Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.
Próxima SlideShare
Cargando en…5
×

# Ac fibonacci viva

119 visualizaciones

2nd Year Clay Vessel Art Scheme

• Full Name
Comment goes here.

Are you sure you want to Yes No
• Inicia sesión para ver los comentarios

• Sé el primero en recomendar esto

### Ac fibonacci viva

1. 1. Athboy Community School, Co. Meath Number of Pupils: Boys-354, Girls-237 Angela Clarke, PME 2 SP Assessment Block One Tuesday 10 4th January 2017
2. 2. Fractals Shapes and forms that look similar under any magnification. Fractals are a natural phenomena which display patterns which recur at smaller and smaller scales The Fibonacci sequence is nature’s numbering system, also known as the golden selection and the golden spiral . Fibonacci’s equiangular spiral which does not alter its shape as its size increases (known as self- similarity or miraculous spiral). Fibobacci Day- 23rd November Numbers - Fibonacci inspired clay vessel Six Lessons, Duration of each lessons: 75mins Aim of scheme To design and make a clay vessel through the exploration of line, shape, pattern, symmetry, the mathematical inquiry of nature and a variety of clay techniques, based on the theme of numbers. This scheme fits in to a broad range of students interests and is on the prescribed syllabus for the junior cert curriculum Specific Vocabulary: Patterns, nature, form, clay, ceramic, vessel, fibonacci sequence, fractal, phenomena, tessellations
3. 3. Planning: Introduction to the class- Small photos Plan for diverse needs of learners - 24 students Danny (ADD), Stephanie (learning problems), Sophie (SNA), Chelsea and Mya (High level of ability), Aishling and Oliver (concentration issues) Expected Learning outcomes - At the end of this scheme All students will explore ideas about numbers through investigative inquiry of numbers in nature and use drawing and clay techniques to communicate their ideas based on the theme. Most students will be able to use drawing and clay techniques to communicate ideas and to talk, think and feel about their own work. Some students will collect visual and other information to help develop their work, comment on the similarities and differences in their own and others work, adapt and improve their own work. To support students learning I first considered 1. Differentiation 2. Prior learning 3. That this scheme would be relevant (experiences culture and backgrounds) 4. That students understand why completing each task on time is important 5. That future learning is explicit - 6. Possible ways of adapting this scheme 7. Cross curricular links, Numeracy, Literacy, Science, Technology, Art, Graphics The Matchmaker by Gerrit Van Honthorst (Lightbox)
4. 4. Teaching strategies for successful outcomes of this scheme Personal connection with students whenever possible Give students opportunities to work independently, in groups and to give each other feedback Talk to students - Involve students in the decisions, the setting of deadlines and adjust scheme as required Ask questions - Enable students to develop higher order thinking, problem, solving skills Listen and give immediate and specific feedback Demonstrations - Clear instructions, Small groups or individual instruction where appropriate. High Expectations - I expected the students to be responsible Scaffold learning to accommodate growing knowledge Let students know that I will help them to achieve successful outcomes 2nd year project: Numbers in nature - Fibonacci inspired ceramic vessel Tutor: Angela Clarke Aim of Lesson: To design and make a clay vessel through the exploration of line, shape, pattern, symmetry, the mathematical inquiry of nature and a variety of clay techniques, based on theme of numbers in nature. Theme: Fibonacci numbers in nature Definition of a Vessel A vessel is a hollow container, such as a bowl, cup, or vase that is designed to hold something. Its parts generally include a foot or base, walls and opening, a rim or lip, and sometimes shoulders, neck, lid, or handle. Materials: Objects from nature to investigate through drawing – Shells, Flowers, Fruit, Vegetables, Cones, Leaves etc, Calculator, magnifying glass, post-it sticky notes, masking tape, push pins. Thoughts and considerations before starting this brief: Keep the form of the vessel simple, considering the making time. Try to engage with the playful potential of this theme. Primary and secondary sources: It would be very useful if you draw rough sketches for a nature inspired vessel, based on the theme for next class, as the time is very short. These should be small in scale and should explore a variety of ideas. Use secondary sources, such as images from newspapers, magazines or the internet. These can be used as inspiration relating to form, surface texture/pattern of different kinds of vessels. Images of natural objects such as a snowflake, shell, flower, honeycomb, or leaves to create repeating patterns. Some suggestions for artists to research through the library (or internet): Pueblo native American pots by Maria Martinez, Japanese ceramic artist Hitomi Hosono, American artist Angela Schwer, Canadian artist Susan Collette and Irish artist Nuala O’Donovan.
5. 5. Classroom strategies: Visual aids Primary sources- Examples of objects from nature Shells, Flowers, Fruit, Cones, lemons, Pinapple, leaves eg Fern, etc Collection of vessels from around the world Secondary source – Images of the natural mathematical patterns such as the Fibonacci sequence (nature’s numbering system ) the golden selection and the golden spiral Images of Fibonacci’s equiangular spiral which does not alter its shape as its size increases (known as self-similarity or miraculous spiral). Images of Fractals State assessment rubric- performance indicators and grade level accomplishments Presentation boards: Fibonacci facts, Supporting study artists, Brief history of clay vessels Differentiation: worksheets, instructional handouts, secondary source images, rubbings Classroom climate A safe and pleasant learning environment- no hands rule, traffic systems Resources
6. 6. Investigating and making - Drawing /Analysing from primary source Evaluating and developing work – Presentation, Drawings and Pattern designs will be displayed Worksheets – How to draw a golden spiral. Complete the natural pattern, square boxes to create patterns Lesson one To engage with the natural environment with mathematical inquiry. To classify natural shapes and describe natural properties. knowledge (cognitive domain) To demonstrate an awareness of line and shape through observational drawing, and how shape can create design and patterns in relation to nature. skills (psychomotor domain) To make connections between nature items and possible ideas for their ceramic vessel, developing the theme numbers in nature. To engage in preliminary work involving critical thought and specifically deciding on their own idea based on the theme. attitudes (affective domain). Here is what your completed paper will look like: ©Maggie's Earth Adventures, LLC 2001 _______________________ cci Spiral List
7. 7. Lesson two To observe how line and numbers can be used to define shape, pattern, and form in art. To be able to perceive positive and negative shapes in relation to numbers. To develop their ability to represent numbers as abstract shapes To be aware of how geometric patterns can be repeated shapes to create tessellations. knowledge (cognitive domain) To demonstrate an awareness of line and shape, how shape can create design and patterns in relation to numbers. skills (psychomotor domain) To make connections between numbers and possible ideas for their ceramic vessel, developing the theme numbers in nature. To engage in preliminary work involving critical thought and specifically deciding on their own idea based on the theme. attitudes (affective domain). Evaluating and developing work Exploring and developing ideas Investigating and making Tessellating Patterns Using triangles, hexagons and diamonds, continue to build the pattern. Sarah KabotMiroJasper Johns Cy TwomblyCharles Demuth
8. 8. Lesson three To make a pinch-pot, coils and to explore clay as a medium for creating a ceramic vessel. knowledge (cognitive domain) To use clay safely and effectively. To use a range of objects such as string, lace, buttons, nails, etc to create different textures, lines, shapes and patterns on the clay. To create a clay samples using found objects to indicate pattern and texture. skills (psychomotor domain) To be aware of structure; how clay can be manipulated and combined to create structure, and the importance of structure to create form. To generate a range of ideas involving critical thought and specifically deciding on their own idea based on the theme. attitudes (affective domain). Evaluating and developing work Investigating and creating designs Exploring clay and developing ideas
9. 9. Lesson four To critically evaluate their own work to date through discussion and to be able to look at their design ideas to see what needs to be added to improve their design. To make connection between the clay samples and possible ideas for their own vessels. attitudes (affective domain). To use clay safely and effectively. To make a clay slab as a medium for creating a ceramic vessel. skills (psychomotor domain) To use a range of objects such as plastic numbers, string, lace, buttons, nails, etc to create different textures, lines, shapes and patterns on the clay. To be aware of structure; how clay can be manipulated and combined to create structure, and the importance of structure to create form. knowledge (cognitive domain) Evaluating work
10. 10. Lesson five To consider the development of the surface of the vessel further by adding colour. To be aware how colour can be manipulated and combined to create shape and pattern and to be aware of how colour can enable realisation of their design. knowledge (cognitive domain) Make connections between the previous drawings and possible ideas for developing further the theme. attitudes (affective domain). Realising of the design. To effectively make a finished ceramic vessel. skills (psychomotor domain) Evaluating and developing work Investigating colour and making Exploring and developing ideas about colour through groupwork. Jasper Johns William Morris
11. 11. Lesson six To be aware of the development and construction of a ceramic vessel. knowledge (cognitive domain) To be able to effectively make a ceramic vessel by applying media, techniques and processes. skills (psychomotor domain) To reflect upon and assess the characteristics and merits of their work and the work of others. To communicate their experiences and ideas. attitudes (affective domain). 9 _______________________ ____________ Name Class DESIGNS FROM NATURE Be inspired by the natural world. On the left are some shapes and forms from the natural world. In the empty boxes on the right sketch a design of some practical object like shoes, a chair, a car, a house, teapot, or anything useful. Let your design be based on the forms of the natural objects. Share your ideas with the class when you are finished. Shape and Form in Art