Objective:

Students will work together to create a collaborative mosaic mural representing different scenes of California landscapes, practicing the use of pattern, color, and balance in art, while also developing computational thinking skills such as problem decomposition and abstraction.

Materials Needed:

• Construction paper in different colors

• Scissors, glue, markers

• Large poster board or butcher paper for the mural

Steps:

• Introduction: 

  • Begin by introducing the concept of mosaic art and how it uses small pieces of material to create a larger image. 

  • Show examples of both physical mosaics and digital pixel art. 

  • Explain that students will create a collaborative mural by breaking down a large image into smaller parts, much like how computer scientists break down big problems into manageable pieces.

• Group Activity: 

  • Divide the class into small groups and assign each group a section of the mural (e.g., the sky, mountains, or ocean). 

  • Students will cut construction paper into small shapes to create a mosaic that represents their assigned scene. 

  • They will need to collaborate with the neighboring groups to ensure that their pieces fit together to form a cohesive mural.

• Creating and Organizing: 

  • Each group will begin constructing their section of the mosaic, carefully arranging their paper pieces to form patterns and shapes. 

  • Students will need to think critically about how their choices of color, size, and placement affect the overall mural.

• Testing and Refining: 

  • Periodically, students will step back to evaluate how their section fits with the larger mural and make adjustments to ensure the image looks cohesive.

• Presentation and Discussion: 

  • Once completed, each group will present their section of the mural to the class, explaining how they used artistic concepts like balance and contrast, and how they worked together to solve problems in fitting the pieces together.

Equity and Access: 

Offer pre-cut paper shapes and pre-drawn templates for students who may need additional support, ensuring that all students can contribute meaningfully to the project.

Real-World Application: 

Discuss how artists, designers, and architects use collaborative design processes and how technology can help facilitate collaboration across different fields.

CS Practice(s):

• Developing and Using Abstractions: Students break down the larger mural into smaller, manageable sections, using abstraction to simplify the creation process.

• Collaborating Around Computing: Students work together to complete a large, collaborative project.

Standard(s):

• CA Arts 5.VA:Cr2.3

• CA Arts 5.VA:Cn10

• CA CS 3-5.AP.13

Objective:

Students will use Spheros to create a collaborative art piece by dipping the robots into paint and programming them to roll across a canvas, creating abstract patterns and designs. Through this activity, students will explore concepts of color, movement, and design while practicing coding, computational thinking, and problem-solving.

Materials Needed:

• Spheros

• Tablets or computers with Sphero coding app

• Large canvas or poster board

• Washable, non-toxic paint in various colors

• Shallow trays for paint

• Protective floor covering (e.g., plastic sheeting or drop cloths)

Steps:

• Introduction: 

  • Begin by introducing the concept of abstract art and how artists use movement and color to create visually compelling pieces. 

  • Show examples of abstract art, highlighting the different shapes and lines used. 

  • Explain that students will be using Spheros to create their own collaborative abstract painting by programming the robots to roll through paint and move across the canvas.

• Group Activity: 

  • In pairs, students will first brainstorm the type of movement and color they want to use in their art. 

  • They will then use the Sphero coding app to program the Sphero's movement, adjusting speed, direction, and patterns (e.g., circles, zigzags, straight lines) to create a unique design.

• Creating and Coding: 

  • After finalizing their program, students will dip their Sphero into shallow trays of paint and place it on the canvas. 

  • As the Sphero moves, it will leave a trail of paint, creating lines and shapes across the surface. 

  • Students will use different colors and movement patterns to contribute to the collaborative artwork.

• Testing and Refining: 

  • As students observe how the Sphero interacts with the paint and canvas, they will make adjustments to their code to achieve the desired effect. 

  • They may modify the speed or direction of the Sphero to create longer or shorter lines, or experiment with different colors to enhance the composition.

• Presentation and Discussion: 

  • Once the painting is complete, each group will present their contribution, explaining how they programmed the Sphero to move in specific ways and how their chosen colors and patterns contributed to the final abstract piece. 

  • Lead a discussion about how coding can be used in creative processes like art, and how technology can enhance traditional artistic methods.

Equity and Access: 

Provide pre-coded movement patterns for students who need extra support, allowing them to focus on the artistic aspect of the activity. Pair students with varying levels of experience to encourage collaboration and peer learning.

Real-World Application: 

Discuss how robotics and technology are used in modern art installations and how artists use programming to create interactive or motion-based art. This can also be tied to how technology is used in industries like graphic design or product manufacturing.

CS Practice(s):

• Creating Computational Artifacts: Students use Sphero to create an abstract painting by programming movement patterns.

• Testing and Refining Computational Artifacts: Students refine the Sphero's movement to achieve specific artistic effects in their painting.

Standard(s):

• CA Arts 5.VA:Cr2.1

• CA Arts 5.VA:Cr3

• CA CS 3-5.AP.17