Design Process of Using Geometry in Architecture
Chicago’s Architecture Arts Integration
6th Through 8th Grade • Geometry & Architecture
Lesson Overview: This collaborative lesson plan focuses on teaching students to merge concepts from geometry with architectural design principles, enabling them to create their own building designs. Students explore how geometric shapes influence architecture in Chicago, develop their own original designs with peer feedback, and then translate their 2D elevation drawings into 3D models using TinkerCAD software. The plan integrates national arts standards with State non-arts content in a project that allows students to engage in both critical thinking and creative expression. Through this approach, students learn about the intersection of design and usability while developing digital literacy skills and exploring personal creativity.
Learning Objectives:
Students Will:
Use concepts in geometry to sketch a design for a building that will then be created in 3D on a Chromebook.
Prepare an original design and evolve that based on peer feedback. Once design is approved, move on to making it 3D in TinkerCAD.
Lesson Process: This lesson plan outlines an arts-integrated project where students explore the intersection of geometry, architecture, and design using Chicago architecture as inspiration. Students design a building, create an elevation drawing, and then model it in 3D using TinkerCAD. The plan emphasizes critical thinking, peer feedback, iterative design, and the use of technology. The lesson is designed to be accessible to all learners, including ELL and ESE students, and incorporates principles of Universal Design for Learning (UDL).
Time Required:
70 Minutes
Materials List:
Tinker CAD
Chromebooks
Graph paper
Pencils
Teaching artist’s por
Assessment :
Evaluating students' ability to identify design factors that contribute to a building's success.
Assessing their application of creative techniques in TinkerCAD.
Evaluating their familiarity with the tools covered by the teaching artist.
Requiring them to present their 3D models and explain the geometric themes incorporated, as well as how they can use the skills they learned in the future.
Using peer feedback as a discussion point and understanding gauge
Lesson
Activities & Instructions
The Activities & Instructions section provides a structured sequence of learning experiences, guiding educators through engaging, interactive lessons.
Lesson Activities
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Introduce shapes or patterns found in buildings in Chicago
Start with a do now that engages reflection upon designs they enjoy and how they can influence architecture
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Introduction of design concepts and intersection Architecture and geometry
Discuss examples of architecture concepts of design as well as set a baseline for what is expected in student’s final outcome.
Guide students through the interface, tools, and features of TinkerCAD and give a clear outcome to work toward an individual project.
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Sharing work, Peer Feedback
Students share their designs with each other, receive constructive criticism, and use this feedback to refine and improve their designs before creating the final 3D model.
NATIONAL CORE ARTS STANDARDS
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Anchor Standard 6
Convey meaning through the presentation of artistic work. -
Anchor Standard 10
Synthesize and relate knowledge and personal experiences to make art.Anchor Standard 11
Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Key Themes & Ideas
Arts Integration: The core concept is integrating art (specifically architecture and design) with geometry. Students will see how geometric shapes are fundamental to architectural structures. Students merge concepts from geometry into the structural elements of various architectural projects seen around Chicago.
Design Thinking and Iteration: The lesson promotes a design thinking process, encouraging students to reflect, develop ideas through iterations, and incorporate feedback. Helping students learn to reflect on an idea and develop that over several iterations to build up their comfort with the design process.
Technology Integration: The use of TinkerCAD is central, providing students with a tool to translate their 2D designs into 3D models. This aims to improve computer literacy and introduce new technology in a math context. Extending that work into a 3D computer program introduces new technology into the math class and improve computer literacy.
Accessibility and Inclusion: The plan explicitly addresses accessibility for diverse learners, including ELL, ESE, and students with disabilities. It highlights the use of explicit directions, individualized deadlines based on IEP/504 plans, ASL interpreters, and external devices where needed. It also incorporates Universal Design for Learning (UDL) principles. ESE: Craft deadlines and goals around individual IEP and 504 plans for each of those students. ACCESSIBILITY: DSA Deaf & HOH department offers ASL interpreters to students for instruction.
Real-World Connection: The lesson leverages the architecture of Chicago as a source of inspiration and a real-world example of geometry in action. This helps students connect abstract concepts to their environment. Students integrate concepts from geometry into the structural elements of various architectural projects seen around Chicago.
Student Voice and Agency: The plan aims to amplify student voice and perspective, allowing them to express their ideas through design. The assessment also encourages students to reflect on their artistic choices and the impact of their work. Giving voice to students in this way allows them to experience the impact of this opportunity through the student’s point of view, their artwork.
Meeting Standards: The lesson is designed to meet specific art standards, such as analyzing art in its historical and social contexts, evaluating the effectiveness of images, and demonstrating awareness of ethical implications of creative work. Demonstrate awareness of ethical implications of making and distributing creative work.
Multi-Tiered Systems of Support (MTSS): The lesson is designed to meet the academic and behavioral needs of ALL learners by utilizing the MTSS framework.
Success Criteria:
Make a concept for a building such as a skyscraper, stadium, etc. and develop that using geometric shapes that can be replicated in 3D.
Prepare an original design and evolve that based on peer feedback. Once design is approved, move on to making it 3D in TinkerCAD.
Overall Significance
This lesson creates a meaningful connection between students and their built environment by encouraging critical reflection on the architectural structures that shape their daily lives in Chicago. By analyzing existing buildings and designing their own, students develop a deeper appreciation for how geometry, aesthetics, and functionality intersect in architectural design. The creative process empowers students to express their unique perspectives and cultural experiences through their artwork, giving them agency as designers who can reimagine and influence their surroundings. This exploration cultivates greater awareness of the artistic and cultural impressions that architecture makes on their neighborhood, fostering a sense of place and belonging while simultaneously introducing them to potential career pathways in creative and technical fields.
– REACH –
Thank you to our Educators, Artists, and Collaborators.
School: Art In Motion
Teacher: Ryan Yates
Teaching Artist: Matthew Wilson
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Resource 1: link