- Billie Ruth Sudduth bases her basket designs on
Fibonacci numbers, a sequence of numbers that appears
often in nature, architecture, art and music. The
sequence begins with 1 and progresses with each succeeding
number being the sum of the two numbers before it,
thus 1, 1, 2, 3, 5, 8, 13, 21, 34, 55… The spiraling
designs in her baskets can be seen to resemble the
patterns found on pineapples, in the arrangement of
flower petals and in the spiral of a seashell.
Have students visit her
website and view the baskets in her gallery. Then
have them research the Fibonacci numbers by visiting
the websites listed below. Depending on grade level,
interest, and time available, you could have students:
- Write a report on the places in nature that Fibonacci
numbers can be observed;
- Explain how Fibonacci numbers are used in a building,
an artwork or a musical composition;
- Create a design on grid paper using Fibonacci sequences.
- Create a basket using Fibonacci sequences.
- Create a work of art in another medium or a musical
composition using Fibonacci sequences.
http://www.princetonol.com/groups/iad/lessons/high/Grace-golden.htm
This site has a complete lesson plan with PowerPoint™
and transparencies for introducing the links between
the Golden Mean and art
http://en.wikipedia.org/wiki/Fibonacci_number
This site has an excellent illustration showing how
Fibonacci sequences create spirals.
http://www.branta.connectfree.co.uk/fibonacci.htm
http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fibInArt.html
Fibonacci numbers in art and architecture
http://www.mcs.surrey.ac.uk/Personal/R.Knott/Fibonacci/fib.html
This site delves into the biological and physical reasons
behind the appearance of Fibonacci sequences in everything
from the caps of acorns to CD’s and even shows
the connection to economics.
| Learn about the geography and natural resources
of different regions of the Southeast. Divide students
into seven research teams. Have each team select
one basket maker. (One team should select both Yvonne
Grovner and Herbert J. Dixon as they live on the
same island). Have the teams locate the home of
“their” artist on the map and do research
to learn about the topography, land use, and natural
resources (including basket making materials) of
the area where their artist lives and works.
Teams can begin by visiting the pages of their
artists in the Meet
the Artists Gallery to read what they have
to say about their home territory. Then they can
expand using web research.
For a photographic tour of Sapelo Island, visit
http://www.helsaple.com.
For aerial views and information about various
regions of South Carolina (including the area
where Clay Burnette lives), visit http://www.knowitall.org.
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