Sketch paper, pencils, coloring materials, cardstock, a wide NBMAA will provide all materials needed for each studio project. Studio educators will design each project based on group's learning goals.
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NBMAA gallery and studio spaces
I can look at art in different ways and cooperatively share my interpretations with my classmates. I can construct viable arguments and critique artworks. I can make sense of problems and persevere in solving them. I can work within the design process. I can use problem-solving techniques to solve a design challenge.
How do artists use the design process to create art? In this STEAM (science, technology, engineering, art, and math) focused tour, students will consider how artists have used problem solving, reasoning, and logic in their artistic processes.
Students will respond to the design process and artworks in the collection through a design studio. Students will design bench prototypes in response to their favorite work of art or gallery in the museum.
Chaperones are encouraged to participate 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.
