Balance
Principles of Design - Balance
Architectural Design
Lesson Plan
Performance Objective
Students will gain understanding of one of the basic design principles - balance.
Specific Objective
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Identify balance in architectural projects
Demonstrate the principle of balance
Demonstrate the use of balance for presentation
Identify balance in real world situations
Describe principles of design as related to balance
Terms
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Balance – equal distribution of visual weight
Asymmetrical – not identical on both sides of a central line
Symmetrical – correspondence in size, form, and arrangement of parts on opposite sides of a line
Principles of Design –concepts used to organize or arrange the structural elements of design
Elements of Design – components or parts which can be isolated and defined in a visual design
Time
The lesson will take 45-55 minutes to complete. The independent practice can take anywhere from 15 minutes
to a few weeks, depending on instructor resources, needs, and time frame. Please refer to the
Extension/Enrichment section for explanation.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Architectural Design
130.46(c) Knowledge and skills
(7) The student begins exploration, development, and organization of ideas from the surroundings:
(B) begin comparing and contrasting the use of architectural elements such as color, texture,
form, line, space, value, and architectural principles such as emphasis, pattern, rhythm,
balance, proportion, and unity in personal architectural projects and those of others using
vocabulary accurately
Interdisciplinary Correlations:
World History Studies
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113.42(c)(26)(A). Identify significant examples of art and architecture that demonstrate an artistic ideal
or visual principle from selected cultures;
113.42(c)(26)(B). Analyze examples of how art, architecture, literature, music, and drama reflect the
history of the cultures in which they are produced.
Mathematical Models with Applications
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111.43(c)(6)(A). Use similarity, geometric transformations, symmetry, and perspective drawings to
describe mathematical patterns and structure in architecture.
Occupational Correlation (O*Net – www.onetonline.org):
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
Reported Job Titles: Project Architect, Design Architect, Project Manager
Tasks:
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Consult with clients to determine functional or spatial requirements of structures.
Prepare information regarding design, structure specifications, materials, color, equipment, estimated
costs, or construction time.
Direct activities of workers engaged in preparing drawings and specification documents.
Soft Skills: Active Listening, Complex Problem Solving, Critical Thinking
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate students with learning differences by referring to the files found on the Special Populations
page of this website (cte.unt.edu).
Copyright © Texas Education Agency, 2012. All rights reserved.
2
Preparation
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Review and familiarize yourself with the terminology, materials, and principles of design.
Have materials and documents ready for distribution prior to the start of the lesson.
This lesson is intended to take 45-55 minutes. The Extension/Enrichment section of this lesson
contains some ideas that can extend the lesson. The extent of the time frame given to this lesson can
vary depending on your needs and resources.
References
D. K. Ching, F. (2007). Architecture: Form, space, and order. Hoboken, New Jersey: John Wiley and Sons.
Instructional Aids
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Reference Book
Sample balance design images
Lesson Presentation
Instructor Computer/Projection Unit
Materials Needed
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Paper
Pens, pencils
Presentation boards (if needed)
Construction paper
Equipment Needed
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Cutting tools
Adhesives
Surface to hang presentations (if needed)
Learner Preparation
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Discuss rules and guidelines for use of materials and tools.
Copyright © Texas Education Agency, 2012. All rights reserved.
3
Introduction
The main purpose of this lesson is to help students:
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Understand there are existing principles of design (past)
Understand balance as a principle of design (present)
Utilize balance towards architectural projects (future)
Show examples of balance in art or architecture. Allow students to ask questions and discuss pictures if they
are unclear or curious.
Ask students if they have ever seen art or visited an art museum. What were some of the outstanding
characteristics about the art they noticed?
Ask students if they have ever heard of the principles of design.
Tell students that almost all art is based on some sort of basic design rules called the Principles of Design.
These act as a “guide” to help artists’ layout and create pleasing art. These are also applied to the field of
architecture. Architects use these similar rules when designing. These rules help to keep architecture pleasing
to view and interact with. Today we are going to focus on one aspect of design - balance.
Copyright © Texas Education Agency, 2012. All rights reserved.
4
Outline
Outline (LSI Quadrant II):
Instructors can use the software presentation and slides in conjunction with the following outline.
MI
OUTLINE
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II.
III.
IV.
NOTES TO INSTRUCTOR
Prior knowledge of the concept of balance
Begin discussion over balance
and what it means to
students.
Introduction of Principles of Design and Balance
Use software presentation
slides 3-4 to introduce
concepts.
Vocabulary and terms for Principles of Design
and Balance
Demonstration of proper use of tools and
materials
V.
Use software presentation
slides 5-10 to introduce
concepts.
Demonstrate the tools and
materials available to you for
cutting and gluing.
Students will complete the
Balance Project.
Independent Practice
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Application
Guided Practice (LSI Quadrant III):
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Demonstrate to students how to create the items for the balance project.
Model for students the proper techniques and safety for using the tools and materials.
Independent Practice (LSI Quadrant III):
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Have students create a layout using balance.
Copyright © Texas Education Agency, 2012. All rights reserved.
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Visual/Spatial
Summary
Review (LSI Quadrants I and IV):
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Have students present their balance projects.
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Ask students to reflect on their knowledge and recall/describe where they have seen balance used in design.
Evaluation
Informal Assessment (LSI Quadrant III):
Any of the following can be used as informal assessments:
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Spot check for vocabulary terms
Check progress on balance project
Participate in balance project
Present balance project
Formal Assessment (LSI Quadrant III, IV):
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Balance project using grading rubric
Enrichment
Extension/Enrichment (LSI Quadrant IV):
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Have the students lay out a floor plan using balance as a guide.
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Turn the balance design into a 3D model using materials of your choosing.
Copyright © Texas Education Agency, 2012. All rights reserved.
6
Architectural Design
Balance Lesson
Handout
Concepts:
Principles of Design: concepts used to organize or arrange the structural elements of design
Elements of Design: components or parts which can be isolated and defined in a visual design
Vocabulary:
Balance: equal distribution of visual weight
Symmetrical:
correspondence in size, form, and arrangement of parts on opposite sides
of a line
Asymmetrical: not identical on both sides of a central line
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Architectural Design
Balance Lesson
Test/Project
Project:
Students will use the following materials:
Construction paper
Glue
Scissors
Students will cut geometric shapes out of colored construction paper. They will then use their
shapes to lay out a design that displays balance.
Students will then present their project to the class and explain the visual balance in the design.
Test:
Students will be graded using the assigned rubric.
Extension:
Students can create a project for Asymmetrical and Symmetrical Balance.
Copyright © Texas Education Agency, 2012. All rights reserved.
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Rubric Template
Task Statement: Balance
Task Assignment: Balance Project
Criteria Concepts/Skills to be
Assessed
Followed directions
(Possible 4 points)
Vocabulary usage
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Did not
demonstrate
understanding
and did not follow
directions for
lesson
Understood and
followed some
directions for
lesson
Understood and
followed most
directions for
lesson
Understood and
followed all
directions for
lesson
Did not use proper
vocabulary
Used some
vocabulary
Properly used
most vocabulary
Accurately and
thoroughly used
vocabulary
Sloppy and
unclean
Somewhat clean
and accurate
Mostly clean and
accurate
Clean and
accurate
Understanding of
balance is not
shown
Some
understanding of
balance is shown
Mostly,
understanding of
balance is shown
An accurate
understanding of
balance is shown
Sloppy and
unbalanced
Some accurate,
many incorrect
pieces
Mostly accurate,
mostly clean,
some incorrect
pieces
Accurate, clean,
and balanced
(Possible 4 points)
Gluing
Exemplary
4
(Possible 4 points)
Balance Idea
(Possible 4 points)
Craftsmanship
(Possible 4 points)
A = 20 – 17 points
Total Points: 20
B = 16 – 13 points
C = 12 – 9 points
D = 8 – 5 points
F = 4 – 1 points
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Points
Earned