Art and Design

Seth Babson, Crocker Art Museum, Historic Building, 1872


  • SWBAT identify shape, form, and volume (2-D vs. 3-D)
  • SWBAT discuss architecture and its different purposes, as well as its relationship to visual art/design
  • SWBAT use basic construction principals to create 3-dimensional structures in small groups


Gwathmey Siegel & Associates Architects, Crocker Art Museum, Teel Family Pavilion, 2010

Instructional Materials

  • Dry Erase Markers 
  • Image reproductions 


Opening Discussion 

  • Discuss similarities and differences between the different Crocker buildings and other well-known structures
  • Give an overview of the history of the Museum’s architecture.
  • Discuss purposes of different architectural designs.


  • Divide classroom into small groups of 4 (or allow each student to create a small structure on their own).
  • Using paper, glue, and tape, have students plan, design, and construct a 3-D structure or structures inspired by one of the Crocker buildings.
  • In the last ten minutes of the work period, give students adornments to finish off their artwork

During the Work Period

  • Help one-on-one, giving explanations and demos as necessary.
  • Count and log number of students and number of adults served.


All, some, or none of these can be done, depending on the class and the remaining time. 

  • Tell them that they’re going to move around the room and look at each other’s work. The structures will stay on the table and they will be moving. There are two rules for this activity: no talking, no touching. It’s a time to look, not talk or touch. Ask them to stand and push their chairs in and stand behind their desk. Remind them of no talking and no touching. They can walk around the room and return to their seat when they feel like they’ve seen everything.
  • If they want to share:  Have them to look at their work and think about what materials they used. What determined their choice of material? Did they enjoy this type of art?


  • Thank them for their work. Tell them to take their collage home and share it with their friends and family. They can use their art in the same way you used the images in the beginning to teach people about art. 
  • Explain family passes, if they’re getting them. Encourage them to visit the Crocker to see the artworks they saw today. 


  • Thick paper for the base-railroad board
  • construction paper/tag board
  • scissors
  • straight edge
  • pencils
  • colored tape
  • white glue, glue sticks
  • paper clips, staplers 
  • Adornments: Popsicle sticks, wire (aluminum and copper?), wooden clothes pins, pipe cleaners, aluminum squares
  • Wet Wipes
  • Cloth towel

Grade Level



  • Visual Art


  • Design


  • Paper

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