“In painting this carefully detailed representation of fifty-seven varieties of the fish and crustaceans that inhabit Hawaiian waters, Hubert Vos drew on the tradition of 17th-century Dutch still-life painting, with which he was doubtless familiar from his childhood and studies in Europe. To create the composition, he sketched actual specimens of sea life that he purchased at the Honolulu fish market, giving careful attention to their richness of color and form. An ‘umeke of kou wood, a draped net, and a woven lauhala basket locate this scene in pre-contact Hawaii. “
Violent tornado swirling lost lives.
Colorful creatures destroyed corrupted grasp.
Graceful legs dance around the swirling stage.
I added a preposition to my sentence (around) and the docent told us that was ok 🙂
Our next stop was the Lending Library. The museum has this wonderful room in the basement where teachers can go and check out artifacts to bring back to their classrooms. They’ll even mail artifacts to outer islands! The artifacts are arranged by country, so it ties really well into social studies and learning about different cultures. We did an activity called See Think Wonder. We each found one artifact that spoke to us. We wrote what we saw, facts about the artifact. Then for the Think section, we drew the artifact. Under Wonder, we wrote questions about the artifact.
Here was my paper. I chose a bronze head sculpture from Africa. I definitely think this technique could be used in the classroom when observing artifacts or even pictures of artifacts from another culture. Instead of just telling students about an artifact, students have to observe it and ask questions to figure out as much as they can on their own.
We also got to sample three different curriculum-based tours for classroom field trips to the museum: Math Through Art, STEAM @ the Museum, and Literature Through Art.
In Math Though Art, we got to play with Photo Voltaic paper and create designs in the sun. We picked which manipulatives to put on our paper. Then we laid it in the sun and let it sit for about 10 minutes.
After the time was up, we dipped the paper in water and hung it up to dry. After it dried, we could see the patterns. It was really cool.
We also talked about perspective. We looked down this hallway of the museum and counted the pillars. We talked about how the closer ones looked bigger and the farther ones looked smaller. We all got to sketch this hallway and practice drawing with perspective.
We then went into an upstairs gallery for STEAM: Science, Technology, Engineering, Art, and Mathematics. We looked at this mobile and tried to balance the sides and sliding the string on the stick. It was a lot of fun to see that when you move the pendulum, you need more or less weight to balance.
The red bag has more rocks than the blue bag because the string is closer to the red bag.
All in all, I LOVED this PD and the opportunity to visit the museum. I can’t wait to implement some of the strategies in my classroom! I decided to make posters for ODIC to put up in my room. Then I can change the painting to display. You can click any image below to download them for free!