Student should be able to:
1. Identify the six faces of a cube pattern
2. Name other uses of patterns in industry
3. Draft, Cut Out, and Assemble a cube pattern
To involve the student with direct hands on experience of three dimensional space and arouse a sense of play and curiosity.
Teacher to show examples of objects designed in the shape of cubes. The student can also do this as a homework assignment. Gazebo, terminology, and models to be introduced.
Teacher to demonstrate by drawing to scale, cutting out and assembling a cube pattern.
1. Student should assemble gazebo model from ditto.
2. Student should draw out and assemble two more models at different scales.
Comparison of various models for accuracy and technique.
(figure available for print format)
Defining The Problem
Once the problem is defined in the students mind one can proceed with the design. For instance the following may be taken into consideration:.
1. SITE (Location of the Gazebo)
A. Position of North
B. Most favorable view
C. Land, Water, Mountain, Garden
2. Size of the Gazebo in relation to;
3. The geometric shapes from which the gazebo is formed;
A. Square, Octagon, Circle, Hexagon ect.
A. How many people?
B. What does one do in the space?
5. Floor Plan
A. Quiet and active space
Some students will be able to proceed with a design from their own imagination, while others will need a more structured approach with a given site plan and list of requirements, as would be necessary in dealing with an actual client.
Location gives the student a chance to place this structure anywhere at all in fantasy or in the backyard. The question of its location can give rise to real questioning about motivation for choosing a particular place and insight into what that might mean to the students understanding of the environment. What the student chooses to view in fantasy or reality can become a real goal. The student could express this in a verbal or a written form.
The position of north is important in terms of some exposure to the elements. The student may be able to visualize a place but needs a vocabulary to express this beyond the written or verbal form.
(figure available in print form.)
This is the purpose of the site plan and its language of symbols relating to grade elevation,direction of north, location of the best view,natural growth and important formations. In discussion we can now introduce the landscape architect and his relationship to the architect,their careers and functions and come to know that skills being learned can lead to an interesting and rewarding job or hobby. It is often difficult for the student to realize the connection between school and the world of work,and therefore important to make this clear. The concepts of vocation and avocation can be further reinforced by showing how some people make models for a living and how modelmaking is important to the development of new products in industry and science. Thus in a relatively short period of time by means of a simple activity the student has a chance to see what is all about,if it is fun to do,and whether mo making would be worthwhile pursuing as a career
The model and site plan can be directly connected by providing sample site plans either drawn to the same scale or by means of a model.
Up to this point in time the material can be provided in ditto form for the students direct use. Now it is necessary to examine the means by which the student can proceed further with the gazebo as a problem in design.