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Teacher's Choice for Activity One Visiting Architect or Learning About Architecture Objectives
Description If possible, arrange in advance with a parent who might be an architect or who knows of one willing to speak to the class. Students should plan ahead of time what they want to find out about architecture and create a list of some questions to ask. Ideally, the architect would bring a set of blueprints. If having an architect is not feasible, the teacher could use the set of blueprints in the appendix to see if students can discuss and discover what an architect does. Begin a list of vocabulary words and architectural terms that students may also want to write in their journal. Vocabulary Architect -- a person who designs buildings and oversees their construction. Blueprints -- a set of different types of technical drawings, drawn to scale, named after the original copying process that produced the prints in white lines on blue paper. Scale -- one of the external faces of a building; also, an architect's drawing of a facade, set out to scale. Section -- an enlargement or increase in detail in a particular. Elevation -- various views of the building set in plans, giving architects a look at what the finished product might look like. Plan -- also known as blueprints, these can also be rough sketches. Draw Ask students to do a detailed sketch of their house in class. Remind them to think of the number of stories in the building, what the roofline is like, the placement of doors and windows, the materials with which the house is constructed, and any decorative details. This is not a graded assignment, but rather a comparison for the accurate "seeing" they will learn to do. (Note tie-in with accurate drawing assignments of artifacts.) Draw Again Explain that there are several different ways to draw a building. There is a simple sketch, a more detailed record, a cross section, an elevation, and a measured floor plan. Ask students to take paper, pencil and ruler home and do a detailed, accurate drawing of their house, with the house in front of them for constant visual reference. Graph paper might help with accurate placement of windows, doors, etc. Encourage them to use a ruler to help place and space doors, windows, etc. accurately. Pay close attention to the roofline and chimney, styles of windows, decorative details. Where possible, detail the building materials in your sketch. If the house has siding it is possible to get an estimate of the height by measuring the pitch (height) of one board or shingle and then counting the number of boards. Compare Compare the first memory sketch with the more sophisticated drawing. Which provides the most information? Post all the drawings and look at the various styles of housing. How many students live in apartment buildings? How many live in single residences? Do any live in multi-purpose buildings (e.g., store plus residence)? Are various styles represented? Materials Needed
Activity 1
- Activity 2 - Activity
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