Lesson Plan
Course Title:
Careers in Architecture and Construction
Session Title:
Introduction to Architectural Photography
Performance Objective:
Students are expected to analyze photographs of architectural structures, recognize specific
forms in those photographs, and then go out and take their own photographs of architectural
features with the same forms and perspectives for comparison.
6 Specific Objectives: (Refer to Outline below for further information)
· Observe exceptional architectural photographs
· Identify specific architectural forms
· Recognize specific photographic point of view
· Locate local examples of similar architectural forms
· Model correct use of photographic points of view
· Demonstrate to the class their own photography
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS:
130.42 (c)(6) “The student uses industry-specific verbal and visual skills to accomplish effective
communications. The student is expected to (A) match verbal and visual communications to
industry specific situations and (B) use correct terminology to convey verbal and visual
communications.”
130.42 (c)(7) “The student listens attentively and speaks clearly to convey information correctly.
The student is expected to (A) confirm understanding of verbal and visual instructions and (C)
perform assignments as requested.”
130.42 (c)(15) “The student uses internet applications. The student is expect to (A) search for
information and resources; (E) navigate websites using software functions; (G) access business
and technical information using the internet; and (H) access commercial, government, and
education resources.”
Any changes/alterations to the activities may result in the elimination of any or all of the TEKS
listed.
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Interdisciplinary Correlations:
Related Industries that utilize the skill set in this lesson:
Architecture and Design, Interior Design, Landscape Architecture, Engineering, Real Estate,
Property Development, among others.
Relevant Core Curriculum Concepts:
· Math: perspective, angle, parallel, perpendicular, circles, squares, triangles, line
segment, proportion,
· English Language Arts: reading and writing skills.
Teacher Preparation:
PRIOR TO THIS LESSON, Students should already be able…
·
… to read
·
… to follow written and verbal instructions
·
… to access the internet and navigate a website
·
… to identify basic geometric shapes
·
… to use a digital camera
·
… to identify fundamental building components
PRIOR TO THIS LESSON, Teacher should have knowledge and experience with…
·
… architectural façade components
·
… geometric shape identification
·
… guiding lessons using the Internet as a resource
·
… using a digital camera
·
… Socratic seminar group discussion facilitation
References:
William P. Spence. Architecture. California, Glencoe/McGraw-Hill. 1991. ISBN 0-02-677123-3.
The Architecture Week Great Buildings Collection. 1997-2010. http://www.greatbuildings.com.
December 8, 2010.
Nichols and Schwartz. Mathematics Dictionary and Handbook. Pennsylvania, Nichols Schwartz
Publishing. 1999. ISBN 1-882269-07-1 (or most currently published edition).
Paul Ross Wallach. Fundamentals of Architectural Design. New Hampshire, Tech Ed Concepts,
Inc. 2005. ISBN 0-538-30006-X.
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Instructional Aids:
1. The form which will allow you to pair students with a partner. Please refer to the
Microsoft Word document found alongside this Lesson titled: “Intro to Arch
Photography match student partners”
2. The Student Activity sheet, which is the form students use to complete the exercise and
the students will turn it in for a portion of their grade. Please refer to the Microsoft Word
document found alongside this Lesson titled: “Intro to Arch Photography HANDOUT”
3. Teacher PowerPoint Presentation, please refer to PowerPoint document found
alongside this Lesson entitled: “Intro to Arch Photography PRESENTATION”
Materials Needed:
1. 1 copy of the “Intro to Arch Photography match student partners” printed for each
class period, cut into strips, following the instructions as typed at the bottom of the
“match up” form
2. Pencils or pens- 1 per student
3. 8 ½” x 11” plain white printer paper
Equipment Needed:
1. Teacher computer workstation
2. Printer, black and white with the capacity to print single sided on size 8 ½” x 11” paper
3. Overhead projection screen that can exhibit the teacher’s monitor
4. A minimum of 1 computer for every 2 students- they are working in pairs and need to
share a computer
5. Student access to the internet
6. A digital camera
Learner Preparation:
· Each Student is placed into pairs of 2. Preferably these pairs are balanced with students
of varied skill levels and learning styles. Also, if there is a group of students with much
slower learning processes or difficulty with English proficiency, you would place them
accordingly.
·
Refer to “Teacher Preparation” above for list of specific items students should already be
familiar with.
·
Each pair of students receives the proper materials: the “Intro to Arch Photography
HANDOUT,” a writing utensil, and access to the proper equipment and internet access.
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·
Definitions of various vocabulary words should be prominently placed in a visible
location in the room:
*
Angle: A geometric figure made up of two rays or two line segments that have the same
end point, which is called the vertex
Proportion: Utilizing cross multiplication, 2 entities are equal when the product of the
means equals the product of the extremes
Ratio: A comparison of 2 quantities by division
Parallel: Lines and planes that do not intersect. They are everywhere the same distance
from each other
Perpendicular: Also called Normal or Orthogonal. Meeting at right angles. 2 lines that
intersect at right angles. 2 planes are perpendicular if they meet at right angles.
**
Landscape: a section or expanse of rural scenery, usually extensive, that can be seen
from a single viewpoint. Also a category of aesthetic subject matter in which
natural scenery is represented. In printing, a publication or an illustration in a
publication of greater width than height
Portrait: In printing, a publication or an illustration in a publication of greater height than
width
Façade: the face of a building, especially the main front
Linear Perspective: a mathematical system for representing three-dimensional objects
and space on a two-dimensional surface by means of intersecting lines that are
drawn vertically and horizontally and that radiate from one point (one-point
perspective), two points (two-point perspective), or several points on a horizon
line as perceived by a viewer imagined in an arbitrarily fixed position
* NOTE: These words are defined as found in the referenced and cited math dictionary.
** NOTE: These words were defined online using www.dictionary.com.
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Introduction
Introduction (LSI Quadrant I):
Students enter and receive the slip of paper with their name written on one side and a common
term from the industry of architecture found on the opposite side. Students are instructed to find
the other person in the room with the same vocabulary word, as this will be their partner for
today’s exercise.
SAY: Taking pictures is easy! We’ve probably all taken photographs with a camera for fun.
ASK: Have you ever taken a picture of a building?
SHOW: Here are some examples of pictures of buildings… (Teacher pulls up the
www.greatbuildings.com website on the overhead screen for all the students to see.) There are
a lot of photographed buildings in the world.
SAY: Not all photographs of buildings are good or helpful. By “helpful,” I mean to say: does the
photograph show the building in its best view and let the viewer understand what the building is
all about through merely observing the photograph?
ASK: What do you think would make a photograph of a building not very helpful? (Teacher
pauses and waits for an appropriate response time. Teacher facilitates a group discussion.)
SHOW: Here are some examples of buildings. (Teacher pulls up the PowerPoint Presentation
that correlates with this lesson, starting with slide four. This slide shows several examples of
photographs that make it hard to see what the building is.)
SAY: These are some famous buildings.
ASK: Can you tell what kind of buildings they are just by looking at the photographs? (Teacher
pauses and waits for an appropriate response time. Teacher facilitates a group discussion.)
SHOW: Here are some more examples of buildings. (Teacher pulls up the PowerPoint
Presentation that correlates with this lesson, starting with slide five. This slide shows several
examples of photographs that make it very easy to see what the building is.)
SAY: These are also some famous buildings.
ASK: Can you tell what kind of buildings they are just by looking at the photographs? (Teacher
pauses and waits for an appropriate response time. Teacher facilitates a group discussion.)
SHOW: Teacher reviews the photographs, pointing out the perspectives, the angles, the point of
view of the observer, etc.
SAY: We are going to take some of our own photographs, based on the principles at work here
in these examples. Let’s get started!
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Outline
Outline (LSI Quadrant II):
· Instructor uses the PowerPoint presentation (Intro to Arch Photography
PRESENTATION) to help with the activities pace and sequencing.
· Instructor will ensure that all Student Partner pairs receive the required materials:
· Printed copies of the Activity sheet. (Intro to Arch Photography HANDOUT). This
is part of what they will turn in for a grade, in addition to the photographs they will be
taking around campus. Give 1 handout/activity sheet to each student.
· Writing utensils
· Computer access for research with their partner
MI
Outline
· Observe exceptional architectural
photographs
· Hypothesizing: What makes it hard to
understand the building in some
photographs, and easy to understand in
other photographs?
· Angle of camera point of view. Parallel and
perpendicular observers point of view
· Proportion of what camera captures to
whole building
· Perspective of the façade
· Landscape or Portrait?
Notes to Instructor
· Students will follow the
prompt by the teacher, as
the teacher directs a
class discussion based
on slides 4-5 of the
PowerPoint Presentation.
· Identify specific architectural forms
· What part of the building are we observing?
· Is the photograph a close up image of
something detailed, or an overall view of the
whole building?
· What conclusion can we draw from looking
at these images?
· Students will follow the
prompt by the teacher, as
the teacher directs a
class discussion based
on slides 4-5 of the
PowerPoint Presentation.
· Recognize specific photographic point of
view
· Perspective makes a difference
· Observation of the closeness or distance of
the observer from the object
· Sense of height and scale
· Teacher will zoom in
closer to the sample
images provided on slide
5 of the PowerPoint
Presentation, and using
paper, his arm, a ruler, a
laser pointer, or anything
else the teacher might
have to lay over the
screen and demonstrate
the parallel lines on the
images that vanish to the
vanishing points.
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Verbal
Linguis
tic
·
Locate local examples of similar
architectural forms
· Student Handout
· Internet navigation
· Appropriate documentation of research
· Students will wait their
turn to go out and take a
photograph themselves.
· Students will follow the
handout utilizing the
Internet while they wait
their turn.
·
Model correct use of photographic points of
view
· Use of digital camera
· Completing specific assigned photographic
requirement
· Appropriate behavior and completion of task
while working independently outside the
classroom
· Students will take the
digital camera and leave
the classroom for a few
minutes to go take a
photograph of campus.
· Students will follow the
assigned location for
photography.
·
Demonstrate to the class their own
photography
· Download digital image
· Present image to the class
· Students will return the
camera to the teacher
upon their return for
review.
· Students will be given an
opportunity to download
their photograph(s) and
present them to their
classmates.
Logical
Mathemati
cal
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Interperson
al
Naturali
st
Existential
ist
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Application
Guided Practice (LSI Quadrant III): Student work with a partner when accessing the internet,
and they participate as members of the larger discussion group as well. These activities are
explained above in the Lesson Outline as well as on the Student Handout document. Refer to all
related documents for completion of this activity.
Independent Practice (LSI Quadrant III): Students take time to research online with a partner,
but record their responses independently on their copy of the Student Handout. Students also
work independently by using the digital camera to take a photo of campus, giving them an
opportunity to visually express their understanding of the task.
Summary
Review (LSI Quadrants I and IV): Students participate in teacher-led class discussions and
share their own observations about effective and non-effective architectural photography based
on their observations. Checking for comprehension runs parallel and consecutive to the lesson.
At the end, there is an all-class wrap up where students refresh their understanding by
comparing each other’s photos.
Evaluation
Informal Assessment (LSI Quadrant III):
During the primary activity when Students are discussing as a group the differences between
the effective and non-effective architectural photographs, the teacher practices active classroom
monitoring and regular checking for understanding by individuals while moving around from
team to team.
Formal Assessment (LSI Quadrant III, IV):
Students should be able to exhibit knowledge independently through their written responses on
the Student Handout activity sheet as well as the visual evidence of their successful
photographic task assignment. The teacher checks for the completeness of their understanding
of basic introductory architectural photography by assessing these written as well as visual
responses.
Refer to the “Intro to Arch Photography HANDOUT RUBRIC” document for assessment of
the individual written responses which are logged on each student’s copy of the activity sheet.
Extension
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Extension/Enrichment (LSI Quadrant IV):
Advanced students can take it further in their comprehension of sustainable/green design by
using the Low Impact Living impact calculator and filling it in with their actual household data to
determine their own results.
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Match-up
Elevation
Elevation
Section
Section
Plan
Plan
Roofline
Roofline
Perimeter
Perimeter
Foundation
Foundation
Axonometric
Axonometric
Orthographic
Orthographic
Scale factor
Scale factor
Perspective
Perspective
Tension
Tension
Compression
Compression
Parallel
Parallel
Perpendicular
Perpendicular
Use these words to help students find their assigned partner. It’s a “matching”
game - their partner for today’s exercise is the other person in the room with the
same term as theirs. Print off one copy. Cut each word out. Write their name on
one side of the slip of paper, and hand their assigned slip of paper to them when
they come into class
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Students Name:
_______________________________________________________________________
Class period: __________________ Today’s Date: ______________________________
Instructions:
· Open the Internet, and go to the www.greatbuildings.com website.
· Share the computer with your partner.
· You can both research the information you need together.
· You will each write down your responses and turn in your own copy of this handout
before the end of class today. This is a graded assignment.
· You will complete this assignment while you wait your turn to go take a photograph
outside the classroom.
Use the “Quick Search” to locate the following buildings. Answer the questions about each
building in complete sentences. Write your answers clearly and neatly.
Building name to search for: Bawa House
1. What is the Context of this building?
2. What other drawings and images are available to see?
3. What can these other drawings and images tell us about this building?
Building name to search for: Centre Le Corbusier
4. What is Style is this building?
5. What Type of building is it?
6. What can geometric forms dominate this façade and structure?
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Building name to search for: Chek Lap Kok Airport
7. Where is this building located?
8. What Type of building is it?
9. What other drawings and images are available to see?
Building name to search for: D.L. James House
10. What is the Context of this building?
11. What other drawings and images are available to see?
12. What can these other drawings and images tell us about this building?
Building name to search for: Ford Foundation Building
13. What Type of building is it?
14. What does the Section Drawing tell us?
15. Why would they build this kind of library in this area?
YOUR OPINION: Of these 5 buildings, which is still the most confusing building to understand,
and why.
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Rubric
Students Name:
_______________________________________________________________________
Class period: __________________ Today’s Date: ______________________________
Instructions:
· Open the Internet, and go to the www.greatbuildings.com website.
· Share the computer with your partner.
· You can both research the information you need together.
· You will each write down your responses and turn in your own copy of this handout
before the end of class today. This is a graded assignment.
· You will complete this assignment while you wait your turn to go take a photograph
outside the classroom.
Use the “Quick Search” to locate the following buildings. Answer the questions about each
building in complete sentences. Write your answers clearly and neatly.
Building name to search for: Bawa House
1. What is the Context of this building?
The context of this house is suburban or urban.
0-6
2. What other drawings and images are available to see?
There are several plan drawings and a section drawing.
3. What can these other drawings and images tell us about this building?
This building is in a crowded area, and it is a large house with a roof garden.
Building name to search for: Centre Le Corbusier
4. What is Style is this building?
The style of this building is Modern.
0-6
5. What Type of building is it?
This is an art museum and exhibition pavilion.
0-6
6. What can geometric forms dominate this façade and structure?
The façade is covered in rectangles and simply geometry.
0-6
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Building name to search for: Chek Lap Kok Airport
7. Where is this building located?
This building is located in Hong Kong, China.
0-6
8. What Type of building is it?
This is an airport.
0-6 points
9. What other drawings and images are available to see?
There are some aerial photographs.
0-6
Building name to search for: D.L. James House
What is the Context of this building?
This building is on a cliff overlooking the ocean.
10. What other drawings and images are available to see?
There are many photographs of the house from different angles.
0-6
11. What can these other drawings and images tell us about this building?
This building is supposed to be very private and hidden on a cliff.
0-6
Building name to search for: Ford Foundation Building
12. What Type of building is it?
This building is the Corporate Headquarters for the Ford foundation.
13. What does the Section Drawing tell us?
The picture was taken in the lobby, which is a large atrium space.
0-6
14. Why would they build this kind of library in this area?
This building is in a crowded city, so the green trees create a park like setting.
YOUR OPINION: Of these 5 buildings, which is still the most confusing building to understand,
and why.
This is a free response opinion question which gives no grade for the substance
of the response, but rather for the effort the student took to answer and
formulate an opinion.
0 - 5 points
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