Architecture Presentation
How to Present
Architectural Design
Lesson Plan
Performance Objective
Students will learn and practice presenting material.
Specific Objectives
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Terms
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Develop a formal presentation for a specific audience
Demonstrate the use of presentation techniques
Demonstrate the use of presenting terminology
Evaluate the need for proper presenting technique
Identify proper presentations
Describe the process of creating a presentation
Posture- the position of the limbs or the carriage of the body as a whole
Delivery- vocal and bodily behavior during the presentation of a speech
Content- something that is to be expressed through some medium, such as speech, writing, or any of
the visual arts
Context- the set of circumstances or facts that surround a particular event, situation, etc.
Time
The lesson will take 25-30 minutes to complete. The independent practice can take anywhere from 60 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
• 130.46 (c) Knowledge and skills
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(12) The student applies communication, science, and mathematics knowledge and skills to
architectural projects. The student is expected to:
(A) prepare professional communications, technical reports, and presentations.
Interdisciplinary Correlations
English I
• 110.31 (c) Knowledge and skills
(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences
and draw conclusions about the varied structural patterns and features of literary nonfiction and
provide evidence from text to support their understanding. Students are expected to analyze how
literary essays interweave personal examples and ideas with factual information to explain, present a
perspective, or describe a situation or event.
US History
• 113.41 (b) Knowledge and skills
(29) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected to:
(H) use appropriate skills to analyze and interpret social studies information such as maps,
graphs, presentations, speeches, lectures, and political cartoons.
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
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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).
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Preparation
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Project delivery and outcome will depend on teacher resources and equipment.
Identify the media for student use or the student’s available resources.
Have equipment, materials, supplies, and documents ready for distribution prior to the start of
the lesson.
Review lesson and become familiar with terminology and concepts.
Plan for this lesson to 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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Reynolds, Garr. (2011). Presentation Zen. San Francisco, CA: New Riders.
Instructional Aids
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Reference Books
Sample presentations (if available)
Lesson Software Presentation
Instructor Computer/Projection Unit
Materials Needed
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Paper
Writing utensils (pens, pencils, colors, markers, etc.)
Presentation boards (if needed)
Equipment Needed
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Computer lab (if required)
Recording devices (video, audio, handheld, professional quality, etc.)
Surface to project presentations (if needed)
Surface to hang presentations (if needed)
Learner Preparation
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2.
3.
4.
Discuss safety rules for use of equipment and materials.
Discuss safety rules for use of technology.
Discuss rubric for presentations.
Discuss expectations for presentations.
Introduction
The main purpose of this lesson is to help students
• Understand presenting as an important part of design (past)
• Develop presenting skills (present)
• Use their skills to determine the need for presenting ideas (future)
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Show examples of presentations or presentation boards. Allow students to ask questions and discuss
pictures if they are unclear or curious.
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Ask students if they have ever given a speech or had to speak in front of people or an audience.
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Tell students that architects and designers have to present ideas.
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Ask students if they have ever had to explain how to do something to someone who did not know
how.
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Tell students that architects and designers have to present ideas to people all the time. It is a very
important skill and talent. If they cannot relay their ideas to their audience, then they may never get
anything accomplished or built.
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Ask students how clear their instructions are when they explain something to someone. Do you rush
through it or take your time?
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Tell students that these are a few of the things that you must decide when explaining something to
someone. You must know your audience and what you are talking about.
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 presenting material
II. Prior knowledge teaching or explaining
III. Discuss the idea of presenting for architects and
designers
NOTES TO INSTRUCTOR
Begin discussion over
presenting and speaking;
discover students’ prior
knowledge. Use images from
websites, presentation, etc.
Continue discussion over
presenting and explaining
“how to.” Discover students’
prior knowledge. Use images
from websites, presentation,
etc.
Demonstrate proper
presentation ideas and
techniques. Use the
presentation.
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IV. Show how to develop students’ presentations, and
develop ideas for “how to” presentation
VI. Independent Practice
Show the various methods
for developing presentations
depending on class
resources.
Students will correctly
develop their presentations
using the appropriate means.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Application
Guided Practice (LSI Quadrant III)
1. Model the various aspects of presenting for students.
2. Demonstrate the presentation a client presentation.
3. Demonstrate various methods for presentation development.
Independent Practice (LSI Quadrant III)
1. Have students use their architectural material boards for a client presentation.
2. Have students generate their presentation methods.
3. Have students develop their presentations.
Summary
Review (LSI Quadrants I and IV)
1. Have students present to the class or designated audience.
2. Ask students to assist their peers.
3. Have students reflect on their presentations and their peer’s presentation methods.
Evaluation
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Visual/Spatial
Informal Assessment (LSI Quadrant III)
Any and all of the following can be used as informal assessments:
• Spot check for client presentation generation
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Check for vocabulary usage
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Check progress on presentation development
Formal Assessment (LSI Quadrant III, IV)
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Final client presentations
Enrichment
Extension/Enrichment (LSI Quadrant IV)
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Students can use their own media or means to develop their presentations
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Students can video themselves for the presentations
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Students can have narration during their video or narrate live
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Have your school “video/journalism” groups help with filming students
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Have your school “graphics/animation/arts” group help with presentations
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Teacher can bring in broader audience, principal, teachers, and/or community professionals
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Teacher can develop a “student” rubric for peer evaluations
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Architecture Presentation
How to Present
Handout
Concepts
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Presentation
An act of presenting to an audience is a presentation.
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Eye Contact
Eye contact is the concept of looking at your audience while addressing them.
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Target
A target is a person or thing that an action or remark is directed at. It can also be the object of
a person's feelings.
Vocabulary
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Posture- the position of the limbs or the carriage of the body as a whole
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Delivery- vocal and bodily behavior during the presentation of a speech
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Content- something that is to be expressed through some medium, such as speech, writing, or
any of the visual arts
•
Context- the set of circumstances or facts that surround a particular event, situation, etc.
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Architecture Presentation
Client Presentation
Test/Project
Architecture Presentation
Student will develop a client presentation of the Architectural Material Boards and give opportunities
for client feedback from the presentation.
Project
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Student will develop a client presentation.
Students’ presentation criteria will be determined by teacher.
Student will present presentation to the class or a designated audience.
Student will turn in final presentation in a predetermined format.
Test
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Students will be graded with the rubric and by teacher review.
Teacher Notes
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Teacher can determine the extent of the presentations. They can be a video, with or without
sound; audio tracks; or narration by the student. It could also be a self-delivered speech, with
or without notes. Student could be asked to memorize content. Student could develop a
slideshow. Slideshow could contain music, sound effects, narration, etc. Students could be
asked to bring in “props” to aid with the presentations.
There are many variations of this test/project outcome and will depend greatly on the
teachers/classroom resources.
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Rubric Template
Task Statement: Architecture Presentation
Task Assignment: How to Present
CriteriaConcepts/Skills to be
Assessed
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
2
Accomplished
3
Exemplary
4
Content was
inappropriate and
incomplete
Content was
appropriate but
incomplete
Content was
appropriate and
complete
Content was
appropriate,
complete, and well
planned
Met the minimum
time allotment
(Possible 4 Points)
Did not meet the
minimum time
allotment
Was above the
minimum time
allotment
Exceeded the
minimum time
allotment
Delivery
Delivery was poor
Delivery was
adequate
Delivery was good
Delivery was
exceptional
Presenter’s posture
was poor
Presenter’s posture
was adequate
Presenter’s posture
was good
Presenter’s
posture was
exceptional
No presentation
materials
Minimal or
inappropriate
presentation
materials
Appropriate
presentation
materials
Outstanding
presentation
Content
(Possible 4 Points)
Time Allocation
(Possible 4 Points)
Posture
(Possible 4 Points)
Presentation Materials
(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