Fascinating Robots.

This project was developed for "gifted and talented" elementary students in grades three through five as part of a summer enrichment program at a local community college. As an accelerated fifteen hour course, it brought together art, history, math, and science.

The goal was to challenge students' critical thinking and problem solving skills as they learned to:

1) plan out the job at hand to fit the available time, 2) think and problems through to a successful solution, 3) give best efforts for best results, 4) use brain power to its fullest, 5) be flexible, creative, and reflective. The main objectives of the project were divided into four areas: art history, art criticism, studio, and aesthetics. Each day, before work began, we discussed the day's objectives and goals. In addition, I demonstrated the procedures to be used. However, the portion of each was devoted to studio time, clean-up, and critique of work in progress. Finally, students spent at least ten to fifteen minutes drawing and/or writing in journals they kept as their permanent record of each day's activities.

The History of Robots

Against a historical background, the students learned about the significance of robots and other mechanical objects. Robots have been around for hundreds of years. In fact, as early as the fourth century B.C., Aristotle's works described machinery that we now call automation.

In addition, we looked at a variety of slides and photographs of three-dimensional sculptural forms and talked about such elements as symmetry vs. asymmetry, weight and balance, as well as form. We also talked about how they were constructed. The students discussed and explored the various methods, techniques, and skills used and came to conclusions about which they would need to master in order for their own artistic sculptures to become a reality. Except for a few new dowels, screws and washers, all of the materials they would use were recycled.

When they heard that their objective was to design, plan, and create a three-dimensional robot that had at least one moveable part (for example the head, arms, body, or legs) there was no holding them back. They were ready to start. I passed out individual journals (the students kept daily journals). Drawings, plans, designs and ideas were continually shaped and reshaped.

Preparations for Getting Started

One of the first things we did was to establish a work ethic as well as safety rules and precautions. They would be using many different types of tools such as saws, miter box, pliers, and wire cutters, often for the first time. Next the objectives were discussed. Each day the focus of the objectives changed. It was important that everyone understood exactly what they needed to accomplish each day in order to be ready for the next day's activities. We were on a tight schedule and the countdown of fifteen hours had already begun! For their first journal entry I asked students to use their imaginations and sketch a robot.

Adding Another Dimension

Now came the more challenging part of putting their two-dimensional design into a three-dimensional form and deciding which part was going to move. Out came the various sizes of boxes and cans, plastic bottles, shapes of styrofoam packing materials, etc. Not being short of supplies made it easy for students to choose the perfect objects for their robots.

Students quickly learned that the sculpture's balance was continually shifting as objects and parts were added. Decisions had to be made to keep it balanced. Moveable parts were reinforced with styrofoam in order to later support a dowel for pivoting. A styrofoam cutter proved to be very useful. Small amounts of tacky glue, tape, and a hot glue gun were used to hold everything together until it could be covered with papier-mache.

Collaborative learning took place as students helped one another. Critical thinking and creative problem solving played a major role as students determined how to use and assemble the available materials to make the robot's body parts. They displayed flexibility, inventiveness and surprisingly good humor in their selection and use of materials.

Students were excited about applying the papier-mache. After demonstrating how to apply the "goop," the room became quiet as students became engrossed in what they were doing. They quickly learned how to strengthen the weakest parts and make seams disappear for unity. They also discovered how to transform and disguise the recycled materials.

The sculptures dried overnight in our well-ventillated artroom, and were ready to paint on the fourth day. Water-based latex interior satin or semi-gloss finish house paint was used (it was also recycled from a local home supply center). Dubbed "Oops" paint, it had been marked down considerably. Needless to say, these interesting colors, that no one else wanted, were just right for the robots. Everyone put on their protective shirt/smock as they decided on the right color to paint their robot.

The same concepts described above were also incorporated into a public school art program for fifth grade students in a cooperative learning setting. Each class was divided into six groups of approximately five students. These groups planned, designed and created a life-sized robot together. They also used recycled materials. They completed their robot over a period of six one hour lessons. After completing and displaying their robots, not only in the school but also as part of the school system's Youth Art Month display at an area mall, a lottery was held for each group, to see which member would become the "keeper" of the robot.

NATIONAL STANDARD

Students identify connections between the visual arts and other disciplines in the curriculum.

Susan M. Hendricks teaches at the University of Maryland in College Park, Maryland.