Origamatology

staring at a plain sheet of paper, as if by staring at it, words would magically appear. When time

When in the course of human events, a person must decide to break the ties with paper, the meaningless dried wood pulp. I have been tied down to a writing surface that, frankly is not relevant anymore. My writing, for too long, has been required to be put on paper. Trees, while in theory are renewable, at the rate that they are cut down forests can’t be sustained for much longer. The paper companies are spending very little to make paper but inflating the price to astronomical prices. One ream of paper, uses around six percent of tree, which when people waste as much paper as they do it adds up quick. We all deserve a world where paper is a thing of the distant past, a world where only the very old remember

Imagine a world where the craft of writing did not exist, where each text had no white space, no syntax or meaning, no emotional connection to the reader--just random words. This project will put forth every effort to show the value of making tangible text from the conversion of imaginative concepts onto paper by the craft of a writer to make use of the written word.

I am Hanwen I am a person who gets papercuts and likes to fold origami. I wonder why I can never find time to clean my room. I hear paper crinkling and rustling together.

Nagel, K. B., & Wilson, S. (2009). Shapes that roll. Maplewood, NJ: Blue Apple Books.

I remember the day that I walked into calculus and there was Professor Drelles standing at the front of the classroom with a pair of scissors and a pile of papers. We students were giving him a look of confusion. A few minutes in, he was a sudden artist, having shown us that taking long strips of paper, putting a half-twist in it, and connecting the ends would cause there to be just a single side of the paper. The Möbius Strip was this seemingly simple idea that had some

Twelve years earlier, I had trouble drawing stick figures. The idea of transferring three-dimensional objects onto paper was wizardry. It was mystifying to watch people know exactly where to place their pencil and shade. I was too embarrassed to show my own art. In kindergarten, I remember drawing a girl's face on a whiteboard and immediately wiping it away.

As I grew up, weaving was all I knew. Born the daughter of Idmon of Colophon a famous purple dyer, I knew from a young age that I would one day weave the most gorgeous pictures that would be admired by all. Desire filled my heart to create something that would catch even your attention and respect, the goddess of wisdom and skill, known for her talents in weaving. So for years I toiled over my loom for hours at a time, until one day, I was satisfied. In these years my skill grew at unimaginable rates, my pride and ignorance was never far behind. People everywhere began praising my work. When asked if you taught me, I eagerly claimed I never needed your help. I now see these statements were the beginning of my downfall, for even if my skill didn’t exceed your own, you would have punished me

It also acknowledges the content description as children use origami skills to fold their two-dimensional nets into three dimensional objects, such as prisms and pyramids. Thinking about 3D shapes through nets can be very beneficial to understanding the representation of shapes in multiple forms (Tartre, 1990). They help students to conceptualise surface area, the logistics of volume and side lengths through special visualisation. Before the construction of the 3D shapes, while children are in the decorating stage, I will prompt thinking by asking how many sides their shape will have when it’s completed or what side of the net do they think will be the base. One key problem with the worksheet selected, is that it names the 3D shape that will be created from the net. I will remove this because I think it is essential for students to be able to recognise and correctly identify the shape for themselves as this is something they are asked to do in most standardised maths tests. This idea is supported by the NSW Department of Education as they recognise students must have the ability to “perceive and hold an appropriate mental image of an object”. In order to further support the development of modelling 3D shapes, I will implement another creative activity where students can

Although deciding what I was going to present to my peers took me until the last day, the idea of informing my classmates about Origami was always in the back of my mind. There are many unique techniques that allow individuals to make paper figures, and my intentions where to inform the class with an easy, but developed way on how to make an eye pleasing paper swan. While preparing for this speech I had to keep in mind that my last presentation sounded “memorized”; therefore, I made a conscious effort to know my material instead of preparing a script that I would plan on saying. My preparation for this assignment made the presenting part significantly less stressful, which made my entire demonstration easier; furthermore, already knowing what

This body of work explores the materiality of paper in association to memory documented through various ephemeral forms. Represented through documentation of photography in harmony with light, these scenes of crushed and manipulated forms of Japanese papers show landscape like formations alluding to that of the landscape of the mind. Expressed through this exploration of forms, parallels are drawn between the forms of paper and the mind and how paper holds a memory no matter what is done to it. 
Fig. 1 sees a photograph of a densely crushed sheet of Japanese light Kozo paper and like all the images it has been shot with Kodak T-max 400 on the Olympus OM2. This film has a fine grain and high sharpness which, combined with a shallow depth of field and being lit underneath, accentuates the focused ares of creases and folds. 
Fig. 2 shows more of a stretched yet still crumpled form in a mountainous shape. 
The light in Fig 2. seems to be brighter and more evenly distributed which is highlighted even more by the dark black fine grain background. 
Fig. 3 appears to represent a combination of the two other images in an entangled spiral of paper and light, this time with a more subdued foreground and focus being towards the background. This draws the viewers eye in to investigate the image more again using focus ares to create only tone where unfocused adding another aspect of loss. 
Fig. 4 is a hand bound book of approximately 20 cm x 8cm in which 7 images including the 3 others

Origami is really fun, but hard. Supplies is needed to make the origami airplanes to make the origami airplane perfect. The supplies is origami paper and scissors. Also, a glue stick might be needed for the origami airplane.With those items ready, the origami airplane is ready to be made.

Grumpilly I stalked back into my room and thought of what I could do. Board games? No. Tangible books? No. I was nervously humming when I had finally found an answer. Before me stood a box, half a foot tall and shiny when I rubbed the dust off.

cutting, coloring, and copying). Sterling was able to replicate block designs, such as building a tower out of ten blocks, bridge, steps, and a wall. During this subtest, Sterling was observed referring back to the visual model provided for him. Sterling demonstrated the ability to snip paper and to cut a piece of paper in half. Also, he was able to cut out a circle and a square veering off the given line by no more than ¼ of an inch. For these tasks, Sterling held the pair of scissors in his right hand with a proper thumbs up position. He demonstrates challenges with folding a pieces of paper with the corners lining up together. Sterling was able to draw a line between two dots without deviating more than ¼ inches, coloring in a given space more than ¾ of the area, and veering outside the boundaries less than three times. Sterling scored a standard score of 9 placing him in the average

You would always see them on the edges of my notes, where I would build one on top of another. Playing with shadows and forms, I would create a playground of shapes that seem to appear from a rip in the paper and trailing off into the distance. But, I stayed within the structures, patterns, and lines, never bothering to explore until high school. There, I was challenged to use these shapes in a more meaningful way. They were the building blocks of nature’s design, of animals that I am so keen on learning about.