Lesson Title:Geometric String Art

Novatnak Pg.1

Big Idea:Throughout time humans have intersected the disciplines and used creativity to push boundaries.

Grade:9th

Time: 14 Days, 45 Minute Periods

OVERVIEW:

1.Lesson Summary:By learning the history of string art students will learn to create their own abstract looking string art artwork. They will learn about Mary Everest Boole and Pierre Brezier, who came up with the mathematical equations that make string art possible. They will discover that making curves is possible by only using straight lines. They will use this knowledge and expand their horizons by creating their own mathematical designs that they will then use to create their final string art project. Through this journey, they will learn about contemporary artists Gabriel Dawe, Janet Echelman, Anne Lindberg and SebastienPreschoux. They will view a few of their artworks, and be shown how artists are using string art today to create amazing and exciting instillations and other artworks. With all of this information combined students will have all the necessary tools to succeed in creating their own string art artwork.

2.Artists/Artworks:

Student and teacher examples

Other string art artworks from internet

Gabriel Dawe

Plexus No 9., 2011

Plexus No. 4, 2010

Janet Echelman

1.26 Sydney, Australia, 2011

1.26 Amsterdam, Netherlands, 2012-13

Her secret is Patience, 2009

Anne Lindberg

Zip drawing, 2012

Drawn pink, 2012

SebastienPreschoux

9 Colors, 2009

Miami Vice, 2012

Nuit Blanche PARIS, 2012

Artists for String Art Packets

LSDREAMS

The Old Studio of LSDREAMS

Digital Mandala

ValentinKuzmin

String Art Izon ,2012

Alexandra Coscovelnita

Redesign Gaillard

HOTTEA

Letting Go,2012

Google Images

Owl String Art

3.Key Concepts:

Artists use math to help in creating their artworks

Artists push boundaries to create new artworks from string

Creativity sparks new and exciting ideas

4.Essential Questions:

How have humans and artists used different disciplines to push the boundaries?

What are ways math is used to create art?

How do string artists use creativity in their artworks?

What are things to think about while creating your string art?

Does the environment where string art is placed, affect how it looks?

What do you think these artists have to think about when creating their artworks?

5.Standards:

Arts and Humanities

Standard Area- 9.1: Production, Performance, and Exhibition of Dance, Music, Theatre and Visual Arts

Grade Level- 9.1.12: Grade 12

9.1.12.A:

Know and use the elements and principles of each art form to create works in the arts and humanities.

Elements

Visual Arts: • color • form/shape • line • space • texture • value

Principles

Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony

9.1.12.E: Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.

Standard Area- 9.3:Critical Response

Grade Level- 9.3.12:Grade 12

9.3.12.A:

Explain and apply the critical examination processes of works in the arts and humanities.

Compare and contrast
Analyze
Interpret
Form and test hypotheses
Evaluate/form judgments

Standard Area- 9.4: Aesthetic Response

Grade Level- 9.4.12: Grade 12

9.4.12.C:

Compare and contrast the attributes of various audiences’ environments as they influence individual aesthetic response

Mathematics

Standard Area- 2.9: Geometry

Grade Level- 2.9.11:Grade 11

2.9.11.C:Use techniques from coordinate geometry to establish properties of lines, shapes, and solids.

Standard Area- 2.10: Trigonometry

Grade Level- 2.10.11: Grade 11

2.10.11.B:Graph periodic and circular functions; describe properties of the graphs.

Reading,Writing,Speaking, and Listening

Standard Area- 1.6: Speaking and Listening

Grade Level- 1.6.12: Grade 12 English IV

1.6.12.A:

Listen critically and respond to others in small and large group situations.

Respond with grade level appropriate questions, ideas, information or opinion.

6.Interdisciplainiary Connections:

Students will respond in group and class discussions about string art and artists. During these times students will be listening to their peers while they talk. They will be respectful while their peers are talking, and respond with appropriate questions and/or comments. Students will also be learning about mathematical equations that make their string art artworks possible. They will create a graph and use straight lines to create curves and other geometric shapes from lines.

OBJECTIVES:

Students will…

Knowledge

Identify information about contemporary artists Gabriel Dawe, Janet Echelman, Anne Lindberg and SebastienPreschoux through a class discussion to become more familiar with these artists.

Write two new things they learned about string art on a note card as a ticket out the door to show me what they have learned.

Tell and show me what they have learned about string art by answering questions related to string art and artists on their rubric.

Discuss what they already know about string art through a group discussion to show me what they already know.

Skills:

Brainstorm ideas for their string art artwork, by creating three sketches of their final project.

Properly use 3-5 different colored string and a needle to sew the mat board where they will be creating their string art artwork.

Create three 9x9in. string art design sketchesby using math techniques and graphing their designs on graph paper to create their final project.

Create holes on their final project with a push pin, following the patter design they have come up with to produce a pre-made template for the string.

Alter pre-made graphing worksheets to come up with their own graphing ideas and designs for their final string art project.

Properly use a ruler and pencil to graph, draw lines, and create curves and other abstract forms to assist them in creating designs to help aid their string art project.

Develop a creative string art artwork that clearly shows thought about composition and color choice in their final artwork.

Construct an artwork that showsquality craftsmanship in their final string art artwork.

Dispositions:

Relate to others by listening while their peers are talking about why they liked certain string art artworks over other artworks.

Determine their strengths, weaknesses, and other aspects of the project on their rubric and as a class.

ASSESSMENT:

Students will be assessed on the following items:

Pre-Assessment:

Through a class discussion, students will be asked to tell me anything they already know about string art.

Formative Assessment:

Ticket out the door- Students will tell me two new things they learn about string art.

Checklist- Throughout the project, students will be asked to follow the checklist to make sure they are on track. They will also be required to show the teacher they have completed two of the guidelines and acquire the teacher’s initials.

Journal-Students are required to take notes on vocab about string art, and string art artists.

Graphing Worksheet- Students will show me they understand how to graph and connect points to make interesting designs for their final string art artwork.

Practice String Art Squares- Students will show me they understand how to use a string and needle to properly follow a pattern to create string art.

Summative Assessment:

Students completed string art artworks will begraded through a rubric where they will self assess themselves, and then receive a teacher’s final grade.

INSTRUCTIONAL PROCEDURES:

DAY 1

1.Motivation/Engagement/Hook:Have premade packets on table with string art images in them. Students at each table are to open the packets, and look at the images as a group. They will then put these images in order from what they think is most interesting to least interesting. They will then go up to the board, and number their images from most to least interesting. We will then have a class discussion on why each table picked their particular images as most interesting. Why did they like it so much? I will then ask them to tell me why they rated their least favorite image so low? I will then ask if there is anything in any of the images they saw that was really eye catching and looked interesting to them. Why did they look interesting? What about the artist’s use of color and designs, and the different ways they used string art? I will also ask if they know anything about string art, and would like to share what they already know.

2.Development:Start lesson by showing the students a power point on the history of string art, and how artists are using string art today.

-How long do you think it takes these artists to plan out their ideas?( Weeks, Months, Years)

-Can you think of any other ways you can be creative and use string art for? (Jewelry, Furniture, Wall Art, Sculpture, Installations)

-What do you think these artists have to think about when creating their artworks?( Design, Space, Color, How it will be viewed)

-Did any certain artwork pop out and catch your eye? Why?

-What subject does string art look like it would be related to and why?( Math)

-Does anyone have any string art hanging in their home? It became very popular in the 60’s, and many homes had them hanging on their walls.

-(Handout and start string art graphing worksheet if there is time)Demo how they will be using graphing paper and straight lines to create curves and abstract images with just lines. Have student begin to work on string art graphing worksheets, where they will learn how curves and abstract images are created by straight lines and patterns.

3.Culmination/Closure:Remind students when there is 5 minutes left to finish what they are working on, and put away any supplies they have used. They are to keep their string art worksheet in their folder for tomorrow. If completed powerpoint:I will pass out a note card to each students where they will be asked to write down two things they learned about string art. They will then hand this in as their ticket out the door.

DAY 2

1.Motivation/Engagement/Hook:Finish power point if needed and introduce string art project. Start the class off by having a discussion on these questions:

How do string artists use creativity in their artworks?

What are things to think about while creating your string art?

Does the environment where string art is placed, affect how it looks?

Demo how they will be using graphing paper and straight lines to create curves and abstract images with just lines. Have student begin to work on string art graphing worksheets, where they will learn how curves are created by straight lines and patterns.

2.Development:Students will begin to work on string art graphing worksheet.

3.Culmination/Closure:Remind students when there is 3 minutes left to finish what they are working on, and put away any supplies they have used. They are to keep their string art worksheet in their folder for tomorrow.

Day 3

1.Motivation/Engagement/Hook: Students will be asked to get out their worksheets, and then look up at the board for a demo.

2.Development:Have pre made graph on board, and demo to students how you can create new interesting string art patterns by easily skipping numbers and spaces on the graphs theystarted yesterday. Have students get out their string art graphing worksheets and continue working on them. Encourage students to come up with three new patters using the method described above.

DAY 4

1.Motivation/Engagement/Hook:Students will be told today is the last day they can work on their string art graphing packets. I will go over a power point with the directions and requirements of the string art project. I will also show them examples of other student’s string art artworks, so they have a better understanding of the project.

2.Development: Students will continue mapping out string art designs, and create their own designs. They will then be handed three 9x9in. pieces of graphing paper to start their final string art sketch. I will demo and explain how students will use their knowledge of graphing to create their one of a kind string art masterpiece. Students will be encouraged to use colored pencils to see how color will affect how their design looks. I will tell them a minimum of 3 colors is required for their final project, and they should be thinking about composition and a color scheme that will work well together and make their artwork pop and stand out.

DAY 5

1.Motivation/Engagement/Hook:Students will be told today is a work day, and to continue working on their 3 final sketches.

2.Development:Students will continue working on their 3 final sketches for their string art.

3.Culmination/Closure:Remind students when there is 3 minutes left to finish what they are working on, and put away any supplies they have used.

DAY 6

1.Motivation/Engagement/Hook:Students be told to lay their 3 final string art sketching in front of them on their table. I will then give them instructions to walk around and look what their other classmates are creating, and how they are using line to create abstract and interesting designs. I will then ask if anyone saw anything interesting that they liked, and would like to share, or have any questions about a certain pattern they saw.

2.Development:Students will be reminded that their 3 final sketches should be completed by the end of class, and we will be starting to map out our final project tomorrow. They will also be told to get the teacher look at and to sign their final sketch, so they can move onto the next step tomorrow. (Conference with each student)

3.Culmination/Closure:With 3 minutes left, students will be asked to put away any supplies they may have gotten out to work on their string art.

DAY 7

1.Motivation/Engagement/Hook:Students will be asked to gather around a table for a demo on how to start their string art. I will show them how to tape their favorite final sketch onto the back of their 9x9in piece of matboard with masking tape. I will then demonstrate the method they will be using to pre-poke the holes in the mat board so the string will go through easy. Once they have their final sketch taped on the board, they are to place a magazine under their mat board. They will then take a push pin and poke a hole through their board, following the pattern they have already created. I will explain to them this will be an easy template to follow, and help guide you in creating you final project. I will then tell them to look at the hole they created, and if they look like they did not go through all the way to poke the push pin through them again. Ask if there are any questions about the process, and put a powerpoint on the board with step by step instructions. Also remind them that they cannot start their final project until they conference with the teacher and get their final sketch signed.

2.Development:Students will start taping their final sketch onto the front of their mat board. They will then follow their pattern, and poke holes where needed.

3.Culmination/Closure:With 3 minutes left, students will put all their papers into their folders, and put away any supplies they may have got out.

DAY 8

1.Motivation/Engagement/Hook:I will ask students if anyone has any questions about how they are suppose to be poking holes into their project, and set up the step by step power point for them to refer back to. I will remind students that they should have all the holes poked through and completed by the end of class today.

2.Development:Students will continue working on poking holes through their mat board following their pattern.