Objectives
1. Students analyze architecture from several perspectives.
2. Students articulate their own questions about a specific building – Tempe
Center for the Arts.
Arizona Visual
Arts Standards
RELATE: Concept 2: Tools, Materials & Techniques
PO
102 & 202: Describe what tools, materials and techniques were used to
create artwork from diverse cultures and times.
RELATE: Concept 3: Elements &
Principles
PO
001, 102 & 202: Identify visual/tactile characteristics of artworks from a
diverse culture, different place or time.
EVALUATE: Concept 3: Art Issues and
Values
PO
103 & 203: Discuss reasons why people value art (e.g., sentimental,
financial, religious, political and historical).
Resources
Internet
connected computer
Digital projector and screen
"Building on a A River: Questor’s Tale" (video)
“Exploring with Questor”
worksheet
“Under
Construction”
“Tempe
Center
for the Arts Exploration ” worksheet
OPTIONAL “Questor’s Questions” worksheet
Activities
Unit Preview
Introduce the lessons of Architecture
and the Tempe Center for the Arts by discussing the general theme of
architecture. Introduce the theme in life (We all
move in and about buildings everyday.) by asking students to name buildings
they have been in and buildings they have heard about and would like to
visit.
Introduce the theme in art (Architecture is the art of
designing interesting buildings that work for us.) by asking students to
identify buildings with various functions, such as homes, schools, houses of
worship, stores, government buildings, etc. Explain that they will be
exploring architecture in Tempe with a special focus on the Tempe Center for
the Arts.
Explain that they will use three key questions in the three lessons.
-
What materials can I
see?
-
What shapes can I
see?
-
What is the function
of the building?
Explain further that they will use the questions
to explore architecture in general and the architecture of the Tempe Center
for the Arts in particular. They will also use the questions to design a
building of their own.
Definition
Write “Architecture” on the board and explain that architecture is the art
of designing interesting buildings that work for people. Explain further
that the TCA is one of the latest of many buildings built along the Salt
River in what is now the city of Tempe.
Guided Practice Inquiry
Distribute a copy of the “Exploring with Questor” worksheet to each student.
Before showing the video, ask students to look especially for
building
materials and shapes. Ask them to name as many shapes as they can
and explain that some shapes do not have specific names. Draw examples on
the board.
Explain that objects (including buildings) are made of materials.
Ask students to list some building materials, such as wooden boards, metal
pipes, cement, stucco, bricks, tile, wire, metal sheets, stone, etc. Some
people even use blocks of ice, animal skins, sod and leaves to build
traditional structures.
Show
“Building on a River: Questor’s Tale.” Questor, the bird who tells the
story, appears at the end of each section of the video. Stop the video when
Questor asks each question listed on the “Exploring with Questor”
worksheet.
Ask
students to write their responses to each question on the “Exploring with Questor” worksheet. Replay the section as necessary to help students gain
the information and see the images necessary to respond. Lead a class
discussion of each question.
Focus especially on Section 2, in which Questor asks: “What materials do you
see in these buildings?” and Section and 7, in which Questor asks: “What
shapes do you see?
Transfer
Distribute a “Tempe Center for the Arts Exploration” worksheet to each
student.
Show
“Under Construction” and read the short introduction to the TCA and how it
came to be built.
Ask
students to write two specific questions of their own in Part A of their
“Exploring the Tempe
Center
for the Arts” worksheet. Replay Questor’s four general questions at the end
of “Building on a River: Questor’s Tale” to stimulate their curiosity.
Assessment Guides
1.
Objective: Students analyze architecture from several perspectives.
Assess discussion of
“Exploring with Questor” worksheet.
-
Exceeds
expectations -
Student contributes thoughtful, observant, accurate responses to the
discussion of more than two sections of the video.
-
Meets
expectations - Student contributes thoughtful or observant, accurate responses to the
discussion of two sections of the video.
-
Approaches
expectations -
Student contributes an accurate and appropriate response to the discussion
of one section of the video.
-
Fails
to meet expectations
-
Student contributes to the discussion inaccurately or inappropriately.
2.
Objective: Students articulate their own questions about a specific
building – Tempe Center for the Arts.
Assess Part A of
“Exploring the Tempe Center for the Arts” worksheet
-
Exceeds
expectations -
Student articulates two specific questions to explore when visiting the TCA.
-
Meets
expectations -
Student articulates two general questions or one specific and one general
question to explore when visiting the TCA.
-
Approaches
expectations -
Student articulates one general question to explore when visiting the TCA.
-
Fails
to meet expectations
-
Student writes words or phrases but not a complete question.
Alternative Inquiry
Activity
"Questor’s
Questions” are general enough to be applied to any artwork (or, for that
matter, any object made by people). If you would like to introduce a broad
inquiry structure, replace “Tempe
Center for the Arts”
worksheet with “Questor’s
Questions” worksheet.
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