Wicomico Arts Academy
2014
Alternative to OC Center for the Arts Trip
Judy Hogans, Bennett Middle
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Explore and familiarize yourself with the OC Center for the Arts website:
http://artleagueofoceancity.org/
Read about Richard Alan Fox and Jonathan Spivak by clicking “exhibits” at the top.
Go to Richard Alan Fox’s website at: http://richardalanfox.com/occa2014/
(On his home page along the top click “recent paintings”)
Scroll down and look at his paintings:
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Can you see sound in any of these paintings? Yes, I can. How and what can you hear?
Repetition and it gets bolder/louder, the more I look.
What do you think was his motivation and inspiration for them? Spark curiosity and not be
afraid to take the risk to explore.
What do you wonder about his work or Richard Alan Fox? I wonder if something held him
back in his past which led him to be so bold now.
Could you use any of these images in a lesson? How? Yes, mathematically with vocabulary
by comparing his work with the term, constant. How that would translate on a coordinate
plane. What is the pattern and can we plot it and determine an equation for it? Why or
why not?
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Explore and click on About “Erik Hertz” and “Classes” at the bottom of the page:
http://www.hertzpottery.com/index.php?route=common/home
Those attending will be working with Mr. Hertz to make pottery.
- How would you connect working with an artist like Erik to the content you teach? Math –
focus on how to get the size required or needed. Have students think about dimensions,
surface area, and volume. Can the student use these math features and possibly package
the pottery creations with the correct dimensions.
- How would the students you teach react to working with an artist and/or working in this
medium (clay)? My students would love it and be so excited!!!
3After exploring both these types of art work, begin creating a devising 2 lesson ideas using the two
artists Richard Alan Fox or Eric Hertz as your inspiration.
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Find the Arts standards and Content standards that would be addressed in this lesson.
Provide a summary statement of the lesson idea.
Example:
Dance- Standard 1.0 Perceiving, Performing, and Responding: Aesthetic Education
Wicomico Arts Academy
2014
Students will demonstrate the ability to perceive, perform, and respond to dance.
Indicator 1. Demonstrate knowledge of how elements of dance are used to communicate meaning
Objectives
a.
Identify and demonstrate locomotor and non-locomotor movements accurately that communicate ideas,
thoughts, and feelings
Science- Standard 1.0 Skills and Processes
Students will demonstrate the thinking and acting inherent in the practice of science.
Topic A. Constructing Knowledge
Indicator 1. Raise questions about the world around them and be willing to seek answers to some of them by
making careful observations and trying things out.
Objectives
a.
b.
Describe what can be learned about things by just observing those things carefully and adding information
by sometimes doing something to the things and noting what happens.
Seek information through reading, observation, exploration, and investigations.
Science and Dance- We would start the lesson by looking at fingerprints and raise questions about them. We may
print our own fingerprints to see how they are similar or different.
In this lesson, the students would work on creating a dance with a distinct pattern of locomotor and non-locomotor
movements. These dances would be their “fingerprint”. The paintings are much like a fingerprint and your
fingerprint is distinctly your own. The dance should represent each student individually.
Submit these through e-mail to Gary Beauchamp by 3:00pm.
Wicomico Arts Academy
2014
“Richard Alan Fox” Lesson
Math - 6.NS.C.8 solve real-world and mathematical problems by graphing points in all four quadrants of
the coordinate plane. Include use of coordinates and absolute value to find distances between points
with the same first coordinate or the same second coordinate.
Arts – 6. Visual Arts: Perceiving and Responding: Students will demonstrate the ability to perceive,
interpret, perform, and respond to the development of a variety of dramatic forms over time and the
aesthetic qualities they reflect. 1. Identify, describe, interpret, and produce visual representations of the
physical qualities of observed form.
Objective: Given a print, students will convey their impression of the print and what the print means.
They will list describing words about the print.
Time: 1 – 90 minute blocks
Students will first be given Fox’s print. They will individually and then in collaborative groups, share
the impression of the print. They will describe the print with adjectives. They will then use math
terms to describe the print – hopefully seeing constant and reflection.
After that, the students will create a similar image (smaller scale) on a coordinate plane using all 4
quadrants and compare the ordered pairs to the x-and-axes. They will write a brief paragraph
discussing relationship of the ordered pairs to each other and the axes.
Extension: Students create their own art with use of lines and have a partner describe print.
Wicomico Arts Academy
2014
“Erik Hertz” Lesson:
Math - 6.GA.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it
with unit cubes and show the volume is the same as would be found by multiplying edge lenths of the
prism by applying the formula V=l w h.
Art 1.0 - Students will demonstrate the ability to perceive, interpret, and respond to ideas,
experiences, and the environment through visual art.
Indicator
1. Identify, describe, interpret, and produce visual representations of the physical qualities of
observed form.
Time: Two - 90 minute blocks
Given modeling clay, students will create a rectangular prism and determine the volume conceptually
and with an algorithm.
Students will be given modeling clay, and must make a rectangular prism – six faces. Opposite faces of
the prism should be uniform. The top face will not be connected to the rest of the prism. After the clay
figure has dried, students will fill the prism with unit cubes to determine the volume. Students may
paint figure if time allows.
Students will measure the dimensions of the prism and compute the algorithm. Students will compare
the results of both volumes.
Extension:
1)
2)
3)
4)
Students determine the surface area of the prism and/or
Students determine packaging for the 8 identical models - rectangular prisms.
Students advertise for product – must give appropriate use in order to sell.
Create another type of prism.