| 
The following lesson plans are based on a book designed by Frank
Lloyd Wright featured in “Artists’ Books,” an exhibition
at The College of Wooster Art Museum. These lesson plans, glossary, and
annotated bibliography were compiled by Csilla Tabor and Jen Powers
as part of the Education 240 class taught
by Megan Wereley at The College of Wooster in Spring 2005.
 |
| Two pages from the first
chapter in “The House Beautiful” |
 |
| “The House Beautiful” |
William C. Gannet (American, 1840–1923) and
Frank Lloyd Wright (American, 1867–1959)
The House Beautiful in a Setting Designed
by Frank Lloyd Wright, 1896–97
letterpress
42/90
signed in ink, “WH Winslow Frank L. Wright”
ink on paper
The College of Wooster Art Museum 2004.26
Born Frank Lincoln Wright in 1867, Wright designed hundreds of buildings
in his lifetime, as well as stained glass windows, furniture, bridges,
and other objects. Perhaps best known for “Falling Water,” located
south of Pittsburgh, PA, Wright also designed the Guggenheim Museum in
New York City. He died in 1959 leaving a legacy of the built and lived
environment that still resonates today.
William C. Gannet was a Unitarian clergyman, social reformer, and pastor
of the Rochester Unitarian Church. The collaborative book, “The
House Beautiful,” was produced early in Frank Lloyd Wright’s
career as an architect, and the phrase “the house beautiful”— the
title of both the book and the essay by Gannet—was part of a design
and social reform movement in the late-19th century which proposed that
the quality of life could be enhanced by improving the design of the lived
environment. Embedded in this concept was the notion of the home as the
source of social values and the place where individuals become contributing
citizens. This concept remained central to Wright’s thinking about
design throughout his career, and the shapes in the book “The House
Beautiful” prefigure the artist’s stained glass window designs.
Grade Level: Pre-K/Kindergarten
Theme: Architecture
Topic: Shapes in Architecture
CONTENT OF LESSON
Age
Pre K/Kindergarten
Knowledge
1. Identifying basic shapes in buildings. (square, circle, oval, rectangle,
triangle, etc.)
2. Understand spatial relationships of one shape to
another.
Skills
1. Naming basic shapes, tracing outlines of shapes.
2. Finding shapes in a larger context.
3. Describing location of a given shape in a scene. (e.g., a building)
Instructional Objectives
1. Students will be able to identify basic shapes, and describe their
relative location.
2. Name at least three shapes.
CONTENT LEARNING STANDARDS
Math
1. Identify, name, create, and describe common two-dimensional shapes
in the environment (e.g., circles, triangles, rectangles and squares).
2. Demonstrate and begin to use the language of the relative position
of objects in the environment and play situations (e.g., up, down, in
front of, behind, between, etc.).
Visual Art
1. Respond to artworks by pointing out images and subject matter.
2. Relate their own experiences to what they see in works of art.
3. Recognize the similarities and differences between artistic styles.
LESSON IMPLEMENTATION
Anticipatory Set/Motivation
Ask students to close their eyes and imagine
where they live. Tell them to think about as much detail as possible about
the outside of the building.
Do they see any shapes? What kinds of shapes? For example, what shape
are the windows?
Activities and Procedures
Explain that many of the shapes students learn in school are used/found
in architecture. Provide the students with a basic drawing of a building
with windows, doors, etc. Have every student choose the same color crayon,
and then name one basic shape (e.g., a rectangle). Have all students
trace as many of the given shape as they can find. Count how many of
each shape can be found.
Closure/Assessment Strategy
As a class, have the students identify shapes in a picture of an actual
building on an overhead screen. (e.g., the Wayne County Courthouse).
Have students describe where the shapes are in relation to other shapes.
 |
| The Wayne County courthouse in Wooster, Ohio at the square. |
Follow-Up/Related Activities
Have students draw their own house using their new shapes. Look for shapes
around the school.
Back to Top
Grade Level: 1st and 2nd Grade
Theme: Architecture
Topic: Architectural structures
CONTENT OF LESSON
Knowledge
1. Understanding basic architectural concepts and vocabulary.
Skills
2. Students will be able to understand and explain basic architectural
concepts and
illustrate them using their bodies.
Instructional Objectives
1. After this lesson, students will be able to define at least four vocabulary
words
related to architecture and practice using a dictionary.
CONTENT LEARNING STANDARDS
English/Language Arts
1. Use resources to determine the meanings and pronunciations of unknown
words.
2. Use visual aids as sources to gain additional information from text.
3. Print legibly using appropriate spacing.
4. Follow multi-step directions.
Science
1. Use planning, communication, problem solving, and tools to construct
a shape.
2. Design and conduct a simple investigation to explore a question.
Arts
1. Identify and describe the different purposes people have for creating
works of art.
2. Identify and describe the visual features and characteristics in works
of art.
3. Distinguish and describe the aesthetic qualities in works of art.
4. Describe how visual art is used in their communities and the world
around them
and provide examples.
LESSON IMPLEMENTATION
Anticipatory Set/Motivation
Teacher will ask students to name kind of arts and list them on the board.
The concept of architecture will be developed and may be looked up in
the dictionary.
Materials
Dictionary, paper or vocabulary journals for each student, bouncy ball
(such as a 4-square ball) for use in creating a dome, and an overhead
projector.
Activities and Procedures
Teacher will introduce the concept of architecture to the class. Vocabulary
words will be demonstrated and then introduced. This will be done with
the body-building activity from the Pittsburgh Historical Landmarks
Foundation (see below). Teacher should choose the structures to be demonstrated.
Teacher will ask for the amount of student volunteers to create each
structure and explain how to get into the formation. The definitions
will be recorded with other vocabulary words.
To access a pdf for this activity, go to:
http://www.phlf.com/education/worksheets.html
download the file named:
Introducing Architecture: A series of worksheets and activities for classroom
use.
Print out page 8.
Classroom Management
Desks should moved out of the way.
Individualization
Students who are unable to participate in creating structures due to physical
limitations can help with defining words and answering questions. Some
structures, such as column and cantilever are easy enough for most students.
Closure/Assessment Strategy
Class will walk around the school and look for examples of the architectural
concepts learned in the body-building exercise.
Follow-Up/Related Activities
1. Students will draw their own imaginary buildings which include these
architectural features.
2. Vocabulary quiz or use of concepts as spelling words.
Back to Top
Grade Level: 3rd – 4th grade
Theme: Architecture
Topic: Geometry and architecture
CONTENT OF LESSON
Knowledge
1. Learn simple linear geometric concepts, including parallel lines,
perpendicular lines, and intersecting lines.
Skills
1. Be able to demonstrate understanding of geometry vocabulary.
2. Students will create examples of learned concepts using straws or other
manipulatives and identify concepts in two-dimensional examples or photographs.
Instructional Objectives
1. After this lesson, students will be able to define, identify, and demonstrate
parallel lines, perpendicular lines, and intersecting lines using various
media.
CONTENT LEARNING STANDARDS
Math
1. Describe and identify points, lines, and planes in the environment.
2. Describe and identify intersecting, parallel and perpendicular lines
or segments in the environment.
Arts
1. Identify and describe the visual features and characteristics in works
of art.
2. Distinguish and describe the aesthetic qualities in works of art.
Materials
Tape for floor, overhead projector
LESSON IMPLEMENTATION
Anticipatory Set/Motivation
Before the class meets, mark the floor with tape lines long enough so
that each student can find a spot on each line. One set of lines should
be parallel, one should be perpendicular, and one should be intersecting.
Activities and Procedures
Have the students line up on one set of lines at a time. Discuss the qualities
of each line set and find differences between the three sets. After
discussing the properties of all three line ask the class to write a
definition for parallel, perpendicular, and intersecting lines based
on what students observed earlier. Then find the actual definition of
each word using a dictionary.
Look at examples of Frank Lloyd Wright’s stained glass window and
his designs in the book “The House Beautiful” and ask students
to point out parallel, perpendicular, and intersecting lines.
Using black marker, ruler, compass, and paper, have the class design
their own “stained glass” outline using only straight lines
and the concepts they learned. Circles may be used as part of the design.
 |
| stained glass window, design by Frank Lloyd Wright |
Closure/Assessment Strategy
Discuss where types of lines are found in everyday life (e.g., parking
lots, on maps, lining up for recess) and how they intersect or don’t
intersect.
Follow-Up/Related Activities
Find examples of each line type at home or in the environment.
Using the methods in this link http://www.clevelandart.org/Kids/art/glass/index.html
create a stained glass window in the style of Frank Lloyd Wright.
Glossary
arch: a curved structure that forms the upper edge of an open space
beam: a horizontal structural member that carries the load
cantilever: a projecting structure that is attached or supported at only
one end
column: an upright support
compression: a force that applied pressure (the opposite of tension)
dome: a roof shaped like an upside-down bowl
flying buttress: a support on the outer side of a structure
intersecting: lines which cross at any point
lintel: a horizontal beam that supports the weight of the wall above a
window or door
load: the weight supported by a structure
parallel: lines or surfaces that are always the same distance apart and
therefore never meet
perpendicular: at right angles to a line or plane
post: a pole
support: a way to hold something upright or in place
tension: a force that pulls or stretches
vault-tunnel: a long, arched structure
ANNOTATED BIBLIOGRAPHY
Bowman-Kruhm, Mary. A Day in the Life of an Architect.
This book shows a typical working
day for a modern architect.
Michel, Henry J. Basic Frank Lloyd Wright: Legend and fact about America's
most Creative Architect.
This book about Wright’s life and background
can be used for more in-depth information
about the architect.
Sloan, Julie L. Light Screens: The Leaded Glass of Frank Lloyd Wright.
A book containing good photographs
of Wright’s stained glass windows.
Spots Video. That’s How We Build a House with Gwen & Danny.
This video shows a house construction site
from beginning to end.
Thomson, Iain. Frank Lloyd Wright in Pop-Up.
A good resource for teachers with six
Wright buildings in pop-up format.
Thorne-Thomsen, Kathleen. Frank Lloyd Wright for Kids.
This book includes a history of Wright,
discussions of his buildings, and
activities for students.
Delmar’s - http://www.delmars.com/wright/flwright.htm
This site offers background information
as well as more detail about Wright’s
styles of design.
PBS – http://www.pbs.org/flw/
This site includes lesson plans, online
interview video clips of Wright and other resources.
Pittsburgh Historical Landmark Foundation – http://www.phlf.com/
This site focuses on preserving historical
architecture. On the Teachers and Kids Page
there are resources, including
the “body-building” activity used in a lesson plan in this
packet.
Many of the Pittsburgh activities could be adapted for use in Wooster.
Back to Top |
