Culminating Project;

"H2O Vortex"

By: Sam Platko, Heather Mills, & Caitlin Doyle

First look at the

artwork after

stepping off the

elevator..

What is seen at eye level facing the piece head on...

A direct

view

inside

the...

never ending illusion!

An angled picture from the

top, left corner creates an illusion of

different sections and

patterns.

Initial Noticings

• Amazement

• Awe

• Trippy

• Curiousity

• Wonder

• Lights

• Symmetrical

• Kaleidoscope

• Eternity

• Color variations

• Larger to smaller shapes, creates depth

• Aligned shapes

• No straight edges

• Repetition

Visual Noticings

• Intense light

• Rainbow colors;

pink, purple, green,

blue, orange, yellow, teal

• Depth and infinity

• Circular shapes

• 3-D

• One main circle?

• Darkness

• Glowing(Looking up into the box)

Feel Noticings

• Smooth like glass

• Warm from a light source

Smell Noticings

• Musty

• Ammonia

• Stale

Connection to the Reading

• Eisnero He exclaims “while the sensory system provides us

with information about the world in sensory form, our imaginative capacities- when coupled with an inclination towards play- allows us to examine and explore the possibilities of this information” (78).

o It is necessary that students apply what they learn in the classroom or in lecture to the real world.

o This work of art allows students apply what they have learned in school.

History• Ray Howlett started making

mixed media constructions with

mirrors around 1973. During this

time he also began using electric lights as well. This was to engage the illusion even more and enhance and extend the lighting and the depth of his sculptures.

• Ray was the inventor of "mixed media light mandala art" (4D art) in 1975.

• He narrowed his focus to dichroic glass in 1979 and in 1981 Ray invented the "dichroic glass light sculpture". He was said to be the Father of Dichroism by the Glass Art magazine, in 2000.

• Ray Howlett was the founder of the "Museum of Dichroic Art" in 2007.

History Cont.

• The H2O Vortex was

created in an 18 inch box,

made in 2005.

• DICHROIC GLASS ART AND TECHNOLOGY, ART AND SCIENCE. "Light interference" and "refractive indexes" of minerals are the sciences that our technology uses to make what science calls "optical light filters," known to the art world as "dichroic art glass color.

DICHROIC GLASS COLOR IS NOT A PIGMENT OR A DYE

• It is optically controlled wavelengths of light caused from ultra-thin layers of mineral oxides that are deposited onto glass (usually).

• The coating-deposition-procedure, performed in a specialized vacuum chamber, transforms a sheet of clear glass into a colored transparent mirror that reflects one color, but at the same time transmits the opposite color through the coating and glass.

• A dichroic coating also causes its color to shift to a slightly different color when the angle of view changes. http://www.rayhowlett.com/ - Ray Howlett's response to Dichroic Glass.

Initial Questions• Where the lights are kept?

How the artist was able to close the box?

• If there is glass plates causing the color change or if there are many different colored lights?

• Is there one main shape?

• Are mirrors used? If so, how many?

Questions about the Artist

• How did the artist bury the colors?

• How can there be a pattern to this piece?

• What was his inspiration?

• Was this work of art intentional or was it the product of flexible purposing?

Sam's Personal ConnectionMy personal connection to this piece stems from my love of

tye-dye and color. The colors artists use have an immense

impact on the mood and feelings they portrays to their

viewers. With a background in visual art, it is necessary that

lighting and colors are used to their best abilities in order to

create the mood you may be focused on. Not only can I

connect to the H2O Vortex through my attraction to color, but

also my amazement with outer space. As I look into the box,

it feels as if Ican travel into the depths of the work, just like

space. The H2O molecules represent stars and planets in

my mind because they continue to shrink in size as they

stretch deeper into the abyss. Curiosity and wonder arise as

I begin to think of the artist's techniques and intentions,

which are similar to my ideas and questions about space.

Heather's Personal Connection

I am drawn to the piece because of its ability to create space. I love how this piece is contained in a box in which the audience can see all the way around; however, when I looked inside the depth is endless. There are no walls and the circles seem to go infinitely.

I also love the bright and vibrant colors that have been used throughout the piece. The colors fade from one to the next.

Caitlin's Personal Connection

My personal connection to this piece stems from my passion for the water and how it flows. This piece speaks to me through its flow of colors and patterns which multiplies to make this beautiful work of art. The water molecule pattern to me is what makes this piece of art so unique and draws me to its structure and shape. I enjoy this work of art and it draws me into the feeling and tone of the vortex.

Procedure:

1. Explain the concept of height, width, and length.

2. Have students graph their predictions of the volume of the box.

3. Measure the sides of the box.

4. Compare the predictions to the true volume.

5. Show how light and mirrors can make something look a lot bigger than it actually may be.

Objective :To measure the size of the "H2O Vortex"

Materials :Ruler, pencil, and paper

Procedure:

1. Predict what it means for light to be reflected and absorbed.

2. Define reflected light as as the color we see and absorbed light that is hidden that we don't see.

3. Have students write down predictions what colors will be reflected and absorbed.

4. Pass out gummy bears and white lights.

5. Students check their predictions.

Objective:

Experimenting with light.

Materials:

Gummy bears, white lights, pencils, and paper.

Objective: To define how dichroic glass was first created.

Materials: Computer, chart paper, pencil, and markers.

Procedure:

1. Research the making of dichroic glass, who created it, and how it was used and is used today.2. Use chart paper to create a timeline of when the glass was created and how it is used today.3. Using creativity, use the timeline to brainstorm your own idea of how you could use dichroic glass.4. Present your creation with the class.

Objective: To teach students the importance of using art in writing.

Materials: Paper, pencil, and coloring materials.

Procedure:

1. Researching various works of dichroic glass.

2. Write about the different feelings and noticings that arise when you look at the work of art.

3. After documenting noticings, write a short story about a work of art you want to create or have created.

Possible Lines of Inquiry

• Does the contrast of the lights and darkness used to create depth effect the intense emotion and energy that is conveyed?

• Why did the artist decide to mix mirrors and lighting to construct and enhance illusions?

• How does the fading and symmetry convey such deep meaning and emotion with a simple H2O molecule?

Key Ideas • Lighting and darkness were used to create depth.

• Variation, fading, and transition of color generates an optical illusion.

• Curiosity is sparked by depth and continual symmetry.

• Intense emotion and energy is conveyed through vibrant lights.

Lines of Inquiry

Aesthetic:

• Does the contrast of the lights and darkness used to create depth effect the intense emotion and energy that is conveyed in the H2O Vortex?

Pedagogical:

• Why did the artist, Ray Howlett, decide to mix mirrors and lighting to construct and enhance illusions?

Experianetial Art Making Activity

Objective: Teach the students about the colors and patterns dichroic glass creates.

Materials: Gloves, smock, pans, shaving cream, food coloring, ruler, paper or cardstock

Procedure:

1. Have students put on gloves and smock

2. Apply shaving cream to a pan, have students to flatten the cream with ruler

3. Allow children to apply drops of food coloring to the shaving cream

4. Have students use fingers to swirl the shaving cream; encourage pattern creations and mixing colors

5. Lay paper or cardstock over shaving cream

6. Peel off and lay on clean pan area

7. Sqeegee cream off with ruler and let dry!

References

• http://www.wikihow.com/Paint-Marbled-Paper-Using-Shaving-Cream

• http://www.caes.uga.edu/academics/focus/firstgrade/physicalsci/BLesson_Gr1_PhysicalScience_GummyBearLight.pdf

• http://slatebox.com/Canvas

• http://www.rayhowlett.com/