This lesson explores:
Architecture of Frank Lloyd Wright, Hundertwasser, and Daniel Libeskind, enviornments, community, and architecture models
Morgan Hughes
Lesson Plan: Inviting Environment
Sculpture
11th grade
BIG IDEA: Artists use architecture, the environment and spatial organization in design to meet the needs of a community.
Aim: To create a mixed media sculptural model of an inviting, friendly and ideal environment for an imaginary community of people
Rationale: Since high school students are usually concerned about themselves this lesson will teach them how public spaces accommodate others and how they can create a friendly, inviting environment that focuses on community.
Behavioral Objective
· Compare and Contrast the architecture of Hundertwasser, Frank Lloyd Wright and Daniel Libeskind
· Analyze and discuss architectural structures through images of Hundertwasser, Frank Lloyd Wright and Daniel Libeskind to influence student’s thoughts about creative buildings and structures
Discuss the spatial decisions of New York City’s Central Park and how this creates an inviting space, which the public can explore and enjoy.
Discuss how architecture and public spaces serve a purpose for community
Define and list the concept of Environment, Community, and Space
· Utilize shape and color to create a soothing and inviting environment
· Demonstrate and apply these concepts using foam board and mixed media
A. Knowledge of Visual Arts:
Understand the value and importance of Architecture, Spatial decisions, and color awareness,
B. Art Production Skills:
Students will develop their ability of cutting, bending and shaping Styrofoam board to create an environment that explores techniques of architecture and issues of public space.
C. Valuing the Visual Arts:
Develop an appreciation for the history of architecture
Develop an awareness of architecture and the positive effects it can have on human nature, society and community as a whole
Materials: Projector, pencils, sketchbooks, ruler 20”x15” foam boards, exacto knives, acrylic paint, glue/glue guns, fabric, translucent color paper, construction paper, scissors (other: found objects and materials brought in by student)
References: Hundertwasser, Frank Lloyd Wright and Daniel Libeskind
Access to online resource: http://www.centralpark.com/pages/general-info.html.
Motivation
-Display images of Hundertwasser, Frank Lloyd Wright and Daniel Libeskind
-Do Now: List in notebook observations and similarities and differences about these 3 architectural structures.
Discuss architectural components and creative design elements of each of the various buildings
-What kinds of shapes make-up the structures?
-How do they combine nature and the man-made? How is there a relationship or not a relationship between the two?
-Why or why not are they inviting? What purposes do you think they hold?
Display Central Park website: http://www.centralpark.com/pages/general-info.html.
-What guides the public through this space? Trails, bridges
-How is it an inviting place to be? Colors, nature
-Where are the places within the park where people and communities can gather?
-What do people do in these particular spaces?
Have students write down their definitions of environment, space and community in relation to the discussion
-Have students share their thought and ideas of these 3 ideas.
Procedure
-Show images of foam core models on projector and explain we will create inviting architectural environments for a particular community of your choice utilizing foam board and mixed media
Demonstrate:
-Plug glue gun in outlet
-Explain It will get hot and to exercise precaution
-Show the 20”x15” foam board, explain it will be physical base of the inviting architectural environment
-Take a smaller piece of foam board, measure it evenly with a ruler
-Hold up xacto knife, stress and show correct and safe way to hold it
-Secure board with one hand
-Using xacto knife in other hand cut a line half-way through in each of the 4 places measured
-Bend board creating a cubed structure with 4 sides
-Connect the 2 edges together using the glue gun, securing the 4-sided cubed structure
-Cut out various size shapes using this method to help them understand the potential of the medium
-Glue the 3-dimensional shapes on the 20”x15” foam base
-Cut paper and fabric with scissors and glue on areas of sculpture
-Explain this media can be used later to creates details, color and enhance your inviting environment
Handout and explain rubric
-Answer questions regarding rubric and assignment
-Students will begin to sketch their 3-d projects and experiment with foam cutting
Learning Styles: Visual, Auditory, Tactile and Kinesthetic
Assessment
Formative
Classroom discussion and participation is provided
Students are provided with rubric to stay on target task
Record in notebooks and later discuss observations of Architects and Artists
Observe sketches and discuss what colors, shapes, and spatial formations they will be using to create an inviting environment
Scan room to make sure students are using tools correctly and safely
Summative
End of lesson Critique
One paragraph written artist statement about environment in journals
Closure
What various architectural components did you use in your work? How were you inspired by the imagery and examples provided in class?
How does the space you are creating invite the viewer and accommodate you imaginary community?
What will your imaginary community need the space for? What is the purpose of the space and setup?
Did you understand how the foam cutting and glue process works and were you confused by any steps?
How did you include an outside environment and also an inside space?
How will you improve upon your subject matter and design next class?
Methods and Strategies for Differentiation
I. Visual: images are shown of theme discussed to clarify and procedure is demonstrated
II. Auditory: discussions and questions are prevalent throughout lesson along with the procedure which is explained
III. Kinesthetic: will be able to build and use various materials creatively
IV: Logical: comparing and contrasting observations of images, cutting and measuring to create a precise architectural environment
NYS Learning Standards
1. Creative Opportunities: Students discuss issues connecting architecture, space, environments and how this accommodates the public and our society. They create a hands-on project utilizing new materials with this subject matter.
2. Knowledge of the Arts: Students observe and analyze subject matter and themes within an art context.
3. Valuing the Visual Arts: Students learn how affective architectural and spatial decisions can be and how to use create a smaller version or a model.
NYC Blueprint Strands
I. Art Making: Students learn about and refine their cutting and gluing skills while working with other mixed media materials while employing the elements art, design and architecture
II. Literacy in the Visual Arts: Students learn to discuss and describe what they are observing while writing definitions and ideas down
III. Making Connections Through Visual Arts: Students recognize the connections between architecture, design, and the relationship it has to their own environment that surrounds them
IV. Community and Cultural Resources: Links to the central park website and how the design of central park accommodates people and communities.
V. Careers and Lifelong Learning: Student’s gain awareness of artists’ and architects who design building and spaces as a career. They learn to work with tools that architects use to create their models.