The Art in STEAM: Transitions from 2D to 3DUse art as a catalyst for developing your STEM skills
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Short abstract
In this Learning Scenario students will make realistic and abstract works of art themselves and explore concepts related to storytelling and representation in art by using photography and digital fabrication. A ‘storytelling bag’ containing supporting materials to stimulate reading activities is used. Students will use these skills to tell their own stories through art.
In this Learning Unit students will learn about Art Movements. They will learn about the invention of photography preceding the Modernist movement, exploring the way in which this technological development offered a different way of viewing the world through images, and the impact this had on fine art. They will familiarise themselves with artistic vocabulary including different media and forms of art and then try painting for themselves.
Students will explore and reflect on the experience of creating a self-portrait. They will make a realistic self-portrait following the example of a selfie. By the end of the lesson, students will understand relevant drawing concepts, skills and techniques, such as composition and proportion.
This Learning Unit is about art movements during the Modernist era in Europe. By the end of this Learning Unit, children will know the difference between realistic and abstract painting, and understand the influence photography had on painting. After learning about the theory, students will revisit their self-portrait, this time making an abstract portrait instead of a realistic one.
In this Learning Unit students will make a self-portrait sculpture by using egg boxes, cardboard and paint. They will learn how to move from 2-dimensional to 3-dimensional representation and will explore the opportunities and limitations of each form. Students will be introduced to the field trip they will take in LU6, to a Museum for Modern Art.
In this Learning Unit, a photography expert will teach the students how to make their own DIY pinhole cameras. Students will use these to take pictures outdoors. They will take photographs of another child inspired by Dutch photographer Rineke Dijkstra, and develop them in a darkroom. By the end of this Learning Unit they will understand the basic construction of a camera and how images are created with light on film.
During this tour, students will explore modern art paintings on display in a gallery. They will learn about the abstract expressionist Karel Appel and explore how he created his artwork. Next, they will choose an abstract expressionist painting and imagine a story around this work of art. Together, students will develop their stories into a series of paintings and collate these into a painted storybook.
In this Learning Unit an expert on digital fabrication will work with the students. They will learn how to use digital technology to create a self-portrait, which they will design and cut themselves using a laser cutter.
Students will set up an exhibition of their artwork in a local library. They will share information about the new STEM-related skills they have developed through exploring art, such as creativity, critical thinking and innovation. They will reflect on their journey as artists and reevaluate what they think ‘art’ means.
Teacher feedback
Aha moments
- LU3: The students questioned if realistic paintings of the past were actually realistic? Or if the artist created a distorted image which looks like it is realistic? The students understood that an abstract painting is more about the emotions and the story of the artist and accurate representation irrelevant. This new understanding wasn’t limited to paintings; they realised this could also be the case for stories and literature.
Uh oh moments
- LU3: The students were asked to draw themselves which drew their attention to what they like about themselves and what they do not. One student shared that he liked his eyes and his mouth but he didn’t like the color of his skin because people often asked him where he was from and if he was from Ghana. We hadn’t considered the fact that drawing a self-portrait could lead to sensitive topics like this and we needed to take some time out talk about it.
- LU5: If there is not enough light outside the students will need to sit still for a long time to take the photo.
General tips
- Further activities for children about art: https://www.nga.gov/learn/teachers/lessons-activities/elements-of-art.html, https://www.nga.gov/learn/teachers/lessons-activities.html