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.

0 comments

Leave a Comment

1 + 13 =
Solve this simple math problem and enter the result. E.g. for 1+3, enter 4.

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.

0 comments

Leave a Comment

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