Marble Run Focus questions:

1) Compare/contrast marble run and glitch art

I think the marble run required a more logistical approach to thinking and creating than the glitch art. You had to construct something sturdy and try to fill the requirements, but with the other art project it was your own experiment; there were no real rules. That being said, I think they mirrored each other in the fact that tiny little adjustments and modifications changed the scope of the project entirely.

2) How did your group’s process reflect design thinking?

Empathize: We looked at the requirements and began to ideate by brainstorming ideas. We tested out a couple and found that the best solution was to make a base out of triangles.

Build: We then experimented with the materials and started to create the marble run.

Evaluate: We tested each drop and turn and made sure it did not fail. If it did, we fine tuned it.

Share: We explained our process when we were judging. We demonstrated the marble run three times and talked about what we learned, the problems we faced, and how we overcame them.

 

We talked about each of us making decisions both individually and as a group, and how those decisions were then altered to contribute to the success of the marble run.

Each post should be about 200-300  words.  Address the following:

1. What did you learn? Describe your learning process. What was most challenging?  What was most fun?  (.5 points)

   The most challenging thing was learning that each modification made to the marble run had to be executed in such a way that it did not upset the balance of the other parts. The way we learned was interesting because the marble would fly out of the structure or get stuck when we practiced. To me, testing was the most fun because we got to see the success, or failure, of our actions.

2. How did this activity connect (or not) to your prior knowledge of art and art education? (.25 points) How might you use and/or adapt this activity in an art classroom? (.25 points)

   I remember when I was younger my mom had bought the sets you can build to make a marble run, so I knew a little bit about the process of construction. If I was teaching this activity to younger kids, I would get wooden blocks and let them use those so they wouldn’t have to build the run. I think the only requirement I would have would be to make it as tall as possible.

3. Include photos and or video documentation (1 point)

    Marble Run