Starstruck: The Fine Art of Astrophotography
Lesson 8: Big Dipper, August 5, 2011 by Yuichi Takasaka
Looking Questions:
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Describe what you see in this image.
Where do your eyes travel to first?
Why?
Describe the foreground, middleground
and background of this image.
Do you think these are the actual colors
in this image or is it enhanced by the
photographer? Why or why not?
This image features an important
constellation. What is a constellation?
What is the Big Dipper? How did it get
Yuichi Takasaka (Canada) Big Dipper, August 5, 2011,
its name?
Inkjet print on Ilford Gallerie Smooth Pearl paper, 12 x
What are some of the most famous
18 inches
constellations in the night sky? Can you
name some of them?
How do you feel when you look at this image? Explain.
The Photograph
Constellations were the way that humanity put order to the chaos in our universe. By using
familiar shapes and stories, the night sky was less confusing and scary. Stories have been
passed down for thousands of years to help humanity make connections and give reasoning
to the nighttime. For centuries, the asterism known as the Big Dipper seen in this image, has
been a fixture in the northern sky. Although not a constellation, it is one of the most recognizable shapes in the night sky. It has served as a guide to travelers, a sign of freedom to
slaves in the southern states during the civil war, and has helped navigators sail across the
oceans without the aid of a map. There are many interpretations that the seven stars have,
based on the region of the peoples who have looked up with wonder and amazement. By
using these stars, one can directly find the North Star (aka Polaris) and orientate themselves.
There are 88 total constellations in the night sky, each with their own story.
The soft glow of the Aurora Borealis can also be seen in this image. This phenomenon has
mesmerized anyone who has been lucky enough to witness such a display. The aurora borealis originates at the sun and makes its way to the earth through a solar storm. When the
Sun releases a Coronal Mass Ejection (CME) sent towards earth, the highly charged particles
race millions of miles an hour and interact with Earth’s magnetic field. The electrons then
recombine with atoms in our atmosphere to create an amazing display of lights. If you are
lucky enough to witness such a display, you will never forget it.
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Starstruck: The Fine Art of Astrophotography
Yuichi Takasaka (Canada) Big Dipper, August 5, 2011, Inkjet print on Ilford Gallerie Smooth Pearl
paper, 12 x 18 inches
The Photographer
“My love of colors in nature led me to my love affair with the Aurora Borealis. I first saw
these strange Lights in Jasper, Alberta in the spring of 1990 and photographed them. Later I
discovered that these strange “Lights” were the Aurora Borealis. After moving to Yellowknife in the Northwest Territories, I soon found that this area is one of the best places in the
world to observe the Aurora Borealis. I did a lot of experimenting trying to photograph the
Lights at night, while working at a tour company during the day promoting the Northern
Lights to the Japanese market. These Lights became a part of my life. I left Yellowknife after
living there for seven years; however I still go back to lead many photography tours every
year in order to photograph yet another variation of the Lights.”
–Yuichi Takasaka
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K-12 Activities for Your School Visit and Classroom
Language Arts/History/Science/Visual Arts
Pre-Visit Activities:
 What is the Big Dipper? Explore what it is and how it obtained its name.
 Explore the work of Yuichi Takasaka. What other kinds of subjects has he photographed?
 Use a star map to investigate three different constellations in the night sky. Share with
a classmate about what you have discovered.
 Using a star map, with just the patterns (no names), invent your own constellation of
creatures, people, and stories.
 Create your own star chart of stars you will see tonight or any night of the year. Use
this chart for help: www.stellarium.org.
 Research a particular constellation using the following website: www.stardate.org/
nightsky/constellations. Research the stories in mythology behind the shapes created
in the stars.
 Upper level students: Use the following site to research a familiar constellation which
maybe a sign of the zodiac: www.hawastsoc.org/deepsky/constellations.html.
 Research the Aurora Borealis (also known as Northern Lights). What is happening to
create these lights in the atmosphere? How did it get its name? What forms can it
take? Where are you able to see this phenomenon?
Gallery Activities:
 In a sketchbook/notebook, draw some of the famous constellation shapes on view in
the exhibition.
 Constellation Scavenger hunt: using a list of constellations, find works that corresponds
to them in the exhibit. Write down which photographs are located in Orion or which
works in the exhibit are located in Canis Major, for example.
 Go outside to the sculpture garden and list as many objects that are represented as
constellations in the sky.
Post-Visit Activities:
 Complete a research project based on a constellation of your choosing. From this
research, create an original painting, drawing, or Photoshop image.
 Create a modern day constellation story, using your own shapes drawn amongst the
stars.
 Using Greek, Roman, Polynesian, or any other culture, compare and contrast the
culture’s ideas of the stars or stories of constellations.
 Search for examples of constellation folklore and how it connects to a “pre-made” list
of constellations.
 Due to the proper motion of each individual star in the sky, the shapes we see today
will not be the same in the future. Research what the constellations will appear to
Earthlings based on 3,000 or 10,000 years in the future, and based on these shapes,
create new stories.
PA Core English Language Arts CC1.4.4.A. , CC1.4.4.B. , CC1.4.4.C. , CC1.4.4.E., CC1.4.4.F. , CC1.4.4.G. ,
CC1.4.4.H. CC.1.4.11-12.A, CC.1.4.11-12.E, CC.1.4.11-12.F; CC.1.4.11-12.G, CC.1.4.11-12.H, CC.1.4.1112.M, CC.1.4.11-12.N, CC.1.4.11-12.O, CC.1.4.11-12.P, CC.1.4.11-12.Q, CC.1.4.11-12.V; PA Common
Core History CC.8.6.9-10.B., CC.8.6.9-10.F., CC.8.6.9-10.G.; PA Standards in Arts and Humanities
9.1.5.A, 9.1.12.A, 9.1.5.B, 9.1.12.B; PA Standards Science and technology 3.2.4.A, 3.2.4.B, 3.2.12.A,
3.2.12.B, 3.4.4.D, 3.4.12.D
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Learn with the Michener: www.Learn.MichenerArtMuseum.org
Stories of the Sky
Grades: 4-12
Unit: Language Arts/Mythology/Science/Visual Arts/History
Objectives: TSW create a presentation of various mediums representing a 3D constellation.
TSW research star types and deep sky objects
TSW compare and contrast constellation folklore in several different cultures
Differentiation: Students can create a wardrobe/costume of the constellation of their
choice with deep sky objects highlighted and connection to stars noted. Students can create a YouTube video (or comparable format) depicting the famous tales of constellation
folklore.
PA Common Core English Language Arts: CC1.4.4.A. , CC1.4.4.B. , CC1.4.4.C. , CC1.4.4.E.,
CC1.4.4.F. , CC1.4.4.G. , CC1.4.4.H. CC.1.4.11-12.A, CC.1.4.11-12.E, CC.1.4.11-12.F
CC.1.4.11-12.G, CC.1.4.11-12.H, CC.1.4.11-12.M, CC.1.4.11-12.N, CC.1.4.11-12.O
CC.1.4.11-12.P, CC.1.4.11-12.Q, CC.1.4.11-12.V; PA Common Core History CC.8.6.9-10.B.,
CC.8.6.9-10.F., CC.8.6.9-10.G.; PA Standards in Arts and Humanities 9.1.5.A, 9.1.12.A,
9.1.5.B, 9.1.12.B; PA Standards Science and technology 3.2.4.A, 3.2.4.B, 3.2.12.A, 3.2.12.B
3.4.4.D, 3.4.12.D
Procedure: Each culture viewed the stars through a different perspective. Therefore each
culture had a different story of what the stars meant to them. Looking at the work by
Takasaka, discuss the Big Dipper and the various stories that have been told about it and
how it is seen in different cultures. (P) Students will then be shown a presentation on two
to three other famous constellations used in Greek mythology and the stories that have
been used throughout history. Students will discuss why separate cultures have different
shapes/stories. (AS) Each student or group will conduct research based on one chosen
constellation and no group/student will have duplicates. Students will research two different stories based on their chosen constellation and retell it in their own words. Students
will then also create a constellation myth using present day, based on what pattern they
see in the stars. As part of the project, students will:
 List 10 brightest stars found in their constellation, in order from brightest to dimmest.
Data should include star type, stellar distance, and visual magnitude.
 Research three deep sky objects (galaxy, star cluster, Supernova, etc.) found in their
constellation. Discussion should include what type of object, how it was formed, and
its distance from Earth.
After all data is collected, all stories are researched, students will create a visual display of
their chosen group of stars showing distance from Earth, based on their distance. This can
be done using programs online such as Prezzi or PowerPoint, or students can create a diorama, which correctly displays the stars 3D distances from Earth. (C) Students will present
their project to the class and discuss the stories behind the stars.
*Based on the level of your students, you may choose to limit the number of stars, deep
sky objects, or stories your students are required to research in this activity.
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Stories of the Sky
Assessment/Evaluation
 Students participate in -group discussions.
 Successful completion of research for each constellation.
 A rubric will be used to assess the students’ work.
 Group presentation of student work.
Supplemental Links:
Frosty Drew Observatory and Sky Theater:
https://frostydrew.org/papers.dc/papers/paper-myths/
Download a copy of these activities on
Learn with the Michener: www.Learn.MichenerArtMuseum.org