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Where Art Meets Engineering

Last changed: 05/01/2018 11:52am
6 , 7 , 8 Visual Art
Visual Art Science
Both Grade Level and Arts/PE Program Alignment
1 120 min
1 120 min
Combo Offsite Tour & Offsite Workshop
New Britain Museum of American Art
56 Lexington St.
New Britain, CT 06052
All year (maximum 125 students per visit). The NBMAA is proud to offer busing reimbursement in the 2018-19 calendar year. Spaces are limited and available on a first come first served basis.
$10 0
$200 0
no Phone , In-Person , Email
Sketch paper, pencils, coloring materials, cardstock, a variety of additional multimedia materials
N/A
NBMAA gallery and studio spaces

-I can look at art in different ways and share my interpretations with my classmates.
-I can construct viable arguments and critique the reasoning of others.
-I can make sense of problems and persevere in solving them.
-I can make connections between art and engineering.
-I can use problem-solving techniques to solve a design challenge.

What are the similarities between the work of artists and engineers? Join Museum Educators at the New Britain Museum of American Art for an interactive tour and studio experience, during which students will learn to become creative problem solvers by looking at various artworks from a technical standpoint. This program will emphasize the NBMAA’s impressive collection of unique works of “touchable” art in the galleries -- our artist bench collection-- and students will respond to this remarkable experience by reflecting and translating their favorite works of art from the tour into miniature paper benches using diverse multimedia materials.

This program will look the same for both Grade Level and Arts programs. It will have direct benefits for both subject areas, as we are connecting to the science topics through close-looking in the Museum galleries and a related hands-on art project.
Maximum 125 students per visit

Parents and teachers are invited and encouraged to participate as chaperones during school visits! We require at least one chaperone per 10 students, but more are always appreciated and welcomed!

Grade 6

Middle School: Engineering Design: MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. DCI: The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.
Middle School: Engineering Design: MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. DCI: Models of all kinds are important for testing solutions.
Grade 6: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.
Grade 6: Visual Arts: Presenting: Anchor Standard 5: Develop and refine artistic techniques and work for presentation. Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.

Grade 7

Middle School: Engineering Design: MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. DCI: The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.
Middle School: Engineering Design: MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. DCI: Models of all kinds are important for testing solutions.
Grade 7: Visual Arts: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Develop criteria to guide making a work of art or design to meet an identified goal.
Grade 7: Visual Arts: Responding: Anchor Standard 7: Perceive and analyze artistic work. Explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued.

Grade 8

Middle School: Engineering Design: MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. DCI: The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.
Middle School: Engineering Design: MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. DCI: Models of all kinds are important for testing solutions.
Grade 8: Visual Arts: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Collaboratively shape an artistic investigation of an aspect of present-day life using a contemporary practice of art and design.
Grade 8: Visual Arts: Presenting: Anchor Standard 8: Select, analyze, and interpret artistic work for presentation. Collaboratively prepare and present selected theme-based artwork for display, and formulate exhibition narratives for the viewer.