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Creatures Cultures/Science Fiction and Fact
Grades 4-6
My visit to Cuba in 2002 was very enlightening. I was conducting research for a unit on the objects created
during the “Especial Tiempo”, the Special Time, after the Soviet Union’s economic collapse. I met ( on the
sly) with dissident artists who had staged a traveling extra-national exhibit which had been shut down by
Castro’s regime.
My visit was an eye opener for me in several ways. I was, and am, always a bit dubious at accepting the
media’s evaluation concerning countries that are on the “outs” with the United States government policy.
Unfortunately, the situation was worse than I imagined. A few truths which shocked me: 1. It is illegal to
access the interest in Cuba. Imagine educating your population to PhD level-for free-and then denying them
access to information and knowledge.
2. You can not buy a car or a house unless you are “approved” by the government. 3. If you are granted a
permit to travel (as these artists were with their exhibit), your families are under what was described as
“house arrest” until you return-ensuring no defections.
Three weeks after I left the island, there was a major crack down and the artists I had been meeting with
were jailed. Their families, whom I had met, contacted me and asked for letters of support. I sent them but
was horrified to realize we must have been under surveillance as I was conferencing with them!
Below is an excerpt from a lesson called Creatures Cultures. This is one of the lessons developed for my
Bridges website and blog in development and due to launch in 2014.
Water Creature Cultures From the Year 5050
Interdisciplinary Unit: Language Arts, Social Studies, Science, Art, Global and Environmental Studies
1. Major Ideas Connected to the Theory Text Chapters
Chapter Interdisciplinary Unit: Language Arts, Social Studies, Science, Art, Global Studies, Environmental
Studies.
Chapter Science Fiction / Science Fact
Chapter Participation in a Visual Culture Virtual Community.
2. Materials and Techniques Explored:
Chapter Design elements and principles: pattern, texture, color
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Chapter
Chapter
purpose
Chapter
Chapter
papier mache techniques
Assemblage, paper Mache and found sculpture techniques and principles – re-cycle, re-use, reDrawing
Extension: Seriation
3. Introduction
Science Fact
Introduction: Trying to define Science Fiction and Science Fact is a little like trying to define Art: difficult,
if not impossible. Where does fact terminate and fiction begin? I remember watching the Jetson’s as a young
child. Later generations watched Star Trek or Finding Nemo and read Azimov or Vonnegut. We already
enjoy many of the “fictions” imagined in television series and science “fiction” literature.
The Visual Culture approach to art education employs the interdisciplinary aspect of the “lived experience”.
It is impossible to separate “art” from the student’s interactions with their visual culture. Creatures’
Cultures enables the students to research a local water creature, and work on their drawing and observation
skills. This unit also requires the students to use creative and critical thinking skills as they imagine what
changes will impact their chosen creatures’ adaptation by the year 5050. If interested, the students could
expand the unit by grouping the creatures and creating cultures to meet the collective needs of their imagined
creatures.
4. Objectives : Given access to their specific environment or habitat, the student may identify an
indigenous water creature, assemble found objects, construct paper mache and create a futuristic assemblage
sculpture projecting what their creature might look like in the year 5050. The students will take
environmental, cultural and political influences into consideration. Included, is also an extension lesson
providing an opportunity for collaborative development of a group habitat.
Specific Activities Leading to Objectives
* Students may demonstrate an understanding of the biological, environmental, political, and historical
background of indigenous water creatures (fish, mammal, or crustacean) from their specific environment.
* They may demonstrate research skills using the Internet and hard copy sources such as the encyclopedia,
science and/or library books.
* The students may hypothesize how their geographically specific indigenous creatures may look and what
kind of culture they will develop due to environmental, historical or political factors, in the year 5050. Using
Finding Nemo as an example, the students will understand how cultures/images/objects/art ASSIMILATES,
RE-USES, RE-PURPOSES and RE-CYCLES what came before.
* Students may successfully solve engineering problems and create a paper mache and/or assemblage
sculpture of a futuristic science fiction indigenous water creature from the year 5050.
* Students may create interdependent “cultures” for their creatures considering food sources, habitat and
social issues. The students should be encouraged to create cultures for a better world. We should encourage
the students to focus on this objective because much of the video/DVD models emphase greed, power and
violence.
* Students may demonstrate an understanding of the elements and principles of pattern, texture, and color.
Pattern, texture, and color appear in nature and most underlie the origin of the elements and principles
“rules”. The author, when searching for cross-cultural design commonalties during her doctoral research
discovered “repeating patterns” to be the only consistent cross-cultural visual imagery.
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5. Materials/Resources Needed
Armatures of cardboard, tubes, aluminum pie pans, blown eggs, bottles or jars, cardboard ice cream
containers, detergent boxes, chicken wire, egg cartons, frozen juice cans, oatmeal containers, paper cups,
soda pop bottles, shoe boxes, toilet and paper towel rolls, Styrofoam meat trays, balloons, tin foil. and
plastic containers.
Masking tape
Ross papier mache paste (We recommend this paste. Flour molds over time). Ross Art Paste is easy to use.
The chemistry is safe for children, dissolves quickly and can be stored for re-use.
Paper towels
Buckets for paste
Full shoebox (at a minimum) of found objects—must have multiples (5-10 of the same object).
Black fine point marker for each student.
Student Idea Books at the end of this chapter. Make one for each student.
“Finding Nemo” movie
6. Add New Knowledge
* The teacher may tell the students they might be creating a science fact/fiction water
creature and grouping their creatures into cultures.
* Tell them they may be doing research focused on indigenous water creatures’ cultures in groups and
individually.
* Talk about the word “indigenous.”
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Opportunity: This opportunity may function as a powerful incentive for student motivation. Tell the
students to think about ideas for their creature’s culture as they listen to your presentation and participate in
the conversation.
Critical Thinking Questions focused on Visual Culture and Art.
* What is Visual Culture? (Culture is a way of life. Visual Culture is all things that humans make that
influence that way of life from a visual perspective). See the theory text and Unit 1.
* What is Art? Plato first asked this question (in writing- it was probably asked before that) over two
thousand years ago. We will not attempt to ANSWER that question in this book. We WILL, however,
empower our students to ASK the question and CONSIDER their own possible answers! We CAN tell you,
with confidence, that art is part of visual culture.
The teacher may ask the students:
* Did you see art today?
* Who can make art?
* Can animals make art?
* Can YOU make art?
* What is the difference between art and visual culture? Is there a difference?
* What is science fiction?
* What is science fact?
* Do artists ever use science? Explain.
How do you think writes, artists and producers get their ideas for creating Science fiction? Do they do
research?
* What is assimilation?
* Give examples of assimilation. Use science to imagine the future. See the Garoian (2001) reference for
more information on the metaphoric opportunities embedded in this conversation.
A. THE “ENTERTAINMENT INDUSTRY” , PIXAR, MAKES ART AND VISUAL CULTURE
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Assimilation: The cultural absorption of a minority group into main cultural body. Discuss how Nemo
has to assimilate to survive.
Critical Thinking Questions focused on Finding Nemo and Assimilation:
* Can you give an example of assimilation attempts right now and in recent history?
(When the Somalian people arrive from Africa, what do they need to do?)
What other movies or television programs deal with the topic of assimilation?
* How do you think the writers, artists, and producers get their ideas for creating science fiction
cultures? Do they do research? Where would you go?
B. The Story of Take to the Air
Quote from Dr. Bridges:
“I went to the beach on this beautiful
Caribbean island of Cuba and saw miles and
miles of abandoned hotels. I walked for 2
miles along the beach and saw many pieces of
what we call “sea glass” in Maine. Sea glass is
broken glass worn smooth by many years of
washing back and forth in the sand. Sea glass
is rare in Maine. I picked up an entire baggy in
an hour (a life time collection in Mainepeople do not value the sea glass in Cuba). I
also found small pieces of ballast from old
sailing ships, flamboyant tree pods, driftwood
and the jawbone of a goat on the beach. I
decided to use my unit plan to make my OWN
futuristic water creature from Cuba. What
might change in Cuba by the year 5050?
Critical Thinking Question focused on Bridges work:
* Why did Dr. Bridges name this art work “Take To The Air?’ (She saw all the factories with no pollution
control and she thinks maybe the fish will have to become birds because the water in Cuba is so polluted.)
* Did she use pattern in this art work? (Yes, she used the sea glass, shells and ship’s ballast to create a
pattern of similar textures.)
* Did she use color theory in this art work? (Yes, she created similar tints and hues and contrasting colors
with the found objects.
* Did she use texture in this art work? (Yes, she used the found objects, which had their own texture all built
in!)
* What engineering problems did she solve? (How to put the found objects together: 1. She used tile
adhesive to stick the glass and ballast on the driftwood. 2. She used tile grout to fill in the cracks. 3. She used
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sheet rock nails to screw the goat jaw to the driftwood. 4. She used branches to make the legs. 5. She used
bamboo driftwood to make the stand.)
Message from Dr. Bridges
“ My visit to Cuba was an experience
somewhere in between Dr. Zaviago (the
palaces falling down with 10 families living in
them) and Madd Max, post Armageddon
culture where wild and crazy vehicles are
driven and everything is recycled, re-used, and
re-made into something new. Nothing is
wasted!
Deconstruction Map
Vocabulary Building
* Students might study the vocabulary words for ten minutes. They could practice with a partner.
W
(Optional) The teacher might play the Jeopardy style game on VCVC Resource Web site for added
retention. You might divide the room in half. The students may use the vocabulary list for answers.
Vocabulary Definitions:
Assemblage Sculpture-- a sculpture created using found objects. Mixed Media.
Papier Mache – paper stuck together with a paste
Multiple-- several of the same objects
Crustacean--a hard-shelled creature with several legs, a hard outer shell, two antennae, and eyes at
the end of stalks
Mammal-- warm-blooded animal with hair that nourishes its young with milk.
Fish--a creature that lives in the water and has gills
Biological--of or relating to biology or to life and living beings
Environmental--the surrounding conditions, like soil, climate, and living things that influence the
survival of a plant, animal or community
Recycle--re-use after changing trash or throw always
Science Fiction-- Projecting science knowledge into a possible future
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Science Fact--science is what we know from the information available right now
Assimilation--many already existing parts make up new creature or culture or machine
Endangered--to be in danger or threatened. I.e. an animal species
Indigenous--something made, growing, or living or found naturally in a particular
place.
Found objects--any object found in your environment
7. Creation
STUDENT PROCEDURE PICS
Research and Draft Design First
Build the Armature from Cardboard and Tape
Sometimes Armatures are a Two Person Job!
Individual Planning
Students could next complete individual planning Research Reflection in the Idea Book.
* The student should draw a detailed “scientific” drawing of the indigenous water creature. Include every
detail. Label all the parts.
* Engineering problem solving: How will they attach their objects to the armature.
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Will their sculpture be Standing? Hanging? On the wall? Should students collect objects first or create the
design of their science fiction creature first?
Answer: BOTH
Palo Freire encourages us to embrace the concept of Praxis.
Freire would recommend we collect, design, collect, design, engineer, collect, design, engineer, collect, and
so on…Each new unit of information (found objects, research, engineering challenges) will change the plan.
As the theory book tells us, the way we create images is multi-model (Freedman, 2003). We keep building
our ideas with elements of sociology, anthropology, philosophy, science; business, politics, and ________
(fill in YOUR blank).
* Teacher should bring the students’ attention to the illustrations of standing, hanging from the ceiling or
wall options in their Idea Books. Reflection Sheet # 6.
The students should complete the first DRAFT in Idea Book.
* The teachers might share a copy with the student for inclusion in their portfolio. See Teacher Assessment
Record at the end of this unit plan.
Individual
* Students (with the teacher’s help) should bring a found objects to class. They should select objects that will
help them create the science fiction futuristic creature that they have conceptualized, using a Praxis
approach, of course. The plan will change. Use all available space for multiple drafts. Bring pictures from
newspapers, magazines and internet research which provides ideas.
* Create the base and armature. The teacher will demonstrate how to tape the cardboard, tubes and plastic
containers together.
* The teacher may remind the students of the elements and principles used in
this unit: Color, Texture and Pattern.
Individual
*The students edit their individual artist’s
statements.
Make sure they have included:
a. Creature name (scientific and nickname?)
b. Evolutionary/Cultural/Political process –
what has happened in the 3000+ years to
make this creature change how it looks?
What environmental/cultural/political
factors will cause the change?
c. Written description explaining creature’s
features and how they evolved, developed,
or were invented.
d. Students should word process their artist’s
statements and attach to a complementary
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Pride in Creation with Meaning.
background of construction paper (to match
the colors in the sculpture). The teacher may
arrange a show of the creatures with their
artist’s statements.
* The students complete their creatures.
8. Assessment
1. The students should self assess using the Student Progress Record..
2. The teacher may have a “show” inviting others classes, the school, and/or the community. The
student may put their Community and Peer Assessment Record (in the back of their Idea Books)
near their creatures/habitats and/or zines for the final show and review.
9. Extensions
# 1: Group Habitat/Sub-Culture (Optional)
Teacher and students might set up a show of the sub-cultures created for communities of 5 creatures and
accompanied by the individual Idea Books and artist (s) statements. This, of course, is a golden opportunity
to plan an event to which community, press, and administrators are invited. Illustrate the power and
importance of your way of thinking about and making art as it provides opportunities for development of
student critical and creative thinking. Teachers, community members, and students circulate around the
“gallery habitat” and provide feedback on the self, community and peer Student Progress Record
The class may counts off by five and create sub-cultures of their water creatures. The students could create a
culture for their creatures to dwell in. They might select:
a. Habitat – flora/fauna (plants and animals)
b. Shelter model
c. Food – what? production?
d. Government
e. Transportation Other?
Written Statement Group Sub-Culture
The students might cooperatively write a sub-culture statement that identifies the:
a. Name of the culture
b. Name of the “country”
c. Kind of government (President, King, Queen, etc)
d. Habitat specifics
e. Food and Production
The students might word process the statement and attach to a colorful background.
Extension #2: Creation of a Zine for the Newly Created Sub-culture
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Student group appoints an editor, photographer, reporters, advertising specialist, sports, and entertainment.
Using available software, create and publish the zine.
10. References
Barclay, K., Benelli, C., Schoon, S. (1999). Making the connection! science & literacy (Spring, 1999),
Childhood Education, v. 75(3) 146-52.
Borowski, M. (2001) Portfolios: authentic assessment. (Eric Document Reproduction
Service No. ED457189).
Congdon, K., Blandy, D., (2003). Zinesters in the classroom: using zines to teach about
postmodernism and the communication of ideas, Art Education 56 (3) 44-52
Garion, C, Gaudelius, Y.M., (2001). Cyborg pedagogy: performing resistance in the
digital age, Studies in Art Education v. 42 . (4)333-47
Johnson, D. Johnson, R. (2003). Cooperative Learning, Retrieved March, 15, 2003 from :
http://www.clcrc.com/
Sauer, T (2004) Personal Conversations
Segway, Human Transporter. Retrieved March 15, 2003 from: http://www.segway.com
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11. Handouts
Teacher Assessment, Self, Peer and Community
Name______________
Student Progress Record
Use the explanation grid in the Introduction to guide your assessment.
Overall Growth
Imagination
Where did you get your
ideas?
Where did they come
from?
Personal
Development
(Did you like choices?
What did you learn
from this experience?)
Technical Skill
Craftsmanship
Appropriate
Use of Media
(Neatness. Did you
pick the right media to
create your design and
message?)
Persistence
Risk taking
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Meaning
Fundamentals of design
supports expression.
(Did the class and
teacher understand the
subject of my story?
Did I use special
colors, lines, shapes to
tell my story?)
Research
Cultural, Historical
Reflection
(Where/what did you
research?Draft
drawings Spelling
words.)
You may not use this
assessment area for grades
K-3
Vocabulary Building
Assemblage
Multiple
Science Fiction
Crustacean
Mammal
Assimilation Paper Mache
Fish
Biological
Environmental Recycle Science Fact Endangered
Indigenous
Found object
____________a sculpture created using found objects.
____________paper stuck together with a paste
____________ re-use after processing
____________several of the same objects
____________a hard-shelled creature with several legs, a hard outer shell, two
antennae and eyes at the end of stalks
____________warm-blooded animal with hair that nourishes its young with milk
____________a creature that lives in the water and has gills
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____________of or relating to biology or to life and living beings
____________the surrounding conditions, like soil, climate, and living things,
that influences the survival of a plant, animal or community
_____________ Projecting science knowledge into a possible future
____________Science that we know from the information available right now
____________to be in danger or threatened
____________something made, growing, or living in a particular place
_____________any object found in your environment
IMAGE SEGWAY HUMAN TRANSPORTER
Extension (Optional) How does time and history change how a car or an animal might looks? Think of
invention of new technologies. For Example…Dean Kamen’s Segway Human Transporter, a selfbalancing electronic scooter that helps disabled people function in the world and may as the new way to
navigate in cities.
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The Segway company is in New
Hampshire. Dean Kamen invented
The Segway® Human Transporter
(HT)
Dean Kamen's inventions always
start the same way—looking at a
problem and ignoring all the normal
ways to solve the problem. One day
Mr. Kamen saw a young man in a
wheelchair struggling to get over a
curb. He thought about it, and
realized that the wheelchair needed
to be able to balance and climb
curbs and stairs. He dreamed it and
now wheelchairs can climb stairs.
The Segway, also called “Ginger” ,
steers itself by the rider leaning left
or right. It can not tip over!!
The name Segway came from the
word “segue”, which means, "to
change smoothly from one way to
another." A Segway HT transforms
a person into an android, a little bit
like a Borg, allowing him/her to go
farther, move more quickly and
carry more.
Critical Thinking Questions about the Segway:
* How will this invention change how people move around cities?
* How could this invention change the life of a disabled person?
* How could this invention change YOUR life?
IS Inventions, Segway, Dean Kamen
5050
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Creatures
Cultures
Idea book
Name_______________________________________________
Vocabulary Assessment.
Vocabulary Words:
1. Crustacean
2. Science Fiction
Put the correct numbers in the blanks.
Answer:
______
Definitions:
a sculpture created using found objects
______
a tool used to melt hot glue
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3. Environmental
______
a hard-shelled creature
4. Recycle
______
several of the same object
5. Endangered
______
any object found in your environment
6. Assemblage Sculpture ______
to be in danger or threatened
7. Glue gun
______
Reuse after processing
8. Multiple
______
something made, growing, or living in a
particular place
9. Fish
______
of or relating to biology or to life and
living beings
10. Assimilation
______
Projecting science knowledge into a possible
future
11. Biological
______
a creature, with gills, that lives in the water
12. Indigenous
______
warm-blooded animal with hair that
nourishes its young with milk
13. Science Fact
______
Science is what we know from the
information we have right now
14. Mammal
______
many already existing parts make up new
creature or culture or machine
15. Found objects
______
the conditions that influence the
survival of a plant, animal, or community
* Planning Sheet to Create Your Creature
Name___________________________________
Select your EXISTING indigenous fish, mammal, or crustacean.
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Name of animal ___________________Scientific name___________________________
If your creature appeared in a Finding Nemo sequel episode in the year 5050, how will this fish, crustacean
or animal look? Why?
How will it change for the species to survive in the year 5050?
What will happen in politics that will affect how your creature looks?
Will something else happen in the world that will change the way your creature looks?
Will the ocean/lake get colder or hotter? Disappear?
Will the air change?
What new things will be invented?
How will the food source change?
Will there be a natural disaster (like the asteroid and the dinosaurs)?
Draw you scientific drawing of your EXISTING indigenous water creature here. Include ALL the details.
Label ALL the parts.
Engineering Decisions: Will you make a hanging (from wire), hanging on a Wall or Standing Sculpture?
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Think about which sculpture style would work best for your design
Dr. Bridges’ Deconstruction Map SYMBOL DETECTING!
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Critical Thinking Questions focused on your creature:
*Will your create be standing, wall or hanging?
*What will you need for found objects to create your creature?
*Where will you get them?
*Name your creature.
Artist’s Statement: Describe your creature with words. Please use complete sentences. Why has your
creature evolved/ been invented with these characteristic?
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Draft 1 of your new creature here:
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Draw your 5050 fish/mammal or crustacean here with your black fine point marker. Include as many
details as possible. Label the different parts and chose your colors and explain why your creature of the
future will look like what you have created.
FINAL DESIGN OF YOUR CREATURE HERE.
* Word process your artist’s statement. An artist’s statement includes:
1.The title of the work. 2. Describe the symbols and reveal their meaning. 3. Who is the work dedicated to?
4. Include name! 5. Describe the history of the symbols.
Glue on a colorful background.