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KMcG Handout for 2014 NAEA Conference in San Diego

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Warren Berger

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A More Beautiful Question by Warren Berger

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"The 8 Questioning Superpowers," from BEAUTIFUL QUESTIONING IN THE CLASSROOM (book trailer)

"What Kills Questioning?," a short trailer for my first book on questioning, A MORE BEAUTIFUL QUESTION.

What's Inside "The Book of Beautiful Questions?" (book trailer)

Encouraging Questioning in the Classroom * Want to find out more? Visit QuestionWeek.com

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Home Overview ~ A More Beautiful Question by Warren Berger

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Beautiful questions are coming to the classroom in April 2020! Journalist and speaker Warren Berger realized that the majority of successful creatives and entrepreneurs he was interviewing over the years were great questioners. His wondering about "How can we all learn to do what they do?"

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Just in case...

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Bringing Minecraft to the classroom

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Find out how to use Minecraft in the classroom. Get the latest information on Minecraft: Education Edition, and take your students to the next level.

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dml central

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I can't recall a time when I wasn't aware of Professor Elizabeth Lawley. Ten years ago, there weren't many tenure-track academics who were also active bloggers, avid gamers, and social media researchers. Now Professor of Interactive Games and Media at Rochester Institute of Technology, Lawley has chaired the annual invitation-only " Social Computing Symposium" sponsored by Microsoft Research since 2006 - before the term "social media" emerged. In 2004, she founded RIT's Lab for Social Computing, which Lawley says was "the first interdisciplinary academic lab centered on social computing." But social computing per se wasn't the topic of our recent video conversation. I was interested in her leadership of an experiment at RIT that is "adding a game layer to undergraduate education."

Like many who are experimenting with game mechanics in education, Lawley disavows the term "gamification." Although she isn't opposed to the idea, the " Just Press Play " program Lawley initiated at RIT isn't just about making academic courses more fun. What she has in mind is the entire undergraduate experience, a rich and intense cultural adventure that most people remember for the rest of their lives, but which has been almost entirely free from pedagogical intervention. Dr. Lawley's intention in devising "Just Press Play" was to "provide students with a clearer sense of their accomplishments in various areas (academic, social, and creative) of their college experience and provide them with tools to reflect on their range and balance of activities" and to "increase students' awareness of activities and opportunities outside of their academic coursework, from wellness to collaboration to knowledge of the campus and city and inspire them to sample a range of experiences."

Fun was definitely integral to the plan. Lawley wanted to "provide students with a sense of fantasy, whimsy and playful abstraction in dealing with the stress and growth associated with the transformational nature of undergraduate education." How does it work? Watch this 12-minute video interview with Lawley, with her description of "Just Press Play" illustrated by her slides of the game itself.

Banner and second image credit: Courtesy of Elizabeth Lawley

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Elizabeth Lawley: "Just Press Play" - Adding a Game Layer to the Undergraduate Experience - DML Central

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I can't recall a time when I wasn't aware of Professor Elizabeth Lawley. Ten years ago, there weren't many tenure-track academics who were also active bloggers, avid gamers, and social media researchers. Now Professor of Interactive Games and Media at Rochester Institute of Technology, Lawley has chaired the annual invitation-only "Social Computing Symposium" sponsored by Microsoft Research since 2006 - before the term "social media" emerged.

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Suzanne Bonamici

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Group Aims to Integrate Arts and Design with STEM Education Efforts

Washington, D.C. - Congresswoman Suzanne Bonamici (D-OR) and Congressman Aaron Schock (R-IL) have announced the formation of the Congressional STEAM (STEM+Arts and Design) Caucus. The group will host briefings and advocate for policy changes that will encourage educators to integrate arts, broadly defined, with traditional Science, Technology, Engineering and Math curriculum. The goal is to encourage the creativity needed to drive our innovation economy forward. A kickoff briefing sponsored by the Rhode Island School of Design was held today on Capitol Hill.

"There were digital music devices before the iPod, but it took creative design and interface development from Apple to transform the way the world listens to music," Bonamici said. "We frequently discuss the importance of STEM education, but we can't ignore the importance of engaging and educating both halves of the brain. Creative, critical thinking leads to innovation. The integration of the arts into STEM curriculum will excite creativity in the minds of our future leaders and innovators."

"When we talk about training the next generation of workers - creative minds and creative thinking are some of the most important qualities that employers look for when making hiring decisions," said Schock. "Studies have shown that arts education increases test scores and lowers dropout rates - arts education helps to close the achievement gap, improves academic skills essential for reading and language development, and advances students' motivation to learn."

"I believe art and design are poised to transform our economy in the 21st century like science and technology did in the last century," said RISD President John Maeda. "Adding art and design to STEM to create STEAM will keep America competitive. As a lifelong STEM student - I spent many years at MIT before coming to RISD - I've seen firsthand the progress that STEM education can produce. But I've also witnessed STEM's limits. Innovation depends on the problem solving, risk-taking and creativity that is natural to the way artists and designers think. Art and science - once inextricably linked - are better together than apart. We are so pleased that Congresswoman Bonamici and Congressman Schock are leading the formation of this caucus in recognizing the critical importance of art and design to the greater economy."

According to a study led by Robert Root Bernstein of Michigan State University, Nobel laureates in the sciences are much more likely to engage in arts and crafts than other scientists and the general public. These creative scientists have an "ability... to explore a wide range of apparently unrelated activities and to connect the knowledge and skills gained thereby into integrated networks that can be brought effectively to bear in raising and solving important scientific problems." STEAM education will foster creativity, innovation, and thinking outside the box - all of which will help our students on the path to global competitiveness.

Caucus members will work to increase awareness of the importance of STEAM education and explore new strategies to advocate for STEAM programs. Current members of the caucus include Reps. Jim Langevin (D-RI), Jared Polis (D-CO), David Cicilline (D-RI), Eleanor Holmes Norton (D-DC), Gerald Connolly (D-VA), Dave Loebsack (D-IA), Matt Cartwright (D-PA), Bobby Scott (D-VA), Louise Slaughter (D-NY), Tim Ryan (D-OH), and Carol Shea-Porter (D-NH).

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Reps. Bonamici and Schock Announce Bipartisan Congressional STEAM Caucus

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Group Aims to Integrate Arts and Design with STEM Education Efforts Washington, D.C. - Congresswoman Suzanne Bonamici (D-OR) and Congressman Aaron Schock (R-IL) have announced the formation of the Congressional STEAM (STEM+Arts and Design) Caucus. The group will host briefings and advocate for policy changes that will encourage educators to integrate arts, broadly defined, with traditional Science, Technology, Engineering and Math curriculum.

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Ninety-seven printmakers of all experience levels, have joined together to produce 118 prints in any medium; woodcut, linocut, monotype, etching, lithograph, silkscreen, or any combination. The end result is a periodic table of elements intended to promote both science and the arts.

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Artsedge Kennedy Center

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Overview

Key Staff

Primary instructor. If primary instructor is not a visual art teacher, it would be a good idea to enlist the assistance of a visual art expert.

Key Skills

Developing Arts Literacies: Analyzing and Evaluating - Critique
Making Art: Producing, Executing and Performing

Summary

The Fibonacci Sequence manifests in nature and visual arts. Through videos, lectures and images, students will learn what the Fibonacci Sequence is, where and how it appears in nature, and its role in the visual arts in various cultures. Students will also learn about the Golden Mean/Ratio and Golden Spiral, an important concept in art history. Students will identify works of art in which the Golden Spiral or Golden Ratio appear.

Learning Objectives

Students will:

Learn about the origin of the Fibonacci Sequence

Learn about the Golden Mean/Ratio and Golden Triangle, important concepts in art history

Be able to identify the Fibonacci Sequence in nature and visual arts

Teaching Approach

Thematic

Project-Based Learning

Arts Integration

Teaching Methods

Discovery Learning

Discussion

Experiential Learning

Reflection

Assessment Type

Observation

Preparation

What You'll Need

Materials

Resources

Required Technology

Lesson Setup

Teacher Background

Teachers should familiarize themselves with the definition and examples of the Fibonacci Sequence as it applies to art and the Golden Ratio.

Prior Student Knowledge

Students should have some background in geometry and visual arts.

Physical Space

Classroom

Staging

Since images to be shown to students are on the computer, make sure your computer is connected to an LCD projector and that there is a screen in the room.

Accessibility Notes

Students who are deaf or hard of hearing will need handouts/reading materials to explain the Fibonacci Sequence and Golden Ratio.

Instruction

1. Write the following sequence of numbers on the board and ask students if they know what it is. Ask them if they can identify the pattern and ask what the next number in the sequence would be.

0,1,1,2,3,5,8,13,21,34,55,89,144,....

2. Explain that this sequence is called the Fibonacci Sequence. The first two numbers of the sequence are always 0 and 1. Each following number is the sum of the previous two (so, the next number in the sequence after 144 would be 233 because it is the sum of 89 and 144).

You could also explain that in mathematical terms, in order to determine a given number F n of the sequence, you could use the recurrence relation (F n= F n-1 + F n-2) when F ₀= 0 and F ₁= 1.

3. Describe the history of the Fibonacci sequence. It was named after a Medieval Italian monk (and mathematician) named Leonardo de Pisa (known as Fibonacci --- a combination of filius Bonaccio, which means "son of Bonaccio" in Italian). The Fibonacci sequence was introduced to Western Europe in his 1202 book, Liber Abaci. Though the Fibonacci sequence is attributed to Leonardo de Pisa, it also appeared in other cultures in India and Northern Africa before the publication of his book.

4. Explain that the Fibonacci sequence appears in nature and, as a result, has highly influenced visual arts. Using your computer and an LCD projector, show students this video.
5. To reinforce the notion of the Fibonacci sequence in nature, you may want to pull some examples from this site to share with students.
Build Knowledge

1. Explain that artists have always been influenced by what they see in nature. The Fibonacci Sequence is related to the Golden Ratio, a concept that appears in both nature and visual arts.

2. Have students calculate the Golden Ratio with calculators: 1/1, 2/1, 3/2, 5/3, 8/5, 13/8, 21/13, 34/21, 55/34, 89/55 ...They should get 1, 2, 1.5, 1.6666..., 1.6, 1.625, 1.615384615..., 1.619047619..., 1.617647059..., 1.618181818...

Explain that these ratios will eventually reach the Golden Ratio, (√5 + 1)/2, a number approximately equal to 1.6180339887498948482. The Greek letter Phi is used to refer to this ratio. In the Fibonacci Sequence (0, 1, 1, 2, 3, 5, 8, 13 ...), each term is the sum of the two previous terms (for instance, 2+3=5, 3+5=8 ...). As you go farther and farther to the right in this sequence, the ratio of a term to the one before it will get closer and closer to the Golden Ratio.
3. Show students the graph showing the relationship between the Fibonacci sequence and golden ratio.
4. A similar concept is the Golden Spiral, a logarithmic spiral whose growth factor is related to the golden ratio.

5. Show students this video of how to construct a Fibonacci Spiral: http://library.thinkquest.org/27890/theSeries6a.html

6. Explain that the Golden Ratio and Golden Spiral have informed the work of artists throughout history. Talk about the ways in which the Fibonacci Sequence informed the work of M.C. Escher. M. C. Escher went to Alhambra, Spain and was inspired by the tile patterns he saw there to develop his signature style of images repeating and creating themselves (Islamic design). These tile patterns are also examples of geometric repetition and the Fibonacci Sequence in visual art. Tiles at Alhambra. These designs are based on the Golden Spiral.

For repetition in Escher's work: http://www.mcescher.com/ (go to "picture gallery" and then "symmetry")

Recommended Resources

1. Ask students to think about the different representations of the Fibonacci Sequence and Golden Ratio they've seen. Ask them to identify pieces of art that use these themes or formulas. Assign them to find a piece online that corresponds to these ideas.

You may want to assign students specific pieces. Examples of pieces of art that use the Fibonacci Sequence and Golden Ratio can be found at:

http://www.geom.uiuc.edu/~demo5337/s97b/art.htm or http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fibonacci/fibInArt.html#daVinci

2. Ask students to prepare a short presentation on the piece they have been asked to research. The presentation should include the history of the piece, how the Fibonacci/Golden Ratio is used, and information about the artist.

Recommended Resources

1. Have students present their findings about the Fibonacci sequence in an existing work of art. They should have an image of their piece to show the class as well as the information listed above (history of the piece, relation to Fibonacci Sequence/Golden Ratio, information about the artist).
2. End the lesson with a discussion about now the Fibonacci sequence has influences art across cultures and time periods (use student projects to exemplify this).
Assessment

Assess the students' final projects. Do they reflect an understanding of the Fibonacci Sequence, Golden Mean and Golden Spiral?

Key Vocabulary

Extending the Learning

Arrange a field trip to a local art museum. Assign students to research different pieces found in the museum and identify those that use the Fibonacci Sequence or Golden Mean/Ratio. Have students serve as "guides" and talk about these pieces while you are at the museum.

Engage students in a lesson about engineering and architecture. Identify the presence of the Fibonacci Sequence or Golden Mean/Ratio in processes related to these disciplines.

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Patterns Across Cultures: The Fibonacci Sequence in Visual Art

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Overview Key Staff Primary instructor. If primary instructor is not a visual art teacher, it would be a good idea to enlist the assistance of a visual art expert. Key Skills Developing Arts Literacies: Analyzing and Evaluating - Critique Making Art: Producing, Executing and Performing Summary The Fibonacci Sequence manifests in nature and visual arts.

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Kandinsky Circles

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Level: K-2 Art Education Lesson Plan

Art Elements: Shape

Art Skills: Cutting, Gluing

Art History: Kandinsky
* Get more free lessons like this, on our Lessons Page
Depending on time, you may want to have students only make 4 circles or 6 circles total on their paper. I have shown you how one finished circle looks, but these works of art can be time consuming. it's such a great attic for students to evaluate sizes, and adjust their drawing and cutting to make sure the sizes are correct. You will find during this lesson students are very engaged and the room will be very busy and on-task! Black paper really makes these pop!

This great Art Ed lesson plan is 100% FREE to download! Use it in your classroom and share with your colleagues. For more free lessons like this one, visit our Lessons Page and download them all!

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Kandinsky Circles: Free Lesson Plan Download - The Art of Ed

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Level: K-2 Art Education Lesson Plan Art Elements: Shape Art Skills: Cutting, Gluing Art History: Kandinsky * Get more free lessons like this, on our Lessons Page Depending on time, you may want to have students only make 4 circles or 6 circles total on their paper.

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Art + Science + Handiwork

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I began this series of embroideries as a way to fuse my background studies in anatomy and kinesiology with my passion for textile art. Revisiting old text books brought back not just information I would have to memorize for its function but a wealth of beautiful imagery.

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Perhaps this is the same site as was posted? http://www.designkit.org/stories/50

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Design Kit is IDEO.org’s platform to learn human-centered design, a creative approach to solving the world’s most difficult problems.

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This is a good resource I have used in teaching situations in the past. thx for sharing! kmcg

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Design thinking is a mindset. It is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. That kind of optimism is well needed in education.

Classrooms and schools across the world are facing design challenges every single day, from teacher feedback systems to daily schedules. Wherever they fall on the spectrum of scale - the challenges educators are confronted with are real, complex, and varied. And as such, they require new perspectives, new tools, and new approaches. Design thinking is one of them.

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Design thinking is a mindset. It is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. That kind of optimism is well needed in education.

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A Better World by Design--upcoming conference

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A Better World by Design--upcoming conference

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This looks like a beneficial community of learners if one can make the event! kmcg

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Julia Marshall and David Donahue

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Designing & Implementing an Integrated Curriculum

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Designing & Implementing an Integrated Curriculum

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Edward T. Clark, Jr.

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http://tedxcolumbus.com/speakers-performers/speakers-performers/cindy-foley/

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Teaching art or teaching to think like an artist? | Cindy Foley | TEDxColumbus

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Arts integration: putting the A into STEAM curriculum: Melanie Skankey at TEDxSUU

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Arts integration: putting the A into STEAM curriculum: Melanie Skankey at TEDxSUU

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http://www.edutopia.org/project-based-learning

Project Based Learning

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http://teachingforartisticbehavior.org/

Teaching for Artistic Behavior

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http://fod.msu.edu/oir/studio-teaching

Teaching Studios

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http://www.cte.cornell.edu/teaching-ideas/labs-studios-discussions/teaching-studios.html

Teaching Studios

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http://bie.org/about

PBL/BIE

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http://stem-lausd-ca.schoolloop.com/

Hollywood, CA

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http://steam.erusd.org/

Pico Rivera, CA

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http://steamcarnival.com/

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http://scholarship.claremont.edu/steam/

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http://steamconnect.org/

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http://stemtosteam.org/