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This lesson will help you lead students in a discussion about the basics of house design including the influence of site, materials, function, form and style. Students will explore these concepts by creating a floor plan and conceptual drawing of a house.
If you have a computer with Internet access in your classroom, you can introduce your students to architecture online. Lifetime of ColorTM web site (www.alifetimeofcolor.com ) offers interactive ArtEdventures, hands-on activities, and teachers resources about architecture and much more.
Students will:
a) observe, describe and discuss examples of architecture from different times and places
b) discuss the influence of site, materials, function, form and style on house design
c) design floor plan and conceptual drawing of a house
d) understand that architects create a variety of types of drawings when designing buildings
Vocabulary
- local materials
- reinforced concrete
- skeleton-and-skin
- floor plan
- conceptual drawing
- building site
- form and function
- facade
- thumbnail sketch
- Gather visual examples of architecture from many times and places (see Supporting Resources for book and online suggestions)
- Create or print out examples of house floor plan and conceptual drawing (see Procedure: Studio)
- scratch paper 9 x12" (23 x30 cm)
- drawing paper
- graph paper for floor plans (optional)
- rulers (optional)
- Design® Drawing 3800 Pencils-HB
- Pink Pearl® White Pearl® Erasers
- Sharpie® Ultra Fine Markers
- Watercolor Paints, Prismacolor® Premier colored pencils
- construction paper or tagboard for display (optional)
- student worksheet: Design a House
- student visual aid: Symbols for Floor Plans
two to three class periods
- Gather and display visual examples of architecture from many times and places
- Print and copy student worksheet: Design a House
- Print and copy student visual aid: Symbols for Floor Plans
- Create or print out examples of house floor plan and conceptual drawing (see Procedure: Studio)
- Gather studio materials.
- Arrange classroom furniture to create a discussion area to ensure maximum participation and ability to see visuals and models
Below are suggestions for discussion topics about house design. Tailor them to fit your schedule.
Show examples a houses from different times and places. Have students brainstorm what they can guess about the people who lived in these houses. What clues do they see about the climate and geography of the site, the occupants' lifestyle, family structure, level of technology, and level of wealth. What are the clues (the materials, construction techniques, layout etc.)?
Some examples:
They are nomadic—they use lightweight, easy to carry materials.
They like to impress others—they use expensive, highly decorative materials and techniques
They live in cold or hot climates—they use thick, earth sheltered walls
They fear their enemies—they use fortified walls around central community
They live where it rains a lot—they use stilts to raise house up
Have students brainstorm what makes a good house. What is essential for shelter? What do people add to make it more than a mere shelter? How do the essentials of shelter change for different people around the world? Some examples:
Some people live in desserts and move from one water source to another.
Some people live in crowded expensive cities where crime may be a concern.
Some people live with large extended families in one house.
Some people believe houses should be environmentally friendly.
Some people want their homes to reflect their wealth and status.
Some people want their house to be cozy and inviting.
The geography and climate of the building site has tremendous influence on the design. Ask students to describe and unusual building site and house that has been or might be built there.
Some examples:
a cold, snowy climate
an earthquake zone
a mountain side
a desert or arid area
a crowded city
a tropical beach susceptible to hurricanes and hide tides
a flood plain
Ask students to talk about any news events they know about where poor house designs did not accommodate the weather or geography (floods, earthquakes, mudslides...).
Have students discuss how house materials have changed. What local materials (natural materials found near the building site) make good building materials? Show or describe examples of buildings made with different materials. Discuss the advantages and disadvantages of the building materials.
Some examples:
grass or thatch: renewable, cheap, can be maintained by occupant , but needs steady upkeep and not as durable. brick: durable, strong and fire resistant but expensive and requires skilled labor wood: light, easy to cut and work with-but high fire hazard, not as plentiful as it used to be. earth/adobe (unbaked mud mixed with straw, lime and sand or gravel): is easy to mold, cheap, cool in summer and warm in winter, but is fragile and needs constant restoration. stone : long-lasting, strong, decorative and can be carved for ornaments but high cost of labor, heavy to transport and work with and is not always available. reinforced concrete: fairly inexpensive and can be formed into many shapes but not very cozy.
You could present the evolution of the arch, for example. Ask students to describe how recent technologies or building techniques changed the way we build. For example, you could talk about the how iron and steel led to the skyscraper, or how reinforced concrete allowed for freer forms.
Have students describe the houses they have lived in. (Optional: You could have them draw quick sketches of their own house. You could also have them research their house style and give a report.) Then have them describe or draw a house style that seems exotic or unusual to them. Show your architectural examples and talk about their different styles. Ask them to identify what forms, shapes and decorations make an architectural style recognizable. You could have them sort your examples according to style. To stand out or blend in?
Many places have building codes which specify the height, style and size of houses. Historical districts have strict rules about new structures. Buildings which don't fit will draw attention—both bad and good. New styles are often rejected by the neighbors at first. Have students describe an unusual house or other building they have seen. What did they think about the style? Show any visuals of modern or unusual buildings that you have. Have students consider whether they would design a house that matched neighboring houses or one that really stood out.
Planning how a building will be used is a very important part of an architect's job. A building's function determines its size, shape, location and how it is constructed. The way a house functions depends upon the needs of its occupants. Have students begin to think about the houses they will design. Who will live there? Will you design a house for one or two people? Or will your design have room for a single family of parents and children? Or maybe a large extended family including aunts, uncles, cousins and grandparents. Perhaps your design will house a whole community. What spaces will you design? What rooms and spaces will you include? Will everyone have their own bedroom? How many bathrooms? Will you cook inside or outside? Will there be a formal room for entertaining? A large greatroom where the family gathers? A courtyard? A greenhouse? A gym? How will people live? Where will the spaces be and how will they connect? How will you get from one room to the next? Will you design one floor or more? Consider issues of privacy, social gatherings, and convenience.
Tell students they will now design a house. Show them an example of an architectural drawing and floor plan like the ones below. Explain that architects make different kinds of drawings and models (floor plans, blueprints, conceptual drawings and models) to design buildings.
Students can draw in pencil first, outline with markers, then color with colored pencils or watercolor paints. (Print architectural drawing.)
Students can draw their floor plans with pencil, then go over them with markers.
First, give students time to think about their house design. Walk them through the student worksheet: Design a House and the student visual aid: Symbols for Floor Plans. Have students go to their work stations and complete the worksheet and sketches. Encourage students to discuss and exchange ideas as they work.
If thumbnail sketches are a new technique, demonstrate how to make quick sketches as you search for your best design ideas (or check out the Technique Demo on creating thumbnails). Explain that making sketches is like taking notes—thumbnails help you remember the what you saw or thought about but it isn't a final drawing. They can jot written notes about their ideas as well.
When they are ready, have students choose the floor plan and conceptual sketch that they like the best. Distribute studio materials and have them create final versions of the floor plans and detailed architectural drawings. If you are using graph paper, you may want to demonstrate how it can be used for measuring room sizes. The environment or building site should be included in the conceptual drawing. Have students draw lightly with pencil so they can make changes. Then they can go over pencil lines with markers and add color with watercolor paints or colored pencils, if desired. If you like, have students mount their floor plans, architectural drawings on tagboard or construction paper for display. They could also include a short description about the house design.
Thumbnail sketches are quick visual notes.
Have students do an individual, partnered or group critique. See Tips for Successful Critiques below.
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 for Grades 5-8 can be applied to this lesson:
: Understanding and applying media, techniques, and processes
Achievement Standard:
- Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
: Using knowledge of structures and functions
Achievement Standard:
- Students select and use the qualities of structures and functions of art to improve communication of their ideas
: Choosing and evaluating a range of subject matter, symbols, and ideas
Achievement Standard:
- Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
- Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
: Understanding the visual arts in relation to history and cultures
Achievement Standard:
- Students know and compare the characteristics of artworks in various eras and cultures
- Students describe and place a variety of art objects in historical and cultural contexts
- Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
: Reflecting upon and assessing the characteristics and merits of their work and the work of others
Achievement Standard:
- Students compare multiple purposes for creating works of art
- Scholastic, Voyages of Discovery: Architecture and Construction, Scholastic Inc. (1994, New York)
- Watts, Franklin, Timelines: Houses: Habitats & Home Life, Salariya Book Company Ltd. (1994, New York)
- Wilkinson, Philip, Eyewitness Books: Building, A Dorling Kindersley Book, Alfred A. Knopf ( 1995, New York)
Architecture Web Sites: A Lifetime of Color ArtEdventures and Art Education Resources.
Interactive online version of this lesson, along with technique demonstrations and hands-on art activities, and another lesson about architecture, "Designing Future Houses."
www.alifetimeofcolor.com
Great Buildings.
Online images, information and purchasable resources about great buildings around the world. Searchable by architect, building and location.
http://www.greatbuildings.com/
Building Surprises: Architecture of the Weisman Art Museum
Explore the unusual architecture of this museum, designed by Frank Gehry
hudson.acad.umn.edu/...ex.html
Digital Archive of Architecture
Made available by Prof. Jerry Howe of Boston College. Images and information about buildings from prehistoric to present times.
www.bc.edu/...arch/
Tour the Eiffel Tower.
History and interesting facts about Paris' most famous structure.
www.tour-eiffel.fr/...index.html
Information about Frank Lloyd Wright, Fallingwater and more.
www.ds.arch.tue.nl/...ater/
The Skyscraper Museum's website offers growing resources about the evolution of the skyscraper.
www.skyscraper.org
Print a master of the following worksheet for making copies.
Design a House
Student Worksheet
Name ______________________
Design a House
1. Describe the land and climate of your building site. How will you design your house to suit the site?
2. Who will live in your house? What spaces and rooms will you have?
3. Brainstorm how your house will function. On scratch paper, draw rough sketches of the floor plan of your house.
4. What materials will you use to build your house?
5. What style is your house? On scratch paper, draw at least three thumbnail sketches showing what your house will look like.
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