3D City Model Group Project
Overview:
- Subjects: Mathematics, Geometry, Geography, Social Studies
- Medium: Sculpture
- Time: 3 weeks (50 minute periods that meet each day) + expected outside of class-time
- Grade Level: High School Beginning Grades 9-12
Big Idea: Themes in Art Education
- Seek social bonding—All people are members of groups and institutions that consequently shape their lives.
Lesson Narrative:
Students will work in small groups to design their own virtual city in a three dimensional model. Through the construction process, they will incorporate their past knowledge of geometry and basic mathematics to artistically develop the space. Students will research geographical or urban community sources to help inspire their design. The end of the project will be a visual of an imaginary space that incorporates the integration of these other subject disciplines.
Students will work in small groups to design their own virtual city in a three dimensional model. Through the construction process, they will incorporate their past knowledge of geometry and basic mathematics to artistically develop the space. Students will research geographical or urban community sources to help inspire their design. The end of the project will be a visual of an imaginary space that incorporates the integration of these other subject disciplines.
Lesson Rationale:
This Lesson will allow students to learn how to work together in a group and problem solve with resources that can help spark their creativity. Students will practice how to collaborate their diverse ideas to bring them into life in their model. By not mimicking an existing city, students can push their imagination to create the space, visually and architectural the way they desire. They will be allowed reference other city formats where their research on urban communities and maps will support their understanding of different social studies concepts. They will document their creative process to support their final development.
This Lesson will allow students to learn how to work together in a group and problem solve with resources that can help spark their creativity. Students will practice how to collaborate their diverse ideas to bring them into life in their model. By not mimicking an existing city, students can push their imagination to create the space, visually and architectural the way they desire. They will be allowed reference other city formats where their research on urban communities and maps will support their understanding of different social studies concepts. They will document their creative process to support their final development.
Objectives:
- Students will write descriptions of the type of buildings and people are presented in their city.
- Students will be able to document their creative process by how they collaborate together as a team.
- Students will be able to construct their model based on their knowledge of 1 to 3-point perspective when working on the preliminary stages
- Students will investigate creative outlets to make their city unique from existing cities they are allowed to view as references
- Students will have the opportunity to critique each other’s contribution to the project.
Requirements for Final Project:
- 2D Preliminary sketches of city area where some sketches need to be done in 1 to 3-point perspective
- 3D city model
- Must have four specific business type buildings i.e. post office, town hall, police station, a business cooperation etc
- Must have roads
- Must have one area of green space
- A City Welcome Sign
- A mini poster that discusses the type of people in the city, population (number of people who live in the city), and description of the different places.
- An independent reflective essay about the group process (see separate instructions for essay)
- A journal or graphic organizer that records the group's creative process in steps, and member's tasks/responsibilities
- Filling out a group midway evaluation and final evaluation via google forms on team members.
Ohio Visual Art Standards:
- 2PE: Identify and describe the sources artists use for visual reference and to generate ideas for artworks.
- 1PR: Demonstrate basic technical skill and craftsmanship with various art media when creating images from observation, memory and imagination.
- 3PR: Explore multiple solutions to visual art problems through preparatory work.
- 2RE: Identify assessment practices to manage, monitor and document their learning.
- 3RE: Use appropriate vocabulary to define and describe techniques and materials used to create works of art.
Ohio Math High School Standards:
Domain: Modeling with Geometry
Cluster: Apply Geometric concepts in modeling situations
Standards:
Advanced cooperation with a Geometry teacher (Additional Component)
Domain: Congruence
Cluster: Making Geometric constructions
Standards:
Domain: Modeling with Geometry
Cluster: Apply Geometric concepts in modeling situations
Standards:
- Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder)
- Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).
- Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
Advanced cooperation with a Geometry teacher (Additional Component)
Domain: Congruence
Cluster: Making Geometric constructions
Standards:
- Making formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
- Construction an equilateral triangle, a square and a regular hexagon inscribed in a circle.
Ohio Social High School Studies Standards:
- Trace a changing functional, dimensional or spatial pattern of a particular human settlement and determine the basis for the changes.
- Associate opportunities provided by urbanization with concomitant challenges for the surrounding regions.
- Explain the uses for and the limitations on the use of various means of presenting spatial data to represent, analyze and interpret geographic patterns and processes.
- Use appropriate geographic representations and geospatial technologies to investigate, analyze and communicate information related to solving a geographic problem.
Materials:
Each group (which consist of 4-5 members will be provided the following)
Materials for Building Structures:
Preliminary Materials:
Art Supplies
Presentation Supplies:
NOTE: Students are allowed to bring their own art/craft supplies (However, cannot be toy items or any items that are pre-existing structures such as milk cartons or already mini card board boxes. Students should not have to spend any of their own money to gather supplies).
Each group (which consist of 4-5 members will be provided the following)
Materials for Building Structures:
- One 20 inch by 30 inch black Foam board (for base of the model)
- Crescent board (white or black)
- Matt board (white or black)
- Card Board
- Colored construction paper
- Fabric
Preliminary Materials:
- Drawing Paper 11 x 17 inch, 9 x 12 ich
- 8 x 11.5 inch Printing paper
- Stonehenge paper 14 x 20 inch
- Graphing Pad paper with grids
Art Supplies
- Sharpies (0f different sizes)
- Pencils
- White Charcoal Pencils
- Erasers
- Tape
- Glue Sticks
- Small package of hot glue sticks
- Hot glue guns
- Exacto knife
- Box Cutter
- Meter Stick
- Rulers
Presentation Supplies:
- Note Cards 3 x 5 inches
- 2 inch binder with dividers
NOTE: Students are allowed to bring their own art/craft supplies (However, cannot be toy items or any items that are pre-existing structures such as milk cartons or already mini card board boxes. Students should not have to spend any of their own money to gather supplies).
Lesson Vocabulary:
- Urbanization: The process by which towns and cities are formed and become larger as more and more people begin living and working in central areas
- Geometry: The branch of mathematics concerned with the properties and relations of points, lines, surfaces, solids, and higher dimensional analogs
- Linear Perspective: A mathematical system for representing three-dimensional objects on a two dimensional surface
- One-Point Perspective: One point perspective is based on the concept that the lines and shapes in a drawing can be located in reference to a single line, called the horizon line, and a single point called the vanishing point.
- Two-Point Perspective: There exist two points from which an object’s lines radiate from; the sides of the object vanish to one of two vanishing points on the horizon line.
- Three-Point Perspective: In three-point perspective there are also two vanishing points somewhere on the horizon; however, unlike two-point perspective, there also exists a vanishing point above or below the horizon line that the vertical lines disappear to.
- Orthogonal Lines: lines that help give a sense of depth that do not face the viewer where the lines radiate outward from the vanishing point
- Aerial Perspective: Also known as a bird’s eye view. This is the viewpoint seen at a high elevation. It involves the vanishing point/s and horizon line being positioned on the upper portion of an image. It is usually used in reference to a landscape or a cityscape.
- Worm’s eye view: A drawing or painting scene that is seen as though the observer is looking up from a position below it. Properly used it relies on the oblique perspective. All vertical lines will converge upward and be parallel to the picture plane.
Historical/Multicultural Exemplars:
Students now have the access to Google Maps, Google Earth and can search people's traveling blogs for photos.
For more artist check out this article: "25 Urban and City Photographers You Should Follow on Instagram"
Students now have the access to Google Maps, Google Earth and can search people's traveling blogs for photos.
For more artist check out this article: "25 Urban and City Photographers You Should Follow on Instagram"
Visual Culture Component:
Students will bring in images of places they have traveled to whether the photos are from large cities like New York City or a small cities of beach towns on Lake MI. Students can use their personal references to get inspired on some of the architecture in the buildings or the way streets appear or mapped out.
My Personal Examples:
Students will bring in images of places they have traveled to whether the photos are from large cities like New York City or a small cities of beach towns on Lake MI. Students can use their personal references to get inspired on some of the architecture in the buildings or the way streets appear or mapped out.
My Personal Examples:
Miss Groh's Preliminary Examples
These examples represent parts that you would see happening in the beginning stages. The board that has 1 x 1 inch grid is an example of how to approach your city lay out by indicating your measurements and pretending that each inch = 1 square mile. The students need to figure out where their roads and green spaces will be placed so these examples show one preliminary layout of how the city could look. The other examples are buildings, although these buildings are done in poor craft, this will help the students to know what to avoid when constructing their own.
These examples represent parts that you would see happening in the beginning stages. The board that has 1 x 1 inch grid is an example of how to approach your city lay out by indicating your measurements and pretending that each inch = 1 square mile. The students need to figure out where their roads and green spaces will be placed so these examples show one preliminary layout of how the city could look. The other examples are buildings, although these buildings are done in poor craft, this will help the students to know what to avoid when constructing their own.
Advanced Examples Found Online:
Bechance (Behance.net) is an online community that showcase contemporary artist works and and allows viewers to explore other creative works out there. This site is ran by Adobe.
Bechance (Behance.net) is an online community that showcase contemporary artist works and and allows viewers to explore other creative works out there. This site is ran by Adobe.
Resources: (These are all Hyperlinked)
Midway Evaluation
Final Evaluation
3D Model City Rubric for Individual Member
3D Model City Project Tentative Timeline for Students
3D Model City Teacher's Detailed Procedure
Instructions for 2D Mini Poster
Instructions/Rubric for Individual Reflective Essay
Midway Evaluation
Final Evaluation
3D Model City Rubric for Individual Member
3D Model City Project Tentative Timeline for Students
3D Model City Teacher's Detailed Procedure
Instructions for 2D Mini Poster
Instructions/Rubric for Individual Reflective Essay
Citations:
http://www.studentartguide.com/articles/one-point-perspective-drawing
http://study.com/academy/lesson/one-point-perspective-drawing-definition-examples.html
http://www.creativeglossary.com/art-perspective/
http://www.studentartguide.com/articles/one-point-perspective-drawing
http://study.com/academy/lesson/one-point-perspective-drawing-definition-examples.html
http://www.creativeglossary.com/art-perspective/