Origami Dimensions (middle)Last changed: 05/29/2019 10:28am
|6 , 7 , 8|
|Grade Level Program||Alignment|
|One 45 minute whole grade assembly plus a 45 minute workshop in each classroom|
|Combo In-School Performance & In-School Workshop||One 45 minute whole grade assembly plus a 45 minute workshop in each classroom|
|no||Email , Phone|
|The artist will provide paper for origami activities.|
Each student must have a pencil and a ruler. The artist will need access to a copy machine.
||Students' desks should be cleared off of clutters.|
I Can produce 2 three-dimensional origami objects (a rectangular prism and a right square pyramid). I can compute their surface areas and volumes.
2. I can experience origami as a fun and accessible art form that develops focus, dexterity, and imagination.
3. I can name examples of origami used as a visual aid to narrative storytelling.
|The program starts with a 45 minute storytelling assembly for the whole grade. The artist shares folktales using origami as props, and students will make origami art along with her. The assembly is followed by a 45 minute visit to each classroom. Motoko will briefly discuss the history of origami and its modern applications in space science, medicine, and automobile safety. Each student completes a 3-dimensional origami project, a box or a pyramid, and the class will discuss and find its surface area and volume. The artist will give step-by-step folding instructions. The origami activities will vary slightly across the grade levels. The program is designed with flexibility to cater to specific needs of the classroom. The teacher is expected to fill out a pre-visit survey, which allows the artist to assess what the students already know, know well, and do not know yet. The teacher and the artist will then communicate and decide on 3-5 geometric concepts to focus on during the artist’s visit.|
|The teachers are expected to walk around the classroom and help the students as needed.|
|The artist welcomes up to 5 parent volunteers per class to help the students fold the origami.|
|Grade 6: Mathematics: Geometry: Solve real-world and mathematical problems involving area, surface area, and volume: Cluster 2: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.|
|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: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Analyze how art reflects changing times, traditions, resources, and cultural uses|
|Grade 7: Mathematics: Geometry: Draw, construct, and describe geometrical figures and describe the relationships between them: Cluster #3: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.|
|Grade 7: Mathematics: Geometry: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume: Cluster #6: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.|
|Grade 7: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.|
|Grade 7: Visual Arts: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.|
|Grade 8:Mathematics: Geometry: Understand and apply the Pythagorean Theorem: Cluster #7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.|
|Grade 8:Mathematics: Geometry: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres: Cluster #9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.|
|Grade 8: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art-making or designing.|
|Grade 8: Visual Arts: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.|