Lesson One- Supernovae
Lesson Plan Title: “Explosions in Space"
Time: Two- 45 minute periods
Grades: 11th/ 12th
Learner’s Characteristics:
Viktor Lowenfeld: Adolescent Art, 14-17 years, The Period of Decision
1. Drawings tend to resemble 12 year-old level, without further instruction. 2. Conscious of development of artistic skills (faces crisis of artistic development). 3. Haptic drawings show subjective interpretation. 4. Visually minded students may get pleasure from visual details, light & shade. 5. Extended attention span. 6. Master of any material. 7. Control of purposeful expression. 8. Perspective can be learned and utilized by visually minded; awareness and atmosphere. 9. Attention to non-naturalistic representation for haptically minded; can portray mood, shifting of space or distortion for purposeful emphasis. 10. Naturalistic attempts by some, awareness of proportions, actions, & visible details. 11. Imaginative use of figure for satire. 12. Brain is still developing. 13. Still developing emotionally. 14. Still developing ability to make decisions.
Characteristics of Students with Learning Disabilities:
ADD/ADHD: Students who have difficulty controlling their behavior. The difficultly is neurologically based. Inattention, inability to concentrate on a task; impulsive actions and verbalizations, e.g. responding to questions without thinking, and hyperactivity or constant motor activity, e.g. frequently out of seat when such isn’t required.
Autism: Some common characteristics are repetitive motions, reliance on daily routines (resistance to change), and unusual responses to sensory experiences. Students often have difficulty with social interactions, sensory integration, abstract language, and motor skills, all of which interfere with their abilities to learn.
Behavioral/ Emotional: Students who are chronically sad and/or have low self-concept, have difficulty relating to others (emotional) and students who are antisocial and aggressive (behavioral).
ELL/ESL: ELL students have limited English language proficiency. Their first language is not English. Have difficulty understanding and using English in and outside classroom. Students who are proficient in their first language often become proficient in English as a second language; those who are not proficient in their first language often have difficulty understanding and using English. ESL (repetition of English language patterns), bilingual (alternating first language and English classroom instruction), sheltered English (rapid English language learning through use of printed materials along with instruction, and immersion (repeated, intense exposure) techniques may be used to facilitate student learning.
NJCCCS:
Visual Arts: 1.1.12.D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.
1.3.12.D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used.
Physical Science: 5.2.12.A.2 Account for the differences in the physical properties of solids, liquids, and gases.
Theme Concept:
Humans have always been curious about what’s above us…what makes up the night sky, the universe? The universe is a mysterious, enigmatic place. From the creatures that lurk in the deepest parts of the ocean, to potential biological life forms on other planets, from unexplained sightings in the night sky to ancient hieroglyphics- What is it about these ideas, these events, which fascinate us so much? The elements that make up the universe, although they are known, are sometimes unfathomable to imagine since we have not seen or experienced them first hand. When you look up at the night sky, as humans we have always been curious as to what’s out there. The sizes of these elements are also something we as humans struggle to fully comprehend, along with the speed of light and concepts such as supernovae. It’s also hard to grasp the intensity of the cataclysmic events that take place in such a vast universe. A supernova is one of these impressive occurrences that have fascinated human kind since we’ve been observing the sky above us.
Humans have always wondered what makes up the world above us. How do we perceive outer space and its contents, and why do we perceive it that way? How has history, culture and prior knowledge affected the way we think about the universe? Can we truly understand how small we are in this infinite universe? What triggers events such as supernovae? When trying to imagine these events what images does our mind create? Can we perceive color in space? How do we know what to imagine if we’ve never seen a supernova? How can we capture the intensity of these huge moments in an artwork? What have other artists created in their studies of space? All of these questions are timeless and still being researched today. Humans have been and always will be fascinated by the unknown and mysterious. Artists are drawn to the enigmas the universe holds. How can we, as artists, visualize the unknown, the mysterious..?
Non- Art Discipline Concept: Science- Astronomy and Space
A supernova or supernovae can be broadly defined as exploding stars whose energy output causes its expanding gases to glow brightly for a period of time.
Supernovae are created generally in two ways: when their core's fusion process runs out of fuel or when the star becomes too massive and its core collapses.
A supernova is made up of matter and its explosion generates more matter.
Matter can be defined as molecules that take up space and form objects. (Solid, liquid and gas)
Aesthetics:
Students will work in pairs. One student will be given a blown up, abstracted image of an element from space such as a supernova, nebula, galaxy, etc. The other student will be given an image of an abstract painting (Mark Grotjahn, Julie Mehretu, Victor Vasarely, Isia Leviant, Bridget Riley and Jules de Balincourt). Students will take turns describing the image to their partner using the elements/principles of design. The students will take turns giving and receiving the information. The students listening to the description will use colored pencils to draw what they are imagining. Students will then discuss the following:
1.How are the two final images drawn similar and different? Would you consider them both works of art? If yes- how so and if no- why not? Do you consider both of the original images art?
2. Do you consider non-representational art good art? Why or why not?
Discuss images, final products and follow-up questions with entire class.
Time: Two- 45 minute periods
Grades: 11th/ 12th
Learner’s Characteristics:
Viktor Lowenfeld: Adolescent Art, 14-17 years, The Period of Decision
1. Drawings tend to resemble 12 year-old level, without further instruction. 2. Conscious of development of artistic skills (faces crisis of artistic development). 3. Haptic drawings show subjective interpretation. 4. Visually minded students may get pleasure from visual details, light & shade. 5. Extended attention span. 6. Master of any material. 7. Control of purposeful expression. 8. Perspective can be learned and utilized by visually minded; awareness and atmosphere. 9. Attention to non-naturalistic representation for haptically minded; can portray mood, shifting of space or distortion for purposeful emphasis. 10. Naturalistic attempts by some, awareness of proportions, actions, & visible details. 11. Imaginative use of figure for satire. 12. Brain is still developing. 13. Still developing emotionally. 14. Still developing ability to make decisions.
Characteristics of Students with Learning Disabilities:
ADD/ADHD: Students who have difficulty controlling their behavior. The difficultly is neurologically based. Inattention, inability to concentrate on a task; impulsive actions and verbalizations, e.g. responding to questions without thinking, and hyperactivity or constant motor activity, e.g. frequently out of seat when such isn’t required.
Autism: Some common characteristics are repetitive motions, reliance on daily routines (resistance to change), and unusual responses to sensory experiences. Students often have difficulty with social interactions, sensory integration, abstract language, and motor skills, all of which interfere with their abilities to learn.
Behavioral/ Emotional: Students who are chronically sad and/or have low self-concept, have difficulty relating to others (emotional) and students who are antisocial and aggressive (behavioral).
ELL/ESL: ELL students have limited English language proficiency. Their first language is not English. Have difficulty understanding and using English in and outside classroom. Students who are proficient in their first language often become proficient in English as a second language; those who are not proficient in their first language often have difficulty understanding and using English. ESL (repetition of English language patterns), bilingual (alternating first language and English classroom instruction), sheltered English (rapid English language learning through use of printed materials along with instruction, and immersion (repeated, intense exposure) techniques may be used to facilitate student learning.
NJCCCS:
Visual Arts: 1.1.12.D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.
1.3.12.D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used.
Physical Science: 5.2.12.A.2 Account for the differences in the physical properties of solids, liquids, and gases.
Theme Concept:
Humans have always been curious about what’s above us…what makes up the night sky, the universe? The universe is a mysterious, enigmatic place. From the creatures that lurk in the deepest parts of the ocean, to potential biological life forms on other planets, from unexplained sightings in the night sky to ancient hieroglyphics- What is it about these ideas, these events, which fascinate us so much? The elements that make up the universe, although they are known, are sometimes unfathomable to imagine since we have not seen or experienced them first hand. When you look up at the night sky, as humans we have always been curious as to what’s out there. The sizes of these elements are also something we as humans struggle to fully comprehend, along with the speed of light and concepts such as supernovae. It’s also hard to grasp the intensity of the cataclysmic events that take place in such a vast universe. A supernova is one of these impressive occurrences that have fascinated human kind since we’ve been observing the sky above us.
Humans have always wondered what makes up the world above us. How do we perceive outer space and its contents, and why do we perceive it that way? How has history, culture and prior knowledge affected the way we think about the universe? Can we truly understand how small we are in this infinite universe? What triggers events such as supernovae? When trying to imagine these events what images does our mind create? Can we perceive color in space? How do we know what to imagine if we’ve never seen a supernova? How can we capture the intensity of these huge moments in an artwork? What have other artists created in their studies of space? All of these questions are timeless and still being researched today. Humans have been and always will be fascinated by the unknown and mysterious. Artists are drawn to the enigmas the universe holds. How can we, as artists, visualize the unknown, the mysterious..?
Non- Art Discipline Concept: Science- Astronomy and Space
A supernova or supernovae can be broadly defined as exploding stars whose energy output causes its expanding gases to glow brightly for a period of time.
Supernovae are created generally in two ways: when their core's fusion process runs out of fuel or when the star becomes too massive and its core collapses.
A supernova is made up of matter and its explosion generates more matter.
Matter can be defined as molecules that take up space and form objects. (Solid, liquid and gas)
Aesthetics:
Students will work in pairs. One student will be given a blown up, abstracted image of an element from space such as a supernova, nebula, galaxy, etc. The other student will be given an image of an abstract painting (Mark Grotjahn, Julie Mehretu, Victor Vasarely, Isia Leviant, Bridget Riley and Jules de Balincourt). Students will take turns describing the image to their partner using the elements/principles of design. The students will take turns giving and receiving the information. The students listening to the description will use colored pencils to draw what they are imagining. Students will then discuss the following:
1.How are the two final images drawn similar and different? Would you consider them both works of art? If yes- how so and if no- why not? Do you consider both of the original images art?
2. Do you consider non-representational art good art? Why or why not?
Discuss images, final products and follow-up questions with entire class.
Art Criticism: Jules de Balincourt,
Power Flower, 2010, 20 ft. x 28 ft. vs. Burst Painting, 2012, (size not listed)
(Compare these two works of art for whole-class art criticism discussion.)
A. Description
1. What colors do you see in Burst Painting? Power Flower? 2. What shapes do you see in Burst Painting? Power Flower? 3. Are there geometric shapes? Organic? 4. What kinds of lines do you see in Burst Painting? Power Flower?
B. Formal Analysis
1. Where is the focal point in each work? 2. What is the speed of each piece? 3. Where can you see directional lines? 4. Where can you see geometric forms? Organic forms? 5. Compare and contrast the colors, forms and lines of the two works. How are they different and how are they alike? How does each element contribute to the movement of the work?
C. Interpretation
1. How do each of the works make you feel? 2. What do the paintings represent? 3. Do they remind you of anything?
D. Judgment
1. Do you like this painting- why or why not? 2. Do you consider them both works of art? If yes- how so and if no- why not? 3. Do all paintings need recognizable images to be considered art?
Power Flower, 2010, 20 ft. x 28 ft. vs. Burst Painting, 2012, (size not listed)
(Compare these two works of art for whole-class art criticism discussion.)
A. Description
1. What colors do you see in Burst Painting? Power Flower? 2. What shapes do you see in Burst Painting? Power Flower? 3. Are there geometric shapes? Organic? 4. What kinds of lines do you see in Burst Painting? Power Flower?
B. Formal Analysis
1. Where is the focal point in each work? 2. What is the speed of each piece? 3. Where can you see directional lines? 4. Where can you see geometric forms? Organic forms? 5. Compare and contrast the colors, forms and lines of the two works. How are they different and how are they alike? How does each element contribute to the movement of the work?
C. Interpretation
1. How do each of the works make you feel? 2. What do the paintings represent? 3. Do they remind you of anything?
D. Judgment
1. Do you like this painting- why or why not? 2. Do you consider them both works of art? If yes- how so and if no- why not? 3. Do all paintings need recognizable images to be considered art?
Art History: Op Art
Derived from the Bauhaus movement.
Optical phenomena art such as Bridget Riley’s/ Victor Vasarely’s.
The viewer of Op Art typically experiences movement, vibrations, hidden images, warping, etc. created by color interaction, particular use of line, form, repetition, perspective and unity.
Learning Objectives
Art Disciplines:
1. Students will apply the use of line, form, and repetition to create movement in an artwork.
2. Students will demonstrate watercolor application techniques and apply them to their works (wet on wet used for an organic, flowing background, wet on dry used for more precise forms).
3. Students will translate a visual image into a description and students will in turn translate a description into a visual image. Students will discuss opinions of their final results and the original images as being art.
4. Students will discuss the aesthetics of multiple non-representational works of art and determine if they consider them art.
5. Students will analyze, compare and contrast two works by Jules de Balincourt by answering questions about description, formal analysis, interpretation and judgment.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Provide students with printed worksheets containing guided steps for completing their pastel works.
2. Pre-underline important points on all handouts and reading materials.
3. Simplify art terms and/or art concepts to lower grade level.
4. Establish eye contact with students before giving key instructional information.
5. Provide textbooks with images and visual aids. Encourage students to take breaks and look at images.
Non-Art Discipline:
1. Students will understand from introductory discussion (interdisciplinary concepts) that a supernova can broadly be defined as an exploding star whose energy output causes its expanding gases to glow brightly for a period of time.
2. Students will understand the general way in which supernovae are created: the core’s fusion process runs out of fuel and its core becomes too ‘heavy’ and collapses.
3. Students will understand that a supernova is made up of matter (solid and gas) and its explosion, or ‘death’, generates movement of more matter into space.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Allow students to work independently if they choose (will still need proof of ‘work’ such as writing down answers to group discussion questions).
2. Allow students to write or draw their responses.
3. Yet, encourage students to partner with others.
Democratic Skills:
1. Students will be respectful of all students and allow each student to speak when in small groups.
2. Students will listen attentively when other students and the teacher is speaking.
3. Students will provide each other with appropriate feedback and respect each other’s opinions.
4. Students will think critically, solve problems and participate both as individuals and in groups.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Speak slowly and clearly when giving verbal instructions.
2. Encourage students to volunteer to read, speak and share their thoughts and visual art.
3. Regularly assess student’s mood: regularly ask if there are any questions or concerns.
Sequence of Classroom Activities:
1. Discussion of looking up at the night sky, the universe and how humans have always been curious about what’s above us, how we perceive outer space and its contents, and why do we perceive it that way? Has history, culture and prior knowledge affected the way we analyze the universe? Can we truly understand how small we are in this infinite universe? What triggers events such as supernovae? When trying to imagine these events what images does our mind create? Can we perceive color in space? How do we know what to imagine if we’ve never seen a supernova? How can we capture the intensity of these huge moments in an artwork?
2. Define and discuss briefly a supernova (Supernova fact sheet).
3. Stimulation Activity.
4. Discuss elements/principles of design that involve movement.
5. Discuss and practice watercolor techniques- wet on wet and wet on dry.
6. I Want You To...Art making activity.
7. Art History- Op Art.
8. Aesthetics activity.
9. Art criticism.
10. Closure/Conclusion and Self-Assessment.
Materials & Equipment:
Watercolors
Watercolor paper
Brushes
Scrap paper
Printed Images of Artists work
List of Art Works:
1. Jules de Balincourt. “Power Flower”, 2010, 20 ft. x 28 ft.
2. Jules de Balincourt. “Burst Painting”, 2012, size unknown
Works by:
Mark Grotjahn, Julie Mehretu, Victor Vasarely, Isia Leviant , Bridget Riley and Jules de Balincourt
Supporting Materials:
Supernova fact sheet
Student self-assessment sheet
Artist printout reproductions
Narrative of Classroom Procedures:
Introduction/Discussion/Questions (about theme concept, concepts in art disciplines, non-art discipline concepts, art works, democratic behaviors):
Think about the last time you looked up at the night sky and saw the stars, the moon, maybe even a shooting star or a planet. Did you question the infinite expansion of the universe and try to fathom how vast space really is? Were you curious about what else is out there- About how were millions and trillions of light-years away, which affects the size and way which we perceive these objects. Did you wonder if there’s life on another planet? Or what happens when asteroids collide- or even planets and their moons? Did you think about what it looks like and sounds like when a star dies, how a supernova is created? Did you wonder if you would be able to hear it? See it? How big it would be in comparison to you? (Hand out Supernova Fact sheet) Discuss facts.
Stimulation Activity:
Ask students to move their desks against the walls, creating a free space in the center of the classroom. Have them stand up as you give them instruction. “We are going to simulate a supernova. I want you to keep an open mind and make connections to the demonstration and the facts we've been discussing. Will someone please volunteer to be the solid iron (Fe) core of the star? Thank you, can you stand firm and act ‘solid’. Great! Okay, the rest of us will form a circle around the center and be the ‘fuel’ or gaseous matter. Good, all of us need to act like ‘gas’, be airy and loose, move your arms, great! Now I need three volunteers, one at a time, to leave our ring and join the core. Okay, one, good, your now solid, two, go ahead, and three, great now our core is getting very heavy. We are also losing fuel to keep the stars fusion process going. Now, the rest of us will also slowly move ourselves to the core at the same time also becoming solids. Notice how we, the ‘star’, are shrinking. When the last person joins the core, this will signal the star is now too heavy, and also out of fuel and the final stage of supernova is here. We will all carefully move towards the walls of the room. Okay let’s begin, everyone move in, burn fuel, we’re all now solids and ‘BAM!’ expand outwards- some gas and some still solid matter.”
I Want You To… (Problematized instructions for individuals and/or small group art making):
Who can remind me what ‘wet on wet’ and ‘wet on dry’ is related to watercolor application? Which method would you use to create geometric forms? Organic?
Make an image that shows how we moved during the process of a supernova. Use geometric and organic forms to represent states of matter and use directional line to convey movement.
Create this image using your knowledge of ‘wet on wet’ and dry on wet’ watercolor techniques.
Evaluation:
(1) The Lesson Plan-
a. Are the activities in the lesson age appropriate?
b. Are there parts of the lesson that require too much time/too many features that don’t allow enough time for adequate understanding?
c. Did all parts of the lesson engage and maintain students’ interest?
d. Does the lesson conceptually link art with another subject in an integrated way that is both implicit and explicit?
e. Are the learning activities presented in the best sequence for maximizing student understanding and participate?
(2) Teaching of Lesson-
a. Did I allow enough wait-time?
b. Did I make eye contact with students?
c. Was I excited about the lesson?
d. Did I ask enough open-ended questions?
e. Did I speak clearly and loudly enough for students to hear me?
f. Did I check for student understanding throughout my demonstration?
(3) Student Outcomes-
a. Did students create an artwork that demonstrates their understanding of the movement created by a supernova?
b. Did students properly create a work of art using both wet-on-dry and wet-on-wet watercolor methods?
c. Did students effectively communicate their understanding of geometric and organic shapes throughout the lesson?
d. Did students able to justify their opinions on what is good art (Aesthetics)?
e. Can students describe, analyze, interpret and critique artists’ works (Art Criticism)?
Outcomes for Students with Learning Disabilities-
a. Did students feel successful?
b. Did students accept and build upon positive feedback?
Worksheets below:
Supernova (Plural: Supernovae)
A supernova is exploding star whose energy output causes its expanding gases to glow brightly for a period of time.
A supernova is made up of two of the three types of matter (solid, liquid and gas):
A supernova has a solid core mostly made of iron (Fe)…
…and gaseous materials that the star’s fusion process uses to burn.
Supernovae are created when the core’s fusion process runs out of fuel, begins to ‘shrink’ and the core becomes too ‘heavy’ and collapses.
The final explosion stage, or ‘death’, generates movement of more matter, both solid and gas into space. This generates the glow.
Student Self-Assessment Sheet
Supernova Watercolor
Student Name: ______________________________ Date: ___________________
1. How did you apply the watercolor techniques learned to create geometric and organic forms?
2. How did you use these geometric and organic forms, along with directional line, to demonstrate movement or replicate the supernova process?
3. Has your opinion on non-representational art developed or stayed the same from the partner activity and discussion? How so?
4. What did you like about this project? Dislike? What would you change and what would you keep the same?
5. Can you depict in a quick comic strip or short bullets, the steps a supernova goes through?
Derived from the Bauhaus movement.
Optical phenomena art such as Bridget Riley’s/ Victor Vasarely’s.
The viewer of Op Art typically experiences movement, vibrations, hidden images, warping, etc. created by color interaction, particular use of line, form, repetition, perspective and unity.
Learning Objectives
Art Disciplines:
1. Students will apply the use of line, form, and repetition to create movement in an artwork.
2. Students will demonstrate watercolor application techniques and apply them to their works (wet on wet used for an organic, flowing background, wet on dry used for more precise forms).
3. Students will translate a visual image into a description and students will in turn translate a description into a visual image. Students will discuss opinions of their final results and the original images as being art.
4. Students will discuss the aesthetics of multiple non-representational works of art and determine if they consider them art.
5. Students will analyze, compare and contrast two works by Jules de Balincourt by answering questions about description, formal analysis, interpretation and judgment.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Provide students with printed worksheets containing guided steps for completing their pastel works.
2. Pre-underline important points on all handouts and reading materials.
3. Simplify art terms and/or art concepts to lower grade level.
4. Establish eye contact with students before giving key instructional information.
5. Provide textbooks with images and visual aids. Encourage students to take breaks and look at images.
Non-Art Discipline:
1. Students will understand from introductory discussion (interdisciplinary concepts) that a supernova can broadly be defined as an exploding star whose energy output causes its expanding gases to glow brightly for a period of time.
2. Students will understand the general way in which supernovae are created: the core’s fusion process runs out of fuel and its core becomes too ‘heavy’ and collapses.
3. Students will understand that a supernova is made up of matter (solid and gas) and its explosion, or ‘death’, generates movement of more matter into space.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Allow students to work independently if they choose (will still need proof of ‘work’ such as writing down answers to group discussion questions).
2. Allow students to write or draw their responses.
3. Yet, encourage students to partner with others.
Democratic Skills:
1. Students will be respectful of all students and allow each student to speak when in small groups.
2. Students will listen attentively when other students and the teacher is speaking.
3. Students will provide each other with appropriate feedback and respect each other’s opinions.
4. Students will think critically, solve problems and participate both as individuals and in groups.
Adaptions/ Modifications for Students w. Learning Disabilities:
1. Speak slowly and clearly when giving verbal instructions.
2. Encourage students to volunteer to read, speak and share their thoughts and visual art.
3. Regularly assess student’s mood: regularly ask if there are any questions or concerns.
Sequence of Classroom Activities:
1. Discussion of looking up at the night sky, the universe and how humans have always been curious about what’s above us, how we perceive outer space and its contents, and why do we perceive it that way? Has history, culture and prior knowledge affected the way we analyze the universe? Can we truly understand how small we are in this infinite universe? What triggers events such as supernovae? When trying to imagine these events what images does our mind create? Can we perceive color in space? How do we know what to imagine if we’ve never seen a supernova? How can we capture the intensity of these huge moments in an artwork?
2. Define and discuss briefly a supernova (Supernova fact sheet).
3. Stimulation Activity.
4. Discuss elements/principles of design that involve movement.
5. Discuss and practice watercolor techniques- wet on wet and wet on dry.
6. I Want You To...Art making activity.
7. Art History- Op Art.
8. Aesthetics activity.
9. Art criticism.
10. Closure/Conclusion and Self-Assessment.
Materials & Equipment:
Watercolors
Watercolor paper
Brushes
Scrap paper
Printed Images of Artists work
List of Art Works:
1. Jules de Balincourt. “Power Flower”, 2010, 20 ft. x 28 ft.
2. Jules de Balincourt. “Burst Painting”, 2012, size unknown
Works by:
Mark Grotjahn, Julie Mehretu, Victor Vasarely, Isia Leviant , Bridget Riley and Jules de Balincourt
Supporting Materials:
Supernova fact sheet
Student self-assessment sheet
Artist printout reproductions
Narrative of Classroom Procedures:
Introduction/Discussion/Questions (about theme concept, concepts in art disciplines, non-art discipline concepts, art works, democratic behaviors):
Think about the last time you looked up at the night sky and saw the stars, the moon, maybe even a shooting star or a planet. Did you question the infinite expansion of the universe and try to fathom how vast space really is? Were you curious about what else is out there- About how were millions and trillions of light-years away, which affects the size and way which we perceive these objects. Did you wonder if there’s life on another planet? Or what happens when asteroids collide- or even planets and their moons? Did you think about what it looks like and sounds like when a star dies, how a supernova is created? Did you wonder if you would be able to hear it? See it? How big it would be in comparison to you? (Hand out Supernova Fact sheet) Discuss facts.
Stimulation Activity:
Ask students to move their desks against the walls, creating a free space in the center of the classroom. Have them stand up as you give them instruction. “We are going to simulate a supernova. I want you to keep an open mind and make connections to the demonstration and the facts we've been discussing. Will someone please volunteer to be the solid iron (Fe) core of the star? Thank you, can you stand firm and act ‘solid’. Great! Okay, the rest of us will form a circle around the center and be the ‘fuel’ or gaseous matter. Good, all of us need to act like ‘gas’, be airy and loose, move your arms, great! Now I need three volunteers, one at a time, to leave our ring and join the core. Okay, one, good, your now solid, two, go ahead, and three, great now our core is getting very heavy. We are also losing fuel to keep the stars fusion process going. Now, the rest of us will also slowly move ourselves to the core at the same time also becoming solids. Notice how we, the ‘star’, are shrinking. When the last person joins the core, this will signal the star is now too heavy, and also out of fuel and the final stage of supernova is here. We will all carefully move towards the walls of the room. Okay let’s begin, everyone move in, burn fuel, we’re all now solids and ‘BAM!’ expand outwards- some gas and some still solid matter.”
I Want You To… (Problematized instructions for individuals and/or small group art making):
Who can remind me what ‘wet on wet’ and ‘wet on dry’ is related to watercolor application? Which method would you use to create geometric forms? Organic?
Make an image that shows how we moved during the process of a supernova. Use geometric and organic forms to represent states of matter and use directional line to convey movement.
Create this image using your knowledge of ‘wet on wet’ and dry on wet’ watercolor techniques.
Evaluation:
(1) The Lesson Plan-
a. Are the activities in the lesson age appropriate?
b. Are there parts of the lesson that require too much time/too many features that don’t allow enough time for adequate understanding?
c. Did all parts of the lesson engage and maintain students’ interest?
d. Does the lesson conceptually link art with another subject in an integrated way that is both implicit and explicit?
e. Are the learning activities presented in the best sequence for maximizing student understanding and participate?
(2) Teaching of Lesson-
a. Did I allow enough wait-time?
b. Did I make eye contact with students?
c. Was I excited about the lesson?
d. Did I ask enough open-ended questions?
e. Did I speak clearly and loudly enough for students to hear me?
f. Did I check for student understanding throughout my demonstration?
(3) Student Outcomes-
a. Did students create an artwork that demonstrates their understanding of the movement created by a supernova?
b. Did students properly create a work of art using both wet-on-dry and wet-on-wet watercolor methods?
c. Did students effectively communicate their understanding of geometric and organic shapes throughout the lesson?
d. Did students able to justify their opinions on what is good art (Aesthetics)?
e. Can students describe, analyze, interpret and critique artists’ works (Art Criticism)?
Outcomes for Students with Learning Disabilities-
a. Did students feel successful?
b. Did students accept and build upon positive feedback?
Worksheets below:
Supernova (Plural: Supernovae)
A supernova is exploding star whose energy output causes its expanding gases to glow brightly for a period of time.
A supernova is made up of two of the three types of matter (solid, liquid and gas):
A supernova has a solid core mostly made of iron (Fe)…
…and gaseous materials that the star’s fusion process uses to burn.
Supernovae are created when the core’s fusion process runs out of fuel, begins to ‘shrink’ and the core becomes too ‘heavy’ and collapses.
The final explosion stage, or ‘death’, generates movement of more matter, both solid and gas into space. This generates the glow.
Student Self-Assessment Sheet
Supernova Watercolor
Student Name: ______________________________ Date: ___________________
1. How did you apply the watercolor techniques learned to create geometric and organic forms?
2. How did you use these geometric and organic forms, along with directional line, to demonstrate movement or replicate the supernova process?
3. Has your opinion on non-representational art developed or stayed the same from the partner activity and discussion? How so?
4. What did you like about this project? Dislike? What would you change and what would you keep the same?
5. Can you depict in a quick comic strip or short bullets, the steps a supernova goes through?