Wendy Decter, M.D.
Lesson 1
Goal:
To introduce students to the concept of the relatedness of art and science, including
the skill of careful observation
Objectives:
As a result of this lesson the students will be able to:
Brainstorm instances of the "combination" of art and science
Discuss the necessity of careful observation in art and science
Compile scientific data through measurement
Utilize careful observation in the classroom setting
Materials:
Board, Marker, Paper, Pens, Pencils, Sketch Paper
Rulers or measuring tapes for anticipatory set homework
Anticipatory Set:
Students will present data obtained from homework to their peers. They may also bring in particular objects, or measure objects in the classroom.
Procedure:
Discussion and comparison of students' measurements of objects. Students will be directed towards discussion of why objects are particular sizes and shapes in order to lead into the discussion of art (design) and science. Discussion of precision and accuracy in measurements can be incorporated.
"Intruder" observation exercise.
Closure:
Students will share their observations of the intruder. The teacher will bring back the intruder and students will compare their observations to the "actual" intruder.
Assessment:
Students will be assessed based on classroom contribution, homework assignments, and descriptions of intruder.
Homework:
Students will look through magazines and bring in pictures of people such as athletes, models, musicians, cartoon characters, etc, and be prepared to discuss their appearances with regard to proportion or variations from the "norm".
Lesson 2
Goal:
Students will develop an appreciation of ancient study of anatomy in anticipation of learning more about current methods of anatomical study.
Objectives;
As a result of this lesson students will practice interpretation of new information, i.e. nonfiction writing as translated from ancient Greek.
Students will apply their interpretations to construct human figure.
Students will use alternative methods such as drawing and oral description.
Materials:
Individual copies of Vitruvius' passage, sketch paper, pencil, erasers, meter sticks, tape measures, whiteboard and markers, colored pencils
Anticipatory Set:
Students will present their magazine pictures and observations.
Procedure:
The teacher will read the passage from
De Architectura
to the class. No questions will be answered by the teacher As described above in Lesson 2, students will interpret the passage and draw proportioned individuals as described in Vitruvius' passage. They will be encouraged to think independently. They may work cooperatively as well.
Closure:
Each student or pair of students will present their drawings and their justification for their drawing by way of their interpretation.
Assessment:
Class discussion of the exercise, sharing and critique of drawings, and homework completed.
Lesson 3
Goal:
The goal of this lesson is to enable students to understand the methods of study of anatomy at various times in history. They will be able to relate and compare the artistic depictions of the human figure to the cultural values of different periods of time from pre-history to the present.
Objectives:
As a result of this lesson students will be able to:
Explore art history as related to culture
Draw conclusions from their observations of works of art
Critically evaluate new information to support conclusions
Materials:
Computer with Internet access and projector. Notebooks, paper, pens and pencils.
Procedure:
The teacher will show the
Dream Anatomy
"slides" and lead the class discussion regarding the curator remarks. It is advised that any teachers not familiar with the general periods of art history or discussion of works of art collaborate with the Art teachers in their schools for this portion of the unit. Please see Bibliography for the website.
Discussion should center on careful observation of the artworks, relationship of historical period to the style of art (i.e. symbolic, realistic, etc.) This lesson will require two class periods.
Closure:
The teacher will solicit from the student's two lists and write them on the board. One list will be a list of observations and the other list will be possible conclusion drawn from the observations.
Assessment and Homework:
Students will write a 5-paragraph essay, including an introductory paragraph and a conclusion. Student will give 3 examples of specific works of art that they feel do or do not reflect the culture of the time period in which they were produced. Students will site reasons from observing the artwork to support their conclusions. Works from the
Dream Anatomy
or other works with which the students are familiar may be sited. Students must bring to class any image used that was not presented in class.
Lesson 4
Goal:
The goal of this lesson is to relate the scientific method, often limited to the biology and chemistry laboratory to a non-traditional problem.
Objectives:
As a result of this lesson the students will be able to:
Review the scientific method and the formal laboratory report
Formulate hypotheses
Design experiments to test their hypotheses
Collect and analyze date using mathematic and graphing skills
Synthesize and support conclusions
Procedure:
Students will again refer to Vitruvius' passage used in Lesson 2. They will be given the problem: Using the scientific method, design an experiment to test Vitruvius' theory of the ideally proportioned human. Be sure to include observations, hypotheses, experimental design (including controls), materials, data, and conclusions. No other instructions will be given. This is an inquiry-based lesson. Students must determine what kind of data they want to collect and how to collect it.
Materials:
Students may choose their materials from the lab.
Closure:
Each table will present a synopsis of their experiment. They will put their data on the board. The class will evaluate experimental design, data, and synthesize a conclusion for the combined data.
Assessment:
Class participation and laboratory reports.
Lesson 5
Goal:
The goal of this lesson is to have students put themselves in the frame of mind of artists interpreting an anatomical and geometric description of the human form. Students will be encouraged to follow their own path without worrying about being right or wrong.
Objectives:
After participating in this lesson students will:
Use artistic media to demonstrate their scientific understanding
Describe similarities and differences between their own works and the works of other artists
Support their artistic strategies with excerpts of the text
Interpret unfamiliar language and new information
Procedure:
The teacher will read the passage from
De Architectura
quoted above in Lesson 5.
In addition each student will receive a written copy of the quote. Students will "be" Leonardo, and will illustrate Vitruvius' passage. Each student will produce his or her own sketch. Two class periods should be allotted for this lesson.
Materials:
Drawing paper (various sizes), pencils, colored pencils, rulers, compasses, computer with Internet access, projector.
Closure:
Students will share their sketches with the class, describing and justifying their artistic decisions according to their interpretation of the passage. At the end of the presentations the teacher will show "slides" of various artists' interpretations of the Vitruvian man including Leonardo's. With the renewed interest in the classics, during the Renaissance, many individuals were translating and sketching from
De Architectura.
Google Images is an excellent source of images for this lesson (see Bibliography and Illustrations below).
In 1511 Fra Giovanni Giocondo, an Italian architect, tried his hand at translating and interpreting
De
Archetectura
. He used two images, rather than one, for his interpretation. Another Italian artist, Cesare Cesariano, in 1521 drew his Vitruvian Man inside a circle tangent to a square. Students can compare this drawing to their own and to Leonardo's.
Again, if the teacher is not adept at interpreting artwork, she can collaborate with the school's Art teacher.
Assessment:
Students will be assessed on class participation and sketches.
Homework:
Students will think about and plan their life sized "Vetruvian Teen". We will be primary using Found Object art and collage. Students will be asked to look around them and bring in objects that can be used in creating and decorating their figures. Examples are buttons, string, yarn, fabric, stickers, small toys and figures, foil, bottle caps, shells and other items that catch their eye and imagination.
Lesson 6
Goal:
The goal of this lesson is to have students utilize newly acquired knowledge to create their own artwork, which represents the principles learned in the lessons.
Objectives:
After participating in this lesson students will be able to:
Explore various artistic media and their own personal artistic style
Relate art and science experientially
Materials:
Ideally rolls of artists canvas (at least 6' by 150') but butcher paper (brown or white)
can be substituted. Paper should be handled with extreme care so that the projects can be used throughout the course of the year. Acrylic paints, markers, watercolors, fabrics, found objects, pastels, and any other available media. Glue, meter sticks. Canvas stretchers or wooden dowels for stabilizing the final works.
Procedure:
Students will be directed to use the various media available to create life-sized Vitruvian Teens. Body proportions should be realistic and the circle and square as described in Vitruvius' work should be included. Students will be encouraged to be creative and find their personal style or artistic voice. Final works will be glued to dowels or stretched to preserve them and to allow for display. Works will be shared with the class. Students will work individually. Two to three class periods should be allotted for this lesson.
Closure and assessment:
Students will share and describe their projects. Students will answer ONE of the following open-ended questions as a final paper of 5 to 7 paragraphs. These will be handed in 5 days after completion of lesson 6.
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1. Compare and contrast the roles of artists and scientists in today's society. Use specific examples of artists and scientists with whom you are familiar.
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2. Do you agree or disagree with Vitruvius' theory that there is an ideal human proportion. Support your answer with information from your experiments.
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3. Suppose you are an architect hired to design a well functioning classroom.
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Determine the dimensions of the room and it's furnishings, windows, doorways, etc. Give reasons for your design based on knowledge acquired in this unit. You may include sketched but a verbal description and justification is required.
Although the activities and discussions presented are meant for high school students the lessons can easily be simplified for younger children. Middle and elementary school students will enjoy measuring themselves and their everyday objects, creating experiments, and especially tracing each other on large paper to create "Vitruvian Kids." Emphasis can be placed on learning about proportion, external anatomy, and exploration of art history