Lesson Plan. Performance Objective: Student will be able to identify architectural styles exemplified in housing (photographs or real examples).

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1 Course Title: Interior Design Lesson Plan Session Title: Introduction to Architecture & Construction Lesson Duration: PPT & Lecture: 90 minutes Student Portfolio: 180 minutes Performance Objective: Student will be able to identify architectural styles exemplified in housing (photographs or real examples). Specific Objectives: Student will be able to identify and differentiate between Cape Cod, Salt Box, Garrison, Spanish, French, Georgian, Queen Anne, Tudor, Colonial, Prairie, Ranch, and Split- Style homes. Student will be able to explain features specific to each housing style listed above. Student will be able to explain reasons for different housing styles. Student will be able to describe reasons for different housing periods. Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. TEKS (c)(1) The student demonstrates effective decision-making skills related to housing needs throughout the life cycle. The student is expected to: (A) determine housing characteristics common to various cultures and regions; TEKS (c)(5) The student considers factors affecting housing construction when making planning and consumer decisions related to housing. The student is expected to: (A) identify architectural styles exemplified in housing; Interdisciplinary Correlations: English (b)15(b) write procedural or work-related documents (e.g., instructions, s, correspondence, memos, project plans) that include: (i) organized and accurately conveyed information; and (ii) reader-friendly formatting techniques; (b)(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) use conventions of capitalization; and (B) use correct punctuation marks including: (i) quotation marks to indicate sarcasm or irony; (ii) comma placement in nonrestrictive phrases, clauses, and contrasting expressions; and (iii) dashes to emphasize parenthetical information (b)(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spell correctly, including using various resources to determine and check correct spellings. 1

2 Occupational Correlations: (reference O-Net Interior Designers Plan, design, and furnish interiors of residential, commercial, or industrial buildings. Formulate design which is practical, aesthetic, and conducive to intended purposes, such as raising productivity, selling merchandise, or improving life style. May specialize in a particular field, style, or phase of interior design. Tasks: Confer with client to determine factors affecting planning interior environments, such as budget, architectural preferences, and purpose and function. Advise client on interior design factors such as space planning, layout and utilization of furnishings or equipment, and color coordination. Coordinate with other professionals, such as contractors, architects, engineers, and plumbers, to ensure job success. Review and detail shop drawings for construction plans. Estimate material requirements and costs, and present design to client for approval. Subcontract fabrication, installation, and arrangement of carpeting, fixtures, accessories, draperies, paint and wall coverings, art work, furniture, and related items. Formulate environmental plan to be practical, esthetic, and conducive to intended purposes, such as raising productivity or selling merchandise. Select or design, and purchase furnishings, art works, and accessories. Render design ideas in form of paste-ups or drawings. Use computer-aided drafting (CAD) and related software to produce construction documents. Knowledge: Design Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models. Customer and Personal Service Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. Building and Construction Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads. English Language Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Administration and Management Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. Sales and Marketing Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems. Public Safety and Security Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. Psychology Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. Fine Arts Knowledge of the theory and techniques required to compose, produce, and perform 2

3 works of music, dance, visual arts, drama, and sculpture. Clerical Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. Skills: Active Listening Giving full attention to what other people a2re saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Speaking Talking to others to convey information effectively. Reading Comprehension Understanding written sentences and paragraphs in work related documents. Service Orientation Actively looking for ways to help people. Social Perceptiveness Being aware of others' reactions and understanding why they react as they do. Coordination Adjusting actions in relation to others' actions. Critical Thinking Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Persuasion Persuading others to change their minds or behavior. Writing Communicating effectively in writing as appropriate for the needs of the audience. Complex Problem Solving Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. Abilities: Oral Comprehension The ability to listen to and understand information and ideas presented through spoken words and sentences. Originality The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. Oral Expression The ability to communicate information and ideas in speaking so others will understand. Visualization The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. Fluency of Ideas The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). Near Vision The ability to see details at close range (within a few feet of the observer). Speech Clarity The ability to speak clearly so others can understand you. Written Comprehension The ability to read and understand information and ideas presented in writing. Deductive Reasoning The ability to apply general rules to specific problems to produce answers that make sense. Problem Sensitivity The ability to tell when something is wrong or is likely to go wrong. It does not 3

4 involve solving the problem, only recognizing there is a problem. Sample of reported job titles: Interior Designer, Designer, Interior Design Coordinator, Interior Design Consultant, Interior Design Director, Certified Kitchen Designer, Color and Materials Designer, Commercial Interior Designer, Decorating Consultant, Director of Interiors Teacher Preparation: Review PPT before instruction. Add additional photo examples to PPT to further illustrate the housing styles. Identify additional examples from magazines to show in class. References: Homes Today and Tomorrow by Ruth F Sherwood (Student Edition) ISBN Glencoe McGraw Hill Publishing Instructional Aids: 1. Housing Styles PPT 2. Housing Styles Notes Worksheet (pages 1-6) 3. Housing Styles Portfolio Rubric (page 7) 4. Additional Housing Styles Project (page 8) 5. Housing Styles Venn Diagram (page 9) Materials Needed: 1. Interior Design and Housing Magazines 2. Magazines with photographs of exterior home elevations 3. Cardstock 4. Rubber cement or glue 5. Scissors 6. Paper cutter 7. Computer access 8. Homes Today and Tomorrow textbook Equipment Needed: 1. Computer 2. Projector 3. Screen Learner Preparation: Students should have learned how culture and societal trends affect housing. Students should have learned about primitive housing. Introduction Introduction (LSI Quadrant I): SAY: Today we will begin learning about some of the most popular housing styles and how they 4

5 are different and from each other. ASK: Imagine yourself standing in front of your home. Make a list of the features that make your home different from that of your next door neighbors. As you begin to learn about housing, you will more readily identify the features that make a house look different and unique. You will also identify the features that help to categorize the house into a style category. SHOW: Slide #1 SAY: Look at these two houses and try to identify the features that make the houses different. Look closely. Use your Venn Diagram worksheet to list the features that you identify that are different and similar in the two houses (have students work in groups of two to three for the Venn Diagram activity). ASK: Was it hard to identify features that were different in the houses? SAY: As you learn about the different styles, your eye will become trained and you will begin to notice the differences that exist in housing style more easily. You will also be able to identify the features that are characteristic for each of the styles that you will learn about today. ASK and SHOW: Ask for students to share some of the differences that they identified with the class. Continue showing slide #1 SAY: Please keep your Venn Diagram handy as we go through the PPT. See if you can identify the housing styles that these two houses best fit into. At the end of class today I will ask you what style you think house A is and what style you think House B is. ASK and SHOW: Do you all have a note-taking worksheet? Hold up the worksheet. SAY: You will be listing the features of each housing style and drawing a sketch to help you remember some of the features. Don t worry you will not have to have a great deal of artistic ability to draw the sketches. When you are drawing, focus on the features that are unique for the style so that you will be able to identify the style in magazine photographs. Outline Outline (LSI Quadrant II): Instructors can use the PowerPoint presentation, slides, handouts, and note pages in conjunction with the following outline. MI Outline Notes to Instructor I. Deliver PPT Lecture A. Note taking during PPT B. Students should fill in the boxes on the Housing Styles Notes Worksheet (pages 1-6) with a sketch of the house pictured in the PPT. The bullets can be completed with the information from each of the PPT. Students will be listing the features of each of the housing styles covered in the PPT. C. Encourage student comment and discussion on each slide before going on to the next slide. II. Identifying the principles of housing styles in Be sure to review the PPT before delivering it to the students. Review the notes for each PPT slide in order to understand the housing style and sketch example. You may want to add additional photographs to the PPT to further illustrate each housing style. You may also refer to the Homes Today and Tomorrow text book for additional background information. Ask students to begin 5

6 . magazine photographs. Distribute Housing Styles Portfolio Rubric (page 7). A. Remind the students to follow all directions and that the portfolio submission should be neat and professional in appearance. B. Portfolios should not have any free hand writing. C. Suggest to students that they should use their notes in constructing the sentences to describe the housing style illustrated in the magazine photograph. The features of the housing style may be incorporated into the construction of the sentence used to describe the photograph. Students may also take their own photographs with their own camera. The photographs can be printed in black and white for the portfolio assignment III. Using the textbook students can define the styles not covered in the PPT. Students can complete Additional Housing Styles Project (page 8) A. Adam B. Early Classical Revival C. Greek Revival D. Gothic Revival E. Italianate F. Mansard G. Chateauesque H. Mission I. Craftsman J. International K. Contemporary L. Shed Styles. IV. Informal Assessment A. Ask students to share their portfolios with their student partner. B. Student partners should critique each of the pictures in the portfolio for accuracy. C. Student partners may utilize Housing Styles Portfolio Rubric (page 7) for writing comments. D. Give students an opportunity to redo any pages in the portfolio that may be questionable. collecting magazines that have pictures of outdoor elevations. Some good places to source magazines are Good Will and Half Price Books. You can decide whether or not to allow students to source pictures from the internet. I usually don t like to do this because it is so easy to Google the housing style and not have to look for the features that relate to the style. I believe the training of the eye happens more when the students have to look for photographs or take photographs. If further reinforcement is necessary for the styles covered in the PPT, ask students to add descriptive statements for each style on the notes worksheet. Ask student partners to apply their signature to the rubric so that you are able to identify the partner when grading the portfolio for accuracy. You can ensure that both students are notified if a picture in the portfolio is not accurate. 6

7 V. Formal Assessment A. Using the Housing Styles Portfolio Rubric (page 7) grade the portfolio. B. Write teacher comments on the rubric where applicable. VI. Ask the students to list all the styles covered in the PPT and write two historical facts about each style. The facts: a. Describe how one of the housing features originated. b. Describe why the feature originated (what necessitated the feature). c. Describe what was happening in history that led to the housing style. Students may use the textbook in class to complete this assignment. Example teacher comments: Good Example; Good definition; Attractive lay-out; Incorrect definition; Neatness needed: straight edges please. Verbal Linguistic Logical Mathematica l Visual Spatial Musical Rhythmic Bodily Kinestheti c Intrapersonal Interpersona l Naturalis t Existentialis t Application Guided Practice (LSI Quadrant III): Student will take notes and draw sketches during PPT presentation and lecture on Housing Styles Notes worksheet. Teacher will describe features of each housing style in the PPT. Encourage students to comment on the examples in the PPT. Independent Practice (LSI Quadrant III): Student will create portfolio pages with examples for each of the housing styles described in the PPT (refer to Housing Styles Portfolio Rubric Hand-Out). Student will be able to explain/define/describe features of the housing style in relation to the portfolio page created. Student can complete Housing Styles Homework Assignment (page 10). Summary Review (LSI Quadrants I and IV): Question: Let s go back to your Venn Diagrams. What style do you think that House A is? Why? 7

8 Answer: House A has a Tudor Style influence: Steeply pitched front gables, brick exterior, long narrow windows. Question: What style do you think House B is? Why? Answer: House B has a Spanish Style influence: Stucco, circular entry tower, eave brackets. Evaluation Informal Assessment (LSI Quadrant III): Partner discussion as students are selecting pictures from magazines. Formal Assessment (LSI Quadrant III, IV): Students will turn in a completed portfolio according to the portfolio rubric. Teacher will grade portfolio to assess student comprehension of housing styles. Extension Extension/Enrichment (LSI Quadrant IV): Assign Additional Housing Styles Project. Students will independently research styles not covered in the PPT. Students will sketch the style and describe the features of the style on the project worksheet. Teacher may assign as few as three additional styles or as many as twelve styles. 8

9 Select from the following list of housing styles: Adam, Early Classical Revival, Greek Revival, Gothic Revival, Italianate, Mansard, Chateauesque, Mission, Craftsman, International, Contemporary or Shed Styles. Sketch the housing style and list features of the housing style sketched. Housing Style Sketch Style: Features Style: Features Style: Features

10 Housing Styles Homework Assignment In the space below, draw a sketch of your home. Be sure to include details of the features that help identify the style of your home. Features of my home: Style of my home: My Address: Copyright Texas Education Agency All rights reserved

11 Housing Styles Current home designs are As the country has grown, styles have Styles have been modified to Technology has made it possible to All styles do not look Architects and builders add Look for an Housing Periods Architectural history is divided into Each period is related to and One period may Historical homes that remain were Early American Period 1640 to 1720 Dates back to English settlements looked like Cape Cod

12 Salt Box Garrison Spanish

13 French 18 th Century Much o Frontier o East Coast o Immigrant Style English Dutch German Swedes Spanish Made up of two periods: o Georgian Period o Federal Period

14 Georgian 19 th Century Made up of two periods Romantic Revival Period Victorian Period Queen Anne - Victorian

15 20 th Century Period Revival Styles Modern Styles Postwar Modern Styles Tudor Colonial Revival

16 Prairie Style Ranch Style Split-Level

17 Building Styles Portfolio Rubric Student Name: Directions: Using magazines, locate large, clear pictures that illustrate the following examples of Housing styles. Mount each picture on a sheet of cardstock one picture per page. Using professional lettering and presentation methods as discussed in class, label each picture with the appropriate title (front of page). Using professional lettering techniques, write a complete sentence or sentences describing why the picture is an example of the housing design. Spelling and sentence structure will be evaluated. Place these pictures in the correct order, as listed below. Attach this sheet to the front of your assignment. REMEMBER NEATNESS AND PRESENTATION ARE IMPORTANT! Each Box is worth 2.08 points (100 Points Total) Comments: Total Points /100 possible Grade: Subject: Building Styles Picture (Correct and Accurate) Explanation (Typed, Accurate and Correct) Neatness (straight edges, neat: overall clean appearance) Creativity (Attractive; Use of color; ) Cape Cod Salt Box Garrison Spanish French Georgian Queen Anne Victorian Tudor Colonial Prairie Ranch Split-Level

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