ICSA Presents: De Stijl

Teacher: Ms. Brandi
Grade: ​3rd
Subject(s): ​Computer Science & Art
Featured Artworks: “​Rhythm of a Russian Dance” (1918)
“​Stained Glass Composition IV” (1918)
​Date of Lesson: ​N/A Lesson Duration:​ 1 Hour

      

Teacher: Ms. Sparks

Date of Lesson: N/A

Duration of Lesson: 1 Hour

Grade: 3^rd

Subject: Computer Science & Art (Architecture)

Featured Artwork: “Amsterdam General Extension Plan” (1934)

Learning Goal:

Students will know how to use/apply basic functions of “Scratch” a visual programming site, with the same architectural influence of Doesburg’s work.

Learning Objective(s):

• Students will create a Scratch project of an example of the Amsterdam General Extension plan using simple algorithms.
• Students will understand what algorithms are and their importance within architecture

Prior Knowledge Resources:

• Students can navigate basic functions on a computer
• Students will have had art instruction before.
• Students will have previous knowledge about De Stijl.
• Student will be familiar with “Scratch” in an introductory/beginner manner.
• VTS (Visual Thinking Strategies) will be already scaffold and practiced.

Materials:

• Laptop
• Internet
• Projector
• Scratch Account
• History lesson of Cornelius van Eesteren
• Images of Amsterdam General Extension Plan & himself.
• Short Video about Amsterdam’s architecture.

Scratch Project Teacher Notes (see below)

Lesson Progression

---

Duration:

The Teacher Will…

The Students Will…

0:00-15:00

Show the whole class a short video about Netherlandish architecture and a small biography of van Eesteren.

Engage with the materials and attempt to ask any clarifying questions. Use VTS to interpret his planning.

16:00- 24:00

Instruct the students to pull up the Scratch website, and since they have previous created accounts with Scrtach before, the process will be quick. Have them create a new project and then place their hands off the keyboard and listen to my next set of directions. Explain to the students that they will make a city planning with the elements of De Stijl, using van Eesteren as a model. Explain that using Scratch requires understanding algorithms, or, “a process or set of rules to be followed in calculations or other problem-solving operations, especially by a computer.” The set up own computer on project with the Scratch will be displayed for all students to see.

Have an understanding of the expectations of this project about urban planning/architecture and the influences De Stijl and architect van Eesteren had on the Netherlands. They will have a clear understanding of what algorithms are and the importance of algorithms in computer science.

25:00-55:00

Work step-by-step following the Scratch project notes, pausing multiple times to allow students to follow easily. Students will have silent, individual working time as well as group time to talk to their partners/neighbor to share ideas.

Students will complete the project by watching whats happening on the projector, raising hands, and working in individual/group allotted times

56:00-60:00

Students will have time to show their peers the work they had done via projector. Lastly, I will instruct the students to log off Scratch and put laptops away.

Students will respectfully admire their peers work and take a step back and relax after working their minds. They will listen to directions of what to do with the laptops after logging out.

Grading Criteria: –       Demonstrates effective use of “algorithms” features, step by step blocks in a sequential order that is logical. –       Demonstrate original city planning with the van Eeestern model and color blocking (red, yellow, blue).

Adaptions:

Adaptions will be given to children on the basis of their needs and restrictions. These will be addressed prior to lesson.

Standards Addressed:

• Computer Science: (3-5) 1B-A-3-7 “Construct and execute an algorithm (set of step-by-step instructions) that includes sequencing, loops, and conditionals to accomplish a task, both independently and collaboratively, with or without a computing device.”
• Art: (MA: Cn10.1.3)
  A) Use personal and external resources, such as interests,information, and models, to create media artworks.
  B) Identify and show how media artworks form meanings, situations, and/or culture, such as popular media.

Explanation of Rationale:

• The students will be “learning, performing, and expressing themselves in other subjects” (art). Art will be executed through on Scratch in a logical, structured steps of how an architect would plan their city.
• This lesson practice scratch coding techniques if. . . then, when, if, wait until, show, hide, next costume, etc.

Scratch Project Teacher Notes: 1.     Title of Scratch:  City Planning 2.     Create different sized polygons of various rectangles and squares and have all the squares connected to each other. Each square has black outside line, make each polygon with the rectangle button. 3.     Duplicate each square in the costume column add one of three colors, red, blue, or yellow, to the square. Repeat for each square until completed 4.     Line up each polygon so that it creates “roads” and buildings. Use the model of Amsterdam Extension Plan. 5.     Use the if, then statements, when (@ some letter) clicked, pop sounds, and different costume variables in your statements. 6.     See above at photo for what the format should be for each rectangle. Add in Student Variations 7.     Students can add in different types of sprites should as trees or buses! It can add a bit of creativity.

https://scratch.mit.edu/projects/226109847/ Van Eesteren Scratch Project Link

Teacher: Bailey Hucke

 Lesson Duration: 1 Hour

 Grade: 3rd

 Subject(s): Computer Science & Art

  Featured Artworks:      

• “Red and Blue”.
• Schröder House

Learning Goal:

Students will know how to use/apply basic functions of “Scratch” a visual programming site, with the influence of Gerrit Rietveld and other work from the De Stijl art period.

Learning Objective(s):

• Students will use conditionals when creating their “Scratch” assignment.
• Students will create an original work of art using “Scratch”.

Prior Knowledge Resources:

• Students can navigate basic functions on a computer.
• Students will have had some art instruction before.
• Students will be familiar with “Scratch” in an introductory/beginner manner.
• VTS (Visual Thinking Skills) will be already scaffolded and practiced.

Materials:

• Computer
• Internet
• Projector
• Scratch Account (already created from past experience)
• Scratch Project https://scratch.mit.edu/projects/223852892/
• De Stijl Power Point

Lesson Progression

Duration:	The Teacher will…	The students will…
0:00-5:00	Play youtube video on Gerrit Rietveld (https://www.youtube.com/watch?v=qLHCYeswxuI). Ask students to quietly watch the video and take notes on ay observations they have.	Students will watch the video and jot down observations.
5:00-15:00	Ask the students to share out their observations on how this new artist relates to the others we have been talking about.   If students need help, quickly review the different artists we have talked about the previous lessons using the Powerpoint.   Ask students to describe the De Stijl movement and it’s components in their own words. (Primary colors, geometric shapes).   Relate this to the architecture and art shown in the video. (Primary colors in house, square blocking of colors, geometric shape of house, “Red and Blue” chair within house).   Show the students slides 8-10 on the De Stijl PowerPoint. These slides can be left up as reference when students have their work period.	Recall previous lessons. Think about the components of the De Stijl movement and answer questions. Think about how these components play into this new artists work. Share out ideas.
15:00-18:00	Transition into students getting their computers and logging into scratch.  Walk around class to help with computer/logging in issues. Have them create a new project that can be publicly viewed.	Students will got out their computers and follow the directions logging in and setting up a new project.
18:00 – 20:00	When students get logged into scratch, have them open a new tab and show them your Scratch project. Allow them to play with it for a minute.   https://scratch.mit.edu/projects/223852892/	Students will be using the teachers scratch project until the whole class is ready to begin the lesson.
20:00 – 35:00	Walk students through the process of creating this scratch program. Talk about the inspiration of making it. Explain conditional functions and how to use them (if.. then… else). Show how this scratch uses conditionals to randomly select shapes to place where the mouse is clicked.	Students will be recreating the teachers scratch program on their own blank project.
35:00- 55:00	Instruct students to change the scripts within the scratch project. Tell them to continue practicing using conditional functions, but to make the scratch unique to themselves. Walk around and help students when needed. Encourage students to seek help from peers.	Students will focus on changing and adding to the teachers scratch project to make it unique. They will use conditionals along with other functions previously learned. Students will ask for help when needed and can seek out help from peers.
55:00-58:00	Have students share what they made, and show some projects on the projector. Encourage students to talk about what changes they made and why.	Listen and watch other students present their projects. Present project if wanted.
58:00-60:00	Have students log out of scratch and put away computers.	Log out of scratch and put away computers.

 

Standards Addressed:

• Computer Science: 1B-A-5-5 “Construct programs, in order to solve a problem or for creative expression, that include sequencing, events, loops, conditionals, parallelism, and variables, using a block-based visual programming language or text-based language, both independently and collaboratively (e.g., pair programming).”
• Art Education: MA.5.PR2.3 “Exhibit standard use of tools and techniques while constructing media artworks.”

 

The new age is here: we have complete access to computers, smartphones, iPads, and other types of tablets available at the tips of our fingers, so why shouldn’t we be taking advantage? Some of the best, most well paying jobs in the US economy currently are technology based,  so shouldn’t we be preparing our kids for their futures at an earlier age? But theres a catch, and that catch is dividing up the US economy and educational statuses across the nation. Who can afford to have technology in their classrooms? Why does it matter who does and who doesn’t have technology in their schools?

This is otherwise known as the digital divide, and this divide will continue getting larger the less time we, as teachers, spend using technology in the classroom. It is especially important for students who do not have daily access to computers at home. To succeed in this job economy, children most develop computer skills and where is the best place to learn? In public education!

The need to have a computer as a staple in schools is tremendous. Computers also have a place in every single subject in school! Math, science, and yes, even art! Art can be digitalized, even older pieces of art such as Piet Mondrian’s Composition II in Red, Blue, and Yellow . Lessons can be taught with all the access to many different mediums of platforms as possible. Why don’t we try to do that exact thing?

With the help of our De Stijl lesson craft/idea/plan, we hope that teachers can use this resource to use computers in all subjects, even with teaching art and the artistic De Stijl movement.

 

Its Thursday, Week 7 and I’m not in love.

 

Today in our meeting, we began serious discussions about logistics of due dates, videos, and lesson plans. Brandi was such a saint, she had her lesson plan and ideas done and shared her knowledge with us. Our knowledge about what to do is completely scattered, but this meeting has given us a new hope and idea of what to do. Brandi’s lesson plans are reflective of EDST 410, Art and Education, and EDST 333, Teaching, Learning, and Assessment’s plan templates combined. The rest of us will follow Brandi’s format for our lesson plans. THANK YOU BRANDI .

 

Here is a ~tentative~ schedule of whats happening with the lessons.

Our group lesson is about De Stijl and 5 prominent artists in the movement.

We will be using Scratch, UO Blogs, Teamwork.com, and videography to teach this lesson.

May 17th – Our biggest meeting yet, we are in the midst of finding resources for our lesson ideas.

The weekend of May 18th-20th – Work on the lesson plans individual so that…

May 22nd – From 12-2pm, the Dream Team will get together with our individual lesson plans completed. The rest of the meeting will be used to combine our knowledge for a 6th lesson plan.

May 24th – Any alterations of artifacts will be done during team meeting. Touch ups of 6th lesson plan will be done.

May 29th – Have our individual artifacts due during our meeting and prep completely for video from 12-2pm @ HEDCO. AT 6pm, the team will meet at Olivia’s house to film the video! It will be done Tuesday.

May 31th – 12-2pm @ HEDCO meeting, we will edit the video as much as possible.

Weekend of June 1st-3rd – Shania, Hannah, and Olivia will get together for any final touches of website and video ~ Brandi & Bailey will be out of town.

Week of June 4th – Present the video in gallery walk!

This will be a stretch, especially with the senioritis we all currently have. We are the dream team, we got this!!!