Gingerbread House: Edible Architecture

Teacher: Karen Weinstein, ArtGrade: 1st

Unit: Architectural CollageLesson: Gingerbread House

Specific Objectives: To teach students how paper can be folded and cut to create a representation of a building. To build on children’s interest in seasonal stories and rituals by drawing connections between the making of gingerbread house and the architecture that inspired it. Students will revisit previously learned techniques in cutting and gluing to make a more advanced representational collage design.

Motivation and Initiation: I will read Gingerbread Baby by Jan Brett a story that takes a twist on the familiar Gingerbread boy tale. The book has detailed illustrations of a town with Queen Anne style Victorian architecture that the children are prompted to view with artist’s eyes” during the reading. The story ends with the gingerbread baby living in his very own tiny gingerbread house. Students are then gathered to learn about building their own gingerbread architecture using a collage technique. They learn how to make windows and doors using their scissors and also how to use special crimping scissors to create various edges on their buildings. We will also review how to cut a square to make a triangle shape that represents a roof.

Procedure:

1. Students see a demonstration of collage and cutting techniques.
2. Students work on the beginnings of collage using scissors, gluesticks and pastels to color gingerbread houses.
3. Students will show in their collages the ability to cut and fold paper to create windows and doors. They should also show how to make a triangle out of a square by cutting across the angle. Students should also be able to cut rounded edges and use crimping scissors for edging effect.
4. When they are finished, students will clean up and neaten their area, put their names on his or her work before they may go on to free drawing.

Reflection and Differentiation: I want to be sure that all students understand how to create the window/door cutting technique. I want them to understand to their own ability and developmental level how to start with a rectangle or square and transform those shapes into a recognizable building. If students have special needs, variation in material can be explored, such as special grip scissors for some students who may have large motor coordination issues. I can also draw visual guidelines for students who are struggling with the folding and cutting of the doors ad windows. This provides help while empowering the student to continue to “try it themselves.”

Assessment: Are all students able to place shape together to make a represetation of a house with varying levels? Do they use the whole paper as they create? Can students follow the 3 step procedure in creating a folded window and door? If not I will provide it 1:1 attention to those students who need more help. Is the general conversation at the tables reflective of the assignment? Can students remember the vocabulary words such as arch, architecture and collage? Can they use them in a sentence? Are they having fun yet staying focused? Are students using the materials appropriately? Is the glue being controlled? Are scissors handled skillfully?

Closure: During our after-class sharing time students will be asked pointed questions to assess whether they understand the concepts presented such as: Can you show me some details? Can you remember another name for buildings?

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