Getting to know YOU

Mixed Media Neighborhoods

4th Grade
2 or 3 45 minute classes
Learning Objective:
Students will learn the definition of an architect and of
architecture and then take on the role of being architects in designing
their own city building. They will look at form, texture, proportion,
scale, shape and color when
designing their building. Students
will brainstorm the objects that a
city needs to function and then
create those objects using recycled
materials in addition to their
buildings. They will then add their
city building to the class mural and
design roads and settings for their
city. Students will use their
neighborhood within Kentwood as
their inspiration.
National Art Standards:
VA:Cr1.1.4a: Brainstorm multiple
approaches to a creative art or
Figure 1: Teacher Sample

design problem
VA:Cr1.2.4a: Collaboratively set
goals and create artwork that is
meaningful and has purpose to the
makers
VA:Re.7.2.4a: Analyze components in visual
imagery that convey messages
Context-Background:
Architecture the science, art, or profession of designing and
constructing buildings
Architect a person who designs buildings and often supervises
their construction
Parts of a Building:
o Roof
o Walls

o Windows and doors

Mind Map: What do we need in our city? (Teachers name + ville)
o Def. brainstorming; coming up with ideas in an organized
way

(http://www.mind-mapping.co.uk/mind-mapping-information-and-advice/how-tomake-a-mind-map/the-definition-of-mind-mapping/, accessed 10/5)

Materials:
Scissors
Cardboard squares and rectangles
Elmers glue
Random cardboard and foam scraps
Tempera Paint
Chalk Pastels
Process:
Day 1:
1. The teacher will introduce the lesson of creating a class
neighborhood and then facilitate a discussion in which they
create a class mind map.
2. The teacher will show an example of a relief building and how he
or she thought through the process of adding certain features to
the building. The teacher will encourage creativity in shape and
design.
3. The teacher will touch on proportion, balance, and scale as well.
4. Students will then choose a building that they would like to
create and use recycled materials to make a building through
relief sculpture.
5. If they finish constructing, they may begin to create other objects
that the neighborhood will need or begin to work on painting the
mural.
Day 2:
1. Students will continue constructing their buildings. Depending
where students are at, the teacher will demonstrate how to paint
buildings black with tempera paint and then color them with
chalk pastels.
2. Students will paint their buildings black, wait 15 min. and work
on other parts of the neighborhood, and then come back and
finish coloring their black buildings with oil pastels.
3. If time, students will glue their buildings onto the class mural.
Day 3: (Optional)
1. Students will finish up the neighborhood and add last minute
details. Students will then have time to reflect on their work and

possibly write an artist statement about the building they

designed.
Evaluation:
Did the student contribute in brainstorming multiple approaches
to designing a city?
Did the student work with the class to set goals and create a
neighborhood mural that is meaningful?
Did the student use symbols and forms that convey messages
about the building they created?
Rubric:
Participation:
3
Comments:
Craftsmanship:
3
Comments:
Creativity: /3
3
Comments:

/3
2

/3