ASTRONOMY

Learning Targets

“I Can…”

• Compare and contrast the size of my chosen planet relative to the Earth
• Compare and contrast the surface and atmospheric features of my chosen planet relative to Earth
• Decipher the relative distance from the sun and my chosen planet
• Examine the ability to support life on Earth to my chosen planet

Essential Questions

• How does Earth compare to other planets in our solar system?
• How can dance elements represent characteristics of planets through planned choreography?

Use of Technology

• Green Screen Technology
• Video Camera
• Video Editing Software, such as iMovie

Materials

Video camera, recording device, “green” screen, selections of music pieces/songs, various prop materials, chart paper, notebook paper, writing instruments

Activating Strategy (5-10 min)

• Explore movement qualities of dance through a warm-up, concentrating on the following elements of dance: level, space, shape, pathways, and movement qualities.

Main Activity

Part 1:

• Students will identify characteristics of planets. When they identify an attribute they will perform a movement or action to represent it non verbally. (This will set the tone for this project.)

Part 2:

• Students select a planet/group.
• Students will begin to research their planets.

Part 3:

• With their partner, students will discuss characteristics/attributes of their assigned/selected planet that they are going to represent through their choreography.
• Students will begin to choreograph their planet dance. Remind the students to think about the elements of dance that they learned about during the Activating Strategy.
• Students must select music (from given choices) that also represents the feeling/mood/attributes of their planet.

Part 4:

• Utilizing costuming and props, students will create a choreographic work to represent their planet.
• Choreography will be recorded in front of a green screen.
• Students must select visual images of their planet to be placed in edited work.
• Students will edit their film using iMovie or a similar type of software.
• Students will add their selected musical pieces along with the background images for the final touch.

Part 5:

• When all films have been completed have a film screening session in order for the groups to share their films.

Classroom Tips:

• Student groups will need space to work, plan and choreograph.
• Give them the dimension of the screen or camera reach before planning begins.
• There will be noise, but understand this should be on-task “chatter.”
• Some groups will need more guidance than others in getting ideas together.

Reflective Questions

• What dance elements did you use to represent size, features, distance, and life? How do they represent these things for your planet?
• What background image and music did you choose? Why?
• What movement choices did you make and why- what were they representing?
• Why did you choose that costume, prop, music, etc.?
• How did you make your decisions, what changes occurred in the choreographic process?

Differentiation

Below Grade Level/EL Students:

• Create a class work on one selected planet, remove options for self-selection of music, props, and costumes.

Above Grade Level:

• Add in additional elements/requirements. Add another planet to be represented in complete work and relationship between the two planets also must be represented in choreography.

Additional Resources

• Pictures and images of planets’ surface, atmosphere, colors to help ignite ideas
• Gustov’s “The Planets” (piece of music)

Books

• Astronomy in the Real World by Susan E. Haman
• Beyond the Solar System: Exploring Galaxies, Black Holes, Alien Planets, and More: A History with 21 Activities by Mary Kay Carson
• The Milky Way and Beyond: Stars, Nebulae, and Other Galaxies by Explorer’s Guide to the Universe/Erik Gregersen
• Galaxies by Howard K. Trammel
• 20 Fun Facts about Galaxies by Michael Sabatino
• A Trip through the Milky Way by Heather Moore Niver

Appendix (See Downloads)

• Written Reflection Sheet
• Video examples of student work

Credits

ArtsNow, Inc. and Bear Creek Middle School, Barrow County School System Ideas contributed and edited by: Melissa Dittmar Joy, Ashley Bailey, Michele McClelland

Learning Targets

“I Can…”

• Identify the types of galaxies found in the universe
• Describe the Milky Way galaxy and where our solar system is located within that galaxy
• Distinguish the shape and color of different types of galaxies
• Use the design process to create experimental paintbrushes
• Identify the elements of art and principles of design in photographs of galaxies

Essential Questions

• How can we create a visual representation of the different types of galaxies?
• How can we use experimental design to create paintbrushes that represent the characteristics of the galaxies?

Content Vocabulary

• Universe
• Galaxy
• Milky Way
• Solar System
• Spiral Galaxy
• Elliptical Galaxy

Arts Vocabulary

• Design process: to plan and make decisions about something that is being built or created
• Brushstroke: the configuration given to paint by contact with the bristles of a brush
• Light spectrum: the group of colors that a ray of light can be separated into including red, orange, yellow, green, blue, indigo, and violet: the colors that can be seen in a rainbow
• Black light: invisible ultraviolet light, a lamp that radiates black light
• Line: an element of art which refers to the continuous mark made on some surface by a moving point
• Shape: an enclosed space defined by other elements of art
• Form: an element of art that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
• Color: an element of art with three properties 1) hue, the name of the color 2) intensity or the purity and strength of the color such as brightness or dullness 3) value, or the lightness or darkness of the color
• Space: refers to the distance or area between, around, above or within things
• Movement: associated with rhythm and refers to the arrangement of parts in an artwork that creates a sense of motion to the viewer’s eye through the work
• Proportion: refers to the relationships of the size of objects in a body of work
• Balance: a sense of stability in the body of work
• Harmony: this is achieved in a body of work by using similar elements throughout the work
• Unity: this is seen in a painting or drawing when all the parts equal a whole

Use of Technology

• Design Process/Makerspace
• Computer, internet, projector

Materials

• White cardstock, paper clips, string, toothpicks, yarn, binder clips, corks, scrap paper, clothes pins, cardboard, paper plates
• Black lights (the link provided below is one option from which to order black lights)
  • Black lights (Amazon Link)
• Fluorescent paint (the link provided below is one option from which to order fluorescent paint)
  • Fluorescent paint (Amazon Link)

Activating Strategy (5-10 min)

• Project NASA photographs of galaxies onto whiteboard:
  • http://hubblesite.org/gallery/album/galaxy/
• Discuss the characteristics of galaxies using the Elements of Art and Principles of Design.
• Compare and Contrast different types of galaxies.

Guiding Questions:

• Look closely, What do you notice about these photographs?
• What can we learn from them?
• Using your background knowledge of galaxies, where is the light coming from?
• Do you notice a pattern in the images?
• How do you think these photographs were taken?
• If you were asked to recreate this photograph as a painting what type of brushstrokes would you use? What color choices would you make?

Instructional Videos

• Activating Strategy: Class Discussion through Effective Questioning
• Activating Strategy: Making Connections to the Main Activity

Main Activity

PROCESS:

• Students decide what type of Galaxy to paint.
• Pass out materials for paint brushes.
• Pass out White paper for paint.
• Have black lights off, but accessible.

Part 1: Design Challenge

• Introduce students to the Design process.
• Students are instructed to choose a galaxy to represent in a painting based off of their knowledge and the NASA images. Give students time to brainstorm ideas on paper or in small groups.
• Students are challenged to think about what kind of paintbrush they would need to create the specific brushstrokes to best represent their type of galaxy.
• Students are presented with everyday materials and found/recycled objects.
• Students may work alone or in small groups to create 3 paintbrushes each.
• Allow approximately 15 minutes.

Instructional Videos

• Main Activity Part 1: Why use glow-in-the-dark paint?
• Main Activity Part 1: How does glow-in-the-dark paint work? How do black lights work?
• Main Activity Part 1: Building Your Own Paintbrushes: The Design Process
• Main Activity Part 1: Using Your Paintbrushes: What if they don't work?

Part 2: Glowing Galaxy Painting

• Distribute the black lights around the room.
• Portion the neon paint onto paper plates. Distribute cups of water and paper towels.
• Give each student a piece of paper.
• Explain the process: Students will use their handmade paint brushes to create a galaxy.
• Some paintbrushes may work better than others. The goal is to create a visual representation of a specific type of galaxy.
• Turn off the overhead lights and turn on the blacklights.
• What do you notice about the paint?
• Allow approximately 25-30 minutes.

Instructional Videos

• Main Activity Part 2: Glowing Galaxy Painting Process Recap
• Main Activity Part 2: Ready, Set, Paint!
• Main Activity Part 2: Evaluating Your Paintings: How to Make Adjustments

Reflection:

• How did working in the black light inspire your work?
• Which of your paintbrushes worked best and why?
• How did you use problem solving skills to complete your painting?
• Compare and contrast your painting viewed under black light and regular classroom lights.

Instructional Videos

• Reflection through Effective Questioning

Classroom Tips:

• If carpeted room, put down drop cloths or newspaper for painting.
• Room with no windows works great!

Reflection Questions

• What brush worked the best? Why?
• What did you change or improve on your brush while you were painting?
• What object helped you create the effect you needed for your type of galaxy?

Differentiation

Below Grade Level/EL Students:

• Lead students in a directed painting exercise. All students will be painting the same type of galaxy. Give students step by step instructions, including color suggestions and specific brushstrokes. The galaxy may be painted with a standard paintbrush.

Above Grade Level:

• Ask students to pay close attention to the positive and negative space of the painting, noting the areas where the light shines the brightest. Ask students to visually define the specific characteristics of their galaxy painting. (i.e. Spiral galaxies are known for black holes, radiating arms and bulges.)

Additional Resources

• http://www.jpl.nasa.gov/visions-of-the-future/

Books

• Our Solar System by Seymour Simon
• A Trip through the Milky Way by Heather Moore Niver
• Planetary Motion by Andrew P. Karam
• The Planets [The definitive visual guide to our solar system] by Ben Morgan
• Neptune by Ruth Owen
• Uranus by Ruth Owen
• Jupiter by Ruth Owen
• Mars by Linda T. Elkins-Tanton
• Mercury by L.H. Colligan

Appendix (See Downloads)

• Written Reflection Sheet
• Photo examples of student work

Credits

ArtsNow, Inc. and Bear Creek Middle School, Barrow County School System Ideas contributed and edited by: Ashley Bailey, Shannon Mulkey, Michele McClelland