ĐĎॹá>ţ˙ \^ţ˙˙˙[˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙˙ěĽÁ5@ đżbjbjĎ2Ď2 "8­X­X˙˙˙˙˙˙ˆžžžžžžž˛š!š!š!š!ś!\˛5Fú""""""""´EśEśEśEśEśEśE$/GRI”ÚEž#""##ÚEžž""ďE.%.%.%#šž"ž"´E.%#´E.%$.%R%R Côžž8E"" ŔëĚç Ĺš!œ#"DˆE,F05FDJž#6J<8E˛˛žžžžJž8EP""@".%X"l"–"""ÚEÚE˛˛Dö¤ô$:˛˛öUtah Agricultural Education I. Unit: Landscape Design Unit Instructor: Christensen Date: Feb. 28, 2005 II. Goal: Students will learn the importance of lettering and graphics in landscape design. III. Objectives: At the Completion of this goal the Student will be able to: Explain the importance of lettering; Describe different methods of lettering designs; Create a variety of lettering styles; Distinguish between plan views, elevations, and perspectives views; Create plan view symbols for major landscape features and label them correctly; and Lay out a complete landscape design plan. IV. Interest Approach: ** Begin writing the alphabet on the board. Ask: the s’s what you are doing and ask them how what you are doing applies to a landscapes plan. V. Curriculum and Instruction: Curriculum Instruction Explain the importance of lettering; Lettering—supports the overall visual presentation; professional, finished look. Describe different methods of lettering designs; Lettering templates- guides that reproduce the same letter size and style over and over. Waxed press-on letters: the letters are commercially manufactured in an assortment of styles and sizes. Lettering machines: works a lot like a typewriter. Transfer film: paper- thin, transparent, plastic sheeting with a clear adhesive backing and a sheet of protective waxed paper to protect it. Hand lettering: one of the hallmarks of professionally trained designers., shows competency. use 3-5 light guidelines use straightedge support monitor line quality s p a c e letters & lines con sis ten tl y maintain cAsE consistency line width variations w/ chisel point pencil. Create a variety of lettering styles; Distinguish between plan views, elevations, and perspectives views, Axonometric view; Same design, different views Plan view-“bird’s eye” view, drawn to scale. Elevation view-look straight on, drawn to scale. Perspective view-shows multiple sides, not measurable. Axonometric view-multiple sides, scaled. Create plan view symbols for major landscape features and label them correctly; and Landscape symbols Needled evergreens Broadleaved evergreens Deciduous shrubs Deciduous trees Vines Ground covers Hardscape materials: i.e. patio, fence (non-living) b) Explaining the Idea w/ Symbols 1. When one object passes beneath another, the upper symbol is drawn w/ a solid line while those underneath are drawn w/ a broken line. 2. Plants which are exactly alike and are massed will overlap slightly, the area overlapped is not drawn. 3. Plants that are not exactly alike and are still masses, are Not overlapped. c) Explaining symbols Labeling-use codes & quantity (A-3) Plant list-lists all plants (see wkbk pp. 155-165) Scale indicator, directional arrow Client & designer names Design layout e) Graphic media Graphite & colored pencils Felt marker pens Pastels Pressure graphics Drawing papers & film-Quadrille, newsprint, sketch, marker paper, vellum, mylar film Duplication processes: diazo, photocopy Lay out a complete landscape design plan. A1. Talk about w. s;s OR A2. PowerPoint ___________________ B1. Use book and show them the different pictures associated with each method. Pg. 15 OR B2. PowerPoint C1. Have the s’s practice writing their name on paper. Pgs. 19-21 D1. Look at the pictures in the book, Pg 28-29. OR D2. PowerPoint E1. Look at the symbols in the book pg. 31- 34. ** Have them practice one of each on their paper. OR E2. PowerPoint **Pg. 35- Helps to explain these rules. ** Pg. 36-38- explain these. Then turn to pg. 40- 42 and show them the client and designer names. * pp. 39-42 and wkbk p. 139) F1. Exercise 2- Have s’s convert the scale of 1”- 20’ to 1”- 10”. * Have them add windows, doors, a walk and patio. * Have them pick 3 trees, 2 shrubs and three non- plants- draw on plan. V. Review & Evaluation: Review: - Using the objective sheet, go through and pick out questions and information that will be tested on. Evaluation: - Landscape drawing- met the requirements. VI. Instructional Support A. References - Ingels, Jack E. Landscaping: Principles and Practices. 5th ed. B. Teaching Aids and Equipment - Reference Book - Board with chalk/marker. C. 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