LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Architectural Periods"
Grades:  K-5

MATERIALS:
9"x 12" white drawing paper
Expresso pens
crayon
scissors
glue
9"x 12" colored construction paper
visuals (divided into 7 periods of architecture, one folder for each table.  I used Egyptian, Ancient Greek and Roman, Medieval or Middle Ages, Renaissance, Baroque, Victorian, and Modern)

OBJECTIVES: Students will...
observe examples of architecture from various time periods.
draw their own interpretation of architectural example with pen.
add color with crayon.
cut and glue drawing onto colored construction paper.

DISCUSSION:
Today we are going to draw some examples of architecture throughout history.  Each table has a folder with examples of architecture from a different time period.

ACTIVITY:
Find one or two examples that are interesting to you and draw them the best you can with the pen.  You can draw all or part of the building.  You can add details to the building or leave certain details out.  You can put one ore more buildings together to make a whole new building.  You can create your own building as long as it looks like the others from that period.  Draw as large as you can.  Add color to the building.  When you are finished cut out the building leaving a tiny border around the outside edges.  Choose a color of construction paper and glue the building to it.  Bring it to me and I will label it with the building’s name and/or time period.

VOCABULARY:  architectural period

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "My House"
Grades:  K-5

MATERIALS:
12"x 18" white drawing paper
black markers
crayons

OBJECTIVES: Students will...
review details of their own homes.
draw a picture of their home.

DISCUSSION:
Today we will draw a picture of a building.  It is not a famous building, but it is a special building.  You know more about the building that you will draw than anyone else.  What building do you know more about than anyone else?  Your home!  Today we are going to draw a picture of our house.  If you live in an apartment you will draw a picture of the building that your apartment is in.  Draw your house the way it looks from the front.  If you have a garage and you drive your car into the side of the garage, you will not draw the garage doors because they are around the side of the house.  If you have a deck on the back of the house, you will not draw the deck because it is behind the house.  Draw only what you see from the from the front of the house, even if you never go in the front door.

ACTIVITY:
First, I will draw a picture of my house.  Please listen and watch as I draw my house.  I will tell you what I am thinking about as I draw it.  You should think about some of these same things as you draw your house.  First the roof of my house is a gabled roof.  (You can show some different types of roofs and how they might connect.)  I don't see the gables from the front of my house I just see the flat part.  So from the front, it looks like a rectangle.  (Complete your house, discussing each part as you draw it and point out how some houses might be different.)  Add the background.  If there are a lot of trees in front of your house, leave them out so you can see the front better.  You can add yourself, your family, pets, etc. as you wish.  Don't draw things like bricks or tiles as they may make your picture look too cluttered.  Be sure to write your name at the bottom on the front.  After drawing, add color with the crayons.

VOCABULARY:  roof, walls, doors, windows (a lot of other vocabulary may be explored as well)

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Architectural Elements:  Archishapes"
Grades:  K-5

MATERIALS:
12"x 18" white drawing paper
black markers
crayons
archishape templates
posters or photos of buildings

OBJECTIVES: Students will...
learn that basic shapes are used to make buildings.
learn that there are special shapes used just for architecture.
learn the terms: arch, dome, and column.
observe shapes in photos of buildings.
create buildings using shape templates.
create background settings for their buildings.

DISCUSSION:
Last week we made a drawing of the house or apartment where we live.  We used simple shapes to make those houses - mostly squares, rectangles and triangles.  Other special shapes are sometimes used to make a building.
One shape I used when I drew my house was a column.  A column is a sort of post used to hold up a roof.  It can be used instead of a wall to hold up a roof.  My house had columns to hold up the porch roof.  Columns provide support for the roof without closing in the space.  Columns can be different shapes.  They are usually rectangular or cylindrical.
Another shape that can be used in designing a building is an arch.  An arch has the shape of half a circle with long sides.  Sometimes it is pointed at the top.  An arch is usually used to create opening such as windows, doors, or halls.  Large arches can form the ceiling in a room.
Another shape that is similar to the arch is a dome.  A dome looks like a half-circle from the front, but it is really half of a sphere, or ball, sort of an upside-down bowl shape.  A dome is really lots of arches that cross over each other.  A dome is used as a roof.
Look at the buildings in these pictures.  The pyramids are what basic shape?  Triangle.  The shapes that make up Stonehenge are...rectangles.  The rectangles are sort of like columns.  (Other examples I had available were the Taj Mahal, St. Basil's Cathedral, the United States Capitol Building, and the Eiffel Tower.)

ACTIVITY:
Today you will create your own building using the simple shapes we have discussed and seen in these buildings.  (Demonstrate.)  Use the marker to draw.  Begin with a ground line.  Then trace the shapes in any way you wish to create your own building or buildings.  Use them like building blocks.  Stack them up on top of each other.  Overlap them.  Use just part of a shape.  Add to the shapes.  Add decorations and designs.  After you finish the buildings, add a background.  Make some hills, trees, clouds, and a sun.  Or make some lines that look like a city in the distance.  Add clouds or a moon and stars.  Write your name at the bottom of the page.  After the drawing is complete, add color to your picture with crayons.  (Older students can use shading techniques.)

VOCABULARY:  column, arch, dome 

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Pyramids"
Grades:  K-5

MATERIALS:
die-cut pyramids from tagboard or file folders or cover stock
markers
expresso pens
glue
visuals of Egyptian designs
hieroglyphic stamps (optional)

OBJECTIVES: Students will...
discuss ancient Egyptian pyramids, especially the Great Pyramid at Giza.
learn how and why the Great Pyramid was built.
create design on die-cut pyramid with marker and pen.
observe name on pyramid in hieroglyphics (optional).

DISCUSSION:
Today we are going to design our own pyramids.  We are going to be ancient architects of about 5000 years ago in Egypt.  One of the great architectural achievements of this period and of all time are the ancient Egyptian pyramids.  Archaeologists have discovered the remains of about 80 pyramids in Egypt.  First, we will discuss why and how the largest of these pyramids was built, then we will design our own.
The Great Pyramid of Giza was not built to live in.  It was built as a tomb for the pharaoh, or king, called Cheops.  The people believed that if the pharaoh Cheops were made into a mummy after he died and was placed inside the pyramid that he would be able to live forever.  Everything he would need, food, treasures, boats, furniture, would be placed in the tomb with his mummy.  The tomb would then be sealed and protected.  They even built the huge sphinx, part man and part lion, to guard the pyramid.  The plan did not work because his mummified body and all his treasure were later stolen.
The pharaoh planned far ahead of time for his eternal resting place.  It would take 4,000 men about 20 years to build the pyramid!  The Great Pyramid is still the largest stone structure in the world today.  It is 440 feet high.  Let me give you some idea about how big that is...The Amsouth Bank building here in Huntsville (the big pink building near downtown) is about 100 feet high.  It would take at least four of the bank buildings stacked on top of each other to equal the height of the Great Pyramid at Giza!  In the poster of the pyramid it looks as if the pyramid is built of dirt bricks.  Actually each "brick" is a huge stone as big as one of these tables and weighs as much as a car!  It took two million, five hundred thousand of these stones to create the Great Pyramid!
So, how did people move these huge stones and stack them up to make the pyramid?  They had no machines like bulldozers or trucks or cranes or forklifts.  All they had were a few simple tools and a lot of manpower and determination.  To move the blocks, they could not just scoot them along on the ground because the corners would dig into the ground and get stuck.  They used a sled like the one in this picture.  (Show pictures from the Pyramid book.)  They used logs to pry up the stone and then slipped the sled underneath.  Then they tied the stone to the sled and pulled and pushed to move it into place.  So, how, then, did they stack them up so high?  They had to build a ramp out of dirt and place logs on it to slide the sled up to the next level.  They continued the ramp around and around the pyramid until it was completed.  Later, after all the stones were stacked up, they removed the earthen ramp.

ACTIVITY:
We are going to design our own pyramids now.  I have used a tool called a die-cutter to cut a pyramid shape out of heavy paper.  Right now, it doesn't look much like a pyramid, but if you fold it along the dotted lines, you will form four triangles and a tab.  Tuck the tab under and you have a pyramid!.. Four triangles.  Look at the bottom.  What shape does it make?  A square.  So, a pyramid is four triangles on a square base.
We are going to put our design on the pyramid while it is flattened out.  After we design and color both outside and inside the pyramid, you can glue it together.  Do not glue until it is colored both outside and inside.  The best designs are the ones that repeat in some way around the pyramid.  The design can make bands or stripes all the way around the pyramid.  Or the design can be a repeated shape.  Use the triangles to inspire a shape.  Look at the examples on my table, but do not copy exactly.  Come up with your own original design!  You can find some Egyptian designs to help give you some ideas in the folders on your table.  (Optional:  See the pictures inside the oval on the pyramids?  The picture writing is called hieroglyphs.  This is the way the Egyptian wrote their names.  Instead of using letters, they used pictures for the sounds.  If you will save one of your triangles, I will stamp your name in hieroglyphs, or picture writing, on your pyramid.  Then you can finish the design around it.)  Any questions?
You can begin as soon as I hand out the Pyramids.  Work quietly.  (Come up with your pyramid when I call your name to get the hieroglyph stamped on it.)
Choose an artist of the day during the last five minutes of class.  Choose one girl and one boy who does not have a "*" by his or her name.  Have students clean up by putting all the pictures back in the folders, make sure the marker caps are on all the markers and are put back in the trays, put all pens in the blue baskets, close the glue bottles and make sure they're standing up.

VOCABULARY:  pyramid, pharaoh, tomb, (hieroglyphs)

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Creative Columns"
Grades:  K-5

MATERIALS:
9"x 12" white drawing paper
9"x 12" white drawing paper with xeroxed folding guidelines
6"x 9" white drawing paper with xeroxed pediment guidelines
template for backing sheet
scissors
glue
expresso pens
visuals of columns

OBJECTIVES: Students will...
discuss columns as an architectural element.
learn about ancient Greeks' use of columns.
create their own style of columns.
follow instructions to create a 3-D presentation of columns.

DISCUSSION:
The ancient Greeks used columns to create their temples of worship.  Their buildings are considered to be some of the most beautiful and perfect buildings ever created.  The columns were used to hold up the roof and to allow the people to move in and out of the temple freely.  The columns also allowed the people to view the activity of the priests in the inner temple.  Columns have three basic parts: the capital, or top, the shaft, or middle post, and the base, or bottom.  The Greeks designed three types of columns that are still used today.  They are:  Doric, Ionic, and Corinthian.  The Doric column is the simplest design.  It has a very simple capital shaped like a bowl.  It is sometimes referred to as the man's column because of its simplicity and strong elegance.  The Ionic column has two curls for its capital.  It is sometimes called the woman's column because the curls are like a woman's hair.  The third column is called the Corinthian column.  Where else have you heard the word Corinthian?  Probably at church.  Ther are two books in the Bible called First and Second Corinthians.  They are called that because a man named Paul wrote two letters to the people who lived in a town called Corinth which was in the country of Greece.  So, the full name of those books in the Bible are "Paul's First Letter to The Corinthians" and "Paul's Second Letter to the Corinthians".  The column called Corinthian was invented in the town of Corinth, Greece.  There's an interesting story about how this column's design came to be.  A little child died in Corinth.  It was the tradition for the parents to place the child's toys on his grave.  So, this child's parents placed a basket of toys on his grave.  What they didn't know was that they placed the basket right on top of a tiny thistle plant.  Well, you might hink that the basket would squash and kill the tiny plant, but it didn't.  Instead, the plant flourish and grew until it covered the basket of toys.  One day an architect was strolling throught he graveyard and spotted the beautiful basket formed by the thistle leaves.  He was so moved by its beauty that he thought it would be a great idea for the top of a column.  So, the architect created the Corinthian column in honor of the little child who died.

ACTIVITY:
We are going to create our own columns today.  First, we are going to make the parts for our columns.  (Pass out the three sheets of paper.)  Trace the pattern on the plain sheet of paper.  Cut off the edges.  (Demonstrate.)  This is your backing sheet.  Next cut out the roof piece.  Cut only on the dark, bold lines.  The thinner lines are for folding.  (Demonstrate.)  Next, we'll fold the roof.  (Demonstrate.)  Now take the last piece of paper.  This piece will be for our columns.  We are going to fold this piece so that it will be three-dimensional and pop out.  (Demonstrate.)
Now design and draw your own columns.  Draw on the side of the paper without lines.  Draw the columns in the fat spaces between the folds.  There are three fat spaces for three columns.  Leave the skinny spaces blank.  Use the examples to get some ideas.  They can all be the same or they can be different, or the two on each end can be the same and the middle one can be different.  Begin with the capital or top part, then draw the base, then design the middle or shaft.  After you complete all three columns, then design the roof or pediment.  Draw inside the triangle space.  The ancient Greeks often told a picture story about their gods in the pediment.  You could create a picture story or some other design in your pediment.  When the first person finishes the drawing, I will stop every one and demonstrate how to construct and glue together the three-dimensional piece.  Write your name in one of the skinny spaces on the outside of the columns.
Turn over the columns to the back.  Wiggle skinny glue lines down the skinny spaces.  Glue the edges to the edges of your backing sheet, matching the bottom corners first, then the edges.  The center should pop up like a tunnel or rainbow.  Hold the edges firmly until they are dry.  (Demonstrate.)  Then press down the two other spaces between the columns, allowing the columns to pop up.  Hold firmly until dry.  (Demonstrate.)  Next, glue on the roof.  Put glue on the flaps.  Line up one flap on the slanted edge of the backing piece.  Press and hold until dry.  (Demonstrate.)  Then bring down the other flap.  Reach inside and press and hold until dry.(Demonstrate.)  Beautiful, creative columns!

VOCABULARY:  ancient Greeks, column, capital, shaft, base, Doric, Ionic, Corinthian

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  Architecture: "Paint Your Own Castle"
Grades: K-5

MATERIALS:
12"x 18" manila paper
tempera paint
brushes
water
visuals

OBJECTIVES: Students will...
learn about castles as historical architecture.
learn about castle construction.
paint castles with tempera paint.

DISCUSSION:
Show examples of castles.  (First, if necessary, discuss proper use of the painting materials.)  Discuss development of castle architecture as defense against attack:  moat, drawbridge, wall, portcullis, tower, keep, crenelation (merlon and crenel), etc.  To save time, each term can be discussed as it is being painted.

ACTIVITY:
Castle should be painted vertically.  Begin with a ground line for moat, leave a space in the center for the drawbridge.  The moat is a ditch usually filled with water which served as the castle's first line of defense.  It prevented attackers from climbing the walls and from digging under them.  Often the moat contained broken glass and sharp, rusty items as well as sewage.  It did not contain, contrary to popular belief, alligators or crocodiles.  Too cold!  Paint in moat with desired color.  Paint in drawbridge.  The drawbridge could be raised or lowered to let in desired visitors or keep out unwanted enemies.  Add an arch for the entrance.  The entrance was usually covered with sliding bars called a portcullis.  The portcullis kept out unwanted visitors when the drawbridge was down.  Don't add the bars yet.  We'll do that later.  Paint two towers on either side of the entrance.  Add crenelation at the top of each tower by pressing the brush flat, "printing" each crenel.  The crenelation provided a protected hiding place for the soldiers and a lower place from which to shoot at the enemy.  For the wall, use a different color from the towers.  Add a horizontal line between the towers, and extend the line to either side of the page from the towers.  Add crenelation to the top of the wall, and fill in the wall.  Next paint the keep.  This is where the king or nobleman lived with his family and servants.  Paint rectangular shapes of a different color above the wall.  Use the same color to fill in the entrance.  If you look through the entrance you would see the bottom of the keep.  Add a roof of a different color to each rectangle.  Next paint the mountains and sky.  Add details such as bars for the portcullis, flags, shingles, decorations on the wall, windows (large on the keep, narrow, vertical windows on the wall towers), clouds, waves in the moat, etc.

VOCABULARY:  moat, drawbridge, wall, portcullis, keep, crenelation 

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  Architecture:"Castles/Rubbings"
Grades:  K-5

MATERIALS:
12"x 18" newsprint (cut to 9"x 15" or 10"x 16")
12"x 18" construction paper
glue
black markers
naked crayons
texture boards
visuals

OBJECTIVES: Students will...
learn about castles as historical architecture.
learn about castle construction.
design and draw castles using overlapping perspective.
use texture rubbings to add color to castles.

DISCUSSION:
Show examples of castles.  Discuss development of castle architecture as defense against attack:  motte and bailey, moat, drawbridge, curtain wall, gatehouse, bailey, keep, merlon and crenel, etc.

ACTIVITY:
Castle may be drawn either horizontally or vertically on newsprint.  Begin with a ground line, add moat, drawbridge, gate with bars or door, gatehouse, merlon and crenel curtain wall, towers, keep, etc.  Add landscape, trees, vines, bushes, flags, clouds, people, etc. to complete drawing.  Use texture boards and naked crayons to fill in different areas with texture.  Glue newsprint to construction paper backing.

VOCABULARY: motte and bailey, moat, drawbridge, curtain wall, gatehouse, bailey, keep, merlon and crenel, texture

LESSON PLAN:         Instructor: Ginny Dixon
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Title: "Baroque Architecture:  Glue Line Drawing"  (Part One of Two)
Grades:  K-5

MATERIALS:
12"x 18" colored construction paper
crayons
glue
visuals

OBJECTIVES: Students will...
define Baroque architecture.
observe examples of Baroque architecture.
draw their own interpretation of Baroque architecture with crayon..
trace over crayon line with glue.

DISCUSSION:
Baroque architecture is very fancy.  There are a lot of decorations in Baroque architecture.  The Baroque architects used lots of columns, arches, domes, and rounded shapes.  They would use these architectural elements, often repeating them over and over, just for decoration - to make the building prettier or fancier.  A trademark of Baroque architecture is the scroll.  The scroll is like a swirl or cinnamon roll.  If a building has lots of scrolls, you can be pretty sure that it is Baroque architecture.  There is not a whole lot of Baroque architecture in the United States, because it was most popular before we were even a country, about three hundred years ago.  Most Baroque architecture is found in Europe - Italy, Spain, France, England, and other European countries.  (Show some examples of Baroque architecture.)  How many of you have seen the cartoon movie, "Beauty and the Beast"?  The beast's castle was an example of Baroque architecture.

ACTIVITY:
We are going to draw a picture of Baroque architecture.  There are lots of pictures at your table to look at.  Remember when we draw from pictures, it does not have to look just like the picture.  We do need to look at the pictures to get our ideas.  We can add things, leave things out, or move things around.  We can get an idea from one picture and another idea from another picture and put them together in a new way.  We can make up our own idea, but it needs to look like it belongs with the other pictures, like Baroque architecture.  Pick out your paper color.  I will give you a crayon to match your paper.  (Call students up by tables.)  Draw your picture, then I will show everyone how to draw with the glue. (After first student is finished drawing, call all students to your table to demonstrate.)  Begin at the top of your page so you don't get your arm in the glue.  Use the glue like a big marker.  The only difference is that you have to squeeze the glue.  You don't have to squeeze a marker!  Do not fill in spaces with the glue, just draw lines.  Now complete your picture with the crayon, be sure to write your name on the front and back of your paper, clean up your table, put away the crayon and pictures, then apply the glue.  We will lay them on a flat surface to dry.  It will take about a whole day to dry completely.  Then I will collect them and give them back to you next art time to do the second part of the lesson.
Clean-up:  Be sure the crayons are returned to the tray on my table.  Put all visuals in the tray on your table.  Put the glue bottles in the basket on your table.  Make sure the tops are closed and the glue bottles are standing straight and tall in the basket.

VOCABULARY:   Baroque architecture, scroll

LESSON PLAN:         Instructor: Ginny Dixon
Title:   "Baroque Architecture: Adding Chalk"  (Part Two of Two)
Grades:  K-5

MATERIALS:
completed, dry glue line drawing (See "Baroque Architecture: Glue Line Drawing")
colored chalk
cotton swabs
wet paper towels
clear acrylic spray for fixative (use only with adequate ventilation or outdoors)
completed examples

OBJECTIVES: Students will...
add color with chalk to their completed glue line drawings.

DISCUSSION:
Last time, we discussed Baroque architecture and drew our own examples with crayon and glue.  Remember that Baroque architecture was very popular in Europe around three hundred years ago.  The Baroque architects used architectural elements such as columns, arches, and domes, often repeating them, just to decorate a building and make it fancier.  The scroll, a design like a swirl or cinnamon roll, was used a lot.

ACTIVITY:
Come up around my table, and I will show you how to apply chalk to your finished glue line drawings.  First, fill in an area with the chalk.  You will not be able to cover the whole area because the glue line sticks up, just get as close as you can to the edges.  Blow or shake off the extra dust on the floor.  Do not blow or shake it toward another person!  Use a q-tip to spread and smooth the chalk up to the edges of the glue.  Blow or shake off the extra dust on the floor.  Do not blow or shake it toward another person!  Repeat until each space is filled in with chalk and smoothed with the q-tip.  One q-tip should last for the whole picture.  A little color may spread into another, but that's okay.  When you picture is complete bring it to me to be sprayed.  the spray will help to keep the chalk from coming off the paper.  (Hand out the papers and one q-tip.  Be sure the student's name is on the back.  If it is not, ask them to put it there using a crayon at your table before returning to their table.  Please try to limit each student to one q-tip.)
Clean-up:   Use wet paper towels to clean your hands and wipe down tables.  Follow with a dry paper towel.  Check floor and be sure all chalk is returned to the trays on the tables.  Throw away the q-tips and paper towels.   Choose "artist of the day" (one girl and one boy.  Be sure to mark seating chart with a star.  Write teacher's name on back of artwork).

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Victorian Architecture: Drawing"
Grades:  K-5

MATERIALS:
9"x 12" watercolor paper
Expresso pens
visuals and finished examples

OBJECTIVES: Students will...
know what an architect does.
learn about the Victorian style of architecture.
create a structure using visuals as references.
draw architectural details.

DISCUSSION:
An architect is a person who designs buildings.  He makes a map of all the rooms called a floor plan.  He makes drawings of the outside of the building called elevations.  We are going to draw a front elevation of a Victorian house.  Victorian architecture was very popular during the time from 1860 to 1900.  It was called Victorian for Victoria who was Queen of England at that time.  The houses incorporated features that helped to cool and heat it and provide maximum light in the pre-electric age:  high ceilings, many large windows, porches, multiple fireplaces, and towers or turrets.  The style combines a simple wood building with a variety of forms, colors, textures, materials, and ornamentation.  The ornamentation was expressed in such terms as carpenter's lace, gingerbread trim, festooned bargeboard, finials, fretwork, balustrades, and a variety of shingles such as fish scale shingles. (Have visual examples of Victorian architecture to view during discussion.)

ACTIVITY:
Distribute paper.  Other materials should already be on tables.  Turn paper vertically.  Write your name at the bottom of the page.  Begin drawing at the top of the page with the roof.  Add a finial or two if you like.  Make a "copycat" line just inside each roof.  Draw designs and trim under the gables and eaves.  Add special shaped attic windows.  Stack shapes to make porch posts.  Add a tower, a balcony, and chimneys.  Draw a large rectangle for a door.  Add a frame, a unique window, door knob, and door panels. Draw lots of large rectangular or special shaped windows.  Add frames, glass, and curtains or shades.  Draw bricks or stones for the chimneys and foundation.  Add lines for the wood siding and shingles.  Draw a "ground line" from the sides of the house to the sides of the page.  Add some trees or bushes, a sun or moon, and a mailbox.  When everything is drawn, put away pens and visuals.

VOCABULARY: architect, floor plan, elevation, Victorian architecture, trim

MATERIALS:
drawing on 9"x 12" watercolor paper (from previous lesson)
Expresso pens (to complete drawing, if necessary)
watercolor sets, brushes, water
visuals and finished examples

OBJECTIVES: Students will...
use watercolor to complete Victorian house.

DISCUSSION:
Show examples of completed watercolors. Talk about how many Victorian houses are referred to as "Painted Ladies".  Many colors are used to show off the beautiful details and ornamentation of these houses.

ACTIVITY:
We are going to turn our drawings of Victorian houses into "Painted Ladies" using watercolor.  Watercolor uses more water than color.  The brush should be loaded with water then touched to the paint.  The more water the lighter the color.  More water lets more of the white paper show through lightening the color.  I have sprayed the paint sets with water to soften up the paint.  This is a good method to  use anytime you use a cake-type watercolor.  Use the small brushes for the small areas and the large brushes for the large areas.  The large brush can also be used to correct mistakes or too much water.  Just rinse the brush and gently squeeze out as much water as you can then mop up the mistake or excess water.  Rinse and squeeze and mop again until the mistake or water is gone.  When your painting is complete, return the cup of water with the brushes in it to the sink.  Close the lid on the paint set and straighten up the other supplies.

VOCABULARY: watercolor, "Painted Ladies" 

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Modern Architecture: Skyscrapers"
Grades:  K-5

MATERIALS:
12"x 18" white drawing paper
stamps (made from wooden building blocks and sticky foam)
black stamp pads
crayons
examples of finished work

OBJECTIVES: Students will...
learn about skyscrapers.
create a skyscraper using block stamps.
add color with crayons.

DISCUSSION:
Today we are going to build a skyscraper using block stamps.  Skyscrapers are buildings that are so tall they look as if they could scrape the sky!  The first skyscraper was built just over a hundred years ago in 1884-85.  It was built in Chicago, Illinois.  (The ten-story Home Insurance Building was demolished in 1931.)  The invention of the power passenger elevator made these tall buildings practical.  Skyscrapers are so heavy that they have to be built on bedrock, which is a layer of solid rock underneath the top layer of the earth.  The tallest skyscraper today is the Sears Tower in Chicago, Illinois.  It is 110 stories high.

ACTIVITY:
Come up around my table and I’ll show you how to use the stamps.  Each tray of stamps has a laminated sheet in the bottom which shows the twelve different shapes of stamps.  Each time you use a stamp replace it on the matching shape.  Each stamp has a number on the top.  The numbers are all the same and match the number on your table.  First, you need a pad of newspaper to put under your work.  This will help the stamps to print better, make your crayon go on smoother, and keep the table clean.  To ink the stamp, tap it gently several times on the stamp pad.  Place the stamp where you want it on your paper and press firmly.  You want the stamped area to be gray, not black, so you can add color with crayon later.  Notice the different ways the stamp can be used.  The square stamps can be turned to make diamonds.  The long triangles can be turned and combined several ways to make different designs.  (Demonstrate.)  Begin with the ground - the bedrock - for your skyscraper.  Different patterns and combinations can make the bedrock look more interesting.  Build your building from the ground up.  Make doorways, windows, and any interesting features you want.  Continue building until you reach the top of the page.  When you’re through stamping, close your stamp pad and make sure all the stamps are on their matching shapes in the tray.  Use crayon to complete your picture.  Add a background.  Color in the block shapes and the spaces.  Add copycat rainbow lines around the building if you want.  The whole page should be colored with crayon.

VOCABULARY:   skyscraper, bedrock

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  Architecture: "Cityscape Mural"
Grades:  K-5

MATERIALS:
6'- 8' of roll paper (any color)
9"x 12" and 6"x 9" and 3"x 12" construction paper (assorted colors)
scraps
scissors
glue
Black marker or crayon (optional)

OBJECTIVES: Students will...
review murals.
develop cutting and gluing skills.
learn that an architect is an artist who designs buildings.
use simple shapes to create architecture.
use contrasting colors.
cooperate in creating a class mural.

DISCUSSION:
Review and discuss murals.  Ask what we call a person who designs buildings.  An architect is an artist who designs buildings.  Today each of you will be an architect.  You are commissioned to design one building for the new city of "(use teacher’s name as part of a city name)".

ACTIVITY:
After you create your building bring it to me and I will write your name on it and glue it to the mural.  You can then use your scraps to make something extra for the city such as a car or airplane, person or animal, flower or tree, stop sign or traffic signal, etc.  I will glue these extra things up after all the buildings have been glued to the mural.
Each student chooses three contrasting colors of construction paper (9"x 12" for building and 6"x 9" and 3"x 12" for roof, windows, doors, etc.).  as an example:  Cut larger sheet approximately in half vertically.  Stack them to make a tall building.  Cut off a section to shorten it or to add a single story section or to stack for an even taller building.  Glue sections together.  Use smaller contrasting piece to cut various shapes for roof, windows, doors, etc.  Glue to building.  Any shape or type of building can be created.  Buildings should not be just a rectangle shape.  You can label your building as a bank or school or whatever you choose.
While students are creating their buildings, instructor attaches roll paper to wall or bulletin board and draws streets, roads, overlapping hills, a sun, clouds, etc.  With instructor help, the students put glue on back of buildings and place on roll paper.  Scraps can be used to make trees, cars, people, etc.  Details may be added with markers.

VOCABULARY: mural, architect, contrast

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Craft Straw Structures"
Grades:  K-5

MATERIALS:
matboard rectangles (various sizes approx. 4"-6" x 6"-9")
craft straws
scissors
glue

OBJECTIVES:  Students will...
create sculpture with craft straws.
make structurally sound sculptures.
use various folding, curling, and extending techniques.

DISCUSSION:
Every architect must think about how strong and sturdy a building must be so that it will be safe and not fall down.  Today you will build a structure using paper straws.  A structure is something with parts that are put together in such a way that they make the whole thing strong.  You must think like an architect and try to make your structure beautiful and interesting, but also safe and sturdy.

ACTIVITY:
Each student receives a matboard base and about seven straws.  First, a support structure must be built.  Bend a little "foot" on each end of a straw.  Glue one foot down to the base.  Bend the straw into desired shape, and glue the other foot to the base.  Add other straws by gluing them to this support structure and/or to each other.  Curl (around a crayon, pencil, or finger), fan-fold, etc. to create interesting shapes.  Crease one end of a straw lengthwise and fit it into another straw to extend. Add a drop of glue to hold together.  Two straws can be joined at an angle by snipping the end of one straw lengthwise and folding back little "wings".  Put a drop of glue on the wings and wrap around the other straw.  Wherever two straws touch, add a drop of glue to reinforce.

VOCABULARY: structure, fold, curl, extend

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Cardboard Tube Structures"
Grades:  K-5

MATERIALS:
cardboard tubes (toilet paper, paper towel, giftwrap, etc.)
craft glue
cool melt glue gun and glue sticks
scissors
scrap paper
large pieces of cardboard for the base

OBJECTIVES: Students will...
learn cardboard tube construction techniques.
Create a section of their own design for a class structure.

DISCUSSION:
In our last class we learned about how architects must make their buildings structured so they will be safe and strong.  We had to make joints correctly and add reinforcement when necessary.

ACTIVITY:
Today we are going to make a class structure using cardboard tubes.  The joining techniques are similar, but there are a few differences because the tubes are stiffer and do not bend and cut as easily as the straws we used before.
Instead of bending a foot to connect with the base, we must cut notches vertically all around the end of the tube and bend them out to create a "flower".  This creates many tiny "feet" to be glued onto the base.  The tubes should not be bent.  Angles are made instead by using two opposing vertical cuts about the length of the scissors’ blades.  Wings are then bent out, glued and wrapped around the other tube.  Create your section and decorate with scrap paper to add interest and color.  Bring your section to me and I will "hot glue" it together with the others in the class.

VOCABULARY:  joints, reinforcement

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Cityscapes with Oil Pastels"
Grades:  K-5

MATERIALS:
oil pastels
12"x 18" manila paper
visuals

OBJECTIVES: Students will...
observe paintings of cityscapes by other artists.
draw a skyline.
use non-linear perspective (overlapping and size) to show depth.
develop oil pastel skills.

DISCUSSION:
Choose at least two cityscape paintings by different artists.  Ask students to point out similarities and differences.
Artists chosen for this project were Faith Ringgold (born 1930) and Jacob Lawrence (born 1917).  Both are black artists, chosen in celebration of Black History Month (February).  Both live and work in Harlem, a part of New York City.  Both paintings chosen are views of Harlem.  Ms. Ringgold's work is from her book, Tar Beach, that she wrote and illustrated in 1988.  It is called "Tar Beach" because the family goes up to the roof of their building, which is coated with tar, and pretend that they are going to the beach with quilts and a picnic supper.  The girl in the story can fly.  You can see her flying in the picture.  Mr. Lawrence's work is called "This is Harlem".
Look at the two paintings.  Raise your hand if you can tell me some things that are alike and some things that are different.  (In Lawrence's painting, it is daytime; there are brighter, warmer colors; people are out on the street, they are farther away; there are signs; there is a church; the buildings have more detail - fire escapes, roof and window molding; the artist's point of view is probably down lower like from a window of a building; there is no sky; there is a street and sidewalk.  In Ringgold's painting, it is night; the colors are cooler and more muted; the people are individuals painted larger and close-up; the buildings are very much the same with few details;  the artist's point of view is from a rooftop; there is a dark blue sky with stars; there is a bridge with lights; the are lights coming from some of the buildings.)
We are going to draw and a cityscape and color it with oil pastels.  "Scape" comes from the word "scope" which means "to view or look" as in telescope, microscope, periscope, and kaleidoscope.  Any time you hear "scape" as part of an art word it means "a view of" whatever the first part of the word says.  A seascape is a view of the sea.  A landscape is a view of the land.  A cityscape is a view of the city.

ACTIVITY:
Review rules for using the oil pastels.  All white spaces should be colored.  The oil pastel should look like paint, not crayon.  Do this by going back and forth with the oil pastel in the same place until it feels slick or slippery.  Move on to the next spot.  you can put one color on top of another if you like.  Be sure to use only one oil pastel at a time.  Put it back into its "little bed" before waking up another one to use.  If you need to peel off part of the wrapper, you can.  Ask me if you need help to peel it.  It's okay if an oil pastel accidentally breaks while you are using it, just be sure to put all the pieces back into the same "bed".
We are going to draw a skyline first.  A skyline is where the tops of the buildings appear to meet the sky.  If you have ever driven to a large city such as Birmingham or Atlanta, the first time you see the city you can see the outline of the tallest buildings as a shadow against the sky.  That is the skyline.  Start near the top of the page.  Draw a skyline across the top of the page.  Make some different and interesting shapes in your skyline.  Go all the way across the page (background).  Next, draw a line right near the bottom of the page.  This can be a sidewalk or street.  Draw building shapes that touch this line.  These are the buildings closest to you (foreground).  Draw some buildings that are between these and the skyline (middle ground).  The buildings should overlap and go all the way across the page.  Put a lot of detail into the drawing, such as signs or windows and doors.  Point out examples in sample paintings.  If you are finished drawing all the buildings, you may fill in your drawing with any colors you want.
Clean-up:  Make sure all the oil pastels are tucked neatly into their "beds".  Write your name on the back of your paper.
VOCABULARY: cityscape, skyline

MATERIALS:
tempera paint set-up
12"x 18" manila paper
visuals

OBJECTIVES: Students will...
observe paintings of cityscapes by other artists.
draw a skyline with the brush.
use non-linear perspective (overlapping and size) to show depth.
work from mass to detail, layering paint.
develop brush handling skills.
mix colors directly on the paper.

DISCUSSION:
Choose at least two cityscape paintings by different artists.  Ask students to point out similarities and differences.
Artists chosen for this project were Faith Ringgold (born 1930) and Jacob Lawrence (born 1917).  Both are black artists, chosen in celebration of Black History Month (February).  Both live and work in Harlem, a part of New York City.  Both paintings chosen are views of Harlem.  Ms. Ringgold's work is from her book, Tar Beach, that she wrote and illustrated in 1988.  It is called "Tar Beach" because the family goes up to the roof of their building, which is coated with tar, and pretend that they are going to the beach with quilts and a picnic supper.  The girl in the story can fly.  You can see her flying in the picture.  Mr. Lawrence's work is called "This is Harlem".
Look at the two paintings.  Raise your hand if you can tell me some things that are alike and some things that are different.  (In Lawrence's painting, it is daytime; there are brighter, warmer colors; people are out on the street, they are farther away; there are signs; there is a church; the buildings have more detail - fire escapes, roof and window molding; the artist's point of view is probably down lower like from a window of a building; there is no sky; there is a street and sidewalk.  In Ringgold's painting, it is night; the colors are cooler and more muted; the people are individuals painted larger and close-up; the buildings are very much the same with few details;  the artist's point of view is from a rooftop; there is a dark blue sky with stars; there is a bridge with lights; the are lights coming from some of the buildings.)
We are going to paint a cityscape.  "Scape" comes from the word "scope" which means "to view or look" as in telescope, microscope, periscope, and kaleidoscope.  Any time you hear "scape" as part of an art word it means "a view of" whatever the first part of the word says.  A seascape is a view of the sea.  A landscape is a view of the land.  A cityscape is a view of the city.

ACTIVITY:
Review rules for using the paint.  Any misbehavior with any art supplies is an automatic time-out for the rest of class.  Rinse the brush every time you change colors.  Never mix colors in the jars.  Colors may be mixed on your art paper only, being sure to rinse between each color and after mixing.  When rinsing the brush, be sure to rinse thoroughly, removing all the paint from the brush.  Do this without sloshing, banging, or splashing.  After rinsing thoroughly, use your finger(s) and thumb to squeeze out any excess water.  Do not twist or pull on the bristles.  Excess water must be removed to prevent the paint from being too runny.  Do not shake, tap, or wipe the brush to remove water.  Those methods will not remove enough water, plus they are potentially messy and noisy.  After rinsing and removing the water from the brush, dip into the color you wish to use.  Wipe the drips off on the inside edge of the jar of paint.  Do not dip the brush into the paint and move directly to your paper.  Be sure to wipe the drips off first.
Move students to as few tables as possible.  This saves on water and clean-up time.  Hand out paper and brushes.  If you have long sleeves roll them up to your elbows.  Stand up and scoot your chair under the table.  Standing up to paint allows you to reach and see the paint better.  Rinse your brush and squeeze out the water.  Choose any color to draw with.  You will use this color to lay out your painting.  Do not rinse or change color until the drawing is finished and it is time to fill in the colors.
We are going to draw a skyline first.  A skyline is where the tops of the buildings appear to meet the sky.  If you have ever driven to a large city such as Birmingham or Atlanta, the first time you see the city you can see the outline of the tallest buildings as a shadow against the sky.  That is the skyline.  Start near the top of the page.  Draw a skyline across the top of the page.  Make some different and interesting shapes in your skyline.  Go all the way across the page (background).  Next, draw a line right near the bottom of the page.  This can be a sidewalk or street.  Draw building shapes that touch this line.  These are the buildings closest to you (foreground).  Draw some buildings that are between these and the skyline (middle ground).  The buildings should overlap and go all the way across the page.  Do not put much detail into the drawing, such as signs or windows and doors.  You should paint these areas first, then as the paint dries, go back and add the details last.  Point out examples in sample paintings.  For example, if you want to put in a bridge, paint the sky first, the after it dries some go back with another color and draw in the bridge.  If you draw the bridge first, then you have to paint in and around all those lines.  So, paint larger areas first then add the details later.  If you are finished drawing all the buildings, you may rinse your brush and squeeze the water out and begin to fill in your painting with any colors you want.  Be sure to rinse between colors.
Clean-up:  Put brushes into the water cans.  Be sure everyone that is using that can is finished.  Bring up the can with the brushes.  I will rinse out the can, fill it with clean water, and give it back to you.  Take the can back to your table.  Do not put anything into the clean water.  It is for the next class.

VOCABULARY: cityscape, skyline

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "Origami Houses"
Grades:  K-5

MATERIALS:
9"x 9" fadeless duet paper (any size square or rectangular paper can be used)
expresso pens
examples
visuals (booklets)

OBJECTIVES: Students will...
review origami as vocabulary and origin.
choose colors for house.
follow directions for folding.
fold origami house.
draw architectural and imaginative details on all surfaces of house.

DISCUSSION:
Today we are going to make an origami house.  Raise your hand if you can tell me what origami is.  (the art of folding paper)  What country is known for origami?  (Japan)  First, we are going to choose the color for your house, then I will show you step by step how to fold your house.  After your house is folded, you will add doors and windows and roofing.  There are lots of pictures in the booklet to help you.  Don't look at them now.  Wait until it is time to start drawing.  You can also add flowers or bushes and shutters or stairs.  The more detail, the better!  Turn the house over and you can add what the house looks like from the backyard.  Open the front and you can draw the inside of the house.  You can make an upstairs, too.  Open the house all the way up and you can add things here, too.  The house has a memory to fold back the way it's suppose to, so it's okay to open it up.

ACTIVITY:
First, we will choose our paper.  On the board there are examples of all the papers.  I have given each set of colors a letter.  Brown and orange is color "A".  Red and green is color "B".  Light blue and dark blue is color "C".  Yellow and magenta is color "D".  Light green and dark green is color "E".  Pink and red is color "F"..  When I come around with the box of paper, just tell me the letter of the color you want.  (For grades 2-5:  I will also show you the first fold.*  As soon as you get your paper you can fold the first fold.)  (Pass out paper.)
Now I will show you step by step how to fold your paper to make an origami house.  Listen and watch carefully.  When you fold origami, it is very important to match the edges and corners exactly.  It is also important to crease the paper well.  *The first fold will determine the color of your roof and sides of your house.  Whichever color is on the outside of your first fold will be the color of your roof and the back of your house.  The color on the inside of your first fold will be the color of the front outside walls.  (Hold up a house as an example.)  The first fold is to fold the paper in half, making a rectangle.  Be sure to match the corners and sides, then crease well.  (for K and 1 especially, go around the room to check and make corrections for each fold to assure the success for each student.)  The second fold is to fold the paper in half again, making a square. Again, be sure to match the corners and sides, then crease well.  For the third fold, first open the paper one time.  There is a line down the middle where the paper was folded.  Fold the edge of the paper to this middle line.  Match the edge with the line.  Crease well.  Repeat with the other edge.  It will look like doors or shutters.  The fourth fold is a little tricky, but is lots of fun when you figure it out.  Don't give up too soon.  Watch and listen carefully.  Lay the paper on the table with the doors up.  Lift up one of the doors, so it sticks straight up toward you.  You should be able to see that it makes a pocket.  The bottom of the pocket should be open.  If it's not open, turn it so that it is.  Stick your fingers into this pocket and reach all the way up into the corner.  Then turn your fingers straight around to spread open the pocket.  You should see a triangle form at the top of the pocket.  Gently push down on the triangle to form the roof.  Be sure to match the line down the center of the roof with the line on the wall below it.  Crease it well.  Repeat for the other side.  You now have folded an origami house!
After you have folded your house, you can add the details with the pen.  Use the booklet to help you think of doors and windows and roofs and other details.  Take your time.  Use your imagination to think of lots of details.  Remember to draw on all sides and surfaces of the house, inside and out.  Don't scribble.  Draw every line carefully and thoughtfully.  You'll need to be careful not to smear the ink.  We've used these pens before, but on regular drawing paper.  The regular drawing paper soaks up the ink fast, so it doesn't smear.  This fadeless paper is slicker and less absorbent, so it takes longer for the ink to dry.  Just take your time and watch where you put your fingers or hand and make sure it's dry.  It's okay if it smears some.  Just be careful.  Artists have to worry about smears and smudges a lot.  It's all part of being an artist.  So, be great house artists today!
(While the students are drawing you can roam the room making comments and suggestions.  When they're settled in and on task, you may also read to them as long as they're quiet and on task.  Take time between stories to roam again.)

VOCABULARY:  origami

MATERIALS:
12"x 12" fadeless paper
6"x 6" fadeless paper
3"x 3" fadeless paper
12"x 18" colored construction paper or white paper
glue
black markers

OBJECTIVES: Students will...
review origami as vocabulary and origin.
choose colors for houses.
follow directions for folding.
fold origami houses.
draw architectural and imaginative details on house.
create a neighborhood using simple perspective.

DISCUSSION:
Today we are going to make an origami houses.  Raise your hand if you can tell me what origami is.  (the art of folding paper)  What country is known for origami?  (Japan)  First, we are going to choose the colors for your houses, then I will show you step by step how to fold your houses.  We will make three different sized houses.  After your houses are folded, you will arrange them on the large sheet of paper to make a little neighborhood.  Then you can add doors and windows and roofing.  You can also add flowers or bushes and shutters.  Add a park or playground, dogs and cats, children playing, cars and trucks, any thing to make your neighborhood more beautiful and interesting.  The more detail, the better!

ACTIVITY:
First, we will choose our paper.  Choose a large sheet for the background.  Choose one of each size of the fadeless paper.  (Call up each table, one at a time, to choose the four sheets of paper.)
Now I will show you step by step how to fold your paper to make an origami house.  Listen and watch carefully.  When you fold origami, it is very important to match the edges and corners exactly.  It is also important to crease the paper well.  Place the fadeless paper colored side down.  The first fold is to fold the paper in half, making a rectangle.  Be sure to match the corners and sides, then crease well.  (For K and 1 especially, go around the room to check and make corrections for each fold to assure the success for each student.)  The second fold is to fold the paper in half again, making a square. Again, be sure to match the corners and sides, then crease well.  For the third fold, first open the paper one time.  There is a line down the middle where the paper was folded.  Fold the edge of the paper to this middle line.  Match the edge with the line.  Crease well.  Repeat with the other edge.  It will look like doors or shutters.  The fourth fold is a little tricky, but is lots of fun when you figure it out.  Don't give up too soon.  Watch and listen carefully.  Lay the paper on the table with the doors up.  Lift up one of the doors, so it sticks straight up toward you.  You should be able to see that it makes a pocket.  The bottom of the pocket should be open.  If it's not open, turn it so that it is.  Stick your fingers into this pocket and reach all the way up into the corner.  Then turn your fingers straight around to spread open the pocket.  You should see a triangle form at the top of the pocket.  Gently push down on the triangle to form the roof.  Be sure to match the line down the center of the roof with the line on the wall below it.  Crease it well.  Repeat for the other side.  You now have folded an origami house!  Repeat the same steps for the other two houses.
After you have folded all three houses, arrange them on the large sheet of paper.  The largest house should be placed close to the bottom of the page.  The smallest house should be placed near the top of the page.  The medium sized house should be place somewhere in between.  This arrangement makes the houses look like they are going back away from you.  This is called perspective.  Once you get an arrangement you like, glue the houses to the page.  Add the details with the marker.  Take your time.  Use your imagination to think of lots of details.  Don't scribble.  Draw every line carefully and thoughtfully.  You'll need to be careful not to smear the ink.  The fadeless paper is slick and not very absorbent, so it takes longer for the ink to dry.  Just take your time and watch where you put your fingers or hand and make sure it's dry.  It's okay if it smears some.  Just be careful.  Artists have to worry about smears and smudges a lot.  It's all part of being an artist.  So, be great house artists today!
(While the students are drawing you can roam the room making comments and suggestions.  When they're settled in and on task, you may also read to them as long as they're quiet and on task.  Take time between stories to roam again.)
Clean-up:  (Allow 5 minutes.)  Choose one girl and one boy for "artists of the day".  Keep their work. Put the teacher’s name on the back.  Give them one sheet of each of the papers used for the project to take with them.  Close glue bottles and put into baskets, standing up.  Put marker caps on tight and put into baskets.  First table cleaned up lines up first.  Then call tables to line up as they clean up.

VOCABULARY:  origami, perspective

LESSON PLAN:         Instructor: Ginny Dixon
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Title:  "A Building of Shapes:  My Dream House"
Grades:  K-5

MATERIALS:
12"x 18" colored construction paper
9"x 12" colored construction paper
6"x 9" colored construction paper
scissors
glue
black markers
paper scraps

OBJECTIVES: Students will...
cut freehand shapes such as rectangles, triangles, and circles.
design a building with shapes.
add details with paper scraps and markers.

DISCUSSION:
We are going to design a building with construction paper shapes.  You can design any sort of building you like.  You can make a tall building or a short one.  You can make an unusual building or and ordinary one.  Any building you choose will be the best if you add lots of details, such as windows, doors, roofs, columns, domes, arches - all those kinds of architecture shapes we have learned about this year.  I will choose "artists of the day" today.  The "artist of the day will get three sheets of different size and color paper to take home to build another building or to create something else.

ACTIVITY:
First, you need to choose your paper.  Choose one large sheet (12"x 18") for the background.  Next, choose a medium sized sheet (9"x 12") for the building.  Finally, choose a small sheet (6"x 9") for the roof and other details.  You can use scraps from the scrap box as you need them.  (Call the students up by tables to choose their paper.  After all students have chosen their paper, you may continue as follows.)
We are going to cut the medium size paper into smaller rectangles.  Turn the paper the fat way (horizontally) and cut in half, like this.  (Demonstrate.)  Leave one half alone.  Take the other half, turn it the fat way (horizontally) and cut in half, like this.  (Demonstrate.)  Leave one half alone.  Take the other half and turn the fat way (horizontally) and cut in half, like this.  (Demonstrate.)
Arrange the shapes any way you like on the large sheet of paper to create a building.  Do not glue anything until I tell you.  Next, use the small sheet to cut out a roof shape.  You may want to have more than one roof.  Use any of your own scraps or scraps from the scrap box to make windows and doors and other details, such as bushes, trees, clouds, fences, door knobs, or chimneys - whatever pleases you as the architect.  Arrange the pieces the way you want them.  Try them some different ways.  Once you decide how you want them then glue them down.  Remember to use a skinny line of glue around the outside edge of the shape.
You may add some lines for details with the marker.  Do not color in solid areas with the marker.  The marker is to be used only for lines.  Be careful not to draw with the marker over glue.  The glue will ruin the marker.  Put your name at the bottom of the page.
(Clean up:  Allow 5 minutes for "artist of the day" selection and clean-up.  Choose one girl and one boy for "artists of the day".  Give them the three different size and color sheets of paper to take with them.  Keep the "artist of the day" work.  Clean-up by putting glue and markers in the correct baskets and throwing away tiny scraps and saving large, uncrumpled scraps in the scrap box.  The first table to clean up will be the first to line up.  Call the other tables to line up as they are cleaned.)
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