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GLASS CASTING

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1 Glass Casting Module Cover2 GlassTEACHER Components3 GlassTEACHER Daily Plan4 GlassTEACHERIntro to Art of Chunk Casting5 Art Vocabulary6 geometric formulas7 Transformations Worksheet8 Kaleidoscope Project student9 Kaleidoscope Project TEACHER Rubric10 Pond Problem Activity11 PainterProblem12 Geometry Gift Problem13 Ice Cream Dilemma Problem14 Volume and Surface Area Applications Worksheet 115 Volume and Surface Area Applications Worksheet 216 Amount of glass forCasting17 Graph Worksheet18 400 Meter Race Worksheet19 Casting Graph20 Hot Tub Worksheet21 Bus Trip WorksheetModule 1: Glass Casting Art in Mathematics (AiM) ModuleGLASS CASTING AND MATHEMATICS TIME FRAME: 6 days ENDURING UNDERSTANDINGS: The process of creating a small clay sculpture that will be open-face cast into glass involves the understanding and utilization of geometric formulas for perimeter, area and volume. The casting process involves work with algebraic formulas, graphs of linear functions and understanding and interpreting graphs of two variables. MATH KEY CONCEPTS/GOALS: Geometric Formulas: Volume, Area, Perimeter, Surface Area Graphing: interpretation of graphs, relation between two variables, and creation of graphs Graphing Geometric Figures: reflections, translations, symmetry WASL (Washington Assessment of Student Learning) Practice Linear Functions: relationship between graphical, tabular and symbolic form WASHINGTON MATH STANDARDS: A 1.4, 1.6 G .5, .6 M 1.0, 1.0 B, 1.3, 1.4 CRMS: Number sense: 4.3 Geometry: 5.2, 5.3 Algebra: 7.3 Functions: 8.2, 8.4 AT THE END OF THIS UNIT STUDENTS WILL KNOW AND BE ABLE TO: 1. Calculate volume and surface area of molds and determine the amount of material needed to create sculpture. 2. Create linear equations from tables. PRE-REQUISITE KNOWLEDGE/SKILLS: 1. Knowledge of graphing in two dimension AiM Module – Glass Casting & MathematicsAiM Module – Glass Casting & Mathematics ACTIVITIES*: 1. Transformations Worksheet 2. Kaleidoscope Name Activity 3. Pond Problem Activity 4. 2-D Sketch and 3-D Clay Model Activity 5. Painter’s Problem Warm-up 6. Geometry Gift Warm-up 7. Ice Cream Dilemma Warm-up 8. Volume and Surface Area Application Problems Worksheet1 9. Volume and Surface Area Application Problems Worksheet2 10. Graph Interpretation Problems Worksheet 11. Firing Graph Worksheet 12. Hot Tub Problem Worksheet 13. 400 Meter Race News Story & Worksheet 14. Bus Trip Worksheet *Several activities adapted from previously released math WASL test questions POST-ASSESSMENT: Student Reflection Survey RESOURCES: 1. Quicktime video clips illustrating use of Symmetry and Math in Art 2. Quicktime video examples of casting: lenses, headlights, bronze sculpture Accessible from Project TIME website: www.instruction.greenriver.edu/projecttime (AiM Link) 3. www.bullseyeglass.comDAILY PLAN Day 1 Art • Video clips showing the use of symmetry and math in art, chunk casting • Art warm-up to review art/math vocabulary Math • Transformations Worksheet (translations, rotations, slides, reflections, etc) • Kaleidoscope Name Activity Day 2 Art • Video clips of artist’s bias-relief work • Sketch of bias-relief plan Math • Pond Problem Activity • Painter’s Problem Worksheet Day 3 Art • Create clay model for glass bias-relief Math • Geometry Gift Worksheet • Ice Cream Dilemma Worksheet Day 4 Art • Feedback and revision of clay model for bias-relief Math • Volume and Surface Area Applications Worksheet 1 AiM: Glass CastingAiM: Glass Casting Day 5 Art & Math • Determine Mixing Investment • Determine Volume of flask to hold investment • Determine amount of glass needed to charge mold for chuck casting • Video clips of casting: lenses, headlights, bronze sculptures Math • Volume and Surface Area Applications Worksheet 2 Day 6 Art • Firing of glass casting • Writing Assignment: self-reflection about what they learned about the math and art involved in this process Math • Firing Graph Worksheet • Graph Interpretation Worksheet • Hot Tub Problem Worksheet (interpreting the meaning of slope) • 400 Meter Race Worksheet (describing change over time) • Tour Bus WorksheetINTRODUCTION TO THE ART OF CHUNK CASTING The art process of creating works of art most often follows steps or sequences that are in a progression that results in the final object. Some steps seem meaningless at the time; however in the final work the step or steps missing become very evident. If one looks at a building from the foundation to the roof, it is a given that all of the building sequences need to be present to complete the structure and make it stable. Nevertheless, these steps of process do not inhibit the creative genius of being an artist. The art sequence is like the wire that a tight-wire walker uses to create his performance at the circus. He must remain on the wire and needs to keep his balance and yet his grace entertains us during his performance. The Chunk Casting process follows a step by step procedure that students will need to follow to produce a glass casting. Students will begin this process by viewing video clips of Chunk Casting and symmetry. This will be followed by a discussion of the relevant art and math vocabulary. See the Teacher Resource page, Chunk Casting: Art and Math Vocabulary. Next step is the brainstorming a shape for the bias-relief sculpture and capturing their creative ideas on paper. Video clips of artist’s relief work are shown. Student art work may be assessed using the following rubric: PLANNING SKILLS RUBRIC Excellent/Strong [A] Standard/Good [B] Approaching/Emerging[C] Inadequate/Poor [D] Multiple solutions/revisions or effort at exploring ideas. Multiple artworks and/or multiple ideas in planning Plans more than one idea, or one idea that has been well thought out in multiple aspects One idea with some effort shown in problem solving One idea that shows little effort in problem solving, copy-work AiM: Glass CastingOnce students have completed a sketch of their design, they will create a clay model for the bias-relief that will be Chunk Cast into glass. Student art work may be assessed using the following rubric: COMPOSITIONAL AND CONCEPTUAL SKILLS RUBRIC Excellent/Strong [A] Standard/Good [B] Approaching/Emerging[C] Inadequate/Poor [D] Risk taking and/or addresses complex


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