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Course Objectives and Overview Author:
Kathryn Maxwell
Grade Level: Art Class Grade 8
Indiana Academic Standards: Visual Art Standards 1 and 2 (History), 4
(Criticism), 5 (Aesthetics), 7, 8, 9, 10 (Production), 11 and 12 (Careers
and Community), 13 (Integration)
Days One and Two: Slide Presentation and Architectural Vocabulary
8.1.1
Using the Architectural Styles handouts and viewing slides, the
student will view and discuss similarities and differences in the following
architectural styles: Federal, Greek and Greek Revival, Roman and
Romanesque, Gothic and Gothic Revival, Italianate, Second Empire, and Queen
Anne
8.1.2, 8.6.1
Students will note in the slide presentation the differences that evolved
among periods in architecture.
8.1.3
Students will view illustrations of a variety of decoration in architecture
that was influenced by various motifs derived from nature.
8.2.1, 8.2.2
Students will recognize that some slides will represent examples of the
above architectural styles that exist in their own community.
8.2.3, 8.6.2
In class discussion, students will compare the early Western styles of
architecture to the historical buildings in their community.
Day Three: Architectural Design Elements
8.3.3
Students will read the
Architectural Design Elements handout and look
at examples on slides or from additional classroom resource books.
Day Four: Drawing Architectural
Design Elements on the Computer
8.3.2
Using the
Architectural Design Elements handout,
students will draw and label in a
computer paint program examples of architectural elements.
Day Five: Drawing Roof Styles on the Computer
8.3.2
Using the teacher’s Roof Styles handout, students will draw and
label in a computer paint program examples of roof styles
Day Six: Drawing in Two-Point Perspective
8.8.1, 8.8.2
Following the teacher’s step-by-step
instruction, students will create a simple two-point perspective drawing
with ruler, pencil, eraser, and paper of a gabled house with two dormers, a
front door, one or two federal style windows, at least two side windows, a
chimney, a front stoop, two steps, a shingled roof, and horizontal siding.
Day Seven: Architectural Drawing Quiz
8.10.2
After becoming familiar with the various
architectural elements, the student will take an architectural elements
quiz, correctly drawing the listed architectural elements.
Day Eight: Frank Lloyd Wright
Days Nine through Eleven: Drawing a
Hometown Building
8.7.1, 8.7.2, 8.7.3
On white sulfite paper or tag board, students will draw a local building
of their choice in two-point perspective using the book, Martinsville: A
Pictorial History, as a resource.
8.7.2, 8.9.2, 8.10.1, 8.10.2
Students may choose to color or ink
finished drawings.
8.6.1, 8.8.2, 8.9.2
The teacher will assist students in their selection of buildings based on
their understanding of perspective techniques.
8.10.1
As the drawings develop; students will appreciate architecture as an art
form in their hometown.
Day Twelve: Finishing Details
8.10.1, 8.11.1, 8.12.2, 8.13.1
Mount finished drawings on black
construction paper. Critique each other's work. Discuss the next day's class
field trip. Put artwork on display in the school or at a local business.
Day Thirteen: Architectural
Scavenger Hunt Field Trip
Assessment:
- Teacher can evaluate each day’s class
slide viewing/discussion, noting participation in the grade book.
- Teacher can evaluate the
architectural structures quiz with handout key. Most students had 70%
accuracy or above.
- Teacher can compare student computer
paint architectural elements drawings to the handout. Each correct
drawing of an architectural adornment (element) was worth a total of 5
points. Students were evaluated on how well they handled the paint
drawing program and how accurately they were able to simulate the
example. Students also received one point (out of the 5 points) for
correctly identifying the drawn adornment.
- Students can be given a vocabulary
quiz in which they correctly identify fifteen architectural terms with
70% or more accuracy. They remembered terms better when using
pneumonic devices to describe the structures i.e.: “dentils” was Greek
for teeth or dentures, Gothic had gruesome gargoyles, entablature
sounded like a table on which one sets things, egg and dart looked like
arrowheads and eggs, and Doric was “duh” simplest column.
- The teacher demonstrated step-by-step
the drawing of a two-point perspective house. Student drawings were
evaluated by comparing them to the teacher's example. Students were also
evaluated on how well they used guidelines from the vanishing points and
how many structural elements (i.e. windows and doors) were drawn in
perspective. The drawing was worth 40 points if all the elements were
completed accurately. Individual student ability was taken into
consideration, as some students had learning disabilities.
- Final drawings were evaluated by the
number of times linear perspective was used, the neatness of
presentation, the accuracy of the guidelines of perspective, the
creative license taken to adorn the building, the inking or coloring of
the work, and the effort exerted based on the student’s cognitive and
physical abilities.
- Class critique was open discussion.
Students had to state a positive about each work. They had to name
architectural elements that they saw in the drawing. They also had to
identify the style that the building represented. Critique was worth 1
to 10 points depending on the depth of descriptions given.
Students generally found perspective
drawing difficult but wanted to try the technique. The slide discussions
were lively. They enjoyed seeing examples of fine architectural structures
that were in their own hometown. It did take some time to acquire the slides
of the notable structures. The digital images in this website could be used
to create a PowerPoint presentation.
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