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Name of Project: Facial Transformations / Portrait Math Project
Classroom, School: Room 006, Clara Barton Open School
Cooperating teacher: Allison Rubin
Grade Level:
7th and 8th graders
Presenter's Name:Kate Smith
Subject and Curricular Link:
The art content to this assignment is to Photobooth, (program on Mac) themselves on the computer that will be printed on transparent paper. Also the students will draw a self-portrait and use shading techniques to add dimension to the face.
Algebra is the curricular subject and both classes are currently on a new chapter called Transformations. The objective is to learn how to change, or transform, graphs by moving, flipping, shrinking or stretching. So what the class will be doing is using a photograph of themselves and finding equations, and coordinates by drawing parabolas, point and lines of their face on the photograph.
Overview of Project
This project is about transformations by using our face to find mathematical equations, and coordinates by moving/sliding, reflect and stretch or shrink.
The students will be learning how to write equations for a parabola (chin), line (mouth) and coordinates for three points, (eyes, nostril, etc. ) by using four graphs with an addition of four photographs that is the students face. The students will learn how to transform their photographs by: sliding/ moving, reflecting and stretching with equations of results that was found. Lastly the students will learn not only math equations, but also how to draw their face by using cross-hatching to create dimension.
Essential Question(s)
What tools do you use to find the equations, coordinates of?
How do you problem solve or show a stretched version of yourself with new equations and coordinates?
The big idea is for students to visually understand, problem solve, and use their mathematical skills to create transformations by using their face.
Prior Knowledge
It is important that the students have a good understanding of transformations in Chapter 8. Also that each individual student have their photo taken, (Photobooth) before the class session on Tuesday the 24th begins so that we can save time.
Timeline I have been meeting Allison about the lesson and subject matter for this project with both algebra classes.
Had a meeting with the practicum class on March 2nd to give Lynda an idea of the project.
The dates that I will be teaching at Clara Barton Open School will be on Tuesday, March 24th 2009 and Thursday, March 26th 2009.
If the students will be done on the Thursday 26th the project will be up in the hallway on Thursday. I will also photograph each piece of the students work.
Examples of student or artist work
There will be an example of this assignment as a visual aid for the students to understand, and when demonstrated I will be pergect it on Allison's screen in class so that all the students can see. Also I will bring in visual aids that show or demonstrate shading techniques. (Books)
Assessment
Helping their peers if the students need help, team work.
I will examine each student's work to see that they used proper techniques for shading in portions of their face.
This will also be clear as I move around the classroom checking every students progress.
Materials
-3M Transparency Film for Copiers (100 total) 8.5 in. x 11 in./ Office Max
-Drawing pencils for 38 students (45 total) (can't go wrong to have extra)-CVA -Need on Thursday the 26th
-Erasers-CVA (Wont need until the second day Thursday the 26th)
-Box of tissue paper-have provided
Procedures
- March 24th, Homeroom class beings at 7:30- Allison will introduce the project.
- Show visual of the project to the class/overhead / see if any students have any
questions.
- I will let them know about the next part of the project about the
shading self-portrait activity on Thursday. At 10:35 class is dismissed.
- Hand out the assignment for each student with 4 photographs of themselves taken
from Photobooth and hand out the sheets that the students work on.
- Have the students work on the sheet that is handed out. Allison and I will go around to
all the students to make sure they understand the concept and if they raise any
questions we will be able to answer them. They will work on this part for most of the
class period.
- The class dismissed at 8:45
The same procedure is applied to the session with the second class.
- March 26th, we will do some review of what we have worked on so far.
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- Talk about what we will be working on, the drawing part of the project shading
technique to bring dimension to the face.
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- Demo part (brief review of shading techniques)
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- Ask for any questions from students and then let them get started with the drawing
part.
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- Let the students start working on the project and I will be coming around to each
student to see how their progress is working. I will give them drawing tips to help
them out if needed as well.
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- Near the end we will see what we have done overall and have students comment on
what they liked best about this project, and what they have learned.
Teacher Reflection
Not have the students' full attention
Not getting the project done by the last day I teach on Thursday.
The students not taking the project seriously
How do you demonstrate a way for all students to understand how to use cross-hatching your face?
How do your keep the students focused and interested in the subject?
Materials
-3M Transparency Film for Copiers (100 total) 8.5 in. x 11 in./ Office Max
-Drawing pencils for 38 students (45 total) (can't go wrong to have extra)-CVA -Need on Thursday the 26th
-Erasers-CVA (Wont need until the second day Thursday the 26th)
-Box of tissue paper-have provided
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