Mega Molecules—Scientific Sculptures

Submitted by admin on Wed, 03/04/2020 - 15:36

Mega Molecules—Scientific Sculptures

March 2, 2020
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Mega Molecules Art Integration Lesson Plan - Sun Valley Museum of Art

Small groups of students choose a molecule.

Then, individually, students create the elements of the molecule compound using paper manipulation techniques including kirigami and quilling. The individual elements are then combined into one sculpture to create the compound.


Objectives:

  • Students will create an element
  • Students will work together to create a molecule
  • Students will present their work to the class
  • Students will write an artist’s statement

Basic Outline of the Lesson:

  • Introduce of the project
  • Introduce the materials and let students experiment with them
  • Students create sculptures
  • In small groups, students combine sculptures to create molecules
  • Students present their molecules
  • Students write their artist’s statements

Art Supplies:

  • Miscellaneous colored paper
  • Miscellaneous colored card stock
  • Pencils / erasers
  • Rulers
  • Cutting boards
  • X-ACTO knives / blades
  • Scissors
  • Glue sticks
  • Hot glue guns / glue gun sticks
  • Tape
  • Drawing paper
  • Tag board for presenting molecules

Other Resources:

  • Examples of paper sculptures and how to manipulate paper (kirigami and quilling)
  • Molecule list
  • Slide show to introduce project and related artwork (see outline at the end of the lesson plan)

Mega Molecules Art Integration Lesson Plan - Sun Valley Museum of Art


Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 4: Convey meaning through the presentation/performance/production of an original work or unique interpretation of a work.

  • Objective PR1.1 Combine knowledge and understanding from two or more disciplines to present/perform their original or interpreted works for an audience
  • Objective PR1.2 Convey meaning through their presentation/performance

Physical Sciences: PS1-MS Matter and Its Interactions

  • PS1–MS–1: Develop models to describe the atomic composition of simple molecules and extended structures.
    Further Explanation: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.
  • PS1.A: Structure and Properties of Matter
    Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (PS1-MS-1)

Academic Language:

  • Subject area language: atom, compound, molecule
  • Art language: paper manipulation, quilling, kirigami

Student Use of Vocabulary:

Students will use the words when creating their projects, presenting their molecules and writing their artist statements


Student Grouping:

Students will work in small groups and individually


Mega Molecules Art Integration Lesson Plan - Sun Valley Museum of Art

 


Funding for this lesson plan was made possible in part by the Institute of Museum and Library Services [MA-10-19-0563-19].
Additional funding provided by Wendy and Alan Pesky.

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The Animal in Me—Social Studies Exploration

Submitted by admin on Wed, 03/04/2020 - 15:19

The Animal in Me—Social Studies Exploration

March 2, 2020
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The Animal In Me Arts Integration Lesson Plan - Sun Valley Museum of Art

Students will make a personal connection to an aspect of Native American culture, totem poles, and totem animals by researching how native cultures incorporate animals into their art and culture in a variety of ways and creating an individual mask representing personal character traits. Students will then choose an animal based on strengths they identify within themselves.


Objectives:

  • Students will identify an animal that they identify with based on their personal character traits
  • Students will use texture, color, shape, and form in their animal mask
  • Students will reference Native American use of symbolism, color, and shape in creating their mask
  • Students will write and present a brief monologue to build confidence through public presentation

Basic Lesson Outline:

  • Project introduction (slide show)
  • Students will identify character traits and an animal
  • Students will be shown examples of how to create form in their masks
  • Students will work on their mask
  • Students will work to complete their masks; if time allows, they will work on their monologues
  • Project conclusion and presentation

Art Supplies:

  • Plastic mask forms
  • Construction paper
  • Glue
  • Tacky glue
  • Paint brushes
  • Photographs of animals (calendars are a great resource)

Other Resources:

  • Examples of mask-making techniques
  • Slide show to introduce project and related artwork (see outline at the end of the lesson plan)

The Animal In Me Art Integration Lesson Plan - Sun Valley Museum of Art


Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 4: Convey meaning through the presentation/performance/production of an original work or unique interpretation of a work

  • Objective PR1.1 Combine knowledge and understanding from two or more disciplines to present/perform their original or interpreted works for an audience
  • Objective PR1.2 Convey meaning through their presentation/performance

6-9.GWH.5.1.1 Discuss how social institutions, including family, religion, and education, influence behavior in different societies in the Western Hemisphere

 


Academic Language:

  • Subject area language: totem pole, Native American, spirit animal, ritual, and representation
  • Art language: form, color, texture, shape, line, symbolism, balance, line, adaptation, and innovation

Student Use of Vocabulary:

Students will use the words when creating their projects, when writing about their projects, and creating and presenting their monologues


Student Grouping:

Students will work independently



Funding for this lesson plan was made possible in part by the Institute of Museum and Library Services [MA-10-19-0563-19].
Additional funding provided by Wendy and Alan Pesky.

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Fashion Shapes—Geometry Sculptures

Submitted by admin on Mon, 03/02/2020 - 17:01

Fashion Shapes—Geometry Sculptures

March 2, 2020
Image
Fashion Shapes—Geometry Sculptures Art Integration Lesson

Students physically explore concepts of geometry by creating their own wearable sculptures using 3D geometric forms.

The forms are created from straws, hot glue, paper, paperclips, and other found materials. Students will practice making 3D shapes by cutting out 2D nets and folding them into a variety of box forms. Students will also use the scale factor to create shapes for their finished work.


Objectives:

  • Students will create a wearable sculpture using 3D geometric forms
  • Students will create a 3D model using a template net
  • Students will calculate the scale factor and surface area of their 3D models
  • Students will document the finished sculpture with a photo shoot

Basic Lesson Outline:

  • Introduce the project with PowerPoint slide show
  • Introduce the materials and let students experiment with them
  • Students create 3D boxes from 2D nets
  • Students create their wearable sculpture
  • Students are photographed wearing their art
  • Students present their work to the class

Art Supplies:

  • Hot glue guns
  • Hot glue gun glue sticks
  • Clear packing tape
  • Scissors
  • Drinking straws (plastic or paper)
  • Pipe cleaners
  • Pre-printed 2D net templates
  • Rulers
  • Drawing paper
  • Pencils
  • Colored copy paper
  • Paper clips
  • Acrylic paint
  • Paint brushes
  • Water containers
  • Wash buckets or sink
  • Smocks
  • Newsprint/tablecloth (to dry on)

Fashion Shapes—Geometry Sculptures Art Integration Lesson


Other Resources:

  • Photographer (or camera) for photoshoot day
  • Permission slips for photos
  • Slide show to introduce project and related artwork (see outline at the end of the lesson plan)

Fashion Shapes—Geometry Sculptures Art Integration Lesson


Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 4: Convey meaning through the presentation/performance/production of an original work or unique interpretation of a work.

  • Objective PR1.1 Combine knowledge and understanding from two or more disciplines to present/perform their original or interpreted works for an audience
  • Objective PR1.2 Convey meaning through their presentation/performance

Geometry 6.G: Solve real-world and mathematical problems involving area, surface area, and volume.

  • Represent 3D figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

Academic Language:

  • Subject area language: 2D net, scale factor
  • Art language: sculpture, symmetry, color, shape

Student Use of Vocabulary:

Students will use the words when creating their projects and during their peer presentations.


Student Grouping:

Students can work individually or collectively.



Funding for this lesson plan was made possible in part by the Institute of Museum and Library Services [MA-10-19-0563-19].
Additional funding provided by Wendy and Alan Pesky.

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holly

April 13, 2020

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Express Yourself! Math Expressions

Submitted by admin on Mon, 03/02/2020 - 15:03

Express Yourself! Math Expressions

March 2, 2020
Image
Express Yourself! Math Expressions Art Integration Lesson - Sun Valley Museum of Art

Students explore how to decompose and recompose equations and how equivalent expressions can be expressed differently.

This graphic design project uses symbols to create various expressions of the same equation on each side of a cube. Symbols represent numerical values, giving students a key from which to base their designs and equations.


Objectives:

  • Students will learn to plan compositions
  • Students will develop patterns using symbols
  • Students will consider movement, balance, and color in their sculptures
  • Students use equivalent expressions to design different patterns on each side of their sculpture
  • Students will increase their understanding of equations through the development and creation of their art

Basic Lesson Outline:

  • Introduce the project
  • Introduce symbols and demonstrate recording, planning, and forming equivalents
  • Students plan and design each side of their sculpture
  • Students begin cutting and structuring their sculptures
  • On the final workday for sculptures, students begin their written reflection
  • Students present their sculpture as a part of a class gallery

Art Supplies:

  • Construction paper
  • Shape templates for 3D structures
  • Templates for symbols
  • Glue
  • Scissors
  • Envelopes

Other Resources:

  • Example of designed sculpture
  • Slide show to introduce project and related artwork (see outline at the end of the lesson plan)

Express Yourself! Math Expressions Art Integration Lesson at Sun Valley Museum of Art


Idaho State Learning Standards

Arts and Humanities: Anchor Standard 4: Convey meaning through the presentation/performance/production of an original work or unique interpretation of a work.

  • Objective PR1.1 Combine knowledge and understanding from two or more disciplines to present/perform their original or interpreted works for an audience
  • Objective PR1.2 Convey meaning through their presentation/performance

Math 6.EE. Apply and extend previous under standings of arithmetic to algebraic expressions

  1. Write and evaluate numerical expressions involving whole-number exponents
  2. Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y
  3. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for

Academic Language:

  • Subject area language: expressions, equivalent
  • Art language: sculpture, movement, balance, pattern, symmetry, color, shape, form

Student Use of Vocabulary:

Students will use the words when creating, writing about, and discussing their projects


Student Grouping:

Students will work independently



Funding for this lesson plan was made possible in part by the Institute of Museum and Library Services [MA-10-19-0563-19].
Additional funding provided by Wendy and Alan Pesky.

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A Peek Into Fiction with Tunnel Books

Submitted by admin on Mon, 03/02/2020 - 12:12

A Peek Into Fiction with Tunnel Books

March 2, 2020
Image
A Peek Into Fiction with Tunnel Books Arts Integration Lesson - Sun Valley Museum of Art

Students will explore the layers and imagery of a character or theme.

These tunnel books have three layers, which can be customized to meet the needs of the students. Students are challenged to visually represent the topic through illustration on the tunnel book pages. Students end the project with an artist statement that asks them to reflect on the class subject and the creative process.


Objectives:

  • Students will create a tunnel book
  • Students will explore various layers of a character or theme
  • Students will write an artist statement

Basic Lesson Outline:

  • Introduce project
  • Demonstrate skills
  • Create tunnel books
  • Write an artist statement
  • Create an art walk / display of tunnel books

Art Supplies:

  • White cardstock (at least 7 sheets per student)
  • Glue sticks
  • Scissors
  • Colored pens and pencils

Other Resources:

  • Slide show to introduce project and related artwork (see outline at the end of the lesson plan)
  • Examples of tunnel books

Idaho State Learning Standards

Arts and Humanities: Anchor Standard 4: Convey meaning through the presentation/performance/production of an original work or unique interpretation of a work

  • Objective PR1.1 Combine knowledge and understanding from two or more disciplines to present/perform their original or interpreted works for an audience
  • Objective PR1.2 Convey meaning through their presentation/performance
  • RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

Academic Language:

  • Subject area language: theme, character, point of view, narrator
  • Art language: tunnel book, perspective, background, middle ground, foreground

Student Use of Vocabulary:

Students will use the words when creating their projects and in their artist statements


Student Grouping:

Students will work individually


Funding for this lesson plan was made possible in part by the Institute of Museum and Library Services [MA-10-19-0563-19].
Additional funding provided by Wendy and Alan Pesky.

0 comments

Leave a Comment

10 + 2 =
Solve this simple math problem and enter the result. E.g. for 1+3, enter 4.