Architecture Models
Architectural Letter Model
Architectural Design
Lesson Plan
Performance Objective
Students will learn and practice modeling skills, craftsmanship, and safety skills for related equipment.
Specific Objective
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Terms
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Demonstrate the process of model building
Describe the process of planning and developing a model
Identify various tools and equipment used for model building
Describe the use of models for presentation
Typeface- The style or design of a font
Font- A complete set of type of one style and size
Model- A representation, generally in miniature, to show the construction or appearance
of something
Three Dimensional- Having, or seeming to have, the dimension of depth as well as width and height
Serif – the small lines that extend off of the ends of a font as seen in Times New Roman. Fonts without
these lines are called sanserif.
Time
The lesson will take 25-30 minutes to complete. The independent practice can take anywhere from 45 minutes
to a few days, depending on teacher resources, project level, and time frame. Please refer to the
extension/enrichment section for further explanation.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the activities may
result in the elimination of any or all of the TEKS listed.
Architectural Design
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130.46 (c) Knowledge and skills
(8) The student begins expressing ideas through original architectural projects using a variety of media
with appropriate skill. The student is expected to:
(A) create beginning visual solutions by elaborating on direct observation, experiences, and
imagination; and
(C) demonstrate beginning effective use of architectural media and tools in design, drawing,
painting, printmaking, and sculpture such as model building.
Interdisciplinary Correlations:
Biology
112.34 (c) Knowledge and skills
(2) Scientific processes. The student uses scientific methods and equipment during laboratory and
field investigations. The student is expected to:
(F) collect and organize qualitative and quantitative data and make measurements with
accuracy and precision using tools such as calculators, spreadsheet software, data-collecting
probes, computers, standard laboratory glassware, microscopes, various prepared slides,
stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses,
micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals,
timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and
models, diagrams, or samples of biological specimens or structures.
Geometry
111.34 (b) Knowledge and skills
(6) Dimensionality and the geometry of location. The student analyzes the relationship between threedimensional geometric figures and related two-dimensional representations and uses these
representations to solve problems. The student is expected to:
(A) describe and draw the intersection of a given plane with various three-dimensional
geometric figures;
(B) use nets to represent and construct three-dimensional geometric figures; and
(C) use orthographic and isometric views of three-dimensional geometric figures to represent
and construct three-dimensional geometric figures and solve problems.
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.
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Prepare information regarding design, structure specifications, materials, color, equipment, estimated
costs, or construction time.
Soft Skills
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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).
Preparation
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Review and familiarize yourself with the terminology, materials, modeling equipment, supplies, safety
regulations, and presentation software.
Have equipment, materials, supplies, and documents ready for distribution prior to the start of
the lesson.
Due to the model building process, student may require space for working and space for
storing models.
Teacher may consider building a sample model for themselves to better understand the process and
time frame needed for completion.
This lesson will take 25-30 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.
References
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Sutherland, Martha (1999). Model Making: A Basic Guide. New York, New York: W. W. Norton &
Company.
D. K. Ching, F. (2009). Architectural graphics. Hoboken, New Jersey: John Wiley and Sons,
D. K. Ching, F. (2007). Architecture: Form, space, and order. Hoboken, New Jersey: John Wiley and Sons.
Instructional Aids
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Reference Books
Sample model (if required)
Lesson Presentation
Instructor Computer/Projection Unit
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Materials Needed
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Paper
Pens, pencils
Modeling Materials- card stock, chip board, crescent board, museum board, and cardboard
Cutting Mats (if needed)
Protective coverings for desks/tables (if needed)
Adhesives- school glue and/or modeling glue (if needed)
Presentation boards (if needed)
Construction paper (if needed)
Markers (if needed)
Equipment Needed
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Scissors (if needed)
Paint and paint brushes (if needed)
Cutting tools (if needed)
Desk/table surface for student work space
Storage area for student models
Surface to hang presentations (if needed)
Learner Preparation
1. Discuss safety rules for use of equipment and materials.
2. Discuss procedures for equipment disbursement and return.
3. Discuss procedures for workspace cleanup.
Introduction
The main purpose of this lesson is to help students:
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learn about importance of craftsmanship and model building (past);
understand how to layout or plan a project (present); and
plan on how to improve modeling process for projects (future).
Show examples of architectural models and various fonts/typefaces. Allow students to ask questions and
discuss pictures if they are unclear or curious.
Ask students if they know what a “model” is.
Tell students that a model is usually a scaled representation of some object or item. It is usually used in place
of the real item for inspection or visualization.
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Ask students if they have ever built a model. Was it a kit or by themselves?
Tell students there are many different types of models, like model cars. Many of them come in some type of
kit with instruction. In architectural modeling, they usually do not come with instructions on how to build. The
instructions or plans come from the architect themselves. It has to be a well developed, planned, and thoughtout process. This greatly increases the level of difficulty for the model.
Ask students if they have ever put anything together, such as a toy or shelving unit.
Tell students that these items are very similar to a model. They have to be put together in a specific manner in
order to work or have a specific outcome. Model building is the same way. You have to properly plan and
layout what goes where, what you will need, how it is put together, etc.
Ask students if they know what a typeface or font is.
Tell students that a typeface is a style or design of letters. The font is a complete set of a typeface of a
particular style. There are many types of fonts and typefaces that have been developed over the years. They
all serve different purposes and give different “looks” to letters and words.
Outline
Outline (LSI Quadrant II)
Instructors can use the software presentation and slides in conjunction with the following outline.
MI
OUTLINE
I. Prior knowledge of models and model building
II. Prior knowledge of fonts and typefaces
III. Introduce model-building process
NOTES TO INSTRUCTOR
Begin discussion over
models. Discover students’
prior knowledge. Use
images from websites,
magazines, books, etc.
Begin discussion over
typefaces and fonts.
Discover students’ prior
knowledge. Use images
from websites, magazines,
books, etc.
Demonstrate how to build
models using either
projector or available
means.
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IV. Show how to use the tools and materials for
model building
V. Independent Practice
Show the tools and
materials available to you
for building models.
Students will begin
selecting typeface,
sketching, and building
models.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Application
Guided Practice (LSI Quadrant III)
1. Discuss and show model samples (if needed)
2. Discuss each piece of material and equipment
3. Model safe use of equipment
4. Demonstrate how to use materials for modeling
Independent Practice (LSI Quadrant III)
1. Have students select “letter”
2. Have students begin selecting fonts/typefaces
3. Have students begin sketching ideas for letter
4. Have students plan or layout their model
5. Have students build models
6. Have students “personalize” models
7. Have students prepare presentation for model
Summary
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Visual/Spatial
Review (LSI Quadrants I and IV)
1. Have students present their architectural letters to class
2. Ask students to reflect on each other’s models
3. Have students reflect on the modeling process
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 idea creation
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Spot check for sketches
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Spot check for planning/layout phase
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Spot check for model building
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Check progress on developing presentation
Formal Assessment (LSI Quadrant III, IV)
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Student font/typeface selection
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Student sketches
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Student plans/layouts
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Student study model
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Student final model
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Student personalization of model (painting, coloring, decorating, embellishing, etc.)
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Student model craftsmanship
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Student model completion
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Presentation participation
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Enrichment
Extension/Enrichment (LSI Quadrant IV)
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Students can use materials of their own to produce the model.
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Students can build more than one letter, maybe their own or someone’s initials.
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Students can build complete words.
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Students can use a complex font, such as a cursive style.
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Students may be asked to present their letter models.
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Students could create real plans/blueprints of their models.
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Students could create working drawings of their models by board drafting or CAD (computer-aided design).
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Students could be asked to model their letters in a 3D program.
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Architecture Models
Architectural Letter Project
Handout
Concepts
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Model Building- A process used to create scaled models of various items or object
Vocabulary
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Typeface- The style or design of a font
Font- A complete set of type of one style and size
Model- A representation, generally in miniature, to show the construction or appearance of
something
Three Dimensional- Having, or seeming to have, the dimension of depth as well as width and
height
Serif - the small lines that extend off of the ends of a font as seen in Times New Roman. Fonts
without these lines are called sanserif.
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Architecture Models
Architectural Letter Model
Test/Project
Architectural Letter Concept
Students will select a letter from the alphabet, then select a typeface or font style and build a threedimensional model representation of that letter. The letter model can then be “personalized” by
coloring, painting, decorating, or embellishing.
Project
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Student will select a typeface or font style
Student will begin sketching ideas
Student will begin layout and planning of letter model
Student will build letter model which would fit within the following dimensions:
o 10-12 inches wide
o 10-12 inches length
o 3-4 inches height
Student will personalize letter model by coloring, drawing, painting, decorating, or
embellishing model
Student will present final model to class and provide the rational for the choice of a specific font
letter.
Students will submit the following for evaluation:
o Initial sketch
o Layout and plan
o 1 – 2 paragraph rational for the choice of font
o 3-D personalized model of letter.
Test
Students will be graded with the rubric and by teacher review.
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Rubric Template
Task Statement: Architectural Letter
Task Assignment: Architectural Letter Model
CriteriaConcepts/Skills to be
Assessed
Layout/Planning
(Possible 4 Points)
Model Size
(Possible 4 Points)
Craftsmanship
(Possible 4 Points)
Personalization
(Possible 4 Points)
Presentation:
Font/Typeface Rational
(Possible 4 Points)
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
2
Accomplished
3
Exemplary
4
Student did not
plan or layout
their model
Student has poor
planning or layout
for their model
Student has good
planning or layout
for their model
Student has
excellent plans
and layout for
their model
Did not meet the
size requirements
for model
Met size
requirements, but
poor proportion
of letter model
Met size
requirements and
good proportion
of letter model
Met size
requirements and
excellent
proportion of
letter model
Very poor
craftsmanship of
model
Poor
craftsmanship of
model
Good
craftsmanship of
model
Excellent
craftsmanship of
model
No
personalization of
model
Very little
personalization of
model
Good
personalization of
model
Creative
personalization of
model
Did not put any
planning or
thought into
font/typeface
selection
Put minimal
planning or
thought into
font/typeface
selection
Put good planning
or thought into
font/typeface
selection
Developed nice or
well-planned
font/typeface
selection
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