Tempe Center for the Arts

Objectives
1. Students identify building materials used in the Tempe Center for the Arts.
2. Students draw/describe shapes they see in the 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 5: Quality
PO 001 & 102: Compare an original artwork with a reproduction (e.g., make a museum/artist’s studio visit to compare details, size, luminosity, three dimensionality, surface texture).

Resources
Arrangements for field trip to the TCA (480) 350-2867
Advance discussion with assigned TCA docent, if possible.
    Explain to the docent that your students have viewed and discussed "Building on a River: Questor's Tale" before arriving and have prepared some of their own questions. Provide the
    docent with a copy of “Exploring the Tempe Center for the Arts” worksheet in advance of your
    trip, and discuss the extent to which students might complete any or all of the worksheet at the
    center, or whether any or all of the questions might be addressed during their tour.
“Exploring the Tempe Center for the Arts” worksheets with students’ questions already written
Pencils

Activities

Review and application
Return students’ “Exploring the Tempe Center of the Arts” worksheets and ask them to answer as many questions as they can during their tour. If writing responses on the worksheet is not practical or possible during the tour, use the worksheet to remind students of their own questions and to guide students in focused observation as circumstances permit. For example, you might use questions on the worksheet when students assemble or travel to the TCA or when they assemble for, or travel back to school.

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.

If the circumstances of the visit do not allow students to complete their worksheets, remind them of the questions and explain that later, in class, you will lead a discussion of discoveries they made about their own questions, about building materials, and about shapes.

Assessment Guides

1. Objective: Students identify building materials used in the Tempe Center for the Arts.
Assess Part C of “Tempe Center for the Arts Exploration” worksheet.

Exceeds expectations - Student accurately identifies at least four building materials.
Meets expectations - Student accurately identifies at least three building materials.
Approaches expectations - Student accurately identifies at least two building materials.
Fails to meet expectations - Student identifies features of the TCA other than its building materials, identifies just one material or identifies materials inaccurately.

2. Objective: Students draw/describe shapes they see in the Tempe Center for the Arts.
Assess Part D of “Tempe Center for the Arts Exploration” worksheet.

Exceeds expectations - Student accurately draws two shapes visible in the interior or exterior of the TCA and identifies the location of both.

Meets expectations - Student accurately draws two shapes visible in the interior or exterior of the TCA and identifies the location of one.

Approaches expectations - Student accurately draws two shapes visible in the interior or exterior of the TCA.

Fails to meet expectations - Student draws one shape.

Extension Activity
If you want to broaden students’ visual analysis beyond the element of shape, ask students to write the words “Color,” “Texture” and “Line” on the back of this paper. Ask students to draw or describe interesting colors, lines or textures they discover at the TCA and write where they saw each.