I am an architect!
Day 3
This week we continued our journey as architects with the following prompt:
Today, we architects are headed back to our jobs sites. Everyone put your hard hats on and imagine your job site. So far, you’ve done a lot of work building your home and everything is coming together! As you arrive at the job site you hear the sounds of construction: saws, machines, hammers on nails; and you meet with your construction manager to talk about your home. A construction manager is the person who is helping you build your dream home. You and your construction manager talk about all the work you’ve done: your foundation is set, you walls are up and everything is going well. When you’re done talking with your manager, you stop to look around. What do you see? Is it night time? Is there light coming through the branches of trees? Are there animals? Do you live under water? Or do you live in the sky? This is what we will be exploring.
After the prompt students begin building the diorama that their home will sit in. This diorama will function as the scene their home is in and students will decorate it and build objects within it according to their design. (See lesson plan for materials)
Today, we architects are headed back to our jobs sites. Everyone put your hard hats on and imagine your job site. So far, you’ve done a lot of work building your home and everything is coming together! As you arrive at the job site you hear the sounds of construction: saws, machines, hammers on nails; and you meet with your construction manager to talk about your home. A construction manager is the person who is helping you build your dream home. You and your construction manager talk about all the work you’ve done: your foundation is set, you walls are up and everything is going well. When you’re done talking with your manager, you stop to look around. What do you see? Is it night time? Is there light coming through the branches of trees? Are there animals? Do you live under water? Or do you live in the sky? This is what we will be exploring.
After the prompt students begin building the diorama that their home will sit in. This diorama will function as the scene their home is in and students will decorate it and build objects within it according to their design. (See lesson plan for materials)
Essential UnderstandingsThe artistic process requires planning and revision in order to create the art you desire.
Form and shape are used to visually represent ideas. Key ConceptsForm
Shape Detail Artist intention Artistic Process Art FocusExploring how to translate two-dimensional designs to three-dimensional models.
Exploring how artists express their ideas in different ways. |
Learning TargetsStudents will create dioramas for their dream homes by translating their 2D designs to a 3D model.
Students will use tools and materials to create a 3D diorama that utilizes shape, form and detail. SkillsPlanning
Imagining Expressing their ideas Literary FocusLearning how to visually express their ideas
Learning how to verbally articulate their decision making. Vocabulary: shape, form, diorama, 2-dimensional, 3-dimensional |
Documentation and Reflection
Today we gave the students the challenge of creating an environment for their dream homes. While some struggled at first, they all seemed to understand how to translate their environment ideas into reality given the found objects and paints that we provided for them. Students started out with time to create a sketch for their environment where they considered what they see when they look our their window, where they are (forrest, under water, in space, etc.) and what things surround their home (sidewalk, garage, etc). Student then translated their drawings onto their cut cardboard box dioramas using paint, markers, sculpting foam and found objects.
The photos below demonstrate how one student began translating their drawing to their 3-dimensional diorama.
The photos below demonstrate how one student began translating their drawing to their 3-dimensional diorama.
This student took his idea of an apple tree in his yard and turned it into reality with the use of this cardboard cutout by showing how the apples fall out of the tree and onto the ground. This understanding of his new 2D/3D layout is shown by him drawing his red apples going from the wall of his diorama and letting that idea flow onto the floor, or foundation, of his diorama. His concept of space is advanced because he is now transforming his 2-dimensional wall and floor and creating an illusion of space by letting the apples continue to another plane.
|
This student created a sketch of the outside of her house, making some revisions. Her home is a tree house, but upon asking her about her drawing of her surroundings, she was excited to share that "no one has ever thought of a tree house under water! It's something new and exciting." She made her revisions based on her own opinion that what she was doing is something that everyone would be interested in, especially what she is interested in.
She added in creatures she'd like to see outside her window such as fish and a mermaid. She even went to far into thinking about the cat that guards her home and making sure that she has a scuba diver helmet on so that she can breath underwater as well as thinking about how "she can't eat the fish around her either because of the glass over her head."
She added in creatures she'd like to see outside her window such as fish and a mermaid. She even went to far into thinking about the cat that guards her home and making sure that she has a scuba diver helmet on so that she can breath underwater as well as thinking about how "she can't eat the fish around her either because of the glass over her head."
The rest of the students took great strides in achieving this same goal as well! Everyone did a great job. Below pictured, are photographs of the three examples that we gave as environments, and then below those three are pictures of their sketches of their environments as well as the beginning stages of their diorama settings.