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II ARCHITECTS IN SCHOOLS CURRICULUM II SECTION 3 3.1 ARCHITECTURAL PERIODS AND STYLES “ In most parts of the West, a child is likely to learn little in school about the geography and history of the region that is shaping him. He gets them through the pores if he gets them at all. Many never get them, some get them late: it is not uncommon for grown men and women to develop a mono- maniac interest in local history that as children they never heard of. The discovery that it has been around them all the time, and they deprived of it, forever shatters their ability to take it for granted as inheritors of a stabler tradition might do.” Wallace Stegner “The Sound of Mountain Water” ACTIVITY CHECKLIST FOR PAGES 3.7-3.168 II ARCHITECTS IN SCHOOLS CURRICULUM II Architectural Periods and Styles 3.2 Section 3 Activities in the seven periods of architecture These activities contain the following Content Standards in The Arts: n AESTHETICS AND ART CRITICISM • Explain, analyze works of art, applying knowledge of technical, organizational, and aesthetic elements. • Respond to works of art, giving reasons for preferences. n HISTORICAL AND CULTURAL PERSPECTIVES • Relate to works of art from various time periods and cultures. • Describe how historical and cultural contents influence works of art. n CREATE, PRESENT, AND PERFORM • Apply artistic elements and technical skills to create, present and/or perform works of art for a variety of audiences and purposes. • Communicate verbally and in writing about one’s own art work. Description of Activity A variety of activities have been written for each of the architectural periods. As these activities were written in the original documents for this program, they tend to lean more toward the rote style of learning. To utilize these activities for helping students work toward state content standards, teachers could add ideas to the existing materials and activities. For example: the drawing done on page 3.20 could fit the Aesthetics and Art Criticism content standard if the teacher introduced the ideas of line and shape. Content Standards are written using much of the language from Discipline BasedArt Education. On page 1.13, you will find a brief, simplified introduction to those DBAE concepts. Grade 3 and Grade 5 Content Standards in the arts have the expectation that students have an understanding and are able to recognize elements of art appreciation and artistic creation: technical (techniques and tools), aesthetic (line, shape, color, texture, value and space) and organizational (harmony, balance, repetition). The activities presented in this architectural program can enhance students’ understandings of those concepts. ACTIVITY CHECKLIST continued II ARCHITECTS IN SCHOOLS CURRICULUM II Architectural Periods and Styles 3.3 Section 3 Student Opportunities for Connecting to Content Standards in the Arts: 1. Aesthetics and Art Criticism: Given basic information on Aesthetics (shape, space, and line) students will be able to identify a variety of shapes, lines and spaces in their own art work. Older students will be able to identify personal preferenc- es and their relationship to the artistic elements of shape, line, and space. 2. Historical and Cultural Perspectives Given these lessons from the Architectural Periods, the students will be able to identify historical events and conditions that inspired the styles of architecture. Opportunities abound within these activities for making historical and cultural connections to the Content Standards. 3. Create, Present and Perform: Given above lessons, students will be able to communicate verbally and orally about historical, cultural and aesthetic parts of Native Americans’ lives. Many opportunities exist in the activities presented for students to create and present works, either individually or in small groups. Specific Lessons and Their Possible Connections to Content Standards: Following many of the activities presented in these periods of Architecture, are specific Activity Checklists. These checklists will connect the activity to one of the areas of Aesthetics and Art Criticism; Historical and Cultural Perspectives; or Create, Present and Perform. Not all activities lend themselves to these connections. Some of the connections require a minimal amount of teacher input. II ARCHITECTS IN SCHOOLS CURRICULUM II Methods for Introduction of the Materials 3.4 Architectural Periods and Styles In the process of preparing these materials a number of There is a great deal of material to be covered and a methods have been tested. The one suggested here has limited time in which to cover it. This method allows been the most successful. It is surprising how interest- students to learn one portion of the material and then ed the students become in observing buildings in their teach it to the other students by using sketches and an community. They are eager to share information about outline method to aid in telling about it. things they have seen at home or as they traveled This process involves art, history, math, written and about. Parents often comment on things their students verbal communication, and personal growth. have told them about, and some have even asked if they could have copies of the materials. Materials: The materials have been prepared with these things in • Ideally these materials are to be copied and distrib- mind: uted in a packet for each participating student. The 1. Most of the examples of the architectural styles are packets can be kept for use with future classes. If those that students can find in this area. “Archi- making copies of the whole “Student Packet Materi- tecture Oregon Style” (see, “BOOKS, WEBSITES, als” is not possible, make a copy of one of the styles FILMS, VIDEOS AND FIELD TRIPS”), provides a for each student, including both the information source of information and photographs of examples sheet and the full page drawing of the example of of buildings that are found in Oregon. Most other the style. books on architectural styles are focused on the • Cut unlined 8 1/2 X 11-inch sheets of paper into examples found on the East Coast. Every region has fourths. Each student may use several of these for its interpretations, and “way out on the West Coast,” sketches of details. people had their own innovations. • Cut lined paper in half vertically. Have enough for at 2. The examples are the most prevalent styles of each least one piece for each student. period. It should be noted that categorizing architec- tural styles is often controversial among architectur- • Six three by four-foot pieces of butcher paper. Use al historians, so the choice was made to follow the the lighter colors so the writing will show up well. categories as indicated in the source book. Write the name of each period at the top in large letters with the dates. Tape these sheets up around 3. The information has been condensed to give the stu- the room. dents an opportunity to combine reading, writing, drawing and verbal communication in the available • Wide felt pens and masking tape. time. The suggested method for presenting the materials Introduction of the materials: to the students is one example of a successful way of 1. Hand out the materials and give the students a few handling the material. It is hoped teachers and design minutes to look them over. professionals will make innovative adaptations that 2. The design professional or the teacher will make a will fit the individual classroom situation. few comments about the periods shown on the large sheets and explain why these particular styles were chosen. 3. The teacher will explain that each student will be assigned a portion of the materials and will then be responsible for telling the rest of the class about their style. They will want to be prepared to give as much information as possible to the other students in a way that will be easy to understand. II ARCHITECTS IN SCHOOLS CURRICULUM II Methods for Introduction of the Materials 3.5 Architectural Periods and Styles 4. Each student will study his or her style and make Hopefully, these sheets can be left up for the rest of the notes about the information on the lined strips of time the program is being implemented, so referenc- paper. The sections on roofs, shape and size, etc., es can be made as the students make more drawings should be used as the framework for the outlining. A and view additional materials. These might include few notes from the information at the bottom of the personal family dates, local or world historical events, sheet should also be included. current events that make historic reference, etc. 5. On the unlined paper, the students will make sketches of two or three of the details illustrated on How to do the illustrations: the sheet. The full sheet drawings will not be used After the class has done the reading, sketching and at this time except as a reference – the labels on the presentations of the materials, they are ready to make drawings will help by illustrating vocabulary words sketches from the full sheet illustrations of each style. they may not understand. Either have them continue with the style they have The design professional and teacher will circulate been assigned or reassign them so each student can among the students and help them with the project. read another description page and then do the illustra- tion. Give the students a 15-minute and then a five minute warning before the preparation time is up. Have the student put the illustration up on the wall in a location where it will be comfortable to observe Making the presentations: while doing the drawing. Making the drawing by looking at the illustration from some distance simu- The design professional or the teacher will call atten- lates the conditions they will encounter when going on tion to the large sheets of paper taped up in the front sketching walks.

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