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Aia Michigan / Michigan Architectural Foundation

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Informations

• Publié par: enkey
• Nombre de lectures: 32
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

First Grade
Page
99First Grade Lesson One
FIRST GRADE
LESSON NO. 1 SENSORY EXPLORATION
LENGTH OF LESSON: 30 Minutes
EDUCATIONAL OBJECTIVES &
MICHIGAN CURRICULUM FRAMEWORK CONTENT STANDARDS:
A. Learn to be aware of the five senses as a means of understanding our surroundings
Science
• Use scientific knowledge from physical sciences in real-world contexts
Visual Arts
• Arts in context
B. Begin to understand how different senses affect perception of the environment
Science
•
C. Develop recognition of spatial relationships
Visual Arts
• Arts in context
D. Develop the skills to classify objectives experienced by the senses and
understand similarities and differences
Science
• Use scientific knowledge from physical sciences in real-world contexts
English/Language Arts
• Meaning and communication
ARCHITECTURAL PRINCIPLES:
Visual relationships are determined by light, shadow, edges and contrast.
Design is experienced with human sensory perception.
Design is accomplished by composing the physical characteristics of size, shape,
texture, proportion, scale, mass and color.
Architecture satisfies emotional and spiritual needs in addition to physical needs.
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Grade
Lesson
1First Grade Lesson One
MATERIALS
1. Prepared “wall view” drawing of a typical classroom (copy for each student)
(Note: Teacher may choose to prepare “wall view” drawing
of his/her own classroom)
2. Thin paper (newsprint)
3. Crayons or chalk
4. Scissors
5. Glue
6. Construction paper (1 each): red, yellow, green, blue, black, white
7. Letter to parents (included) to be sent home after Lesson No. 1
VOCABULARY (See glossary for definitions)
1. Brick
2. Carpet
3. Cement
4. Lumber
5. Mortar
6. Rubbings
7. Senses
8. Texture
ACTIVITY
A. Review parts of the body and how they permit us to experience our surround-
ings: eyes to see, ears to hear, nose to smell, skin to touch, tongue to taste.
B. Using construction paper of various colors, explain the basic reactions to seeing
color, e.g., red – hot, blue – cold, and why we have these reactions. Examples:
1. Red – hot: fire, color of sunburn on skin;
2. Yellow – hot: when we see the sun;
3. Green – spring-like: color of nature, plants, etc.;
4. Black – mysterious, fear: color of night and darkness;
5. White – coolness: color of snow; white color reflects light away;
6. Blue – cold: color of water.
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1First Grade Lesson One
C. Explain hearing sound in the environment. Outside noises, like cars, buses and
people talking, can be heard through walls. Trees and bushes can absorb outside
sound.
D. Explain that smell can be sensed when we walk into our homes and get a whiff of
food cooking in the kitchen. The same smell can remind us of home years later
when we sense the same aroma in another place.
E. Explain that smell and taste are closely related. Food smells remind us of how
the food tastes.
F. Pass out a copy of the “wall view” drawing of the classroom. Students should
locate five different textures found in their classroom or throughout the
school. Examples: brick walls, small tiles, carpet, etc.
1. Lay newsprint paper over textured areas and rub the side of a crayon or
chalk over paper to transfer the pattern of the texture to the paper.
2. Each rubbing should be labeled with the material and location.
G. The students can sit back at their desks to create a collage of the classroom.
Have them cut and paste textured surfaces from their rubbings onto the appro-
priate place in the classroom drawing. To finish the drawing, they can color in
detail areas that are too small to add texture.
H. As homework, the students should sit in their homes with an adult, close their
eyes and notice the sounds that occur around them. The adult should help
record the variety of sounds in a 15-minute time period.
TEACHER’S EVALUATION
A. Analyze student art work for:
1. Ability to recognize texture of familiar objects;
2. Use of artistic skills – logical use of textures and correct construction of
forms in a room;
3. Identification and understanding of how elements in students’ immediate
environment influence each other.
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1
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Lesson
1First Grade Lesson One
Dear Parents/Guardians:
Your child’s class is learning the basic elements of architecture. They are learning:
• To recognize familiar shapes in three-dimensional form;
• To develop artistic skills such as drawing, pasting and constructing forms from
observing what they see;
• To focus on the what and the why of their environment through communication
as they listen and speak in class;
• To identify important elements in their immediate environment and reasons for
their form and location.
Today in class, we reviewed how our body’s senses help us to experience our surround-
ings. Students focused on color (sight) and texture of surfaces (touch) and incor-
porated these sensory experiences into a picture collage.
We are asking for your help in accomplishing the goals mentioned above by working
with your child at home to build on today’s lesson. This would include sitting in a
room in your house (apartment) with your child for 15 minutes. Have your child
close his/her eyes and listen to the surrounding sounds, e.g., clock ticking, music
playing, dishwasher running, floor squeaking, etc. We are asking you to help them
record the variety of sounds they hear in that time frame. Have your child bring his/
her sheet of recorded information to school.
The date for the follow-up lesson to this exercise is _____________. We will
use this information to help in their next lesson, “Visualization Skills.”
Your help in encouraging your child’s awareness of his/her surroundings is greatly
appreciated.
Thank you,
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Grade
Lesson
1FIRST GRADE
First Grade Lesson One
Teaching Wall View
Window Wall View
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105
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Lesson
1First Grade Lesson One
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Lesson
1First Grade Lesson Two
FIRST GRADE
LESSON NO. 2 VISUALIZATION SKILLS
LENGTH OF LESSON: 30 Minutes
EDUCATIONAL OBJECTIVES &
MICHIGAN CURRICULUM FRAMEWORK CONTENT STANDARDS:
A. To develop skills to combine verbal communication with visual thinking
English/Language Arts
• Meaning and communication
Visual Arts
• Analyze in context
B. Develop an awareness of how people use the environment to meet human needs
Social Studies
• Geographic perspective
Science
• Use scientific knowledge from physical sciences in real-world contexts
• Construct new scientific and personal knowledge
C. Understand the use of symbols as an art form in world culture
Social Studies
• Geographic perspective
Visual Arts
• Analyze in context
• Connecting to other arts, other disciplines and life
ARCHITECTURAL PRINCIPLES:
Design is accomplished by combining the physical characteristics of size, shape,
texture, proportion, scale, mass and color.
Social structure, culture and the built environment have a direct influence on
one another.
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1
Grade
Lesson
2First Grade Lesson Two
Visual relationships are determined by light, shadow, edges and contrast.
Nature is a model for architectural forms and shapes.
Symbolism is an important means of visual communication for architecture.
Design is experienced with human sensory perception.
MATERIALS
1. Paper and crayons
2. Worksheet of Native American symbols
VOCABULARY (See glossary for definitions)
1. Symbol
2. Visual thinking
3. Visualize
ACTIVITY
A. In Lesson No. 1, the students worked at home with their parents to identify
and record various sensory experiences. Start this activity by having each
student share one (or more) of those sensory experiences.
B. Tell the students to close their eyes and use their imaginations as you describe
a place, thing or area that contains elements that may be familiar to the students.
1. Use descriptions of color, scent, temperature and sounds when describing a
local area the children like to frequent.
C. Show students examples of symbols Native Americans used in their art (included).
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Lesson
2