Farnsworth House

ith the purchase of the Farnsworth House in 2003 a new educational opportunity was identified. In 2005 a team of local educators designed the first Farnsworth House curriculum for both the secondary and college levels. Students and teachers now have a first-hand opportunity to learn about a true world-class architectural gem. At the secondary level a course of study has been written for the Fine Arts and Social Studies classes. Professors and teachers interested in course materials should contact the Sarah Hahn Resource Center for more details.

Secondary School Site-based Curriculum

Social Studies — Suggested Class Length: 3 days

This unit is designed for use in Social Studies classes and includes a tour of Farnsworth House. A pre and post visit classroom guide includes suggested activities and research exercises.

Course Objectives

• Compare and contrast historical interpretations of architecture of this period.
• Explain influences of the Bauhaus group on architecture
• Describe the effect on Mies (and others) of the Nazi regime
• Demonstrate the architectural impact of the immigrant Mies on the U.S.

environment
• Analyze the importance of historical preservation
• Synthesize the relationship between Nazism, Mies, and Edith Farnsworth
• Explain eminent domain in relation to the Farnsworth House

There are ample resources provided along with recommended activities that allow the teacher to customize the course.

Fine Arts — Suggested Class Length: 3 days

This unit is designed for use in Fine Arts classes and includes a tour of Farnsworth House. A pre and post visit classroom guide includes suggested activities and research exercises.

Course Objectives

• Identify the role of the elements of design in creating architecture
• Identify the design elements Mies used in Farnsworth House
• Explain how technologies influence the construction and use of elements in

an architectural design
• Analyze and evaluate how the choice of materials influences the

communication of an idea
• Analyze and evaluate the importance of the environment in

creating/experiencing this work of architecture
• Analyze and evaluate the importance of experiencing architecture first

hand i.e. “feelings” and interaction experienced
• Explain how the use of the elements of design and architecture influence

historic preservation
• Demonstrate skills and the use of the design elements and materials found in

Farnsworth House to create a structure that interacts with its surrounding space

There are ample resources provided along with recommended activities that allow the teacher to customize the course.


	Collegiate Level Curriculum
	The curriculum guide for college and university faculty in the design disciplines arranges background and study materials about the Farnsworth House. They may be used alone, in concert with a visit from a specialist from the Farnsworth House to the college or university classroom, before or after a student group’s visit to the house, or a combination of these activities. Course Outline I. Introductory Material • Introduction • The Keepers of the Farnsworth House • The Landmarks Preservation Council of Illinois • The National Trust for Historic Preservation II. The Farnsworth House • Residents • Dr. Edith Farnsworth • Lord Peter Palumbo • The Architect • Ludwig Mies van der Rohe • Architectural Principles • Selected Works • The House • Design Narrative • Facts and Figures • Chronology III. Exercises • Architectural Analysis • Architectural Judgment • Traditional and Modernist Architecture Compared • Study Questions for Students in the Design Disciplines IV. Support Material • The Language of Modernist Architecture • Glossary of Architecture Terms • Biographical Survey • Bibliography • Internet Resources • Visiting the Farnsworth House • Credits and Notes


	Professors and teachers interested in course materials should contact the Sarah Hahn Resource Center for more details at (630) 552-0052.

These materials are based
upon work funded through the Institute of Museum and Library Services by an Act of Congress, in accordance with the FY 2005 Consolidated Appropriations Bill, through a grant from the National Trust for Historic Preservation. Any views, findings, conclusions or recommendations expressed in this program do not necessarily represent those of the Institute of Museum and Library Services.