shape, space & architecture
TRANSCRIPT
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).
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 !3
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
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 !4
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.
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 !5
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
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 !6
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
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 !7
1st Grade Gallery
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 !8
Pant
heon
H A
N D
O U
TA
nci
ent
Gr
eek
&
Ro
ma
n A
rt
B
UN
DLE
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 !9
Pant
heon
det
ails
H A
N D
O U
TA
nci
ent
Gr
eek
&
Ro
ma
n A
rt
B
UN
DLE
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 !10
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
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 !11
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.
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 !12
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