Making Funky Junkie Friends
I did a little more research and found another type of circuit making that would make more sense for this project. Watch Video first HERE. I am still using the idea of repurposing old kitchen utensils.
- Stuff You Need:
- Pennies, cardboard, electrical tape, LTD lights, zink washers, and vinegar.
- Students will repurpose old kitchen utensils to make their funky creatures.
- This project could be intended for my Art One students: Form Unit-sculptural artwork
- Two days to explore circuits and how they make proper connections and brainstorming idea for “funky junk folks,” three days to assemble.
- Patience and acceptance to fail and try again.
- Work in partners for support and checking for accuracy
- Thumb nail sketches and decision to combine the work or each make their own.
Step 1: Tell people what you are going to tell them. Based on discovery learning and experiential learning
- Students will be introduced to electronic and how to create circuitry.
- Students will be given a challenge to use the circuits within their sculpture.
- Students will explore and create moving, noise making or eliminating elements to make “funky junk folks.
- Students will demonstrate their findings by exhibiting their completed projects and the steps they took to get to the final work.
Step 2: Tell people what they need to perform the how-to you are documenting.
- Students will work in pairs throughout the project. Discovery based learning and experiential learning (Alfieri, 2011) & (Smith, 2001)
- They will be provided with materials to make circuits work. (Kolb. 1999)
- Students will be provided with some “junk” but will be encouraged to bring in their own junk to repurpose and bring it back to life.
- The students will be given time to explore the circuits through play so they can get comfortable with how the circuits work.
- They will brainstorm ideas for their funky people and document with thumbnail sketches.
- Students will decide whether they will combine their ideas or each make their own.
Step 3: Break it down.
- Day 1-Watch video and play with pennies to make circuits.Integrating technology and experiential learning theory (Smith, 2001)
- Day 2-Brain storm ideas and draw thumb-nail sketches. Discovery learning
- Day 3-Decide wither they will combine ideas or create their own Funkiness.Possibly begin gathering junk for their creations.
- Day 4 thru 6-Make their creations from the sketches they created. Discovery learning (Alfieri 2011)
- Day 7-Organize documentation of their work and be ready to present the way they choose. Integrating technology
Step 4: My Take away.
A I created this lesson plan with the Idea of play as a central focus. Allowing students to work together and explore how circuitry works and exploring possibilities of re-purposing kitchen utensils helps students the to use their creativity. When students “play”without feeling the weight or shame from making mistakes but instead are allowed the opportunity to continue trying until they find a working solution increases the ability of creativity. This project has elements to fulfill that goal. Making their own sculpture or working as a team has the same target in mind. Success is achieved with an end product that is unique from anyone else but the but the learning targets have been meet : Gaining an understanding of how electricity works with simple circuitry and creating a three dimensional object that has some use of the circuitry to make the sculpture come alive.
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning?. Journal Of Educational Psychology, 103(1), 1-18. doi:10.1037/a0021017
Kolb, D., Boyatzis, R., and Mainemelis, C. (1999) Experiential Learning Theory: Previous research and new directions in R. J. Sternberg and L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. NJ: Lawrence Erlbaum, 2000. Retrieved from ezproxy.connectchicago.edu
Smith, M. K. (2001). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. Retrieved from ezproxy.connectcuchicago.edu