How does architecture relate to the Ontario school curriculum for this age group?
The primary grades will learn the very basics of the elements of design (colour, line, mass, movement, space, texture, type and value) in their arts requirement. Being able to identify elements in art and the environment such as symmetry in buildings and shapes of the built environment are objectives for this age group.
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. The students are required to build 3 dimensional objects and models, to be able to recognize symmetry in the environment and to explore transformations of geometric figures.
This subject contains two major areas, Canada and World Connections and Heritage and Citizenship. In this subject Grade 1 students are required to learn about their local community, being able to identify buildings and their uses, and are required to make and read simple models and maps of familiar areas in their community. Grade 2 students are required to identify similarities and differences between their community and communities in other parts of the world. Grade 3 students are required to demonstrate an understanding of the characteristics of urban communities.
The Structures and Mechanisms unit of the Science and Technology component teaches that the environment around us is full of a variety of objects and structures that have distinctive shapes, patterns and purposes. Students are required to identify shapes that are common to most structures, design and make structures that meet a specific need, design and make simple mechanisms and investigate their characteristics and demonstrate an understanding of the factors that affect the stability of objects.
Activity: Draw Your House
Objectives: Students will review details of their own homes and draw a picture.
The Project: The day before the assignment, ask children to go outside (with a parent if necessary) and look at their house or apartment building. Tell them to take notice of all shapes of the house. What shapes do they see the most? Are there any unusual shapes? Are there shapes that are repeated? Are there any trees, flowerbeds, bushes or fences around their house; draw those too.
Getting Started: Before students draw their homes, as the instructor, draw your own home on chart paper or chalkboard explaining what shapes you see in your house.
Want to do more? Add colour to your house by using crayons, pencils or paint.
You can also search for drawings of other homes in art history books or on the Internet.
Visit the following sites for a list and description of architectural and structural terms: