): Have students begin research. Have students develop presentations. Have students self-critique presentations before finalizing. Summary Review (LSI Quadrants I and IV): Have students present their architects in a gallery walk format. Ask students to reflect on each other s presentations. Have students brainstorm things they liked and displayed about the presentations. Have students discuss the architects and who they liked and disliked. Informal Assessment (LSI Quadrant III): Any and all of the following can be used as informal assessments Spot check for proper research Spot check for use of architecture terms Check progress on research Check progress on developing presentation Formal Assessment (LSI Quadrant III, IV): Presentation participation Presentation rubric grading Presentation peer rubric grading Evaluation 6

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8 Enrichment Extension/Enrichment (LSI Quadrant IV): Students can record their voices narrating their own presentation. Students may develop their own grading rubrics as a class or individually. Students may view only certain presentations. After viewing, students may select a few presentations to present to class. 8

9 Concepts: Gallery Walk: Research: Presentation: Slideshow: Architectural Design Architect Gallery Walk Handout an assessment that has students active and moving while assessing other students work investigating a subject matter to attain knowledge and understanding a formal way of communicating your knowledge to other people a type of presentation that uses pages with information in a predetermined format Vocabulary: Architect: Style: Project: a person who practices architecture for a profession a particular kind, sort, or type, as with reference to form, appearance, or character a body of work by an architect 9

10 Gallery Walk Concept: Architectural Design Architect Gallery Walk Test/Project Students will each create a presentation to share with the class. Instead of presenting one at a time, each student will rotate to a station to view the presentation. The presentation could be on the computer, as in a lab setting, or developed manually and hanging around the classroom. Project: Test: Student will create a slideshow presentation of an architect. Student will be assigned the architect to research. The slideshow should meet the following criteria: 5 slide minimum 1 st slide should be an architect introduction with 5 interesting points The points do not need to be facts, but important aspects (e.g., an influential American architect) 2 nd 4 th slides 3 projects from the architect Projects do not have to be buildings; possibly furniture, bridges, industrial design, etc. are also acceptable 5 th slide should be an educated opinion of the architect by the student The slideshow will then be shown/displayed while students walk around and view each other s projects.. Students will use the grading rubric for each peer presentation. Students will be graded using the rubric and teacher review. Extension: Students can record their voices during the presentations. Students can extend slide content with additional architectural projects and related information. 10

11 Rubric Task Statement: Architect Walk Task Assignment: Architect Gallery Walk Criteria - Concepts/Skills to be Assessed Novice 1 Criteria Categories (Novice to Exemplary) Developing Accomplished 2 3 Exemplary 4 Points Earned Slide Count (Possible 4 points) Student has at least two slides Student has three slides Student has four slides Student has all five slides Project Slides or Presentation pages (Possible 4 points) Does not have project slides/pages Has one project slide/page Has two project slides/pages Has all three complete project slides/pages Architect Points (Possible 4 points) Does not have architect points Has a few architect points Has some architect points Has well researched architect points Opinion Slide (Possible 4 points) No opinion of the architect Simple opinion of the architect Minimal opinion of the architect A well thought out and educated opinion of the architect Overall Presentation (Possible 4 points) Poor quality, not thought out, poor presentation Decent quality, minimal research, presented material Good quality, nice presentation, well understood Excellent quality, well researched and thought out A = points Total Points: 20 B = points C = 12 9 points D = 8 5 points F = 4 1 points 11