Introduction
Write on the black board the three architectural drawing types: Plan, Section and Elevation.
Ask the question which of these drawing types best describes a maze?
You can show the class some images of each together
with some images of mazes. You could introduce the gardens of Chiswick
House designed by William Kent or the certain Japanese gardens as examples
of mazes. You might also introduce imaginary places like Wonderland in Alice in
Wonderland and ask kids to draw thier own plans of what they imagine
Wonderland to be. You'll find help in the book: The Dictionary of Imaginary
Places by Alberto Manguel & Gianni Guadalupi which has maps and plans of
many places described in literature.
Creating a Maze
Materials needed: Scissors, paper for the shapes, glue, white paper,
- Cut out 3 shapes - all the same color at any size you want. These
will be the obstacles.
- Have everyone cut out 2 rectangles out of the same color paper as the
previously cut three shapes the size of your pinky. These will be the
doors.
- Glue the 3 shapes where ever you want them on the page. Encourage
everyone to challenge themselves. You can ask the class what kinds of things
in the room could be considered obstacles to movement. Examples: sofa, chair, table,
TV.
- Glue the pinky sized rectangles on the top and bottom edges (or left and right
sides) of the page. You might draw a picture on the black board to illustrate
these ideas.
- Have each student label the 2 "edge" rectangles as entrance and exit.
- Now ask the class to imagine that the piece of paper is a room with
doorways at where they have glued the rectangles.
- Ask the class to imagine that the piece of paper is a room with doorways
placed where they have glued the rectangles.
- You might have each student choose a scale for his of her room
(1/4" = 1'-0", 1/2" = 1'-0"). And if you don't have any architectural
scales readily availible, simply have them use rulers or tape measures and
use the scale of 1"= 1'-0" or 1/2" = 1'-0". Have them write the scale in the lower right
hand area of the page - Scale: 1"= 1'-0".
- Compare this to the room
that they are in. You might have them pace the length and the width of the
room in order to get a sense of its size. Before they do this have them
compare their pace with to a yardstick to see how many feet are in a
pace.
- After they have chosen a scale you can ask them to measure the size
of their paper room: length and width, as well as the distance between
doors or the distance from one of the doors to an obstacle. You might have them write these measurements on the paper directly
measurements right in their rooms or have them begin a specifications
sheet.
An architect will often specify materials in detailed drawings and in these specifications. He or she includes directions for contractors, tolerances for accuracy how the mode of construction will meet code requirements. In your specifications sheet simply ask the students to describes what materials they imagine for the room (floor, walls and ceiling), what the room might be used for, and have them give the room a name. You might have them include these measurements and distances on this sheet as well.
- Take a pencil and draw a pathway as if you were going to walk from
entrance to exit. There are two rules are:
1) That you must pass all three obstacles.
2) You must use straight lines with a ruler
- Have the class hold their work up after their finished.
- Each table gets one of the color strips. Have them chart the pathway from entrance to exit following the line they just drew. The strips represent the pathway between your doors. Glue strips down on top of the pencil line to make the pathway. Encourage them to be imagininative in creating the route by asking them to think of it as a journey.
Teacher: MaryAnn Kesilman
Architects: Sam Olshen
Student: Vernon Jones, Gina Cincotta and Sheffield Woods
