Activity:

Time:

Introduction:

Throughout time, people have been fascinated with flight. The birds of the sky have provided a source of wonder and study for artists and scientists alike. Their special qualities were often reflected in early designs for flying machines, as well as in the creative interpretations of artists. On December 17, 1903, the Wright brothers made the dream to fly a reality. This event radically changed the world, including everyday life, war, transportation, society, and the arts. Flight offered us a new perspective on our world and an open window to new dreams and aspirations. With the advent of technology and 20th-century aircraft, artists have found themselves with a new, rich source for artistic interpretation of both the imagery and the theme of flight with all of its related effects.

Objectives:

• Design an imaginative flying machine utilizing elements found in nature, machines, and technology.
• Observe the many tools that are based on designs found in nature. (Science 4.02)
• Identify people, symbols, and events associated with North Carolina's heritage. (Social Studies 11.1)
• Identify how technology affects how things look and how they are done. (Visual Art 7.02)
  
  

Materials:

Large drawing paper
Markers, pencils, crayons

Discussion:

Discuss with students the flight of the Wright brothers at Kitty Hawk. When did it happen? (December 17, 1903) What did their craft look like?

An artist/scientist dreamed of flying centuries earlier. His name was Leonardo da Vinci. Examine his machine. What did he use as sources for his ideas? How was he going to power his machine?

Looking at the contemporary artists' works below, list on the board the ways the artists conveyed the idea of flight. What parts are natural and which are manmade? (i.e., wings, propellers, tails, feathers, etc.) How would these creations be powered? (wind, pedals, motors, animals/birds, etc.)

Ask students to find images associated with flight through use of printed materials, CD-ROM, and the Internet. Discuss and display.

Vocabulary:

Procedure:

Ask students to imagine their own flying machine. Refer to the artists and inventors discussed. How would their invention look? What would it be made of? How would they power it? Where would it fly? What special features might it have for comfort or speed? How would they make it a visually interesting design?

Handing out large drawing paper, have students draw themselves in their flying machines. Remind them to draw large and to put in as many details as they can think of. The machine should fill the page. As they complete their machine, ask students to create a setting for the machine in the background.

Closure:

Discuss the results. Ask students to tell you some of the events that influenced the development of flight. Ask them to describe some of the parts they used in their inventions and their sources.

1. Note the visual research completed by students. Were they able to expand upon the discussion?
2. Was student able to complete the task with appropriate details and explanation?
   
   

Resources:

Images of the Wright brothers' flight

North Carolina map

Image of da Vinci's flying machine

Images of birds in flight

NCMA images: Robert and Shana ParkeHarrison: The Sower, Flying Lesson

Panamarenko: Super Pepto Bismo, Raven's Variable Matrix

Related Activities:

• As students finish their work, have them write a brief descriptive paragraph describing their work and how their invention would function. Ask them to give their invention a name. Display essays beside the drawings.
• Have students present their inventions on a video newscast to the school or parents.