6th Grade

Scientific Shadow Drawing

admin — Tue, 08 Feb 2022 22:46:28 +0000

Scientific Shadow Drawing admin Tue, 02/08/2022 - 15:46

Scientific Shadow Drawing

February 8, 2022

Lesson Level

6th Grade

Lesson Category

Science

Lesson Content

Five 50-minute classes

Students explore earth science concepts through observation of shadows and how they change over time, thus observing and recording the sun’s path across the sky as the earth rotates each day.

Students will draw each other’s shadows and compare/contrast the shadow to the actual person. Students will then create a still life collection and draw the shadows of their collection repeatedly every five to seven minutes to capture their shadow data and show evidence of the earth’s rotation as the sun moves across the sky.

Objectives:

Students will demonstrate contour drawing.
Students will create a composition using a collection of objects to cast a shadow.
Students will observe and mark the path of the sun through a shadow drawing activity.
Students will demonstrate understanding of how shadows change over time.
Students will discuss how the sun moves across the sky because of the earth’s rotation.
Students will write a three-to-four sentence statement about their artwork.

Basic Lesson Outline:

Introduce the project and share slideshow.
Students will be shown a demonstration of a contour drawing. Students will trace each other’s shadows. Discuss how the shadow differs from the person, how the shadow changes over time and why.
Students are invited to choose four to five different colored pencils and are reminded to use one color to trace all of the shadows of their still life. Students use a new color for each iteration of shadow drawing. Students begin their own drawing.
Students will finalize their drawing, add texture and color, and create an artist’s statement.
Students display their work and artist statement, give feedback and discuss.

Art Supplies:

drawing boards and clips
pencils and erasers
drawing paper
colored pencils (variety of colors)

Other Resources:

Example of shadow drawing created by SVMoA staff
Slideshow to introduce project, related artwork and concepts
Objects for still life collection (students bring objects in to class)

Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.

Arts and Humanities: Anchor Standard 2: Organize and develop artistic ideas and work.

VA:Cr2.2.6a: Explain environmental implications of conservation, care, and clean-up of art materials, tools, and equipment.
VA:Cr2.3.6a: Design or redesign objects, places, or systems that meet the identified needs of diverse users.

Science Goal 2.1: Analyze the spatial organizations of people, places, and environment on the earth’s surface.
Objective(s): By the end of Geography-Western Hemisphere, the student will be able to:

6-9.GWH.2.1.1: Explain and use the components of maps, compare different map projections, and explain the appropriate uses for each.
6-9.GWH.2.1.2: Apply latitude and longitude to locate places on Earth and describe the uses of technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).

Academic Language:

Subject area language: observe, notate/record, evidence, sun’s path/earth’s rotation, perspective, latitude
Art language: color, line, contour, pattern, repetition, shape, movement, perspective, positive and negative space, composition

Student Use of Vocabulary:

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

Student Grouping:

Students will work independently.

Instructions:

Day 1 – Introduction

Briefly describe the history of sundials, provide examples of sundials and ask:
o How do sundials work?
o What is a contour (or silhouette)?
Introduce contour drawings and look at shadow drawings (art of others) and ask:
o How was this image created?
o Why does the sun move across the sky?
Discuss artistic language and focus on positive/negative space and composition and ask:
o What is a composition?
o Share tips on a successful composition (balance of positive and negative space, one or two large objects with more smaller objects, etc.)
o What objects will you bring in?
o How do you think the shadow will change?
Discuss project goals and expectations.
Ask students to begin bringing non-fragile items from home to use in their still-life compositions.

Day 2 – Artmaking

Students will draw each other’s shadows using chalk. They will repeat this exercise as many times as possible and ask:
o How does the drawing differ from the actual person?
o How did the shadow change each time you drew it?
Remind students to bring in non-fragile items to use in their still-life composition.

Day 3 – Artmaking

Students will use a drawing board (and clips to hold paper down), their still-life objects and colored pencils, head outside as a class and begin the shadow drawing activity.
In approximately seven minute intervals, have students draw their complete still-life composition outline. Instruct students to choose a new color for each iteration.

Day 4 – Artmaking

To increase visual interest, students will finalize their drawings and add texture and pattern with colored pencils to areas where they notice overlap.
If time allows, students will title their work and begin writing their artist’s statement.

Day 5 – Presentations

Students will finalize artist statement paragraph.
Students will display their artwork and artist statement and participate in a gallery walk where they will observe each other’s works and give feedback to at least two of their peer’s work. Class discusses what they observed in their peer’s work.

Slide Show Outline:

What is a sundial?
o How does a sundial work?
o Why does the sun move across the sky?
Share different sundials around the world over time/history of sundials
How Artists use shadows
o Share the work of various artists who incorporate shadows into their work
Show shadow drawings
o Share samples of other child art made with shadows
Positive and Negative Space
o Ask students what each is and provide explanations as needed
o Share shadow drawings that use positive and negative space differently and ask students to identify which they find more visually interesting
What is composition?
o Explain what composition is to students and how artists choose every aspect that they incorporate into their artwork
o Share examples of shadow art and talk with students about which compositions they find more interesting and what kinds of shapes they will want to include in their still-life collections.
Art Goals
Education Goals
Artist statement question prompts to help students write their own artist statement
Resources

End of Project Artist Reflection and Presentation:

What objects did you include in your composition?
Why did you choose those objects?
What was your strategy when grouping your objects to create an interesting composition?
How did your shadows change? Why?

PDF of LESSON

DOC of Lessson

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Mega Molecules—Scientific Sculptures

admin — Wed, 04 Mar 2020 22:36:25 +0000

Mega Molecules—Scientific Sculptures admin Wed, 03/04/2020 - 15:36

Mega Molecules—Scientific Sculptures

March 2, 2020

Lesson Level

6th Grade

Lesson Category

Science

Lesson Content

Seven 50-minute classes

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)

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

Instructions

Day 1 – Introduction

Introduce the project with a slide show (see additional resources)

Questions to ask during the slide show include:

What do you see?
How do you think the artists created this art?
Why do you think the artists created this art?
How do you think these artists used science in their art?

Explain the creative process for the project

Demonstrate paper manipulation techniques

Kirigami (decorative paper cutting and folding)
Quilling (rolling and gluing paper)

If time remains, students can experiment with paper techniques

Day 2 – Artmaking

Divide students into small groups based on compound /molecules and the number of elements in each

Some students can work alone if the atom has only one element

Students should begin designing and sketching their sculpture

Day 3 – Artmaking

Discuss/demonstrate how to safely use an X-ACTO knife and glue gun

Students should start working on creating their sculptures, using the paper manipulation techniques

Students should refer to their sketches when creating their elements

Day 4 – Artmaking

Students should work on creating their sculptures

Encourage the students to finish their sculptures

Day 5 – Artmaking

Students should finish their elements

Students should work in their groups to arrange and connect their sculptures on the poster board

Students should use paper manipulation techniques to connect their sculptures

Remind students to put their names on the back of the poster board

Day 6 – Presentations

Student groups should prepare to present their sculptures to the class

Students should present their sculptures to the class

At the end of the class, the teacher can collect student work to display in the hall

Day 7 – Artist Statements

Students should write their individual artists statements

Lesson Plan Video

Slide Show Outline

Slide examples:

Examples of science and art

Examples of paper art

Examples of paper manipulation techniques

Cutting / kirigami
Folding / shadows
Quilling
Stacking / layering

Project Goals:

Choose a compound and determine what elements / molecules make up the compound you have chosen
Make a plan of attack with your group
Sketch your composition
Build your composition
Write an artist statement
Display

Art used in the original slide show:

“Specimen Case No. 12” by Roxy Paine
“Neuron” by Roxy Paine
“Daily Petri Dish” by Klari Reis
Rogan Brown
Chinese Paper Cutting
Japanese Kirigami
French Renaissance religious quilling and paper filigree (used to decorate books)
Swiss and German folded and flat cut
French silhouettes
Mexican papel picado – fine tissue paper cut with chisels
Matisse drawing with scissors
Jean or Hans Arp (Dada) – composition is left to chance
Sachin Tekade paper cutting
Peter Callesen
Kumi Yamashita
Yulia Brodskaya
“Daydream” by Lauri Brown
Jen Stark
Crystal Wagner
Lauren Clay

Additional Resources:

charlesclary.com

crystalwagner.com

jenstark.com

kumiyamashita.com

petercallesen.com

roganbrown.com

http://hubpages.com/art/paper-cutting-art-techniques-how-to-cut-intricate-patterns-projects-for-beginners

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.

PDF of Lesson

DOC of Lesson

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The Animal in Me—Social Studies Exploration

admin — Wed, 04 Mar 2020 22:19:45 +0000

The Animal in Me—Social Studies Exploration admin Wed, 03/04/2020 - 15:19

The Animal in Me—Social Studies Exploration

March 2, 2020

Lesson Level

6th Grade

Lesson Category

Social Studies

Lesson Content

Six 50-minute classes

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)

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

Instructions

Day 1 – Introduction

Introduce the slide show

The slide show should be interactive, prompting questions and discussions

Some of the questions the teacher can ask are:

What do you see?
Why do you think the artists did that?
How do you think the artist did that?

Introduce the project, going over the project goals with the class

If time remains, students can begin researching and brainstorming

Day 2 – Artmaking

Students will use resources provided and research an animal that corresponds to individual character traits

Provide examples of character traits or personal strengths
Students should list their own strengths and find animals that symbolically correspond

Students brainstorm ideas for their mask

Day 3 – Artmaking

Demonstrate different techniques they can use to decorate and form their masks

Students will be given the remainder of class to work on their spirit animals

Encourage them to consider traditional uses of color, shape, and line
Encourage them to be mindful of form and texture as well

Day 4 – Artmaking

Remind students of artistic considerations, including texture, shape, balance, color, and form

Students may also want to think about their strengths and how they can use color and form to communicate them in their design

Students will spend class working on their masks

Day 5 – Artmaking

The students will work on and complete their masks

If they finish their masks, they will use their time to write and prepare their monologues

Day 6 – Presentations

Students should take turns presenting their work to the class

In their presentations students should talk about

The animal they chose
What traits the animal poses
How those traits relate to themselves

Lesson Plan Video

Slide Show Outline

Slide examples:

Our goal for this project is to facilitate the opportunity for students to identify their strengths and explore them through the metaphor of an animal. Additionally, teachers may want to implement a cultural element to promote cross-cultural exploration and connection.

We incorporated a cultural element by connecting the project to Native American tribes in Northwestern Canada.

We used the second slide to show examples of how the different tribes used different artistic elements in their mask and totem making.

Techniques and Colors usage: we focused on techniques of form and color in how they functioned to communicate certain symbolic and cultural meanings through the masks.

We went through different colors and their symbolic meanings.
We also showed how different stylistic techniques are used.
We showed how these differed from tribe to tribe.
We also noted that students could connect their own personal meanings to colors.

A sequence of different examples of animal masks were then shown and students were asked to identify colors, techniques, and textures used.

Uses of Masks: go over how masks were used and their purpose within a cultural framework.

Choosing your spirit animal: Provide questions to encourage students in their consideration and identification of strengths.

What are my strengths?
What are some words that describe me?
What do I like to do? What do I do a lot? What character traits do I poses?
Have you ever been drawn to a particular animal or creature?
Does a certain animal appear a lot in your life?
Have you ever had a recurring dream in which a specific animal often appears?

Thinking about Strengths: students will get out a blank piece of paper and record their strengths, things that are important to them, and describe their personality.

We chose to put our masks together in a totem pole-the next slide refer to that.

Creating a totem pole: Go over the why, who, and how.

We asked students to present a monologue.

The monologue and presentation: go over what a monologue is and what the expectations are for presenting.

Reiterate Goals

Resources: Provide access to examples or artwork and ideas.

End of Project Monologue:

Introduce your spirit animal
Tell us which tribe or region it comes from in Canada
Explain what traits it represents and how these relate to you

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.

PDF of Lesson

Doc of Lesson

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Fashion Shapes—Geometry Sculptures

admin — Tue, 03 Mar 2020 00:01:28 +0000

Fashion Shapes—Geometry Sculptures admin Mon, 03/02/2020 - 17:01

Fashion Shapes—Geometry Sculptures

March 2, 2020

Lesson Level

6th Grade

Lesson Category

Geometry

Math

Lesson Content

Five 50-minute classes

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)

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)

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.

Instructions

Day 1 – Introduction

Introduce the project with a slide show (see additional resources).

Questions to ask while viewing examples of wearable sculptures include:

What do you see?
How do you think the artist created this art?
Why do you think the artists created this art?
How do you think these artists used math in their art?

Explain the creative process for the project

Students will practice with the materials
Students will sketch ideas for their wearable art
Students will create their wearable art using at least three shapes

Day 2 – Artmaking

Review the project goals

Create a wearable sculpture by:

Building a 3D model using a template net
Calculating scale factor and surface area of the 3D model
Documenting the finished sculpture with a photo shoot

Show the class samples of 3D objects created from 2D nets.

Let the students experiment with the nets

Students should start brainstorming and sketching ideas for their wearable art

Recommend that they use different sizes of the 3D forms or different shapes

Show the class how to create 3D objects with straws and pipe cleaners

Straws can be used as frames for the objects
Straws can be held together with pipe cleaners and hot glue

Day 3 – Artmaking

Review the project goals

Create a wearable sculpture by:

Building a 3D model using a template net
Calculating scale factor and surface area of the 3D model
Documenting the finished sculpture with a photo shoot

Students should begin creating their wearable sculpture using the materials and their sketches as a guideline

Students could use scale factor to create different size shapes

Students should record shape dimensions and calculate surface area

Day 4 – Artmaking

Students should finish creating their wearable art. Embellishments can be added with paint, tinfoil or paperclips.

Day 5 – Presentations

Each student will wear their sculpture and have it photographed. Students can present their projects to the class. The students should be able to talk about the art choices they made and be able to answer any geometry questions.

Lesson Plan Video

Slide Show Outline

Slide examples:

Wearable art and geometric art

Introduce project
Encourage students to share what they see in the slide show: there are no wrong answers

Leonardo Da Vinci’s drawings

Mathematician, inventor, and artist
Measurements of the Canon of Beauty

M.C. Escher

How does Escher use math in his drawings?
Shapes
Measuring

Jay Nelson’s “Golden Gate” vehicle

How does this artist use math?
Measurements
Angles

Design first, and then build

Paige Smith’s “Urban Geode Project”
What geometric shapes do you see here?
3D triangle = pyramid
Your artwork needs to hold itself together

Nick Cave’s “Soundsuits”

How does this artist use math?
How does this artist make his art wearable?

Phil Ferguson

From Australia; made wearable sculptures to see how many friends he could make on Instagram
How does he use math?

Nora Fok

She makes wearable sculptures
Students will focus their project on a specific body part

Head Pieces

Makotoyabuki.com, Hector Sos, Tracey Featherstone, Fred Butler (including picture of Lady Gaga)

Neck Pieces

Tatiana Inglis, Suo Emiko, Bin Dixon-Ward, Sarah West

Examples of open form and closed forms

Closed forms look heavier, open forms look lighter

Shoulder and Chest Pieces

Tine De Ruysser, Tracey Featherstone, Dominique Thomas Vansteenberghe, Mashallah Design

Back Pieces

Tracey Featherstone, Birgit Toke Tauka Frietman

Arm, Hand and Finger Pieces

Bin Dixon-Ward, Hande Akcayli, Murat Kpcyigit and Linda Kostowski, Tracey Featherstone, Bryan Cera

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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DOC of Lesson

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Express Yourself! Math Expressions

admin — Mon, 02 Mar 2020 22:03:22 +0000

Express Yourself! Math Expressions admin Mon, 03/02/2020 - 15:03

Express Yourself! Math Expressions

March 2, 2020

Lesson Level

6th Grade

Lesson Category

Math

Lesson Content

Five 50-minute classes

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)

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

Write and evaluate numerical expressions involving whole-number exponents
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
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

Instructions

Day 1 – Introduction

Introduce the project with a slide show

Describe how art and math are related
Provide examples of graphic design considerations (ex. balance, movement, pattern, symmetry, color, and shape)

Day 2 – Artmaking

Students will be shown a demonstration of how to record their equations prior to beginning their sculptures

They will need to plan out the equivalent equations prior to building

Students will cut, color, and measure the shapes that they need for their project

Students will begin to organize and plan out their designs for each side of the equation

They should try to have this finished by the end of the day

Students should sketch or take a photo of their layout for reference

At the end of class, students should put all of their work and papers in a large envelope to save their work for the next class

Day 3 – Artmaking

After students have chosen a color scheme and cut, colored, and measured their shapes, they should build their cube and then adhere their designs
At the end of class, students should put all of their work and papers in a large envelope to save their work for the next class

Day 4 – Artmaking

Students should finish gluing their projects together

Students will write an artist statement, which should include:

A description of their piece, including the colors and materials they used
An explanation of how art and math are related
The equations they used, and how they are equal
A description of how their piece shows movement, balance, color, and symmetry

Day 5 – Presentation

Students take turns presenting their work to the class, talking about:

Their design and their use of symmetry, balance, color, movement, and rhythm
Their mathematical equation
How they discovered art and math are related

Additional Resources

The Intersection of Math and Art
The Golden Rule

Lesson Plan Video

Slide Show Outline

Slide examples:

Our goal for this project is to use expressions and equations to create graphically designed 3D shapes

How are art and math related?

Students will create a 3D sculpture with a different design on each side. Each side will incorporate symbols to create designs that are mathematically equivalent equations. Consider the elements below in your design.

Rhythm—repetition and placement of similar colors, shapes and lines throughout
Balance—colors, shapes and lines placed symmetrically or asymmetrically so the design looks evenly distributed
Movement—colors, shapes and lines that lead the viewer’s eye in and out of and around the art
Symmetry—when it is the same on both sides

To complete the project:

Develop an equation and create equivalent equations for each side of the sculpture
Create a design that corresponds to each equation
Assemble the structure and make designs using construction paper cut-outs
Write a brief artist statement (3 sentences) about the process, equations, and the combination of art and math
Present the artist statement and sculpture

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.

PDF of Lesson

DOC of Lessson

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A Peek Into Fiction with Tunnel Books

admin — Mon, 02 Mar 2020 19:12:27 +0000

A Peek Into Fiction with Tunnel Books admin Mon, 03/02/2020 - 12:12

A Peek Into Fiction with Tunnel Books

March 2, 2020

Lesson Level

6th Grade

Lesson Category

Language Arts

Lesson Content

Three 50-minute classes

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

Instructions

Day 1 – Introduction

Introduce the project with a slide show

Questions the teacher can ask:

What do you see here?
How do you think the artist created this?
Why do you think the artist created this piece?

Demonstrate how a tunnel book is created

Show the accordion fold and how the pages are glued to the accordion fold

Students will sketch ideas for their tunnel books

Day 2 – Artmaking

Students will create their tunnel books, following the directions and any additional criteria added by the teacher to support project learning goals

Day 3 – Artmaking

Students will finish their tunnel books

Students will write an artist statement.

The artist statement should contain information about the student’s design choices, the art terms and the subject area terms (see attached artist statement guidelines)

Students print their artist statements and display them with their tunnel books

Lesson Plan Video

Slide Show Outline

Examples of tunnel books
Examples of vocabulary terms to be taught during the lesson
Examples of art terms to be taught
Short description of tunnel book directions

Tunnel Book Directions

Create a plan for your tunnel book. Sketch ideas. What will each page show? How many pages will the book have?
Accordion fold two pieces of paper. The accordion pages should match. Depending on how the student glues the pages, each accordion valley will hold a page.
Draw the background first. Fold about half an inch back on each side. Glue the folded sides to the last fold of each accordion page.
Create additional pages, gently folding the paper to cut out a middle section. The middle sections will create the tunnel effect that the viewer will see when they look at the tunnel book. Glue these pages to the accordion folds, starting in the back, working towards the front of the tunnel book.

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.

PDF of Lessson

DOC of Lesson

6th Grade

Scientific Shadow Drawing

Scientific Shadow Drawing

Students explore earth science concepts through observation of shadows and how they change over time, thus observing and recording the sun’s path across the sky as the earth rotates each day.

Objectives:

Basic Lesson Outline:

Art Supplies:

Other Resources:

Idaho State Learning Standards:

Academic Language:

Student Use of Vocabulary:

Student Grouping:

Day 1 – Introduction

Day 2 – Artmaking

Day 3 – Artmaking

Day 4 – Artmaking

Day 5 – Presentations

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Mega Molecules—Scientific Sculptures

Mega Molecules—Scientific Sculptures

Small groups of students choose a molecule.

Objectives:

Basic Outline of the Lesson:

Art Supplies:

Other Resources:

Idaho State Learning Standards:

Academic Language:

Student Use of Vocabulary:

Student Grouping:

Day 1 – Introduction

Day 2 – Artmaking

Day 3 – Artmaking

Day 4 – Artmaking

Day 5 – Artmaking

Day 6 – Presentations

Day 7 – Artist Statements

Slide examples:

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

The Animal in Me—Social Studies Exploration

Objectives:

Basic Lesson Outline:

Art Supplies:

Other Resources:

Idaho State Learning Standards:

Academic Language:

Student Use of Vocabulary:

Student Grouping:

Day 1 – Introduction

Day 2 – Artmaking

Day 3 – Artmaking

Day 4 – Artmaking

Day 5 – Artmaking

Day 6 – Presentations

Slide examples:

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

Fashion Shapes—Geometry Sculptures

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

Objectives:

Basic Lesson Outline:

Art Supplies:

Other Resources:

Idaho State Learning Standards:

Academic Language:

Student Use of Vocabulary:

Student Grouping:

Day 1 – Introduction

Day 2 – Artmaking

Day 3 – Artmaking

Day 4 – Artmaking

Day 5 – Presentations

Slide examples: