Preliminary Design Sketching
Bubble Diagrams
Architectural Design
Lesson Plan
Performance Objective
Students will develop preliminary sketches of a residential architectural design by using bubble
diagrams.
Specific Objectives
• Identify bubble diagrams.
• Demonstrate drawing bubble diagrams when beginning a new design.
• Visualize the spaces represented by the bubble diagrams.
• Evaluate appropriateness and effectiveness of the spaces reflected in the bubble
diagrams.
• Revise bubble diagrams based on self and/or peer evaluations.
Terms
• Bubble Diagram – the bubble diagram is sometimes called a relationship
diagram. It is a very simple drawing that consists of roughly drawn bubbles
(representing spaces) connected by solid lines, broken lines, or wavy lines to
specify the type of relationships between the spaces.
• Preliminary – denoting an action or event preceding or done in preparation for
something fuller or more important
• Sketch – a rough drawing often made to assist in making a more finished design
• Visualization – a mental image that is similar to a visual perception
• Three dimensionality – having (or seeming to have) the dimension of depth,
width, and height
• Spatial reasoning – the ability we use to position and orient ourselves in
everyday environments.
Time
When taught as written, this lesson should take approximately 50 minutes to teach.
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.
130.46(c) Knowledge and Skills
(5) The student applies the concepts and skills of the profession to simulated
actual work situations. The student is expected to:
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(J) develop preliminary sketches of a commercial or residential
architectural design.
Interdisciplinary Correlations:
English-Research and Technical Writing
• 110.53(b)(1). The student writes for a variety of purposes and audiences. The
student is expected to:
(D) organize ideas in writing to ensure coherence, logical progression, and
support for ideas.
Math-Geometry
• 111.34(b)(11). Similarity and the geometry of shape. The student applies the
concepts of similarity to justify properties of figures and solve problems. The
student is expected to:
(D) describe the effect on perimeter, area, and volume when one or more
dimensions of a figure are changed and apply this idea in solving
problems.
Social Studies-Social Studies Research Methods
• 113.48(c)(6). Social studies skills. The student understands the principles and
requirements of the scientific method. The student is expected to:
(A) select a social studies issue, topic, or area of interest;
(B) select and design a research project, including an examination of the
theory and methods applicable to the research topic;
(C) describe the results of the research process; and
(D) justify a conclusion with supporting evidence and make predictions as
to future actions and/or outcomes based on the conclusions of research.
Occupational Correlation (O*Net – www.onetonline.org):
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
Reported Job Titles: Architect, Project Architect, Project Manager, Architectural
Project Manager, Principal, and Design Architect
Tasks:
• Consult with clients to determine functional or spatial requirements of structures.
• Plan layout of project.
Soft Skills:
• Critical Thinking — Use logic and reasoning to identify the strengths and
weaknesses of alternative solutions, conclusions, or approaches to problems.
• Complex Problem Solving — Identifying complex problems and reviewing related
information to develop and evaluate options and implement solutions.
• Active Learning — Understand the implications of new information for both
current and future problem-solving and decision-making.
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Job Title: Architectural Drafter
O*Net Number: 17-3011.01
Reported Job Titles: Intern Architect, Drafter, Draftsman, Architectural Designer,
Architectural Drafter, Architectural Intern, Architectural Draftsman, and CAD Technician.
Tasks:
• Draw rough and detailed scale plans for foundations, buildings, and structures,
based on preliminary concepts, sketches, engineering calculations, specification
sheets, and other data.
• Layout and plan interior room arrangements for commercial buildings using
computer-assisted drafting (CAD) equipment and software.
Soft Skills:
• Critical Thinking — Using logic and reasoning to identify the strengths and
weaknesses of alternative solutions, conclusions, or approaches to problems.
• Reading Comprehension — Understanding written sentences and paragraphs in
work related documents.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. This lesson may
be modified to accommodate your students with learning differences by referring to the
files found on the Special Populations page of this website.
Teacher Preparation
• Become familiar with drawing bubble diagrams for various types of homes.
• Review this document.
• Have all lesson materials prepared and ready to begin class.
References
Frederick, M. (2007). 101 things I learned in architecture school. Cambridge, MA: MIT.
Walker, L. (2012). Designing a house: The illustrated guide to planning your own home.
New York: Overlook.
Guide, The House Plan. "Draw House Plans Tutorial." Draw House Plans Â
Bubble Diagrams for Indoor Spaces. The-House-Plan-Gide, 2012. Retrieved
from http://www.the-house-plans-guide.com/draw-house-plans-indoorspaces.html
Materials/Equipment Needed
•
•
•
•
Dry erase board or document camera with projector and screen
Lesson document
Paper for sketching
Paper for printing
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— Creating
•
Pencils
Learner Preparation
Prior to this lesson, students should have learned the purpose of a floor plan and its use in the
architectural design and construction industries. Students should also be versed in the concepts
of scale and proportion.
Introduction
The main purposes of this lesson are to help students understand:
• how to draw a bubble diagram
• why bubble diagrams are helpful when beginning a new residential design
• how to read a bubble diagram and interpret what it represents
Introduction (LSI Quadrant I)
This is one way to begin a guided classroom discussion that could prove useful as a class
opener and warm up activity.
Show students the second slide of the presentation (a bubble diagram).
Ask them if they know what the image is. (Give students enough time to respond).
Tell students what it is that they see.
Ask students what they think a bubble diagram is used for.
Show students how a bubble diagram can be used as a preliminary sketch to help
design the spaces of a residential design.
Ask students why they think a bubble diagram might be helpful when they are just
starting a new design. (Give students enough time to respond).
Tell students they will begin drawing their own bubble diagrams for their next design
challenge.
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Outline
Multiple
Intelligences
1.
Lesson Outline: (LSI Quadrant II)
1. Identify bubble diagrams:
Students can recognize a bubble
diagram and know when the best
time to use it is when working on
a design project.
2. Demonstrate drawing bubble
diagrams: Students can draw
bubble diagrams themselves.
2.
3. Visualize the spaces
represented by the bubbles
and line connections: Students
can comprehend what each
bubble and line connection
represent, and exhibit spatial
awareness.
3.
4. Evaluate appropriate and
effective use of space: Students
can interpret and deduce spatial
reasoning and can re-draw or reconnect rooms/spaces as needed
to enhance the arrangement.
4.
5. Revise bubble diagrams based
on self and/or peer
evaluations: Students can read
and comprehend their own
bubble diagram as well as the
diagrams of other students. They
respect that there are many ways
to successfully arrange and
connect the rooms/spaces.
Students can alter their diagrams
as needed.
5.
Notes to Instructor:
1. Begin with leading a
class discussion and
start with the
Presentation. Explain
what a bubble
diagram is, what it’s
for, and when the best
time to use it is.
2. Demonstrate drawing
bubble diagrams by
hand.
3. As students are
working on their own,
walk around the room
and check in to see
how they are doing.
What are they getting
stuck on? What are
they doing well?
4. Probe students to
check for
understanding, and
see if they can
rationalize why they
put a line or a bubble
and where. If they
cannot, then
encourage them to
review and finesse
their work to see if
they can improve it.
5. When students are
done, have them
share with a partner
and discuss what they
did.
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)
Discuss with students the space requirements for the new home design project they are about
to begin. Practice drawing a bubble diagram on the white board (or on the projection screen if
you are using a document camera) so that all the students can watch how it is done. Talk them
through it as you demonstrate.
• Bubbles represent spaces (such as rooms) in the house.
• Lines are connections between spaces, and do NOT necessarily mean that there is a
hallway there! A line between bubbles can signal that the rooms are adjacent, that the
rooms share a doorway, that they exit off the same corridor, etc.
Model for students how to draw a bubble diagram and walk them through the process step by
step.
Independent Practice (LSI Quadrant III)
•
Have students individually practice the bubble diagramming technique.
Summary
Review (LSI Quadrants I and III)
Have students find a partner and show each other their bubble diagram. As a class, guide each
student how to “read” the bubble diagram by starting at the front entry to the house.
Evaluation
Informal Assessment
Any and all of the following can be used as informal assessments:
• Spot check each student’s bubble diagram
• Have students share with their partner their ideas on each other’s bubble diagram.
Formal Assessment
The following can be considered a formal evaluation for grading the bubble diagrams of each
student.
• Students follow the rubric and self-evaluate their own bubble diagram.
• Teacher follows the rubric and evaluates the appropriateness of the bubble diagrams.
Enrichment
Extension
Have students create another bubble diagram. But this time it should be a more complex home
design, such as having multiple levels, split levels, more rooms, or special features needing
consideration.
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Your Name: ______________________________ Date: _____________ Period: ____
Student Handout Instructions
Using the bubble diagramming technique to visualize the room arrangement and layout
of the rooms, draw a diagram in the space provided at the bottom of this page. Use a
pencil! You may abbreviate the words inside the bubbles, as long as it is clear what they
are. Write NEATLY.
Here is a list of all the rooms you must include in your preliminary sketch for a house:
• Kitchen
• Master bedroom with a walk in
closet
• Dining room
• Master bathroom
• Utility closet (air conditioning unit
• 2nd bedroom with a closet
and water heater)
• Laundry room
• 3rd bedroom with a closet
• Living room
• Bathroom
• 2-car garage
Some of your rooms need to have the following connections:
• The Kitchen and Dining room need to be adjacent.
• The Master bathroom should only be accessed through the Master bedroom.
• The 2-car garage needs to be on the right side of the house.
• The Laundry room needs to be between the kitchen and the garage.
Pay attention to how these might affect your design.
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RUBRIC
INSTRUCTIONS FOR GRADING:
Next to each criterion, check the box that BEST reflects the student’s completion
and performance.
Full
Partial
No
credit
Credit
credit
1 The student included ALL required rooms.
2 The student’s work correctly includes bubbles
and line connections, as demonstrated.
3 The student paid attention to the 4 extra
specifications and the bubble diagram reflects
all 4 correctly.
4 The student used a pencil and clearly labeled
each bubble.
5 The student completed all work on time and on
the front side of the handout. He turned his
work in at the end of class.
Multiply # of checkmarks in each column by
20
10
0
these amounts
Add up the total score here (Maximum possible score is
100)
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