Housing 30: Module 2: Historic Influences on Architectural Styles (Optional)

Module 2: Historic Influences on Architectural Styles (Optional)

Suggested Time: 5-10 hours

Foundational Objective

To appreciate the history of architecture and how it has influenced housing today.

Common Essential Learnings Foundational Objective

To explore the use and application of technology in the study of architectural styles of housing. (TL)

Note: Other CELs may be emphasized.

Learning Objectives

To examine historical architectural styles from various periods. (TL)

Notes

There are many housing styles. Focus on styles that students can relate to such as: federal, Georgian, Greek, Gothic, Queen Anne, Tudor, Victorian, Cape Cod, salt box. Investigate styles of Plains and Northern Indians and the Inuit.

Describe the characteristics, the period of time from which they came, and where the design first originated for each of the housing styles listed above. Terminology such as portico, pediment, cornice, galleries, widow’s walk, teepee, circle, dome shapes, pilasters, etc. may be discussed and related to the appropriate styles listed. Use illustrations of housing styles to allow students to see the most dominant features of each style.

Compare geodesic dome to igloo.

If possible, invite a representative from Heritage Saskatchewan to speak to the class about heritage property in Saskatchewan, the process to have a building declared a heritage site, and the rules and regulations for heritage property.

Teachers may choose to have students complete one of the following activities:

Students may research one of the housing styles mentioned above and photograph buildings in the community that have adopted the style. Discuss modifications to the building and why the housing style has been changed. Students should examine the landscape and other buildings around the selected housing style they have photographed and discuss the character of the street or neighbourhood. Encourage students to look for housing styles in a variety of buildings such as churches, government buildings, schools, jails, hospitals, libraries, and banks. If the variety of buildings is limited in your area, consult photographic resources listed in the Resources section.

2. Students may research the history of heritage property in the area in which they live. Students may include a discussion of the architectural style, how the style got its name, modifications to the style over a period of time and why the changes were made, designer of the building if known, function of the building in the past and today, who may have used it or inhabited the building in the past, etc. Students should be encouraged to photograph the building that they are describing. If students show interest, arrange a field trip to view heritage property in the surrounding area.

If the opportunity exists, take the students on a field trip to examine housing styles in the community. Ask the students to identify housing styles based on things learned in class or during research.

To examine historical architectural styles from various periods. (TL)

Investigate styles such as: modern, international, ranch style, early American, colonial, French, Spanish provincial, salt box, Cape Cod, A-Frame, and Geodesic Dome. Discuss the features of these styles and how they have influenced housing styles in the community. Ask the students to identify where they may have seen some of these housing styles.

Optional:
Students may make a scrapbook of illustrations of each of the housing styles.

To identify roofing types that are found on architectural buildings. (optional)

Display a variety of illustrations of roof designs such as: pitched, hip, gambrel, mansard, flat, shed, and dormer. Identify buildings in the community where these roof types can be found. Try to relate the dwelling style most likely to be found with each roof type.

Define and explain the function of overhangs. What are the advantages and disadvantages of wide and narrow overhangs?

To develop an appreciation for the contributions of some of the renowned architects. (IL< /A>)

Students may research the contributions of an architect such as: Frank Lloyd Wright, Le Corbusier, Charles E. Jeanneret, Ludwig Erickson, Mies van der Rohe, Buckminster Fuller, Moshe Safdie, Clemensha, Portnall, Storey, Van Egmond, Douglas Cardinal, etc. Students should be encouraged to use the Internet in addition to print resources found in the library. Students may do class presentations if time permits.