How does architecture relate to the Ontario school curriculum for this age group?
In grades 4 –6 in the Arts requirement, students continue to explore the elements of design and are introduced to the principles of design (balance, emphasis, proportion, rhythm, variety and unity) and use them appropriately when responding to works of art. They are required to create two- and three-dimensional works of art, be able to solve artistic problems in their artwork, and compare works from various periods and cultures, and describe how the artists have used the elements and principles of design.
The Geometry and Spatial Sense unit of the mathematics component instructs the students in learning about the awareness of our surroundings and the objects in them. Geometry teaches the students to describe these objects and their interrelationships in space. Students are required to draw and build three-dimensional objects and models; identify, describe, compare and classify geometric figures; and understand, apply, and analyse key concepts in transformational geometry using concrete materials and drawings.
This subject contains two major areas, Canada and World Connections and Heritage and Citizenship. In Grade 4, students will focus on medieval times, exploring medieval society, such as design and technology and the influence medieval society has on today’s society. In Grade 5, students will focus on early civilizations and how the early civilizations have influenced today’s society. In Grade 6, students will focus on aboriginal peoples and European explorers and how they contributed to aspects of the development of Canada.
The Structures and Mechanisms unit of the Science and Technology component teaches that the environment around them is full of a variety of objects and structures that have distinctive shapes, patterns and purposes. Students will be required to demonstrate an understanding of the characteristics of pulleys and gears, identify and measure forces acting on a structure, identify modifications to improve design and method of production of systems that have mechanisms that move in different ways.
Activity: New City Mural
6’ – 8’ roll of paper
construction paper, assorted colours
black marker or crayon
Objectives: Students will learn that an architect is an artist who designs buildings, to use simple shapes to create architecture, to use contrasting colours and to cooperate in creating a class mural.
The Project: Review and discuss murals. Ask them if they know what we call a person who designs buildings. For this activity, each student will get to be an architect who has been commissioned to design one building for the new city of (make up a name).
Getting Started: While students are designing their buildings, the instructor can attach the roll paper to wall or bulletin board and draws streets, roads, hills, clouds, sun etc.
Students will use three different colours of construction paper to design their buildings. Windows, doors roof etc. can be a different colour. Students will use glue to assemble their designs. When they are finished their buildings, the instructor will glue each building to the mural with suggestions from the students on where they should be placed. Scraps from construction paper can be used to create something extra for the city such as stop signs, traffic signals, trees, cars, airplane, animals, people, etc.