Brief Background on Content
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Brief Background on Content
2. Brief Background on Content
A look at his sketchbooks shows that DaVinci first started What do army tanks and diving suits and parachutes all
sketching human anatomy in depth, in1508. have in common? They were all ideas sketched out by
Leonardo DaVinci - centuries before they ever existed!
His talent and training as an artist and sculptor helped
him in his anatomy studies and his anatomy studies DaVinci, in his time, was often a misunderstood genius.
made his art better! He examined the internal organs, His studies in anatomy required he dissect human
trying to see how each worked, and how they each fit bodies, something seen as evil and forbidden.
together. He was also fascinated by muscles. Large ones,
like in our arms and legs, give motion to our bodies. Tiny And while many of his ideas, like his flying machines,
ones move our eyes or toes. He drew the first accurate would never work, other inventions would have worked,
pictures of the human spine. and moved science and society greatly forward, if he had
been interested in actually building them, or if others
His notebooks are full of images of the outside of bodies had not thought them to be too fanciful to be real.
moving, bending, stretching, and the inside hearts
and stomachs and brains. Even today, the accuracy of his DaVinci studied the wings of birds to imagine wings of a
sketches is impressive to doctors and surgeons. His plane. He filled an animal hear with wax, to make a mold,
and then made a glass heart to see how blood would
image would not have. flow inside it.
He was always curious, always learning, always
famous artist. But Leonardo really only painted a few
dozen works in his lifetime he was too busy with math
and science and engineering and anatomy and a of the same coin understanding one helped you
thousand other ideas in his marvelous brain. become better in the other.
But even these few paintings helped transform Western
Art. Most paintings at this time were very flat, two- Latin, as other scholars did, and was never taught math
dimensional work. And sizes of heads and eyes and ears in school. For this reason
could vary by quite a lot! Because he was also good at others many of his great ideas were ignored for
math, he combined both these talents, teaching himself hundreds of years!
decide where the mysterious woman in the Mona Lisa Leonardo used the math he did learn (from a monk
sits, how her head is positioned and sized, or where the named Luca Pacioli) for both his art and his engineering.
land appears in the background. He used geometry to create gear systems and bridges
and pulleys. He also used math to create some of the
And his studies of the human body, and especially the most accurate maps of his time.
face, allowed him to give real expression and movement
to the people in his paintings. Most other paintings In art, he used math to show perspective and light and
showed the person sitting stiffly and expressionless. shadow, and to make sure his human figures were
accurate and life-like
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Alignment with Next Generation Science Standards
5. A Sampling of Next Generation Science Standards
Science & Engineering Crosscutting Concepts
Forces and Interactions Cause and Effect:
K-PS2; 3-PS2; 5-LS2; MS-PS2; HS-PS2 Simple tests can be designed to gather evidence to support or
refute student ideas about causes. (K-PS2- 1),(K-PS2-2)
Forces and Motion Events have causes that generate observable patterns. (K-
ESS3-2),(KESS3-3)
Pushes and pulls can have different strengths and directions. Cause and effect relationships are routinely identified, tested,
(KPS2-1),(K-PS2-2) and used to explain change. (3-ESS3-1)
Pushing or pulling on an object can change the speed or
direction of its motion and can start or stop it. (K-PS2- Patterns:
1),(K-PS2-2)
When objects touch or collide, they push on one another and Patterns in the natural and human designed world can be
can change motion. (K-PS2-1) observed and used as evidence. (K-LS1-1)
Engineering Design 3-5-ETS1; MS-ETS1; HS-ETS1 Systems and System Models:
Systems in the natural and designed world have parts that
to change or create can be approached as a problem to be work together. (K-ESS3-1)
solved through engineering. ETS1.A
Interdependence of Science, Engineering, and Technology:
Analyzing and Interpreting Data
People encounter questions about the natural world every
Analyze data from tests of an object or tool to determine if it day. (K-ESS3-2)
works as intended. (K-PS2-2)
Use observations (firsthand or from media) to describe Influence of Engineering, Technology, and Science on Society and
patterns in the natural world in order to answer scientific the Natural World:
questions. (K-LS1-1)
People depend on various technologies in their lives; human
Connections to Nature of Science Scientific Investigations Use a life would be very different without technology. (K-ESS3- 2)
Variety of Methods Engineers improve technologies or develop new ones to
increase their benefits (e.g., better artificial limbs), decrease
Scientists look for patterns and order when making known risks (e.g., seatbelts in cars), and meet societal
observations about the world. (K-LS1-1) demands (e.g., cell phones). (3-ESS3-1)
Science is a Human Endeavor. Science affects everyday life.
(3-ESS3-1)
Disciplinary Core Ideas
ETS1.A: Defining and Delimiting an Engineering Problem.
Asking questions, making observations, and gathering
information are helpful in thinking about problems.
ETS1.B: Developing Possible Solutions. Designs can be
conveyed through sketches, drawings, or physical models.
These are useful in communicating ideas
solutions to other people.
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Alignment with National Core Art Standards
6. A Sampling of National Core Art Standards
Anchor Standard 1: Generate and conceptualize artistic
ideas and work. Anchor Standard 8: Interpret intent and meaning in artistic
work.
Enduring Understanding:
Enduring Understanding:
Creativity and innovative thinking are essential life skills that
can be developed. People gain insights into meanings of artworks by engaging in
the process of art criticism.
Essential Question(s):
Essential Question(s):
What conditions, attitudes, and behaviors support creativity
and innovative thinking? What is the value of engaging in the process of art criticism?
What factors prevent or encourage people to take creative How can the viewer "read" a work of art as text?
risks?
How does knowing and using visual art vocabularies help us
VA:Cr1.1.2a understand and interpret works of art?
Brainstorm collaboratively multiple approaches to an art or VA:Re8.1.5a
design problem.
Interpret art by analyzing characteristics of form and
VA:Cr1.1.6a structure, contextual information, subject matter, visual
elements, and use of media to identify ideas.
Combine concepts collaboratively to generate innovative
ideas for creating art. Anchor Standard 11: Relate artistic ideas and works with
societal, cultural, and historical context to deepen
Anchor Standard 2: Organize and develop artistic ideas and understanding.
work.
Enduring Understanding:
Enduring Understanding:
People develop understandings of society, culture, and
Artists and designers experiment with forms, structures, history through interactions with and analysis of art.
materials, concepts, media, and art-making approaches
Essential Question(s):
Essential Question(s):
How does art help us understand the lives of people of
How do artists work? different times, places, and cultures?
How do artists and designers determine whether a particular How is art used to impact the views of a society?
direction in their work is effective?
How does art preserve aspects of life?
How do artists and designers learn from trial and error?
VA:Cn11.1.1a
VA:Cr2.1.1a
Understand that people from different places and times have
Explore uses of materials and tools to create works of art or made art for a variety of reasons.
design.
VA:Cn11.1.3a
VA:Cr2.1.3a
Recognize that responses to art change depending on
Create personally satisfying artwork using a variety of artistic knowledge of the time and place in which it was made.
processes and materials.
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Text Panel content
The Golden Ratio
What to Do:
If you draw an arch from one corner to the
opposite corner in each square of the box
diagram, you will make the Golden Ratio.
or
Make your own drawing, but use the Golden
Ratio to help create the correct proportions and
composition.
The da Vinci Connection:
The Golden Ratio is a mathematical diagram. It is
commonly found in nature (seashells, galaxies,
ferns), and when used in design, it creates organic
and natural-looking compositions that are pleasing
to the eye.
Leonardo understood this, and used these
measurements in many of his own works, such as
The Mona Lisa, The Last Supper, and The Vitruvian
Man.
Bridging the Gap
What to Do:
Using the 15 pieces here, can you assemble
-supporting bridge?
The da Vinci Connection:
s most intriguing ideas
was a self-supporting bridge. Designed for
an army to carry and easily cross small
rivers they encountered on a march, the
structure could be assembled by a few
people in 10 minutes. Bridges made like
this today can support an automobile!
17Selected Guest Prompts & Interactions
Golden Ratio
Understand the mathematics behind the Golden Ratio! Visitors will draw on the Golden Ratio
Rectangle diagram to practice proportions!
The Golden Ratio is a mathematical ratio. It is commonly found in nature, and when used in design, it
fosters organic and natural looking compositions that are aesthetically pleasing to the eye.
The Golden Ratio (aka, Divine Proportion or Greek letter Phi) exists when a line is divided into two
parts and the longer part (a) divided by the smaller part (b) is equal to the sum of (a+b) divided by (a),
which both equal 1.618. Our brains are hard-wired to prefer objects and images that use the Golden
Ratio!
If you take the Golden Ratio diagram and draw an arch in each square, from one corner to the opposite
corner, you will draw the first curve of the Golden Spiral or Fibonacci Sequence.
Fibonacci Sequence is a series in which the pattern of each number is the sum of the previous two
numbers. Starting at zero, the sequence is:
Did you know?
Every 3rd number is a multiple of 2: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 337,
Every 4th number is a multiple of 3: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 337,
Every 5th number is a multiple of 5: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 337, 610
Invitations to Participate :
Math is fun! But, if numbers are intimidating look at the patterns!
Rectangle the short side or height is (a). The long side (or length) is (a+b).
Opening Questions: (Provoke curiosity)
Would you like to try this?
Have you ever used math to draw a picture?
Where can you find patterns in art?
How can you use the Golden Ratio to create and improve your own designs?
19Selected Guest Prompts & Interactions
20You can also read
