Origami AdventureLast changed: 07/02/2019 12:34pm
|K , 1 , 2|
|Grade Level Program||Alignment|
|30-45 minute whole grade performance plus 45 minute individual classroom sessions|
|Combo In-School Performance & In-School Workshop||In-School Performance (intended for the entire grade level to experience together)|
|no||Email , Phone|
|The artist will provide paper for origami activities.|
|Each student must have a pencil and a glue stick. The artist will need access to a copy machine.||Students' desks should be cleared off of clutters.|
1. I can produce and identify 2-dimensional origami shapes and name their defining attributes.
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 30-45 minute storytelling assembly for the whole grade. The artist shares a variety of Asian folktales using origami as props. The assembly is followed by a 45-minute visit to each classroom. Following the artist’s step-by-step folding instructions, each student completes 2-3 origami projects while naming defining attributes of 2-dimensional shapes. 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 2-3 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.|
|Kindergarten: Mathematics: Geometry: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres): Cluster #2: Correctly name shapes regardless of their orientations or overall size.|
|Kindergarten: Mathematics: Geometry: Analyze, compare, create, and compose shapes: Cluster #5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.|
|Grade K: Visual Arts: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Engage in exploration and imaginative play with materials.|
|Grade K: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Through experimentation, build skills in various media and approaches to art making.|
|Grade 1: Mathematics: Geometry: Reason with shapes and their attributes: Cluster # 1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation,overall size); build and draw shapes to possess defining attributes|
|Grade 1: Mathematics: Geometry: Reason with shapes and their attributes: Cluster #3: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.|
|Grade 1: Visual Arts: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Engage collaboratively in exploration and imaginative play with materials.|
|Grade 1: Visual Arts: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. A. Understand that people from different places and times have made art for a variety of reasons.|
|Grade 2: Mathematics: Geometry: Reason with shapes and their attributes: Cluster # 1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.|
|Grade 2: Mathematics: Geometry: Reason with shapes and their attributes: Cluster # 2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.|
|Grade 2: Visual Arts: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. B. Make art or design with various materials and tools to explore personal interests, questions, and curiosity.|