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Curriculum subjects: Mathematics / Art and design
Responsibility of all: Numeracy
Curriculum level: Second level
The artist Charles Jencks took his inspiration from the worlds of Science and Maths when re-creating a small octagon-shaped building, which was sited at the edge of his garden. He began to experiment with the octagon shape and before long he had created an interior where 8-sidedness was the main design feature.
The design brief
This design brief encourages learners to use creative thinking skills and challenge their existing ideas about buildings. Consider the reasons why most buildings are formed around rectangles and experiment with different shapes, discovering the advantages and disadvantages of alternative solutions.
Download the complete design challenge
The Design challenge document contains the design brief for pupils and further support material for teachers with suggested activities and links to experiences and outcomes.
Learners may also find it useful to use the 'Design process template' to help them develop their ideas.
Resources
- Images of 15 unusual and creative buildings
Images of 15 unusual and creative buildings.
- A room for London: Unique Architectural Innovation
An article about the smallest building on a rooftop that will be one of the major attractions during the beginning of the Olympic year of 2012.
- Roger’s Connection Magnetic Construction Toy
Building strong shapes with triangles using magnetic construction materials.
Experiences and outcomes explored
Expressive arts > Art and design > EXA 2-06a
I can develop and communicate my ideas, demonstrating imagination and presenting at least one possible solution to a design problem.
Expressive arts > Art and design > EXA 2-02a
I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks.
Mathematics > Shape, position and movement > Angle, symmetry and transformation > MTH 2-17b
I can accurately measure and draw angles using appropriate equipment, applying my skills to problems in context.
Mathematics > Shape, position and movement > Angle, symmetry and transformation > MTH 2-17a
I have investigated angles in the environment, and can discuss, describe and classify angles using appropriate mathematical vocabulary.
Mathematics > Shape, position and movement > Properties of 2D shapes and 3D objects > MTH 2-16c
I can draw 2D shapes and make representations of 3D objects using an appropriate range of methods and efficient use of resources.
Mathematics > Shape, position and movement > Properties of 2D shapes and 3D objects > MTH 2-16b
Through practical activities, I can show my understanding of the relationship between 3D objects and their nets.
Mathematics > Shape, position and movement > Properties of 2D shapes and 3D objects > MTH 2-16a
Having explored a range of 3D objects and 2D shapes, I can use mathematical language to describe their properties, and through investigation can discuss where and why particular shapes are used in the environment.
Health and wellbeing > Planning for choices and changes > Planning for choices and changes > HWB 2-19a
Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning.
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