SchoolArts Magazine

NOV 2013

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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that piece followed by chair four, then chair one. 8. Chair three has a turn to place a piece matched by the others in order by chairs as before. 9. Chair four has a turn in the same way. 10. The "round" is complete. Each player can be "in charge of" a new color and repeat from step 2. A plate was finished when every spot was filled with one layer of bricks in a rotational design. The class would fall silent as I held it above my head (backwards) and cried out, "Prepare to be amazed!" I would flip the plate over and slowly rotate it while asking the class to check it for rotational symmetry. Even formative or peer assessment is fun when it comes to working with Legos. It was wonderful to see students problem solve, take turns, and celebrate their creations together. I saw students shine in new ways as they used their math skills, visual-spatial skills, and interpersonal skills during this collaborative art project. Completing the Wall With the help of an grant, I was able to purchase more Legos so that everyone would have the opportunity to participate in this collaborative project. We hope to have our complete wall installed and our beautiful base plates on display towards the beginning of the school year. Then we'll pull them all down and take on a new collaborative design challenge. complicated and beautiful designs easily. Here are the guidelines: 1. Gather students into groups of four, and provide them with four trays of Legos, one 10 x 10" (25 x 25 cm) base plate, and one ¾" cardboard shield the same size as the base plate. 2. Ask each student to pick four matching Legos of the one color he or she is "in charge of" first. 3. Have each student share one piece with each of the other students in the group, keeping one for him- or herself. Students end up with four pieces each of different colors. This color set should look exactly alike for all four students in the group. 4. The person sitting in chair one goes first. He or she puts the shield on the base plate and finds a location for his or her plastic brick. Starting from the edge of the plate and working in reduces mistakes. 5. Spin the base plate one-quarter turn. The person in chair two uses a piece of the same color and places it in the same location. Repeat this for students in chairs three and four. 6. The person in chair two places his or her piece in any location within the revealed section of the shield. 7. Spin the base plate one-quarter turn. The person in chair three matches Tricia Fuglestad is an art teacher at Dryden Elementary School in the Arlington Heights School District, New York. NatioNal StaNdard Students identify connections between the visual arts and other disciplines in the curriculum. Web liNkS 37

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