- Overview and Background
- Lesson 1 - Maui the Kite Maker and Scientist
- Lesson 1 - Activities
- Lesson 1 - Maui the Proud Kite Maker as told by Thomas C. Cummings, Jr.
- Lesson 1 - Additional Cultural Background
- Lesson 2 - Introduction to Kapa, Kapa Plants, and Beating of the Kapa
- Lesson 2 - Activities
- Lesson 3 - Investigation Fermentation - The Making of Hawaiian Kapa Continued...
- Lesson 3 - Activities
- Lesson 4 - Up close and personal: What do leaves look like under magnification?
- Lesson 4 - Activities
- Lesson 5 - Kapa, Hawaiian Super Cloth!: What does Kapa look like under a Microscope?
- Lesson 5 - Activities
- Lesson 6 - Gel Cells: Modeling the Difference between a Plant and Animal Cell
- Lesson 6 - Activities
- Lesson 7 - Positive and Negative Space; Kapa Dying and Printing: It isn't always Black and White
- Lesson 7 - Activities
- Lesson 8 - Capturing the Wind: Maui Makes a Kite
- Lesson 8 - Activities
- Academic Standards and Benchmarks
The Science and Culture of Art - Maui the Kitemaker
Lesson 4 - Activities
Time: 45 minutes
Inset: A small picture inserted within the bounds of a larger one
Concave: (of an object or surface) curved inwards like the inner surface of a sphere.
Convex: Having a surface or boundary that curves or bulges outward, as the exterior of a sphere.
Microscopes or hand lenses or magnifying glasses
Pencil and paper
Concave bottle if you can find one (maybe a hurricane glass?)
Have students make line drawings of a plant or leaf with their naked eye. Then have them examine parts of the leaf under magnification. Have them choose a portion and draw it as an inset. Make a box around the inset and have them indicate on the larger illustration the area that was observed under magnification and at what power the inset was drawn.
Do short demonstration of how a microscope or magnifying glass works. Have water in a flat-sided bottle and one that is convex. Show how the curved “lens” bends the light and magnifies it. If you can find one that is concave, show the opposite effect when the curves go the other way.
When students have finished one or more illustrations, have them think about and discuss different ways of illustrating the same plant, e.g., photos, paintings, etc. What might be reasons for making different representations of the same thing? What are the differences between and relative advantages of scientific illustration vs. abstract art?