This is a great lesson for pairing older students with younger students for the model construction.
Students will explore shapes and forms in architecture. This lesson will also introduce students to the concepts of form and function in architecture. Students will take an architectural tour (on foot or with visuals) to identify forms and shapes. Older students can construct forms from tagboard. Students will construct building models from found and made forms.
If you have a computer with Internet access in your classroom, you can introduce your students to architecture and forms online. A Lifetime of Color web site (www.alifetimeofcolor.com ) offers online games and activities about architecture and forms. You can also find helpful Technique Demos, and Lessons which will reinforce the concepts and techniques taught in this lesson.
Students should be able to identify the basic shapes. They should have sound cutting, gluing and taping skills. They should also understand that "architecture" means structures made by people for different purposes.
a) perceive and identify basic forms and shapes b) recognize forms in architecture c) understand that the function of architecture influences its form d) create basic forms (older students) and construct a simple architectural model from forms
- architecture
- form
- function
- forms: cone, sphere, slab, cube, cylinder, pyramid, half-sphere
- make 3D forms for visual examples (see technique demo or download the technique pdf file for making forms)
- gather real life examples of forms (cone, sphere, slab, cube, cylinder, pyramid...)
- cut out shapes from construction paper for display (circle, square, rectangle, triangle, oval)
- plan an architectural tour or gather 2D visuals (slides, prints, magazine photos) for classroom discussion
- collect a variety of boxes, tubes, cones, etc. of forms (you may want to pre-construct additional forms for younger students)
- gather other student materials
- arrange classroom furniture to create a discussion area to ensure maximum participation and ability to see visuals.
- shapes for display (circle, square, rectangle, triangle, oval)
- 3D forms for visual examples (see technique demo or download technique pdf file for making forms)
- real life examples of forms (cone, sphere, slab, cube, cylinder, pyramid)
- a planned tour of forms in architecture or 2D visuals (slides, prints, magazine photos)
- optional: sketch paper and pencils
- instruction sheet for making forms for older students (optional: see technique demo or download technique pdf file for making forms)
- cardboard, tagboard or heavy paper construction paper or other colored paper
- a variety of boxes, tubes, cones and other pre-made forms
- optional: sheets of cardboard for model bases (for stability and to limit size of models)
- scissors
- masking tape and glue
- Mr. Sketch® markers
- optional: craft materials or found objects
- Sharpie® Paint or Foohy® Shiny Markers (optional)
What are Forms? Gather students to discuss forms and shapes. Display shape and form visuals as well as real life examples of forms (i.e. balls, marbles, boxes, vases, cups, pens, party hats...).
Review or introduce the differences between forms and shapes (shapes are flat and forms are three dimensional). Show each of the form models you made and talk about their names. Have them identify real life examples of forms from your collection. Ask them to look around the room for other examples. Have students imagine things outside that are different forms (cylinder tree trunks, pyramids of Egypt, ice cream cones...)
Encourage them to describe the relationships between forms and shapes (spheres are 3D circles, slabs are 3D rectangles, pyramids are 3D triangles etc.)
Explain that architecture is made up of both forms and shapes. Take them on your architectural tour (note: younger children may be confused by the differences between 2D shapes and 3D forms in 2D pictures). If a physical tour is not possible, show them a slide tour or view photos of architecture.
Ask students to find examples of different shapes and forms. You might want to pass out the form models and shape visuals for students to hold. When they see "their" shape or form, they can show the class. You could also create a scavenger hunt of forms and shapes.
Discuss the functions of shapes and forms in architecture. Explain that a building's purpose influences how it looks. Sometimes this is practical (a drive-through carwash), just for show (fancy details) or a little of both (a dome on a state capital). Have students think about a building they know (their school or house). Discuss how the building's function (how it is used) determines its shape and layout (form follows function).
Here are the types of questions you might ask:
- Why are doors rectangular?
- Why do roofs slope, and what forms are they?
- What does a dome (half-sphere) do (spans large interior)?
- What do columns (cylinders) do?
- How does an arch work?
- What forms look the fanciest? Most impressive? When are they used?
- What forms are the most common (industrial slabs and cubes)?
- What forms look the strongest?
- How do public buildings and private homes look different?
Form Construction (an activity for older students)
Depending on the age and experience of your group, you may wish them to create their own forms from tagboard, cardboard or heavy paper. Demonstrate the techniques for creating each form and explain how to use the instruction sheets (see technique demo or download technique pdf file for making forms) They can create a few simple forms (cones, spheres and cylinders) or tackle the more complex patterns (slabs, cubes and pyramids). This step is optional; students can instead create their models from pre-made forms.
Explain that they will now make a model of a building. You can have them work in pairs, small groups or individually (depending on time, number of pre-made forms and storage space you have!) Pairing older and younger students is a great way to speed up taping, gluing and cutting (remind the older students to take a mentoring role).
Have students brainstorm the kind of building they will create. What will it be used for? What kinds of spaces will it have inside? What will it look like? What kind of shapes and forms will it have outside? You may want them to make sketches of their ideas before constructing a model.
Give them a wide variety of boxes, tubes, cones and other pre-made forms. Give them tips on how to tape or glue them together securely. You may want to give them a flat sheet of cardboard for a stable base and to limit the size of their models. Encourage them to talk about the forms and shapes they are using. They can add their own shapes and forms too.
When they have their buildings constructed, they can add more shapes and details with construction paper and Mr. Sketch® markers or metallic or paint markers. Craft materials such as pipe cleaners, wallpaper, foil, stickers, fabric or found objects can also be used.
Have students do an individual, partnered or group critique. Have students share their models and identify the forms and shapes they used. See Tips for Successful Critiques.
Learning to critique or assess art is a vital part of an artist's growth. Teach your students how to critique themselves, with a partner, in small groups and in large groups. It takes practice and modeling to ensure respectful, beneficial critiquing.
Display the artworks. Pin or tape them to a board so you can get a good look. Be sure everyone has a good view. For a large group display you may choose to critique anonymously. Be aware that some students may be uncomfortable displaying their artworks. You may want to begin by invitation. After the critique process feels safe and friendly, more students will want to participate.
Set the ground rules for the style of questions, comments and suggestions that are courteous and constructive. Encourage positive phrasing and focus on each artwork's strengths. Be inclusive and try to address each artwork. Avoid words like favorite, the best... Focus on the objectives! Emphasize the learning process rather than the final result.
When you are first starting, have students brainstorm and practice appropriate phrasing. Use one of your demos to practice with. Here are some phrases that might help students get started.
- What really caught my eye was__________ .
- That artwork shows__________ really well.
- I think__________would improve that artwork.
- I'd like to see more of__________ .
- That artist is really skilled at__________.
- I am a little confused by__________ .
At first, you may spend more time on the critiquing process than the actual critique but it is essential to build an atmosphere of trust and encouragement.
The following National Visual Art Standards can be applied to this lesson:
GRADES K-4 CONTENT AND ACHIEVEMENT STANDARDS
The standards in this section describe the cumulative skills and knowledge expected of all students upon exiting grade 4. Students in the earlier grades should engage in developmentally appropriate learning experiences designed to prepare them to achieve these standards at grade 4. Determining the curriculum and the specific instructional activities necessary to achieve the standards is the responsibility of states, local school districts, and individual teachers.
These standards provide a framework for helping students learn the characteristics of the visual arts by using a wide range of subject matter, symbols, meaningful images, and visual expressions, to reflect their ideas, feelings, and emotions; and to evaluate the merits of their efforts. The standards address these objectives in ways that promote acquisition of and fluency in new ways of thinking, working, communicating, reasoning, and investigating. They emphasize student acquisition of the most important and enduring ideas, concepts, issues, dilemmas, and knowledge offered by the visual arts. They develop new techniques, approaches, and habits for applying knowledge and skills in the visual arts to the world beyond school.
The visual arts are extremely rich. They range from drawing, painting, sculpture, and design, to architecture, film, video, and folk arts. They involve a wide variety of tools, techniques, and processes. The standards are structured to recognize that many elements from this broad array can be used to accomplish specific educational objectives. For example, drawing can be used as the basis for creative activity, historical and cultural investigation, or analysis, as can any other fields within the visual arts. The standards present educational goals. It is the responsibility of practitioners to choose appropriately from this rich array of content and processes to fulfill these goals in specific circumstances and to develop the curriculum.
To meet the standards, students must learn vocabularies and concepts associated with various types of work in the visual arts and must exhibit their competence at various levels in visual, oral, and written form. In Kindergarten-Grade 4, young children experiment enthusiastically with art materials and investigate the ideas presented to them through visual arts instruction. They exhibit a sense of joy and excitement as they make and share their artwork with others. Creation is at the heart of this instruction. Students learn to work with various tools, processes, and media. They learn to coordinate their hands and minds in explorations of the visual world. They learn to make choices that enhance communication of their ideas. Their natural inquisitiveness is promoted, and they learn the value of perseverance.
As they move from kindergarten through the early grades, students develop skills of observation, and they learn to examine the objects and events of their lives. At the same time, they grow in their ability to describe, interpret, evaluate, and respond to work in the visual arts. Through examination of their own work and that of other people, times, and places, students learn to unravel the essence of artwork and to appraise its purpose and value. Through these efforts, students begin to understand the meaning and impact of the visual world in which they live.
The following National Visual Art Standards can be applied to this lesson:
Content Standard #1: Understanding and applying media, techniques, and processes
- Students use different media, techniques, and processes to communicate ideas, experiences, and stories
- Students use art materials and tools in a safe and responsible manner
Content Standard #2: Using knowledge of structures and functions
- Students know the differences among visual characteristics and purposes of art in order to convey ideas
- Students describe how different expressive features and organizational principles cause different responses
- Students use visual structures and functions of art to communicate ideas
Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas
- Students explore and understand prospective content for works of art
- Students select and use subject matter, symbols, and ideas to communicate meaning
Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
- Students understand there are various purposes for creating works of visual art
- Students understand there are different responses to specific artworks
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