Lesson Plan
Course Title: Architectural Drafting
Session Title: Geometry in Architecture – Lesson 1
Lesson Duration: 2 90-minute class periods
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to apply geometric shape/solid
concepts to the analysis of architectural facades.
Specific Objectives:
Define terms associated with the lesson
Identify basic geometric shapes and related solids
Identify geometric shapes in facades
Analyze relationships between geometric shapes
Diagram facades using geometric shapes
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.
•
•
•
130.47 (a)(b)
complete general requirements and demonstrate knowledge and skills specific to those
needed to enter a career in architecture and construction;
130.47 (c)
demonstrate knowledge and skills of advanced architectural design principles;
130.47 (2)(e)
demonstrate use of descriptive geometry;
Interdisciplinary 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.
110.31 (a)(1)
• demonstrate proficiency in reading, writing, researching, listening, speaking and oral/written
conventions
110.31 (b)(1)(a)(b)(c)(d)(e)
• demonstrate knowledge of vocabulary, technical academic English derived from Latin/Greek
roots, determining denotative/connotative meanings of words, analogies, understanding of
frequently used foreign words and use of an electronic or printed dictionary, glossary or
thesaurus.
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1
Math
111.34(a)(1)
Foundational concepts for high school mathematics…basic understandings of…patterns,
relationships, and…geometry….
111.34(a)(2)
Geometric thinking and spatial reasoning…shapes and figures provide powerful ways to
represent mathematical situations and to express generalizations about space and spatial
relationships….
111.34(a)(3)
…study properties and relationships having to with size, shape, location, direction, and
orientation of these figures.
111.34(a)(4)
The relationship between geometry…and other disciplines. Students…use geometric ideas,
relationships, and properties to solve problems.
Instructor/Trainer
References:
A Field Guide to American Architecture
A Field Guide to American Houses
American Shelter: An Illustrated Encyclopedia of the American Home
Architecture Across the Curriculum: Learning by Design
Insight: Community and County History
http://www.greatbuildings.com/buildings.html
Instructional Aids:
1. Geometry in Architecture 1 PowerPoint Presentation
2. Geometry in Architecture 1 PowerPoint Presentation – Slides
3. Geometry in Architecture 1 PowerPoint Presentation – Handout
4. Geometry in Architecture 1 PowerPoint Presentation – Notes Pages
5. Team Brainstorm Activity
6. Vocabulary Handout
7. Geometry Shapes/Solids Handout
8. Eisenhower Birthplace Handout
9. Transparencies or Screen Projections of the following buildings:
a. 88 Wood Street
b. Longfellow House
c. Eisenhower Birthplace
d. Church of San Spirito
e. Dome of the Rock
f. Robie House
g. Isaac Bell House
h. The Alamo
i. Sta. Maria Novella
10. Geometry Vocabulary Quiz
11. Geometry Vocabulary Quiz Key
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2
Materials Needed:
Drawing paper
Sketch pencils
Equipment Needed:
Overhead Projector/LCD Projector
Computers with Internet access
Learner
None.
Introduction
Introduction (LSI Quadrant I):
Conduct the “Team Brainstorm” activity as an introduction to this lesson. Follow with
observations about each of the lists. Emphasize the role that common geometric shapes play in
the design, appearance, and function of the community. (It is easy to turn this activity into a
game with the number of points awarded for importance.)
Outline
Outline (LSI Quadrant II):
Instructor Notes:
1. Define terms associated with the lesson
a. Asymmetry – not equally distributed on either side of
a central axis
b. Axis – a fixed line along which distances are
measured or to which positions are referred
c. Balance – forms visually or physically distributed to
establish a state of harmony or equilibrium
d. Basic form – general shape created by the major
elements of a building
e. Bay – a vertical organization of elements in a building
which is repeated horizontally
f. Compatible – different shapes/used harmoniously
within the context of a structure
g. Elevation – any of the sides of a building
h. Formal – marked by form or ceremony
i. Geometric – relating by measurement and pattern of
individual shapes
j. Informal – not according to prescribed forms or
ceremony
k. Line – visual expression of direction or movement
l. Pattern – configuration of elements or characteristics
m. Proportion – relationship of a part to a whole or to
another part
n. Symmetry – referring to parts that are the same on
either side of a central axis
PPT Slides; Distribute
Vocabulary Handout to
students.
Conduct Terminology Match
game after defining and
explaining each of the terms.
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o. Tension – any strained relationship between elements
p. Texture – character of a building’s surface as
determined by the degree of smoothness or
roughness
q. Tripartite – made up of or divided into 3 parts
2. Identify basic geometric shapes and related solids
a. 2-D geometric shapes
i. Triangle
ii. Circle
iii. Square/rectangle
b. 3-D geometric solids
i. Cone – represented by a triangle or circle
ii. Pyramid – represented by a triangle or square
iii. Sphere – represented by a circle
iv. Cylinder – represented by a square/rectangle or
circle
v. Cube – represented by a square/rectangle
PPT Slides; Distribute
Geometric Shapes/Solids
Handout
3. Identify geometric shapes in facades
a. *88 Wood Street – asymmetry, basic form
b. Longfellow House – formal, symmetry
c. Eisenhower Birthplace – axis, tripartite, proportion
d. *Church of San Spirito – axis, balance
e. *Dome of the Rock – pattern, texture
f. *Robie House - line
g. *Isaac Bell House – compatible shapes
(*) images are accessed
through:
4. Analyze relationships between geometric shapes
a. The Alamo
i. Axis
ii. Balance
iii. Basic form
iv. Formal
v. Pattern
vi. Proportion
vii. Symmetry
viii. Tripartite
b. Sta. Maria Novella
i. Axis
ii. Balance
iii. Basic form
iv. Formal
v. Pattern
vi. Proportion
vii. Symmetry
Point out how three-dimensional
solids are created from a
combination of two-dimensional
shapes. We see solids when
we look at an actual building or
at a drawing of a building in
perspective. Those solids are
represented as two-dimensional
shapes when we analyze
architectural designs in twodimensional drawings such as
plans or elevations.
http://www.greatbuildings.com/buildings.html
Show image of the structure
and point out how each term
applies. If necessary, download
the free Design Workshop Lite
to view.
Spend 5 minutes discussing the
elements of The Alamo. Then
show the basic form and
illustrate each of the terms with
simple drawings (geometric
sketches) such as this:
Then show the Sta. Maria
Novella façade and repeat the
process, calling on students for
input and checking for
understanding during the
discussion.
(Alternative – you can create
your own geometric sketches or
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viii. Tripartite
use the drawings in this column
and add to them).
Using a projected image or
handout, diagram The Alamo in
a series of geometric sketches.
Point out terms in the sketches
as you go.
5. Diagram facades using geometric shapes
a. The Alamo
i. Axis
ii. Balance
iii. Basic form
iv. Formal
v. Pattern
vi. Proportion
vii. Symmetry
viii. Tripartite
b. Sta. Maria Novella
i. Axis
ii. Balance
iii. Basic form
iv. Formal
v. Pattern
vi. Proportion
vii. Symmetry
viii. Tripartite
Provide copies of Sta. Maria
Novella (or use a projected
image) and conduct an analysis
of the façade as a whole-class
or small group discussion. If
you use a small group structure
for this portion of the lesson,
have groups share their
analyses with the entire class
before progressing to the
Independent Practice.
Application
Guided Practice (LSI Quadrant III):
Use The Alamo to first demonstrate thorough analysis of the elements of a façade. During 4b
and 5b of the outline, have students direct the analysis by pointing out each of the geometric
elements of Sta. Maria Novella and telling you, the teacher, what to draw. You should provide
guidance and immediate feedback to ensure accuracy of the analysis.
Another alternative is to conduct a whole-class discussion/diagram session for The Alamo (4a
and 5a in the outline) and then group students in small groups to conduct an analysis of Sta.
Maria Novella (4b and 5b in the outline).
Independent Practice (LSI Quadrant III):
Provide each student a copy of the Eisenhower Birthplace and have the students conduct an
analysis and create geometric sketches using basic shapes. Students should illustrate each of
the following terms in their analysis: axis, balance, basic form, formal, pattern, proportion,
symmetry, and tripartite. After doing a series of study sketches, have the students to a 10minute detailed sketch of the building.
Invite several students to share their drawings and analyses with the class. Students will submit
analyses for grading.
Summary
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Review (LSI Quadrants I and IV):
Using a variety of drawings, pictures, projections, etc. from this lesson, review the terminology
and concepts associated with geometric analysis of architectural facades.
Evaluation
Informal Assessment (LSI Quadrant III):
Check for student understanding during all phases of the lesson. Provide immediate feedback
during 4b of the outline when students direct the analysis and tell you what to draw. Monitor
progress during Independent Practice and provide feedback/re-teach as necessary.
If students are having difficulty understanding geometric concepts through drawings, use pieces
of cut paper to help students understand the geometric elements that make up an architectural
façade.
Formal Assessment (LSI Quadrant III, IV):
Grade the independent practice exercise using the attached rubric. Administer a Geometry in
Architecture Vocabulary Test and use the Key for grading.
Extension
Extension/Enrichment (LSI Quadrant IV):
Students will use this information in subsequent Geometry in Architecture lessons. Evidence of
understanding these concepts will also be seen on design projects and drawing exercises.
If students are interested in learning about specific buildings, use the Researching Buildings
Lesson as a follow-up/extension of the Geometry in Architecture series.
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Team Brainstorm
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Eisenhower Birthplace
Photo courtesy of the National Park Service: http://www.nps.gov
DIRECTIONS:
In the space below, create geometric sketches of the Eisenhower Birthplace using basic shapes.
Illustrate each of the following terms in your analysis: axis, balance, basic form, formal, pattern,
proportion, symmetry, and tripartite.
After doing a series of study sketches, do a 10-minute detailed sketch of the building. You may use an
additional sheet of drawing paper for this sketch.
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Two-Dimensional Shapes
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Geometry in Architecture – Vocabulary Handout
Asymmetry – not equally distributed on either side of a central axis
Axis – a fixed line along which distances are measured or to which positions are referred
Balance – forms visually or physically distributed to establish a state of harmony or Equilibrium
Basic form – general shape created by the major elements of a building
Bay – a vertical organization of elements in a building which is repeated horizontally
Compatible – different shapes/used harmoniously within the context of a structure
Elevation – any of the sides of a building
Formal – marked by form or ceremony
Geometric – relating by measurement and pattern of individual shapes
Informal – not according to prescribed forms or ceremony
Line – visual expression of direction or movement
Pattern – configuration of elements or characteristics
Proportion – relationship of a part to a whole or to another part
Symmetry – referring to parts that are the same on either side of a central axis
Tension – any strained relationship between elements
Texture – character of a building’s surface as determined by the degree of smoothness or
roughness
Tripartite – made up of or divided into 3 parts
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Geometry in Architecture – Vocabulary Test
Matching: Match the term in the left column with the correct definition in the right hand column
by writing the letter in front of the best definition on the blank line in front of each term.
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Geometry in Architecture – Vocabulary Test Key
Multiple Choice:
1. Q
2. I
3. H
4. D
5. N
6. O
7. E
8. J
9. K
10.M
11.L
12.G
13.F
14.P
15.B
16.C
17.A
Short Answer:
1. Triangle, circle, square
2.
a. triangle and circle
b. triangle and square (or another triangle)
c. circle and blank(or circle)
d. circle and rectangle (or square)
e. square and blank(or square)
3. Drawings may vary.
Vertical axis of symmetry
Tripartite
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