CAHTS has plunged into STEAM!

At CAHTS this fall, Art Teacher Ms. Vivian Reyes is working on an art/math project with her STEAM students to create inspiring black and white artworks on paper.
Students are using a numerical sequence 5-35-5 to construct perspective-like compositions on their large white papers using pencils, rulers, compasses, and permanent markers.  The sequence refers to the fact that they must use 5 points, 35 lines, and 5 circles to create their compositions.

Art PIR Triada Samaras interviewed Ms. Reyes about this project:

Ms Reyes spoke:

"It is a pre-lesson on perspective and on op-art.  I start this lesson by explaining to students about the artist Escher, and how his work is based on mathematics.  Then I tell the students this lesson has the same origin as a perspective lesson in which you use vanishing points and orthogonal lines. It uses elements of art, and principles of design.

Steam is Thriving at GOPA!

STEAM is thriving at the School of Government and Public Administration this year!

Art teacher Mr. Jones of GOPA is developing compelling STEAM projects for his STEAM students that challenge them to think critically while they develop knowledge about the Elements of Art and the Principles of Design.

In Mr. Jones' class recently WPU Art Professor in Residence Triada Samaras interviewed Mr. Jones' about the art projects in class:  "In works of art there are guidelines and these guidelines tend to be constructed as rules.  However, there are really no rules in art.  My students employed the guidelines of color, symmetry, and object placement effectively and in their own style to create pleasing visual images.  In the worlds of science and math there ARE hard and fast rules. The training that the students receive in my art class will hopefully allow them to go back to their other classrooms and to recombine the rules in science and math to create new ideas.  I'm teaching the students to think critically."  

Art PIR Triada Samaras also interviewed one of Mr. Jones' art students, Stephany Guzman, while she was creating art in the classroom.  Stephany relates:
"Art is important in the way it gets messages out to the world. People all over the world can connect with other people through art even though they don't speak the same language.  You can express yourself in your own way." 

An Intriguing Cross Between Science, Engineering and Art at GOPA and SOIT

 












Several fascinating STEAM projects were developed in the environmental science and chemistry classes of GOPA and SOIT this fall. Using the new district-wide science curriculum,
these high school science teachers were able to collaborate, design, plan and implement their projects inspired by a variety of creative/scientific ideas found in Resource Folders provided in "Unit Zero." (For example see "Cards to the Sky Gummy Bear Challenge" described at the end of this post, marked with *)

Participating teachers included science teachers Mr. Schulties, Mr. Agyeman, Ms. Gilstrap, and Mr. Thompson (GOPA) and Ms. Sweet and Ms. Jarvis-Hicks (SOIT).  These STEAM projects were intra-curricular because both environmental science and chemistry teachers did the same project. In addition, teachers were encouraged to improvise with the resource materials found in "Unit Zero" and adjust the activities based on their classroom needs. Art PIR Triada Samaras interviewed two of these teachers:

Environmental Science teacher Ms. Gilstrap explained:
"This was the "Zero" unit in our science curriculum. This unit emphasizes getting students interested in science and in scientific problems."

Chemistry teacher Mr. Schulties added:
"In my class, I gave the prompt to my students that they would be constructing a tower for a gummy bear village.  I explained to them that the village has a number of different design requirements that needed to be met. For example, students needed to create structures that would have to stand up to various physical forces such as wind and gravity.  In addition they needed to consider some aspects of engineering such as height and weight." 

"I then provided students with their materials including a deck of cards, a pair of scissors and a roll of scotch tape.  I told them they needed to go and meet the requirements for each structure and to plan a presentation of their structure to the "Planning Board" (meaning, to me)."


Mr. Schulties continued, "The rubric was built around how many requirements were met. Then, using these requirements, the classes collected date to determine a 'winner'. My students realized that even though the rubric requirements were met, there was still no clear winner. Thus they discovered  the idea of qualitative data." 

"Students understood their decision for a 'winner' would need to be determined qualitatively in addition to quantitatively.  This was an important milestone for them.  They learned the importance of collecting and analyzing both types of data in determining a solution to their problem. Thus, students could infer that by looking at the art behind an engineering project they could make quality structures that are very beautiful aesthetically.  So what started out as an science/engineering lesson then his turned into a lesson of science PLUS design and aesthetics.  The case for STEAM was clearly demonstrated in this project." 

*  “Cards to the Sky” Gummy Bear Tower Challenge

(from the Resources provided in 'Unit Zero' by the Paterson School District for Science Teachers)

ROYAL-FLUSH, Inc., an architectural and structural engineering firm, has a contract with the Bear Valley Community to design and build the community's first skyscraper structure. You work for ROYAL-FLUSH, and have been assigned to complete the project.

The following design requirements have been determined for the structure:

DESIGN REQUIREMENTS

1)   A height of 14 inches (this may seem a bit short, but given that the average height of a Bear is ¾inch, this makes for a pretty tall building in Bear terms).

2)   A platform on the top of the structure that will hold 6 Bears, for viewing lovely Bear Valley.

3)   Stability through a hairdryer wind at 14 inches from a westerly direction. Designs that exceed this requirement are acceptable too.

4)   Pleasing to look at.

5)   As small a mass as possible, since the structure will be constructed off site, then trucked into the Valley for final installation.

6)   Construction materials: 1 standard deck of playing cards, 1 roll of tape, a pair of scissors.

7)   The final structure must contain the roll of tape and the pair of scissors.

8)   Completed construction in 45 minutes. This may seem like a short period, but given that the life span on a Bear is only 2 days, there is no time to waste!

9)   A three minute client presentation, where the design features, rationale, and general approach to solving the problem are discussed (chart paper and markers supplied)

Your 3-minute presentation should include:

• Basic design approaches your team considered
• What design requirements your team focused on
• The estimated mass of your structure
• Proof that the structure meets the wind requirement.
• How your team spent its time
• Overall approach taken to solve the problem (Provide a schematic that represents the process.)

Masses

The following information should help in estimating the mass of your skyscraper:

Card Box = 5.13 g

1 Card = 1.63 g

5 Cards = 8.15 g

20 Cards = 32.60 g

Source: Sheppard, S. (2001). The compatibility (or incompatibility) of how we teach engineering design and analysis. International Journal of Engineering Education, 17(4-5), 440-445. Retrieved from http://www.ijee.ie/articles/Vol17-4and5/Ijee1234.pdf

School 2 Eighth Graders “Illuminate” Their Math Lesson

Art PIR Sandler and Math Teacher LaChapel recently developed a lesson that integrated the concept of the slope of a line with the creation of colorful “stained glass” artworks.

The slope of a line is the rise (change in y) divided by the run (change in x.)  The equation of a line can be represented by y = mx + b, where m represents the slope of the line.

The students began by graphing several lines, and determining their slopes.

To reinforce their knowledge, the students then added the art component, turning their efforts into  “stained glass” artworks.

The lesson was graded using a rubric that included both math and art requirements.

The final products became a bulletin board that all at School 2 could admire.

Lunching and Learning at School 2

On October 18^th twenty-five teachers at School 2 attended a “Lunch and Learn” workshop presented by Art PIR Simone Sandler.  Participants learned how to create two- and three-dimensional interactive graphic organizers called foldables.  These increase student engagement and achievement through hands-on learning experiences. Furthermore, the act of building a foldable is a kinesthetic activity that can help a student be better organized and retain information.

 

Teachers of any grade level and any subject can use foldables in their classrooms.  They can be used for doing either a collaborative or an independent learning activity.  While teachers may suggest certain designs, many students are inspired to invent and build their original creations.  Foldables can be also be used as alternative assessments. 

 



Teachers at the workshop experimented with various folding techniques, and were given handouts and templates that they could use in their classrooms. Below and at the right are examples of student–created foldables for math and science that emerged from the workshop.

Bookmaking to Teach Science at School 29

Art PIR Winter and 2nd Grade Teacher Somma recently collaborated to integrate art in the form of bookmaking into the students’ science projects.  

Using student-created books to present information increases student engagement by allowing students to “own” their knowledge.   

The lesson focused on the concept of how habitats support the growth of many different plants by meeting their basic needs of food, water and nutrients.  Questions asked included:

            How do plants grow and develop?

            Does the environment (including water, light, air, and nutrients) affect growth?

Each student then created their own “Seed Growth Book”, in which they identified the stages of seed growth and the parts of growing plants.

 

Icosahedrons at School 12

Last month Art Teacher Ms Tejada and PIR Sandler co-taught a STEAM lesson to 4^th grade students that involved icosahedrons.  An icosahedron is 20-sided three-dimensional figure, each face of which is an equilateral triangle.

Students were given a two-dimensional template of 20 equilateral triangles, and asked to make it three-dimensional.  They had to score the interior lines and connect the tabs on the exteriors of the triangles.  In the picture at the right, a student assembles an icosahedron.

The instructors then used the art concept of “taking a walk with a dot” and challenged students to use a black marker to draw a line that would incorporate all twenty triangles. This involved critical and artistic thinking, as the students had to consider the path, the thickness, and the style of the line.

This lesson built upon and extended one that was done last year in which students fabricated cubes (six-sided three-dimensional figures, each face of which is a square.) In that lesson each face of the cube contained artwork inspired by famous artists (including Vincent Van Gogh, Paul Klee, Claude Monet, Leonardo DaVinci, Andy Warhol, Salvador Dali, Mary Cassatt, and Michelangelo.)

The teachers and students then discussed the concept of mobiles, and decided to create a large one that incorporated everyone’s icosahedron, connecting them with pieces of wire.   








 The result is a large-scale class sculpture that everyone can enjoy.

"Peace for Paterson" STEAM project has been launched!

A new STEAM art project originally conceived by NRC 3D art teacher Lauren Mandal, in conjunction with STEAM Art PIR/Professor in Residence Triada Samaras and technology teacher Janette Selino, has now been launched at NRC featuring color, sculpture, engineering, math, and language arts. 

Ms. Mandal, who is the new 3D art teacher at NRC, began brainstorming this project by thinking about the possibility of creating a large scale sculpture/installation piece made up of a thousand origami paper cranes folded by the students. She was inspired by the book: Sadoko and the Thousand Paper Cranes.

Sadoko and the Thousand Paper cranes is a "fictional retelling of the story of Sadako Sasaki, who lived in Hiroshima at the time of the atomic bombing by the United States, Sadako was 2 years old when the atomic bomb was dropped on August 6, 1945, near her home by Misasa Bridge in Hiroshima, Japan. She was at home when the explosion occurred, about one mile from Ground Zero......" (edit) See LINK for rest.

Ms. Mandal researched this idea with her students and found several paper crane installation projects on-line.  These exciting findings moved her project forward as students viewed exciting possibilities like these:

  

Above: Some images from the internet research into large scale origami artworks

Next Ms. Mandal starting folding some trial paper cranes together with students as they thought of a theme for the artwork.  The idea for a "Peace for Paterson" installation grew as students imagined people from all over Paterson being able to view an artwork based on the Idea of PEACE in Paterson.  Students imagined community members walking by the school, and viewing an artwork based on  "P E A C E" in this community, which is often beset with violence.   Ms. Anderson, the NRC Student Assistance Counselor, joined the STEAM team last week with additional ideas on how to encourage students to use peaceful talk and actions; and how to teach students about respect for others and equal and dignified treatment for all people regardless of race, culture, gender, language, etc.

Above: Some paper cranes already created in Ms. Mandal's classroom

Ms. Selino chimed in saying that all teachers could potentially participate in this piece by having students first write about their own feelings about "Peace for Paterson" on their pieces of origami paper, which they could then fold into cranes. As excitement for the writing aspect of this piece grew, Ms. Selino, Ms. Mandal, and Ms. Samaras realized that busy classroom teachers could even have the students incorporate content area work on the origami paper, and then fold it into paper cranes.

Above: More paper cranes created in Ms. Mandal's classroom

Such an approach would be similar to that taken at NRC last year when a large sculpture was made out of paper strips with content area facts written on them by students in all subject areas. This work, called "Racimo of Reflection," was exhibited at the Paterson Museum during the "All Paterson Student Art Show" last March.  In the meantime, technology teacher Mr. Baldwin figured out how to "print" a crane using the 3D printer in his classroom.  These, too, will be featured in the final artwork!

.                      Above:  'Origami' (Folded) Paper Crane printed out by a three-d printer in Mr. Baldwin's room.

Ms. Mandal and Mr. Baldwin are creating a very short video that will explain to teachers exactly how to make the paper crane with their students.  This video will be distributed throughout the school.  Additionally, in Mr. Baldwin's after school program, students will create a documentary video on the development of the "Peace for Paterson".  This longer video will develop over a period of months.

This "Peace for Paterson"  installation work is still in the early stages and there will be much more to come so STAY TUNED!

Coming Soon to Paterson: Phase One: A "Virtual" Museum visit from the North Carolina Museum of Art!

Above:  The amulets of Nehebkau (left) and Isis and Horus (right) from Ancient Egypt printed out on a 

three D printer from scans of the objects made at the NC Museum of Art

This fall at NRC/New Roberto Clemente School in Paterson, NJ, the STEAM program will feature a  a "virtual" field trip to the North Carolina Museum of Art via videoconferencing.  Enhancing the visit will be 3D printing.  

This collaborative STEAM art project between the museum and NRC began when WPU STEAM Art Professor in Residence Triada Samaras, met North Carolina/NC Museum of Art Acting Director of Education Michelle Harrell in Raleigh, NC, where the art museum is located. Together they planned for a fall STEAM art collaboration between selected NRC teachers and students together with Distance Learning Educator Emily Koteki from the NC Museum of Art.  In the planned lesson Ms. Kotecki will interact directly with NRC students in the classroom from the museum Egyptian Wing, using videoconferencing.

For this project, NRC technology teachers will print 3D replicas of historical objects from the permanent Egyptian Art collection of the museum prior to the virtual class with Ms. Koteki. In this way NRC students will be able to have tangible objects to examine, thus engaging their interest and increasing their understanding of what they are learning. Students from technology classes and art classes at NRC will participate in these activities in November. In addition, history teacher Mr. Fusco's students, who are currently studying Egyptian history, will be attending.

Above:  Mr. Baldwin's trial 3-D prints of historical 

objects from the North Carolina Museum of Art Egyptian Wing

Mr. Baldwin, technology teacher at NRC, has developed an enormous interest in 3D printing in his classroom to date.  (He is also an expert in computers and video production.)  Mr. Baldwin already made model 3D prints of the amulets of Nehebkau (above, left) and Isis and Horus (above, right) from Ancient Egypt from scans of the objects made at the NC Museum of Art that were sent to him at NRC. When NRC acquires the larger format 3D printer, Mr. Baldwin will print these amulets at a larger scale, perhaps in color or in translucent filament.

Above pictures: Mr. Baldwin in his classroom with 3D design 

works done by him with his students in his technology classes last year.

In addition, Mr. Baldwin will assist both WPU Art PIR Triada Samaras and NRC technology teacher Janette Selino with setting up the videoconferencing in both classrooms. Mr. Baldwin hopes in the near future to acquire three large format and a grand scale 3D printer for his rapidly expanding technology program in his classroom.


More to come in the near future on this exciting project!