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How Our Buildings Are LIke Bodies© (middle)

Last changed: 05/30/2019 12:41pm
6
Visual Art Math
Grade Level Program Alignment
1 120 min
In-School Workshop - In-School Performance (intended for individual classes of a grade level to experience separately)
all year
$10 50
no Phone , Email
toothpicks, 3/4” foam balls or peas, worksheets, vocabulary list, teacher extensions, and rubric
Sharpened pencils, 11” x 17” white paper for drawings and math problem-solving (2 sheets per student)
• teaching artist needs blackboard space (whiteboard or smart board) to draw and write concepts
• teaching artist needs a supply table and separate demonstration table
• classroom desks need to face blackboard (students should not have their backs to teaching artist)
I can design and build a self supporting structure. I can create plan view and elevation drawing of my structure and record its length, width, and height dimensions. I can calculate the structure's perimeter and area (per grade level state standards requirements).
Students make models of 3-dimensional structural frames using toothpicks and foam balls. They learn the purpose of a building's structural frame and identify the structural elements in their school building. Students learn about the materials and methods of building construction. They explore 2-dimensional shapes and 3-dimensional forms. Using this learning they create multi-level 3-dimensional structures. Students execute isometric drawings of their models and create elevation and plan view drawings. They measure the height and width of their structures and record the information on their drawings. Perimeter and area problem-solving is possible.

Students compare the systems of a building (structural, heating/ventilating/air-conditioning) with the systems of the human body (skeletal, circulatory). Working in teams, they explore structural concepts (tension and compression), using their own bodies to act out concepts.
The students' grade level determines the complexity of concepts and drawings as the designed world becomes the thematic foundation for curriculum subjects.
• teaching artist needs blackboard space (whiteboard or smart board) to draw and write concepts
• teaching artist needs a supply table and separate demonstration table
• classroom desks need to face blackboard (students should not have their backs to teaching artist)
2 caregivers

Grade 6

Grade 6: Geometry: Solve real world and mathematical problems involving area, surface area, and volume #4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply techniques in the context of solving real-world and mathematical problems.
Grade 6: Visual Art: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. C. Design or redesign objects, places, or systems that meet the identified needs of diverse users.