| (a) General requirements. This course is recommended
for students in Grades 11 and 12. Prerequisites: Architectural Design
I or Advanced Interior Design and Geometry. Recommended prerequisites:
Principles of Architecture and Principles of Construction. Students
shall be awarded two credits 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 II, students will gain
advanced 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 II includes the advanced
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 relates core academic skills to the
requirements of architecture. The student is expected to:
(A) demonstrate effective verbal and written communication
skills with individuals from varied cultures, including fellow workers,
managers, and customers;
(B) complete work orders and related paperwork;
(C) estimate jobs, schedules, and standard industry
practices related to legal restrictions;
(D) read and interpret architectural symbols, schematics,
blueprints, work drawings, manuals, and bulletins; and
(E) 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 computer-aided drafting.
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
computer-aided design. The student is expected to:
(A) use the tools, materials, and equipment commonly
employed in the field of architectural computer-aided design in a
safe manner;
(B) handle and dispose of environmentally hazardous
materials used in the field of architecture in accordance with the
material safety data sheet (MSDS), the Occupational Safety and Health
Administration (OSHA), and the Environmental Protection Agency (EPA)
regulations; 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 trade to simulated and actual work situations. The student is
expected to:
(A) use problem-solving skills to analyze a situation
to 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 residential plan
or nonresidential plan;
(K) demonstrate through drawings the development of
maximum efficiency of circulation within areas or rooms;
(L) develop a site plan using maximum orientation of
the building relative to views, sun, and wind direction;
(M) draw building designs and styles to ensure compatibility
between interior and exterior to enhance overall appearance;
(N) draw schematic site plans, floor plans, roof plans,
building elevations, sections, perspectives, and character sketches
using design development techniques;
(O) draw scaled wall thickness plans, interior elevations,
and sections;
(P) develop details, sections, floor and wall sections,
ceiling and roof sections, door and window sections, and other sections
as required;
(Q) assemble an architectural design in three dimensions;
(R) research the Green Building Rating System as defined
by the U.S. Green Building Council; and
(S) create a project demonstrating sustainable design
as it relates to architectural design as defined by the U.S. Green
Building Council.
(6) The student applies the concepts and skills of
the trade to simulated and actual work situations. The student is
expected to:
(A) customize screen menus to fit specific problems
or needs;
(B) construct architectural drawings using advanced
computer-aided design drafting skills;
(C) create two- or three-point perspectives;
(D) create three-dimensional solid models;
(E) view three-dimensional objects in several different
positions;
(F) use a computer system to create a bill of materials;
(G) use a computer-aided drafting system to create
and modify nonresidential or residential architectural drawings;
(H) plot architectural drawings for presentation; and
(I) render three-dimensional objects with applied materials.
(7) The student describes the importance of teamwork,
leadership, integrity, honesty, work habits, and organizational skills.
The student is expected to:
(A) describe how teams function;
(B) use teamwork to solve problems;
(C) distinguish between the roles of team leaders and
team members;
(D) identify characteristics of good leaders;
(E) identify employers' expectations and appropriate
work habits;
(F) define discrimination, harassment, and inequality;
(G) use time-management techniques to develop and maintain
work schedules and meet deadlines; and
(H) complete work according to established criteria.
(8) The student sustains exploration, development,
and organization of ideas from their surroundings. The student is
expected to:
(A) use advanced skills to illustrate ideas for architectural
projects from direct observation, experiences, and imagination; and
(B) use advanced skills comparing and contrasting the
use of architectural elements such as color, texture, form, line,
space, and value and architectural principles such as emphasis, pattern,
rhythm, balance, proportion, and unity in personal architectural projects
and those of others using vocabulary accurately.
(9) The student uses advanced skills expressing ideas
through original architectural projects using a variety of media with
appropriate skill. The student is expected to:
(A) create, using advanced skills, visual solutions
by elaborating on direct observation, experiences, and imagination;
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