Architect Walk
Architect Gallery Walk
Architectural Design
Lesson Plan
Performance Objective
Students will gain knowledge of various architects, their styles, contributions, and influences.
Specific Objective
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Demonstrate the process of architectural research
Identify the various architects
Identify various architectural styles and techniques
Identify important architectural projects
Describe the significance of architectural history
Demonstrate the use of presentation to properly communicate information/research findings
Terms
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Architect – a person who practices architecture for a profession
Style – a particular kind, sort, or type, as with reference to form, appearance, or character
Project – a body of work by an architect
Time
The lesson will take 30-45 minutes to complete. The independent practice can take anywhere from 45 minutes
to a few days, depending on teacher 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
(9) The student demonstrates an understanding of architectural history and culture as records of
human achievement from ancient Egypt to the present.
(A) compare and contrast historical and contemporary styles, identifying general themes and
trends
(B) describe general characteristics in architectural projects from a variety of cultures
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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111.36(c)(9)(A). Use geometric transformations, symmetry, and perspective drawings to describe
mathematical patterns and structure in art and architecture.
Occupational Correlation (O*Net – www.onetonline.org):
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
Reported Job Titles: Architectural Project Manager, Principal, Design Architect
Tasks:
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Consult with clients to determine functional or spatial requirements of structures.
Prepare scale drawings.
Plan layout of project.
Prepare information regarding design, structure specifications, materials, color, equipment, estimated
costs, or construction time.
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.
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Preparation
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Review and familiarize yourself with the terminology, materials, and presentation software.
Have materials and documents ready for distribution prior to the start of the lesson.
This lesson will take 30-45 minutes. The Extension/Enrichment section of this lesson contains some
ideas that can extend the lesson. The extent of the time frame given can vary depending on your needs
and resources.
This presentation part of the lesson can be digital or manual depending on your resources.
References
Kostof, S. (1995). A history of architecture. Location, State Abbreviation: Oxford University Press.
Neal, J. (1999). Architecture: A visual history. New York, NY: Sterling.
Instructional Aids
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Reference Books
Sample presentations
Lesson Presentation
Instructor Computer/Projection Unit
Materials Needed
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Paper
Pens, pencils
Presentation boards (if needed)
Construction paper (if needed)
Markers (if needed)
Cutting tools (if needed)
Equipment Needed
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Computers/library for research
Surface to hang presentations (if needed)
Headphones and microphones (if needed)
Learner Preparation
Discuss rules and guidelines for use of computer lab.
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Introduction
The main purpose of this lesson is to help students:
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Learn about important architects of the past (past)
Understand how their works influenced our culture (present)
Identify new architectural trends of building and design (future)
Show examples of architects and their works. Allow students to ask questions and discuss pictures if they are
unclear or curious.
Ask students if they know any architects. If so, how did they hear of them?
Tell students that architects have been around for a long time. Many of them have created some very
significant pieces of architecture or had great influences on other architects. It is important to study these
architects and their work to better develop ourselves and our skills.
Ask students if anyone has ever done research.
Tell students that researching a subject matter, in this case, architects, can be time consuming but rewarding.
When researching, we do not only want to focus on the facts, but the reasons behind decisions, ideas, and
choices. In order to make things easier, we are asking each student to investigate a specific architect and all
students will view the presentation.
Ask students if they have ever created a presentation, either manually or digitally.
Tell students that presentations are very important in the architecture world. Effective presentation skills are
one of the most important skills you can learn because it is about proper communication. We want to develop
clear and well thought out presentations of our assigned architects.
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Outline
Outline (LSI Quadrant II):
Instructors can use the software presentation and slides in conjunction with the following outline.
MI
OUTLINE
I.
II.
NOTES TO INSTRUCTOR
Prior knowledge of architects and their roles
in our culture and society
Begin discussion over
architects, research, and
presentation. Discover
students’ prior knowledge.
Use images from web
sites, magazines, etc.
Introduction of research and presentations
Use software presentation
slide 4 to introduce
concepts.
III.
Demonstrate how to properly research and
develop presentations
IV.
Show how to use the tools and materials for
research and presentation development
V.
Independent Practice
Demonstrate how to
conduct research and
develop presentations
using either projector or
available means.
Show the tools and
materials available to you
for creating presentations.
This could vary if you are
using digital or manual
means.
Students will begin
research and develop their
architect presentations.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
Application
Guided Practice (LSI Quadrant III):
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Discuss and show presentation samples
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Model how to create a presentation, whether digital or manual
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Demonstrate how to research using the resources available
Independent Practice (LSI Quadrant III):
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Have students begin research.
Have students develop presentations.
Have students self-critique presentations before finalizing.
Summary
Review (LSI Quadrants I and IV):
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Have students present their architects in a gallery walk format.
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Ask students to reflect on each other’s presentations.
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Have students brainstorm things they liked and displayed about the presentations.
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Have students discuss the architects and who they liked and disliked.
Evaluation
Informal Assessment (LSI Quadrant III):
Any and all of the following can be used as informal assessments…
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Spot check for proper research
Spot check for use of architecture terms
Check progress on research
Check progress on developing presentation
Formal Assessment (LSI Quadrant III, IV):
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Presentation participation
Presentation rubric grading
Presentation peer rubric grading
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Enrichment
Extension/Enrichment (LSI Quadrant IV):
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Students can record their voices narrating their own presentation.
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Students may develop their own grading rubrics as a class or individually.
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Students may view only certain presentations.
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After viewing, students may select a few presentations to present to class.
Copyright © Texas Education Agency, 2012. All rights reserved.
8
Architectural Design
Architect Gallery Walk
Handout
Concepts:
Gallery Walk:
Research:
Presentation:
Slideshow:
an assessment that has students active and moving while assessing other
students’ work
investigating a subject matter to attain knowledge and understanding
a formal way of communicating your knowledge to other people
a type of presentation that uses pages with information in a predetermined format
Vocabulary:
Architect:
a person who practices architecture for a profession
Style:
a particular kind, sort, or type, as with reference to form, appearance, or
character
Project:
a body of work by an architect
Copyright © Texas Education Agency, 2012. All rights reserved.
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Architectural Design
Architect Gallery Walk
Test/Project
Gallery Walk Concept:
Students will each create a presentation to share with the class. Instead of presenting one at a
time, each student will rotate to a “station” to view the presentation. The presentation could be on
the computer, as in a lab setting, or developed manually and hanging around the classroom.
Project:
Student will create a slideshow presentation of an architect.
Student will be assigned the architect to research.
The slideshow should meet the following criteria:
5 slide minimum
1st slide should be an architect introduction with 5 interesting points
The points do not need to be facts, but important aspects (e.g., an influential American
architect)
2nd – 4th slides – 3 projects from the architect
Projects do not have to be buildings; possibly furniture, bridges, industrial design, etc.
are also acceptable
5th slide should be an “educated” opinion of the architect by the student
The slideshow will then be shown/displayed while students walk around and view each other’s
projects. .
Students will use the grading rubric for each peer presentation.
Test:
Students will be graded using the rubric and teacher review.
Extension:
Students can record their voices during the presentations.
Students can extend slide content with additional architectural projects and related information.
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Rubric
Task Statement: Architect Walk
Task Assignment: Architect Gallery Walk
Criteria Concepts/Skills to be
Assessed
Slide Count
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Exemplary
4
Student has at
least two slides
Student has three
slides
Student has four
slides
Student has all
five slides
Project Slides or
Presentation pages
(Possible 4 points)
Does not have
project
slides/pages
Has one project
slide/page
Has two project
slides/pages
Has all three
complete project
slides/pages
Architect Points
Does not have
architect points
Has a few
architect points
Has some architect
points
Has well
researched
architect points
No opinion of the
architect
Simple opinion of
the architect
Minimal opinion of
the architect
A well thought out
and educated
opinion of the
architect
Poor quality, not
thought out, poor
presentation
Decent quality,
minimal research,
presented
material
Good quality, nice
presentation, well
understood
Excellent quality,
well researched
and thought out
(Possible 4 points)
(Possible 4 points)
Opinion Slide
(Possible 4 points)
Overall Presentation
(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