Fountain Design Project
EDTC 635
TOOLS FOR VISUALIZING INFORMATION
GOOGLE MAPS MINI PROJECT
CREATED BY:
SHIRAN LEIBOWITZ
Target Audience
 Jefferson School in
Lyndhurst, NJ
 7th Grade Advanced
Sculpture Course
 15-25 Students
 7-10 Forty Minute Classes



Project will begin in the
computer lab for the
instructional and research
part of the project.
Project will then continue in
the art room for the hands-on
project.
The project will conclude with
a written proposal by each
student for their original
fountain model
Goals & Objectives





Students will be able to…
Recognize and discuss Roman fountains
Recall the primary use of fountains in Ancient Roman society
Identify the source of water for each fountain
Indicate the geographical location of fountains in Rome, Italy
Develop an original design of a fountain
New Jersey Core Curriculum Content Standards

1.1.5.D.1


1.1.5.D.2


Describe the intellectual and emotional significance conveyed by the application of the elements of art and
principles of design in different historical eras and cultures.
1.2.8.A.1


Compare and contrast works of art in various mediums that use the same art elements and principles of design.
1.1.8.D.1


Identify elements of art and principles of design that are evident in everyday life.
Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new
technologies.
1.2.8.A.3

Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.
Desired Outcomes
By the completion of this project unit, students will…
 Compare and contrast fountains found in Rome
 Analyze and discuss the primary use of fountains in
Roman society in ancient times
 Identify the source of water for each of the eight
fountains
 Mark on a map the locations of different fountains
that can be found in Rome, Italy
 Design and sculpt an original fountain design using
preliminary sketches & prior knowledge of medium.
Lesson Procedures
Part One
Computer Lab Instruction & Research (3-4 Classes)
 Students will view the different fountains on google maps and will
answer questions in groups about ONE of the fountains:




What is the location (find the address and mark it on a map) that the fountain is
located? (geography)
Which Roman aqueduct did the fountain initially draw water from? (History)
Which artist was commissioned to create this fountain? (Architecture/Art
History)
What elements does the fountain consist of and why were those elements used by
the artist? (symbolism)
 Students will present their fountains to the class and use Google
Maps as the geographical and visual elements of their presentation
 Students will view the photos of each fountain and begin sketching
in their sketchbooks their own ideas for an original fountain design.
The Fountains of Rome, Italy
4
5
7
6
8
3
2
1
The Fountains of Rome, Italy
(Detail)
Walking Tour of Five Fountains
(Directions)
Tour Distance & Ground Covered
(Polygon)
Lesson Procedures Continued
Part Two
Art Studio Hands-On work (4-5 Classes)
 Students will return to the art studio with a sketch in their sketchbooks.
 Students will need to include symbolism in their fountain model.
 Students will decide on an art media of their choice for the construction of
their model of a sculptural fountain.




Air dry clay
Natural clay
Popsicle sticks
Papier mache
 Students will construct their fountains using their chosen material.
 Students will paint their completed masterpiece to look like marble or any
other stone that they desire
Part Three
Proposal (1 class)
Students will find a space in their town that would benefit from having a
fountain. Students will write a brief proposal and attach a map with their
chosen location indicated.
Evaluation
Students will be graded using the following
criteria:
 Behavior & Participation
 Organization & Clean-up
 Sketchbook Assignments
 Preliminary sketches
 Written thoughts & plans
 Artist Statement
 Final Artwork (graded using a rubric)
Evaluation Examples
Brainy Bits
Cerebral Lobes




Students will use their Frontal Lobe to
plan, sketch, think and compose their final
sculpture. Students will also use it for
problem solving during the fountain
construction.
Students will use their Temporal Lobe to
speak during class discussions and
presentations. Students will also use it to
hear the sound of other students presenting
their fountain.
Students will use their Occipital Lobe to
visually process images of geographical
information on Google Maps. Students will
also use it to visually process the elements of
Roman fountains in order to develop ideas
for their own original fountain
Students use their Parietal Lobe to touch
and feel the fountain’s forms after the
students complete the construction.
Neurons
Working neurons in the student
brains will help them experience
various forms of stimuli such as
listening, discussing, touching, writing,
drawing, sculpting, painting and
visually observing during this project
unit. Neurons will transmit signals
which will help students complete
classroom tasks.
 Sensory Neurons will help students
feel and see the fountains and their
geographical location on a map.
 Motor Neurons will help students
draw, construct and paint their
fountains.

Pedagogy
Sense & Meaning

David Sousa states that: “Meaning is more
significant. Of the two criteria, meaning has
the greater impact on the probability that
information will be stored” (Pg. 49)
Sense
1
2
3
Meaning
Gardner’s Multiple Intelligences
Linguistic

Will verbally communicate well during class discussions &
Presentations

Will perform well on the written self assessment
Logical/Mathamatical:

Will be intrigued by the architectural element and the balance and
theory that is needed in order to sculpt a working fountain
Visual/Spatial:


will benefit from the visual presentation of images of fountains
Will draw an original fountain sketch in a more advanced manner than
peers
Students will analyze
Roman fountains and
answer questions
regarding symbols and
forms
Students will be graded
on answering the
questions
Bodily/Kinesthetic:
Intrapersonal:
Students will
collaboratively present
one fountain to the class
Students will draw
inspiration and ideas
from the presentations of
the fountains when
designing their own
fountain
Students will design and
sculpt an original
fountain
Students will be graded
on their sculptural design
and the displayed
understanding of
symbolism in an artwork

Will implement the hands‐on activity of sculpting on a higher level
Interpersonal:




Will perform well in class discussions and collaborative presentations
Will enjoy helping other students complete their task
These students will be able to self‐direct and perform well during
individual work time
These students will try to create a unique sculpture different than
everyone else’s
Naturalist:


Will enjoy learning about the natural supplies that were used in order
to create ancient fountains
Will enjoy seeing the geography of Rome and find the location of
fountains within Rome
Existential:


Will have a strong interest in the Roman society
Students will be interested in how fountains were a groundbreaking
technology in bringing water into Roman neighborhood during
ancient times
Works Cited
Visuals:
 Front page fountain (10/20/2015)http://www.vectorart.com/webart/products/42947Q.GIF
 Lego Model of Trevi Fountain (10/20/2015)- http://cache.lego.com/e/dynamic/is/image/LEGO/21020?$main$
 Splatter paint check mark (10/20/2015)- http://cdn.mysitemyway.com/etcmysitemyway/icons/legacy-previews/icons/black-paint-splatter-icons-symbolsshapes/017550-black-paint-splatter-icon-symbols-shapes-check-in-box.png
 Screenshots of Google Maps (10/26/2015)
 Images of original evaluation tools
Text:
 Gardner, Howard. (1983). Frames of Mind: The Theory of Multiple Intelligences.
 Gregorc , Anthony. (1985) Gregorc Style Delineator. A Self‐Assessment Instrument
for Adults. Gregorc Associates, Inc., Columbia CT
 Sousa , David. (2006). How the Brain Learns. A Classroom Teacher’s Guide. (3rd
Edition). Corwin Press, Inc., Thousand Oaks, CA.