Ask students to take turns drawing on the board shapes they saw at the TCA.  

Remind students that many shapes have names (square, circle, triangle, rectangle, etc.) but that some do not. Ask students to name as many shapes as they can as you write them on the board.

Take notes on any new information presented by the docent as well as interesting questions, observations or responses made by your students during their tour. 

• Traditional Pima Dwellings were homes for Pima families. What do you think members of a Pima family might have done in and around their homes? What did the dwellings do for the family? (The dwellings gave them a place to store their things, kept them warm on cool nights, protected them from wild animals as they slept and shaded them from the hot desert sun. The dwellings with porches gave shade without blocking any breeze that might be blowing.)
• Mount Carmel Church was a house of worship. What do you think the priest and members of the church did in the church? How did the church building meet their needs?
• Elias Rodriguez House was a family home. Compare the functions of the Rodriguez house with those of the traditional Pima dwellings.
• The Territorial Normal School Building was, and Arizona State University’s Old Main is still, an educational building. What do you think students and teachers did in these buildings? What functions did these buildings share with the earlier Pima and Rodriguez  family homes (for example, shelter and protection from sun)? What other functions do you believe a college building needs to serve (for example, provide classrooms where students and teachers can meet, house a library full of books and/or provide special spaces for different kinds of studies, such as music, history, art or science.)
• Harkins Movie Theater, Grady Gammage Auditorium, Arizona State University Art Museum and the Tempe Performing Arts Center were all designed specifically to serve the special functions of people who make art and enjoy the art that others make. What can you see in each building that gives you a clue about what goes on inside? What are the functions of the marquee and the little booth at the entrance of the movie theater? How do you think people use the ramps and balconies of the auditorium? Compare and contrast functions of an art museum with the functions of a performing arts center (for example, displaying, protecting and storing many artworks as individuals and small groups visit versus organizing and seating crowds of people all at once)?  

Analysis
Ask students to identify some of the functions of the TCA. What does it do? (For example, it protects people from the weather. It quiets the sound of jets landing at Phoenix Sky Harbor International Airport. It provides visitors with dramatic views of Town Lake and the Papago Mountains. The TCA gives musicians, dancers and actors a place to perform and a place for people to watch and listen to their performances. It also gives visual artists a place to show their work and for visitors to see their art.  

Definitions with examples
Show “Designing Tempe Center for the Arts." Point out three kinds of architect’s plans: 1) renderings, 2) model and 3) blueprints. Explain that renderings are architect’s drawings (sometimes made on a computer) that show how the finished building will look. A model is a miniature building that also helps people imagine how the finished build will look. Blueprints are very specific drawings telling builders exactly how to construct every part of the building.

Assignment
Ask students to choose a function for an imaginary building that they would like to design or they may think of their own function for a building. For example:

• Sports Stadium
• Warehouse for Toys
• Light Rail Train Station
• Elementary School
• Elephant Barn
• Firehouse
• Computer Store

Ask students to identify the people who will use the building and how they will use it. They should start with an idea about the function of their building or they may change their minds about the function as they work on their designs. Show “Sample Plan for Surf Shop” as an example.

Technical demonstrations
Distribute one color of construction paper. You may want to give the same color to students sitting at the same table or near each other, so that they can trade shapes with nearby classmates. Demonstrate making long cuts with scissors. Demonstrate how to slowly close the scissor turning the paper rather than the scissors to make smooth curved cuts.

Samples
Show “Building with Shapes” reading explanatory text. Ask students to design a building combining at least three different shapes. They should make an architect’s plan of their building showing the front or from the side. As they make different arrangement of shapes, they should think about how their building might be used.

Distribute a second color of construction paper. Ask students to add smaller shapes to make their buildings more interesting to look at and to better serve a specific function. For example, they can add windows, doors or decorations. They should try several arrangements and perhaps trade shapes with nearby classmates.

In process feedback
Distribute a sheet of white drawing paper for backgrounds for students’ building plans. Before any shapes are glued to a background, ask students to write the function of their building on a slip of paper and place it next to their arrangement of shapes. Ask students to walk around to view several of their classmates’ ideas offering positive suggestions to make the plan more interesting to look at or more functional.

Demonstration
If students are not experienced with using glue sticks, demonstrate how to cover tables with newspaper and how to glue the entire back side of each piece of paper, especially all the way to the edges.

Completion and exhibition
When students have completed their building plans ask each to sign his/her plan carefully in the lower right corner. Ask them to think how people will use their building and what building materials they would use to construct their buildings, as they complete their “Architect’s Label.”