In this course, students will be introduced to key concepts and skills of kinetic sculpture, including balance, gearing, energy sources and design-oriented thinking. They will use the work of Alexander Calder, George Rhodes, Anne Lilly and Arthur Ganson as examples of various forms of moving sculpture. Each day they use the principles they learn as the basis for their own creations, and at the end of the week they’ll bring together their complete array of new skills to create a large-scale, chain-reaction-type work of art.
Key Topics: Conservation of Energy • Principles of Balance • Gearing • Design-Oriented Thinking
Made in Close
Students use cams and gears to build an automaton that represents a human or animal that moves as a result of their design. In this activity students explore how gears change force, speed and direction.
Students explore the conservation of energy and construct a marble run to demonstrate how potential energy can be transformed into kinetic energy.
Students are introduced to the work of Alexander Calder to learn about complex mobiles. Then, students apply the principles of balance they explore in the course to build their own mobile.
Students design their own mobiles using criteria, constraints, and the principles of balance and center or mass that they have explored throughout the day.
Students experiment with kinesthetic kinetic sculpture, including some using gears.
Students engineer automata using gears
Students learn about an artist who represents collisions with his work and use the premise to create their own crushable sculptures.
Students investigate gears and note the ways that gears can impact motion.
Students Liked or Loved This Course
Girls Liked or Loved This Course
Across i2 Courses, Teachers Agree that Students Showed Persistence with Difficult Tasks
"The difference was that we learned from experiments and never learned from a BOOK!!!!!!!!!"
"In school we have to write down all this work and study it, but here you can just learn it from seeing an example and get the hang of it."
"I felt like I wasn't inferior to the teacher and could easily communicate with them."