School of Education
Curriculum & Teaching
Prof. John Toth, Ph.D. / firstname.lastname@example.org
|TIME||MIN||THE ARTS AS COMMUNICATION...
for the post modern educator
|1:30||15||CONCEPT: SPATIAL ORDER:
AIM: Consider works of art that challenge conventional aesthetic beauty. Understand elements of Math in art: patterns, sequences, and rhythm.
|The Arts Standard 4
Dance - explain the settings and circumstances in which dance is found in their lives
Music - identify the primary geographical settings for the music they listen to.
Theater - engage in drama/theatre games which reflects other cultures.
Visual Arts - create art works that reflect a particular historical period of a culture
|Artwork under study: SCULPTURE / Smith / Geometry
Tony Smith, Tau, 1961-62
ART / PAINTING / Spatial Ordering:
MAPPING 3-DEMENTIONAL SPACE
Matta, Card Players, 1957
OBJECTIVE: Make three different geometric solids to make a model of a house.
GOAL: Understand the use of elements of symmetry: mirror, reflective, radial, progressive and alternating.
Art - Create geometric solids by cutting out squares and triangles that can be folded into 3-D forms.
Music - Use Tau as a score.
Math - Symmetry & Tessellation
Theater - Use the street traffic in front of tau to create a drama. .
Dance - Use the angles of Tau as a backdrop for a spatial study
|CREATIVE ACTIVITYGEOMETRIC SCULPTURE
OBJECTIVE: Recreate Tau using triangle templates.
GOAL:This is a group project that depends more on HOW you solve the logic problem rather than how well you construct the final sculpture.
Recreate Tony Smith's sculpture "Tau" from sketches. Work in groups to recreate the sculpture using triangle templates.
ACTIVITY: Make sketches of TAU (front back, top, bottom, left side, right side. Visualize the large triangular shapes that make up each side of the sculpture. (example, one side of the sculpture can by sketched to show there are 5 large triangles that make up that side. Indicate these invisible triangles with dotted lines.)Define a means of indicating on your sketch names that indicate each side. ( example: FRONT faces the subway; LEFT side faces Starbucks; ect.). Orientation is critical in reconstructing the sculpture.
|Use a triangle template to
draw each face of the sculpture. The triangle template will help to
ensure that each face will have the proper proportions. Hint: the top
face is a trapezoid made of three triangles.
Sketch the top shape from the 3rd floor crosswalk. Draw dotted lines to show the implied inner triangles.
Use rigid paper such as your watercolor to reconstruct each face and then tape the sides together to reconstruct the sculpture.
This is a group project that depends more on HOW you solve the logic problem rather than how well you construct the final sculture.
|ACTIVITY REFLECTION QUESTION:
Some artworks have little to do with expression and more to do with logic. Where do YOU fit into this theory. Are you comfortable with logic or expression? How does this orientation effect the way you solve problems?
RESPONSE on the BB Discussion
Re- Approaching Tony Smith, by Harriet F. Senie
The Institute For Figuring
Aesthetic Codes in Early Childhood Classrooms:
New Literacy, Museums, and the Academy :
Spatial Order in Literacy
volume, sphere, tetrahedron, pyramid, cube, X,Y,Z coordinates, Cartesian, linear, dynamic, black holes, networks, systems, cubism, strategies, systems, mapping,
|3:30||Survey: Portfolio Cover|