Architectureunit

Level 3: ART 309 & Student Teaching
ArchitectureUnit
CentralFocus Community structures promote people to interact with the space and with each other.
GradeLevel Late Sr High (11-12)
ClassSize 20
Time 45minutes
ClassDemographics Rural
NationalVisualArtsStandardsAddressed3pts
VA:Cn11.1.IIIa.a. Appraise the impact of an artist or a group of artists on society's beliefs, values, and behaviors.
VA:Cr1.1.IIIa.a. Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect
social change.
VA:Cr1.2.IIIb. Choose from a range of materials and methods of traditional and contemporary artistic practices, following or
breaking established conventions, to plan the making of a series of works of art and design based on a theme, idea, or
concept.
VA:Cr3.1.IIIa. Reflect on, re-engage, revise, and refine works of art and design in response to traditional and contemporary
criteria aligned with personal artistic vision.
VA:Cn10.1.IIIa. Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create
meaningful works of art or design.
CommonCoreStateStandardsAddressed
CCSS.ELA-LITERACY.SL.11-12.1.C Propel conversations by posing and responding to questions that probe reasoning and
evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.A Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance
on any one source and following a standard format for citation.
CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and
the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and
informal tasks.
UNITOVERVIEW
The students will explore architectural and sculptural concepts through discussions and readings about artists and their work.
The students will connect concepts of community to architecture through class discussion. Each student will experiment with
and develop paper design forms to prepare them for developing a paper maquette, a proposal for a structure that will improve a
community.
Forms 2D 3D 4D
Frames Cultural Subjective Structural Postmodern
Conceptual
Artwork Artist Audience World
Framework
StudentPriorKnowledgeandConceptions
Basic knowledge of the elements and principles of design
How to properly and safely use an exacto knife to cut paper
Creating lines and basic shapes with a ruler
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12
Using a set square

InterdisciplinaryConnections
Social Studies
Language Arts
UNITOBJECTIVES
As a result of this lesson, students will be able to:
1. In complete sentences, answer all the questions on the artist handout based on their interpretation of Rob Voermans
Faculty and discuss these in class. VA:Cn11.1.IIIa.a.
2. Experiment with cardstock paper to create three design forms at least partially in the round, no larger than 6x6in: a
pleated form with inverted pleating, a cylindrical form made with bent, curved score lines, and a design cut into the
center of a shape and transformed into a 3D form using the previously learned techniques. VA:Cr1.2.IIIb.
3. Before starting the community structure maquette, create at least three 2x2 inch thumbnail sketches and one final 6x6
sketch of their structure. VA:Cr1.1.IIIa.
4. With cardstock paper and two other materials of their choice, create a three dimensional maquette, no larger than
9x9x9 inches, of a structure that would improve their community. VA:Cn10.1.IIIa., VA:Cr1.1.IIIa.
5. With a partner complete an in-progress critique by writing and discussing with their classmate: one compliment on
something they like about their artwork, one suggestion for improvement and one design element that is developing
well. VA:Cr3.1.IIIa.
6. Write and present an artist statement about their community structure maquette by answering all seven questions on
the artist statement worksheet. describing the background of their piece and predicting how the audience will respond
to their artwork. VA:Cn10.1.IIIa.
TEACHERMATERIALS3pts
Rob Voerman handout Camera Teachers design form examples
Antoni Gaudi handout Computer Teachers final project example
In-Progress critique worksheet Projector Design form rubric
Artist statement worksheet Printed images Community Structure Rubric
Paper Techniques Handout Powerpoint
STUDENTMATERIALS3pts
masking tape cardstock paper cellophane
sketch paper or copy paper scrap cardstock paper string
pencils xacto knives wire
erasers scoring knives (penknife) found materials
set squares compass scissors
thick cardboard for work surfaces metal rulers quick dry glue
paper clips Colored pencils scotch tape
ARTISTSINCONTEXT
KeyArtists Rob Voerman, Krijn De Koning, Charles Klauder, Antoni Gaudi, Victor Horta
KeyArtworks Rob Voerman, Faculty, 2015
Rob Voerman, Into the Grid, 2015
Charles Klauder, Cathedral of Learning, 1931
Krijn De Koning, Shafts and Corridors, 1963
Victor Horta, Stairway of Tassel House, 1892-1893
Antoni Gaudi, Casa Batllo, 1906
KeyCriticalQuestions 1. How does an artists choice of materials affect the way the viewer understands the artwork?
2. In a different context (time, place or culture) how would you predict that the audience would
understand the piece?
3. How do you predict the audience will interact with each other and how will that make an impact
on the community?
4. How will knowing the background knowledge about an artwork impact how the audience
responds?
VOCABULARYANDLANGUAGEACQUISITION4pts
Vocabulary utopia - any visionary system of political or social perfection.
metaphor- something used, or regarded as being used, to represent something else;
emblem; symbol.
maquette - a small model or study in three dimensions for either a sculptural or an
architectural project.
architectural- something that looks like buildings, open areas, communities, and other
artificial constructions and environments, usually with some regard to aesthetic effect.
organic- of or relating to the shapes or forms in a work of art that are of irregular
contour and seem to resemble or suggest forms found in nature.
geometric - resembling or employing the simple rectilinear or curvilinear lines or figures
used in geometry.
abstract- of or relating to the formal aspect of art, emphasizing lines,
colors,generalized or geometrical forms, etc., especially with reference to their
relationship to one another.
functional- having or serving a utilitarian purpose; capable of serving the purpose for
which it was designed
ArtNeoveau- a n art movement in the early 1900s that emphasized ideas of
abstraction, fantasy, energetic movement and the use of organic forms with great
attention to detail in the designs.
fluted- having grooves or channels within a form
pleat-a fold of definite, even width made by doubling paper or cloth upon itself to make
it look like a zig-zag
scored-a line scratched into a piece of paper with penknife
LanguageFunctions analyze, compare/contrast, critique, describe, interpret
LanguageDemands Syntax Discourse
LanguageTasksand 1. Critique their classmates artwork during in-progress critiques
Activities 2. Analyze and describe the function and meaning of an artwork
LanguageSupports 1. Vocabulary will be available for students to see written up on the board
2. Students will have paragraphs of information about the artists to refer back to.
SPECIALPRE-INSTRUCTIONPREPARATIONS
Plan a field trip to a local architectural building.
Have students consider different materials they encounter in community spaces and collect various materials they would
like to use in their project.
ACCOMODATIONSFORSPECIFICDIVERSELEARNERS
AdaptationsandAccommodations
As I am presenting the powerpoint, students will discuss the material with partners and then as a class. This will allow
opportunities for shy students to have a chance to share their thoughts.
They will fill out the worksheet as a way of following along during the Powerpoint. They will have some spaces to write out
answers as short response and as fill in the blank. This will be an instructional aide to all students, especially students who
struggle with their attention.
With the longer portions of writing on the worksheet and powerpoint, I will read these as the students follow along. This will
be helpful for students who may struggle with reading.
EnrichmentandExtensions
The student will consider the environment that their community architecture will be in and construct a ground and
background for their maquet to be placed in the context of its environment. This environment could be made with
cardstock paper that is painted or construction paper. The student can create layers in the background to create a sense
of depth of field.
ActivityforEarlyFinishers
The student will create to-scale paper cut-outs of people and/or furniture to place in or around their architectural structure.
OBJECTIVE-DRIVENASSESSMENTS3pts
1. I will collect the students writing on the artist handouts and assess these based on a rubric considering: development of
responses, complete sentences and relation to content (Objective 1).
2. Before the students start their community structure, the teacher will check these items for completion: four practice forms
finished with a rubric considering: participation, completion, craftsmanship and effort (Objective 2).
3. I will collect the writing from the students after they complete their peer, in progress critiques and assess these based on a
rubric considering participation and completion (Objective 5).
4. The students will turn in their sketches, artist statement and final maquet at the end of the unit. I will assess these with a
summative rubric considering completion of sketches, conceptual development, craftsmanship, effort and participation
(Objectives 3, 4, 6).
REFERENCES3pts
Blankenbehler, B. (2015, October 27). Cathedral of Learning, Pittsburgh. Retrieved March 15, 2017, from
http://www.architecturerevived.com/cathedral-of-learning-pittsburgh/
Borchard, G. (1973). Paper sculpture. New York: Taplinger Pub. Co.
Casa Batllo. (n.d.). Antoni Gaud Biography. Retrieved March 16, 2017, from https://www.casabatllo.es/en/antoni-gaudi/
Commonalities and Uniquities. (2007, October 30). Retrieved March 15, 2017, from
http://www.group-games.com/team-building/commonalities-and-uniquities.html
Davies, P. J.; Denny, W.B.; Hofrichter, F. F.; Jacobs, J.; Roberts, A.M.; Simon, D.L. (2012). Progress and Its
Discontents: Post-Impressionism, Symbolism and Art Nouveau, 1880-1905. In Janson's History of Art: the western
traditio (8th ed., pp. 903-941). Upper Saddle River, NJ: Pearson Education, Inc.
Johnson, P. (1958). Creating with Paper. Seattle, WA: University of Washington Press.
Mattress Factory. (1970, January 01). ANNOUNCING // "Factory Installed @ 500 Sampsonia Way" Artist Interviews. Retrieved
from http://artyoucangetinto.blogspot.com/2015/10/announcing-factory-installed-500.html
Swinton, D. (1995). The magic of paper sculpture. London: Cassell.
Mattress Factory: ToolKit: Designing Classrooms. Retrieved from
http://site.mattress.org/archive/index.php/Detail/objects/20272
Voerman, R. Website design Marco Gerritsen - development by www.mediamogul.nl. Retrieved from
http://www.robvoerman.nl/text-about-rob
Voerman, R. Website design Marco Gerritsen - development by www.mediamogul.nl. Retrieved from
http://www.robvoerman.nl/projects/into-the-grid
* Developed and written by Stephanie Jarrett, Art Education, Illinois State University, 2017 *
INSTRUCTIONALSTRATEGIESANDLEARNINGTASKSDAY/LESSON1
Launch2pts InstructionMethods2pts
(5 min) split up class into teams of 4-5 students. These teams will do the launch Group Activity
activities together each day of this unit. Discussion
Students discuss specific characteristics they have in common
Have one student write these down as a list
Ask one student to share from their group
Instruction5pts InstructionMethods2pts
(7 min) Students write their definitions of the vocabulary terms (pre-test Review
assessment) Pre-assessment
Teacher gives the layout of class time Discussion
(5 min)Powerpoint - 1st slide Teacher asks questions about architecture as a Writing
place for community Lecture
Define Architecture
Audience: Is there a space that you often gather with your family
or friends? Where is it? What do you do? What were the sights,
sounds, textures around you?
Can you think of a space that was made for just one person to
enter? Can you think of a space that was made for many people
to enter? Schools being a place for many different people.
What is the purpose of architecture?
Why is architecture important in communities?
(20min)Powerpoint: Give students Rob Voerman Handout
Students write their responses to questions on the handout, then discuss
these as a class for each of these portions
First response to Faculty
Faculty structure
Compare/Contrast Cathedral of Learning and Faculty
Discuss their responses as a class.
(5 min) Introduce the community structure project
pass out project rubric, artist statement worksheet
objectives
show examples of design forms
show teacher example
questions?
Closure2pts InstructionMethods1pt
(3 min) Students summarize the ideas and vocabulary learned in class group discussion
Teacher will ask students to Summarize
research architecture designs
focus on the questions on their artist statement
be prepared with ideas for their research
Launch1pt InstructionMethods1pt
(5 min) Students get into their teams Group activity
Discuss specific characteristics unique to each student Discussion
Have one student write these down as a list
Ask one student to share from their group
(5 min) Teacher asks students to recall material from previous class period Review
Teacher gives the layout of class time Discussion
(20 min) Teacher shows Powerpoint Writing

Rob Voerman: Into the Grid Lecture
Krijn De Koning Demonstration
Art Nouveau movement
Antoni Gaudi worksheet
(10 min) Allow Students to do independent research on community and
architectural ideas
teacher reminds students to focus on the questions on their
artist statement
Closure1pt InstructionMethods1pt
(5 min) Students summarize the ideas and vocabulary learned in class Discussion
Teacher will remind students that in the next two days Summarize
continue to research architecture designs
be prepared for lesson 4 (in two days) with their:
3 thumbnails sketches (2x2)
1 full sketch (6x6)
and two sentences explaining their idea for their
community structure
(5 min) Students get into their teams Activity
Individually students will participate in a memories of places activity Discussion
Remember an environment that you felt calm. Were you
inside/outside? Were you with other people/ by yourself? What
were the sights, sounds, textures around you?
Students briefly share with their team what they were thinking about
(5 min) Teacher asks students to recall material from the previous class Review
period Discussion
Teacher gives the layout of class time Demonstration
(10 min) Teacher Demonstrates Paper Sculpture techniques Student experimentation
Teacher gives students the paper sculpting techniques handout and
discusses these:
Rolling - cylinders and curls
Scoring and Bending
Measuring with set square and ruler
Pleating - scoring parallel lines and bending a shape
like a zig-zag
Fluting - scoring parallel lines, bending and rolling any
shape
Scoring and bending straight and curved lines
Cutting into pleated forms with perpendicular and
diagonal lines, pushing these forward to create
reversing pleating
Cutting design into a shape with an xacto knife
(20 min) Students start experimenting with their design forms to create:
1. a fluted cylinder
2. a pleated form with inverted pleating
3. a form made with bent, curved score lines
4. a design cut into the center of a shape and transformed into a
3D form using at least one previously learned techniques
(5 min) Students summarize the ideas and vocabulary learned in class Summarize
Teacher will remind students that for the next class period Discussion
finish up research on their architecture designs Writing
Students have time to start work on their community structure if
they have these things completed next class period:
finished design forms
1 full sketch (6x6)
and two sentences explaining their idea for their
community structure
(5 min) Students get into their teams Group Discussion
Teacher asks these questions: If you could create secret passageways in Class Discussion
the school where would they lead? Would there be a secret place it would
lead to? Why would you go there?
team discussion
teams share with class
(5 min) Students review material from the previous class period Review
Teacher gives the layout of class time Experimentation
Students review the paper sculpting techniques Discussion
(10 min) Teacher demonstrates how to: Teacher-student conferencing
create supports for their structure
create basic geometric shapes with tabs for gluing
cubes
rectangular prisms
cones
pyramids
use glue and tabs to hold together their shapes
add cellophane for colored windows
add string
(15 min) Students have time to work on their community structure
If students have
Finished their design forms
1 full sketch (6x6)
written two sentences explaining their idea
and the teacher has checked in with them
then they can start work on their project
(5 min) Clean-up
(5 min) Students discuss the ideas they have been coming up with for their Discuss
community structures.
Teacher tells students that they will be having an in progress critique next
class period
(5 min) Students get into their teams Group Discussion

Teacher asks these questions: If you were to place a community structure Class Discussion
or meeting place in the middle of the school, what would it say about the
students in this school? How would the choice of materials tell the viewer
something about the students? Would the structure be viewed differently
in a different place like a park?
team discussion
Teacher gives the layout of class time Work Day
and tells the students about their in progress crit at the
beginning of class tomorrow
(30 min) Students in class work time
(5 min) Clean-up
(3 min) Students discuss tips and tricks theyve learned so far about sculpting Summarize
with paper Discussion
Teacher tells students that they will be having an in progress critique first thing
next class period
Teacher asks these questions: When you see a community structure, how Discussion
do you know that you are welcomed in? Is it the people or the structure
itself that is welcoming? How do different people look at the same
structure and have different interpretations about what feels welcoming to
them?
team discussion
Teacher gives the layout of class time In - Progress critiques
(15min) The teacher will give guidelines for the progress critique: give Work Day
feedback that you would like to receive - keep it positive, nothing mean
Students get into pairs and each complete the in-progress
critique worksheet for their partner - preferably a partner who
isnt too far from their desk.
both students will refer to their partners community
sculpture and write their responses on the worksheet.
the students will share their responses verbally with
one another
once they are finished they will show their written
notes to the teacher and the students will hold on to
these notes as reference
(5 min) Clean-up
Teacher reminds students that next class period will be the last work day before
critiques
gives students the option to come in before or after school to
finish their project if they need extra time
Teacher asks these questions: If you were to place your community Discussion
structure in a different country would people respond to it differently?
What metaphors or symbols are represented in the structure? What
knowledge of these metaphors or symbols are relevant to your culture?
team discussion
and tell the students about their in progress crit in the second
half of class tomorrow
(5 min) Clean-up
Teacher reminds students that they will be doing critiques the next class period
gives students the option to come in before or after school to
finish their project if they need extra time
Teacher asks these questions: Why is community important to learning? Discussion
How do communities impact your learning? Are there extracurricular
activities you are involved in which you learn from each other?
team discussion
(30 min) Students critique time.
Each student will share their artist statement and their
community structure with the class and explain any further
details about their work.
teacher calls on students volunteer to share, while paying
attention to the participation of all students:
one compliment on something they like about the
artwork as a whole
one suggestion for improvement
one specific part of the artwork that adds to their
concept as explained in the artist statement.
(5 min) Post-test for vocabulary terms
(5 min) Students discuss Summarize
what were the most challenging parts of the unit? Discussion
what were the most enjoyable parts of the unit?
what did you learn about community in this unit?

Architectureunit

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Level 3: ART 309 & Student Teaching

Level 3: ART 309 & Student Teaching

Using a set square

Level 3: ART 309 & Student Teaching

Level 3: ART 309 & Student Teaching

Level 3: ART 309 & Student Teaching

Level 3: ART 309 & Student Teaching

(20 min) Teacher shows Powerpoint Writing

Level 3: ART 309 & Student Teaching

Level 3: ART 309 & Student Teaching

(5 min) Students get into their teams Group Discussion

Level 3: ART 309 & Student Teaching

Level 3: ART 309 & Student Teaching

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