Slovenia:
Poland:
Main aim: Learning
about geometrical constructions of equilateral triangle, square, hexagon, octagon. Practice in doing construction. Precise in
making mosaic.
Lesson no 2
Poland:
Lesson no 1
Topic: Project of mosaics using geometrical figures
Main aim: Learning
about geometrical constructions of equilateral triangle, square, hexagon, octagon. Practice in doing construction. Precise in
making mosaic.
Methods: discuss and work in
groups, practice, workshop
Support: printed materials
and pictures
Lesson
plan:
1 students discuss how to draw
equilateral triangle, square, hexagon,
with given length of side
2 students in groups of 2
choose colorful shits of paper and draw figures (packing them as much as
possible on shits) and cutting them off
3 students create patterns of
figures, according choice of colors and patterns
4 exposition of work
Homework: find examples of
mosaics of Byzantium
Lesson no 3
Lesson no 4
Lesson no 5
Let´s make a marble run out of paper
Sigi Geissler, Art and Technology years 7-10
1. Topic
We were talking about paper in general- where does it come from, what is it used for etc. In this lesson I want to show the students how strong paper is by making marble runs.
Let the kids start off by asking how a sheet of parer can hold a book. If they are smart they will realize they have to fold it into a column and they can then lay the book on it after having balanced it out. Or let them open a bottle with a piece of paper. (I can show you in Poland!!)
2. Aim
The aim is for them to realize that by folding paper it is actually much stronger than it appears. They work together in teams of 2-4 and should be creative and exact.
3. Worksheets, explanations, Fotos
The following pictures and worksheet may be used. Have fun
4. Duration
Depending on their skills and creativity, about 4-6 hours.
Let´s make a marble run out of paper
Sigi Geissler, Art and Technology years 7-10
Let´s make a marble run out of paper
Tips and tricks:
(Quelle: vdp-online.de)
Fotos:
Lesson no 6
This project is designed for
a few lessons; I will go into the first steps of this project. Our main focus is
on Escher and drawing a room in perspective/constructions. During the theoretical
lessons we will go into Escher’s work and his biography, during the art lessons we will discuss the perspective parts and
ways to create the drawing.
What is perspective?
What is one point perspective?
Are there other point perspectives?
How do you draw a room in perspective?
Who is Escher?
Which link is there between Escher and math?
Lesson
0: Theory
Assigned homework: The students have to do some
research at home about Escher’s life/biography, his achievements and his art.
Make sure the students look up his mathematically inspired woodcuts,
lithographs and mezzotints.
Lesson
1: Theory
Exchanging information:
The students bring their information to school and read
each other’s findings. Let them underline familiar information in yellow,
information out of context in green and new information in green.
While the students underline the information, the teacher hands out 2 cards to every
student, 1 green and 1 red one.
The green card represents the truth and the red
one represents a lie.
Truth
or deception:
The students (one by one) come up to the front
of the class and tell the truth or deceive the students. The students have to
decide which card they put up in the air, the green (truth) or the red (lie)
one. When the student reveals the truth he or she has to write down the correct
information on the whiteboard to create a big word web.
This link will show you a few 3D-animated videos
about Escher’s work. This will help the students understand his work and the
impossible constructions. This enables the students to go through the
constructions and see them from different angles.
Lesson
1: Art
Teacher:
Explain what perspective is. Hand out the examples and
use YouTube to visualize it.
Link: https://www.youtube.com/watch?v=yEymIyLbiAI
or Google DIY one point perspective room YouTube.
To
challenge the students a bit more you can ask them to change the perspective in
their drawing. Let them create impossible constructions.
Drawing your room in perspective
What is perspective?
Lesson no 7
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LESSON PLAN
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ELEMENTARY SCHOOL
ANTONA INGOLIČA SPODNJA POLSKAVA
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Teacher:
CVETKA GOVEJŠEK
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COMENIUS CLUB
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Class: 7 and 8
Time:
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Date: 6th May 2015
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THEME: PROPORTION - How are people connected with the Golden cut?
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LEARNING unit: Presentation of the descriptors of proportions
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1,2
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Objectives:
- students learn
about the descriptors of the proportions which are relevant for the
human body
- revision of
facts about the golden cut (the quotient)
- to prepare a table for data of pupils on the school
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NEW concepts:
proportions, the golden ratio
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TYPE OF LESSON
acquisition of
new knowledge
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TEACHING METHODS
conversation
discussion
practical work
work with
learning resources
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TEACHING AIDS
a computer with a
projector
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Interactive patterns
individual work
pair work
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The students’ ACTIVITIES
- self-consolidating
revision of the knowledge on the golden cut
- recognition of
the mathematical context in the realistic situations
- use of ICT
technology for table designing
- judging of the
correctness of the results obtained in
relation to the initial data
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Cross – Curricular: ART, Maths
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The golden ratio is usually marked with the Greek letter phi (φ). Sometimes we use a
capital letter (Φ)
to the opposite value (Φ = 1/φ). It is
interesting, that is:
φ
= 1,618 033 989.....
Φ
= 0,618 033 989.....
THE MAN AND THE GOLDEN RATIO
Ancient and Renaissance artists are often used the golden ratio, when
they wanted to create a perfect display of a person. The most famous example is
the Vitruvian Man by Leonardo da Vinci, is said to be the ideal human body all
in proportion Φ (Φ = 1,618033989 ... .... ). Here are
just a few examples.
The relationship between:
- The entire height of the human body and the level of the navel is φ
-Length from shoulders to the top of the fingers and the length from the
elbow to the tip of the fingers – again φ,
-the height of the hip and the knee-height φ.
-the width of the lip and nose width (on his widest point)- φ.
-the width of the mouth and the distance from the corners of the lips to
the edge of the face- φ.
-the distance from the top of the head to the lower part of the Chin and
the bottom of the Chin to navel- φ.
-the distance from the top of the head to the navel and the distance
from navel to feet- φ.
-the width of the lip and the width of the mesh- φ.
-the width of the secondary incisors (front teeth) and the width of the
lateral incisors (smaller teeth, which are in addition to the front teeth)- φ.
-the length of the middle finger and the length of the article any
fingerprint of the finished article of an individual fingerprint finger- φ.
-the length of the first article of any length of the middle finger of
the same finger- φ.
-the distance from the eyes to the top of the upper lip and the distance
from the top of the upper lip and the lower part of the Chin- φ.
-the width of the shoulders and the width of the narrower perspectives
work zone- φ.
-the length of the forearm (from wrist to elbow) and the length of the
extended hands from the wrist to the tip of the finger- φ.
How is a man
connected with the Golden cut.
1. - the entire height of
the human body and the level of the navel is φ
2. -length from shoulders
to the top of the fingers and the length from the elbow to the tip of the
fingers – again φ,
3. - the height of the
hip and the knee-height φ.
4. - the width of the lip
and nose width (on his widest point)- φ.
5. -the width of the mouth
and the distance from the corners of the lips to the edge of the face- φ.
6. -the distance from the
top of the head to the lower part of the Chin and the bottom of the Chin to
navel- φ.
7. -the distance from the
top of the head to the navel and the distance from navel to feet- φ.
8. -the distance from the
lower part of the neck to navel and the distance from navel to rework φ.
serial
the number of
gender M/F
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the height of the body
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the height of the navel
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the length from the shoulder to the tip of your fingers
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the length of the elbow to the
tip of your fingers
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the height of the hip
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the height of the knee
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from the top of the head to the lower part of the Chin
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from the lower part of the Chin to navel
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average
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