Teacher's Page
Introduction
This lesson was inspired by a French Baroque art history course. One reading by Hillary Ballon entitled, The Paris of Henri IV: Architecture and Urbanism something into the history of map making in France. Ballon explored the map as a tool for more than identifying where structures stand. There are political and social aspects to cartography, and through the expansion of this art form Henri IV created maps which glorified his kingdom. Another interesting development during this time period was the decorative aspect to cartography. Artists of the crown were studying cartography to dedicate beautiful representations of Henri IV's kingdom to him. Artists like Francois Quesnel and Benedit de Vassallieu dit Nicolay created maps which emphasized buildings the king something while making them works of art with finely detailed decoration. During the 17th century French cartography became a representation of who Herni IV was and what he did for his kingdom.
Contemporary Cartography is here to guide the growth of your identity through the mapping and building your own city! By exploring existing cities and structures found throughout many different cultures, you will construct a new city representing your identity in a physical space. Using essential principles of map-making and architecture, you will discover the significance of structural placement, art history, and culture. The function of buildings creates meaning to cultures, making architecture an important art form. Architecture is important in our lives because we use them everyday, and appreciate them for their function and beauty.
Learners
This lesson is anchored in ninth grade art and involves art history, geography, cartography, and architectural studies to a lesser extent. This lesson could be easily extended to the eighth and tenth grades. This lesson can also be adapted for geography or history classes for this age level.
Students will need to know Photoshop and Paint programs if they wish to digitally create their decorative boarders.
Curriculum Standards
National Standards Met:
NA-VA.9-12.1 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES
Achievement Standard:
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
Achievement Standard, Advanced:
Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
NA-VA.9-12.2 USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS
Achievement Standard:
Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
Students evaluate the effectiveness of artworks in terms of organizational structures and functions
Students create artworks that use organizational principles and functions to solve specific visual arts problems
Achievement Standard, Advanced:
Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
NA-VA.9-12.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES
Achievement Standard:
Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
Achievement Standard, Advanced:
Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists
Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
NA-VA.9-12.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES
Achievement Standard:
Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences
Achievement Standard, Advanced:
Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
Process
1. After answering the questions in the task section, think of some cities that you want to explore.
o What are important buildings that are CENTRAL to your life?
o What attracts you to these buildings?
o Where are these buildings in relation to each other?
o Where is a city that you would like to explore?
o Why are people drawn to famous landmarks (ex: The Louvre, The Empire State Building, Big Ben)?
2. Of the cities, choose 5 (three of which cannot include US cities) to look up using Google Maps.
3. Using the Internet, go to Google and choose the Maps tab.
4. Type in one of your cities of interest and select the satellite viewing preference
5. As buildings attract your interest, sketch them out and record their name and what you like about them.
6. Repeat this step to explore the rest of your cities. Be sure to sketch out two buildings that interest you from each.
7. Next do a little research on 5-7 on your landmarks. Find out what makes them significant and jot down notes in your sketchbook by the drawing of the building to keep your sketches organized.
8. Now for some art history!! Follow these links to learn about cartography and how a technical process began an art form.
9. Now that you’re an expert on cartography, its time to make your own map. Don’t worry, you do not have to hand draw yours like Quesnel! You will be using Google Sketchup.
a. First watch the “Getting Started with
b. Then if you have any more questions refer to the link above to watch other videos or read the guides.
c. Remember: no need to get fancy. Were looking for basic outlines of the buildings like Quesnel. Decorative stuff will come later.
10. Get started with Google Sketchup and design your own city incorporating the landmarks and buildings you chose to sketch. Include structures you feel are necessary in your city.
a. First
Be sure to install the free version at the bottom of the page called Sketchup 8
b. Things to think about
i. What is the center of your city and why?
ii. Do you have a center of your city?
iii. Where are the buildings in relation to one another? Do any buildings need to be close to one another or far away from each other? Why?
iv. How are these structures represented scale wise?
c. Go for it!! Design your own city.
11. Once your done designing your city decide if you would like to complete the decoration in Photoshop or Paint or if you would like to add it by hand.
12. Be sure to print a copy as an official blue print of your new city!
13. Share the map of your latest creation with the class! Explain your thought process of what inspired your chosen buildings, why they are located where they are, etc.. Lay out all of your maps and explore each other's cities. Do they have any similarities, differences?
14. Using a camera, take a photograph of your finished map and upload the image onto the "Blue Print Gallery" (where you will find more detailed instruction) and for a final showing and evaluation. Great Work Cartographer!
This lesson is intended to use ten 42 minute periods. This lesson in intended for a teacher with minimal technology skills. This lesson does not require an art teacher in order to run smoothly. All art history is included in the process along with the videos on how to use Sketchup.
Resources Needed
- Sketchup needs to be installed for every student
- Students need access to all links within the process
- Students need access to Photoshop or Paint if they wish to incorporate computer designed borders
- Access to a printer to print final products
Evaluation
Conclusion
This lesson will have helped students recognize the importance of cartography in their cultural and social contexts. They will have learned the processes of brainstorming and research prior to beginning their technical task. The Students will have learned the program of SketchUp where they digitally constructed their thoughts and plans. They will also experience a digital and classroom critique and exhibit. Students will have learned to problem solve and organize their thoughts and ideas on the computer and create a unique piece of art work, that is not traditionally seen in the art room!
Tentative Ten Day Schedule
Day 1 Steps one through 4 are to be completed and 5 can be started if time persists
Day 2 Students will be focusing on step 5 and 6 for the day’s class, where they should take their time sketching buildings, since these sketches will be a reference for when using the building program in the future.
Day 3 Students will use the class to complete step 7 (This is a research based class). Students should explore all of the links and Youtube 3D maps and tours to get a better grasp for what they will be doing and for different perspectives of buildings.
Day 4 Step 8 (Part 3) should take up the entire period of time they have to work. Make sure students utilize all of the links in addition to exploring new ones. Remind students that they can also view the images beside the steps as slideshows
Day 5 Begin Part 4, but make sure students do not jump into building without viewing the online tutorial of Sketchup (links are provided). Make sure students have Google Sketchup installed and working. Have students think about or even group up to discusss and consider the questions we have provided for them to answer.
Day 6 Work on construction of map (Part 4: step 10)
Day 7 Work on construction of map (Part 4: step 10)
Day 8 Work on construction of map (Part 4: step 10)
Day 9 Finish construction of map and begin decorating the border using one of the three options provided (step 11).
Day 10 Have students finish bordering their city, either using the computer paint program, photoshop, or print out the map and manually draw a decorative border (step 11). Once finished, students will print out and share their city to the class (step 12 and 13 (ex: explaining why they chose certain buildings, why are buildings located where they are on the map, and what inspired their border and the landmarks). Make sure all students have hard copies of their maps and have photographed their maps in addition to uploading them back on to the website (Step 14).
