Introduce the theme in art: Architecture is the art of designing buildings that are both useful and expressive. Explain that students will be exploring the decisions made by architects as well as the impact of architects’ decisions on visitors to a building.  

Explain that they will use two key questions.
    ·         What forms and spaces do architects use?
    ·         What feelings and ideas does the building express?

They will use the questions to explore architecture in general and the architecture of the Tempe Center for the Arts in particular. They also will use the questions as they design their own expressive architectural entrances.

Display and read  “Under Construction” and “Designing the Tempe Center for the Arts.” Inform students that the Tempe Center for the Arts (TCA) was designed by Barton Myers, a California-based architect and ARCHITEKTON, a Tempe architectural firm. Explain that Barton Myers has designed other arts centers and theaters, including the Citadel Theater in Edmonton, Alberta, Canada; the Los Angeles Music Center, in California; the Portland Center for the Performing Arts in Oregon; the Ballet Opera House in Toronto, Ontario, Canada; the Cerritos Center for the Performing Arts in California; and the New Jersey Performing Arts Center in Newark, N.J.

Definitions
Explain that architects design buildings by manipulating relationships between forms and spaces. Define each:  

A form is a three-dimensional object with height, width and depth. Forms can be geometric like spheres and cubes. They can be simple or complex. They can have curved or flat surfaces, which can be smooth or textured. Forms can be solid or pierced with openings. Buildings are forms with height, width and depth.

Space surrounds forms. It moves around the outside surfaces of forms and through openings. Buildings both define and contain space with their walls, roofs, eaves, ceilings, balconies, etc.

Guided practice
Display “Forms and Spaces in Tempe Buildings.” As you show the Harry E. Mitchell Municipal Complex and Tempe Library, ask students to describe their forms and spaces.  

As you continue “Forms and Spaces in Tempe Buildings,” ask students to pay particular attention to the variety of ways the architects of several Tempe high schools designed their entrances. Ask students to identify forms and spaces used in each school’s entrance.

Definitions and examples
Explain that Barton Myers, lead architect of the TCA, identifies seven important considerations he focuses on when he designs art centers.

• The Architecture of Site (where the Center is built)
• The Architecture of Arrival (approach and entrance to the Center)
• The Architecture of the Lobby (hall or waiting space near the entrance of the Center)
• The Architecture of the Room (theater and gallery within the Center)
• Architecture of the Back of the House (backstage and support space at the Center)
• Art in Architecture (integration of artworks with the Center)
• Craftsmanship in Architecture (use of materials in and construction of the Center)

Explain that students will be looking for evidence of all seven of Myers’ considerations when they visit the TCA, with special attention to the Architecture of Arrival.

Read the following Barton Myers quotation:
"The Architecture of Arrival should draw people into the artistry, excitement and drama of the performance even before they arrive. Both the building and the approach to the building should be interesting and welcoming by creating a landmark destination and promising an extraordinary experience. The solidity of a landmark building combined with the drama of a transparent lobby reflects the building’s role as an institution and its openness as a place of gathering. There should be a strong relationship between the inside and outside... ."

Explain that every building has an inside and an outside and that approaches, and entrances to buildings vary widely. Ask students to recall and visualize entrances to buildings with which they are familiar (local mall, theater complex, fast food restaurant, sports facility, etc.). Ask students to think about how well the entrance prepares people to move from their everyday experience to the experiences they will have inside the building. Share examples.

Application
Distribute “The Architecture of Arrival” worksheet and show “Architecture of Arrival in Tempe” photographs, which feature historical and contemporary arts buildings in Tempe. Ask students to choose one of the four arts buildings (Valley Arts Theater, Grady Gammage Auditorium, ASU Art Museum or Tempe Performing Arts Center) as their focus as they complete their worksheets. The last item on the worksheet asks students to describe forms and spaces of one building and to identify a feeling or idea suggested by the entrance. You will need to cycle through the photographs several times so students can choose, observe, write and review.

• Exceeds expectations - The student thoroughly, accurately and in considerable detail, drew both form/s and space/s of a building and included accurate, specific descriptive words for all three drawings.
• Meets expectations - The student accurately drew both form/s and space/s of a building and included descriptive words for all three drawings.
• Approaches expectations - The student drew either form/s or space/s of a building and included at least one descriptive word.
• Fails to meet expectations - The student made marks or wrote words suggested by a building.

2. Students interpret the expression of feeling or ideas of an architectural entrance.
Assess Section B of “The Architecture of Arrival” worksheet.