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Copyright © Texas Education Agency, 2013. All rights reserved. 1 Architectural Design Principles Proportion Architectural Design Performance Objective Students will gain understanding of one of the basic design principles—proportion. Specific Objective 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 Terms 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. 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. Preparation Lesson Plan

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Page 1: Architectural Design Principles - data.cteunt.orgdata.cteunt.org/content/files/architecture/architectural-design/... · Architectural Design Principles Proportion . Architectural

Copyright © Texas Education Agency, 2013. All rights reserved. 1

Architectural Design Principles Proportion Architectural Design Performance Objective Students will gain understanding of one of the basic design principles—proportion. Specific Objective

• 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

Terms

• 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. 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.

Preparation

Lesson Plan

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Copyright © Texas Education Agency, 2013. All rights reserved. 2

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

• 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

• 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

• 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

• D. K. Ching, F. (2007). Architecture: Form, space, and order. Hoboken, New Jersey: John Wiley and Sons.

Instructional Aids

• Reference Book • Sample proportion design images • Lesson Presentation • Instructor Computer/Projection Unit

Materials Needed

• Paper • Pens, pencils • Presentation boards (if needed) • Construction paper

Equipment Needed

• 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.

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)

• Ask students if they have ever heard of the principles of design?

• 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.

• Show examples of proportion in art or architecture. Allow students to ask questions and discuss pictures if they are unclear or curious.

• 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.

• Ask students if they have ever seen a picture where the content seemed out of proportion.

• 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 (LSI Quadrant II) Instructors can use the software presentation and slides in conjunction with the following outline.

MI OUTLINE NOTES TO INSTRUCTOR

I. Prior knowledge of the concept of proportion

Begin discussion over proportion and what it means to students.

Outline

Introduction

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II. Introduction of principles of design and proportion

Use software presentation, images, Internet, etc. to introduce concept of proportion.

III. Vocabulary and terms for principles of design and proportion

Use software presentation, images, Internet, etc. to introduce concept of proportion.

IV. Demonstration of proper use of tools and

materials

Demonstrate the tools and materials available to you for cutting and gluing.

V. Independent Practice Students will complete the

proportion project.

Multiple Intelligences Guide

Existentialist

Interpersonal

Intrapersonal

Kinesthetic/

Bodily

Logical/

Mathematical

Musical/Rhythmic

Naturalist

Verbal/Linguistic

Visual/Spatial

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.

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.

Application

Summary

Evaluation

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Informal Assessment (LSI Quadrant III) Any and all of the following can be used as informal assessments:

• Spot check for vocabulary terms

• Check for progress on proportion project

• Participation in proportion project

Formal Assessment (LSI Quadrant III, IV) • Proportion project using grading rubric

Extension/Enrichment (LSI Quadrant IV)

• Have the students develop an elevation using proportion as a guide.

• Turn the proportion design into a 3D model using materials of your choosing.

• Turn the proportion design into a 3D digital model using equipment/software of your choosing.

Enrichment

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Architectural Design Principles Proportion Handout

Concepts • Principles of Design

The concepts used to organize or arrange the structural elements of design are known as the principles of design.

• Elements of Design The elements of design are components or parts that can be isolated and defined in a visual design.

Vocabulary

• 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.

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Architectural Design Principles Proportion

Test/Project

Proportion • 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 • 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 • Students will be graded with the rubric and by teacher review. Teacher Notes • 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

Criteria- Concepts/Skills to be Assessed

Criteria Categories (Novice to Exemplary)

Novice 1

Developing 2

Accomplished 3

Exemplary 4

Points Earned

Followed Directions (Possible 4 Points)

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

Vocabulary Usage (Possible 4 Points)

Did not use proper vocabulary

Used some vocabulary

Properly used most vocabulary

Accurately and thoroughly used vocabulary

Gluing (Possible 4 Points)

Sloppy and unclean

Somewhat clean and accurate

Mostly clean and accurate

Clean and accurate

Proportion Idea (Possible 4 Points)

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

Craftsmanship (Possible 4 Points)

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