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DREAMER Steps

Outer Space

International Year of Astronomy

What are the DREAMER Steps?

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The slogan for the International Year of Astronomy 2009 is ‘The Universe, Yours to Discover’ what does this mean?

What can we discover about the universe, what do we already know?

It is a time to exchange knowledge, to learn from one’s peers. How can this communication take place?

Firstly a display would provide visual stimulation and a starting point for discussion. Bring in from the science rooms and Library, posters, books, telescopes and models that can be incorporated into an exhibition of Astronomical discovery.

Use this time to brainstorm facets of this topic from facts to fantasy which students might like to discover more about. It is an exciting world of discovery considering the scale and beauty of the Universe.

Awaken their curiosity and develop a language related to the following elements of art: line, colour, texture and shape. E.g. look at the shape of the space craft, the texture of the planets, and the colour of the gaseous atmospheres surrounding some of the planets. Build up a vocabulary with your students for e.g. textures: lumpy, crusty, rocky, jagged, chunky, rough, spiky and spongy. Make this vocabulary list with a sample drawing or collage beside each word into a reference chart.

 

How will students find out our more about the topic? What direction will their research take? (Young students will need step-by-step direction but older students will manage independent research). Firstly, divide the topic into more manageable sections that will help students to classify and identify objects relating to the theme of space e.g.

  • Planets, Comets, Stars, Milky Way, Constellations,
  • Spacecraft -ships/rockets/space food
  • Satellites
  • Robotics - machines
  • Lunar vehicles
  • Aliens
  • Telescopes
  • Astronauts
  • Galileo
  • World Heritage Sites
  • Cornerstone Projects

Create a Rubric with each of the areas of investigation charted. Now ask students to contribute to a list of words under the section they are going to research e.g. Spacecraft – shape, size, colour, history, fantasy etc. Then using the internet and library they find out as much about the subtopic as they can. How will they present the information? Consider organizing the students into multi-age groups. Perhaps younger students could make drawings that show the line, shape, colour, pattern on the object and older students could add written information to their drawings. This research and analysis of the elements of art will have a positive affect on their art making.

 

Using a variety of two dimensional and three dimensional media and related tools, students explore and discover how to create and express the lines, shape colour and pattern which feature on their researched subject. Allow them time to discover, to manipulate and extend the media or technique, to share their ability to change shapes, explore colour mixing, create different textures and combine different media. This is the time to explore different joining techniques, what works and what doesn’t and to share their ideas and discoveries. Ask them to choose the media exploration that was most pleasing to them. Individuals might have to explain to the class how they achieved a particularly result.

 

Prepare the background on a length of Brown Kraft Card, (see Activities section) and as each of the components of the project are completed they can be assembled on to the background in preparation for the mural.

 

As the mural making is a whole school experience, where do students think it should be exhibited so that everyone who contributed can appreciate it? Might it be in the school’s main entrance? How will the mural be assembled to show the complete picture? Apart from gluing the work on to the background what else might be done with the 3 dimensional works? What else could be added to the display to strengthen its impact? What music could be played in the background to evoke the sensation of a journey through the Universe? What information should be displayed e.g. an explanation of who did what? Some samples of the research conducted? Include any correspondence that may have been made and received between the students and astronauts, NASA, museums etc.?

 

Ask students to respond to the completed mural in a personal way. A written response might be chosen, or a class discussion where students exchange views on what worked successfully or didn’t work as they might have expected. Challenge the students with questions such as: How do you feel about your work? What do you think about the overall mural? Did the research assist you in the art making? Did all the components created by the group come together as a cohesive display?

 

© Copyright Zart Art 2009. Activity and teacher notes written and designed by Zart Education.

Key words: DREAMER Steps, space, astronomy, universe, planets, mural, collage