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• Students will explore how buildings can reflect the identities of its inhabitants, designers or builders. • Students will explore how architecture is influenced by the people who design and inhabit it, and the environment that surrounds it. • Students will design a home that represents particular dreams, desires, or interests. • Students will design a second home that incorporates their ability to creatively problem-solve within a set of constraints.
Art:21 Web Site • Home Visits – Pepón Osorio interview & clip • Seoul Home/L.A. Home... – Do-Ho Suh interview & clip • Pocket Property – Andrea Zittel interview & clip • Influences – Andrea Zittel interview & clip • 1995 Travel Trailer Units – Andrea Zittel art work Additional Web Sites • http://www.moma.org/exhibitions/1999/un-privatehouse/ Online catalog of home design exhibition at the Museum of Modern Art • http://www.howstuffworks.com/house.htm How house construction works • http://andyshowto.com/house_styles.htm Various house styles • http://www.exploris.org/learn/activities/minix/architrek/ Influences of and inspirations for architecture • http://www.architectureweek.com/2003/0122/design_3-1.html Architecture Week, article on portable architecture • http://www.realityeducation.com/homeless.html Design your home lesson plan • http://www.ruralstudio.com/intro.html Edward Mockbee’s Rural Studio designs and plans Classroom Materials • Drawing materials • Graph paper • Rulers • Thin Styrofoam (plates) • Glue • Scissors
• What factors must be considered in designing and building a home? • How do inhabitants relate to their home on an emotional level? A physical level? • How is architecture influenced by the people who design it, the people who inhabit it, and the environment that surrounds it? • In what ways does a home represent the identity of its inhabitants? • How are people’s personal philosophies revealed through the way they design their living spaces? • What is the function of the objects we put inside our homes, i.e. the trinkets, furniture, and other belongings that make up the interior culture of our homes? • What are the ideal qualities of a home? • What are the physical limitations of a home?
The Home in Art Have students look at the video segments of the following artists, Do-Ho Suh, Andrea Zittel, and Pepón Osorio, and specifically study the specific works that represent different aspects of the idea of home: Seoul Home/L.A. Home, 1995 Travel Trailer Units, A-Z Administrative Services, Pocket Property, and Home Visits. • What are the similarities and differences between each of these artists’ physical constructions? • What are the similarities and differences in their intentions? • What are the similarities and differences between the meaning or significance of each of their homes? • How does each of their homes represent a particular idea, philosophy, event, or identity? Visit the Web site for the architect Edward Mockbee’s Rural Studio project. Discuss how the buildings this architectural studio designs and builds relate to the works of art made by the three artists. Do students consider the Rural Studio buildings art? Ask students to discuss the previous list of questions about the Rural Studio building. Compare and contrast the Studio buildings with those by the artists. (Time: Two 45 minute sessions) Design Your Dream Home Have students brainstorm a list of the attributes and elements of their ideal house. Where would it be located? Who would live in it? What would it look like? How big would it be? What would it have inside? What would it say about you? Look at architectural drawings of building plans and elevations, and discuss the process of translating them into physical space. Have students generate a series of drawings and diagrams that explain how their dream home would look and function. Drawings and diagrams could include both drawn and painted elements as well as collage incorporating found images and textures. (Time: One to two 45 minute sessions) Design a Portable, Temporary Home What if you lost your home to a fire or other catastrophe? Where would you live temporarily until you could find another home? Make a list of the least number of things you would need to live in your temporary home for an indefinite amount of time, anywhere between a week and several months. In a space of no more than 10 feet cubed, how can you design a living space that will meet your needs in this time of transition? Generate sketches and build a three-dimensional model using very thin Styrofoam, which can be easily cut, bent, and glued into both organic and hard-edged forms. Have students compare and contrast the designs and models for their two different versions of a home. Have them present each version to the class and ask them to present how each version might relate to their current home. (Time: Five 45 minute sessions to long-term project)
• Have students articulated how buildings can reflect the identities of its inhabitants, designers or builders? • Have students articulated an understanding of how architecture is influenced by the people who design and inhabit it, and the environment that surrounds it? • Have students created designs for two different homes? • Have students demonstrated creative problem-solving within a set of constraints? • Have students created both a two-dimensional drawing of their idealized house and a three-dimensional model of their temporary shelter? • Have students articulated the reasons behind their design choices? Find out how this lesson plan correlates to your state's education standards! On PBS TeacherSource do a search for "Art in the 21st Century" and click on the Standards Match icon.
Further designs for a house could include a portable residence, a floating residence, an underground residence, a flying residence, a residence designed using only recycled materials, a residence portable by backpack, a residence constructed out of natural materials and organic matter, a residence in a tree, a residence on wheels. This lesson could be expanded to form a unit of lessons with the following: Understanding Home Migrating Viewpoints Public Façades, Private Interiors Did you use this lesson or generate your own activities based on ideas inspired by the lesson? Submit student art work, new lesson plans, and your comments to Art:21 and have them posted on the site. Help the Online Lesson Library grow!
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