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Permanent Collection: STEAM Spaghetti Towers Grade Level: Pre-K Materials: Uncooked Spaghetti Balls of Clay About the Artist: Wayne Edge was born in 1954 in Memphis, Tennessee. In 1980, Edge received his BFA in sculpture and photography from the Memphis College of Art. He makes dynamic sculptural works using thin wooden sticks bound with found items such as glass and stones. In his work, Edge makes reference to the earth and other natural elements while transforming his material into rhythmic and vibrant works of art. About the Project: Students will read Iggy Peck Architect by Andre Noufflard and will answer questions about the story. Afterwards, students will learn about Wayne Edge and examine images of his work, including Carolyn from the Dixon s permanent collection. Using Edge s work as inspiration, students will be placed into groups and work together to build the tallest tower possible using only spaghetti and clay. By pushing the ends of the spaghetti pieces into the clay, students will be able to create different shapes for their towers. Once finished, the class will place their towers together and discuss the similarities and differences in their spaghetti buildings. Before Your Visit: Discuss sculptures with students and the different materials artists can use to make them. Watch a video of an artist creating a sculpture in clay: https://www.youtube.com/watch?v=jwjss7r8zwm After Your Visit: Have students to continue exploring making 3-Dimensonial works of art. Students can use clay, blocks, wire, or even simple materials like aluminum foil to make sculptures. We would love to see how you expand on the lesson offered by Art to Grow! If you do a precursory or follow up activity with your students, please send a description and/or photos to callen@dixon.org. Early Learning Developmental Standards: Visual Arts: Express self and represent what he/she knows, thinks, believes, and feels through visual arts. PK.1. Experiment with a variety of mediums and art materials for tactile experience and exploration. CA.PK.2. Create artistic works with intent and purpose using varying tools, texture, color, and technique. CA.PK.3. Respond and react to visual arts created by self and others. 1

Reading Literature: RL.PK.1. With modeling and support, ask, and answer (respond to) questions about text read aloud. RL.PK.2. With guidance and support, recall important facts to retell a familiar story in sequence. RL.PK.3. With guidance and support, identify major characters, settings, and events from a familiar story or nursery rhyme. Mathematics: PK.MD.1. Recognize the attributes of length, (how long, tall, short), area (how much it covers), weight (how heavy or light), and volume or capacity (how much it holds) of everyday objects using appropriate vocabulary PK.G.1. Identify relative positions of objects in space, and use appropriate language (e.g., beside, inside, next to, close to, above, below, apart). PK.G.2. Identify several basic shapes. PK.G.3. With guidance and support, explore the attributes of two- and three- dimensional shapes Fine Motor: PD.PK.6. Explore and engage in activities which enhance hand-eye coordination (e.g., building with blocks, creating with clay, putting puzzles together, and using other manipulatives). Inspired By: Wayne Edge American (b. 1954) Carolyn (Fera caerulis), 2016 Bronze, glass and wire 77 inches Collection of the Dixon Gallery and Gardens; Gift in memory of Dr. Carolyn Mitchell Kittle by Buff Jett Adams, Dabney Coors, Peggy Garrott Peters, and Katie Kittle Powell, 2017.2 2

Permanent Collection: STEAM Abstract Compass Paintings Grade Level: K-2 Materials: Compasses Rulers Markers Watercolor Pencils Water Paintbrushes About the Artist: Will Henry Stevens was an American artist who lived from 1881 to 1949. He is known for creating landscapes of the south as well as abstract and non objective works. Stevens loved to work outdoors and often carried his art supplies with him so he could create art spontaneously. He was very innovative, and would mix various materials with his pastels to make them unable to be smudged. Stevens work was heavily influenced by nature. His paintings are in the collections of over 40 museums in the U.S. About the Project: As a class, students will read Lines that Wiggle by Candace Whitman. Then, students will view abstract works by Will Henry Stevens including Abstract with Circles, a painting in the permanent collection of the Dixon. Students will learn about Stevens' life, artistic practice, and style. Using Stevens' work as inspiration, students will create their own abstract paintings using mathematical tools. Students will experiment with compasses, protractors, and rulers to create lines and shapes on paper. After creating their abstract design, students will trace over lines with Sharpie. They will use watercolor pencils, paintbrushes, and water to add color to their works. Before Your Visit: Practice using rulers to make straight lines with your students. Students can create a striped drawing and use crayons to make each stripe a different color. Suggested Reading: When a Line Bends, a Shape Begins by Rhonda Gowler Greene After Your Visit: Continue to practice drawing shapes with various tools. Students can use rulers to make rectangles, triangles, and squares. Look for containers around the classroom that can be traced to make circles. Draw various shapes on colored paper then have students cut them out and glue them onto a large piece of paper to make a second abstract composition. 3

Permanent Collection: STEAM Foil Boats Grade Level: 3-5 Materials: Aluminum foil Tape Straws Markers Paper Tub of water About the Artist: Pierre-Albert Marquet was born in 1875 in Bordeaux, France. Marquet moved to Paris as a teenager to attend art school. He studied and became friends with many well known artists. Marquet s early paintings were expressive and brightly colored. In 1905, he was in an exhibition at the Salon d Automne, where the descriptor fauves (wild beasts) was first coined in reaction to the intense coloration in the paintings on display. As Marquet s approach to painting evolved, he began experimenting with a more naturalistic style, frequently depicting the landscapes surrounding Paris. He traveled throughout his life, painting the ports and beaches of Normandy, Venice, and North Africa. To learn more about Pierre-Albert Marque, visit www.artnet.com/artists/albert-marquet/about the Artist About the Project: Students will view Blue Boat at Porquerolles by Pierre-Albert Marquet, a painting in the permanent collection of the Dixon. Students will discuss Marquet's biography, artistic style, and practice. Afterwards, students will be divided into small groups. Each group will be given the same materials: aluminum foil, straws, tape, and markers. They will construct a floating boat with the given materials and will be asked to include a decorated sail for their boat. They will be permitted to test their boats in a shallow tub of water halfway through the class and then allowed to make adjustments. Near the end of the class, each group will place their boat in the tub of water. They will place pennies in their boat and as a class, students will count how many pennies the boat can hold until it sinks. This activity will be repeated for each group until it is determined which group's boat can hold the most weight. The class will discuss what made certain designs more successful than others. Before Your Visit: Play a game of "Will it Float?" with your students. Gather a variety of materials around the classroom along with a clear tub full of water. Before placing each individual item in the water, ask students to vote whether or not they think it will float. Keep a tally of which objects floated and which objects sank. Discuss your findings as a class. After Your Visit: Have students write about their findings after creating the boats from foil. Ask them to write their group's approach and how many pennies their boat held. Then, ask them to state how they would change their design if they were to make the project again. 5

We would love to see how you expand on the lesson offered by Art to Grow! If you do a precursory or follow up activity with your students, please send a description and/or photos to callen@dixon.org. Tennessee Academic Standards: Visual Arts: Standard 1.0 Media, Techniques, and Processes: Students will understand and apply media, techniques, and processes. Standard 2.0 Structures and Functions: Students will use knowledge of structures and functions Standard 3.0 Evaluation: Students will choose and evaluate a range of subject matter, symbols, and ideas. Standard 4.0 Historical and Cultural Relationships: Students will understand the visual arts in relation to history and cultures. Standard 5.0 Reflecting and Assessing: The student will reflect upon and assess the characteristics and merits of their work and the work of others. Standard 6.0 Interdisciplinary Connections: Students will make connections between visual arts and other disciplines. Science: Conceptual Strand-Embedded Inquiry: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century. Conceptual Strand-Embedded Technology & Engineering: Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Physical Science: Standard 9 - Matter: The composition and structure of matter is known, and it behaves according to principles that are generally understood. Physical Science: Standard 11 - Motion: Objects move in ways that can be observed, described, predicted, and measured Inspired By: Pierre-Albert Marquet French (1875-1947) Blue Boat at Porquerolles, 1938 (Bateau Bleu À Porquerolles) Oil on canvas 17 ½ x 23 ¼ inches (26 1/2 x 32 ¼ x 3 ¾ inches) Museum purchase from Cornelia Ritchie provided through a gift from the Rhea Family Fund, 2000.4.5 6

Permanent Collection: STEAM Grid Art Grade Level: 6-8 Materials: Rulers 4"x6" printed artworks Pencils 8"x12" paper Illustration markers About the Project: Students will see many works from the Dixon Gallery and Gardens permanent collection. They will talk briefly about each artist and their artistic process. Students will explore the printed images. Then, students will be asked to select one image from the permanent collection to recreate. Using a ruler, they will make a grid on a piece of paper of 2" by 2" squares. Students will be responsible for measuring and drawing the grid. Once their grid is complete, they will use the 4"x6" printed artwork as reference and will enlarge the image, square by square, onto their drawn grid. Finally, they will use illustration markers to add color. Before Your Visit: Have students practice measuring with rulers. Here is a link to a free, printable worksheet: http://www.commoncoresheets.com/math/measurement/american%20measurement%20(half%20and%2 0whole)/English/1.pdf After Your Visit: Have students research artists who use the grid technique to make artwork. They can even write about their findings and share with the class. Some artists to research: Chuck Close Wassily Kandinsky Diego Rivera Leonardo da Vinci We would love to see how you expand on the lesson offered by Art to Grow! If you do a precursory or follow up activity with your students, please send a description and/or photos to callen@dixon.org. 7

Tennessee Academic Standards: Visual Arts: Standard 1.0 Media, Techniques, and Processes: Students will understand and apply media, techniques, and processes. Standard 2.0 Structures and Functions: Students will use knowledge of structures and functions Standard 3.0 Evaluation: Students will choose and evaluate a range of subject matter, symbols, and ideas. Standard 4.0 Historical and Cultural Relationships: Students will understand the visual arts in relation to history and cultures. Standard 6.0 Interdisciplinary Connections: Students will make connections between visual arts and other disciplines. Mathematics: Standard 2. Reason abstractly and quantitatively. Standard 4. Model with mathematics. Standard 5. Use appropriate tools strategically. Standard 6. Attend to precision. Standard 7. Look for and make use of structure. Inspired By: Kenyon Cox American (1856-1919) Original Drapery Study for the Figure of Prudence, ca. 1902-1903 Pencil on paper 17 1/2 x 13 3/4 inches (25 1/2 x 21 inches) Gift of Mrs. Lyle Bentzen, 1978.16 8