Name: ____Zoe___ CU RR IC UL U M P L AN N ING T O O L

Unit Big Idea: Architecture Through Time Grade Level: 4/5 Illinois Fine Art Goals:

VA:Cn10.1.5a Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making.
VA:Cr2.3.5a Identify, describe, and visually document places and/or objects of personal significance.
Unit Key Concepts and Essential Questions:
We spend our lives surrounded by buildings and spaces, so why should they not be beautiful? Architecture shapes the way we see, what we see, and how we see it.
Exploring architecture of the past can inform our designs of the future. We will consider how different aspects of design can influence the functions of a building and
the way people move throughout it. We define our favorite spaces to be in by the way they make us feel, and we will look at how to recreate our favorite spaces and
elevate them with design.
How do spaces influence our daily lives?
How is architecture of the past used in modern design?
What defines a great building that will withstand time?
How can we use our knowledge of past and present architecture to inform our vision of the future?
How does the setting of a building change the design and build?
How does the public play into the way a building is designed and viewed?

S Historical/MC &
e Title of Lesson/ LP Key Dialogue/Concepts Contemporary Key Artistic Instructional/Artmaking Closure/
s Expected Concepts [Essential Questions you Art Exemplars Concepts Activities Assessment
s Result[s] [list the IMPT will ask; points of [artworks, books, [conceptual [Bullet point step by step [how you will wrap it up and
i [& Length of Time concepts about discussion; what they are artists, visitors, understandings, procedures for the how you will grade the lesson’s
o to Completion] the big idea] learning] interviews, materials, activities] results]
n videos] techniques]

W Intro to -what is How does design change presentation of architecture 1. draw your favorite this is essentially an overview
architecture over time? important space/building in pencil of what architecture is and a
e Architecture -spaces are buildings through 2. incorporate as much way to get to know the
defined by the time architect detail as you can students before diving into a
e What are different
k way a person functions of buildings? 3. move on to marker if more complex project
feels and moves function paired you get a chance
1 through them with design 4. come up with what you It is important to understand
-buildings can How does setting affect https://www.youtu will explain to the class what defines our favorite
withstand time design/build of a be.com/watch?v= as to why you picked spaces - what was the defining
-past architecture structure? wQT7FXKvd28 that space aspect of the space you
elements is 5. go around and share chose? is it the function, the
visible in modern with peers the space way you move through it, or
design you recreated the overall beauty of it?
-innovative
buildings change
our concept of
what a space can
be

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W Homes Around -House -How do we use go through -pencil 1. have students select -students should have
the World - exteriors range geographic location to different home -colored pencil cards with different constructed at least 4 layers
e Exterior in complexity inform our design of exterior photos -marker settings written on them with construction paper to build
e and detail the exterior? and settings (desert, beach, up the front of their house
k 2-3 40 min - mountain, city, woods, -construction paper should be
classes show different setting/background countryside, farm) and clean cut and glue should not
2 -different styles -What color is best for floor plans and -inclusion of allow them to trade if be noticeable
are significant the exterior of your their correlating architecture desired -houses should have
to different home and why? exteriors elements 2. think about the defining complexity and detail
regions -logical planning aspects of the setting
you got -students should be able to
-What makes the 3. select 3 architecture explain their reasoning for
-houses can outside of a home social area elements you want to design and how their setting
reflect/morph beautiful? work area use in your design influenced it
into their private area 4. start on a floor plan for
settings or built in a two story house to be
-What elements from floor plan built in this location
contrast them other buildings we’ve (must have three
looked at have you bedrooms, three
seen in homes? bathrooms, kitchen,
living room, garage)
-Why is the design of 5. students can add any
a home important? extra rooms they want,
-Should we consider but must consider time
for completion
homes art?

W Homes Around -how to represent How do we create a show different -logical planning 1. sketch out your exterior -What did you have to take into
the World - Blue space that is easy to live floor plans that 2. cut out the largest consideration when creating a
e Print space in a plan in? correlate with the arch pieces of your house to floor plan?
e different styles lay on your background
What kind of floor plan symmetry 3. continue to layer -How did the location change
k -thinking about shapes as you add
enhances movement in light more details the way you designed your
3 the amount of the space? house?
4. do any fine detail with
space needed in column - ionic, markers or colored
each area How do we map out doric, corinthian pencil -How does having the blueprint
spaces using a floor plan for your house help you
view? courtyard envision it?
How does the climate of facade Students will be graded on the
a region influence the criteria of having 3 architecture
design of a space? masonry elements (in vocabulary we go
over), and the rooms/areas
shutters defined previously
drawing - white
colored pencil on Floor plans should be clear
blue paper and each room should be
labeled
using a ruler for
straight lines Student should have a defined
way of representing doors,
windows, openings, etc.

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W Gothic CD -recognizing key -How can art and Gothic Cathedrals -pencil 1. students will look at -students should include key
Cathedrals traits of gothic architecture engage a with rose -shading various gothic cathedral elements of gothic architecture
e architecture public audience? windows - Notre -value facades (three entries, ogival arches,
e two 40 min Dame, Chartres, -highlighting 2. sketch out the design of two bell towers)
k classes -analyzing the -Why were these Amiens, cathedral - make it -students should include
build of the structures so innovative? Westminster -emulating personal to you by symbols that are meaningful to
4 cathedrals - how Abbey buildings that adding symbols that them in their detailed elements
they were able to already exist represent aspects of -students should understand
have so many give handout with yourself how the structural design of
windows varying exterior 3. add intricate details the cathedrals changed what
facades to give 4. pick an area for your buildings could be
students ideas for sun to be and shade
their own the building accordingly
5. leave a space for your
CD rose window to go
in the center of the
facade

W Gothic CD -understanding -How do we recognize a Gothic Cathedrals -CD 1. students will sketch out -students should have detailed,
Cathedrals gothic gothic cathedral from with rose -sharpies ideas for their rose intricate designs on their CDs
e architecture another style? windows - Notre window to represent stained glass
e Dame, Chartres, -drawing on 2. choose a design and -students should have
k -how these -What is the significance Amiens, different surface transfer it to your CD preliminary sketches to show
spaces affected of the construction of Westminster (CD) using any sharpie they thought out their design
5 the people at the these buildings? Abbey markers -students should be able to
time 3. glue CDs in area you recognize a gothic structure
connect them to -because we’re left open on your and the rose window
-How do windows mandalas - viewing these from cathedral
-rose windows change a space? popular now far away, we can’t
were some of the see the actual
only images imagery and
figures, so when
-public gathering drawing you
spaces should stick to
shapes
-first buildings
with this many
windows

W Futuristic -imagining what -What makes design Meet the -model magic 1. students will watch clips -students should create a
Sculpture future design will innovative? Robinsons of depictions of future building with a specific function
e look like based on -How can we take worlds -students should be able to
what we’ve representations of the -3D design 2. play with the clay explain why their building
e 1 40 min class WALL-E
k period learned future and use the ideas 3. create a building for a belongs in the future and how
-taking an idea to inform our creation of -making creative, future city and pick a it is innovative in design
6 and replicating it a building? Back to the informed decisions function for it
three- -What does our future Future
dimensionally look like?

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 W Wrap Up -spaces influence -How do spaces go over -architecture 1. students will finish any -discus new understandings of
our daily lives influence our daily lives? presentation from unfinished projects architecture
e -How does architecture first day 2. discuss the different
e -buildings pair of the past influence considerations when -how we incorporate this
k design and modern design? designing buildings understanding in our daily lives
function -What defines a great 3. ask essential questions
7 building that will to gauge student
withstand time? understanding -designing buildings is public
-innovative -How can we use our 4. go over presentation centered
design changes knowledge of past and from first day
the concept of present architecture to 5. have students
and what inform our vision of the demonstrate their
buildings can do future? understanding through
-How does the setting of new conversation over
-knowing more a building change the the images
about the design and build? 6. students will pick their
structures around -How does the public favorite work they
us allows us to play into the way a created to present to
appreciate them building is designed and the class
viewed?

Weeks 4 & 5
Week 6:

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