Data Sculptures—Visually Representing Data

Submitted by admin on Fri, 01/14/2022 - 13:39

Data Sculptures—Visually Representing Data

January 14, 2022
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Data Sculptures: Visually Representing Data

Students will explore 7th-grade science concepts by studying weather data and learning how to translate that data into a three-dimensional sculpture.

Different data sets include snowfall, river levels, fire data, etc. Students will assign a color and a shape or form to each different piece of data. They will then sculpt each type of data using paper sculpture techniques. When finished, students will have a sculpture that communicates their chosen weather data visually.


Objectives:

  • Students will explore a variety of weather-related data sets
  • Students will identify color, shape and form as elements of art
  • Students will translate their chosen weather data into visual representations of color, shape and form 
  • Students will demonstrate a variety of paper sculpting techniques 
  • Students will write a three-to-four sentence statement about their artwork

Basic Lesson Outline:

  • Introduce the Project and share slideshow
  • Students will review and select their data set
  • Students finalize their data translation plan on brainstorming worksheet
  • Students are introduced to a variety of paper sculpting techniques and begin sculpting
  • Students will be introduced to a variety of attachment techniques and continue sculpting
  • Students display their work and artist statement, give feedback and discuss

Art Supplies:

  • Pencils and erasers
  • colored pencils
  • paper in various colors
  • grocery bags to hold sculpted pieces in between days
  • scissors
  • glue sticks
  • heavy paper to mount sculpture (cardstock)

Other Resources:

  • PowerPoint slideshow
  • Brainstorming worksheet

Idaho State Learning Standards:

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

  • VA:Cr2.1.7a: Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design
  • VA:Cr2.3.7a: Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas

Arts and Humanities: Anchor Standard 3: Refine and complete artistic work

  • VA:Cr3.1.7a: Reflect on and explain important information about personal artwork in an artist statement or another format

Science Objective: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects


Academic Language:

  • Subject area language: data, data set, weather, observation, translation, variables
  • Art Language: Sculpture, form, shape, color, 2D, 3D

Student Use of Vocabulary:

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


Student Grouping:

Students could work in pairs or independently.


 


 

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Math Mandalas—Geometry

Submitted by admin on Mon, 03/02/2020 - 17:18

Math Mandalas—Geometry

March 2, 2020
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Sun Valley Museum of Art Classroom Enrichment Program

Students explore geometry concepts through their design and creation of mandalas.

They will use their knowledge of circumference and area to develop a circle which will then become the container for their mandala designs and create their mandala by calculating the area and perimeter of different sized triangles and squares. Key concepts surrounding mandala design will be explored, including pattern, repetition, symmetry, proportion, and shape.


Objectives:

  • Students will use formulas for area and circumference of a circle to develop a mandala
  • Students will demonstrate understanding of the principles of symmetry, repetition, pattern, and shape through the design of their mandala
  • Students will use at least three different sized shapes and calculate the area of each
  • Students will choose at least one shape to create two different scales
  • Students will write a two-to-three-sentence statement about their use of different formulas to construct their mandala

Basic Lesson Outline:

  • Introduce the project
  • Show a mandala in progress, explaining how the circle was calculated
  • Students begin working on their mandalas
  • Students continue working on mandalas
  • Students continue and complete mandalas
  • Students present and display their mandalas

Art Supplies:

  • Poster board (multiple colors)
  • Rulers
  • Scissors
  • Glue
  • Pencils
  • String

Other Resources:

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

Math Mandalas 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

CCSS.MATH.CONTENT.7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

CCSS.MATH.CONTENT.7.G.B.4
Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

CCSS.MATH.CONTENT.7.G.B.6
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.


Academic Language:

  • Subject area language: circumference, area, diameter, radius, and perimeter
  • Art language: mandala, symmetry, repetition, pattern, shape, and mindfulness

Student Use of Vocabulary:

Students will use the words when creating their projects, when writing about their projects, and when 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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Solve this simple math problem and enter the result. E.g. for 1+3, enter 4.