Tag: #creativethinkingcc

Desmos Art Functions Card 2022

This desmos project took several hours to complete, yet I am happy with the result. I did this project in grade 10, so I was familiar with the constant, linear, quadratic, cubic, square root, cube root, absolute value, exponential and rational functions. This year I learned how to graph and manipulate sin, cos, and tan graphs, as well as non-functions (relations) such as sideways parabolas and circles. When I needed to graph a new line, I would sketch the basic shape and then compared the shape to the arsenal of functions I knew, which is how I chose which equation to utilize. The main challenge I encountered was trying to shade with the relations (sideways parabolas and circles), because I am not familiar with this; however, I overcame this challenge when I rewrote the non-functions as functions (for example, when I wanted to shade a sideways parabola, I made two square root functions derived from the original equation, and then utilized them to shade the sideways parabola). Another challenge was when I realized I could not graph SpongeBob’s face with accuracy in the time I was given. So, I made a decision to modify the face so that it was easier to graph yet still held the integrity and youthfulness of SpongeBob. The aha moments of this project were when I learned how much easier it was to manipulate a basic function with function notation and transformations rather than making a new equation/function for each line, which I did in grade 10. I completed this project alone, with no help, but I did assist others. Some people were making new equations for each line rather than transforming one function over and over, and so I showed them how to transform their equations to be transformations of the same function. I told them to make a folder with all of their basic functions, and then refer to those functions when they wanted to make a new one. The main strategy I used was to make the outline of the image with functions and transformations before beginning to shade. This was beneficial, because when if I wanted to change the shape of something, I would not have to change all of the shading as well. This strategy was efficient, and I was able to complete the shading with ease. This assignment helped me understand more about transformations of functions and relations, because I spent so much time manipulating and transforming them. I was able to witness how changing the domain, range, vertical/horizontal stretch, vertical/horizontal translation could have such a drastic impact on the shape of the line. 

Link to my desmos project: https://student.desmos.com/activitybuilder/instance/63b47d10b9d7d3fd3f789875/student/63c3ab49e647cadd6bde721d#screenId=6fe1849c-43b9-4a5d-b03b-31bc3cfd24d8

Original photo

My desmos project

Desmos Art Functions Card 2020

For my pre-calc 10 math class, I was challenged to replicate a photo using functions and shading. At the beginning I was mainly utilizing the functions I was the most familiar with, such as the linear function, constant function, quadratic function, and exponential function. However, as I started to slowly incorporate the functions that were still fairly new to me, the square root function, absolute value function, and the cubic function, I began using them more frequently. My knowledge on these functions and how various components of an equation can manipulate the function it produces definitely developed with this project. I figured out what functions to use by analyzing my original photo and searching for where specific functions could be utilized. If I needed a slanted, straight line, I would use the linear function or absolute function. Since vertical lines are not functions, we weren’t allowed to use them, so often when my photo required a vertical line I would use the exponential function. The constant function would be used for horizontal lines. The cubic function, quadratic function, and square root function were used for any curved lines.

When working on this project, I started by replicating myself first, since I was in the centre of the photograph. Then I tackled the road, and eventually completed the houses from left to right, attempting to adjust the shading in the process to depict the brightness from the sun and how much darker the surrounding area is that the sun doesn’t reach.

There were definitely challenges along the way that I had to overcome. The shading is a significant aspect to consider when replicating a photo. There were only six colours available on Desmos, so I had to adapt and figure out how to properly overlap colours, and adjust their transparency and weight to create colours that were similar to my photo. The sun beaming down in my photo is something I really wanted to capture in my project, so I overlapped various colours and transparency levels to attempt to replicate the beautiful orange and yellow tones. Another challenge I encountered was the construction of the large tree. At first, I thought it would be easier to create an abundance of lines to form the tree rather than create an outline and shade it in. However, that was extremely difficult and unrealistic to accomplish, so I decided to challenge myself in another way and utilize square root functions instead, and so the left portion of the tree is created using square root functions as an outline.

As I was completing this assignment I had a realization; although I was tempted to utilize many small lines to achieve the perfect outline of an object or part, I learned that it is much more visually appealing when you attempt to use fewer lines since you can create this smooth, elegant shape rather than having multiple angles from trying to connect numerous little lines.

A strategy I utilized for this project was outlining a specific part or object, and then immediately shading it in after. This technique helped me tremendously since I was able to fully complete an outline and then shade the section in while still having the equations fresh in my mind, and then just entirely move on. Another strategy I used was just ordering my functions in each folder in a specific order, and this was extremely beneficial since I wouldn’t have to continuously check which functions I need to shade because I knew what order they were in.

Overall I enjoyed this project, and persistently utilizing these functions strengthened my ability to manipulate and maneuver previously learned and new functions.

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Creative Thinking Reflection – Ceramics

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For our first project in this unit, we were to take an ordinary object and create a model sheet for it. I decided to draw a toy bunny from the four different viewpoints – front, side, back, and 3/4.

For another project, we were to create a character of our own design that had a distinguishable silhouette, utilized a colour scheme that described the character, and contained aspects of shapes that helped establish the characters personality. I chose to draw an evil villain which uses triangles and curves (these shapes depict anger and danger) with the main colours green (the colour of envy) and purple (the colour of power).

Finally, we were to take the previous character we created, and create a model sheet for it. The character had to be in an action pose, which is why I changed the dress into a pantsuit, which I feel allows you to distinguish the pose better, as well as create a more sophisticated appearance for my character all together. Once again, I drew my character from the four different viewpoints – front, side, back, and 3/4.