PIECING TOGETHER OUR WORLD 9-12

PIECING TOGETHER OUR WORLD

PIECING TOGETHER OUR WORLD

Learning Description

In this lesson, students explore the power of creative expression to raise awareness about global geographic patterns and issues by creating a mixed media collage that communicates a geographic message. After analyzing examples of awareness campaigns and artworks that use collage to address global topics such as cultural diffusion, migration, or globalization, students select a geography theme, research its causes and effects, and plan a visually compelling message designed to educate and inspire their audience. Through collaborative or individual work, students create a collage incorporating creativity, clear communication, and accurate geographic content. They then explain how their artwork addresses the topic and reflect on how art and media can influence public awareness and understanding of geography and human migration.

 

Learning Targets

GRADE BAND: 9-12
CONTENT FOCUS: SOCIAL STUDIES & VISUAL ARTS
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can explain a geographic concept and its impact on people and places.
  • I can design a creative message that raises awareness about a geographic issue or theme.
  • I can use mixed media and collage to communicate a geographic message effectively.
  • I can reflect on how creative media can inspire understanding and action.
  • I can create a message that inspires others to think about the impacts of migration on people and places.

Essential Questions

  • How can art and creativity inspire others to understand and reflect on global geographic patterns and issues?

 

Georgia Standards

Curriculum Standards

World Geography:

SSWG5 — Analyze human interactions with the world's environments.

Arts Standards

VAHSVA.CR.1 Visualize and generate ideas for creating works of art.

VAHSVA.CR.2 Choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.

VAHSVA.PR.1 Plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation.

VAHSVA.PR.1.a Exhibit works of art with a written supporting artist statement that communicates purpose and/or intent.

 

South Carolina Standards

Curriculum Standards

Human Geography:

HG.1.5.HS — Evaluate the cultural, economic, environmental, and political impacts of human migration on human settlements in various regions.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques,  and processes to make art. 

Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Cultural diffusion — The spread of cultural beliefs and activities from one group to another
  • Globalization — The increasing interconnectedness of countries through trade, ideas, and culture
  • Migration — Movement of people from one place to another
  • Urbanization — Growth of cities as people move from rural to urban areas
  • Population density — The number of people living in a certain area
  • Human-environment interaction — How humans adapt to and modify their environment

Arts Vocabulary

  • Media — The tools and materials an artist uses to create an artwork (e.g., paper, fabric, paint, photos)
  • Collage — A composition created by gluing colored paper, photographs, magazine pictures, fabric, and other two-dimensional materials onto a flat surface
  • Mixed media — Combining different materials and techniques in a single artwork.
  • Balance — A sense of stability in the artwork; created by repeating shapes or distributing visual weight evenly
  • Contrast — The arrangement of opposite elements (light vs. dark, rough vs. smooth, etc.) to create interest; also known as variety
  • Emphasis — Creating points of interest or a focal point that draws the viewer’s eye to important parts of the work
  • Movement — The arrangement of elements that guides the viewer’s eye through the artwork, creating a sense of motion
  • Pattern — Repetition of specific visual elements, such as a shape or form, throughout the artwork
  • Proportion — The size relationships between different parts of the artwork; how elements relate to each other in terms of size, scale, and placement
  • Rhythm — A sense of motion created by repeating shapes, lines, or colors in an organized way
  • Unity — When all the parts of a design work together to create a harmonious, complete whole. Similar to harmony or color harmony

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Introduce the driving question and lesson objectives.
  • Present collage and mixed media concepts; review vocabulary.
  • Show examples of collages that communicate powerful messages. Ask students:
    • What message does each convey?
    • How do the materials, composition, and design support the message?
    • Discuss the Principles of Design and how they are used in artwork.

Work Session

  • Students choose a geography topic from a provided list (e.g., migration, cultural diffusion, globalization, urbanization, etc.).
  • Students conduct brief research on the topic.
  • Students then complete the Student Handout Planning Sheet.
  • Students identify the message they want to convey.
  • Plan imagery, materials, and design approach (show students Mixed Media Techniques tutorials to help them visualize/plan their collage). *Teacher can suggest to students they may have items at home they’d like to use in their collages.
  • Using the Mixed Media Techniques tutorials as a guide, students begin creating their collages using the provided materials and/or materials they bring from home. Before starting, they should identify which techniques they plan to employ.
  • The teacher should help guide students and have them consider each piece of their collage and what purpose it brings to the overall message (ex. as opposed to just including elements simply because they are pretty).
  • Once they are finished with their collages, the students should each write a brief artist’s statement explaining the techniques they used and how their collage communicates their overall message. The statement should connect the purpose of different elements used to the message.

 

Closing Reflection

  • Class gallery walk: Students display and view each other’s work.
  • Peer feedback: Write one strength and one suggestion for at least two classmates.
  • Exit ticket: Reflect — What did you learn about your topic, and how did art help you express it?

 

Assessments

Formative

  • Observations and questioning
  • Student Handout Planning sheet
  • Discussions

Summative

  • Finished collage
  • Artist’s statement
  • Participation in gallery walk
  • Rubric

 

 

Differentiation

Accelerated: 

  • Research additional mixed media art techniques such as montage or papier colle and share new techniques with others.

 

Remedial:

  • Provide templates, pre-selected materials, and sentence starters for artist’s statement.

 

 

Credits

Ideas contributed by: Joel Levinson, Shannon Green, Gretchen Hollingsworth

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  April 2026 @ ArtsNOW

 

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STRINGING IT TOGETHER: EXPLORING ANGLES THROUGH ABSTRACT SCULPTURE 9-12

EXPLORING ANGLES THROUGH ABSTRACT SCULPTURE

STRINGING IT TOGETHER: EXPLORING ANGLES THROUGH ABSTRACT SCULPTURE

Learning Description

In this engaging one-day lesson, students integrate mathematics and visual art by creating abstract string sculptures that demonstrate angles of elevation and depression. Using yarn or string, students design sculptures throughout the classroom (or outdoors), anchoring string to surfaces to form right triangles of varying sizes. Students then identify where the angles of elevation and depression appear in their sculpture, measure side lengths, and use trigonometric ratios and inverse trigonometric functions to find the angle measurements. Through the process, they learn what abstract art is and how it can express ideas using shapes, space, and movement.

 

Learning Targets

GRADE BAND: 9-12
CONTENT FOCUS: VISUAL ARTS & ALGEBRA/GEOMETRY
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create an abstract sculpture that includes right triangles and angles of elevation and depression.
  • I can measure and solve for angles using trigonometric ratios and inverse trig functions.
  • I can explain how my sculpture is an example of abstract art.

Essential Questions

  • How can we use abstract art and trigonometry to understand angles of elevation and depression in real spaces?

 

Georgia Standards

Curriculum Standards

Geometry:

G.GSR.6.3 Use trigonometric ratios and the Pythagorean Theorem to solve for sides and angles of right triangles in applied problems.

Arts Standards

VAHSSC.CR.1.a

Generate sculptural ideas through the sequential process of ideation, innovation, development, and actualization.

VAHSSC.CR.1.b

Investigate choice of themes, materials, and methods as they relate to personal, contemporary, and traditional sculptural artists/works.

 

South Carolina Standards

Curriculum Standards

Geometry with Statistics:

GS.MGSR.6. Discover and apply relationships in similar right triangles.

Algebra 2 with Probability:

A2P.MGSR.1. Explore and analyze sine and cosine functions using the unit circle, right triangle definitions, and models of periodic phenomena.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques,  and processes to make art. 

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Angle of Elevation — The angle between the horizontal and a line of sight looking upward
  • Angle of Depression — The angle between the horizontal and a line of sight looking downward
  • Right Triangle — A triangle with one 90° angle
  • Inverse Trigonometry — Using sin⁻¹, cos⁻¹, or tan⁻¹ to find an angle when sides are known

Arts Vocabulary

  • Line — A continuous mark made on some surface by a moving point. It may be two dimensional, like a pencil mark on a paper or it may be three dimensional (wire) or implied (the edge of a shape or form) often it is an outline, contour or silhouette.
  • Shape — A flat, enclosed line that is always two-dimensional and can be either geometric or organic
  • Space — The distance or area between, around, above or within things. Positive space refers to the subject or areas of interest in an artwork, while negative space is the area around the subject of an artwork. It can be a description for both two and three-dimensional portrayals.
  • Sculpture — A three-dimensional work of art that can be made from a variety of materials, such as wood, clay, metal, or stone
  • Abstract Art — Art that does not attempt to represent external reality directly, but uses shapes, colors, forms, and textures to achieve its effect
  • Installation Art — Art created to transform the perception of a space, often immersive and site-specific

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Introduce the essential question and explain the day’s objectives.
  • Show students examples of abstract art (printed or projected) and discuss:
    • What do you notice?
    • How does it use space, shape, and line?
    • How could we create our own abstract art installations by making angles of elevation and depression using string?
  • Optional: Offer students the reference sheet.
  • Review trigonometric ratios and how to find angles of elevation and depression.

Work Session

  • Explain to students that they will be working in small groups to create abstract string sculpture in the classroom or an outdoor space.
  • Students are encouraged to use multiple surfaces and create several visible right triangles.
    • Be sure that students understand they can use any of the space in the classroom from floor to ceiling (or other parameters set by the teacher).
  • Once sculptures are completed, groups will identify angles of elevation and depression within their sculpture.
  • Using yardsticks, they will measure the side lengths of their triangles and record their data.
  • Students will then calculate the angle measurements using inverse trigonometric functions and record their findings on their worksheet. Students will use String Sculpture Measurement and Calculation Worksheet.
  • As the teacher circulates, they can support students by prompting:
    • Where is your angle of elevation? Where is your angle of depression?
    • How can you use different levels (high, middle, low) to make your sculpture more interesting?
    • How does your sculpture transform the space around you?

 

Closing Reflection

  • Groups will briefly present their sculptures to the class, pointing out their angles and how they calculated them.
  • Reflect as a class:
    • How did creating the sculpture help you understand and demonstrate your understanding of elevation and depression?
    • How did it feel to use art to express a math concept?

Students will write an artist’s statement to explain the meaning behind their sculpture, its angles, and how they calculated them. They should connect how their sculpture represents abstract art and geometric principles.

 

Assessments

Formative

  • Observations of student discussions and work during sculpture creation and calculations.

Summative

  • Completed sculpture, measurements, and angle calculations.
  • Artist’s statement

 

 

Differentiation

Accelerated: 

  • Students create more complex sculptures with multiple triangles and calculate additional unknowns.

 

Remedial:

  • Teacher supports groups by helping identify right triangles and provides sample calculations.

 

Additional Resources

 

Credits

Ideas contributed by: Courtney Rubio, Shannon Green, Gretchen Hollingsworth

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  January 2026 @ ArtsNOW

 

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DESIGN FOR CHANGE: USING ART TO REVEAL HUMAN IMPACT 9-12

USING ART TO REVEAL HUMAN IMPACT

DESIGN FOR CHANGE: USING ART TO REVEAL HUMAN IMPACT

Learning Description

In this lesson, students explore how visual art can raise awareness about the human impact on the environment by creating a digital infographic inspired by a distinct art style. After learning about key human impact issues and four iconic art styles — pop art, photo realism, graffiti art, and cubism — students research an environmental issue of their choice, plan a conservation message, and use Canva or Adobe Express to design a compelling infographic. Students apply principles of design (balance, contrast, emphasis, etc.) and color theory to communicate their message visually. Through research, creativity, and reflection, students discover how art can influence behavior, inspire change, and make science meaningful to their peers and community.

 

Learning Targets

GRADE BAND: 9-12
CONTENT FOCUS: VISUAL ARTS & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can research and explain a human impact issue and its environmental consequences.
  • I can design an infographic using art and design principles to communicate a message about conservation.
  • I can apply the characteristics of a chosen art style to make my infographic engaging and meaningful.
  • I can reflect on how art can help raise awareness and inspire change.

Essential Questions

  • How can we use art and design to influence people’s feelings about their environmental impact?

 

Georgia Standards

Curriculum Standards

Environmental Science:

SEV2. Obtain, evaluate, and communicate information to construct explanations of stability and change in Earth’s ecosystems.

d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species.

SEV4. Obtain, evaluate, and communicate information to analyze human impact on natural resources.

a. Construct and revise a claim based on evidence on the effects of human activities on natural resources.

Arts Standards

VAHSVA.CR.1 Visualize and generate ideas for creating works of art.

VAHSVA.CR.2 Choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.

VAHSVA.PR.1 Plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation.

VAHSVA.PR.1.a Exhibit works of art with a written supporting artist statement that communicates purpose and/or intent.

 

South Carolina Standards

Curriculum Standards

Biology:

B-LS2-1. Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect carrying capacity of ecosystems at different scales.

B-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions but changing conditions may result in a new ecosystem.

B-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on biodiversity and ecosystem health.

B-LS2-8. Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Earth & Space Science:

E-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques,  and processes to make art.

Anchor Standard 4:  I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Deforestation — Removing trees, which destroys habitats and contributes to climate change
  • Pollution — Introduction of harmful substances into air, water, or soil
  • Climate Change — Long-term change in global or regional climate patterns, often caused by human activities
  • Overfishing — Removing fish faster than they can reproduce, reducing biodiversity
  • Habitat destruction — Damaging or destroying the places where plants and animals live
  • Biodiversity loss — Decline in the variety of life in a habitat or on Earth
  • Urbanization — Expansion of cities, often reducing natural areas and increasing pollution
  • Overconsumption — Using more resources than Earth can sustainably provide
  • Eutrophication — Excess nutrients in water causing algal blooms that harm aquatic life
  • Carbon footprint — Total greenhouse gas emissions caused by an individual or group

Arts Vocabulary

  • Balance — A sense of stability created by equal visual weight
  • Contrast — Use of opposite elements (light/dark, rough/smooth) to create interest
  • Emphasis — Creating a focal point to draw the viewer’s eye
  • Movement — Arranging parts to lead the viewer’s eye through the work
  • Pattern — Repeating visual elements to create interest
  • Proportion — Size relationships between parts of an artwork
  • Rhythm — A sense of movement created by repeating shapes, lines, or colors
  • Unity — The sense that all parts of a design work together as a whole
  • Color Schemes:
    • Warm — Reds, yellows, oranges.
    • Cool — Blues, greens, purples.
    • Neutral — Browns, grays, whites, blacks.
    • Complementary — Colors opposite each other on the color wheel.
    • Analogous — Colors next to each other on the color wheel.
    • Primary — Red, blue, yellow
    • Secondary — Green, orange, purple.

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Show examples of pop art, photo realism, graffiti art, and cubism that relate to environmental issues.
    • Discuss the principles of design (see vocabulary) and ask students to identify where they see certain principles in the artwork. Ask students how the principles help the artist to communicate the message.
  • Students discuss how different art styles communicate the message.
  • Explain to students that they will be creating infographics on a chosen human impact issue; however, their infographics will include elements from one of the four art styles.
  • Briefly introduce the four art styles with definitions and example artists:
    • Pop Art — Bright, bold, comic-book style (Andy Warhol)
    • Photo Realism — Looks like a photograph (Chuck Close)
    • Graffiti Art — Street-art style, expressive, edgy (Banksy)
    • Cubism — Abstract, broken shapes, multiple viewpoints (Pablo Picasso)

Work Session

  • Give students time to explore the four art styles online so that they can choose one style to incorporate into their infographic.
    • Ask students to identify at least three defining characteristics of their chosen art style.
  • Review the human impact issues on the list with students and allow them to share ideas on how they can use their chosen art form to educate others about the issues.
  • Students pick a human impact issue from the provided list or propose an alternative issue to the teacher.
  • Students begin researching their chosen human impact issue.
    • Students should use the Research and Planning worksheet to guide their research on their chosen issue. Even though students are individually creating their infographics, the teacher may choose to allow students who chose the same topic to work together to share research and ideas.
  • Students should use their research to help them choose their overall conservation message for their infographic.
  • Using their research on the Research and Planning sheet, students design their infographic in Canva (or similar platform), applying the following artistic elements to enhance the information they are showcasing:
    • Principles of design (balance, emphasis, etc.);
    • Color schemes;
    • Elements of their chosen art style.

Students should also write a brief “artist’s statement” to accompany their infographic to communicate their purpose/intent for their choices in their infographic. Students should write at least one well-constructed paragraph to explain what their overall conservation message is, the art style and elements they chose to convey it, and why they think those artistic elements help to communicate the importance of the message. Students will present their statement next to their computer screen for the Gallery Walk.

 

Closing Reflection

  • Gallery Walk: Students display their infographics on their devices and artists’ statements (on paper next to the device). Peers leave sticky note feedback (or via a Microsoft/Google Form) to offer one compliment and one suggestion for growth.
  • Students complete the reflection portion of their handout.

 

Assessments

Formative

  • Research and planning handout
  • Participation in discussions
  • Feedback during gallery walk

Summative

  • Final infographic and artist’s statement (see rubric)

 

 

Differentiation

Accelerated: 

  • Students create a series of infographics targeting different audiences or animate their infographics.

 

Remedial:

  • Provide sentence starters, suggested layouts/templates in Canva, or additional examples.

 

Additional Resources

 

Credits

Ideas contributed by: Kearsten Jones, Shannon Green, Gretchen Hollingsworth

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  January 2026 @ ArtsNOW

 

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DATA TAKES FLIGHT: STATISTICAL REASONING AND VISUAL ARTS 9-12

STATISTICAL REASONING AND VISUAL ARTS

DATA TAKES FLIGHT: STATISTICAL REASONING AND VISUAL ARTS

Learning Description

In this arts-integrated lesson, students combine visual art and statistical reasoning to explore the performance of paper airplane designs. Inspired by artists who create large-scale aircraft sculptures, students build and test various paper airplanes—both standard and original creations—while collecting flight distance data. They apply statistical methods such as measures of center and spread, confidence intervals, and hypothesis testing to evaluate which designs perform best. This lesson encourages creativity, critical thinking, and real-world application of statistical concepts through hands-on experimentation and artistic design.

 

Learning Targets

GRADE BAND: 9-12
CONTENT FOCUS: VISUAL ARTS & Math
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can design and implement a plan to collect consistent and reliable data.
  • I can calculate and interpret mean, five-number summary, standard deviation, and confidence intervals.
  • I can conduct a hypothesis test to determine if the difference between airplane designs is statistically significant.
  • I can use visual models (dot plots, box plots, etc.) to represent and analyze data.
  • I can apply elements and principals of visual art—such as scale, shape, and form—in the design of functional paper airplanes.
  • I can analyze and draw inspiration from artists who create large-scale or conceptual flight-themed works.
  • I can explain how artistic and design choices impact both the aesthetic and function of my airplane.
  • I can communicate the connection between my design process and the data I collected.

Essential Questions

  • How can data collection and analysis help us evaluate the effectiveness of different airplane designs?
  • In what ways can artistic choices, such as scale and form, influence the design and performance of a paper airplane?
  • How can we use statistical reasoning to draw meaningful conclusions from experimental results?
  • What role does creative design play in solving real-world problems using data?

 

Georgia Standards

Curriculum Standards

Statistical Reasoning:

SR.MP Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek help and apply feedback. Set and monitor goals.

SR.MM.1 Apply mathematics to real-life situations; model real-life phenomena using mathematics.

SR.DSR.3 Collect data by designing and implementing a plan to address the formulated statistical investigative question.

SR.DSR.4 Analyze data by selecting and using appropriate graphical and numerical methods.

SR.DSR.5 Interpret the results of the analysis, making connections to the formulated statistical investigative question.

Arts Standards

VAHSVA.CR.1 Visualize and generate ideas for creating works of art.

VAHSVA.CR.1.b Consider multiple options, weighing consequences, and assessing results.

VAHSVA.CR.1.c Practice the artistic process by researching, brainstorming, and planning to create works of art.

VAHSVA.CR.4.d Create three-dimensional works of art that incorporate a variety of sculptural methods/materials and demonstrate an understanding of relief sculpture and sculpture in the round from a variety of materials (e.g. clay, paper, plaster, wood).

 

South Carolina Standards

Curriculum Standards

Statistical Modeling:

SM.DPSR.1.4 Construct and compare confidence intervals of different models to make conclusions about reliability given a margin of error.

MPS.C.1 Demonstrate a deep and flexible conceptual understanding of mathematical ideas, operations, and relationships while making real-world connections.

SM.DPSR.3.1 Apply an appropriate data-collection plan when collecting data for the investigative statistical question of interest.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques,  and processes to make art.

Anchor Standard 4:  I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Data - A collection of facts, measurements, or observations gathered for analysis
  • Mean - The mean, or arithmetic average, is calculated by summing all data points and dividing by the number of data points. It represents the center of data distributions.
  • Five-number summary - Consists of the minimum, first quartile (Q1), median (Q2), third quartile (Q3), and maximum. These values provide a concise summary of a data set’s distribution.
  • Standard deviation - Measures the average distance of each data point from the mean. A higher standard deviation indicates greater variability in the data.
  • Confidence intervals - A range of values, derived from sample data, that is likely to contain the value of an unknown population parameter. The interval has an associated confidence level that quantifies the level of confidence that the parameter lies within the interval.

Arts Vocabulary

  • Line - A continuous mark made on some surface by a moving point. It may be two dimensional, like a pencil mark on a paper or it may be three dimensional (wire) or implied (the edge of a shape or form) often it is an outline, contour or silhouette.
  • Shape - A flat, enclosed line that is always two-dimensional and can be either geometric or organic
  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Proportion - The size relationships between different parts of an artwork. It determines how each element relates to the others in terms of size, scale, and placement.

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Ask students, “What makes something ‘fly’ in both a literal and artistic sense?”. Have students answer on Padlet, poster, sticky note, Chalk Talk, etc.
  • Explore Nancy Rubins’ use of airplane parts to create massive sculptural works.
    • Ask students what shapes, lines, and forms they see in the sculpture.
    • Ask students how scale or proportion change the impact of the work.
    • If desired, explore other related artists:
      • Berndaut Smilde – Explores large-scale atmospheric installation
      • David Cerny – Conceptual artist that created oversized aircraft sculptures in public spaces.
      • Rauschenberg – “Glider” series combines flight imagery and large mixed-media works.
    • Ask students probing questions such as:
      • How did these artists use “flight” in their works?
      • How does scale change the impact?
      • What message might the artists be sending using aircraft imagery?

Work Session

  • Teach/review basic airplane types: traditional glider and dart.
    • Ask students to make observations about the shapes, lines, and forms that they see in each type of plane.
  • Students create two standard planes (one glider, one dart) out of copy paper.
  • Students create a third choice option that can be supersized using a poster board.
    • Encourage students to be creative with their designs and to think about shape and form as they design.
    • Refer them back to the artists’ work explored earlier and ask how their works could influence their plane designs.
  • Once students have created their planes, they should hypothesize which plane will perform the best (teacher can choose the criteria – flies farthest, etc.).
  • Conduct test flights for each plane (ten flights per plane) and record the distance flown in a table.
  • Students discuss their observations about which design flew best.
  • Students reflect on the following questions: What variables might be influencing the flight? How can I make adjustments for better flights?
  • Additional variation: Students can build a traditional dart or glider from copy paper and a giant version using a posterboard to test if the smaller or larger version performs better.
  • Students analyze their flight data. For each airplane design students:
    • Calculate mean, five-number summary, standard deviation.
    • Construct confidence intervals.
    • Compare plane means to determine if their hypothesis was accurate.
    • Students will use graph paper or digital tools such as Desmos or Excel for calculations and plotting of their data.

 

Closing Reflection

  • Discuss findings in pairs, small groups, or as a class.
  • Students complete the ticket out the door:
    • Which plane flew the farthest on average? Was their hypothesis correct?
    • Was the difference statistically significant? Why or why not?
    • What would they do differently in a future test?
    • How did the artworks that they looked at the beginning of class influence their final design?

 

Assessments

Formative

  • Student created data table
  • Student created airplanes
  • Student responses to opening questions

Summative

  • Confidence interval calculations and plotting of data
  • Student reflections and ticket out the door

 

 

Differentiation

Accelerated: 

  • Linear regression: Test how weight (paperclips, staples) affects distance.
  • Material comparison: Use different types of paper for performance testing.
  • Art integration: Build a full “gallery” of artistic conceptual planes and write artist statements explaining their choices.

 

Remedial:

 

 

Credits

Ideas contributed by: Kevin Kennedy, Shannon Green, Gretchen Hollingsworth

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  January 2026 @ ArtsNOW

 

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EXPLORING THEMES THROUGH PRINTMAKING 4-5

EXPLORING THEMES THROUGH PRINTMAKING

EXPLORING THEMES THROUGH PRINTMAKING

Learning Description

Students will explore themes in fables and fairytales by identifying key details that support a central message. They will then create a symbol that represents this theme and use printmaking techniques to produce a visual representation of their understanding.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS & ELA
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"I Can" Statements

“I Can…”

  • I can identify the central message of a fable, folktale, or fairytale and explain how key details support it.
  • I can design a symbol that represents the central message of a story.
  • I can create a printing plate using a styrofoam sheet and use it to make a print.

Essential Questions

  • What is a theme and how can we determine it in a story?
  • How do key details in a story help us understand its theme?
  • How can we use symbols to represent ideas visually?
  • What is printmaking, and how can it be used to express meaning?

 

Georgia Standards

Curriculum Standards

Grade 4:

4.T.T.1.c Identify and describe common themes in texts (e.g., good vs. evil) that are revealed through details about characters.

 

Grade 5:

5.T.T.1.c Explain how a theme is demonstrated through a character’s growth or conflict resolution.

Arts Standards

VA.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA.CR.3 Understand and apply media, techniques, processes, and concepts of two-dimensional art.

 

South Carolina Standards

Curriculum Standards

ELA.AOR.2: Evaluate and critique the development of themes and central ideas within and across texts.

Grade 4:

ELA.4.AOR.2.1 Identify and explain an explicit or implied theme and how it is developed by key details in a literary text.

 

Grade 5:

ELA.5.AOR.2.1 Explain the development of an explicit or implied theme over the course of a literary text.

Arts Standards

Anchor Standard 1: I can use the elements and principles of art to create artwork.

Anchor Standard 2: I can use different materials, techniques, and processes to make art.

Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

 

Key Vocabulary

Content Vocabulary

  • Theme – The central idea or lesson in a story
  • Key detail – An important piece of information in a story that helps explain the main idea or theme

Arts Vocabulary

  • Symbol – A visual representation of an idea or theme
  • Printmaking – The art or technique of making prints, especially as practiced in engraving, etching, dry point, woodcut or serigraphy
  • Styrofoam printing plate – A carved surface used to make repeated prints
  • Brayer – A tool used to roll ink evenly onto the printing plate
  • Composition – How an artist arranges the Elements of Art (line, shape, form, value, color, space, texture) to create an artwork

 

Materials

  • Selected fairytale or fable
  • Pencils
  • Copy paper
  • Styrofoam sheets
  • Dull pencils or ball point pens
  • Water based printing ink
  • Brayers
  • Newsprint or packing paper
  • Paper for printing
  • Colored pencils or art sticks
  • Drying rack or space to lay prints

 

 

Instructional Design

Opening/Activating Strategy

Engage (Read & Discuss)

  • Read a selected fable or fairytale (e.g., "The Tortoise and the Hare", "The Three Little Pigs", or "The Lion and the Mouse").
  • Discuss the story’s theme and identify key details that support it.
  • Look closely at the illustrations.
    • Ask: How do they support the theme of the story?
  • Discuss what a symbol is, and ask students for examples of symbols in everyday life.
  • Brainstorm symbols that could represent the theme.
    • Here are some examples:
      • Hard work pays off (e.g., “The Little Red Hen” – Symbol: Grain of wheat or a loaf of bread).
      • Kindness is rewarded (e.g., “Cinderella” – Symbol: A heart or a helping hand).
      • Patience and perseverance (e.g., “The Tortoise and the Hare” – Symbol: A slow-moving turtle or a clock).
      • Bravery and courage (e.g., “Little Red Riding Hood” – Symbol: A shield or a roaring lion).
      • Sharing and generosity (e.g., “Stone Soup” – Symbol: A steaming pot of soup”).

Work Session

Explore (Sketch & Plan):

  • Discuss how symbols can convey meaning visually.
  • Have students sketch possible symbols on paper to represent the theme, focusing on simple yet effective designs.
  • Next, have students sketch possible symbols on paper to represent the key details that help develop the theme, focusing on simple yet effective designs.

 

Create (Printmaking Process):

  • Introduce and demonstrate the printmaking process:
    • Carving the styrofoam plate:
      • Draw lightly with a pencil before pressing into the styrofoam to avoid mistakes.
      • Use a dull pencil or ballpoint pen to carve designs—press firmly but avoid puncturing all the way through the styrofoam.
      • Keep lines simple and bold for clear prints; intricate details may not transfer well.
      • Vary line thickness for added depth—thicker lines hold more ink, while thinner lines create subtle details.
    • Inking the plate:
      • Roll out a thin, even layer of ink on a tray before applying to the printing plate with a brayer.
      • Then, using the brayer, roll a thin, even layer of ink over the styrofoam plate. Too much ink can make details disappear!
      • Students should take turns rolling ink on the plate while their partner watches for even coverage.
    • Printing process:
      • Carefully place the inked plate face down on paper—one student can hold it while the other presses.
      • Use hands or a clean brayer to press firmly and evenly over the entire plate.
      • Lift the plate slowly to reveal the print!

Students may need to repeat this process, experimenting with different amounts of ink and application of pressure when transferring the print.

  • Composition:
    • Have students arrange their prints to show how the key details support the theme. For example, students might put the print representing the theme above the prints representing the key details, which might be arranged in a row below the theme.
  • Cleanup and reflection:
    • Lay prints flat to dry before handling.
    • Have students compare their prints and discuss what worked well.
    • If needed, allow students to re-ink and try again.
    • Once prints are dry, add color and details with art stix, crayons, or colored pencils.

 

Classroom Tips:

  • Students can work in pairs to create prints.
  • Encourage students to work carefully.
  • Make sure there is a piece of newsprint under each printmaking station.
  • This process works great as a center. Set up a station and allow student pairs to rotate through to create their prints.

 

Extension:

  • Use Book Creator to record short videos discussing the theme of their assigned fairy tale or fable.
  • Students can also create digital storyboards with apps like Storyboard That to map out key details leading to the theme.

 

Closing Reflection

Reflect (Gallery walk and discussion):

  • Display student prints and discuss how each symbol represents the theme and key details.
  • Have students write a reflection explaining their design choices and how their symbols connect to the story’s theme and key details.

 

Assessments

Formative

  • Teacher observation during discussions and sketching phase

Summative

  • Final print and reflection explaining their artistic and thematic choices

 

 

Differentiation

Accelerated: 

  • Encourage advanced students to incorporate multiple symbols in their design to represent complex themes.
  • Have students compare and contrast different versions of the same fairytale and compare the theme.

 

Remedial:

  • Provide sentence stems for theme explanation ("The theme of this story is ___. I know this because ___ and ___.").
  • Offer pre-drawn templates or examples of symbols for inspiration.
  • Pair students for peer support during sketching and carving phases.

 

Additional Resources

 

Credits

Ideas contributed by: Shannon Green

*This integrated lesson provides differentiated ideas and activities for educators that are aligned to a sampling of standards. Standards referenced at the time of publishing may differ based on each state’s adoption of new standards.

Revised and copyright:  May 2025 @ ArtsNOW

 

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