| (a) General requirements. This course is recommended
for students in Grades 10-12. Prerequisites: Algebra I and English
I. Recommended prerequisites: Geometry, Principles of Architecture,
and Principles of Construction. Students shall be awarded one credit
for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Architecture and Construction Career Cluster
focuses on designing, planning, managing, building, and maintaining
the built environment.
(3) In Architectural Design I, students will gain knowledge
and skills needed to enter a career in architecture or construction
or prepare a foundation toward a postsecondary degree in architecture,
construction science, drafting, interior design, or landscape architecture.
Architectural Design I includes the knowledge of the design, design
history, techniques, and tools related to the production of drawings,
renderings, and scaled models for nonresidential or residential architectural
purposes.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) identify employment opportunities, including entrepreneurship
and preparation requirements, in the field of architecture;
(B) demonstrate an understanding of group participation
and leadership related to citizenship and career preparation;
(C) identify employers' expectations and appropriate
work habits;
(D) apply the competencies related to resources, information,
systems, and technology in appropriate settings and situations; and
(E) demonstrate knowledge of the concepts and skills
related to health and safety in the workplace, as specified by appropriate
governmental regulations.
(2) The student applies key cognitive skills and academic
behaviors to the requirements of architectural studies. The student
is expected to:
(A) self-monitor learning needs and seek assistance
when needed;
(B) practice study habits necessary to manage academic
pursuits and requirements;
(C) strive for accuracy and precision;
(D) complete and master tasks;
(E) demonstrate effective verbal and written communication
skills with individuals from varied cultures, including fellow workers,
managers, and customers;
(F) complete work orders and related paperwork;
(G) estimate jobs, schedules, and practices related
to legal restrictions;
(H) read and interpret appropriate architectural symbols,
schematics, blueprints, work drawings, manuals, and bulletins; and
(I) apply descriptive geometry related to auxiliary
views, revolutions, and intersections.
(3) The student knows the concepts and skills that
form the technical knowledge of architectural design. The student
is expected to:
(A) demonstrate knowledge of architectural design principles;
(B) determine building code and zoning requirements
for building types in a selected area; and
(C) demonstrate knowledge of the various grades and
types of construction materials.
(4) The student knows the function and application
of the tools, equipment, technologies, and materials used in architectural
drawing. The student is expected to:
(A) use the tools, materials, and equipment commonly
employed in the field of architecture in a safe manner;
(B) handle and dispose of environmentally hazardous
materials; and
(C) demonstrate knowledge of new and emerging technologies
that may affect the field of architecture.
(5) The student applies the concepts and skills of
the profession to simulated or actual work situations. The student
is expected to:
(A) use problem-solving skills to analyze a situation
and identify a problem to be solved;
(B) break a complex problem into component parts that
can be analyzed and solved separately;
(C) strive for accuracy and precision;
(D) work independently;
(E) work collaboratively;
(F) research an architectural project;
(G) design and present an effective architectural product;
(H) present a final architectural product for critique;
(I) apply architectural lettering techniques;
(J) develop preliminary sketches of a nonresidential
or residential architectural design;
(K) use traditional technical architectural drafting
techniques to create drawings;
(L) demonstrate through drawings the development of
maximum efficiency of circulation within areas or rooms;
(M) develop a site plan using maximum orientation of
the building relative to views, sun, and wind direction;
(N) develop building designs to ensure compatibility
between interior and exterior to enhance overall appearance;
(O) draw schematic site plans, floor plans, building
elevations, sections, perspectives, and character sketches from bubble
diagrams;
(P) draw scaled wall thickness plans, elevations, and
sections;
(Q) develop details of floor and wall sections as required;
(R) demonstrate knowledge of the Americans with Disabilities
Act;
(S) assemble an architectural design in three dimensions;
(T) customize screen menus to fit specific problems
or needs;
(U) construct points, lines, and other geometric forms
using accepted computer-aided design methods;
(V) create a freehand simple one-point perspective;
(W) use a computer system to create a bill of materials;
(X) use a computer system to create and modify architectural
drawings; and
(Y) plot architectural drawings for presentation.
(6) The student begins exploration, development, and
organization of ideas from the surroundings. The student is expected
to:
(A) begin illustrating ideas for architectural projects
from direct observation, experiences, imagination; and
(B) begin comparing and contrasting the use of architectural
elements such as color, texture, form, line, space, value, and architectural
principles such as emphasis, pattern, rhythm, balance, proportion,
and unity in personal architectural projects and those of others using
vocabulary accurately.
(7) The student begins expressing ideas through original
architectural projects using a variety of media with appropriate skill.
The student is expected to:
(A) create beginning visual solutions by elaborating
on direct observation, experiences, and imagination;
(B) create beginning designs for practical applications;
and
(C) demonstrate beginning effective use of architectural
media and tools in design, drawing, painting, printmaking, and sculpture
such as model building.
(8) The student demonstrates an understanding of architectural
history and culture as records of human achievement from ancient Egypt
to the present. The student is expected to:
(A) compare and contrast historical and contemporary
styles, identifying general themes and trends;
(B) describe general characteristics in architectural
projects from a variety of cultures; and
(C) compare and contrast career opportunities in architecture.
(9) The student makes beginning informed judgments
about personal architectural projects and the architectural projects
of others. The student is expected to:
(A) interpret, evaluate, and justify architectural
artistic decisions in personal architectural projects; and
(B) select and analyze original architectural projects,
portfolios, and exhibitions by peers or others to form precise conclusions
about formal qualities, historical and cultural contexts, intents,
and meanings.
(10) The student makes informed career decisions that
reflect career goals. The student is expected to:
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