Microscope Art

Teacher: Keri Pye Humble ISD

Class:

Grade 4-12: Art Inspired from the Microscope

Objectives: The Student will… • Use appropriate vocabulary to discuss the use of line, pattern, and repetition. Art TEKS 1b. • Design original artwork inspired by microscopic organisms. Art TEKS 1b. • Recognize a few facts about the life and work of Ernst Haeckel and/or other artists inspired by microscopic images. Art TEKS 3a,b. • Describe the intent of their artwork. Art TEKS 4a. . Vocabulary/Art Concepts:  Straight Lines (diagonal, vertical, horizontal, thick, thin)  Curved lines, spiral  Angle Lines (triangle, rectangle)  Circle and Dot Family (circle, oval, elipse, kidney)  Pattern  Variety Artist:  Ernst Haeckel (1834-1919) German Biologist and artist.  Contemporary artists: (http://www.radiolaria.org/arts.htm) Introduction:  Use “Dot, Circle, Line Family Chart” to introduce the “Alphabet of Art”. Have students draw in the air with their fingers (see Mona Brook’s Drawing with Children or Drawing for Older Children & Teens)  Students will practice drawing the families by doing the warm-up hand-out.  Tell students that many artists have been inspired by the intricate shapes and forms of microscopic organisms. Show examples by artists. (Use Powerpoint or posters) Materials: White paper for drawing, black paper for background, colored paper for mounting,

spray watercolors, Sharpies, markers, colored pencils, scissors, glue. ~Photocopies of Haeckel’s work for inspiration or microscopes that students can use to look at actual microorganisms. Procedure: ~Warm-up (See Mona Brook’s Drawing with Children or Drawing for Older Children & Teens) ~Students will use pencils to sketch 3 ideas for a design on the back of their warm-up sheet. Designs should be based on a microscopic organism. ~Students will use sharpies to enlarge the best design onto 12x18 white paper. Students will create patterns within the design for visual interest and variety ~While students are drawing, have them come up in pairs to use spray watercolors. ~When students are finished drawing, have them add color by using markers and colored pencils. ~Students can mount on various layers of colored paper. Multiple Intelligences other than Visual Intelligence:  Mathematical-logical: classify types of lines and shapes, create patterns in design  Musical: Play background music, compare rhythms in music to patterns in art  Bodily-Kinesthetic: Students trace the Alphabet of Art in the air with their fingers.  Interpersonal: students reflect with each other about their work.  Intra-personal: Students contemplate and wonder how to individualize their artwork.  NaturalisticDesigns are based on microscopic organisms, students use a microscope to draw from

Teacher: Bloom’s Taxonomy: Knowledge: Recognize the dot, circle, and line families Comprehension: Warm up activity Application: Organize and draw designs Analysis: Analyze Ernst Haeckl’s work Synthesis: Create an original piece of art inspired by microscopic organisms. Evaluation: Compare, critique, and judge Haeckl’s work. Guide students in critiquing their own work if time allows. Literature Resources (Art TEKS 1c): • Art Forms in Nature by Ernst Haeckel (Dover ) • Echos for the Eye: Poems to Celebrate Patterns in Nature by Barbara Juster Esbensen • Mona Brook’s Drawing with Children or Drawing for Older Children & Teens

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