Architecture: Activities across the curriculum

Teaching Pre K-8, Mar 2000

Dear Teacher.

This month, our focus on the White House will encompass the interior. We'll look at the design historically and aesthetically, at the melding of design and use as seen in the rooms, the china and the art. We'll explore the various elements of style as exhibited by the White House, and what they tell us of times past.

Next month we'll look at the evolution of the grounds of the White House, and in each case we'll look at the interplay of society and science that made these changes inevitable and important.

How To Begin. Over the years, the interior design of the White House has been constantly affected by the elements of design - space, shape, pattern and rhythm, form and context as presidents came and went. Understanding how and where these elements of design have historically been applied to the White House is significant if we are to grasp how social and political forces impacted the presidency through the years.

Architivity One:

Setting the Tone

George Washington, although never destined to live in the White House, felt it was important from the start to structure and acquire those items and ornaments befitting the residence of a nation's leader. He was creating an atmosphere of power, similar to that of the European courts, for the new nation.

In their Architivity Journals, have the students sketch and write about what they consider the ten most important steps (in order Of importance) Washington could have taken in order to position the new democracy as a force to be reckoned with in the eyes of the world. Was it the creation of a formal army; a "palace" for the head of state?; inclusion of the arts into everyday life?

Architvity Two: The East Room

The East Room, was first called the "audience room," which sounded something like the throne room in a palace. It is now used for receptions, performances, bill signings and press conferences.

The room has been redecorated many times in the past, but it is now virtually unchanged, except for the addition of rugs, since Franklin D. Roosevelt's renovation.

Have students research the decorating styles of the era from 1860 through 1900 and, in teams of three or more, sketch what they think the East Room looked like during that period.

Next, access the White House website at www.whitehouse.gov for information on the style changes in decoration of the East Room made by various presidents and first ladies. Were the students' sketches accurate when compared to the historical photos of the East Room during the Lincoln presidency?

Debate: "it is important for the White House always to incorporate contemporary fashion elements." Consider whether these contemporary changes in design are cosmetic or functional (as the addition of air conditioning, swimming pool, replacement draperies, etc).

The Gilbert Stuart portrait of George Washington, painted in 1797, considered the cornerstone of the White House art collection and "The pride of the Nation," is displayed in the East Room. When the British burned the White House in 1814, Dolley Madison saved the Stuart portrait from the flames. The portraits of succeeding presidents hang elsewhere in the White House, but none match the quality and grandeur of Stuart's portrait of Washington. The decision had been made that it was more important that the portraits be "historically accurate," than aesthetically pleasing.

Debate: "it is less important to create an art collection befitting a nation, than to be historically correct with not particularly good art."

While the class is viewing the Stuart portrait, discuss the following items: 1) Subject (man in a suit); 2) Elements of Design (line, color, shape, contrast); 3) Analysis (How does it make you feel or think? Why?); 4) judge (Is it a "good" portrait of a president? Does it show strength, trust, etc?) Then, in their Architivity journals, have students write their personal responses to this critique with one paragraph for each item.

Visit http://sunsite.auc.dk/cgfa/stuart for Gilbert Stuart's biography and a wonderful gallery of his portraits.

Architiviy Three.

The State Dining Room

Seating:

The State Dining Room (far left on diagram opposite) measures 48'8- by 34'8-. It can accommodate 144 people for dinner. In how many different ways can students arrange tables to accommodate 144 people? Students can work out the mathematical aspects first, then create the diagram for their arrangements.

Once students have an agreed-upon table arrangement, list the guests to be invited for a special event, e.g. a dinner honoring the British Prime Minister and his wife, and where they will be seated. Remind students that these dinners are often used to reflect the power of the presidency, and strict rules of protocol must be followed. What does the class think the word "protocol" means? Since there are many definitions, which one do they think is appropriate when referring to seating at White House dinners?

The China:

Each president has the option of ordering new china, and many have exercised that option. There is a China Room in the White House which displays all of the-various patterns created for presidents from George Washington to the present. Although many presidents chose variations on eagles and the presidential sea[, others chose patterns to reflect their interests or the times. Lady Bird Johnson elected to add American wild flowers to the china used during her husband's term.