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In Grades7 and 8 students continue to study and will be able to identify the principles of design (balance, emphasis, rhythm, unity, variety and proportion). Students will be required to organize their art works to communicate ideas using the principles of design, identify ways the arts affect various aspects of society and the economy, and describe how artists from various periods, styles and cultures have used similar materials, tools, and the principles of design for a variety of purposes.
Resource: DiscoverDesign.org was launched in early 2012 by the Chicago Architecture Foundation. It is a website that guides students through the design process with a step-by-step formula and provides the opportunity to exchange ideas with a range of other students, educators, and professionals. Click here to get started.
The Geometry and Spatial Sense unit of the mathematics component instructs the students in learning about the awareness of our surroundings and the objects in them. Geometry teaches the students to describe these objects and their interrelationships in space. Students will be required to identify congruent and similar figures, identify and investigate the relationships of angles and construct and solve problems involving lines and angles.
In Grades 7 and 8, students will focus on the development of Canada from the seventeenth to the early 19th century. In this unit they will examine the changes Canada went through and the European influences on our culture including society and technology.
The Structures and Mechanisms unit of the Science and Technology component teaches that the environment around them is full of a variety of objects and structures that have distinctive shapes, patterns and purposes. Students will be required to classify structures as solid, frame or shell, demonstrate awareness that the position of the centre of gravity of a structure determines whether the structure is stable or unstable, and design and make systems of structures and mechanisms, and investigate the efficiency of the mechanical devices within them.
Activity: Architectural Scavenger Hunt
Subject: Art/Visual Arts/ Mathematics/History
Objectives: Students will be able to identify housing styles, architectural features and be aware of historical and cultural resources in their community.
The Project: The instructor will schedule a field trip of a walking tour of the schools neighbourhood. A list of 40 architectural details and styles will be provided to each student. Students will then take photos of the details and identifying them. Pictures can be placed on a bulletin board with architectural details outlined below the photos.
NOTE: It would be helpful for the instructor to walk around neighbourhood in advance to ensure the location will be useful for the project.
Alternatives: Instead of going for a walk in the schools neighbourhood, contact your communities’ municipality or local heritage society to see if they offer self-guided historical walking tours in place.
Visit the following sites to help identify the structures and details of the buildings in your community: