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Let’s Create a Machine Using Random Design Problems PowerPoint Presentation
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Let’s Create a Machine Using Random Design Problems

Let’s Create a Machine Using Random Design Problems

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Let’s Create a Machine Using Random Design Problems

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  1. Let’s Create a Machine Using Random Design Problems Art and Engineering

  2. What Does an Engineer do? • What does an Engineer do? • An Engineer is a person with a University degree or equivalent in Engineering.. • An Engineer uses difficult math that she learns in University to design, Computers, Video Games, Rockets, Cars, Aero planes, Skyscrapers, Satellites, and many more things. • Have you ever crossed a bridge, made a telephone call or flown somewhere in a plane? If so, you’ve experienced the work of engineers, first-hand. • Engineers design the satellites that orbit our planet, undertake oil exploration in the ocean, build tremendously-tall skyscrapers and even create computers like the one you’re using right now.

  3. Engineers make things possible! • Basically, they use math and engineering science to create and build most of the products, buildings and structures we see every day. • Sounds hard? Well, what would you think about being able to design and construct the most versatile skateboard; or the most powerful computer chip; the roughest, toughest mountain bike; or the scariest, but safest, roller coaster? • And that’s just some of what engineers can do! They put their scientific knowledge and design skills to practical use in many ways. Engineers work in many different fields, or disciplines. • There are many kinds of Engineers because an Engineer who designs Skyscrapers might be no good at designing Computers. You know from playing Sports that some Kids might be good at playing soccer but are no good at Rugby.

  4. How to play… • Take 3 Use 2 Make up 1 • Students are given three random science words, preferably a verb, a noun, and an adjective. They can choose to keep two of the words and make up a third for their future machine. • Write the name, draw a picture, explain what it does (what problem it solves) to the class. • Extensions: Write a story about your machine, or work in groups to create a machine. • Older students: Each student is given one word and teams of three are paired. They are allowed to make up one word and write the description of the invention’s function.

  5. Non-verbal Communication Activities to Promote Creativity through art.

  6. Gesture Drawing and Keith Haring • Description • Gesture drawings, inspired by Keith Haring. To introduce students to the artwork of Keith haring. To expose them to the Art Term "Gesture". • Objective • To introduce students to the artwork of Keith haring. To expose them to the Art Term "Gesture". • Materials • Pencils, Paper, Markers • Procedure • We then discussed what a gesture is and how it relates to Haring's work. I had students stand on a chair and position themselves into several different body gestures. For example, "If you were hitting a golf ball, what would your body look like?" "Freeze! And hold that position". • The children folded their paper to create six boxes, allowing many sketches to fit on one piece. Then, while students posed for 30 seconds each, the rest of the class drew them. • After this exercise, the students picked one gesture in particular to enlarge. They added a bold, black outline to contour the edges. They colored in the figure with only one color of their choice and kept the background simple.

  7. Keith Haring facts • Keith Haring was born on May 4, 1958 in Reading, Pennsylvania, and was raised in nearby Kutztown, Pennsylvania. He developed a love for drawing at a very early age, learning basic cartooning skills from his father and from the popular culture around him, such as Dr. Seuss and Walt Disney. • Upon graduation from high school in 1976, Haring enrolled in the Ivy School of Professional Art in Pittsburgh, a commercial arts school. He soon realized that he had little interest in becoming a commercial graphic artist and, after two semesters, dropped out. While in Pittsburgh, Haring continued to study and work on his own and in 1978 had a solo exhibition of his work at the Pittsburgh Arts and Crafts Center. • Later that same year, Haring moved to New York City and enrolled in the School of Visual Arts (SVA). In New York, Haring found a thriving alternative art community that was developing outside the gallery and museum system, in the downtown streets, the subways and spaces in clubs and former dance halls. Here he became friends with fellow artists Kenny Scharf and Jean-Michel Basquiat, as well as the musicians, performance artists and graffiti writers that comprised the burgeoning art community. • Keith Haring dies of Aids in 1989 at age 31

  8. Haring’s artwork

  9. Sculptor /Statue with Gesture Drawing • This game is done in teams. Two student from each team are selected as the sculptor and statue. • The sculptor is given a piece of paper with an activity or emotion or attitude written on it. • Without telling the statue what it is they are trying for, the sculptor positions the statue and facial expressions, no talking! • Everyone else does a 2 minute gesture drawing of the statue and writes the words beneath that seem to describe the statue • Points are given for the most number of correct responses.

  10. Telephone with Pictures • Teams stand in a line facing each other’s back • The person at the back of the line is given a picture to draw with their finger on the back of the person ahead of them, and returns the picture. • That person draws on the person ahead of them and on until the first person guesses what they think the image was. • Suggested pictures of themes being currently discussed like shapes, food, tools, reptiles, insects