CyberMuse Teachers - Lesson Plans
Cityscapes

Lesson Plan Activity:
Build a Neighbourhood: Grade K-3

Summary

Description:

This lesson plan introduces students to the theme of the city in art, using 19th- and 20th- century works by Canadian artists from various backgrounds. Through collage and drawing, each student uses shapes to build their imaginary home to form a class neighbourhood.

Theory:

Students will identify and recognize the principles of design of symmetry, asymmetry, and pattern.

Creation:

Using a variety of materials, and techniques, students will produce an image of their ideal imaginary home.

Analysis:

Students will use grade appropriate terminology when describing the choices they made.

Cross Curriculum Links:

This lesson plan also explores the subject areas of Geography, Language Arts

Duration:

3 20-minute periods

Look & Discuss

Present and discuss a selection of the 10 featured artworks in the Artwork & Artists slideshow with your class. (Tabs will provide you with information on the theme, composition, interpretation and the artist.) A downloadable Presentation that you can add to or manipulate will also help share these images in your classroom.

  • Look at the artworks with students and ask them what is common to them all.
  • Concentrate on a selection of works that display ?neighbourhoods.? Ask students what they can tell about the people by looking at their neighbourhoods. Ask students what they would need to do to build their own neighbourhood.
  • For their imaginary dream home they will need to consider some design principles. Introduce ideas of symmetry, asymmetry, pattern, and colour and demonstrate how these work.

Materials

  • Paper or foam shapes of all colours and sizes
  • Paper
  • Crayons or markers
  • Glue
  • Scissors
  • Large sheets of green or winter white construction paper for communal green space

Preparation Tasks

  • Pre-cut shapes and sort according to shape. If using foam shapes, choose a marker that will leave a mark on the foam.
  • From the materials you will give your students, prepare your own ?home? for the neighbourhood. Make sure your example displays symmetry or asymmetry, pattern and colour.
  • If you can, set aside a bulletin board in your class or hallway where all of the student?s final works can be posted around a green space that can be added afterwards.

Create

Create Activity Image 1

Have students draw out a rough sketch of their dream home on paper. To encourage students beyond the stereotypical form, have them consider multiple entrances and windows (on the roof, underground, etc.), bridges to link to other homes, etc.

Create Activity Image 2

Ask students to glue the pre-cut shapes on their paper in a patterned manner to display symmetry or asymmetry.

Create Activity Image 3

Students can use markers/crayons to embellish. Remind them that all of their shapes and drawing must be on the home.

Create Activity Image 4

Have students cut out their homes from the background paper.

Create Activity Image 5

Display each home around a green space (green or white construction paper depending on the season).

Take it Further

Ask students to name their neighbourhood.

Unify the neighbourhood by adding embellishments such as telephone wires, snow (from cotton balls), sidewalks, lights, etc.

Assessment Guide

1 2 3

Theory Criterion
How does the student identify and recognize symmetry, asymmetry, and pattern?

The student uses pattern with symmetry or asymmetry but does not demonstrate an understanding of the difference.

The student demonstrates understanding of the difference between symmetry and asymmetry and uses it in a pattern.

The student demonstrates thorough understanding of the difference between symmetry and asymmetry and uses it effectively in a pattern.

Creation Criterion
To what degree does the student use materials and techniques to produce an image of his/her ideal imaginary home?

The student uses few of the materials provided and techniques shown to produce his/her image.

The student uses a variety of the materials provided and techniques shown to produce his/her image.

The student uses all of the materials provided and techniques shown to produce his/her image.

Analysis Criterion
How does the students use grade appropriate terminology when describing the choices he/she made?

The student is able to apply little of the grade appropriate terminology when describing his/her image.

The student is able to apply a variety of the grade appropriate terminology when describing his/her image.

The student is able to apply all of the grade appropriate terminology when describing his/her image.