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The Southwest curriculum is designed to allow the teacher and students
to study the history of the development of Southwest Architecture through interaction with the projects contained in this website. The style
of Southwest Architecture has developed from both the Native American and the Hispanic traditions. This site is intended to motivate your
interest in Southwestern styles and to encourage further research.The following architectural and design experiences have been developed
to emulate the Architect's design process. The directions for these activities are very specific in order to insure their careful execution. Each
of the following architectural and design experiences may be used sequentially, as a guide to a total educational unit on architecture; or
they may be used individually, as single experiences independent from the others. The initial experiences demonstrate the tools, vocabulary, and
techniques of architectural thinking. The creative problem-solving processes employed by architects are used in all the learning experiences.
Some of the drawing exercises include time limits in order to help the students speed up their visual thinking through drawing within a set
time-frame. Though written for teachers of grades 3-8, each of these architectural experiences may be adjusted to suit any age group, from
kindergarten to senior high school. The activities should be adjusted to appropriately suit the students' levels of competency in math, science, health, social studies, and art.
The authors of this curriculum hope that the teachers will facilitate the role-playing and creative dramatic formats inherent in these activities.
We want to encourage students to think as architects, to role-play as "real" architects solving "real" problems for "real" clients. The teachers
can facilitate this by providing a creative atmosphere of productive playfulness motivated by realistic problem solving exercises. The
following steps comprise a system around which the exercises are organized. These procedures are called the "Architect's Palette."
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THE ARCHITECT'S PALETTE
A. GOAL: A goal statement is provided to define the purpose of each proposed project. B. CLIENT: A client has a need or dream to realize and a problem to solve. C. ARCHITECTURAL PROGRAM: This section helps both students and teachers to organize the data and to develop the steps of the
design process necessary for them to solve the proposed architectural projects. D. SCHEMATIC DESIGN: This is the first step in the design process.
Diagrams or symbolic drawings that represent visual thinking are used to help the students and teachers to organize ideas and
concepts in order to facilitate the development of an architectural solution. E. SOLUTION: The architectural dream or concept expressed in the
format of the design process includes such drawings as plans, elevations, sections and perspective sketches. F. MODEL BUILDING: In order to consider architectural design
solutions 3-dimensionally, they may be expressed in model form.
G. EVALUATION AND PRESENTATION: Architectural elements to be
reviewed are listed under the heading of "evaluation" in most exercises. The student "architects" are encouraged to present
their ideas to their class as if their "clients" were there, listening to their presentations. The students should justify their design
solutions by demonstrating that they have achieved the client's dream by solving the architectural problem. Encourage students to
draw with heavy black or colored markers so that their presentation drawings can be seen well from at least 10 feet away.
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For additional evaluation of your students' projects, see the
EVALUATION FORM AND RATING SCALE.
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