Architecture and Community

Central Focus How architectural structures are designed to improve communities.

Grade Level Middle Sr High (10) and Late Sr High (12)
Class Size 10
Time 45 minutes
Class Demographics Rural

National Visual Arts Standards Addressed
VA:Cn11.1.IIIa.a. Appraise the impact of an artist or a group of artists on society's beliefs, values, and behaviors.
VA:Cr2.2.IIIb. Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and
equipment in the creation and circulation of creative work.
VA:Re.7.2.IIIb. Determine the commonalities within a group of artists or visual images attributed to a particular type of art, time frame, or culture.
VA:Cr1.1.IIIa.a. Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change.
VA:Cr3.1.IIIa. Reflect on, re-engage, revise, and refine works of art and design in response to traditional and contemporary criteria aligned with
personal artistic vision.
VA:Cn10.1.IIIa. Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of
art or design.

Common Core State Standards Addressed
CCSS.ELA-LITERACY.SL.11-12.1.C Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure
a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and
creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.A Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
CCSS.ELA-LITERACY.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS.ELA-LITERACY.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

UNIT OVERVIEW
The students will analyze the concept of community by discussing the architectural designs and concepts of historical artist Antoni Gaudi and
contemporary artist Rob Voerman. Each student will experiment with paper construction techniques, then create a maquette design proposal for
a structure that will improve their community. The students will explore the concepts of architecture and community so that they might
conceptualize how they influence one another.

Forms 2D 3D 4D
Frames Cultural Subjective Structural Postmodern
Conceptual
Artwork Artist Audience World
Framework

Student Prior Knowledge and Conceptions

Basic knowledge of the elements and principles of design
How to properly and safely use an exacto knife to cut paper
Creating lines and basic shapes with a ruler
Using a set square and measuring with a ruler
Common Errors or Misunderstandings
Some students may design a structure that they have seen before without making any alterations. I would address these students by asking
them how can they alter the ordinary design to make it more unique?

LHS = Late High School grade 12

 The students may mistake the method of curling with the method of curved folds. I would address this by showing both examples side by
side and asking students to notice the differences between them. I would also write the terms down on each example and have these
displayed in the classroom for the students to refer back to.
Interdisciplinary Connections
Social Studies
Language Arts

THEORETICAL PRINCIPLES AND/OR RESEARCH-BASED BEST PRACTICES
Why are the learning Activating students prior knowledge increases their attention, so I will ask questions about Antoni Gaudis
tasks for this lesson artwork that provides opportunities for students to discuss inferences about Casa Batllo (Jensen 2005).
appropriate for your I will create a step by step checklist for the community structure and design forms to accommodate for
students? (Cite specific, students with IEPs (Gerber & Guay 2006).
theoretical principles
and/or research-based
best practices in your
answer.)

UNIT LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1. In complete sentences, answer all three questions on the artist handout based on their interpretation of Rob Voermans
Faculty and discuss these in class. VA:Cn11.1.IIIa.a.
2. Experiment with cardstock paper and rubber cement to create three 3D design forms: A form using pleating and inverted
pleating, an organic form made with curved score lines and a geometric form with a design cutout with an xacto knife.
VA:Cr2.2.IIIb.
3. In class discussion, state three characteristics of Antoni Gaudis Casa Batllo that are characteristic of the art Nouveau
movement. VA:Re.7.2.IIIb.
4. Before starting the community structure maquette, create one final 6x6 sketch of their structure and write two sentences
describing how their community structure will improve the community. VA:Cr1.1.IIIa.a.
5. With cardstock paper and two other materials of their choice, create a three dimensional maquette, no larger than 9x9x9
inches, of a structure that would improve their community. VA:Cn10.1.IIIa., VA:Cr1.1.IIIa.
6. With a partner, complete an in-progress critique by writing and discussing with their classmate the questions provided on the
worksheet. VA:Cr3.1.IIIa.
7. Write an artist statement about their community structure maquette by answering all 15 questions on the artist statement
worksheet, describing the background of their piece and predicting how the audience will respond to their artwork.
VA:Cn10.1.IIIa.

STUDENT INTERACTIONS
How will you structure During the art investigation lessons, students will get into groups of 3-4 students to discuss a launch questions that
opportunities for leads into the concepts and artwork that will be discussed in class. Each group will share out their responses with
students to work with the class.
partners or in groups? Students will sit with their table groups as they work on their projects throughout the unit.
While students are midway through creating their community structure, students will do an in-progress critique
What criteria will you I will let the students choose a table group so that they can sit by those they know and get along with.
use when forming Students will sit at the 4 tables at the front of the room to allow proper proximity for hearing others and discussing
groups? artworks.
During the in progress critique, students will find a classmate from another table to complete the activity so that they
might see other ideas their classmates are working with. This will also allow the student to examine the artwork from
a fresh perspective, whereas classmates at their table likely already know the concept behind their community
structure.

TEACHER MATERIALS
Camcorder Computer Teachers design form examples
charging cable Projector Teachers final project example
backup memory card Powerpoints 1 and 2 Paper technique examples
vocabulary display poster
LHS = Late High School grade 12


STUDENT MATERIALS
Rob Voerman handout masking tape xacto knives
Antoni Gaudi handout sketchbooks scoring knives (penknife)
In-Progress critique worksheet pencils compass
Artist statement/ Self-assessment erasers metal rulers
worksheet set squares cellophane
Paper Techniques Handout thick cardboard for work surfaces string
Design forms checklist and rubric white cardstock paper wire
Community Structure checklist and color cardstock paper found materials
rubric scrap cardstock paper scissors
rubber cement

ARTISTS IN CONTEXT
Key Artists Rob Voerman, Krijn De Koning, Charles Klauder, Antoni Gaudi, Victor Horta
Key Artworks Rob Voerman, Faculty, 2015
Rob Voerman, Into the Grid, 2015
Charles Klauder, Cathedral of Learning, 1931
Krijn De Koning, Shafts and Corridors, 1963
Antoni Gaudi, Casa Batllo, 1906
Antoni Gaudi, Sagrada Familia, 1882- present
Key Critical 1. How does an artists choice of materials affect the way the viewer understands the artwork?
Questions 2. In a different context (time, place or culture) how would you predict that the audience would understand the
piece?
3. How do you predict the audience will interact with each other and how will that make an impact on the
community?
4. How will knowing the background knowledge about an artwork impact how the audience responds?

VOCABULARY AND LANGUAGE ACQUISITION
Vocabulary utopia - any visionary system of political or social perfection.

metaphor - something used, or regarded as being used, to represent something else; emblem; symbol.

maquette - a small model or study in three dimensions for either a sculptural or an architectural project.

architectural - something that looks like buildings, open areas, communities, and other artificial constructions

and environments, usually with some regard to aesthetic effect.
organic - of or relating to the shapes or forms in a work of art that are of irregular contour and seem to
resemble or suggest forms found in nature.
geometric - resembling or employing the simple rectilinear or curvilinear lines or figures used in geometry.
abstract - of or relating to the formal aspect of art, emphasizing lines, colors,generalized or geometrical
forms, etc., especially with reference to their relationship to one another.
functional - having or serving a utilitarian purpose; capable of serving the purpose for which it was designed
Art Nouveau - a n art movement in the early 1900s that emphasized ideas of abstraction, fantasy, energetic
movement and the use of organic forms with great attention to detail in the designs.
fluted - having grooves or channels within a form
pleated -a fold of definite, even width made by doubling paper or cloth upon itself to make it look like a
zig-zag
scored -a line scratched into a piece of paper with penknife
Language Functions analyze, compare/contrast, critique, describe, interpret
Language Modes Reading Writing Listening Speaking
Language Demands Syntax Discourse
Language Tasks and 1. Critique their classmates artwork during in-progress critiques
Activities 2. Analyze and describe the function and meaning of artwork
Language Supports 1. Vocabulary will be available for students to see written up on the board
2. Students will have paragraphs of information about the artists to refer back to.

SPECIAL PRE-INSTRUCTION PREPARATIONS
LHS = Late High School grade 12

 Plan a field trip to a local architectural building.
Have students consider different materials they encounter in community spaces and collect various materials they would like to use in
their project.

ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS
Students with Students with IEPs should be given extra time for tests / quizzes, limit matching choices to 5 per section,
IEPs or 504s eliminate one multiple choice item from multiple choice questions and test read by special education resource
teacher.
Adaptations and Accommodations
As I am presenting the powerpoint, students will discuss the material with partners and then as a class. This will allow opportunities for
shy students to have a chance to share their thoughts.
They will fill out the worksheet as a way of following along during the Powerpoint. They will have some spaces to write out answers as
short response and as fill in the blank. This will be an instructional aide to all students, especially students who struggle with their
attention.
With the longer portions of writing on the worksheet and powerpoint, I will read these as the students follow along. This will be helpful
for students who may struggle with reading
Enrichment and Extensions
The student will consider the environment that their community architecture will be in and construct a ground and background for their
maquet to be placed in the context of its environment. The student can create layers in the background to create a sense of depth of
field by adding found objects or creating forms out of cardstock.
Activity for Early Finishers
The student will create to-scale paper cut-outs of people and/or furniture to place in or around their architectural structure.

OBJECTIVE-DRIVEN ASSESSMENTS
Describe the tools/procedures that will be used in this unit to monitor students learning of the lesson objectives. Attach/paste a copy of the
assessment and evaluation criteria/rubric at the end of the lesson where the assessment will take place.
Lesson Objective Informal Description of Assessment Modifications to Accommodate Evaluation Criteria: What evidence
# (s) # (s) or All Students of student learning related to the
Formal? learning objectives and central
focus does this assessment
provide?
1 1 Formal The teacher will collect the Students who were absent The students are interpreting the
students writing on the Rob will be able to read the work of Rob Voerman by
Voerman handout and check handout containing the explaining how they respond to
for completion. information discussed in class the artwork and predicting how
and write their responses for others would be impacted by the
the three questions. work.
A student with an IEP will ask
a paraprofessional to read the
handout as the student
follows along. Then the
student will write their
responses for the three
questions. The assistance
from the paraprofessional
would be available during
study hall.
2-6 2 Formal Before the students can start If students need more time to This is a form of pre-assessment
their community structure, complete the design forms the for students to demonstrate what
the teacher will check to see teacher will ask if there is time they understand about the
if they have completed their for them to come in outside of methods of paper sculpting.
three practice forms and class to finish these.
grade these based on rubric
including these criteria:
completion of forms, three-
LHS = Late High School grade 12

 dimensionality, craft and
time on task
7 3 Informal In class discussion, the
students will state three
characteristics of Antoni
Gaudis Casa Batllo that are
characteristic of the art
Nouveau movement and the
teacher will
8-9 4 Formal Before students start work
on the community structure
maquette, the the teacher
will check that each student
has created one final 6x6
sketch of their structure and
written two sentences
describing how their
structure will improve the
community. This will be a
portion of their grade on the
final rubric.
8 -12 5 Formal The teacher will grade the
final community structure
including these criteria:
completion of a sketch and
description, craft, use of
tools, artwork linked to artist
statement and being on task
10 6 Formal With a partner, students will
complete an in-progress
critique by writing and
discussing with their
classmate questions about
the connection between
design and concept and
inquiry of problem solving.
As a class, discuss problems
and solutions. The teacher
will collect these and grade
them for completion.
12 7 Formal The students will write an
artist statement about their
LHS = Late High School grade 12
Students who were absent
will be able to read the
handout containing the
information discussed in
class and write their
responses for the three
questions.
A student with an IEP will
ask a paraprofessional to
read the handout as the
student follows along. Then
the student will write their
responses for the three
questions. The assistance
from the paraprofessional
would be available during
study hall.
If a student is having trouble
coming up with an idea, the
teacher will ask the student
questions to prompt ideas for
their design and concept.
If a student is struggling to
complete the assignment by
the due date the teacher will
make arrangements for the
student to come in outside of
class to finish their project.
If a student is absent on the
day of the in-progress
critique they will complete
the questions
independently and turn
those in.
If a student is struggling to
complete the assignment by
This demonstrates the student's
understanding of the art
movement of art Nouveau as
applied to the artwork of Antoni
Gaudi
By checking in with each student
the teacher is able to monitor the
student's progress and ask
questions to further develop their
design and concept in a way that
meets the objectives.
By completing their community
structure using planning, good
craft, using tools properly, linking
artwork to artist statement and
being on task, the students
demonstrate an acquisition of
skills necessary to build a paper
maquette and the integration of a
meaningful concept that
improves society.
This activity allows opportunity
for students to refine their artistic
vision for their artwork and make
necessary changes to help the
structural design and concept
completely develop.
By linking artwork to artist
statement the students
 community structure the due date the teacher will demonstrate an acquisition of
maquette by answering all make arrangements for the skills necessary to build a paper
15 questions on the artist student to come in outside of maquette and the integration of a
statement worksheet, class to finish their project. meaningful concept that
describing the background of improves society.
their piece and predicting
how the audience will
respond to their artwork.
The teacher will collect these
and grade them based on
the rubric

REFERENCES
Blankenbehler, B. (2015, October 27). Cathedral of Learning, Pittsburgh. Retrieved March 15, 2017, from
http://www.architecturerevived.com/cathedral-of-learning-pittsburgh/
Borchard, G. (1973). Paper sculpture. New York: Taplinger Pub. Co.
Casa Batllo. (n.d.). Antoni Gaud Biography. Retrieved March 16, 2017, from https://www.casabatllo.es/en/antoni-gaudi/
Commonalities and Uniquities. (2007, October 30). Retrieved March 15, 2017, from
http://www.group-games.com/team-building/commonalities-and-uniquities.html
Davies, P. J.; Denny, W.B.; Hofrichter, F. F.; Jacobs, J.; Roberts, A.M.; Simon, D.L. (2012). Progress and Its
Discontents: Post-Impressionism, Symbolism and Art Nouveau, 1880-1905. In Janson's History of Art: the western
traditio (8th ed., pp. 903-941). Upper Saddle River, NJ: Pearson Education, Inc.
Gerber, B. L., & Guay, D. M. (2006). Reaching and teaching: students with special needs through art. Reston, VA: National Art Education
Association.
Jensen, E. (2005). Teaching with the brain in mind 2nd
ed. Alexandria: Association for Supervision and Curriculum Development
Johnson, P. (1958). Creating with Paper. Seattle, WA: University of Washington Press.
Mattress Factory. (1970, January 01). ANNOUNCING // "Factory Installed @ 500 Sampsonia Way" Artist Interviews. Retrieved
from http://artyoucangetinto.blogspot.com/2015/10/announcing-factory-installed-500.html
Swinton, D. (1995). The magic of paper sculpture. London: Cassell.
Mattress Factory: ToolKit: Designing Classrooms. Retrieved from h ttp://site.mattress.org/archive/index.php/Detail/objects/20272
Voerman, R. Website design Marco Gerritsen - development by www.mediamogul.nl. Retrieved from
http://www.robvoerman.nl/text-about-rob
Voerman, R. Website design Marco Gerritsen - development by www.mediamogul.nl. Retrieved from
http://www.robvoerman.nl/projects/into-the-grid

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 1 Tues 9/27

Launch 2pts Instruction Methods 2pts
(3 min) split up class into teams of 3-4 students. These teams will do the launch activities together each Group Activity
lesson of this unit. Discussion
Students discuss specific characteristics they have in common
Have one student write these down as a list
Ask one student to share from their group
Instruction 5pts Instruction Methods 2pts
(7 min) Students write their definitions of the vocabulary terms (pre-assessment) Pre-assessment
Teacher gives the layout of class time Discussion
(5 min)Architecture as a place for community Writing
Define Architecture Lecture
Audience: Is there a space that you often gather with your family or friends? Where is
it? What do you do? What were the sights, sounds, textures around you?
Why is architecture important in communities?
(20min)Powerpoint: Give students Rob Voerman Handout
In complete sentences, answer all three questions on the artist handout based on their
interpretation of Rob Voermans Faculty and discuss these in class.

LHS = Late High School grade 12

 Students write their responses to questions on the handout, then discuss these as a class for each of
these portions
Does this space remind you of somewhere youve been?
Is this somewhere you would want to visit? Why or why not?
What do you think: Based on the information given is the purpose of this structure?
Compare/Contrast windows of Cathedral of Learning and Faculty
(5 min) Introduce the community structure project
pass out project rubric, artist statement worksheet
objectives
show examples of design forms
show teacher example
questions?
Closure Instruction Methods
(3 min) Students summarize the ideas and vocabulary learned in class group discussion
Teacher will ask students to Summarize
research architecture designs
focus on the questions on their artist statement
be prepared with ideas for their research

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 2 Wed 9/28
Launch 1pt Instruction Methods
(5 min) Students get into their teams Group activity
Discuss specific characteristics unique to each student Discussion
Have one student write these down as a list
Ask one student to share from their group
Instruction 5pts Instruction Methods 2pts
(20 min) Teacher shows Powerpoint Review
Asks students to recall material from previous class period Discussion
Rob Voerman: Into the Grid Writing
Collect Rob Voerman Packet and grade writing for participation Lecture
(10 min) Paper sculpting methods Demonstration
Have students move to where they can all see
xacto knife procedures and safety
keep xacto knives in the boxes on tables
cut away from yourself and others
cut on top of cardboard
Cutting paper inside with xacto outside with scissors
Curling paper with a pencil
Folding paper
pleating like a zig zag
inverted pleating
using fingernail to crease
Scoring paper using xacto
cut lightly
straight score lines
curved score lines
Fluting paper - bends like a sea shell
score
bend
(10 min) Explain objective:
Experiment with cardstock paper to create four design forms at least partially in the round, no larger
than 6x6in:
1. A form using pleating and inverted pleating
2. An organic form made with curved score lines

LHS = Late High School grade 12

 3. A geometric form with a design cutout with an xacto knife.
Create basic geometric shapes with tabs for gluing
examples: cubes, rectangular prisms, cones, pyramids
show how to create tabs
Use glue and tabs to hold together their shapes
use in well ventilated area
scrape off excess on the lip of the bottle
put on the tabs
let it dry
then attach
Closure 1pt Instruction Methods 1pt
(5 min) Students summarize the ideas and vocabulary learned in class Discussion
Teacher will remind students that in the next two days they will work on design forms due Monday Summarize

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 3 Thurs 9/29
Launch Instruction Methods
(10 min) Students get into their teams group discussion
Individually students will participate in a memories of places activity class discussion
o Remember an environment that you felt calm. Were you inside/outside? Were you with
other people/ by yourself? What were the sights, sounds, textures around you?
Students briefly share with their team what they were thinking about
Instruction Instruction Methods
(10 min) Preview Community Structure Project Review
o show example and explain how it improves the community Discussion
o explain purpose of design forms Demonstration
o start thinking of community structure Student experimentation
(25 min) Design forms
o review objectives
o work time
Closure Instruction Methods
Teacher will remind students that for the next class period agenda

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 4 Fri 9/30

Launch 1pt Instruction Methods 1pt
(2 min) If you use curved score line on a form is it organic or geometric? Discussion
What is the difference between functional and abstract architecture?
Instruction 5pts ruction Methods 2pts
Go over design form examples and review objectives Review
(30 min) in class work time Experimentation
(3 min) Clean-up Discussion
Teacher-student conferencing
Closure 1pt Instruction Methods 1pt
Be thinking about ideas for your community structure, do some research Discuss

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 5 Mon 10/2
Launch 1pt Instruction Methods 1pt
Who has 1 form completed? ...2? ...3? Raise your hand Assess progress
Instruction 5pts ruction Methods 2pts
(5 min) Review new design forms objectives Review
(35 min) Work on design forms Work Day
(3 min) Clean-up

LHS = Late High School grade 12

 Closure 1pt Instruction Methods 1pt
Students discuss tips and tricks theyve learned so far about sculpting with paper Discuss
We will finish design forms tomorrow Reminders
Be thinking about ideas for your community project

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 6 Tues 10/3
Launch 1pt Instruction Methods 1pt
Who has 1 form completed? ...2? ...3? Raise your hand Assess progress
Questions about design forms?
Instruction 5pts truction Methods 2pts
Reference examples Review
Using a compass Work Day
Clarify meaning of curved folds.
score a curved line and fold it
(35 min) Finishing design forms
For students who are finished, put names on design forms and put them on the shelf
with their folders.
For students who are not finished, find a time to come in outside of class to finish.
(3 min) Clean-up
Closure 1pt Instruction Methods 1pt
Learn about a new artist tomorrow Review
come up with an idea for your community project
start sketches for community structure tommorrow

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 7 Wed 10/4
Launch 1pt Instruction Methods 1pt
Has anybody heard of Art Nouveau? Does anybody know what an art movement is? Discussion
Instruction 5pts Instruction Methods 1pt
(20 min) Antoni Gaudi architecture and art Nouveau ppt lecture
In class discussion, state three characteristics of Antoni Gaudis artwork that are discussion
characteristic of the art Nouveau movement. independent work time
Antoni Gaudi
Spain and its natural features?
Working definition of abstract art?
Abstract to Realism is a continuum
Art Nouveau
What is an organic shape?
Casa Batllo
Where do you see his influence from the mediterranean sea?
What words would you use to describe this?
Materials linked to spanish architecture
Cultural influences?
Recycled materials
How does this remind you of Art Nouveau
Interior lines? light?
Artists objective?
Sagrada Familia - Roman style basilica
Largest of his projects, which is still in progress today
What colors do you see?
What does this remind you of?
Details are characteristic of Art Nouveau
Krijin De Koning
functional vs abstract

LHS = Late High School grade 12

 geometric vs organic
(5 min) Go over Community Structure checklist and rubric
(15 min) work time
research architecture designs
Before starting the community structure maquette, create one final 6x6 sketch of
their structure and write two sentences describing how their community structure
will improve the community.
teacher checks in with each student
Closure Instruction Methods
finish sketches by tomorrow and start structure construction Agenda

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 8 Thurs 10/5
Launch 1pt Instruction Methods 1pt
(5 min) Discuss types of functional architecture and write on the board Discussion
What buildings do you find in a community? grocery store, gas station, park, skate park, house,
school, bowling alley, soccer fields, playground, coffee shop, restaurants, sculptures, museum,
skyscrapers, bridges, etc
How can you add your own spin on the ordinary structures and make it improve your community?
Instruction 5pts Instruction Methods 2pts
(35 min) work time
Work on sketches and description Work Day
Confirm idea with Ms. Jarrett
Start work on community structures
(3 min) Clean-up
Closure 1pt Instruction Methods 1pt
Should start building community structures next class period Agenda

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 9 Tues 10/10
Launch 1pt Instruction Methods 1pt
(3 min) What is a metaphor? How did Rob Voerman include a metaphor with I nto the Grid? (refer Discussion
to artwork on the board or on handout)
Instruction 5pts Instruction Methods 2pts
(40 min) work on community structures
How do you predict the audience will interact with each other and how will that make an Work Day
impact on the community?
Refer to questions on the artist statement
Have the base of the structure finished by the end of class
(3 min) Clean-up
Closure 1pt Instruction Methods 1pt
What problems have you experienced and how did you solve it? Summarize
in progress critique next class period Discussion
give students the option to come in before or after school to finish their project if they need extra time

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 10 Wed 10/11
Launch 1pt Instruction Methods 1pt
(2 min) Think back to Antoni Gaudis artwork. What are its characteristics that were art Discussion
Nouveau?
Organic vs Geometric
What would be the best method to make organic shapes out of paper?
Instruction 5pts Instruction Methods 2pts

LHS = Late High School grade 12

 (40 min) Students build the basic form for their community structure and begin to add details
(3 min) Clean-up Work Day
Closure 1pt Instruction Methods 1pt
Who made organic forms? geometric? What methods did you use to make these? Discussion

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 11 Thur 10/12
Mon 10/16
Launch 1pt Instruction Methods 1pt
(2 min) What is a maquette? What is its purpose? Discussion

Instruction 5pts Instruction Methods 2pts
(15 min) The teacher will give guidelines for the progress critique: give feedback that you would Oral and written instructions
like to receive - keep it positive and constructive Self-critique
Students write responses to questions 1-3, then share with their classmate. Peer-critique
Students discuss questions 4-6, then write what they discussed work day
Ask a couple students to share their responses to question 6, explaining how they can
problem solve.
(25 min) Students continue to add details to their community structures
(3 min) Clean-up
Closure 1pt Instruction Methods 1pt
You will have two more class periods to work on you maquettes Discussion
How many of you think you are making good progress on your maquette and be able to turn it in at the
end of class Tuesday?

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 12 Tues
10/17
Launch 1pt Instruction Methods 1pt
(2 min) What is a utopia? Why do you think Rob Voerman chose to relate his work to the idea Discussion
of utopia?
Instruction 5pts Instruction Methods 2pts
(40 min) Due Today: Students add final paper details to community structure and add material
of choice Work Day
(3 min) Clean-up
Closure 1pt Instruction Methods 1pt
Who made organic forms? geometric? What methods did you use to make these? Discussion
Teacher reminds students that tomorrow is their last full day to work on their community
structures

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 13
10/18-10/19 Wed/Thurs
Launch 1pt Instruction Methods 1pt
(2 min) What does knowing vocabulary allow you to do? Discussion
Instruction 5pts Instruction Methods 2pts
(5 min) Vocabulary Review Review
(35 min) Finish community structures by adding final details and other materials Work Day
(3 min) Clean-up
Closure 1pt Instruction Methods 1pt
Give students the option to come in before or after school to finish their project if they need extra Announcements

LHS = Late High School grade 12

 time
Ask for students to volunteer to share during critique tomorrow



INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 14 Fri 10/20
Launch 1pt Instruction Methods 1pt
(2 min) Looking at your design forms do you think your paper sculpting improved? Discussion
Instruction 5pts Instruction Methods 2pts
(15 min) Post-test for vocabulary terms Quiz
(10 min) Students finish writing artist statements Written and oral instructions
(10 min) Students critique time. Class Critique
Students will volunteer to share their artist statement and their community structure with
the class and explain any further details about their work.
ask students to respond with:
one compliment on something they like about the artwork as a whole
one question
one detail of the artwork that adds to the concept
Closure 1pt Instruction Methods 1pt
(5 min) Students discuss Summarize
what were the most challenging parts of the unit? Discussion
what were the most enjoyable parts of the unit?
what did you learn about community in this unit?

LHS = Late High School grade 12