Bulb Archived: A/R Partners 2016-2017: Sabaka & Estrada

Please respond to the prompts below with your partner. You can upload images, videos and weblinks to enhance your responses to the prompts.

1. How did you and your teaching partner decide to do this project? (Please describe the context of your project, this can include influence from previous projects, context of your school, community, etc.):

William and I have been working together for many years. For the last six or so years, we have integrated Visual Arts with Life Science (scientific illustration). While we have been very happy with the students’ learning and artwork during this unit, we decided to try something completely new and integrate Visual Arts with Physical Science (representing motion in art).

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2. Big Idea:

How are patterns evident in forces and motion?

3. Inquiry:

How can artists use patterns in their artwork to represent motion?

4. Grade Level:

3

5. Academic Subject(s):

Science, Math

6. Artistic Discipline(s):

Visual Arts

7. How many years have you worked together as partners?:

10 years

8. Please describe your project:

Students investigated the patterns in parabolic curves. They experimented with line drawing, sewing, and working with string to create parabolic curves and their own designs that simulated the feeling of motion, the topic being studied in their Science class.

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9. What were you hoping the students would learn during this project?:

We were hoping that students would be able to make connections between the number patterns they were learning in Math, the Physical Science topics of force and motion they were studying in Science, and the Art of drawing, sewing, and string work.

10. What surprised you during this project?:

I was happily surprised at the levels of perseverance and teamwork displayed by my students during this project.

11. What worked in this project and why?:

The scaffolding we provided the students was successful. We had the students first work on their designs following a pattern of multiples. This let them use their familiarity of math concepts to create a successful design. Moving from drawing to sewing to string art upped the level of complexity while maintaining the constant of the pattern they had mastered.

12. What didn’t work and why?:

Completing this project with a group of 33 students was difficult. Managing the materials (hammers, nails, etc.) with a group that large was a challenge.

13. What was your approach to assessment for this project?:

Students were assessed formatively on their design process, their collaboration with their peers, and their oral and written descriptions of their process.

14. How did you share your student’s learning process with others? Who did you share it with?:

We exhibited our work at the CAPE Convergence. The finished pieces will be displayed in the halls at Telpochcalli for students, parents, and teachers to view.

15. Did sharing your students’ learning occur according to your plan for social engagement in your proposal? Why or why not? Please explain.

While students learned a great deal about how to represent motion through art during this unit, they also learned a great deal about themselves as artists and collaborators. Sharing with others what they learned about how they can be group leaders and team collaborators fit with our plan for social engagement.

16. How are you as teachers, artists and students social engagers through this work?:

Since the group was so large, students were forced to engage with one another as teachers, learners, and collaborators.  The adults’ usual role as modeler and helper was adopted successfully by the students.

17. Did sharing your project with others influence how you will approach future projects?:

We will continue to strive to present our work to parents and community members through exhibiting work in and outside of the school and presenting at school and community events, like Telpochcalli Art Fest.

18. Standards Addressed: (Common Core, Next Generation Science, National Core Arts):

3-PS2-1 Motion and Stability: Forces and Interactions

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

3-PS2-2 Motion and Stability: Forces and Interactions

Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.

3-PS2-3 Motion and Stability: Forces and Interactions

Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.

3-PS2-4 Motion and Stability: Forces and Interactions

Define a simple design problem that can be solved by applying scientific ideas about magnets.*

Visual Arts Anchor Standard 1: Generate and conceptualize artistic ideas and work

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

Visual Arts Anchor Standard 3: Refine and complete artistic work.

Visual Arts Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.