SHAPE, SPACE & ARCHITECTURE

SHAPE, SPACE & ARCHITECTURE

TIME REQUIRED: Two sessions @ 45 minutes

Pantheon collage

D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !2

WHAT YOU’LL NEED:

12” x 12” black sulphite paper

Scissors

Glue

Colored sulphite paper cut into:

9” x 9” (1 per student)

3” x 7” (2 per student)

1” strips (6-7 per student)

Colored markers

Children love building things, from snowmen to

blanket forts to towns with building blocks. This

lesson introduces students to building with paper

to form the famous Pantheon of Rome, Italy. Use

the architecture of the Pantheon as a way to teach

about how simple SHAPES can be arranged to

form a building.

ABOUT THE PANTHEON • Temple built to honor Roman gods

• Located in Rome, Italy

• Completed around 126 AD

• Used concrete to make the huge dome over the

temple

Pantheon collage

PANTHEON SLIDE DECK: Use the Ancient Greek & Roman Art Slide Deck in the

Resources section of this bundle to introduce students

to the Pantheon & review shapes (SLIDES 9 & 10).


Set out a bin of 1” strips and 3”x 7” rectangles at

each table.

THE STEPS: Find three three long strips of paper (1”) and

create steps at the bottom of your paper. Trim a

little bit off the strips to create ascending steps.

Glue the steps on the bottom of a 12” x 12” black

background paper.

NOTE: The 1” strips you precut can be a variety of

lengths. Students will be selecting and trimming

strips based on what they need.

THE PEDIMENT: Select a 9” x 9” paper in the color of your choice.

Providing a variety of color options makes this

architecture engaging for young students.

Fold the paper in half.

Draw a dot in the middle of the right edge of the

paper (opposite the fold line).

Place your pencil or crayon at the top left corner

of your paper. Draw a line from the corner to your

dot.

Leave your paper folded and cut on the line.

Wait to glue this onto your paper so that the next

pieces can go BEHIND the pediment.

The steps & pediment

fold

line


THE RECTANGULAR VESTIBULE Find a large rectangle in your bin (3” x 7”

rectangle). Place it behind the pediment to

form the vestibule of the building.

THE DOME Find another large rectangle in your bin (3” x

7” rectangle). Cut it into the dome of the

Pantheon. Cut a curve from the bottom

corner of the rectangle to the other corner.

Draw the curve with crayon or pencil first if

desired.

Arrange your dome, vestibule and pediment

on your paper. Remove the large, “house-

shaped” pediment paper and set it to the

side.

Glue your dome to the top center of the

black background paper. It may touch the top

of the paper or even go off the top of the

paper. Glue your rectangular vestibule under

the dome. Glue your large, “house-shaped”

pediment paper to the front of the building,

overlapping the dome and vestibule.

Arranging the shapes

TECH TIP: Have your students TRACE the

shapes they see in the Pantheon on slide 10 if using a Smart Board.


THE COLUMNS Now, cut out the columns that hold the

building up. Cut a length that is about the

width of your hand from one of the long strips

of paper. Cut 4 or 5 more strips that are the

same length. Glue the columns onto the front

of your building.

TIP: Glue the columns on the SIDES of the

building first, then work your way in.

THE FRIEZE Next, cut and glue a strip of paper so that it

rests over all of the tops of the columns. This

part of the building is called the “frieze.”

THE COLUMN BASES Finally, cut and glue short pieces of paper for

the base of each pillar.

Adding columns

FRIEZE


Use colored markers to add details to the

building.

Look at the handout for details to add to the

different parts of the Pantheon.

Look at photos of the real Pantheon in Rome

and add details that you see.

Label the Pantheon by writing on the frieze

of the building. You could write “Pantheon”

or the actual label on the real building:

“M·AGRIPPA·L·F·COS·TERTIVM·FECIT”.

Marker Details


1st Grade Gallery


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CREATING Generate and conceptualize artistic ideas and work — Collaboratively use imaginative play

with materials—use observations to prepare for artwork

Organize and develop artistic ideas and work — Explore materials to create artwork—

demonstrate safe & proper procedures—identify and classify through drawing

Refine and complete artistic work—use art vocabulary to describe choices in art-making

Presenting/producing Analyze, interpret and select artistic work for presentation— explain why some objects,

artifacts and artwork are valued over others

Develop and refine artistic work for presentation — ask and answer questions of where,

when, why and how artwork should be prepared for presentation/preservation.

Convey meaning through the presentation of artistic work — identify the roles and

responsibilities of people who work in museums and art settings

Responding Perceive and analyze artistic work- select art that illustrates daily life experiences to others

—compare images that represent the same object. Interpret intent and meaning in artistic work — interpret art by categorizing subject matter

and identifying the characteristics of form

Apply criteria to evaluate artistic work— classify artwork based on different reasons for

preferences

Connecting Synthesize and relate knowledge and personal experiences to make art- identify times,

places and reasons by which students make art outside school Relate artistic ideas and works with societal, cultural and historical context to deepen understanding —identify times, places and reasons by which students make art outside

school

NATIONAL CORE ARTS STANDARDS-FIRST GRADE

X

X

X

X

X

X

X


CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or

through other media.

After presenting information on Ancient Greek and Roman art via Power Point, youtube, posters,

etc., you can ask students questions verbally to assess their understanding of the style and use of

shapes and other elements in these ancient works.

CCSS.Math.Content.1.G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words

halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the

whole as two of, or four of the shares. Understand for these examples that decomposing into more

equal shares creates smaller shares.

As students begin to learn about the concept of symmetry, they can relate this idea of folding

shapes (like the pediment) in half, creating a line separating two equal parts (line of symmetry).

CCSS.Math.Content.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-

defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining

attributes.

As students cut their shapes in different colors, you can have a class discussion about what they

have learned already about shapes from math (geometric shapes) and their attributes and how they

are using them in their art.

Common core standards for pantheon collage

I CAN STATEMENTS FOR Pantheon collage

• Today I will learn about the ANCIENT ROMAN ARCHITECTURE, so that I CAN make a colorful

collage of the PANTHEON.

• Today I will learn about GEOMETRIC SHAPES, so that I CAN identify shapes in the PANTHEON.

• Today I will learn about PATTERN, so that I CAN add details with MARKER to my collage.


ASSESSMENT CHECKLIST

Student Name:

Did the student use geometric shapes to make their Pantheon collage?

Did the student securely glue all of their shapes to the background?

Did the student add patterns with markers?

Main Ideas from:

PANTHEON COLLAGE

SHAPE, SPACE & ARCHITECTURE

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Transcript of SHAPE, SPACE & ARCHITECTURE