Design & Architecture Grade 4th 12th

Transcription

1 Educational Resource Guide Museum Education Program Miami-Dade County Public Schools Design & Architecture Grade 4th 12th Theme: To explore the design and architectural features of Vizcaya to help us better understand the primary inspirations for Vizcaya s design, historic Italian country houses and Miami s tropical environment. 1

2 THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA Ms. Perla Tabares Hantman, Chair Dr. Lawrence S. Feldman, Vice-Chair Dr. Dorothy Bendross-Mindingall Ms. Susie V. Castillo Mr. Carlos L. Curbelo Dr. Wilbert Tee Holloway Dr. Martin S. Karp Dr. Marta Pérez Ms. Raquel A. Regalado Ms. Krisna Maddy Student Advisor Alberto M. Carvalho Superintendent of Schools Ms. Marie Izquierdo Chief Academic Officer Office of Academics and Transformation Dr. David K. Moore Assistant Superintendent Curriculum & Instruction Office of Innovation & Accountability Office of Academics and Transformation Mabel Morales District Art Supervisor Division of Academic Support, Visual & Performing Arts Linda Mangual Lead Museum Educator Division of Academic Support, Visual & Performing Arts Melissa Maxfield-Miranda Museum Educator Division of Academic Support, Visual & Performing Arts 2

3 Art MB Convention Center ArtCenter/South Florida ArtWorks Student Gallery Bass Museum of Art Coral Gables Museum Dade Heritage Trust Program de la Cruz Collection Fairchild Tropical Botanic Garden Frost Art Museum/Sculpture Park at FIU Freedom Tower History Miami Jewish Museum of Florida Kislak Foundation Lowe Art Museum the Library mia Gallery at MIA Miami Art Museum Miami Children s Museum Museum of Contemporary Art Rubell Family Collection Museum Education Program Welcome to the Museum Education Program. Thirtythree years ago, the Art Education Program developed the Museum Education Program, a collaborative effort between Miami-Dade County Public Schools, local museums, and galleries. This program is designed to provide all students attending art classes, kindergarten through senior high school, with an opportunity to view and discuss original works of art and architecture in a museum, historic site, or gallery setting. Museum educators, who are Miami-Dade County art teachers, guide students through interdisciplinary tours of modern, classical, contemporary, and student produced art. Specially designed educational resource guides emphasize the connection between art, language arts, math, science, social studies, and career awareness. Onsite and follow-up art, reading, and writing activities reinforce the concepts explored through the museum tour. These multi-curricular experiences serve to foster student awareness of the link between themselves and artists who express personal thoughts, feelings and experiences through works of art. The art reflects the cultural, historical, social, and economic climate of the times in which it is created. The Museum Education Program represents twenty one museums, galleries, and outreach programs. The museum educators are art teachers who have been chosen for their ability to plan tours, develop educational resource guides, and create relevant and interesting tours of permanent collections and traveling exhibitions. This unique program has become a nationally recognized model by the National School Boards Association as one of the outstanding curriculum ideas in the United States. Vizcaya Museum and Gardens Mabel Morales, District Supervisor, Art Division of Academic Support, Visual & Performing Arts Miami-Dade County Public Schools Linda Mangual, Lead Museum Educator Division of Academic Support, Visual & Performing Arts Miami-Dade County Public Schools 3

4 MUSEUM EDUCATION PROGRAM PREVIEW This exhibition preview has been prepared to assist art teachers in the correlation of resources in the visual arts galleries with the authorized curriculum of the Miami-Dade County Public Schools, Miami, Florida. Museum / Gallery: Vizcaya Museum and Gardens Mission Statement: Vizcaya Museum and Gardens is a National Historic Landmark that preserves the Miami estate of agricultural industrialist James Deering to engage our community and its visitors in learning through the arts, history, and the environment. Exhibition Description: Inspired by Italian country estates, Vizcaya is the result of European traditions combined with an American context visible through its architectural design and elements, furnishings, object collections, formal gardens, and natural environments. Exhibition Dates: Year-round; School tours October 1 through May 31 annually Suggested Appropriate Student Level: 4 th 12 th grades Design Elements: Major Focus Space & line Minor Focus Texture & Shape Design Principles: Major Focus - Balance & Proportion Minor Focus Rhythm Artistic Style: Utilitarian / Functional, Decorative, & Realism Content / Meaning: Figurative, Portraiture, Landscape, Imaginary Events, & Religious Note to the Teacher: Please be informed that this exhibition may contain nudity and/or images of controversy. It is suggested that teachers may wish to preview the exhibition before the date of the class visit. Melissa Maxfield-Miranda Museum Educator, M-DCPS Vizcaya Museum & Gardens (786) Cell mjmaxfield@dadeschools.net 4

5 Table of Contents: Page # 1. What is Vizcaya? Vocabulary CBC Suggested Activities Bibliography How to Look at Art Museum Etiquette Guidelines for Chaperons Field Trip Bus Procedures M-DCPS Non- discrimination policy statement. 17 5

6 What is Vizcaya? Vizcaya Museum and Gardens is a National Historic Landmark that preserves the Miami estate of agricultural industrialist James Deering to engage our community and its visitors in learning through the arts, history, and the environment. James Deering, who was born in 1859, gained his wealth through his family business of International Harvester, which was the nation s leading producer of farming machinery. The firm was based in Chicago and he had a home there, one in New York, and another outside of Paris. Mr. Deering decided to build a home in Miami when he was in his 50s after his father had already built a home in Coconut Grove. Here at Vizcaya, Mr. Deering created what was then the most complex and sophisticated private residence in Florida; he worked with a team of three young and relatively inexperienced designers: Paul Chalfin, who oversaw the entire project; F. Burrall Hoffman, who designed most of the architecture; and Diego Suarez, a Colombian-born, Italian-trained landscape architect. Vizcaya is the result of European traditions combined with an American context. While Vizcaya may at first appear to be an old and foreign structure, it epitomizes something very American. It is an amazing combination and adaptation of ideas, cultures, and environments. Vizcaya was designed to appear as an Italian country estate roughly 400 years old and home to several generations of a family. 6

7 Vizcaya was created during a time when America emerged as an international economic and cultural force. This was a time when a small number of Americans, including James Deering, amassed enormous wealth. Mr. Deering and his peers created estates modeled on those of the European aristocracy. By innovatively adapting European traditions to American contexts, Mr. Deering and his peers showed that America could compete with Europeans, not only financially, but also culturally. Construction of the Main House began in 1914 and was completed in 1916, though construction of the gardens lasted until James Deering spent winter seasons at Vizcaya from 1916 through 1925, when he died. The Vizcaya estate was passed to the children of his half-brother, Charles, who also has a property open to the public, The Deering Estate at Old Cutler. Vizcaya consists of the Main House, gardens and buildings across South Miami Avenue that housed staff, machine shops, and domestic farm functions. The Main House of Vizcaya has about 54 rooms (not including the basement area), of which only 34 are open to the public. The remaining rooms were originally for domestic staff use, and are now used for museum staff offices. There are also many bathrooms connected to second floor bedrooms, which are not accessible to the public. The formal gardens are nestled between a native mangrove shore and a rockland hammock (native forest). Deering s decision to preserve these natural environments by situating the Main House along Biscayne Bay earned him a lasting legacy as one of Miami s early environmentalists. 7

8 Vizcaya s property was hit by several hurricanes in the 1920s and 1930s, after which Mr. Deering s nieces (Marion Deering McCormick and Barbara Deering Danielson) transferred portions of the gardens and farm areas to other organizations and worked to restore Vizcaya s house and gardens and convert them into a museum. This goal was accomplished when the property was acquired by what is now Miami-Dade County in the early 1950s, and Vizcaya has been open to the public ever since. In addition to the object collections, buildings and grounds, Vizcaya has an extensive archive, which includes primary and secondary sources such as photographs, correspondence, and architectural drawings. These kinds of resources are incorporated into school tours. The staff and volunteers who advance Vizcaya s mission through learning programs uphold the institution s core values and educational philosophy by supporting active and social learning, empowering visitors to make personal and meaningful connections with Vizcaya, and encouraging new ways of thinking. There are four other National Historic Landmarks in Miami-Dade County: The Biltmore Hotel, the Miami Circle, the Freedom Tower, and The Ferdinand Magellan (Rail) Car at the Gold Coast Railroad Museum. For more information about Vizcaya, please visit: To access classroom lessons and resources, please visit: 8

9 Vocabulary MUSEUM The word museum comes from the Greek word, mouseion. It means a temple of the Muses. In Greek mythology, Zeus, king of the Greek gods, had nine beautiful daughters who never grew old. They were called the Muses and inspired creativity. Ancient Greek artists and writers asked the Muses to inspire them before they started work. We hope that you will look to a museum for inspiration too! Architecture is the design of buildings, executed by architects. American Renaissance ( ) Characteristics: During this time, wealthy Americans believed that while the nation s economic future lay in industry and technology, its cultural identity would be built on the foundations of history. James Deering and his contemporaries believed that by building estates modeled on those of the European aristocracy they were following in the footstep of great art patrons of the Italian Renaissance. The identification by many Americans (artists, architects, scholars, collectors, politicians, and industrialists) during the 1870s through the early 1900s with European classical traditions and subsequent architectural projects and art collections expressed American values through the affiliation and association with past eras. Vizcaya exemplifies the spirit of the American Renaissance by combining Old World (Mediterranean) social and cultural values and New World (Miami) people, resources and context. Asymmetrical - may not be exactly the same on both side of the center. Axes one axis an unlimited line segment serving to orient a space or a geometric object, especially a line about which the object is symmetrical. Balance and symmetry work together, close agreement in size, shape, and relative position of parts on opposite sides of a dividing line or plane or around a central point. Symmetrical means that is congruent on both sides. 9

10 The Barge an island in the shape of a boat made with a concrete structure with stone facing to protect the shore from the waves of Biscayne Bay, similar to the mangrove shore protecting the gardens. Baroque European style of the 1600s and 1700s, suggested movement, was emotional and used optical illusion to create special effects. Courtyard a yard enclosed by walls Façade is the front of a building with a special architectural characteristic or elements. Greek Classical (Greeks developed the Classical orders of architecture where upright posts or columns were combined with horizontal beams or lintels called entablatures. Loggia means an open gallery with a roof, often attached to an open court. Neo- Classical went back to the designs of the Classical period for motifs and for certain furniture forms. Pocket windows used to slide back into the walls. Foo Dogs figurines that are Chinese guardians protecting against evil spirits. Renaissance Architecture: French term for rebirth or revival Renaissance characteristics: Rebirth of ancient traditions Marks a transition of Europe from the medieval period to the early Modern Age. Classical forms such as vaults and columns were used. Bright colors and rich fabrics were used. Symbol is a picture or sign used to represent a person, object, or idea. Villa is a country home that is self-sustaining, meaning that it does not depend on any outside sources to survive. The original Vizcaya estate included a domestic farm village, greenhouses, machine shops and workshops, and staff residences. Most of these buildings still remain today and are located on the west side of South Miami Avenue. 10

11 Suggested Activities Language Arts - Use of key vocabulary words - Use of visual communication to relate various standards of living - Evaluate the function and purpose of architecture - Compare the architecture of the 1400s with the architecture from the 2000s in Miami - Discuss and compare aspects of Vizcaya architecture and its varieties among other cultures - Perform oral presentations on assigned research to peers Mathematics - Use of geometric figures and shapes in order to develop a design - Measuring length, width, and depth in order to create space - Relationship of size and proportion in developing a sculptural Model - Use of pattern in order to develop interior design of various rooms - Developing and creating measured and scaled proportion used in architecture Social Sciences - Compare and contrast how a particular architectural design relates to its environment and a particular culture - Influences that architecture and shelter have on specific areas - Expressions and adaptations in community living of various cultures - Analyze and describe the lifestyle from the 1400s-1700s with the lifestyle of the 2000s influenced by new technology. Who do you think will have a better lifestyle and why? Science - Examine how the physical environment and ecology affects an architectural structure - Discuss the possible depletion of natural resources used in architecture and develop solutions - Discuss how important it is to know the climate of the area at the moment to built a structure and make it a functional shelter 11

12 - Develop a conservation study and industrial research at the moment to pick the materials to be used in a construction - Compare and contrast relationship of sizes, color, values in space, and distance to physics and landscape Visual Arts - Drawing - Landscape Sketch Charcoal, Graphite, Ink, Markers, Oil Pastels and Scratchboard - Painting - Gardens Scenery Watercolor, Tempera, acrylics - Sculpture Build a Line Model ex. Façade Wire Model, Clay Model, Plaster, Styro-Foam, and Papier Mache - Photography Bring your Camera and take some photographs Camera, Computer Photoshop - Mixed Media Using a variety of media create a Collage of the house image Magazine scraps, found objects ex. beats, sticks, fabric, yarn, etc. 12

13 HOW TO LOOK AT ART This process of evaluating and critiquing artwork is but one of many ways that students can come to some understanding of the work they are viewing. Modify or embellish this process, or choose one of your own that is more appropriate for your student population. DESCRIPTION A visual inventory is made. Design elements are noted: (line, shape, color, space, texture) Media, material or technique used for expression in the work are also noted: (paint, clay, metal, paper, etc.). At this point no mention is made of subject matter, and no judgments are made. This step serves only to accomplish an inventory of what is seen. ANALYSIS Relationships among design elements are inventoried Design principles are noted: (balance, rhythm, contrast, tension, proportion, emphasis) For example: Color and shape (elements) may be interacting in ways that balance and contrast (principles) are achieved. Size, shape, color, and texture relationships are among those distinguished. INTERPRETATION Based upon description and analysis, what is the artist communicating? JUDGMENT The viewer may form a judgment about the artwork The judgment is based upon the description, analysis, and interpretation. Personal philosophies, background, and feelings are now taken into account. 13

14 MUSEUM ETIQUETTE 1. Students are to remain with assigned adult leaders (chaperons) at all times during the tour. Do not allow students to wander off by themselves at any time. Bathroom breaks should be taken before or after the tour. 2. Name tags should be worn by all elementary level students. It will be helpful to the teacher, the chaperons, and museum personnel if each student is wearing a tag with the following information: -name of student -code designation -(color code, teacher or chaperon's name, etc.) 3. Encourage students to wear comfortable clothing. The museum may include activities that may require the students to sit on the floor. 4. The museum experience should be approached empty-handed unless otherwise specified. Do not allow students to bring items other than those requested. 5. No food, drinks, gum, or similar items will be allowed in the museum. Teachers are asked to package food, drinks, and art materials (if required) in a cardboard box for easy storage and distribution. 6. Art museum experiences are more visual than tactile. Please inform all members of your group that works of art should not be touched. Exceptions to this standard rule will be carefully explained by the museum educator whenever necessary. Chaperons should enforce this guideline. 7. Please be advised that there may be other people in the museum. On the day of their visit, please use appropriate courtesy during the tour. 8. Discussion is encouraged. In order to proceed in an orderly fashion, hands should be raised first. 9. Photography is allowed at some museum sites. Other museum sites have strict regulations concerning cameras. Check with the institution. 14

15 GUIDELINES FOR CHAPERONS The role of the chaperon is to supervise the behavior of the students. Students are to remain with adult leaders (chaperons) at all times during the tour. Do not allow students to wander off by themselves at any time. Miami-Dade County Public Schools policy requires that the chaperon to student ratio be 1:10 (one chaperon for each ten students). It is essential for the safety of the students and the success of the field experience that an adequate number of chaperons be present. Make every effort to use interested, responsible, and alert adults as chaperons. An excellent source is the school PTA. You may wish to invite the principal or the assistant principal along on the trip. 15

16 FIELD TRIP BUS PROCEDURES If the driver cannot show you a valid Florida driver s license and a valid ESE 481 you must not permit that driver to transport your students. It is extremely important that you check both the Florida driver s license and the ESE 481. We have recently received several reports from schools that ESE 481 s were being traded around among private company drivers and that several uncertified individuals had borrowed ESE 481 s and were attempting to drive private company buses for field trips. Checking the Florida driver s license along with the ESE 481 will give you positive identification of the individual and ensure that only certified drivers are being used for contracted field trips and activity trips. Again, we want to emphasize that checking the inspection stickers on private school buses before you allow a field trip to depart from the school is extremely important. Not all of the approved private school buses have all of the buses they own and operate inspected and certified by us. We have received complaints from several schools that private companies showed up at their location for a field trip with a bus that did not have a MDCPS inspection sticker or which had an expired sticker. Schools need to check for this and make sure that unauthorized buses are not used to transport students. Detailed procedures and an explanation of the responsibilities of school site personnel with respect to private school bus services can be found in Board Rule 6GX13E1.101 (Private School Bus Companies under Contract to Miami-Dade County Public Schools). If you have questions concerning a private school bus service driver you should call the Transportation Office at If you have questions concerning MDCPS inspection sticker or condition of a private school bus you should contact the Director of Transportation Maintenance, Mr. Thomas Harrison at Your cooperation to ensure these requirements and procedures are adhered to is appreciated. 16

17 Non-Discrimination Policy The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by: Title VI of the Civil Rights Act of prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Education Amendments of prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons. The Pregnancy Discrimination Act of prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against employees or applicants because of genetic information. Veterans are provided re-employment rights in accordance with P.L (Federal Law) and Section (Florida Statutes), which stipulate categorical preferences for employment. In Addition: School Board Policies 1362, 3362, 4362, and Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis. Retaliation for engaging in a protected activity is also prohibited. Revised: (05-12) 17