Unit: Animal Architecture Grade Level: High School

Standards and Grade Level Expectations Comprehend 1. Visual art has inherent characteristics and expressive features 2. Historical and cultural context are found in visual art 3. Art and design have purpose and function Reflect 1. Reflective strategies are used to understand the creative process 2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 3. Interpretation is a means for understanding and evaluating works of art Create 1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas 2. Assess and produce art with various materials and methods 3. Make judgments from visual messages Transfer 1. The work of art scholars impacts how art is viewed today 2. Communication through advanced visual methods is a necessary skill in everyday life 3. Art is a lifelong endeavor

Lesson 1: Animal Structures In the 1st lesson, the students will explore animal architecture. Exploration will include how animals build structures. Students will research an animal structure, focusing on the building material, process, and form of the structure. They will then design their take on this structure, focusing on creating an engaging form. Motivation Termite mounds, spider webs, unique bird nests History and Culture: Natural History

Lesson 2: Animal Structures (interiors) In the 2nd lesson, the students will consider the interior of their animal structures. Exploration will include how the interior relates to the exterior and how it functions. Students will research animal interiors, and either add an interior view to their existing piece or create a new sculpture that explores interiors. Motivation Bee Hives, cast of termite tunnels History and Culture: Natural History

Lesson 3: Creating a structure for animals/ inspired by animal building In the 3rd lesson, students will choose to create either a structure for their animal using human architecture or a structure for humans using animal architecture. This will involve adapting the traditional design for a different species, researching architecture, and playing with the structure to fit the new function. Motivation Condos for birds, nests for humans, hive-inspired apartments History and Culture: Architectural styles- have students research the architecture that interests them and ties in to their project

Focusing Lens: Play and Exploration

Prepared Graduate Competencies Comprehend: Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives Reflect: Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas Reflect: Recognize, interpret and validate that the creative process builds on the development of ideas through a process of inquiry, discovery and research. Create: Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design Create: Recognize, compare, and affirm that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives Create: Recognize, demonstrate, and debate philosophic arguments about the nature of art and beauty (aesthetics) Transfer: Use specific criteria to discuss and evaluate works of art Transfer: Critique personal work and the work of others with informed criteria Transfer: Recognize, articulate, and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information

Unit Standards and Grade Level Expectations VA-GR.HS-S.1-GLE.1, GLE.2, GLE.3 VA-GR.HS-S.2-GLE.1, GLE.2, GLE.3 VA-GR.HS-S.3-GLE.1, GLE.2, GLE.3 VA-GR.HS-S.4-GLE.1, GLE.2, GLE.3

Inquiry Questions Do animals make art? Why do some animals build structures? Is human architecture inspired by animal structures? Should humans study animal structures for inspiration? What do animal structures tell us about the animals? How is human architecture different from animal architecture?

Concepts Patterns Technique Observation Improvisation Shape Environment Materials Planning Design Function Expressive Features Form Space

Enduring Understanding Conceptual Guiding Question Factual Guiding Question Lesson 1: Function, environment, and available materials determine architectural forms. Lesson 2: Interior and exterior relate to each other and are impacted by the function of the space. Lesson 3: Structural design is influenced by a structures function and works to make spaces aesthetically pleasing Lesson 1: Why do humans build structures? What influences the variety of styles in architecture? Lesson 2: Why are rooms shaped the way they are? How would the shape change if the environment or function changed? Lesson 3: Why are animal and human structures different from each other? Lesson 1: How do animals build structures? How does this differ from the way humans build structures? (materials, techniques) Lesson 2: How do the interiors of animal structures relate to the exteriors? How are they related to the materials and environment? Lesson 3: How do animals structures function? How do human structures function? How do these functions impact form? What elements of structures are aesthetic, not functional?

Critical Content Students will know basic architectural elements. Students will know vocabulary describing design elements in buildings and the difference between functional elements and aesthetic elements. Students will know how to choose from a range of materials to make a structurally sound sculpture. Students will know the architects whose designs relate to the piece they are creating. Students will know the process, materials and function of the animal structure they research. http://www.humanosphere.info/2014/01/une-structure-creee-par-une-petite-araignee-inconnue-intrigue-les-scientifiques/

Key Skills Describe the purpose of their projects, both functionally and aesthetically. Discuss the role of planning and improvisation in their pieces Analyze the structure they are building and choose materials that will make it sturdy and fit their aesthetic goals Compare and contrast animal and human architecture Articulate the inspiration for their piece and the adaptations they made to their concept as they worked