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GOAL
You and your class may choose a local example of 19th or 20th century Southwest architecture to nominate for a City Beautiful Award. The students will then complete a Visual Survey Form for the building,
create a visual display, and make an oral presentation of their aesthetic evaluation. CLIENT The American Institute of Architects has elected your class to their
Orchids and Onions Committee. This organization presents an annual award to the most beautiful (Orchid) and least beautiful (Onion) building in
your city. As members of the committee, your class will nominate a candidate for the City Beautiful Award and explain your choice. Your presentation will include:
- Description:
What do you see?
- Analysis:
How is the building organized?
- Interpretation:
What is the architect saying?
- Judgment:
What do you think of the building?
CONCEPTS
- aesthetics
- analysis
- description
- interpretation
- judgement
MATERIALS
- slide of the building
- slide projector
- large, colored markers
- 3" X 5" index cards
- tracing paper
- black felt tip pens
- 20" X 24" poster board
Visual Survey Form
back to top
VOCABULARY
AESTHETICS: |
the branch of philosophy that studies the nature of beauty. |
CALIFORNIA MISSION: |
|
ELEMENTS OF DESIGN: |
color, line, space, texture and form. |
PRINCIPLES OF DESIGN:
|
balance, repetition, unity, contrast to create interest, emphasis or center of interest, and movement.
|
PUEBLO DECO: |
|
PUEBLO REVIVAL: |
|
STYLE: |
a design made according to a certain mode. |
TERRITORIAL: |
|
VICTORIAN: |
|
back to topBACKGROUND Aesthetics: Aesthetics is the branch of philosophy that studies the nature of beauty.
Statements about the aesthetic quality of a work of art must be based on acceptable criteria. It is not enough to say "I like it, but I don't know why".
Aesthetics is important because it:
- develops observational skills
- introduces a vocabulary with which to speak about art and architecture
- encourages higher levels of critical thinking
- promotes a personal and genuine interaction with a work of art or architecture
Elements of Design: An aesthetic analysis of a building begins with a description of the building using the following elements of design:
- color
- line (straight, curved, diagonal, vertical, horizontal)
- space
- texture
- form
back to topPrinciples of Design:
An aesthetic analysis also looks at the way the elements of design are arranged, in terms of:
- balance (formal--symmetrical or radial, informal)
- repetition
- unity (how the elements and principles work together)
- creating interest (How does the architect create a center of interest or emphasis for his building?)
Interpretation: An aesthetic analysis considers the expressive qualities of the architecture. Have your students ask themselves:
- How does the choice of color or texture make you feel?
- How do balance and contrast add to the meaning?
- What does the scale say about the function of the building and its relationship to the buildings around it?
- How does the building express what happens inside it?
- Who uses the building and what do they do there?
- Does the building's form support its function?
Aesthetic Judgement:
- Is the building designed appropriately for its function?
- Does it solve social problems?
- How is it integrated into the architectural landscape and the environmental landscape?
- It is aesthetically pleasing?
back to top
PROGRAM The following guidelines will help you to organize your students' presentations. Have each student (or group of students) choose a building to nominate
for the City Beautiful Award and take a slide of it.
Project the slide onto 20" X 24" poster board and have the students carefully draw (trace) the image. Use accurate colors and
appropriate techniques to represent the textures. This will be the visual display for your students' presentations so be sure to emphasize neatness.Then, using tracing paper, have the
students make overlays on the drawn image indicating important formal qualities. An overlay highlighting the vertical columns of a Territorial Style portal would indicate repetition
and rhythmic movement. Another overlay might demonstrate the contrast of differing textures on the building. Have the students prepare an index card for each element of design
(color, line, space, texture, and form) in the building's description. The building materials and construction techniques used may also be described
in this section. Ask your students to answer the following questions: What materials are used and where are they located in the building? What
geometric solids compose the form of this building? Remember to include the size of the structure. Encourage your students to be very precise.
The students will also prepare index cards for each principle of design (balance, contrast, unity, repetition, emphasis and movement). They
should list the ways the architect repeated colors, lines or forms; how textures are contrasted; how overall unity is achieved; and if the building is balanced formally or informally.
After carefully studying the buildings the students will interpret the meaning of the structure. Have your students ask themselves questions such as:
- Is this a place where people live, work, study or worship.
- Is it a church, a temple, a factory, an office, a government building, or a school? How do you know?
- When do you think it was built and why?
- What size is this building compared to others around it? Does the building's size indicate its importance?
- Is what happens inside the building the most important thing that happens in your community?
- Why has the architect chosen these building materials?
- What does the type of balance tell us about the function of the building?
What other information can you and your students find on the internet about building materials in the Southwest? Have your students write their interpretations of the buildings on index cards.
Each student (or group of students) should be prepared to explain why they chose their building. Ask the students to answer the following
questions: Do you like the way the architect has organized the elements of design? Why or why not? Why did this building attract your attention?
Does the building successfully express its function? In what way does the building express its function? Would you like to live, work, attend school,
or worship in this building? Why or why not? The students will then give oral presentations that will include the visual display of the building complete with overlays and index card notes
answering the four questions of aesthetic judgment. Remember to tell your students to be enthusiastic about their choices, to speak clearly and
convincingly, and to actively listen to all other presentations.
back to topEVALUATION The class (Orchids and Onions Committee) will consider each presentation
as a nomination for the City Beautiful Award. Students may vote for each nomination by raised hand and the votes recorded on a blackboard ballot.
After each vote, the teacher may ask students to explain their reason for that choice. Votes will be tallied and the winner announced. The class
could then design an award certificate to formally present to the winning building's architect or owner. back to topFor additional evaluation of your students' projects, see the EVALUATION FORM AND RATING SCALE.
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