Architectural Design Principles
Proportion
Architectural Design
Lesson Plan
Performance Objective
Students will gain understanding of one of the basic design principles—proportion.
Specific Objective
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Terms
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Identify proportion in architectural projects
Demonstrate the principle of proportion
Demonstrate the use of proportion for presentation
Identify proportion in real world situations
Describe principles of design as related to proportion
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
Proportion- the correct or desirable relationship between parts of a whole; balance or symmetry
Golden Ratio- a ratio between two portions of a line, or the two dimensions of a plane figure, in which
the lesser of the two is to the greater as the greater is to the sum of both: a ratio of approximately
0.618 to 1.000
Balance- the elements in the design creates a sense of equilibrium.
Emphasis- creates a focal point within the design.
Rhythm- repetition within a design that creates consistency.
Harmony- the elements in the design complement each other.
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.
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Architectural Design
• 130.46 (c) Knowledge and skills
(7) The student begins exploration, development, and organization of ideas from the surroundings. The
student is expected to:
(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
Physics
• 112.39 (c) Knowledge and skills
(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions within and outside the classroom. The student is expected to:
(F) express and interpret relationships symbolically in accordance with accepted theories to
make predictions and solve problems mathematically, including problems requiring
proportional reasoning and graphical vector addition.
Geometry
• 111.34 (b) Knowledge and skills
(8) Congruence and the geometry of size. The student uses tools to determine measurements of
geometric figures and extends measurement concepts to find perimeter, area, and volume in problem
situations. The student is expected to:
(B) find areas of sectors and arc lengths of circles using proportional reasoning.
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
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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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Understand that that project delivery and outcome will depend on teacher resources and equipment.
Review and familiarize yourself with the terminology, materials, and principles of design.
Have equipment, materials, supplies, and documents ready for distribution prior to the start of
the lesson.
Find and display various examples of proportion from web images, magazines, etc., if possible.
Review lesson and become familiar with terminology and concepts.
Prepare 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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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 proportion 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
1. Discuss safety rules for use of equipment and materials.
2. Discuss rubric for presentations.
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3. Discuss expectations for presentations.
Introduction
The main purpose of this lesson is to help students:
• Understand there are existing principles of design (past)
• Understand proportion as a principle of design (present)
• Utilize proportion towards architectural projects (future)
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Ask students if they have ever heard of the principles of design?
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Tell students that almost all works of art are based on some basic design rules—these are called the
principles of design. These rules act as a “guide” to help designers create pleasing designs. One of
these design principals is proportion.
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Show examples of proportion in art or architecture. Allow students to ask questions and discuss
pictures if they are unclear or curious.
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Tell students that proportion is used not only for visual designs, but also in building design. It is
important to keep pleasing proportions within the design. You may have noticed the windows or
openings are laid out in nice proportion to the building or house.
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Ask students if they have ever seen a picture where the content seemed out of proportion.
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Tell students that proportion deals with how things relate to each other. If something you know to be
one size does not make sense, it can throw off the proportion of the design. Sometimes it is used on
purpose to emphasis a point, but most designs have a pleasing proportion within the content.
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 the concept of proportion
NOTES TO INSTRUCTOR
Begin discussion over
proportion and what it
means to students.
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II. Introduction of principles of design and
proportion
III. Vocabulary and terms for principles of design
and proportion
IV. Demonstration of proper use of tools and
materials
Use software presentation,
images, Internet, etc. to
introduce concept of
proportion.
Use software presentation,
images, Internet, etc. to
introduce concept of
proportion.
Demonstrate the tools and
materials available to you
for cutting and gluing.
Students will complete the
proportion project.
V. Independent Practice
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice (LSI Quadrant III)
1. Demonstrate how to create the items for the proportion project to students.
2. Model the proper techniques and safety for using the tools and materials for students.
Independent Practice (LSI Quadrant III)
1. Have students create a layout using proportion.
Summary
Review (LSI Quadrants I and IV)
1. Have students present their proportion projects.
2. Ask students to reflect on their knowledge and recall/describe where they have seen proportion used
in design.
Evaluation
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Informal Assessment (LSI Quadrant III)
Any and all of the following can be used as informal assessments:
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Spot check for vocabulary terms
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Check for progress on proportion project
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Participation in proportion project
Formal Assessment (LSI Quadrant III, IV)
• Proportion project using grading rubric
Enrichment
Extension/Enrichment (LSI Quadrant IV)
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Have the students develop an elevation using proportion as a guide.
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Turn the proportion design into a 3D model using materials of your choosing.
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Turn the proportion design into a 3D digital model using equipment/software of your choosing.
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Architectural Design Principles
Proportion
Handout
Concepts
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Principles of Design
The concepts used to organize or arrange the structural elements of design are known as the
principles of design.
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Elements of Design
The elements of design are components or parts that can be isolated and defined in a visual
design.
Vocabulary
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Proportion- the correct or desirable relationship between parts of a whole; balance or
symmetry
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Golden Ratio- a ratio between two portions of a line, or the two dimensions of a plane figure,
in which the lesser of the two is to the greater as the greater is to the sum of both: a ratio of
approximately 0.618 to 1.000
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Balance- the elements in the design creates a sense of equilibrium.
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Emphasis- creates a focal point within the design.
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Rhythm- repetition within a design that creates consistency.
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Harmony- the elements in the design complement each other.
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Architectural Design Principles
Proportion
Test/Project
Proportion
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Students will research various proportions that are implemented in building façade or style
construction. Using the proportions for a set type of building (residential, historical commercial
buildings) or style
Background
There are proportions and ratios that are used within architecture and design. For example, a historic
business district uses the Golden Ratio for all building façades on Main Street. Another example is
that certain styles of buildings have proportions for their columns (i.e., Renaissance, Tuscan or
Corinthian).
Project
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Student will research on how proportions are set as standards for architectural design.
Student will choose a standard either from ancient architecture or local business and home
ordnances.
Student will summarize in a written one to two paragraph essay the proportional rules.
Students will use proper citation for references from research.
Student will create an original building façade that is an example of the proportional rules.
Student will create a draft sketch to show planning that includes the denotations of proportions.
Student can use either paper or CAD based on teacher requirements.
Students will submit the following:
o Essay summarizing the proportional rules with citations.
o Draft sketch showing the planning for the project including proportions.
o Final drawing or CAD design.
o CAD file if appropriate.
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 projects.
Teacher can assign or allow groups to work on project.
Teacher resources will greatly determine the scope of the project.
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Rubric Template
Task Statement: Architectural Design Principles
Task Assignment: Proportion
CriteriaConcepts/Skills to be
Assessed
Followed Directions
(Possible 4 Points)
Vocabulary Usage
(Possible 4 Points)
Gluing
(Possible 4 Points)
Proportion Idea
(Possible 4 Points)
Craftsmanship
(Possible 4 Points)
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
2
Accomplished
3
Exemplary
4
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
proportion is not
shown
Some
understanding of
proportion is
shown
Mostly,
understanding of
proportion is
shown
An accurate
understanding of
proportion is
shown
Sloppy and
unbalanced
Some accurate
pieces, but many
incorrect pieces
Mostly accurate
and clean; some
incorrect pieces
Accurate, clean,
and balanced
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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9
Points
Earned