| 6 , 7 , 8 | |
| Visual Art | Math |
| Grade Level Program | Alignment |
| 1 | 120 min |
| In-School Workshop | In-School Experience (intended for individual classes of a grade level to experience separately |
| all year | |
| $10 | 50 |
| no | Email , Phone |
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"¢ glue
"¢ tools for use include scissors, markers, and rulers. "¢ list of activities and learning goals and objectives provided for each day. Worksheets, vocabulary list, extended learning activities, and a rubric also provided. |
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"¢ All grades need chart paper. Each classroom requires 2 sheets.
"¢ 36" wide x 30' long green paper (grass green) per classroom "¢ 12" x 18" package (25 sheets) of fadeless black construction paper "¢ 12" x 18" package (25 sheets) on fadeless white construction paper "¢ 12" x 18" package (25 sheets) of light green fadeless construction paper |
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"¢ teachers in grades 1 and 2 may also select My House© program that involves creation of buildings for the map (see My House©)
"¢ teaching artist needs blackboard space (whiteboard or smart board) to draw and write concepts "¢ teaching artist needs a supply table and separate demonstration table "¢ classroom desks need to face blackboard (students should not have their backs to teaching artist) |
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Grades 6-8
I can solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. I can apply visual organizational strategies to design and produce a work of art that clearly communicates a neighborhood map. |
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Working together, students develop a scaled neighborhood map. Each student measures and constructs symbols and together they create a 9' x 12' map. A system of grid coordinates is added and students learn how to locate different features on the map using the coordinates.
Students learn about the team of people who plan, design, and construct the buildings, spaces and environments in their community. As an extension, students can add buildings. Older students can use their neighborhood solution and U.S. Census as a tool to understand how the built environment has grown and changed over time. Using data on population, land area, and housing units, students calculate changes in population density over time and see direct correlation between statistics and how the built environment looks. They learn about past planning and design decisions and today's process involving government rules and regulations. The student grade level determines the complexity of concepts as the designed world becomes the thematic foundation for curriculum subjects. Vocabulary is tailored to meet the needs of grade level participating. Arts Integration instruction provides additional math problem-solving applications. Students can calculate the actual sizes of the features represented on the map (streets, sidewalks, traffic lights, picnic tables, boats, flowerbeds) by using the scale of 1" = 6' and determine what is realistically represented, what is not and why. The map created is a fabulous piece of artwork that can be hung on a school wall for the entire school population to enjoy and learn from all year (make sure the Map Key with symbols is also displayed). Teachers can also work with students to create representational 3-dimensional building models for the map (as illustrated in one of the photos). |
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Teacher"s Role During Program:
"¢ provide opportunities for exhibit of student work "¢ any and all press coverage related to this copyrighted program needs to credit the Architecture Resource Center Inc. and all funders for the project. "¢ participate in the planning process by providing feedback, responding to evaluation surveys and contributing ideas for improvement "¢ make available the resources of the school (in-kind art supplies, facility space, copies) to support the project participants; "¢ Make connections (for students) to the HPS curriculum (ideas and concepts discussed prior to program) "¢ participate in classroom management (provide the teaching artist with the teacher's particular classroom strategy to focus students) "¢ provide relevant information about students' particular needs |
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2 caregivers
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Grade 6 |
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Grade 8 |
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