Math

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.

PDF of Lesson

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

Math

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:

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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Express Yourself! Math Expressions

Express Yourself! Math Expressions

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

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 – Presentation

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.

0 comments

Leave a Comment