history of architecture and construction -...

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History of Architecture and Construction

Practicum in Construction Management

Lesson Plan

Performance Objective Upon completion of this lesson, each student will outline the progression of major historical developments of architecture and construction. Specific Objectives

Students will define various terms associated with historical construction techniques and historical architecture and architectural features.

Students will use proper Internet research procedures.

Students will compile information and create a graphic organizer/timeline of historical events related to architecture and construction techniques.

Students will identify how technology has made an impact on construction inventions.

Students will familiarize themselves with various historical structures, construction techniques, styles, and architects.

Terms

Architecture – art and science of designing and construction buildings.

Dolmen – tomb of standing stones usually capped with a large horizontal slab.

Hogan – primitive Indian structure of joined logs.

Truss system – a triangulated load-bearing construction to allow sloped roofs.

Moldings – architectural devices, which with light and shade, produce definition to a building.

Buttress – a support or brace that counteracts the outward thrust of an arch or vault.

Flying buttress – a support structure that reaches the side aisles of the church that created a thrust-counterthrust system that supports the ceiling.

Time This lesson will take seven class days to complete.

Preparation

TEKS Correlations

This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to

the activities may result in the elimination of any or all of the TEKS listed.

Practicum in Construction Management

130.62(c) Knowledge and skills.


o (3) The student describes the intended and unintended effects of construction management solutions. The student is expected to:

(B) describe how construction management has affected individuals, societies, cultures, economies, and environments.

Interdisciplinary Correlations English Language Arts and Reading

110.31 (c) Knowledge and skills. o (21) Research/Gathering Sources. Students determine, locate, and explore the full range

of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:

(B) organize information gathered from multiple sources to create a variety of graphics and forms.

o (22) Research/Synthesizing Information. Students clarify research questions and evaluate

and synthesize collected information. Students are expected to: (B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity.

o (23) Research/Organizing and Presenting Ideas. Students organize and present their ideas

and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:

(C) use graphics and illustrations to help explain concepts where appropriate; and (D) use a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research.

Reading I, II, III

110.47(b) Knowledge and skills. o (2) The student acquires an extensive vocabulary through reading and systematic word study.

The student is expected to: (A) expand vocabulary by reading, viewing, listening, and discussing; and (B) determine word meanings through the study of their relationships to other words and concepts such as content, synonyms, antonyms, and analogies.

o (4) The student comprehends texts using effective strategies. The student is expected to: (D) summarize main texts by identifying main ideas and relevant details.

o (7) The student reads with fluency and understanding in increasingly demanding and varied texts. The student is expected to:

(A) read silently or orally such as paired reading or literature circles for sustained periods of time.


Public Speaking I, II, III

110.57 (b) Knowledge and skills. o (4) Organization. The student organizes speeches. The student is expected to:

(B) organize speeches effectively for specific topics, purposes, audiences, and occasions.

o (5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is expected to:

(A) analyze the implications of the audience, occasion, topic, and purpose as a basis for choosing proofs and appeals for speeches.

o (6) Style. The student develops skills in using oral language in public speeches. The student is expected to:

(D) use informal, standard, and technical language appropriately. o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches.

The student is expected to: (E) interact with audiences appropriately.

Technology Applications

126.49 (c) Knowledge and skills. o (1) Creativity and innovation. The student demonstrates creative thinking, constructs

knowledge, and develops innovative products and processes using technology. The student is expected to:

(H) identify and solve problems, individually and with input from peers and professionals, using research methods and advanced creativity and innovation skills used in a selected profession or discipline; (I) develop products that meet standards identified by the selected profession or discipline; and (J) produce original work to solve an identified problem and publish a product in electronic media and print.

o (2) Communication and collaboration. The student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning experience of others. The student is expected to:

(C) determine and implement the best method of presenting or publishing findings; (D) synthesize and publish information in a variety of print or digital formats; and (E) use evolving network and Internet resources and appropriate technology skills to create, exchange, and publish information.

o (3) Research and information fluency. The student applies digital tools to gather, evaluate, and use information. The student is expected to:

(A) use evolving network and Internet resources for research and resource sharing of technology applications; (B) apply appropriate search strategies in the acquisition of information from the Internet, including keyword and Boolean search strategies;


(D) acquire information using appropriate research strategies with source citations through electronic formats, including interactive components, text, audio, video, graphics, and simulations; and (E) identify, create, and use available file formats, including text, image, video, and audio files.

o (4) Critical thinking, problem solving, and decision making. The student uses critical-thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. The student is expected to:

(A) evaluate the design, functionality, and accuracy of the accessed information; (B) conduct systematic research; (C) demonstrate creative-thinking and problem-solving skills; (D) integrate appropriate productivity tools, including network, mobile access, and multimedia tools, in the creation of solutions to problems; (E) use enriched curricular content in the creation of products; and (F) synthesize and generate new information from data gathered from electronic resources.

Occupational Correlation (O*Net – www.onetonline.org/) Job Title: Construction Managers O*Net Number: 11-9021.00 Reported Job Titles: Concrete Foreman, Construction Area Manager, Construction Foreman, Construction Manager, Construction Superintendent, General Contractor, Job Superintendent, Project Executive, Project Manager, Project Superintendent Tasks

Confer with supervisory personnel, owners, contractors, or design professionals to discuss and resolve matters, such as work procedures, complaints, or construction problems. See more occupations related to this task.

Plan, schedule, or coordinate construction project activities to meet deadlines. See more occupations related to this task.

Prepare and submit budget estimates, progress reports, or cost tracking reports. See more occupations related to this task.

Inspect or review projects to monitor compliance with building and safety codes, or other regulations. See more occupations related to this task.

Inspect or review projects to monitor compliance with environmental regulations. Soft Skills

Active Listening

Critical Thinking

Speaking

Complex Problem Solving

Coordination

http://www.onetonline.org/


Student Tasks

Students will complete all note sheets per the multimedia presentations.

Students will complete assigned activities.

Students will participate in group discussions and class activities.

Students will present their projects to the class.

Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website (cte.unt.edu). Preparation

Secure the computer lab if you do not have immediate access to one in your classroom.

Copy the handout sheets and rubric for the students.

Have materials ready to go prior to the start of the lesson. Instructional Aids

Student handouts

Grading rubric

Internet Materials Needed

Graph Paper

Butcher Paper/Poster Board for “History of Architecture Timeline” activity

Poster Board for “Back in Time House/Building Design” activity

Markers, Construction Paper, Rulers, Glue, and Scissors

Magazines Equipment Needed

Computers (for students to complete project)

Projector (for digital presentation)

Introduction Learner Preparation

Ask students to describe how homes and buildings looked in the past. How were they built?

Ask students if they have lived in different types of homes and ask them to describe how they looked. What are the similarities and differences?

Ask students to fill out the handout, “How Much Do You Know: What Style is that?”

Tell students that architecture and construction is all around us.


Ask students to select a house/building that interests them and describe what they like and dislike about the design. Have them include the style, how it was built or constructed, and the time period for that house/building if they can.

Ask why it is important for an architect/builder to have knowledge about the history of architecture.

Lesson Introduction

Use multimedia presentation and explain the concepts from early days to modern day.


Outline

MI Outline Notes to Teacher

Assignment Outline: I. Introduction to History

Architecture: A. Class Discussion B. Pre test – How Much Do You

Know, What Style is That? C. Journal about a selected

building/home style

II. Notes History of Architecture: A. A little bit of history B. Early Civilization

1. Stone Age 2. Egyptian

C. Classical Civilization 1. Greek 2. Roman

D. Early Christian 1. Byzantine

E. Middle Ages 1. Gothic

F. Renaissance 1. Renaissance 2. Baroque 3. Rococo

G. Early American 1. Colonial 2. Garrison 3. Saltbox 4. Cape Cod 5. Half-Timber 6. Log Cabin 7. Spanish Mission 8. Georgian

H. Industrial Revolution 1. Neoclassical a. Federal b. Greek Revival

I. Victorian Era

Copy the handouts and grading rubric. Ask students to describe how homes/buildings looked in the past. Explain that they are very different than homes today. Ask students how buildings of the past were constructed? Explain how technology and society has impacted architecture styles and construction techniques. Ask the class if they have ever lived in different types of homes. Have students describe similarities and differences. Ask the class why is it important for an architect/builder to have knowledge about the history of architecture and construction? Hand out “Student Notes Outline.” Have students fill out the chart during the presentation. Discuss style inspirations that the students see in residential and commercial homes/buildings.


1. Victorian a. Queen Anne b. Mansard c. Italianate

J. Aesthetic Movement 1. Arts and Crafts a. Prairie b. Bungalows c. Ranch/Rambler 2. Art Neavaue

K. Eclecticism 1. Eclectic

L. Modern Movement 1. Modern a. International b. Contemporary c. Split-Level 3. Transitional

M. Style Inspirations 1. African 2. American 3. Asian 4. Chinese 5. English 6. French 7. Hispanic 8. Tropical

III. History of Architecture Timeline

A. Directions 1. Create a timeline including all time periods/styles

B. Grading 1. Completion of timeline 2. Creativity 3. Neat and easy to read 4. Pictures 5. Chronological order 6. Properly labeled 7. Centered title

IV. Back in Time House Design

a. Directions

Go over all the criteria in the assignment “History of Architecture Timeline” and check for understanding. Explain the guidelines. Have students research the timeline assignment information and create the timeline. Go over all the criteria in the assignment “Back in Time House/Building Design” and check for understanding. Have students complete “Back in Time House/Building Design” assignment. Students will present this project to the class.


1. Presentation board b. Grading

1. Floor plan 2. Creativity

3. Drawing of house 4. Neat and easy to read

5. Use of design styles 6. Properly labeled

V. Presentation must have:

A. Time period/style B. Type of house/building C. Floor plan D. Drawing of house/building

Multiple Intelligences Guide

Existentialist Interpersonal Intrapersonal Kinesthetic/

Bodily Logical/

Mathematical Musical/ Rhythmic

Naturalist Verbal/Linguistic Visual/Spatial

Application

Guided Practice Using the digital presentation, the teacher will go over the requirements of this project. The student will follow along and make notes on their hard copy.

Ask students to think about how they will create the timeline. Students will need to draw a sketch of how their timeline will look before they start.

Give some ideas to students during the brainstorming session before they start the project.

Students will complete two guided practice assignments: History of Architecture Timeline and Back in Time House Design. Give some ideas to students during the brainstorming session before they start the project.

Independent Practice

Students will work at their own paces to complete this activity.

All work is to be done in class so the teacher can check for understanding.


Students are strongly encouraged to take ownership of this activity and to establish a workable pace in order to complete it on time.

Students will be prepared to present their projects to the class.

Summary

Review

Why do architects need to understand historic time periods and styles?

Why is it important to learn about historic construction techniques?

Why do architects/builders use style influences in houses/buildings today?

Evaluation Informal Assessment

Teacher will observe students during Independent Practice.

Teacher will assist students as needed. Formal Assessment

Use the History of Architecture/Construction Timeline rubric to evaluate.

Use the Individual Presentation rubric to evaluate.


History of Architecture Notes

_________________________________- art and science of designing and constructing buildings.

A Little Bit of History

• The world of architecture is ___________________________________

• It is one of the major _____________________________________of mankind

• Most home styles were created out of a need to _____________________ to the environment

• Later, architects built structures that were ___________________________________________

• Home styles are also dictated by __________________________________ and methods

• However, ALL architectural design is dependent upon the __________________ of the residents

• The history of architecture and construction traces the changes in architecture through various

___________________________________, regions, stylistic ______________________, and

dates

Early Civilizations TIME PERIOD YEARS INFORMATION


Classical Civilizations TIME PERIOD YEARS INFORMATION

Early Christian TIME PERIOD YEARS INFORMATION

Middle Ages TIME PERIOD YEARS INFORMATION


Renaissance TIME PERIOD YEARS INFORMATION

Early American TIME PERIOD YEARS INFORMATION


Industrial Revolution TIME PERIOD YEARS INFORMATION


Victorian Era TIME PERIOD YEARS INFORMATION


Aesthetic Movement TIME PERIOD YEARS INFORMATION


Eclecticism TIME PERIOD YEARS INFORMATION

Modernism TIME PERIOD YEARS INFORMATION


Style Inspirations

• There are many style ______________________________________ that have been used in

architecture and construction throughout history

• These inspirations include:

o __________________________

o American

o _____________________

o Chinese

o _____________________

o French

o _______________________

o Tropical


History of Architecture/Construction Timeline

Directions You are to create a poster that displays a timeline of architecture/construction. You must include all time periods from class notes. On the poster, you must display a picture representing each time period/style. The format of the timeline must begin with the Stone Age and end with a structure built in 2015. The information and images should be in chronological order. The different eras along the timeline must be labeled correctly as 1950-1979. The finished poster must be creative and easy to read. The poster must include, centered at the top of the poster, the words “History of “Architecture/Construction Timeline.” The name, class, and period must be located in the bottom-right corner of the poster. Materials Poster Board, Butcher Paper, pen, pencil, markers, and glue You will be graded on

Completion of the timeline

Creativity

Neat and easy to read

Use of pictures, including name of architect, location of building/structure, name of building/structure, style of building/structure

Chronological order

Properly labeled, including era labels and time periods

Centered title: “History of Architecture/Construction Timeline” This project is due on: ___________________________


Back in Time House/Building Design Directions You are a designer that has been hired to design a house/building for a client based on a specific time period/style. Create a floor plan for the house indicating rooms, sizes, built-ins, and architectural features measured to scale of one ¼” = 1 foot. Make a creative presentation board of your floor plan, drawing of house, materials that would be used and style/time period. The presentation board must be creative and easy to read. The board must include the time period/style chosen. You will present your finished presentation board as “designer to client” to the class. Materials Poster Board, colored paper, pen, pencil, markers, glue, scissors, design supplies, graph paper, magazines, and samples of housing materials You will be graded on

Floor plan measured to scale

Creativity

Neat and easy to read

Drawing of room

Use of housing materials

Properly labeled including time period/style Presentation must have

Time period/style

Drawing of house/building

Floor plan

Samples of housing materials used

If you were presenting this design to a client, explain

Three items that you chose for this design concept and how they relate to the specific time period/style

This project is due on: ___________________________


History of Architecture/Construction Timeline Grading Rubric

Presentation Title: _______________________________________________________________________________________ Name: ____________________________________________ Teacher: ____________________________________________ ID#: _______________________________________________ Date of Presentation: _________________________________

Excellent

7 Good

5 Satisfactory

3 Needs Improvement

1

Title

The timeline has a creative title that accurately describes the material and is easy to locate.

The timeline has an effective title that accurately describes the material and is easy to locate.

The timeline has a title that is easy to locate.

The title is missing or difficult to locate.

Documentation

of Events

The timeline contains all significant events. This includes dates and descriptions.

The timeline contains many significant events. This includes dates and descriptions.

The timeline contains several significant events. This includes dates and descriptions.

The timeline contains a few significant events. This includes dates and descriptions.

Content/Facts

Facts were accurate for all events reported on the timeline.

Facts were accurate for almost all events reported on the timeline.

Facts were accurate for most (~75%) of the events reported on the timeline.

Facts were often inaccurate for the events that were reported on the timeline.

Accuracy

All dates indicated on timeline are correct and are sequenced in the proper order.

At least 3/4 of the dates are accurate or sequences are in the proper order.

At least 1/2 of the dates are accurate or sequences are in the proper order.

Less than 1/4 of the dates are accurate or sequences are in the proper order.

Sentence Fluency

Events are clearly described using accurate and vivid language.

Events are described well, but language is sometimes vague or inaccurate.

Events are not described well and language is often vague or inaccurate.

Events are described using vague language or inaccurate information.

Graphics

All graphics are effective and balanced with text use.

All graphics are effective, but there appear to be too few or too many.

Some graphics are effective and their use is balanced with text use.

Several graphics are ineffective.

Legibility Legible handwriting, typing, or printing.

Marginally legible handwriting, typing, or printing.

Writing is not legible in places.

Writing is not legible.

Style & Organization

The timeline was set up to cover the relevant time period. It contains appropriate yearly gradations of set intervals.

The timeline was set up to cover the relevant time period. It contains yearly gradations, but not at set intervals.

The timeline was set up to cover most of the relevant time period. It contains appropriate yearly gradations.

The time period covered was inappropriate. Yearly divisions were not uniform.

Mechanics Punctuation, spelling, and capitalization were checked and are correct throughout.

Punctuation, spelling, and capitalization were checked and are mostly correct.

Punctuation, spelling, and capitalization are somewhat correct and may or may not have been checked.

There are many punctuation, spelling, and capitalization errors.


Individual Presentation Rubric

Presentation Title: _______________________________________________________________________________________ Name: _________________________________________ Teacher: _______________________________________________ ID#: _____________________________________________ Date of Presentation: ___________________________________

Criteria

Points

0-5 6-10 11-15 16-20

Organization Audience cannot understand presentation because there is no sequence of information.

Audience has difficulty following presentation because student jumps around.

Student presents information in logical sequence that audience can follow.

Student presents information in logical, interesting sequence that audience can follow.

Visuals Student used no visuals.

Student occasionally used visuals that rarely support text and presentation.

Visuals related to text and presentation.

Student used visuals to reinforce screen text and presentation.

Mechanics Student’s presentation had four or more spelling errors and/or grammatical errors.

Presentation had three misspellings and/or grammatical errors.

Presentation had no more than two misspellings and/or grammatical errors.

Presentation had no misspellings or grammatical errors.

Content Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able only to answer rudimentary questions.

Student is at ease with content, but fails to elaborate.

Student demonstrates full knowledge (more than required) with explanations and elaboration.

Delivery Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of the class to hear.

Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student’s voice is clear. Student pronounces most words correctly.

Student used clear voice and correct, precise pronunciation of terms.

Total

Teacher Comments:

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