The idea of looking at the physic, math and chemical processes involved with
ceramics alone could take a whole term. Here are a few ideas for your
current math, science and art quandary:
1. Check this rather cool site:
http://www.scrollover.org/whenwhere.html#recycling
There are several ideas worthy of investigating and you can communicate with
the artist that facilitated the projects.
3. There was a lesson in the Art in Focus, 4th edition (Glencoe McGraw-Hill
2000) that I enjoyed working on with my students—Painting a Shape Moving in
Space.
This is a super lesson, because the students will complete a
painting/drawing that records, in repeated overlapping shapes and gradual
changes in intensity, the movement of a falling, bouncing objects as it
turns and twists along an axis line through space.
Select two complementary hues to obtain a range of color intensities.
I would do a motivation for the lesson that allows the students to play with
different size bouncing balls for half the period. I would follow this by
having the students watch you or a few other students as the balls are
dropped from different heights or bounced on a variety of surfaces.
This lesson can be extended to allow the students to actual do readings on
physics
4. Study the science and psychology of color. There are hundreds of books
on this stuff. Look up a guy named Arnheim. Rudolph Arnheim, ART AND VISUAL
PERCEPTION, University of California Press. The most thorough and academic
book about design principles; Ro Logrippo, IN MY WORLD: DESIGNING LIVING &
LEARNING ENVIRONMENTS FOR THE YOUNG, John Wiley & Sons, 1995; Falk,Brill
,and Stork, SEEING THE LIGHT, Optics in Nature, Photography, Color, Vision
and Holography , John Wiley and Sons, 1986 A good technical source for the
physics of light; Check out information on color and the
brain--http://www.colormatters.com/brain.html; and color and science:
http://www.colormatters.com/science.html
