Meaningful Making:Projects and Inspirations for FabLabs and Makerspaces, Chapter 22

Author: Erin Riley

Reflection: “Think Like an Architect, Draw Like an Engineer”

      I selected this chapter because I admire the concept of bringing games or toys into the classroom to be used for engaging and effective learning. An activity inspired from the reading that I think will work well with middle schoolers, specifically 8th graders, would be to have them explore how to translate a tangible form into 2D drawings or building plans. Teaching students how to draw (building plans) helps them to develop spatial skills. Students would begin this lesson, which takes place over the course of a few days, briefly playing with LEGO blocks after they collectively organize the pieces by color into bins. Students would then decide on their color building/LEGO pieces and start forming a structure on top of a piece of cardboard/chipboard. However, there would be guidelines and restrictions in place such as the inclusion of doors, windows, and projections forming a four-sided/enclosed building specific in size. Each projected cylinder would correlate to a single unit which is essential for students to remember in constructing its size to make sure it fits the restrictions/guidelines. I would then photograph multiple views of each of their buildings after they handed in their structures. Next, children will learn about x, y, and z planes and will be asked to identify and separate these planes through the addition of colors within given architectural drawings. They would work in groups of three using three different colored pencils.

      Students would then be handed graph paper and individually transcribe what they see when looking at their forms using each box as one unit within their building. They would draw/color a bird’s eye view, each of the fours side views, and then a 3D model to scale incorporating (close to) accurate colors. Their drawings will act as a prototype as visual revisions may be needed along the way. The original builders would then disassemble their buildings and rotate the pieces along with their drawings within their previous group. The new peer builders would assemble the LEGOs based off of the drawings and while doing so, would write down on post-its things that went well and things that could be improved. Their creations would then be photographed as well and compared to the structure by the original creator as a whole class. This activity incorporates a common children’s toy and the tasks given would make the process feel more like a game (especially when switching building plans) rather than a chore. 

      I have not had the experience of creating (simple) building plans within my art classrooms at some point during K-12th grade. The closest activity this lesson above reminds me of is when I drew a dark street and vibrant buildings using one point perspective in 7th grade. This assignment helped me gain technical skills, but lacked aspects of creativity and engagement. Meanwhile, graph paper was unfortunately not used outside of math in my schools. Thus, I hope to give students the opportunity to recognize the potential crossover between subjects and provide space for them to think like architects. 

 

https://docs.google.com/document/d/1MlQ6yJ0diiUHHtDfIaIe7ywX-OQGD2zGEbJwWB2dHGM/edit