Science = Hard Core. Creative. Edgy.
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| Be Bold. Paint with Light. |
I started off as biochemist with a background in art conservation. I helped conserve period piece clothes for the Harley Davidson Museum in Milwaukee, WI and worked with identifying natural and synthetic dyes and fibers. As I got older, I wanted to share my knowledge of how the art and science industries overlapped and became a certified teacher at the University of Chicago charter school system. It was really an amazing time, and I started writing curriculum and piloting different ideas I had with my students at the time.
With a professional background in science education and art conservation, I had this crazy notion that I could effectively teach sophisticated science, technology, engineering, and math concepts through dollhouse miniatures and the arts. I began developing unique S.T.E.a.M. curriculum for my 7th and 8th grade students who, at the time, were extremely gifted and eager learners. We investigated the concept of the Urban Ecosystem, and the students were exploring at different types of green technology such as green roofs, solar energy, and alternative building materials. We did build models and scale replicas to an extent, and once I retired from teaching, I continued to develop new curriculum and educational workshops with tweens and teens. I offer workshops that include Pourquoi Tales (evolution of species), Forensic Anthropology (physics and chemistry), Color Mixing (physics and chemistry), and Green Technology (engineering and technology).
I am now proud to introduce to you, The Artists at Play Workshop Series, an avant-garde, results-driven approach to S.T.E.M.
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| Candy Corn Cake Pop Ornament w/ Pumpkin Frosting |
For a more in depth look at workshop structure and teaching methodology please visit http://thedribblypear.blogspot.com/p/our-teaching-methodology.html
SAMPLE LESSON
LIGHT ABSORPTION and COLOR THEORY WORKSHOP
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| Teacher Sample of Color Theory Flippable |
In this workshop, students will explore the scientific principles behind color. They will learn subtractive and additive color mixing techniques by engaging in fun, quirky activities including:
-Sculpting with polymer clay (cake pop ornament)
-Painting with light (chemiluminescence)
By the end of the class students will be able to explain why and how humans interpret and create color. Students will take home a cake pop ornament and educational handouts on more cool DIY science projects.
-Sculpting with polymer clay (cake pop ornament)
-Painting with light (chemiluminescence)
By the end of the class students will be able to explain why and how humans interpret and create color. Students will take home a cake pop ornament and educational handouts on more cool DIY science projects.
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| Student creating cake pop ornament out of polymer clay |
Age Levels
4th-8th Grade
High School
18+ Adults
Workshop Objectives
EDUCATOR OBJECTIVES
Using chemiluminescence to create primary additive colors, students will be able to assess the outcomes of additive color mixing combinations and then project how these findings relate to their subtractive color mixing results.
Through the creation of a 3D polymer clay scale model, students will be able to experiment with two subtractive color mixing techniques to determine and manipulate the outcomes of different primary color combinations.
Next Generation Science Standards
PS4.A Wave Properties
PS4.B Electromagnetic Radiation
Using chemiluminescence to create primary additive colors, students will be able to assess the outcomes of additive color mixing combinations and then project how these findings relate to their subtractive color mixing results.
Through the creation of a 3D polymer clay scale model, students will be able to experiment with two subtractive color mixing techniques to determine and manipulate the outcomes of different primary color combinations.
Next Generation Science Standards
PS4.A Wave Properties
PS4.B Electromagnetic Radiation
STUDENT OBJECTIVES
-I will be able to identify different types of radiation in the Electromagnetic Spectrum.
-I will be able to explain the difference between additive and subtractive color mixing as well as the primary and secondary colors in each type of color mixing.
-I will be able to compare two theories on why humans can see color.
-I will be able to create new secondary colors from primary colors using two methods of subtractive color mixing.
-I will be able to identify different types of radiation in the Electromagnetic Spectrum.
-I will be able to explain the difference between additive and subtractive color mixing as well as the primary and secondary colors in each type of color mixing.
-I will be able to compare two theories on why humans can see color.
-I will be able to create new secondary colors from primary colors using two methods of subtractive color mixing.
Scientific
Principles
Wave-Particle Duality
Color Theory
Light Absorption, Transmission, Reflection
Recollection
Identification
Observation
Compare/ Contrast
Predication
Reasoning
Identification
Observation
Compare/ Contrast
Predication
Reasoning
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| Student predictions of Additive Color Mixing after using chemiluminescence (glow sticks) demo |
Scientific Wonderings
- What is COLOR?
- How is COLOR produced?
- Why and how do we see color?
- Is there a relationship between the color of food and a person's willingness to eat it?
- What are the psychological effects of color on emotions? On consumerism?
In order to understand what color is, let's first take a look at the Electromagnetic Spectrum and additive color. The electromagnetic spectrum refers to the entire range of electromagnetic RADIATION present in our universe. This radiation consists of PHOTONS, or light particles, that carry energy, and these photons travel as WAVES.
COLOR is...
-A property, or characteristic, of light (only applies to subtractive color)
-Observable when light is either emitted (light) or reflected (absorbed)
-Falls between the specific wavelengths ( ) of 400 nm - 700 nm which represent only a small portion of the Electromagnetic Spectrum (visible light).
-A property, or characteristic, of light (only applies to subtractive color)
-Observable when light is either emitted (light) or reflected (absorbed)
-Falls between the specific wavelengths ( ) of 400 nm - 700 nm which represent only a small portion of the Electromagnetic Spectrum (visible light).
SCIENCE CONNECTION
In 1672, after using a prism to refract white light and observe the resulting component colors, Sir Isaac Newton organized these colors into what we now know as the color wheel. While we still use Newton's color wheel, which shows the basic relationship between colors, arranges PRIMARY and SECONDARY colors opposite their COMPLEMENTARY color, and even makes a connection between color and sound/ pitch, we have access to more advanced technology which has helped expand our knowledge of color mixing.
In 1672, after using a prism to refract white light and observe the resulting component colors, Sir Isaac Newton organized these colors into what we now know as the color wheel. While we still use Newton's color wheel, which shows the basic relationship between colors, arranges PRIMARY and SECONDARY colors opposite their COMPLEMENTARY color, and even makes a connection between color and sound/ pitch, we have access to more advanced technology which has helped expand our knowledge of color mixing.
If light is emitted, we use... ___________________________________ Color Mixing...
...with the Primary Colors ...with secondary colors...
RED MAGENTA
BLUE CYAN
YELLOW YELLOW
If light is reflected, we use... ___________________________________ Color Mixing...
...with the Primary Colors ... with Secondary Colors
MAGENTA ORANGE
CYAN GREEN
YELLOW PURPLE
ADDITIVE -Color created by light (Emission)
COLOR -Not a property of light
-A way that the human eye perceives colorIn order to understand what color is, let's first take a look at the Electromagnetic Spectrum and additive color. The electromagnetic spectrum refers to the entire range of electromagnetic RADIATION present in our universe. This radiation consists of PHOTONS, or light particles, that carry energy, and these photons travel as WAVES.
Unfortunately, humans can only see the tiny portion of the EM Spectrum known as VISIBLE LIGHT.
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| Paint Sample Flippable Activity: Illustrating which wavelengths activate S, M, and L Photoreceptor Cells |
TRICHROMATIC VISION THEORY(Young-Helmholtz Theory)
Humans have trichromatic vision thanks to the S, M, and L CONES, or color receptor cells in our eyes. S, M, and L stand for short, medium, and long wavelengths. The S cones are able to detect shorter wavelengths around 445nm, the M cones and L cones overlap, perceiving wavelengths between 540nm - 565nm and as far as 600nm - 700nm.
OPPONENT COLOR THEORY (Ewald Hering)
In addition to the S, M, and L cones being capable of sensing different wavelengths of light, there are also cells, known as COLOR OPPONENT GANGLION CELLS, that help the brain to interpret these different wavelengths. We know that there are certain colors that, when combined, do not create new colors. For instance, yellow and blue cannot be perceived as a bluish-yellow color, nor can there be a greenish-red color.
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| Paint Sample Flippable Activity: Optical Illusions illustrate basis for Ewald Hering's 1957 research for Opponent Color Theory / After Images |
Fig. 1: CHANNELS/ INPUT
B/Y, R/G, Luminance
SO.... how does this science all play out when observing or mixing additive primary colors? First, SPECTRAL COLORS are defined by a specific wavelength between about 400 nm and 700 nm. When spectral primary colors are overlapped, our eyes perceive these combined WAVELENGTHS as new colors somewhere between the original wavelengths. When all wavelengths on the visible light spectrum are combined, we see WHITE LIGHT. The shift from black (absence of light) to white as new wavelengths are ADDED, is the reason we call this type of color mixing "ADDITIVE."
ADDITIVE Colors that result when two primary
SECONDARY additive colors are combined in equal
COLORS portions. They appear brighter than
SECONDARY additive colors are combined in equal
COLORS portions. They appear brighter than
the primary colors. They are also the
primary subtractive colors.
RED + GREEN = YELLOW
GREEN + BLUE = ________________
RED + BLUE = ________________
Now we are going to use chemiluminescence to create the three primary additive colors. Based on our findings, we will make a conjecture, or hypothesis, as to what these combinations (composite colors) of primary colors will yield.
Example 1
CLAIM: I hypothesis that mixing spectral red with spectral green will yield a perception
primary subtractive colors.
RED + GREEN = YELLOW
GREEN + BLUE = ________________
RED + BLUE = ________________
Now we are going to use chemiluminescence to create the three primary additive colors. Based on our findings, we will make a conjecture, or hypothesis, as to what these combinations (composite colors) of primary colors will yield.
Example 1
CLAIM: I hypothesis that mixing spectral red with spectral green will yield a perception
of yellow.
EVIDENCE: Spectral red range is 620nm - 740nm
Spectral green range is 495 nm - 570 nm
Spectral yellow range is 570 nm - 590 nm
M cones and L cones perceive wavelengths
between 540 nm - 565 nm and 600 nm - 700 nm
REASONING: I think that mixing red and green light will produce the perception of yellow because both the M and the L cones in our eyes will respond to these two colors. The M cones are designed to pick up on the green, or medium size wavelengths. The L cones also pick up on the medium size wavelengths but also can pick up on longer wavelengths. Instead of seeing both red and green at the same time, our brain will interpret the combination of these colors as yellow when there is a balance point in the long wavelengths at 573 nanometers (unique yellow, a psychologically primary color).
EVIDENCE: Spectral red range is 620nm - 740nm
Spectral green range is 495 nm - 570 nm
Spectral yellow range is 570 nm - 590 nm
M cones and L cones perceive wavelengths
between 540 nm - 565 nm and 600 nm - 700 nm
REASONING: I think that mixing red and green light will produce the perception of yellow because both the M and the L cones in our eyes will respond to these two colors. The M cones are designed to pick up on the green, or medium size wavelengths. The L cones also pick up on the medium size wavelengths but also can pick up on longer wavelengths. Instead of seeing both red and green at the same time, our brain will interpret the combination of these colors as yellow when there is a balance point in the long wavelengths at 573 nanometers (unique yellow, a psychologically primary color).
SUBTRACTIVE COLOR
An artist who uses a medium that involves any sort of pigment (paints, inks, dyes) is actually using light absorption principles to create and manipulate color. ABSORPTION occurs when light shines on a surface. The wavelengths that are not absorbed by the surface of the object are reflected back to us as that object's color. When all wavelengths on the visible light spectrum are absorbed, we are left with black. The shift from white (like the surface of a canvas) to black as wavelengths are SUBTRACTED and absorbed, is the reason we call this type of color mixing "SUBTRACTIVE.
An artist who uses a medium that involves any sort of pigment (paints, inks, dyes) is actually using light absorption principles to create and manipulate color. ABSORPTION occurs when light shines on a surface. The wavelengths that are not absorbed by the surface of the object are reflected back to us as that object's color. When all wavelengths on the visible light spectrum are absorbed, we are left with black. The shift from white (like the surface of a canvas) to black as wavelengths are SUBTRACTED and absorbed, is the reason we call this type of color mixing "SUBTRACTIVE.
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| Student Sample Two Color Wheel Samples: Exploring subtractive color mixing using Red, Yellow, Blue primary colors vs Magenta, Yellow, Cyan primary colors. Students compare two color wheels based on Newton's research and modern CMYK technology. |
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| Teacher Sample: Rotating Color Wheels w/ Brad Fastener |
When we talk about HUE, we are referring to the pure state of a specific color on the visible spectrum, ROY G BIV.
When we look at color VALUE, we are differentiating between relative darkness and lightness of a particular color. We mix white (or tint) to make a color lighter. We mix black (shade) to make a color darker.
When we look at color SATURATION, we are looking at how pure the hue is. We are increasing or decreasing color intensity, or chroma, by adding the opposite, or complementary color. The closer a color is to its hue, or pure state, the brighter the color.
All information posted here is for personal use only. All art and graphics were designed by Marieke Van Der Maelen for The Dribbly Pear.
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