Planning Guide
Creating Learner-Focused
Schools
* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.
| LU Title: Historic American
Architecture & the Local Community |
Author(s): Sandra Hildreth |
| Grade Level: 7-12 | School Address: PO Box 67, Madrid, NY 13660 |
| Subject Area: Art | School Phone/Fax: (315) 322-5746/4462 |
CONTENT KNOWLEDGE
| Declarative | Procedural |
| Students will be able to examine examples of American Architecture, identify specific styles and characteristics, and relate those styles to local historical buildings. | Students will work collaboratively to use necessary resources and procedures (including technology) to locate information about local historical buildings. |
| Students will be able to select and use mediums, technologies, and processes that communicate intended meaning/purpose in their architectural projects, and incorporate principles of good design. | Students will use various and appropriate design, drawing, and coloring skills to create original architectural projects. |
| Students will research and write factual information in an acceptable form that supports their specific architectural projects, using classroom and library computers and other resources. | |
| Students will employ the various technological resources, such as the scanner, digital and 35mm cameras, CD-ROM's, architectural rendering software, and computers, etc., to complete their architectural projects. |
ESSENTIAL QUESTIONS
INITIATING ACTIVITY
Distribute a small piece of paper to each student. Ask them to think of a
house that they are familiar with (their own, a relative's, a neighbor's) that
they think is old. Write down their estimate of the age of the house, and
describe 1 thing that makes them think it is old. Each student shares and
discusses what they wrote down with the class. Teacher: there are
actually many old buildings in this area that are quite old and are great
examples of specific types of American Architecture, but before we can learn
more about them, we need to develop a common architectural vocabulary.
Connection to State Learning Standard
Content Area: Art
Level: 9th Grade/Studio in Art
| Benchmarks: Select and use mediums and processes that communicate intended meaning in their artwork. | Benchmarks: Examine works of art and artifacts from United States cultures; create art works that reflect a variety of cultural influences. |
| Standard: Art 2 - Knowing & Using Arts Materials and Resources | Standard: Art 4 - Understanding the Cultural Dimensions & Contributions of the Arts |
Unit Theme: Historic American Architecture & the Local Community: A Student Designed Display
Students will look at local historical buildings as a way of
understanding the development of American Architectural styles; to cultivate an
appreciation for the heritage of the local communities; to spark some interest
in careers in architecture; to apply their knowledge of art materials and
resources; and perhaps to encourage the motivation to design and build their
own "dream" house someday.
| Standard: ELA 1- Language for information and understanding | Standard: MST 2 - Information Systems - access, generate, process, and transfer information using appropriate technologies |
| Benchmarks: Write and present on a variety of topics; use standard English skillfully. | Benchmarks: Information Technology is used to retrieve, process and communicate information and as a tool to enhance learning. |
Learning Experiences
Declarative Knowledge
| What declarative knowledge should studentsbe in the process of acquiring & integrating? As a result of the unit, the student will know or understand: | What experiences or activities will be used to help students acquire & integrate this knowledge? | What strategies will be used to help students construct meaning, organize and/or store the knowledge? | Describe what will be done. |
| Terms & styles of American Architecture |
Collaborative pairs matching activities for "terms" and "styles" | Complete a Graphic Organizer word web on 5
"styles" of American Architecture |
Students will work together to complete the "terms" activity, matching definitions and pictures. After they are corrected, they will be used to complete the "styles" activity, again matching definitions with pictures. A graphic organizer will be provided for students to fill in a word web for 5 of the architectural "styles" that they found most interesting. |
| Famous American buildings and architects | Collaborative pairs research activity using library and classroom reference materials, and the internet. | Complete worksheets on American buildings and architects and xerox pictures of buildings. | Worksheets require students to identify and list "terms" and "styles" relative to the buildings and architect they researched (obtaining this information via text or pictures). |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: | What will be done to help students construct models, shape & internalize the knowledge? | Describe what will be done. |
| Use library and classroom reference books properly
to look up historical American buildings and architects. Use the
internet resource site
(http://www.northnet. |
Practice activity on proper way to look up a
famous building. Ticket out the door summary of procedures. |
In the library, prior to beginning research,
select 2 students and give them the Empire State Building as a topic. Send 1
student to look it up in the "E" volume; send the other student to
get the index volume of the encyclopedia. It will not be in volume
"E". The index will list several volumes and page numbers - send
other students to obtain the suggested volumes. (It may be listed under
"architecture", "skyscrapers", "New York City",
or the architect. Discuss proper research procedures, how to locate pictures,
use internet resource site, etc. Ticket out the door: summarize the steps to looking something up in the library. Complete research worksheets by the end of the 2nd class. |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of: | What reasoning process will they be using? | Describe what will be done. |
| Terms and styles common in American
Architecture Specific arts materials, technologies, and resources as required by projects. |
|
"Sweet" Buildings
Assignment: Students are to imagine they are a cake decorator, hired
to create a cake/dessert for an architect. Produce a colored drawing of one,
based on research project. Requirements: Needs to look like the specific
building; look like it is edible and made of various candy, frosting, etc.
(comparing, classifying); 12x18" paper; completed with good
coloring, shading, and blending techniques; mounted on colored paper with 3
typed historical facts & xerox of original building. Optional: Actually create the cake/dessert (for extra credit). Photo Assignment: Each team of students is to photograph local historical buildings and document 5 "terms" and 5 "styles" (comparing, classifying); after film is processed, students mount pictures and identify locations, "terms", and "styles" (inductive reasoning). Watch parts of PBS Frank Lloyd Wright video. Teacher led discussion on terms, styles, specific buildings & architects in video. Any connection to local architecture? (analysis of perspectives) |
| Planning Guide | Unit: Historic American Architecture & the Local Community: A Student Designed Display |
| Step 1 | Step 2 | Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... | What reasoning process will they be using? | Describe student's products and performances and the criteria for evaluation. |
| Art 2 -
Knowing & Using Arts Materials & Resources: Select and use mediums and
processes that communicate intended meaning in their artwork.
Art 4 - Understanding the Cultural Dimensions & Contributions of the Arts: Examine works of art and artifacts from United States cultures; create art works that reflect a variety of cultural influences. ELA 1 - Language for Information & Understanding: Write and present on a variety of topics; use standard English skillfully: MST 2 - Information Systems - Access, Generate, Process, & Transfer Information using Appropriate Technologies. |
[ ] Decision
Making (selecting from seemingly equal alternatives or examining the decisions of others) [ X] Problem Solving (seeking to achieve a goal by overcomming constraints or lmiting conditions) [ X] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ X] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:
|
Products/Performances Six
different tasks are provided for students to choose from - they all result in a
student-designed display that includes a visual and written component. Students
can choose to do one of the following: 1) a poster about historic buildings in
the community (invention); 2) a children's book about local architecture
(invention); 3) architect style drawings of local buildings
(problem-solving); 4) floor plans of a specific local building
(investigation, defiining characteristics); design and construct
a 3-D model of a specific local building (problem solving); remodel a
local building and create before and after drawings (invention). The
audience will be K-12 faculty, students & parents, school board members
(subsequent internet pages can be accessed by community members, historians,
other teachers, etc.). Note: Additional follow-up activities are planned, but based on currently limited technology, they will be designed as independent study projects for specific students. These will include, but not be limited to, the creation of digital versions of the teacher designed American architecture "terms" and "styles" worksheets, based on student photos of local buildings; a web page highlighting final architecture projects and the local community; and recreations of some of the final projects using 3-D architectural rendering software. |
| Criteria for evaluation
Quality of artwork, diagrams, or illusrations in project; Content of artwork, diagrams, or illustrations; Factual information about local building that is the topic of the project; Display set-up; Completion of self-evaluation reflection document. |
Rubric:
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
The Quality of student produced artwork, diagrams or illustrations (use of art materials & effort); the content of student produced artwork, diagrams, or illustrations (how effectively understanding of American architectural terms & styles is demonstrated); the factual information about the local building that is the topic of the project (cultural dimensions, writing skills, & use of technology); the student designed display (use of art materials & resources); and the completion of a self evaluation/reflection document.
Are the identified elements of equal importance or will they be weighed differently?
The first two elements are weighted much higher than the remaining ones
because the quality and content of the student produced projects are of more
importance than the written component, the display set up, and the
self-evaluation.
| Element #1 | Element #2 | Element #3 | Element #4 | Element #5 | |
|---|---|---|---|---|---|
| Elements
Scale |
Quality of artwork, diagrams, or illustrations in project | Content of artwork, diagrams, or illustrations in project | Factual information about local building that is topic of project | Display Setup | Self Evaluation |
| Weights | 35% | 35% | 10% | 10% | 10% |
| 4 | Neatly done; good effort at making them accurate; arranged well on the paper; used drawing & coloring skills effectively. | Accurately depicts specific local building(s); detailed; clearly shows understanding of selected "terms" & "styles"; correctly met guidelines. | Serious effort made to obtain actual historical facts or to make accurate personal judgments on information relative to project; neatly typed; no spelling errors; used appropriate fonts & styles. | Arranged artwork, typed information & necessary titles & labels in a pleasing, balanced manner suitable for public viewing. | Completed thoroughly, with well thought out responses, in good written form. |
| 3 | Fairly well done; reasonable effort at accuracy; used some effective drawing & coloring techniques. | Artwork somewhat resembles specific local building(s); attempted to include selected "terms" & "styles"; made effort to meet most guidelines. | Written information based solely on observation and personal opinion; typed; minor errors. | Attached artwork and typed information to bulletin board or set up as a table display. | Completed, with short responses that show some thought. |
| 2 | Artwork lacking in quality due to weak skills, poor effort, or lack of enough time spent. | Limited effort at representing specific local building; shows poor understanding of "terms" & "styles"; did not meet several guidelines. | Written information shows little thought or relevance to project requirements; major errors. | No effort at taking steps necessary for displaying project. | Responses show little thought and/or incomplete. |
| 1 | Artwork unfinished or so messy that it cannot be considered acceptable. | Product has no obvious connection to specific local building or meets none of the project guidelines. | No written information or so poorly done it cannot be considered acceptable. | Project incomplete or so poorly done it cannot be displayed. | No self evaluation completed. |
NOTE: Rubric or other
performance asessment instruments may be used.
Constructing a
Holistic
Scoring Tool
(Rubric or Activity Specific
Key
Key Questions:
* How many score points are needed to discriminate among the fully range of different degrees of understanding, proficiency, or quality?
This response, product, or performance provides evidence of
understanding of concept/principle/generalizationor
proficiency in skill/process/strategy.
| |
|
| Artwork, illustrations, diagrams are neatly done; good effort at making them accurate; arranged well on the paper; drawing & coloring skills used effectively. | Artwork, illustrations, diagrams are fairly well done; reasonable effort at accuracy; used some effective wing & coloring techniques. |
| Accurately depicts a specific local building(s); detailed; clearly shows understanding of selected "terms" and "styles"; correctly met assignment guidelines. | Somewhat resembles specific local building(s); attempted to include selected "terms" and "styles"; made serious effort to meet most guidelines. |
| Serious effort made to obtain actual historical facts or to make accurate personal judgments on information relative to the project; neatly types; no spelling errors; used appropriate fonts and styles. | Written information based solely upon observvation and personal opinion; typed; minor errors. |
| Artwork, typed ition & necessary titles and labels arranged in a pleasing, balanced manner suitable for public viewing. | Attached artwork and typed inormation to bulletin board or set up on table for display. |
| Completed self evaluation thoroughly with well thought out responses, in good written form. | Completed self evaluation with short responses that show some thought. |
| |
|
| Artwork lacking in quality due to weak skills, poor effort, or lack of enough time spent. | Artwork unfinished or so messy that it cannot be acceptable. |
| Limited effort at representing specific local building; shows poor understanding of "terms" and "styles"; did not meet several guidelines. | Product has no obvious connection to specific local building or meets none of the project guidelines. |
| Written information shows little thought or relevance to project requirements; major errors. | No written information or so poorly done it cannot be considered acceptable. |
| No effort at taking steps necessary for displaying project in a pleasing manner. | Project incomplete or so poorly done it cannot be displayed. |
| Responses on self evaluation show little thought and/or are incomplete. | No self evaluation completed. |
Have You Considered These Yet?
Learn to Learn Skills: Students received one on one or peer tutoring on the use of word processing software and computers and library, reference book and internet research.
Assessment Modifications: Individualized instruction for students with learning disabilities; modifications of project requirements; assistance and consideration during assessment.
Unit Schedule/Time Plan: Takes an extended period of time - most suitable to fit within a single grading period; try to schedule display of student work during concerts or other school activities that bring parents and community members into the school.
Written Overview: Completed a one page
overview based on the Learning Unit template created through St. Lawrence-Lewis
BOCES. See http://www.northnet.org/mwcsart/luamarch.htm