Week 3 : Activity Reflection

 

Drawing living beings and human-made things

A couple of days ago, my children took an English assessment test at the Welcome Center, so I spent my time observing the living and non-living things and sketching on the school grounds.

What kinds of lines and angles did you see in most living things? How about in most human-made things? Are there typical lines and patterns in living things vs. human-made things? Any exceptions to this?

I observed curves, arcs, and flowing lines in living things like in the limbs of seagulls and crows, and in the branches of trees while human-made objects tend to feature straight lines, right angles, and geometric patterns, reflecting the structured and often utilitarian nature of the human design. Yes, exceptions exist in both the categories. For instance, some human-made designs like I observed the swings in the playground intentionally mimic natural forms, incorporating organic shapes and irregular lines. On the other hand, in the natural world, organisms like certain crystals or microorganisms may exhibit highly ordered geometric patterns that resemble human-made designs. 

Why do you think these patterns exist (if you notice patterns, that is!)

The repetitive patterns in architectural designs of school buildings may optimize structural stability or facilitate construction processes, also patterns in human-made objects can be influenced by cultural norms, traditions, and historical contexts. The branching patterns of trees optimize the capture of sunlight for photosynthesis.

How might you use close observation, drawing, or sketching to help your students learn about lines and angles?

According to Piaget (1948),

"children begin drawing shapes as scribbles. They then draw curves to make different shapes. From curves, children later abstract them into straight lines".

In my opinion, close observation, drawing, and body movements are great ways to teach students about angles and lines. Static angles are simply pictorial or figurative representations and students can have a difficult time identifying angles in different positions, such as 0, 180, and 360. Students can understand and identify a variety of angles from nature, and indoor or outdoor observations and gain a deeper understanding of angles.

Are there ways to experience lines and angles through whole-body movement or large-body motions outdoors? In relationship to the living world?

Yoga is a good example of showing lines and angles through full-body movement.