Eduardo+Kac

Emily Brinton Lindsey Springer Kalie Feuerbacher Megan Frederick Rachel Akins

=**Introduction (Emily Brinton)**=

=**BIG IDEA:**=
 * Experiments**

=**Unit Title:**=
 * Exploring the world of science**

Images of Artwork:




 * Eduardo Kac is an American artist but was born in Brazil. He now works in Chicago while traveling around the world with his exhibits. He is known as the father of Bio-Art and the first artist to implant a microchip into his body and call it a time capsul. Kac's art is closely connected with science, although he thinks they are completely different. According to Kac, science is based off of a hypothesis, then multiple tests, and finally, if everyone can repeat the procedures and get the same result, then the scientific theory is true. But with art, he believes that art is singular, there is only one of a kind. No one should be able to reproduce it. And if they do, then it is plagiarism. In 1999, Kac began his journey with the creation of "genesis" which was implanted into a bunny, Alba, and turned her fluorescent. Since then, Eduardo has created bat robots, fabric containing wireless networking, and growing a plant through light from the internet. And in doing so, he won the Golden Nica Award, the highest award in the field of media arts. He is currently lecturing and showing his pieces around the world.**


 * Essential Questions:**


 * **How can you combine science and art and say they work together, but then say they are completely different?**


 * **What effect do Kac's art pieces have on society?**


 * **What form of art is Kac known for?**


 * Key Concepts:**


 * **Eduardo Kac uses both science and art, but manages to keep them seperate.**


 * **Eduardo Kac "merges multiple media and biological processes to create hybrids from the conventional operations of existing communications systems."**

media type="youtube" key="evxlR3zJ11o" height="364" width="445"

==

=Lesson 1: Favorite Animals (Megan Frederick)=

Student Supplies:
Paper Glue Markers

=ART CONTENT: PHOTOGRAPHY / PAINTING= = = =METHOD OF INSTRUCTION: DISCUSSION / INDIVIDUAL WORK:= = = Pre-lesson Instruction: Please have a favorite animal in mind.

=INSTRUCTIONAL CONTENT: Students will be shown images of my favorite animal as a starting point for discussion. A brief description of the animals will be given prior to the discussion. The question will be posed "What is your favorite animal?" for students to contemplate. Students and teacher will work together to construct a concept map relating to the animals. After the concept map is complete, students will either print out a picture of their favorite animal or paint one for their activity. They will be provided with computers and paint, but they will need paper and glue for themselves. The student will need to have their animal in their own habitat and explain when finished. After the student have been given enough time to complete, the teacher will walk around the room in order to discuss, document, and reflect on the process. =

=ASSESSMENT:= = = The teacher will document the process of student engagement and understanding through photos, painting, and discussion.

The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes. Criteria
 * Criteria || 0 || 1 Unsatisfactory || 2 Need Improvement || 3 Satisfactory || 4 Good || 5 Exceptional ||
 * Craft || Student did not complete Project || Student hurriedly and poorly constructed the project. || Student constructed the project with several(5-7) issues in craft. || Student constructed the project with Some (3 or 4) issues with craft. || Student constructed the project with minor(1 or 2) issues in craft. || Student went above and beyond in the construction of project. ||
 * Employed the identity in the concept of the artwork || Student did not complete Project || Student demonstrated little understanding of the concept of identity in the reflection or project. || Student demonstrated the concept of identity in the reflection and project with with several contradictions. || Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || Student demonstrated the concept of identity in the formation of his or her project and reflection. || Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * Took Risks (Creativity) || Student did not complete Project || Student did not take risks || Student took minimal risks. || Student took some risks. || Student took risks. || Student went above and beyond through taking risks and trying things outside the box. ||
 * Participated in self/group critique || Student did not complete project || Student demonstrated little effort in the completion of the critique. || Student demonstrated minimal understanding of the self/group critique process. || Student demonstrated an understanding of the self/group critique process. || Student completed the critique and showed a good understanding of creative reflection. || Student went above and beyond in reflecting on self and group practice. ||

=ART TEKS:= code PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE, AND RESPONSE AND EVALUATION code The student develops and organizes ideas from the environment. || The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. || The student expresses ideas through original artworks, using a variety of media with appropriate skill. || The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. || The student demonstrates an understanding of art history and culture as records of human achievement. || The student is expected to: (A) compare artworks from several national periods, identifying similarities and differences; (B) compare cultural themes honoring history and traditions in American and other artworks; and (C) identify the use of art skills in a variety of jobs. || The student makes informed judgments about personal artworks and the artworks of others. || The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. ||
 * ** (5.1) Perception. **
 * ** (5.2) Creative expression/performance. **
 * ** (5.3) Historical/cultural heritage. **
 * ** (5.4) Response/evaluation. **

= **INTERDISCIPLINARY TEKS: SCIENCE:** = (9) Science concepts. The student knows that adaptations may increase the survival of members of a species. The student is expected to: (A) compare the adaptive characteristics of species that improve their ability to survive and reproduce in an ecosystem; (B) analyze and describe adaptive characteristics that result in an organisms unique niche in an ecosystem; and (C) predict some adaptive characteristics required for survival and reproduction by an organism in an ecosystem.

==

=Lesson 2: Rabbit Roof Inn (Rachel Akins)=

After the lesson is over the student will be able to:
Identify what type of habitat rabbits live in.

shoe box
yarn grass/leaves/sticks

Student Supplies:
Paper glue shoe box outdoor materials

=ART CONTENT: 3D objects= = = =METHOD OF INSTRUCTION: DISSCUSSION/INDIVIDUAL WORK/GROUP WORK:= = = Pre-lesson Instruction: Discussion of prior knowledge to a rabbits habitat

=INSTRUCTIONAL CONTENT:= Students will be shown pictures of a riabbits habitat and we will then discuss as a class what the rabbits eat, their habitat, and weather conditions for survival. After gaining background knowledge each student will have a shoe box to create a den inside of. The class will collect items such as sticks, grass, and leaves to build their den with. After out art project is completed each student will present their project, and explain why they did what they did.

= = =ASSESSMENT:= = = The teacher will document the process of student engagement and understanding through photos, video, and journaling.

The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes. Criteria


 * Criteria || 0 || 1 Unsatisfactory || 2 Need Improvement || 3 Satisfactory || 4 Good || 5 Exceptional ||
 * Craft || Student did not complete Project || Student hurriedly and poorly constructed the project. || Student constructed the project with several(5-7) issues in craft. || Student constructed the project with Some (3 or 4) issues with craft. || Student constructed the project with minor(1 or 2) issues in craft. || Student went above and beyond in the construction of project. ||
 * Employed the identity in the concept of the artwork || Student did not complete Project || Student demonstrated little understanding of the concept of identity in the reflection or project. || Student demonstrated the concept of identity in the reflection and project with with several contradictions. || Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || Student demonstrated the concept of identity in the formation of his or her project and reflection. || Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * Took Risks (Creativity) || Student did not complete Project || Student did not take risks || Student took minimal risks. || Student took some risks. || Student took risks. || Student went above and beyond through taking risks and trying things outside the box. ||
 * Participated in self/group critique || Student did not complete project || Student demonstrated little effort in the completion of the critique. || Student demonstrated minimal understanding of the self/group critique process. || Student demonstrated an understanding of the self/group critique process. || Student completed the critique and showed a good understanding of creative reflection. || Student went above and beyond in reflecting on self and group practice. ||

[|Example Short Story Rubric]

[|Self Portrait Ideas]

=ART TEKS:= code PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE, AND RESPONSE AND EVALUATION code The student develops and organizes ideas from the environment. || The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. || The student expresses ideas through original artworks, using a variety of media with appropriate skill. || The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. || The student makes informed judgments about personal artworks and the artworks of others. || The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. ||
 * ** (5.1) Perception. **
 * ** (5.2) Creative expression/performance. **
 * ** (5.4) Response/evaluation. **
 * ** (5.4) Response/evaluation. **

= **INTERDISCIPLINARY TEKS: Language Arts:** = (4) Listening/speaking/culture. The student listens and speaks to gain and share knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (A) connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8); (B) compare oral traditions across regions and cultures (4-8); and (C) identify how language use such as labels and sayings reflects regions and cultures (4-8).

(13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources. The student is expected to: (A) form and revise questions for investigations, including questions arising from interest and units of study (4-5); (B) use text organizers, including headings, graphic features, and tables of contents, to locate and organize information (4-8); (C) use multiple sources, including electronic texts, experts, and print resources, to locate information relevant to research questions (4-8); (D) interpret and use graphic sources of information such as maps, graphs, time lines, tables, or diagrams to address research questions (4-5); (E) summarize and organize information from multiple sources by taking notes, outlining ideas, and making charts (4-8); (F) produce research projects and reports in effective formats using visuals to support meaning as appropriate (4-5); (G) draw conclusions from information gathered from multiple sources (4-8); and (H) use compiled information and knowledge to raise additional, unanswered questions (3-8).

= = ==

=Lesson 3: Make your own Robot (Kalie Feuerbacher)=

Student Supplies:
Coffee cans Tissue boxes Construction paper Felt Springs Paper clips String Cardboard Poster board Markers Crayons Hole puncher Glue Scissors
 * (any extra items that would help with the construction of a robot)

=ART CONTENT: Eduardo Kac's Artwork/Construction= = = =METHOD OF INSTRUCTION: DISCUSSION / INDIVIDUAL WORK:= = = Pre-lesson Instruction: Have the children begin thinking about their favorite mechanical toy.

**Instructional Content:**


Students will be shown the picture of Eduardo Kac's robot. Teacher will hold a discussion of how the robot was constructed and what his basic idea was behind the construction. Students will then be asked to think of their favorite toy and how it works (how the barbie arms move, how the wheels go around, how G.I. Joe walks, etc.) Then the teacher will ask the children to think of themselves as if they were Eduardo Kac building his robot out of the materials provided. Then to end the lesson, the students will give a brief presentation on why their robot looks the way it does.

=ASSESSMENT:= = = The teacher will document the process of student engagement and understanding through photos, painting, and discussion.

The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes. Criteria
 * Criteria || 0 || 1 Unsatisfactory || 2 Need Improvement || 3 Satisfactory || 4 Good || 5 Exceptional ||
 * Craft || Student did not complete Project || Student hurriedly and poorly constructed the project. || Student constructed the project with several(5-7) issues in craft. || Student constructed the project with Some (3 or 4) issues with craft. || Student constructed the project with minor(1 or 2) issues in craft. || Student went above and beyond in the construction of project. ||
 * Employed the identity in the concept of the artwork || Student did not complete Project || Student demonstrated little understanding of the concept of identity in the reflection or project. || Student demonstrated the concept of identity in the reflection and project with with several contradictions. || Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || Student demonstrated the concept of identity in the formation of his or her project and reflection. || Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * Took Risks (Creativity) || Student did not complete Project || Student did not take risks || Student took minimal risks. || Student took some risks. || Student took risks. || Student went above and beyond through taking risks and trying things outside the box. ||
 * Participated in self/group critique || Student did not complete project || Student demonstrated little effort in the completion of the critique. || Student demonstrated minimal understanding of the self/group critique process. || Student demonstrated an understanding of the self/group critique process. || Student completed the critique and showed a good understanding of creative reflection. || Student went above and beyond in reflecting on self and group practice. ||

=ART TEKS:= code PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE, AND RESPONSE AND EVALUATION code The student develops and organizes ideas from the environment. || The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. || The student expresses ideas through original artworks, using a variety of media with appropriate skill. || The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. || The student demonstrates an understanding of art history and culture as records of human achievement. || The student is expected to: (A) compare artworks from several national periods, identifying similarities and differences; (B) compare cultural themes honoring history and traditions in American and other artworks; and (C) identify the use of art skills in a variety of jobs. || The student makes informed judgments about personal artworks and the artworks of others. || The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. ||
 * ** (5.1) Perception. **
 * ** (5.2) Creative expression/performance. **
 * ** (5.3) Historical/cultural heritage. **
 * ** (5.4) Response/evaluation. **

= **INTERDISCIPLINARY TEKS: Science:** =

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) draw inferences based on information related to promotional materials for products and services; (C) represent the natural world using models and identify their limitations; (D) evaluate the impact of research on scientific thought, society, and the environment; and (E) connect Grade 4 science concepts with the history of science and contributions of scientists.

(4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to: (A) collect and analyze information using tools including calculators, safety goggles, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, meter sticks, timing devices, balances, and compasses; and (B) demonstrate that repeated investigations may increase the reliability of results.

(5) Science concepts. The student knows that complex systems may not work if some parts are removed. The student is expected to: (A) identify and describe the roles of some organisms in living systems such as plants in a schoolyard, and parts in nonliving systems such as a light bulb in a circuit; and (B) predict and draw conclusions about what happens when part of a system is removed.

==

After the lesson is over the student will be able to:
 Students will identify basic elements in a piece of art through speaking and writing.    Students will enhance their observation skills 

Art work from Eduardo Kac

Background Information about the pieces

Paint / Markers / Crayons

Paper

Student Supplies:
Paper

Pen/Pencil

=ART CONTENT: Eduardo Kac's Artwork / Painting / Drawing / Coloring= = = =METHOD OF INSTRUCTION: DISCUSSION / INDIVIDUAL WORK:= = = Pre-lesson Instruction: Have knowledge of the elements and principles of art.

=INSTRUCTIONAL CONTENT: Students will be shown images of Kac's pieces as a starting point for discussion. A brief description of the artwork will be given prior to the discussion. The question will be posed "What do you think?" for students to contemplate. Students and teacher will work together to discuss and elaborate on the pieces which are shown. The discussion will be based on the elements and principles of art as a subject. After the discussion is complete, students will prepare a short paragraph about what they have seen in the works of art. They will have pen or pencils and paper to complete the assignment. After the student have been given enough time to complete, the teacher ask them to reflect on the paper and ask them to design a piece of artwork for themselves only using the components used in Eduardo's piece. They will use either paint, markers, or crayons on paper to complete the assignment. =

Images of Eduardo Kac's Artwork: =ASSESSMENT:= = = The teacher will document the process of student engagement and understanding through the discussions, papers, and creations.

The teacher will also provide an a summative assessment rubric that correlates with the learning outcomes. Criteria
 * Criteria || 0 || 1 Unsatisfactory || 2 Need Improvement || 3 Satisfactory || 4 Good || 5 Exceptional ||
 * Craft || Student did not complete Project || Student hurriedly and poorly constructed the project. || Student constructed the project with several(5-7) issues in craft. || Student constructed the project with Some (3 or 4) issues with craft. || Student constructed the project with minor(1 or 2) issues in craft. || Student went above and beyond in the construction of project. ||
 * Employed the identity in the concept of the artwork || Student did not complete Project || Student demonstrated little understanding of the concept of identity in the reflection or project. || Student demonstrated the concept of identity in the reflection and project with with several contradictions. || Student demonstrated the concept of identity with minimal contradictions in its implementation and reflection. || Student demonstrated the concept of identity in the formation of his or her project and reflection. || Student went above and beyond in the implementation and synthesis of identity in the construction of project and reflection. ||
 * Took Risks (Creativity) || Student did not complete Project || Student did not take risks || Student took minimal risks. || Student took some risks. || Student took risks. || Student went above and beyond through taking risks and trying things outside the box. ||
 * Participated in self/group critique || Student did not complete project || Student demonstrated little effort in the completion of the critique. || Student demonstrated minimal understanding of the self/group critique process. || Student demonstrated an understanding of the self/group critique process. || Student completed the critique and showed a good understanding of creative reflection. || Student went above and beyond in reflecting on self and group practice. ||

=ART TEKS:= code PERCEPTION, CREATIVE EXPRESSION, HISTORICAL AND CULTURAL HERITAGE, AND RESPONSE AND EVALUATION code The student develops and organizes ideas from the environment. || The student is expected to: (A) communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences; and (B) identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers. || The student expresses ideas through original artworks, using a variety of media with appropriate skill. || The student is expected to: (A) combine information from direct observation, experience, and imagination to express ideas about self, family, and community; (B) compare relationships between design and everyday life; and (C) create original artworks and explore photographic imagery, using a variety of art materials and media appropriately. || The student demonstrates an understanding of art history and culture as records of human achievement. || The student is expected to: (A) compare artworks from several national periods, identifying similarities and differences; (B) compare cultural themes honoring history and traditions in American and other artworks; and (C) identify the use of art skills in a variety of jobs. || The student makes informed judgments about personal artworks and the artworks of others. || The student is expected to: (A) analyze personal artworks to interpret meaning; and (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. ||
 * ** (5.1) Perception. **
 * ** (5.2) Creative expression/performance. **
 * ** (5.3) Historical/cultural heritage. **
 * ** (5.4) Response/evaluation. **

= **INTERDISCIPLINARY TEKS: ENGLISH LANGUAGE ARTS AND READING:** =

(23) Viewing/representing/interpretation. The student understands and interprets visual images, messages, and meanings. The student is expected to: (A) describe how illustrators' choice of style, elements, and media help to represent or extend the text's meanings (4-8); (B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations (4-8); and (C) use media to compare ideas and points of view (4-8).

(24) Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The student is expected to: (A) interpret and evaluate the various ways visual image makers such as graphic artists, illustrators, and news photographers represent meanings (4-5); and (B) compare and contrast print, visual, and electronic media such as film with written story (4-8).

(25) Viewing/representing/production. The student produces visual images, messages, and meanings that communicate with others. The student is expected to: (A) select, organize, or produce visuals to complement and extend meanings (4-8); and (B) produce communications using technology or appropriate media such as developing a class newspaper, multimedia reports, or video reports (4-8).