In the last post we looked at Color as an Element of Design. We found some other fun stuff relating to color that we think you’ll enjoy.

First up, check out these Optical Illusions based on Color:

Next, consider these practical applications of complementary colors:

1. Do you know why life rafts and vests are orange? It’s because orange and blue are complementary colors; the combination provides high contrast and visibility. This helps people on ships or planes spot the raft or vest.

2. Red and cyan glasses are used to produce 3D images that can be viewed on computer screens.

Interested in creating your own optical illusions? Try these fun activities from Crayola:

The post Fun With Color appeared first on kidCourses.com.

Does your school mandate a word wall?  I know many schools do.  And that’s not a bad thing, at all, they are actually really awesome!  One thing I didn’t want to do, however, was slap a bunch of words up on my board without student involvement.  So I came up with an idea called “Word Wall Pictionary.”

First, you need to create a list of words.

Go through your unit and generate a list of words or phrases from the unit you are working on that cover all essential vocabulary, then type them on slips of paper.  I like to use different fonts to make them extra fun and standout. The words for my Relations & Linear Functions unit look like this:

Then, print them, cut them out, and paste them to colored paper.  I usually laminate them. Then put magnets on the back. I found rolls of magnet tape that work great. These are my cards:

I change the color each unit. So my relations and functions had a green background, but my equations and inequalities from the previous unit had a purple background.  This is simply so I can keep them organize to pull quickly each year as I change units.

Now, how do you play Word Wall Pictionary??

1- Divide your class into two teams, Team A and Team B.  Or, let them choose unique team names.

2- Clear off a large whiteboard space to play. I needed to use a large whiteboard that spanned just about an entire wall to make sure there would be enough room.

3- Select one person from Team A and one person from Team B to draw.  Supply them with dry erase markers. Set a timer for two minutes. The Team A drawer selects one of the words and attempts to draw a picture to get their team to guess. Team B is not allowed to guess.  If Team A guesses correctly before the timer goes off, they get a point.  If they do not, erase, reset the timer, then allow the Team B drawer to draw with Team B allowed to guess.  If they get it correct, they get a point.  Go back and forth until one of the teams gets it correct.

4- Once a team gets the word correct, place the word above the picture.  DO NOT ERASE the picture!  Now you have a term and a picture on your wall.  A picture that the students drew!  This makes them more involved and makes this more memorable.  This is why my word wall cards never have pictures.  My students always did this

5- Keep playing and going through all word wall cards until you have a picture for each one.  If a picture ends of being a bit sloppy, you can always ask them to re-draw it later.

You also don’t have to play this all in one class period!  Break it up and play a little each day or as you have time.  The goal is to have a complete word wall with pictures by the end of the unit.

You can download my template for the word wall cards here.

I so wish I had taken a picture of this!  If you play this and wouldn’t mind sharing your final product, I would love that.  You can email pictures to me at allthingsalgebra@gmail.com.

If you use this idea, I hope you love it as much as I did!

~Gina Wilson
All Things Algebra

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In coming up with a Lunch & Learn presentation for Rist Wellness, when “exploring purpose,” it struck me that most of the exploration is hindsight. We are chiefly uncovering clues (or “data,” as I dorkily like to say), from out past, and then adding context and insight to see where “how we are wired” and “how we are inspired” intersect. (To watch the video presentation for grown-ups, click here.)

I decided it would be SO COOL, if we connected to purpose as kids. If we really tapped into what mattered to us throughout our whole lives, we wouldn’t be sitting around at 40 reflecting on who we were and all the “clues from our pasts.”

Without overcomplicating the activity, I took the idea of “how we are wired” and “how we are inspired” into a 6 quadrant grid. Kids can visit this activity every season. Save all the old ones too! This will let you see connections.

1. VALUES – Use this handout. Feel free to add values to the list.
    
   Connecting with Purpose – Values for Kids
    
    
2. QUOTE – After looking at the answers for #1, you may have an idea where to look for quotes that may resonate with your younger buddy. Explore famous quotes to see which one she/he likes. We’ve posted some here, and are constantly sharing quotes over our RistRoller Pinterest and Instagram accounts. Google, as always, will likely be your BFF. You can Google, for example “famous quotes on compassion.”
    
    
3. BE THE CHANGE – Based on what we care about, would like to fix, would like to change, etc, this box on the grid is a place to jot down ideas on how to “be the change we wish to see in the world.”
    
    
4. WHAT MAKES ME PROUD – Here is a spot to write down the times we felt proud.
    
    
5. WHAT MAKES ME HAPPY – Here is a spot to write down the times we felt happy.
    
    
6. WHAT MAKES ME SAY WOW – The things that strike awe in us are very important too! Try to keep track of all those moments!
    
    

Here’s the handout:

Connecting with Purpose for Kids
 
 

You Might Also Like

The Gratitude and Happiness Connection
Pieces of My Heart
Summer Projects for Kids Who Want to Make a Difference
Spread Some Hugs: Song, “Good Wish” Handout, and Coloring Page
 
 

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Can you label and color these important parts of the animal cell?

NUCLEUS  control center for cell (cell growth, cell metabolism, cell reproduction)

NUCLEOLUS  synthesizes  rRNA

RIBOSOMES  the site of protein building, this is where translation takes place (mRNA in language of nucleic acids is translated into the language of amino acids)

RER (Rough Endoplasmic Reticulum) synthesizes proteins for secretion, membrane proteins, and organelle proteins.

SER (Smooth Endoplasmic Reticulum) synthesizes lipids

MITOCHONDRIA cellular respiration, ATP is made here 

GOLGI BODIES modifies, stores, sorts & secretes the cells chemical products

LYSOSOMES responsible for intracellular digestion

CYTOPLASM the semi-fluid interior part of the cell

VACUOLE  “bubble” for storage

CENTRIOLES help with cell division

Animal Cell for Kids – Label the Parts and Color!

Below is the answer key:

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Time to get signing! The ABC Signs program incorporates over 120 real American Sign Language signs into fun and catchy rhymes.

Today’s ASL letter is the letter B. You will learn

• the ASL sign for B
• the ASL sign for butterfly
• the ASL sign for baby
• the ASL sign for book

ABC Signs Handout – The Letter B

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Learn to Become a Better Communicator with the Communication Model

Communication models conceptualize the way in which people send, receive, process and respond to information. Claude Elwood Shannon and Warren Weaver developed one of the first widely accepted communication models in 1949 for the telephone company Bell. Since that time, experts have fine-tuned the Shannon-Weaver communications model to create a more accurate and up-to-date schematic. There are communication models and communication theories that can help use be more effective communicators.

Components of the communications model above include the sender, the encoding of the message, the transmission, the receiver, the decoding of the message and feedback. Information must pass through each step of the process for the communication to be successful.

As the sender, you kick off the communication process. You might verbalize the message to another person, write it down for others to read, send the information over the phone or communicate in some other way.

Encoding is the means through which you, as the sender, transform your ideas and feelings into symbols and organize them into a message. The symbols you use can be words, sounds, and actions that can be recognized by your receiver, so that you can share your specific meaning with her. You choose words and gestures that convey your meaning, thus forming your message. Your tone of voice and body language will affect the meaning that your listener (the receiver) receives. The receiver will decode the message. She transforms your message into her own feelings and ideas.

In the above model, you might have noticed that the message is transmitted through a channel, which is the sensory route that is being used. In the case of this face-to-face example, the two channels that are used are sound (verbal symbols) and light (nonverbal symbols).

For the communication to be effective, the recipient must glean your intended meaning from the communication. For example, an airplane pilot must understand the hand signals of the runway crew to follow directions to the terminal. If the pilot cannot understand the signals, the communication fails. Therefore, accurate decoding of information is critical to the overall process.

Feedback occurs once the receiver decodes your communication and responds. It lets you know that the communications process succeeded. Feedback may be as simple as a nod in your direction or as complex as a written confirmation.

Factors that Affect Communication

External stimuli such as sounds and sights that get in the way or distract from the successful transmission of the message are considered external noise.  Physical noise surrounds you and your receiver during a typical conversation. Sounds of traffic, other conversations, dogs barking, a radio playing, and birds singing are all examples of external noise.

Internal stimuli, such as unrelated thoughts that that get in the way or distract from the successful transmission of the message are considered internal noise. Psychological noise is internal. Worries, memories and other distracting thoughts are all psychological noise that can interfere with sending or receiving clear messages.

Physiological noise could be external, such as a speech impediment, or internal, such as a fever. It is body-related interference that prevents you from communicating effectively or your receiver from understanding your message clearly.

Semantic noise is a break in communication due to lack of shared understanding which brings about  unintended meanings due to different interpretations of the meanings of certain words.

The SMCR Model of Communication

Below is another useful model of communication called the SMCR Model. SMCR stands for:

• Source
• Message
• Channel
• Receiver

Tips for Successful Communication

Using strategies to send information more clearly and decode the messages you receive more accurately enhances your communications skills. Take advantage of the following tips to become a better communicator:

1. As a sender, make your message as clear and concise as possible.
2. Choose a quiet location with minimum distractions for important verbal communications
3. Use a method of transmission most likely to directly reach your receiver.
4. Make sure that your receiver has the shared knowledge, such as language or technical expertise, to accurately decode your message.
5. Ask the receiver to send feedback that confirms your communication succeeded.

Today’s Activity: Become a Model Communicator

Select one of the following scenarios and create a communications diagram showing each component of communication: sender, encoding, transmission, receiver, decoding and feedback. Below the drawing, list two to three possible noise factors and how you would address them.

a. As a school principal, you must immediately let all your students know that school is closed due to heavy snowfall the night before.
b. You want to thank a kind stranger who helped you change a flat tire, but do not have his contact information.
c. During a visit to Italy, you need to get directions to the Coliseum in Rome, but you don’t speak Italian.
d. You want to publicize an upcoming event to raise money for a homeless shelter.

The post The Communication Model appeared first on kidCourses.com.

Here’s how we made our sign language puppet 1-2-3. All you need is: an over-sized stuffed animal with floppy arms, an old long sleeved shirt (that you don’t mind cutting), a rubber band (or hair elastic), scissors, and a pair of gloves.

I’ve seen people cut the arms off the stuffed animal, but that could freak the little ones out. (My mom tells me how my grandfather had to pen in an amendment to Goldilocks and the Three Bears, whereby Papa Bear fixed Baby Bear’s chair. I was apparently very upset that the chair had been broken by Goldi.)

So, all you have to do is use the hair elastic to pull your furry friend’s arms back (almost like your handcuffing it) and then put the old shirt on it. Then, use your judgement to decide where you should cut 2 slits for your arms to go through. And ta-da, stick your hands into the sleeves and put on the gloves.

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This is the second post in a series  I created called “Spicing up the Secondary Classroom.”  This post’s focus is Scavenger Hunts!  I went to a conference four years ago and listened to a speaker taught about a a similar activity in which students solved problems in loop.  I was totally intrigued and decided to try it out with my students the following year.  I called it a “Scavenger Hunt” and chose multi-step equations as the topic of my very first year.  They are simply in nature, and really get kids up and moving.  A perfect fit!  Most of my scavenger hunts are 12-20 problems.  Each problem goes on its own sheet of paper.   Here’s a sample:

Students would write this problem down on their recording worksheet and solve it.  The answer to this particular one is 27, so they look around the room for the problem with 27 in the corner.  I even put problems in the hallway!  This becomes their next problem.

They continue moving through the problems until they have completed them all.  If they end up at a problem they have already done, that means they made a mistake somewhere along the way.  I always hold an  answer key with me so I can help them identify which one, they have them fix that and continue correctly.  I love scavenger hunts because they truly are student led.  They love being able to work with their peers and it truly is a game to them.  It gives me the chance to move about freely and help address individual student needs.   Here’s a sample of a recording worksheet.   The worksheet is very basic and you could probably just have students use a notebook sheet of paper.  Some students need a defined space to work in to keep it all organized.  I will, on occasion, collect the sheets for a simple classwork grade.

If you haven’t tried scavenger hunts in your classroom, I highly recommend them!  I have  close to 30 available in my store if you want to check them out.  Or, try creating your own!  Select a topic, create 12-20 problems, and just place one problem per page, putting the answer to each one on the following page.  Be very careful not to repeat answers though!  That can cause big problems with students caught in an infinite loop.  Other than that, they are very easy to put together and run.

~Gina~
All Things Algebra

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We recently shared an article on Facebook that was titled Dreading Math Can cause Real Pain. As you’ve probably noticed, we like to share a lot of fun math content. In the spirit of that tradition, we are going to post a series of Fingerpaint Multiplication handouts.

Even a very young children can multiply with fingerpaint. Simply choose what number you would like to focus on, and then have the little ones dip that many fingers into the fingerpaint. If you are focusing on 3’s be sure 3 fingers get covered in paint and then have the children press all 3 fingers to paper at once. And then… just keep going! After the paint is dry, your artists can add detail.

Today’s handout is a bunch of opossums. These are mommy opossums & here she carries her baby possums on her back, just like in the photo below.

Photo by JJ Harrison, used via Sharealike Creative Commons license. 

Have you ever heard that opossums play dead? Well, they are quite convincing at this! Look at the little guy below, but don’t worry — he is totally faking! To see another possum play dead, watch the adorable video below. A family found an opossum in their pool, saved him, and let him get on his merry way.

For more information on opossums, you can read about opossums here at the National Wildlife Federation’s site.

Opossum Fingerpaint Multiplication Handout

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Learn some fun ‘Y’ words with Jade! The full ABC Signs program incorporates over 120 real American Sign Language signs into fun and catchy rhymes; learn 5 in this free sign language video for kids:

• The ASL sign for Y
• The ASL sign for yellow
• The ASL sign for yelled
• The ASL sign for you
• The ASL sign for yes

ASL Printable – The Letter Y

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If you like arithmetic drills, here’s a way that you and your child can create a lot of different worksheets. Just create your worksheet in Word and then use Find and Replace to let Word change all the math questions around automatically. I am attaching 2 examples that you can use as a starting point. Have fun!

Addition and Subraction Drill 1

Addition and Subtraction Drill 2

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I love teaching systems of equations, like seriously LOVE it!  I always teach it right after the linear equations unit, and it’s the perfect transition from graphing one line, to graphing two.   Students catch on right away and think, “this unit is going to be easy!”

Then…. we hit Day 2:  Substitution.  Their little hearts sink.  I hear “Why does this seem so hard?”, and  “I remember solving equations in the fall, but not like this!”, and “Can’t we just solve it by graphing?”  This seemed to be a struggle every year.  That ended the year I introduced it as “the blob” method.  Sometimes students just need something fun to remember a certain method.  Something that always makes them giggle

These are the steps I have my students follow:

If they get an equation like x + y = 7, I tell them they can choose to solve for x or y, it won’t matter.    If they get two equations both solved for y (like y = x + 1 and y = 2x – 7), then they can just choose one to be “the blob”.  This way of teaching substitution works like a charm!  I noticed that after teaching elimination, students would stop using substitution, even when it was the most efficient method.  After switching over to “the blob”, it really resonated with them and they saw how easy and quick it can be.

After I’ve taught all three methods (graphing, substitution, and elimination), we do a slew of activities to review them all.  I always leave the following poster up on my board as a reminder of the different methods so students have a reference.  I also throw this up on the board at the end of the year when we are reviewing for the state test.  One look at it and I hear the “oh yeah!”‘s and they are off to work.   You can download this poster for free here!  It’s offered as both an image file (PNG) and Smart Notebook file.

Last but not least, here are some of my favorite activities for to do with my students on systems of equations.  Check them out if you’re looking to give your systems unit a boost!

~Gina~
All Things Algebra

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Want to learn some fun ASL signs? The full ABC Signs program incorporates over 120 real ASL signs into fun and catchy rhymes; learn 5 in this free sign language video for kids:

• The ASL sign for M
• The ASL sign for monkey
• The ASL sign for moose
• The ASL sign for mouse
• The ASL sign for motorcycle

Free ASL Download:

ASL Handout for Kids: The Letter M

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Can you label and color these important parts of the animal cell?

NUCLEUS  control center for cell (cell growth, cell metabolism, cell reproduction)

NUCLEOLUS  synthesizes  rRNA

RIBOSOMES  the site of protein building, this is where translation takes place (mRNA in language of nucleic acids is translated into the language of amino acids)

RER (Rough Endoplasmic Reticulum) synthesizes proteins for secretion, membrane proteins, and organelle proteins.

SER (Smooth Endoplasmic Reticulum) synthesizes lipids

MITOCHONDRIA cellular respiration, ATP is made here 

GOLGI BODIES modifies, stores, sorts & secretes the cells chemical products

LYSOSOMES responsible for intracellular digestion

CYTOPLASM the semi-fluid interior part of the cell

VACUOLE  “bubble” for storage

CENTRIOLES help with cell division

Animal Cell for Kids – Label the Parts and Color!

Below is the answer key:

The post Animal Cell – Handout appeared first on kidCourses.com.

The Rule of Thirds is a compositional guideline to use when taking photographs, shooting a video, creating artwork or designing graphics. To apply the rule, you divide the scene into nine equal squares, drawing three evenly spaced horizontal lines and three evenly spaced vertical lines to form a grid. According to the Rule of Thirds, in a well-composed piece, the most important elements should be at or near these lines or the spots where lines intersect. Additionally, according to this rule, the horizon should be either at either the 1/3 or 2/3 line on the grid

Horizon Line Examples:

Wheatfield Under Clouded Sky by Vincent van Gogh

Here the horizon line is at 1/3:

Starry night over the Rhône by Vincent van Gogh

Here the horizon line is just about at 2/3:

Examples of Placing “Important Objects” where the Grid Lines Intersect:

Portrait of Dr. Gachet by Vincent van Gogh

Miss La La at the Cirque Fernando by Edgar Degas

Try to spot the Rule of Thirds in action when you are watching TV, a movie, or looking at graphic design or photography.

Today’s Activity: Divide and Conquer

Whether you are taking a photograph, a video, or designing a graphic, applying the Rule of Thirds to your composition produces eye-pleasing results. Like many great artists, you can use the rule wisely to communicate with your viewer.  Make a drawing or choose a work or art or photograph. Divide the piece into a nine-square grid by lightly drawing pencil lines. Describe the components that are positioned near or bisected by each line and explain why.

The post The Rule of Thirds: A Gridded Guide appeared first on kidCourses.com.

Reasoning can be an effective way to convince someone. You probably reason with others every day. For example, you may have to persuade your brother to share the last few sips of his strawberry milkshake. Two kinds of reasoning, deductive and inductive, illustrate why some methods of persuasion are more effective than others due to their basis in truth.

Deductive reasoning, also called top-down logic, starts off with a general statement, such as “All green plants need sunlight.” The next step is reducing the general to a particular example, like “This rosebush is a green plant.” Finally, you draw a conclusion: “Therefore, this rosebush needs sunlight.”

Deductive reasoning that is based on a general statement of fact is hard to argue with. When using this method, you begin with a factual statement that describes a class of things, such as animals. For example, you might say, “all animals need oxygen.” Because this is true of every animal, it is true of each animal as well. Therefore, you can truthfully conclude that a specific animal, like your pet gerbil, needs oxygen.

However, when the reasoning is faulty, deduction is open to debate:

1. All cats are females.
2. This tabby is a cat.
3. Therefore, this tabby is a female.

Can you spot the flaw in the reasoning? Clearly, some cats are females but not all cats. You cannot reason that a particular tabby cat is a female based on your faulty generalization. The success of deductive reasoning depends upon the truth of your premise(“All cats are females”). A premise (a declarative sentence) is the basis for an argument. (More on logical argument here.)

When it’s not possible for the premise to be true and the conclusion to be false, you are looking at a valid argument.

1. All cats are animals. If this premise is true…
2. This tabby is a cat.
3. Therefore, this tabby is an animal.  … it is impossible for this conclusion to be false. Thus, we have a valid argument.

And when you have a true premise, you have the foundation for a sound argument.

1. All cats are females. This premise is not true, thus we don’t have a sound argument.
2. This tabby is a cat.
3. Therefore, this tabby is a female.

1. All cats are animals. This premise is true, so we are able to build a valid argument to prove a conclusion.
2. This tabby is a cat.
3. Therefore, this tabby is an animal.

When you use deduction to come up with a valid and sound logical argument, you are offering up a deductive demonstration.

Inductive reasoning, or bottom-up logic, is the reverse of deductive reasoning. This method begins with specific pieces of information or observations, and then it concludes with a generalization that may or may not be factual:

1. My bicycle has a flat tire.
2. My bicycle is silver.
3. Therefore, all silver bicycles have flat tires.

If you think this line of reasoning seems slightly off, give yourself a pat on the back. Inductive reasoning is rarely as sound as deductive reasoning because it leaps from limited experience to sweeping generalities:

1. Every fire hydrant in my neighborhood is red.
2. Every fire hydrant in my best friend’s neighborhood is red.
3. Therefore, every fire hydrant in town is red.

The premises of inductive arguments do not prove their conclusions, but rather they support them. The strength of the argument depends on how much support the premise provides the conclusion. The less support it provides, the weaker the argument. The more support it provides, the stronger the argument.

In summary,good logical arguments can come in two varieties: deductive demonstrations and inductive supporting arguments.

A Historical Example

In the Lincoln-Douglas debates, Lincoln found a fault in one of the premises that builds the argument below. Can you find the faulty premise below?

1. Nothing in the Constitution . . . can destroy a right distinctly and expressly affirmed in the Constitution.
2. The right of property in a slave is distinctly and expressly affirmed in the Constitution.
3. Therefore, nothing in the Constitution can destroy the right of property in a slave.

Did you notice that number 2 is a faulty premise? Lincoln did too! He said: “I believe that the right of property in a slave is not distinctly and expressly affirmed in the Constitution.

1. Nothing in the Constitution . . . can destroy a right distinctly and expressly affirmed in the Constitution.
2. The right of property in a slave is distinctly and expressly affirmed in the Constitution. (Not true; thus this is not a sound argument.)
3. Therefore, nothing in the Constitution can destroy the right of property in a slave.

 Today’s Activities for Kids: Deductions and Inductions

1. Look at the examples below and decide whether they are sound deductions.

1. All first-graders are 6 years old.
2. My cousin is a first-grader.
3. Therefore, my cousin is 6 years old.

1. All first-graders at Roosevelt Elementary take Spanish.
2. Josh is a first-grader at Roosevelt Elementary.
3. Therefore, Josh takes Spanish.

2. Create a logical conclusion based on the following examples of inductive reasoning. Then decide whether the reasoning is sound.

1. This green jellybean tastes like spearmint.
2. This green jellybean tastes like spearmint too.
3. Therefore…

1. I saw a man on a unicycle in the park last Sunday.
2. I saw a man on a unicycle in the park this Sunday too.
3. Therefore, next Sunday…

The post Deductive Versus Inductive Reasoning appeared first on kidCourses.com.

We asked the adults on Facebook what fingerspelling printables they wanted to see. We were happy to get a few responses! So here are the names that you requested. Thank you for participating! If you missed out on the fun, check out these Cut & Paste ASL Letters to make your own names and words!

Addalyn

Felicity

Alexander

Christopher

Kaitlyn

Ella

How to fingerspell Erin

How to fingerspell Jaiden

How to fingerspell Zoe

How to fingerspell Bowen

How to fingerspell Debra

How to fingerspell Emma

How to fingerspell Gurpreet

How to fingerspell Hardeep

How to Fingerspell Kaushal

How to fingerspell Wyatt

How to fingerspell Fahtimah

How to fingerspell Luis

The post Finger Spelling Fun appeared first on kidCourses.com.

Here’s a toddler fave: Nygel’s Walk!

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Hi everyone!  Back in September, I started playing around with recreating several of my activities in Google slides so students.  This way, students could have the same experience, but in a digital form!  So many schools are going paperless and transitioning to more of a digital classroom, so I know there is a huge need for activities like this.  I started looking at all my activities and realized quickly that so many would work very well in this environment.  I started with the cut and paste puzzles and was very pleased with how they turned out.  Here is a video of my Simplifying Radicals Cut and Paste Puzzle:

Using Google, these activities are SO easy to share with your students.  You send the activity to them, then they complete it and send it right back to you!  Students are able to complete this on chromebooks, laptops, iPads, tablets, or really any smart device.  If you are a 1:1 school or can secure a set of tablets or laptops, I would recommend trying out an activity like this.  Switching things up in the classroom always keeps things more interested for the students.

I was so excited to see a fellow teacher share this picture of her students working on my Slope Formula Cut and Paste Puzzle.

What are teachers saying about these activities?

“Great activity. My kids think they are getting away with “playing” on their Chromebooks and I can differentiate as necessary!”

“Students LOVED this! I even had parents message me saying how they thought it was an excellent assignment!”

“My students love all the digital activities! Can’t wait for more!”

“I like the digital version….much faster in class than waiting on students to cut and paste!”

“Love having these activities on Google! Students do not have to keep up with pieces of paper this way and they like being able to use their technology!

Here are some of my favorite digital activities:

You can find ALL of my digital activities here. I hope you consider trying one of these out!

~Gina~
All Things Algebra

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Line as a Design Element + Upcycled Art Project

In math, a line is always solid and straight and a line always goes on and on in both directions. Artistic lines are different — they can be straight, bent, dashed, and have a cool paint brush  texture to them. They don’t have to go on and on forever either!

In this example, artistic lines are used to create a sunburst.

Artistic lines have a TYPE, like straight, curved, or angular. They have a DIRECTION in relation to the surface, like a piece of paper, or a canvas. Direction can be horizontal, vertical, or diagonal. Line QUALITY can be called thick, delicate, bold, thin, and so on.

In art, line is a primary design element that is by nature two-dimensional but can suggest three-dimensional forms. For example, the line drawings in French master Matisse’s Thème et Variations series feature spare, unshaded lines that create feminine and still life figures. Matisse also worked in printmaking, producing woodcuts, lithographs, intaglios and linoleum cuts, which all involve the primary use of line.

Close up of a few works from Matisse’s Thème et Variations.

A line is a static mark on a page but it contains momentum. It affects a viewer on a subconscious level with its direction, weight and variations. A line drawing of a pointing finger directs the eye in a particular direction.

The lines in a painting draw the eye toward a vanishing point:

Just as important as the other features of design – form, shape, space, color, and texture – line has the ability to incorporate all of these elements in a simple series of pen strokes.

The use of line is essential in virtually all forms of crafts, including basketry, calligraphy and quilting. From the spiraling lines of the weave to the geometric designs of the Tlingit, or the boldly striped patterns of the Haida, the baskets crafted by the Northwest Coast Native Americans utilize line to lead the eye around the basket’s curves. The bold designs of each basket emphasize its cultural importance. It is a vessel historically designed to contain sustenance and to bear the gifts that maintain intertribal bonds. In addition to baskets, the Native Americans also created beautiful hats.

Tlingit Berrying Basket

Haida hat: Weaving by Isabella Edenshaw, painting by Charles Edenshaw.

Calligraphers use straight and curved lines to create formal or casual tones, produce decorative or utilitarian effects, and communicate energy or stasis. For example, script alphabets such as Copperplate denote momentum with forward-slanting letters and decorative formality by virtue of curved ascenders and descenders. Upright lettering styles such as Bookhand denote formality and a reserved flair with moderate curves and serifs, or tails, finishing off the pen strokes.

 Copperplate script was prevalent in the 19th century, but was used as early as the 16th century in Europe.

Bookhand:

Modern Calligraphy:

In quilting, the simplest use of line is the stitching that secures the top, back, and batting layers of the quilt in a single package. Whether applied by hand or machine, quilting can consist of simple rows of vertical or horizontal stitching lines, crossing diagonal lines, continuous line patterns such as feathers or waves, or meandering lines known as stippling. Lines of stitching are decorative and functional.

 Quilting can consist of simple rows of vertical or horizontal stitching lines, crossing diagonal lines, continuous line patterns such as feathers or waves, or meandering lines known as stippling. Lines of stitching are decorative and functional.

The Visual Story: Creating the Visual Structure of Film, TV and Digital Media by Bruce Bloc is one of our favorite books ever. The image below shows a storyboard where 11, 12, and 13 would be the most intense scenes. As you watch films, try to notice how the motif (horizontal verses diagonal) mirrors the intensity of the storyline.

Horizontal motif (calm):

Diagonal Motif (intense):

Today’s art idea for kids:

 Today’s art project for kids: Make a Tlingit basket by upcycling a plastic coffee container!

More Fun Projects with LINE:

• Check out our Mondrian Coloring Sheet
• Make this Kaleidoscope Tiles project (incorporates line, shape, and symmetry)
• Mosy over to this awesome pinboard of art projects for LINE (shown below)

 Melanie Terry’s fantastic pinboard showcases art projects for kids that incorporate line as an element of design.

Beyond Artistic Line — Connected Art…

You may also want to check out:

The Tlingit Indians – brief description & some pretty baskets!

Matisse for Kids – Interactive, from the Baltimore Museum of Art

Counting Stars – A great activity from the Institute for Arts Infused Education

Haida Indians – A fact sheet

If you want to learn about LINES in math, check out MathLibs®!

Prezi:

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