Page 70 - Copshaholm Curriculum Book_2015

Architectural Elements Give a Place Its Own Unique Character 2

then draw their classmate’s house from the written description,
adding embellishments.
3. Students have 20 minutes to write the description and have no
restrictions on the type of drawing to create. They choose the
drawing that they think will be communicate their design.

c. Materials:

1. Architectural drawings or old blueprints

3. Living in Another Climate
a. Objective: Students explore the influences of climate and materials on Native
American and Pioneer architecture, discussing cold climates, hot and wet
climates, and hot and dry climates.

b. Activity:

1. Divide the class into groups and assign each a different climate—hot
and dry, hot and wet, or cold. Tell students that their client now has
to live in this different climate and that they have to adapt the
specifics of the dream house to respond to the demands of the
climate.

2. Bring in books of indigenous architecture and different climate for
students to refer to.

c. Materials:
1. Slides, pictures, and/or books to show sample architecture types

4. Building Elements and Architectural Style
a. Objective: Students learn how different building elements make buildings
look different and affect architectural style.

b. Activity:

1. Students work in groups of three or four to draw an elevation of a
building (any type of building except a house) showing the building
elements and building form. One group does a hospital, one a
museum of gargoyles, and one a government building that is later
turned into a restaurant and inn.

2. Show pictures, slides, and/or books illustrating windows, doors, roofs,
stairs, and other building elements. Students describe how the
element shown in each picture makes the building feel and what kind
of building the element might be part of.

3. Give students handouts of building elements. The students point out
elements that they can find in their own houses and neighborhoods.