1. Enduring Idea: Fantasy Topic: Architecture First Grade Janet Malone Lakeview Design Center

2. Key Concepts Architects are artists Not all buildings fit the “norm” Architecture is affected by the environment Environment can be affected by architecture Architecture can reflect its environment Architecture can reflect everyday objects Architecture can be fantastical

3. Rationale If you mention the word cityscape to students, they will think of scenes of New York, downtown Nashville or their own neighborhood. These buildings will be almost cookie cutter houses and skyscrapers that look the same- tall rectangles with lots of windows. I want the students to think out of the box, and learn about architects that are designing fantastical buildings that do not fit the normal mold of what a building looks like. By doing this, the artist/architect makes the world a more interesting place.

4. Essential Questions How does the environment affect architecture? How can architecture be fantastical? How can fantasy architecture fit into an environment?

5. Art Understanding/objectives The students will… Understand that architects are artists Understand that cityscape is a picture of a city Demonstrate craftsmanship in all of their projects Demonstrate correct use of materials (crayons, watercolors) Demonstrate proper creation of a collage Demonstrate proper use of clay and clay knowledge Demonstrate knowledge of the following vocabulary words: Cityscape, blending, rinse-and- blot, horizon line, reflection, architecture, architect, mimetic architecture, collage, pinch pot, score, kiln, glaze, slip, craftsmanship, geometric, organic, fantasy.

6. Artist Knowledge Base Frank Lloyd Wright America's most famous architect. June 8, 1867- April 9, 1959 As a child he spent a great deal of time playing with the educational blocks given to him by his mother. These consisted of various geometrically shaped blocks that could be assembled in various combinations to form three-dimensional compositions. Wright in his autobiography talks about the influence of these exercises on his approach to design. Many of his buildings are notable for the geometrical clarity they exhibit. Wright in his autobiography talks about the influence of these exercises on his approach to design. Many of his buildings are notable for the geometrical clarity they exhibit. The manipulation of interior space in buildings is a hallmark of his style. His most famous private residence was constructed from 1935 to 1939— Fallingwater Frank Gehry February 28, 1929 A creative child, he was encouraged by his grandmother, with whom he would build little cities out of scraps of wood He expressed creativity in his own home which he used as a creative launch pad, playing with shapes and textures. Gehry had an epiphany when a guest at his house asked why he was so creative with his home, but so reserved and traditional in the execution of his work. Many critics think that he wastes materials in his designs. Many critics feel that his work doesn’t fit in the environment. Many critics feel that his buildings overshadow their purposes.

7. Other resources Miscellaneous pictures of mimetic buildings Roberto the Insect Architect by Nina Laden

8. Lesson 1 Students will be introduced to the architecture of Frank Lloyd Wright. They will look at a variety of Wright buildings, then compare and contrast them to some photos taken from around Nashville in a small group, as well as share descriptions of other building that they have seen. Students from other countries will be encouraged to share with the rest of the class descriptions of buildings native to their home country. Then they will discuss the buildings as a class. This discussion will include the topic of the architecture and the environment around it. Finally, they will pick a Wright building and fill out a worksheet on it.

9. Frank Lloyd Wright Buildings

10. Assessment Small and large group participation Worksheet

11. Lesson 2 Students will create a dual landscape, by folding the paper length-wise in half. Then the students will draw a traditional cityscape on one half of the paper. After coloring the cityscape with crayons, the students will flip the paper over, and on the “reflection” side of the paper, the students will draw a Wright inspired cityscape that will be painted with watercolors.

12. Teacher Example

13. Assessment Production of project Craftsmanship

14. Lesson 3 Students will be introduced to the architecture of Frank Gehry. The students will compare and contrast the Gehry buildings to Wright’s and Nashville buildings. The students will pick their favorite Gehry building and fill out a worksheet on why they like it (art criticism).

15. Frank Gehry Buildings

16. Assessment Group participation Worksheet

17. Lesson 4 Students will create a collage inspired by Gehry’s buildings. They will use cut paper with no pencils (although they will be allowed to sketch out their idea first).

18. Teacher Example

19. Assessment Production of art project Craftsmanship

20. Lesson 5 Students will be introduced to mimetic architecture, which is architecture that mimics or looks like other items. Students will read Roberto the Insect Architect by Nina Laden. Students will then discuss how the mimetic architecture looks different from the previous architecture. Then the students will create at least 5 sketches of different mimetic architecture that they would like to create (of their own design)

21. Mimetic Architecture

22. Assessment Student participation Sketches

23. Lesson 6 Students will create a pinch pot that will become a mimetic building. The pinch pot will be turned upside down and details will be added as well as scratched into the pot. Students will also learn the vocabulary words clay, kiln, score, slip, and glaze.

24. Teacher Example

25. Assessment Art production Craftsmanship

26. Lesson 7 (wrap up) Students will review all that they had learned during the unit by playing a game. The students will pull out cards with photos of different kinds of architecture and will have to place it on a board in the correct style categories.

27. Assessment Group participation