In this lesson, artists begin the process of designing their ‘dream house’. They start out by building the basic shape of their dream house using paper cups.
SWBAT use basic tools to plan and build the basic structure of their dream house.
Students will be working individually, but can easily communally use materials such as glue and scissors. Some thought should be put into storage before the class since each student will be making a small sculpture. If using hot glue, consider hot glue stations, and go over safety rules before starting.
Paper cups (dixie cups or other small cups work best), glue, scissors, paper plates optional: hot glue
N/A
Optional (see: early finishers): library books on a variety of architectural styles and/or tablets or computers for research
⚲'La Sagrada Familia', Antoni Gaudi
This is a picture of La Sagrada Família in Barcelona; a church that was begun 131 years ago and is not finished yet. At the time of Gaudi's death (the architect), the church was approximately a quarter finished. It is expected to be finished in 2026, on the 100-year anniversary of Gaudi's death. It has taken so long to complete due to challenges over the intense complexity of the design, the money needed to fund it and a building interruption from the Spanish Civil War.
Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”.
Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.
The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.
Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.
The students work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artist who seems be pushing themselves to try new things.
At this point, students should be building the structure of their dream house. They can use scissors to alter the shape of their buildings. While it is not a problem if they add windows, doors, and other details, encourage them to think of this more as a sketch, or the skeleton of their dream house. They primarily want to establish the shape and size of their house.
Use 'what, how, and why' and then take comments or questions.
Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.
Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.
Choose presenting student artists in advance and let them know during their work time so that they are prepared.
Sharing should work as follows:
Student artists might get too much glue on their hands; have them rub their hands quickly together and it will ball up and come off their skin. If they use too much glue, demonstrate how much (or little) glue to use, then give them a paper towel to clean up the drips and runs.
If a student is working quickly, suggest that they cut any glue things such as archways, etc. If copy paper is available, you might want to allow them copy paper to cut and glue for the details.
Have a collection of library books on architecture that students can reference if they are finished. Alternately, you can set them up with computers or tablets and allow them to research architectural styles on: http://www.greatbuildings.com/types.html
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