Introduction
The purpose of this WebQuest is to increase your understanding and importance of Southwest architecture and for you to design a project for your students that will combine elements of Spanish colonial and Native American design.

Task
Design a lesson for your students modeled on the lessons at the Southwest curriculum website (http://nmculturenet.org/features/swa/html/introduction.html ) which combines Spanish Colonial and Native American elements.

Process
Begin by visiting the website mentioned above. Read through the various sections paying special attention to the “architect's palette” as you will want to include the goal, client, architectural program, etc. in your final lesson plan.

If time permits, you may want to work through some of the lessons with your students. To learn more about the Pueblo and Spanish Colonists you may want to visit the websites listed in the resource section. Once you feel comfortable with your understanding of Southwest architecture design a lesson for your students that will incorporate both cultures. Use the lessons on the website as your model.

Architecture
This site is all about architecture for children. There is a link to create original designs, list of words link and links to some ëwacky' stories relating to architecture and how to become an architect.
http://www.archkidecture.org/

A list of links to architecture related sites for children
http://www.galaxy.bedfordshire.gov.uk/webingres/bedfordshire/vlib/0.childrens_
gateway/childrens_gateway_architecture.htm

Ideas for introducing children to architecture
http://www.phlf.org/education/eduyoungchild.html

 Pueblo Indians
This is the Indian Pueblo Cultural Center website
http://www.indianpueblo.org/index.cfm?module=ipcc&pn=1

This website presents an overview of the Pueblo Indians.
http://members.aol.com/chloe5/pueblos.html

This website explains the influence of the Pueblo Indians in Albuquerque , New Mexico .
http://www.cabq.gov/aes/s3pueblo.html

Spanish Colonists
This website deals with art of the Spanish colonists in the Southwest.
http://www.coconino.edu/apetersen/_art221/spanish1.htm

This website discusses the history of Colonial architecture.
http://www-2.cs.cmu.edu/People/jpappas/page6.html

This United States Department of Agriculture Forest Service website has an entire chapter devoted to the Southwest province and the environmental influences.
http://www.fs.fed.us/recreation/programs/beig/beig4_8b.htm

Conclusion
Did you design a lesson that your students enjoyed? Did you learn a lot in the process? How would you improve on the lesson next time you teach it?

Evaluation

Use the same evaluation scale given on the website to assess your students' and your own success.

Copy and evaluation below from : http://nmculturenet.org/features/swa/html/introduction.html

EVALUATION FORM AND RATING SCALE:  For additional evaluation of your students' projects, the following 5-point rating scale can be utilized to evaluate all visual products and portfolios.  The rating scale definitions and a scoring matrix are included here for your use.

RATING CRITERIA DEFINITIONS

Note:  Any one, several, or all of the descriptions, may apply to the assessment.

1.  FLUENCY AND CLARITY OF COMMUNICATION

a. the ability to demonstrate control in the rendering of an idea or product

b. the ability to transmit an idea clearly through graphic visual means

2.  IMAGINATION, INNOVATION AND CREATIVITY

a. the ability to demonstrate an understanding of the creative process - (evidence of the creative cycle - an impulse to create; exploration; incubation; illumination; revision)

b. evidence of experimentation

c. the ability to see things from multiple perspectives

d. the ability to consider a variety of approaches

e. the ability to overcome resistance:  free the eyes and the mind from stereotypes and taboos and see surroundings in new ways, make connections between unlikely elements, and sketch, tinker and imagine until ideas emerge

f. the ability to accommodate change due to the emergence of an unexpected influence (flexibility)

3.  UNDERSTANDING PROCESS

a. the ability to narrate or visualize the stages of development of an idea or product

b. evidence of the translation of process into product or idea (overlays of trace)

c. the ability to present, judge, reject, appraise, criticize, justify

d. the ability to recognize patterns and the relationships between patterns

e. the ability to sequentially develop an idea, ideas or a product

4.  DETAIL AND OVERALL AESTHETICS

a. evidence of elaboration

b. evidence of understanding functional versus decorative

c. evidence of development of compositional style, design, color, rhythms, repetition, etc.

d. evidence of a refined sense of expression

e. evidence of high overall aesthetic quality

5.  TECHNICAL COMPETENCE:

a. the ability to identify the unique characteristics of materials, their limitations and extensions

b. the ability to draw schematics, plan, elevation, section and perspective drawings (shade and shadow where appropriate)

c. the ability to construct in 3-dimensions either in process or product

KEY TO RATING SCALE

LEVEL 1:

1. rendering is erratic and inconsistent
2. structure and expression is not evident

LEVEL 2:

1. control is apparent through steady or consistent repetition
2. management of material or technique is priority
3. technical expression is apparent
4. general impression is impulsive, unplanned and lacking structural coherence

LEVEL 3:

1. articulation and interpretation predictable to "read"
2. conventional expression
3. tidy
4. attempts at structural organization displayed

LEVEL 4:

1. imaginative touches appear in the expression
2. deliberate use of variety and contrast to generate structural interest
3. sense of style
4. technical expressive and structural control are consistently demonstrated

LEVEL 5:

1. technical mastery totally serves communication
2. expression, style, and structural detail is refined
3. form and expression are fused into a coherent and personal statement
4. imaginative solution demonstrated