Lesson Plan
Course Title: Architectural Drafting
Session Title: Geometry in Architecture – Lesson 2
Lesson Duration: 3 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 construct a façade study.
Specific Objectives:
Review terms and concepts related to the Geometry in Architecture Unit
List reasons for conducting façade studies
List reasons for façade renovation
List examples of façade renovation
Construct a façade study
Evaluate façade studies
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.
Architectural Drafting: Geometry in Architecture – Lesson 2 Plan
UNT in Partnership with TEA. Copyright ©. All Rights Reserved.
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:
Curriculum developer knowledge
http://mathworld.wolfram.com/T-Puzzle.html
Instructional Aids:
1. Geometry in Architecture – Lesson 2 PowerPoint Presentation
2. Geometry in Architecture – Lesson 2 PowerPoint Presentation – Slides
3. Geometry in Architecture – Lesson 2 PowerPoint Presentation – Handout
4. Geometry in Architecture – Lesson 2 PowerPoint Presentation – Notes Pages
5. T Puzzle
6. Random Building Activity
7. Sta. Maria Novella Puzzle
8. Peer Evaluation Grade Sheet
9. Sta. Maria Novella Façade Study Rubric
10. The Other Side of the Line Activity
Materials Needed:
1. Scissors
2. Glue
3. Drawing paper
4. Construction paper
5. Clasp envelopes (1 per student)
Equipment Needed:
Computer and projection system to display PowerPoint Presentation.
Learner
Successful completion of the Geometry in Architecture – Lesson 1
Architectural Drafting: Geometry in Architecture – Lesson 2 Plan
UNT in Partnership with TEA. Copyright ©. All Rights Reserved.
2
Introduction
Introduction (LSI Quadrant I):
Use the T Puzzle Activity to prepare students to approach façade studies from a puzzle
perspective.
Outline
Outline (LSI Quadrant II):
Instructor Notes:
1. Key terms
a. Axis
b. Balance
c. Basic form
d. Formal
e. Pattern
f. Proportion
g. Symmetry
h. Tripartite
PPT Slides
2. Key concepts
a. Façade – front elevation of a building; an
important part of architectural design
b. Façade study – a basic diagram of a building’s
front elevation
c. Façade renovation – has been done throughout
history
PPT slides
3. Reasons for façade studies
a. Understand relationships between architectural
elements
b. Understand internal functions reflected on the
exterior
c. Improve drawing/sketching ability
PPT Slides
4. Reasons for façade renovations
a. Indicate a change in ownership
b. Indicate a change in building use
c. Encourage revitalization
d. Reflect changes in leadership/cultural values
PPT Slides
5. Examples of façade renovation
a. Privately owned buildings (residential and
commercial) – front façade is often altered to
change the look of a building when new
PPT Slides
Architectural Drafting: Geometry in Architecture – Lesson 2 Plan
UNT in Partnership with TEA. Copyright ©. All Rights Reserved.
3
ownership occurs
b. Main Street/Town Squares – renovations to
encourage revitalization
c. Historic churches – façade renovations to reflect
leadership/eras
i. Pantheon – interior elevations renovated
to remove Pagan influence when
Christianity spread to Rome
ii. Sta. Maria Novella – originally designed
by Fra Sisto and Fra Ristoro (begun c.
1278, completed c. 1350); more
recognized for Leon Battista Alberti
design completed c. 1456
6. Evaluate façade studies
a. Using criteria
b. Providing positive and constructive feedback
Distribute Sta. Maria Novella
Façade Study Grade Sheet
and discuss with students.
Application
Guided Practice (LSI Quadrant III):
Complete the Random Buildings Activity as a whole class.
Conduct a brief teacher-led demonstration on how to begin Sta. Maria Novella façade study.
Discuss how specific shapes will represent certain building elements in elevation (Ex. Squares
will represent rectilinear windows, doors, and certain roof components; Triangles will represent
roof gable ends; etc.) Also discuss key geometry principles/relationships: symmetry, rhythm,
proportion, balance, and pattern.
Independent Practice (LSI Quadrant III):
Students apply geometry principles as they individually construct façade study of Alberti design
of Sta. Maria Novella using puzzle sheet, construction paper, scissors, and glue
Key concepts to consider
Basic form
Axis (Horizontal and Vertical)
Symmetry
Rhythm
Pattern
Balance
TIP: If students begin and finish the facade study puzzles on different class days, use the clasp
envelopes to store pieces overnight. Be sure to label the outside of each envelope with the
student’s name.
Summary
Review (LSI Quadrants I and IV):
Architectural Drafting: Geometry in Architecture – Lesson 2 Plan
UNT in Partnership with TEA. Copyright ©. All Rights Reserved.
4
Complete “The Other Side of the Line” exercise as a whole-class or in small groups. Stress key
geometry terms, concepts, and relationships.
Evaluation
Informal Assessment (LSI Quadrant III):
The teacher will monitor progress and provide individual help/redirection as needed. For
students who are experiencing difficulty getting started or who require modification, the teacher
can complete one half of the puzzle (on one side of the vertical axis of symmetry) and let the
student complete the other half.
Formal Assessment (LSI Quadrant III, IV):
Part I:
Students peer-evaluate façade studies
Pin up façade studies
Peer-evaluate façade studies using Grade Sheets
Employability Skill: Professional Presentation of work
NOTE 1: Show students how to hang drawings for presentation. You can stretch a string or
wire horizontally at 60” above the floor and center façade studies on the line with equal spacing
between each study. This is one component of Salon Style hanging which is commonly used in
many galleries.
NOTE 2: Show students how to “pin up” work to minimize damage to drawings/paper. If you
use a bulletin board, show students how to use thumb tacks at the corners without putting holes
in the paper. If you use a white board or wall surface, show students how to tape corners so
that they are less-easily torn when removing the tape.
Employability Skill: Neatness
Stress the importance of making neat comments and notes so that others can read and interpret
the information.
Part II:
The teacher will evaluate peer-reviews and façade studies using the Sta. Maria Novella Façade
Study Rubric
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 followup/extension of the Geometry in Architecture series.
Architectural Drafting: Geometry in Architecture – Lesson 2 Plan
UNT in Partnership with TEA. Copyright ©. All Rights Reserved.
5
Sta. Maria Novella Puzzle
Teacher Directions
1.
2.
3.
4.
Copy the following page of the puzzle pieces to pass out to each student. (This
assignment will work fine with regular copy paper, but even better with a thicker
card stock.)
Pass out copies of the Façade Study Rubric and explain how the completed
puzzle will be graded.
Instruct the students to cut out the pieces of the Sta. Maria Novella Puzzle and
glue them on a card stock to create the front façade of the building.
Tell them to arrange the puzzle pieces so as to represent the basic geometric
figures represented in the building.
(*Note – the pieces of puzzle were copied from this following simple drawing:
Giving the students with a picture may provide guidance to completing the activity
– (see “Completed Puzzle”)
5.
After the puzzles are completed, have the students pin up completed puzzles to
the class and have students evaluate the façade studies using the Façade Study
Rubric.
Architectural Drafting: Geometry in Architecture – Lesson 2 Sta. Maria Novella Puzzle
UNT in Partnership with TEA. Copyright ©. All Rights Reserved.
Sta. Maria Novella
Puzzle
Architectural Drafting: Geometry in Architecture – Lesson 2 Sta. Maria Novella Puzzle
UNT in Partnership with TEA. Copyright ©. All Rights Reserved.
Sta. Maria Novella
Façade Study
(Completed Puzzle)
Architectural Drafting: Geometry in Architecture – Lesson 2 Sta. Maria Novella Puzzle
UNT in Partnership with TEA. Copyright ©. All Rights Reserved.
“T” Puzzle
Teacher Instructions
1. Go to http://mathworld.wolfram.com/T-Puzzle.html to copy the pieces needed for the puzzle.
2. Students will work on solving the puzzle in pairs. Make enough copies of the puzzle for each pair
to have one puzzle.
3. After the pieces are cut out, put each set into an envelope.
4. Keep a set for yourself.
5. Pass one envelope of puzzle pieces out to each pair, telling them not to open the envelope until
you tell them.
6. Explain that this is a race to see which pair can solve the puzzle the fastest.
7. Arrange your pieces of the puzzle (there are only four) in a random and scattered order on your
overhead projector.
8. Turn on the overhead and explain that inside each of their envelopes are those four same pieces
of a puzzle. The puzzle, when put together correctly will make a perfect “T.”
9. Explain that you will time each pair to see how long it takes.
10. Tell them to begin.
11. If the students struggle too long, put one of the pieces in the correct position (I suggest the
“notched” piece) and explain that with a puzzle, as in life, even though we have the pieces to a
problem and the big picture in our mind, we sometimes need a little help from those with more
information.
12. If they continue to struggle, add another piece in the correct placement, and so on.
13. After the race is over, explain that most objects are made up of a combination of geometric
figures… some simple and some more complex. Point out that the puzzle would have been much
easier to solve if the pieces they received were two rectangles.
14. Explain that piecing the geometric figures together can create a façade of a building or structure
as a two dimensional model and that is what they will be doing during this lesson.
Architectural Drafting: Geometry in Architecture – Lesson 2 T Puzzle Teacher Instructions
UNT in Partnership with TEA. Copyright ©. All Rights Reserved.
Random Building Activity
1. Divide the class into small groups.
2. Direct each group to draw and cut out four circles, four triangles and four
rectangles (may be squares). The group decides the size of the figures,
dimensions of the rectangles and angles of the triangles – but must be small
enough to fit 12 of them on the overhead projector.
3. Collect all cut out figures and place them in a container. Mix up the figures in the
container by shaking, stirring, etc.
4. Randomly draw out 12 figures. Students may be involved with the drawing.
5. Place all 12 figures on the overhead and project the images on the screen.
6. Begin to arrange the pieces so as to create the image of a building. Get students
involved with suggestions… give each group two or three minutes to arrange
pieces adding to the shape of the structure.
7. Keep going until the shape of a building is created.
8. Point out that the shapes of most buildings are a collection of geometric figures.
*Another option is to project an image of a building and have students arrange the
geometric figures to recreate the building on the overhead. Compare the projected
image with the image constructed of shapes and discuss similarities and differences.
The key point is to get students to realize that building façades are collections of
geometric shapes.
Architectural Drafting: Geometry in Architecture – Lesson 2 Random Building Activity
©2006 Texas Trade and Industrial Education
1
Façade Study Rubric
Total 90 points possible
Vertical proportion
Horizontal proportion
Symmetry/Asymmetry
Balance of Shapes
Basic Form Indicated
Pattern
Technique
Completeness
General Impression
10 Points
9–6 points
5-1 points
0 points
All pieces show
vertical
proportion
All pieces show
horizontal
proportion
All pieces show
symmetry/
asymmetry
All pieces show
balance of
shapes
All pieces show
basic form
indicated
All pieces show
pattern
Followed all
directions
Most pieces show
vertical proportion
Few pieces show
vertical proportion
Most pieces show
horizontal
proportion
Most pieces show
symmetry/
asymmetry
Most pieces show
balance of shapes
Few pieces show
horizontal
proportion
Few pieces show
symmetry/
asymmetry
Few pieces show
balance of shapes
Most pieces show
basic form
indicated
Most pieces show
pattern
Followed most
directions
Few pieces show
basic form
indicated
Few pieces show
pattern
Followed only a
few of the
directions
Only a few of the
parts included
Some glue or
pencil marks,
smudges, or tears
No pieces show
vertical
proportion
No pieces show
horizontal
proportion
No pieces show
symmetry/
asymmetry
No pieces show
balance of
shapes
No pieces show
basic form
indicated
No pieces show
pattern
Did not follow
directions
All parts were
included
Clean, pleasing
to look at
Most parts were
included
Clean lines
Did not include
the parts
Many glue/pencil
marks, smudges,
or tears
Architectural Drafting: Geometry in Architecture – Lesson 2 Façade Study Rubric
UNT in Partnership with TEA. Copyright ©. All Rights Reserved.