Think inside the BOX- Designing Community Food Pantries
Visser/Casciato Team
Essential Question: How can I apply the design process to a community project?
Brief Description:Through constructive use of the design process, students will design, build, and install a community food pantry of their own creation. Using plywood and 1”x2”, students will make the structure, to be beautiful and well crafted while serving a purpose. The final product will be made of a exterior grade plywood and 4”x4” using tools available at High Tech Middle North County. These models will then be on display at HTMNC and the full size structures will be installed in the community during the fall semester.
Visser/Casciato Team
Essential Question: How can I apply the design process to a community project?
Brief Description:Through constructive use of the design process, students will design, build, and install a community food pantry of their own creation. Using plywood and 1”x2”, students will make the structure, to be beautiful and well crafted while serving a purpose. The final product will be made of a exterior grade plywood and 4”x4” using tools available at High Tech Middle North County. These models will then be on display at HTMNC and the full size structures will be installed in the community during the fall semester.
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Press Start to Play
Examining the effects video games have on the world and the individuals in it.
This project posed a simple question to our students, how have video games impacted people and the world they live in?
MakerSpace students created 8-bit versions of previously created famous paintings, exploring the aesthetics of video games through painting. Lastly, students designed and laser-cut their very own dream video game controller.
Examining the effects video games have on the world and the individuals in it.
This project posed a simple question to our students, how have video games impacted people and the world they live in?
MakerSpace students created 8-bit versions of previously created famous paintings, exploring the aesthetics of video games through painting. Lastly, students designed and laser-cut their very own dream video game controller.
haBATat
Designing and Building Bat Houses
Project Overview:
Students worked in groups to design a habitat for a native wild animal, the bat, that is beneficial to our ecosystem in San Diego North County. Several different species of bats call San Marcos home, however their habitat is threatened by urban sprawl. Students researched a design that meets the proper specifications to allow bats to inhabit the house. Students incorporated an interesting fact and image in the design.
Students exhibited their final products at the San Diego Zoo Safari Park and shared their experience with park patrons.
Essential Questions:
Designing and Building Bat Houses
Project Overview:
Students worked in groups to design a habitat for a native wild animal, the bat, that is beneficial to our ecosystem in San Diego North County. Several different species of bats call San Marcos home, however their habitat is threatened by urban sprawl. Students researched a design that meets the proper specifications to allow bats to inhabit the house. Students incorporated an interesting fact and image in the design.
Students exhibited their final products at the San Diego Zoo Safari Park and shared their experience with park patrons.
Essential Questions:
- How can people have a positive impact on nature in a Suburban space?
- Can people overcome their fear, distaste, or negative views of wild animals that are beneficial to our environment?
- Are wild animals creepy?
ϕerfect Perspectives Project -Building a Vitruvian Eighth Grader
Antidisciplinary Project- Humanities, Math/Science and Makerspace
The whole class will be investigating what it means to be “perfect” and celebrate all of our perfections together. We will be designing and building Vitruvian 8th Grader with “perfect “ proportions to be displayed in the commons.
Individual Component:
You will be thinking about what makes you perfect in your own way and coming up with a symbol to represent this.
Group Component:
In small groups you will be assigned one piece of the Vitruvian 8th grader and incorporating each of your symbols into an overall design. We will laser cut those pieces to build the class Vitruvian 8th grader.
Body Part Templates here: (Vector Illustrations can be found under resources page)
Antidisciplinary Project- Humanities, Math/Science and Makerspace
- What are the values that our community holds onto most? How is this represented?
- What is it about each individual that makes them unique?
- What are some ways to celebrate this uniqueness?
- How do patterns in nature reflect human thinking and production?
The whole class will be investigating what it means to be “perfect” and celebrate all of our perfections together. We will be designing and building Vitruvian 8th Grader with “perfect “ proportions to be displayed in the commons.
Individual Component:
You will be thinking about what makes you perfect in your own way and coming up with a symbol to represent this.
Group Component:
In small groups you will be assigned one piece of the Vitruvian 8th grader and incorporating each of your symbols into an overall design. We will laser cut those pieces to build the class Vitruvian 8th grader.
Body Part Templates here: (Vector Illustrations can be found under resources page)
Do You Have the Time… to be a Hero?
Collaborative Project with Math/Science and Humanities
Project Overview:
Students explored the social impact of heroes in the community and partnered with local community organizations throughout the project. Students investigated the science behind super powers in math/science. In Makerspace, students used the original artwork Super Hero logos that were created in pairs or teams to design a working clock. The clock faces were designed using Adobe Illustrator to include the hand illustrated artwork and later were programmed to be laser cut, laser etched, or raster engraved.
Essential Question:
How can the use of technology enhance your artistic vision?
Collaborative Project with Math/Science and Humanities
Project Overview:
Students explored the social impact of heroes in the community and partnered with local community organizations throughout the project. Students investigated the science behind super powers in math/science. In Makerspace, students used the original artwork Super Hero logos that were created in pairs or teams to design a working clock. The clock faces were designed using Adobe Illustrator to include the hand illustrated artwork and later were programmed to be laser cut, laser etched, or raster engraved.
Essential Question:
How can the use of technology enhance your artistic vision?
clocks.pdf |
Courage
Collaborative Project with Humanities
Project Overview: Students explored how people are courageous in their daily lives and compared this traits to historical figures. Students created paintings on a person that demonstrated courage in their lifetime.
Collaborative Project with Humanities
Project Overview: Students explored how people are courageous in their daily lives and compared this traits to historical figures. Students created paintings on a person that demonstrated courage in their lifetime.
Propaganda Airborne
Propaganda has been used throughout history to change people’s mindsets. It has been used during times of war and conflict to boost the morale of the nation (Uncle Sam wants You and Rosie the Riveter) and it has been used as a non-violent weapon to demoralize society. We investigated propaganda leaflet techniques of the World War I and II combined with the Propaganda style posters. How does daily life inspire artists? How can text enhance an image? How can artists investigate and change people’s mindsets about relevant issues in local communities? How do artists create a dialog about these issues? Students designed a propaganda style card and use linoleum printmaking to make an image with text that brings awareness to a local issue. |
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Cross-discipline Collaboration:
David Visser (Humanities), Ashley Bagnell (Math/Science), and Charley Jacob (Visual Art)
Project Idea: Students designed, constructed and created an installation for their murder mystery performances. Students drew from the Victorian imagery depicted in Sherlock Holmes which they read in their Humanities class as inspiration for their sets and props. Students created a space that would allow for an audience participation performance. Students also designed an installation that would allow them to utilized forensics which was studied in their math/science to enhance the performance.
Driving Questions: How can we create an environment or scene that enhances the work from core classes? How can we transform the classroom space for exhibition?
David Visser (Humanities), Ashley Bagnell (Math/Science), and Charley Jacob (Visual Art)
Project Idea: Students designed, constructed and created an installation for their murder mystery performances. Students drew from the Victorian imagery depicted in Sherlock Holmes which they read in their Humanities class as inspiration for their sets and props. Students created a space that would allow for an audience participation performance. Students also designed an installation that would allow them to utilized forensics which was studied in their math/science to enhance the performance.
Driving Questions: How can we create an environment or scene that enhances the work from core classes? How can we transform the classroom space for exhibition?
Can I See Myself Out There? San Diego County Landscapes 7th Grade Visual Art: Voss & Clark Team Project Description: In the spirit of the Voss & Clark team project Return to the Wild, students investigated the differences between their own neighborhood and the natural settings they experienced on the field trips. Students selected a location from one of the five field trip destinations in San Diego County (Torrey Pines, Daley Ranch, Santee Park, Agua Hedionda Lagoon, and Safari Park) for a landscape drawing. Students were then asked to observe objects or structures made by people in their own neighborhood and think about how these are so different from the natural landscapes they visited. This objects and structures are superimposed into the natural landscape drawing. Essential Questions:
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Geometricanimals: Seeing Shapes, Lines and Color in the Animal Kingdom
7th Grade Visual Art Project Description: Many artists have chosen animals as the subject of their art for thousands of years. We will create a multimedia-collage a that incorporates shapes, texture, pattern, and color inspired by the work of Mid-Century Modern Minimalist Charley Harper and Skateboard Street Artist Mike Kershnar. "When I look at a wildlife or nature subject, I don't see the feathers in the wings, I just count the wings. I see exciting shapes, color combinations, patterns, textures, fascinating behavior and endless possibilities for making interesting pictures.”- Charley Harper Essential Questions:
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STOLEN ART: EIGHTH GRADE visual art
STOLEN ART: EIGHTH GRADE
Very few ideas are truly original. Ideas are often repurposed and reimagined. Artists influence each other through the use of similar techniques, subject matter, and artistic concepts.
“Good artists copy, great artists steal.” Pablo Picasso
“The immature poet imitates; the mature poet plagiarizes.” T.S. Eliot
Essential Questions:
How can artists take inspiration from existing art and make it their own?
What is the difference between copying and stealing creative ideas?
Investigation I: Character Remix
In this project, students examined illustrations of cartoon characters and comic strips and used them as an inspiration for a composition of their own. As a class we identify the art elements and style of specific features of several iconic characters and practiced drawing the features in a similar style or technique. Following this exercise, students investigated the idea of copying creative ideas and stealing them as they researched characters for inspiration. They selected two comic strip characters or cartoon characters for inspiration to create a new hybrid or morphed character. They recreated it in a different context as a character remix or changed something fundamental about it. They created two drafts of the morphed character and critiqued their peer’s work before completing a final draft. All work was completed in a dry medium on paper.
Very few ideas are truly original. Ideas are often repurposed and reimagined. Artists influence each other through the use of similar techniques, subject matter, and artistic concepts.
“Good artists copy, great artists steal.” Pablo Picasso
“The immature poet imitates; the mature poet plagiarizes.” T.S. Eliot
Essential Questions:
How can artists take inspiration from existing art and make it their own?
What is the difference between copying and stealing creative ideas?
Investigation I: Character Remix
In this project, students examined illustrations of cartoon characters and comic strips and used them as an inspiration for a composition of their own. As a class we identify the art elements and style of specific features of several iconic characters and practiced drawing the features in a similar style or technique. Following this exercise, students investigated the idea of copying creative ideas and stealing them as they researched characters for inspiration. They selected two comic strip characters or cartoon characters for inspiration to create a new hybrid or morphed character. They recreated it in a different context as a character remix or changed something fundamental about it. They created two drafts of the morphed character and critiqued their peer’s work before completing a final draft. All work was completed in a dry medium on paper.
Investigation II: Stolen Painting
In this project, students viewed paintings of contemporary artists and prominent artists from the 20th century. Groups of students interpreted the possible inspiration for each of the works and presented their theories to the class. They also discussed what mediums were used in creating the paintings. We further researched various paintings from the 20th and late 19th centuries including Pop, Street art, Cubism, Dada, Neoimpressionism, and Surrealism. Students were then asked to find a inspiration piece that they would use to create an original painting. Next, students chose their subject for a portrait in the style of the inspiration piece. All painting were done in acrylic on canvas or canvas board.
In this project, students viewed paintings of contemporary artists and prominent artists from the 20th century. Groups of students interpreted the possible inspiration for each of the works and presented their theories to the class. They also discussed what mediums were used in creating the paintings. We further researched various paintings from the 20th and late 19th centuries including Pop, Street art, Cubism, Dada, Neoimpressionism, and Surrealism. Students were then asked to find a inspiration piece that they would use to create an original painting. Next, students chose their subject for a portrait in the style of the inspiration piece. All painting were done in acrylic on canvas or canvas board.