A picture from my backyard in the afternoon.
A picture from my backyard in the afternoon.
For our group, 3d printing project, we decided to focus on an activity for kindergartners. We came up with an idea that would focus on SOL English K.6, strand a, and would allow students to develop letter recognition through both a visual and manipulative perspective. The project itself would consist of printing out all 26 letters of the alphabet, upper and lower case, on small plaques using the 3d printers. With these, kindergartners would be able to touch and see all of the different letters and learn not only what they look like, but also what they might feel like as they associate the sounds with the actual letters. Not only this, but the letters could be used in things like guessing games where students have to guess what letter with their eyes closed based on feel. Another example would be having students use the letters to create words or phrases. There are a multitude of different things that these letters could be used for, but here are a few that might be especially useful for teaching kindergartners.
Project Link: https://www.tinkercad.com/things/l8G2VCngMCs-group-activity-manipulative-example/editv2?sharecode=xhOwO7Vtybu0CLItHsokebREzL8V2RpWMgc3-KLfuSs=
My friend’s cute, little Lizzy out in the yard.
A photo of the tulips growing in the garden.
From my first update, I’ve worked quite a bit on the final project. I have completely changed the color scheme, wanting to work with pinks rather than greens, as well as began working on incorporating more details. I have added in additional buildings to the actual cityscape and am in the process of adding in the little details such as the guard rail above the river. I have also began working on the actual shading that will hopefully help to really bring the piece to life.
From here, I need to continue finishing the little details and the over all shading and coloring to the piece. Once that is finished, I hope be able to try and infuse a bit of animation to the project as well. Though, that will depend on whether or not I am able to find a program that can support such a large canvas with animation.
I’ve learned, from my continuing work, that there is a lot more math incorporated into my art than I thought. I never really considered how much geometry, in dealing with the various shapes of the buildings and even in the sky, that gets incorporated into what I do. I have to consider not only what shapes to use, but then how to place and compose them so that they all flow together. Aside from that, I number computation in general is very apparent in my work from deciding how large to make a piece down to thinking about what size to make the brush I am working with to try and get the perfect line I need. There’s quite a bit that goes into making a piece like this, and I’ll be interested to see if anymore concepts become apparent as I continue on with my progress.
“Fish” (1964) by M.C. Escher
This week’s chapter in the book focused on integrating the arts into mathematics in the classroom, and our task was to find one piece of art, of any medium, that could be used to teach a math concept in class. I chose to use one of M.C. Escher’s paintings. This piece, a picture of fish, two different colored fish, ordered together in one large, repeating pattern, could be used to help teach several concepts in mathematics to elementary school students. For younger students in grades K-3, it could be used to help students understand the idea of patterns. With a visual like this, they could see how patterns are formed not only with colors, but with shapes as well and that some patterns may have a combination of various different aspects that all come together to make it a cohesive piece. For older students in grades 4-6, this piece could be used to talk about tessellations, which is basically using shapes repeatedly to create a pattern without any gaps. They could use this picture as a starting point to talk about tessellations and what the concept entails with a more relateable approach than simply throwing shapes mashed together at them. Everyone can see the fish and may be able to more easily recognize it is in a pattern thanks to its details than normal shapes would allow for. This Escher piece, and many of his other works, can be used in a variety of different mathematical concepts, these were just a two that really stood out to me.