Explore Geometry with Abstract Imagery 4-5

EXPLORE GEOMETRY WITH ABSTRACT IMAGERY

EXPLORE GEOMETRY WITH ABSTRACT IMAGERY

Learning Description

Delve into the abstract world of Wassily Kandinsky! Allow your imagination to soar as you discover mathematical connections within Kandinsky images. Students will be inspired by the work of Kandinsky to create their own abstract art that incorporates geometric concepts and the elements of art.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create artwork inspired by Wassily Kandinsky that demonstrates my understanding of mathematical concepts.
  • I can describe my artwork in terms of mathematical concepts.
  • I can identify mathematical concepts in my classmates' artwork.
  • I can use color and space intentionally in my art.

Essential Questions

  • How can you utilize visual images to learn about mathematical concepts?

 

Georgia Standards

Curriculum Standards

Grade 4: 

4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.

4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.

 

Grade 5: 

5.GSR.8.1 Classify, compare, and contrast polygons based on properties.

Arts Standards

Grade 4: 

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning

VA4.CR.2 Create works of art based on selected themes.

VA4.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA4.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

Grade 5: 

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning

VA5.CR.2 Create works of art based on selected themes.

VA5.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

VA5.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

VA5.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures.

4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines. 4.G.3 Recognize right triangles as a category, and identify right triangles.

 

Grade 5: 

5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

5.G.4 Classify two-dimensional figures in a hierarchy based on their attributes.

 

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

 

 

Key Vocabulary

Content Vocabulary

  • Geometry - Branch of mathematics that deals with deduction of the properties, measurement, and relationships of points, lines, angles, and figures in space from their defining conditions by means of certain assumed properties of space.
  • Polygon - A closed plane figure with at least three straight sides and angles, and typically five or more.
  • Acute angle - An angle measuring less than 90 degrees
  • Right angle - A 90 degree angle
  • Obtuse angle - An angle measuring greater than 90 degrees
  • Isosceles triangle - A type of triangle that has at least two sides of equal length
  • Equilateral triangle - A type of triangle in which all three sides are of equal length
  • Scalene triangle - A type of triangle in which all three sides have different lengths
  • Right triangle -  A triangle that has a right angle
  • Parallel lines - Lines that will never touch
  • Perpendicular lines - Lines that intersect forming a 90 degree angle

 

Arts Vocabulary

  • Abstract - Process of art-making that has reference to the real world but is distorted or manipulated in some way.
  • Non-objective - Process of art-making that has no reference to the real world; strictly composed of design elements.
  • Contrast - Exhibiting unlikeness in comparison to something else.
  • Line – One of the seven elements of art; a mark made by a pointed tool such as a brush pen or stick; a moving point
  • Shape (Geometric and Organic) – One of the seven elements of art; a flat, enclosed area that has two dimensions, length and width
  • Negative space - Empty space; the background
  • Color scheme - A limited number of colors used in an artwork
  • Warm colors - Red, pink, orange and yellow
  • Cool colors - Blue, green, purple/violet
  • Primary colors - Blue, yellow, red
  • Secondary colors - Orange, green, purple/violet
  • Neutral colors - Brown, tan, black, gray

 

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Introduce this activity by having students look at images of “Composition 8” and “Red, Blue and Yellow” by Russian artist, Wassily Kandinsky.
  • Have students engage in the 10 x 2 artful thinking routine.
    • Students will work collaboratively to identify 10 things that they recognize in the image. Then, repeat the process; the second time, however, ask students to focus specifically on the colors and shapes that they see.
  • Facilitate a class-wide discussion around students’ observations.

 

Work Session

Process 

  • Looking at Kandinsky’s “Composition 8” and “Red, Blue and Yellow”, direct students to work collaboratively to use math vocabulary and concepts to describe the angles, lines, and shapes found within these abstract and non-objective masterpieces.
    • Students should draw/write their responses on sticky notes.
    • Direct students to identify the polygons within these images and their defining attributes.
    • Students should also look for examples of types of angles, types of triangles, and line relationships (parallel and perpendicular).
  • Students will then create Venn diagrams that compare and contrast the two different Kandinsky prints. Students can place their sticky notes in the appropriate section of the Venn diagram.
  • Next, tell students that they will create their own abstract or non-objective artwork in the style of Kandinsky according to criteria set by the teacher. For example, criteria might include designs including a minimum of five intersecting lines, one of each type of triangle, two right angles, one acute angle, one obtuse angle, two different types of quadrilaterals with parallel lines, etc.
  • Project “Composition 8” and “Red, Blue and Yellow” again.
    • Ask students to make observations about how the space is used in the artwork. Students should notice that there isn’t much negative space or “empty space”.
  • Next, discuss the colors that Kandinsky used.
  • Project an image of a color wheel and discuss different types of color schemes: Warm, cool, neutral, primary and secondary.
  • Tell students that they will be using color to “color code” their artwork. How they do this is up to them.
    • For example, all polygons might be warm colors and all lines might be cool colors.
      • Students can then further categorize by making all triangles red and all quadrilaterals orange. Or, each type of triangle or each type of quadrilateral could be a different warm color.
      • All lines that intersect at right angles might be blue and all lines that intersect at obtuse and acute angle might be green. All lines that don’t intersect might be purple/violet.
      • These are just a sampling of ideas–encourage students to choose how they want to use color in their art.
  • Students will then draw their designs lightly on paper or tag board in pencil and then add color using marker, tempera paint, colored pencil, oil pastel, etc.

Upon completion of their artwork, ask students to describe their art using mathematical vocabulary.  

 

 

Closing Reflection

  • Display students’ artwork on walls or place on tables/desks. Give students a “scavenger hunt” to find mathematical concepts in each other’s artwork.
  • See if students can figure out how other students used color in their artwork.

 

 

Assessments

Formative

  • Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of the mathematical concepts evident in Kandinsky’s artwork, discussion of Kandinsky’s use of color and space, and ability to apply mathematical concepts to creating a unique artwork.

 

Summative

  • Students can create an artwork inspired by Wassily Kandinsky that demonstrates their mastery of mathematical concepts.
  • Students can describe their artwork in terms of mathematical concepts.
  • Students can identify mathematical concepts in each other’s artwork.
  • Students can use color and space intentionally in their art.

 

DIFFERENTIATION 

Acceleration: 

  • Have students identify the area and perimeter of the polygons in their artwork.
  • Have students use scrap materials found in the classroom to interpret their artwork in a 3D format by turning it into sculpture. Materials could include popsicle sticks, tape, cardboard, pipe cleaners, straws, etc.

Remediation: 

  • Provide students with specific concepts to look for in Kandinsky’s artwork using a word bank.
  • Reduce/limit criteria in artwork to focus on fewer concepts at a time.
  • Provide visuals with examples of concepts to support students.
  • Allow students to work with a partner to create artwork.

 

 ADDITIONAL RESOURCES

*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.

 Ideas contributed by: Darby Jones. Updated by Shannon Green and Katy Betts.

 Revised and copyright:  August 2024 @ ArtsNOW

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Monumental Sculpture 4-5

MONUMENTAL SCULPTURE

MONUMENTAL SCULPTURE

Learning Description

Discover the endless possibilities of paper sculpture! Let your imagination soar as you dive into this collaborative art-making process, creating large-scale, non-objective sculptures. Students will participate in the design process and analyze their sculptures through the lens of geometric concepts.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can work collaboratively to create a geometric sculpture in the round that demonstrates geometric concepts.
  • I can use the design process to design, create, and refine a sculpture in the round.
  • I can describe my sculpture in mathematical terms.

Essential Questions

  • How can art-making become a team building process?
  • How are mathematical concepts used in art?

 

Georgia Standards

Curriculum Standards

Grade 4: 

4.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.

4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.

4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.

4.GSR.8.3 Solve problems involving area and perimeter of composite rectangles involving whole numbers with known side lengths.

 

Grade 5: 

5.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.

5.GSR.8.1 Classify, compare, and contrast polygons based on properties.

 

Arts Standards

Grade 4: 

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA4.CR.2 Create works of art based on selected themes.

VA4.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

Grade 5: 

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

VA5.CR.2 Create works of art based on selected themes.

VA5.CR.4 Understand and apply media, techniques, and processes of three-dimensional art.

VA5.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

 

 

South Carolina Standards

Curriculum Standards

Grade 4: 

4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures.

4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines. 4.G.3 Recognize right triangles as a category, and identify right triangles.

 

Grade 5: 

5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

5.G.4 Classify two-dimensional figures in a hierarchy based on their attributes.

 

Arts Standards

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

  • Area - The measure of the amount of space inside the boundary of a two-dimensional shape
  • Perimeter - The total distance around the boundary of a two-dimensional shape
  • Acute angle - An angle measuring less than 90 degrees
  • Right angle - A 90 degree angle
  • Obtuse angle - An angle measuring greater than 90 degrees
  • Isosceles triangle - A type of triangle that has at least two sides of equal length
  • Equilateral triangle - A type of triangle in which all three sides are of equal length
  • Scalene triangle - A type of triangle in which all three sides have different lengths
  • Right triangle -  A triangle that has a right angle
  • Parallel lines - Lines that will never touch
  • Perpendicular lines - Lines that intersect forming a 90 degree angle
  • Design process - A systematic, iterative method used by engineers to solve problems
  • Balance - Possessing equilibrium or equal distribution of weight
  • Counter balance - A weight balancing another weight

Arts Vocabulary

  • Construction - A type of sculpture in which materials are physically joined together to make a whole
  • Sculpture in the round - A three-dimensional structure that is meant to be viewed from all sides
  • Line - The path of a moving point
  • Shape - A two-dimensional enclosed line; in art, shape can be geometric or organic/freeform

 

Materials

  • Newspaper or newsprint sheets 24” x 36” (computer paper or lined paper can be substituted)
  • Masking tape
  • Pencils and sketch paper
  • Yardstick or measuring tape to measure dimensions of finished sculpture

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Have ample space in the room so groups can move far enough apart during the creating process to enable maximum space for the construction process.

 

  • Show students an image of “Mutual Support” by George Hart. Do not tell students the name of the sculpture.
  • Ask students to work collaboratively to make at least ten objective observations about the sculpture (i.e. color, line, angles, overall shape, etc.).
    • Have students share observations as a whole class.
  • Next, ask students to guess how Hart constructed the sculpture. Have students share ideas as a class. Students should justify their answers by referring to specific things that they can see in the sculpture.
  • Show students the title of the sculpture, “Mutual Support”. Ask students how the design of the sculpture demonstrates the name.
  • Tell students that this is an example of sculpture in the round.
    • Tell students that sculpture is always three-dimensional and that sculpture in the round means that the viewer can walk all the way around the sculpture to view it from all sides.

 

 

Work Session

  • Tell students that in this lesson, they will be creating sculptures in the round inspired by the work of George Hart.
  • Introduce the design process to students.
  • Next, divide students into groups of 2-4.
  • Begin by demonstrating how to create building sticks by rolling sheets of newsprint from corner to corner using a pencil as a guide. The sticks are fastened at the end with a small piece of masking tape.
    • Each team will need 20 sticks total.

 

  • Ask students to experiment with the types of geometric shapes they can create with the sticks. Tell students that in their actual sculptures, they can bend the sticks to make smaller shapes.
  • Next, have students make a basic drawn design for their sculpture.
    • Tell students that they will need to start with a triangular or square base.
    • Remind students that a sculpture is always three-dimensional, so their final sculpture should not be flat.
    • Tell students that their sculptures must meet the following guidelines:
      • Sculptures must be made up of geometric shapes.
      • Constructions must be three-dimensional.
      • All materials must be fully incorporated into the group constructions.
      • Constructions must be able to stand on their own and be transported easily.
  • Students will work intuitively attaching sticks with masking tape until their construction is completed.
  • Encourage students to be mindful of strong construction, balance, and counter balance.
  • Once sculptures are complete, students will identify geometric figures within constructions according to physical attributes and perform mathematical computations such as estimating and calculating the perimeter, and area of geometric shapes and identifying types of angles and triangles.

 

Closing Reflection

  • Students will reflect on the design process. Students should look at their original sketches and observe how their final product changed through the creation process.
    • Students should reflect on the following questions. This can be written or done orally through conversation.
      • How did the design change?
      • Why did the design change?
      • What design choices did you make to ensure that your sculpture could stand on its own?
      • If you were to design and create this artwork again, what would you do differently?
  • Students will present their sculptures to their peers, as a whole group or several small groups can present to each other, and discuss how their design changed from the original design to the final sculpture.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, collaboration during the design process and sculpture creation, and conferencing with students throughout the creative process.

 

Summative

CHECKLIST

  • Students can work collaboratively to create a geometric sculpture in the round that demonstrates geometric concepts.
  • Students can use the design process to design, create, and refine a sculpture in the round.
  • Students can describe their sculpture in mathematical terms.

 

 

DIFFERENTIATION 

Acceleration: Have students write step by step detailed instructions to tell another person how to recreate their sculpture using mathematical concepts. If time permits, two groups can swap instructions and attempt to build each other’s sculptures. Then, the groups should reflect on the results and evaluate the clarity of their written instructions.

Remediation: 

  • Show students an example of a completed sculpture so that students can visualize the end result. Analyze how the sculpture was created so that students can see the steps needed to create their sculpture.
  • Provide an alternative to creating paper sticks, such as straws.

 

 ADDITIONAL RESOURCES

 

*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.

Ideas contributed by: Darby Jones. Updated by: Katy Betts.

Revised and copyright: August 2024 @ ArtsNOW

 

 

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PROBLEM SOLVING WITH MOVEMENT 4-5

PROBLEM SOLVING WITH MOVEMENT

PROBLEM SOLVING WITH MOVEMENT

Learning Description

In this lesson, students will explore problem solving through creating dances and discover why problem solving skills are so important for choreographers.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: DANCE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify and perform the Elements of Dance.
  • I can decipher a given word problem.
  • I can solve a given word problem.
  • I can create and perform choreography that demonstrates the solution to a given word problem.

Essential Questions

  • How can math be used to inspire choreography?

 

Georgia Standards

Curriculum Standards

*This lesson can be used with any math standard that lends itself to being expressed as a word problem.

Arts Standards

Grade 4: 

ESD4.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD4.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD4.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD4.RE.1 Demonstrate critical and creative thinking in dance.

 

Grade 5:

ESD5.CR.1 Demonstrate an understanding of the choreographic process.

 

ESD5.CR.2 Demonstrate an understanding of dance as a form of communication.

 

ESD5.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

 

ESD5.RE.1 Demonstrate critical and creative thinking in dance.

 

 

South Carolina Standards

Curriculum Standards

*This lesson can be used with any math standard that lends itself to being expressed as a word problem.

 

Arts Standards

Anchor Standard 1: I can use movement exploration to discover and create artistic ideas and works.

Anchor Standard 2: I can choreograph a dance.

Anchor Standard 3: I can perform movements using the dance elements.

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

 

 

Key Vocabulary

Content Vocabulary

  • *Specific content vocabulary will depend on the math concept students are learning.

Arts Vocabulary

  • Choreography - The art of composing dances and planning and arranging the movements, steps, and patterns of dancers
  • Choreographer - A person who creates dances
  • Non-locomotor - This refers to a movement that does not travel through space
  • Locomotor - This refers to a movement that travels through space
  • Steady beat - An unchanging, continuous pulse
  • Elements of Dance - Body, action, space, time and energy

 

Materials

  • Sound source and music with a steady beat
  • Paper and pencils
  • Written word problems on cards

 

 

Instructional Design

Opening/Activating Strategy

Classroom Tips: Allow for some open space to create and perform. Review audience etiquette expectations before students perform for their peers.

 

  • Play Pass the Movement with students.
    • Begin by having students stand in a circle.
    • The objective of the game is to create a sequence of movements by passing a dance move around the circle or group, with each student adding their unique twist.
    • Each student will create a simple movement and "pass" it to the next student, who will then repeat the movement and add their own.
    • Choose one student to start the game. This student will perform a simple movement, such as a clap, a jump, a spin, or a wave. Encourage students to focus on creating shapes and angles with their bodies.
    • The starting student then "passes" this movement to the next student by making eye contact and gesturing towards them.
    • The next student repeats the initial movement and then adds their own unique movement.
    • This student then "passes" the combined movements to the next student.
    • Each subsequent student repeats the previous movements in the correct order and adds their own new movement.
    • Continue passing the movement around the circle or along the line until all students have had a turn.
    • Once the movement has gone all the way around, have the group perform the entire sequence together from start to finish.

 

 

 

Work Session

    • Tell students that they will be using the Elements of Dance to enact the solution to a word problem.
  • Begin by engaging students in movement that introduces students to the Elements of Dance: Body, action, space, time and energy.
    • Have students arrange themselves in the classroom with enough personal space to move freely without touching a neighbor.
    • Turn on instrumental music with a steady beat.
    • Element of Body: First, have students bring awareness to their bodies by leading them through gentle stretches starting from the head and moving to the toes (e.g., head circles, shoulder shrugs, toe touches, etc.). Then, ask them to make different shapes with their bodies.
    • Element of Time: Next, bring students’ awareness to the rhythm of the music by having them march in place to the beat, gently swinging their arms by their sides.
    • Element of Energy: Now, direct students to explore energy variations with different movement qualities such as sharp movements–quick, precise actions like punches or snaps, and smooth movements–slow, flowing actions like waves or circles with arms.
    • Element of Space - Levels: Bring students’ attention to levels (high, middle, low) with movements such as stretching up high and moving on tiptoes, crouching in a small ball close to the floor, and bouncing in place at a middle level.
    • Element of Action - Locomotor/non-locomotor: Tell students that these movements they just performed were non-locomotor, meaning that they didn’t move to a new location. Direct students to perform a movement that requires moving from one place to another, such as step-together, step-together moving side to side.
    • Have students practice what they just learned by saying words such as “locomotor” and have students create a spontaneous locomotor movement.
    • Have students return to their seats.
  • Next, divide the class into small groups. Assign each group a word problem (it can be the same word problem or different word problems depending on students’ levels).
    • For example, “You must choreograph a dance combination that is 4 counts of 8 in length. The dance must have an equal number of locomotor and non-locomotor movements.”
    • Students should solve the word problem mathematically. For example, “What is the total number of counts in the dance (32)? How many locomotor movements will you have (16)? How many non-locomotor movements will you have (16)?”
    • Next, students will create choreography to answer the word problems. Students can arrange their choreography as they would like as long as it meets the criteria of the word problem.
      • Example 1: First 4 counts - locomotor movement, second 4 counts - non-locomotor, third 4 counts - locomotor, fourth 4 counts - non-locomotor, fifth 4 counts - locomotor movement, sixth 4 counts - non-locomotor, seventh 4 counts - locomotor, eighth 4 counts - non-locomotor.
      • Example 2: First 4 counts - non-locomotor, second 4 counts - locomotor, third 4 counts - locomotor, fourth 4 counts - non-locomotor, fifth 4 counts - locomotor, sixth 4 counts - locomotor, seventh 4 counts - non-locomotor, eighth 4 counts - non-locomotor.
      • Both dances have 32 counts total, 16 of which are locomotor and 16 of which are non-locomotor.

 

Closing Reflection

  • The students will perform their movement phrases for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
  • After students perform, groups will read their word problem to the class, show their solution and how it went with their performed choreography.
  • If all groups used the same word problem, discuss how different groups created different choreography based on the same criteria.

 

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to make different types of movements using the Elements of Dance, ability to understand and correctly solve the word problem, and collaboration in group choreography.

 

Summative

CHECKLIST

  • Students can identify and perform the Elements of Dance.
  • Students can decipher the given word problem.
  • Students can solve the given word problem.
  • Students can create and perform choreography that correctly demonstrates the solution to the given word problem.

 

 

 

DIFFERENTIATION 

Acceleration: Raise the challenge of the word problem by including more steps, such as a minimum of four different types of movements that students will select and perform.

Remediation: 

  • Scaffold the lesson by solving a word problem as a class and creating choreography as a class before individual group choreography.
  • Differentiate the level of word problems depending on student ability.

 

*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.

Ideas contributed by: Melissa Dittmar-Joy. Updated by Katy Betts.

Revised and copyright: June 2024 @ ArtsNOW

 

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EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS 4-5

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

EXPLORING LIFE SCIENCE THROUGH SHADOW PUPPETS

Learning Description

In this lesson, students will learn about the properties of light by creating shadow puppets. Students will observe how light interacts differently with translucent, transparent, and opaque materials. They will use the design process to plan, experiment, and refine their shadow puppet designs, culminating in a shadow puppet performance that demonstrates a life science concept they are learning.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: VISUAL ARTS & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can demonstrate a life science concept I am learning about through puppetry

  • I can create a shadow puppet using the materials and design I planned.

  • I can explain how light interacts with different materials to create shadows.

Essential Questions

  • How can shadow puppetry be used to demonstrate concepts in life science?

  • How does light interact with different materials?

 

Georgia Standards

Curriculum Standards

Grade 4

S4P1. Obtain, evaluate, and communicate information about the nature of light and how light interacts with objects. a. Plan and carry out investigations to observe and record how light interacts with various materials to classify them as opaque, transparent, or translucent.

 

S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem. 

 

Grade 5

S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.

 

 

Arts Standards

Grade 4

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA4.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

 

Grade 5

VA5.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

 

VA5.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art.

 

 

 

South Carolina Standards

Curriculum Standards

Grade 4

4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

 

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function together in a system to support survival, growth, behavior, and reproduction.

 

Grade 5

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

 

 

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

  • Shadow - A dark area that forms when an object blocks light

  • Light - A form of energy that travels in waves and can be seen by our eyes
  • Design process - A process of revising work
  • Organism - Any individual living entity that can carry out life processes independently
  • Ecosystem - A community of living organisms (plants, animals, and microorganisms) interacting with each other and their non-living environment (such as air, water, and mineral soil)
  • Adaptations - Special characteristics or behaviors that help organisms survive and thrive in their environment
  • Producers - Organisms in an ecosystem that are capable of photosynthesis or chemosynthesis, enabling them to produce their own food
  • Consumers - Organisms in an ecosystem that obtain energy by consuming other organisms
  • Decomposers - Organisms in an ecosystem that break down dead organic matter into simpler substances, such as minerals and nutrients

Arts Vocabulary

  • Shadow puppet - A shadow puppet is a form of storytelling where cut-out figures are manipulated behind a screen to create shadowy images visible to the audience
  • Shape - One of the seven Elements of Art; a two-dimensional figure

 

  • Silhouette - The outline or shape of an object or person that appears dark against a lighter background
  • Contrast - One of the Principles of Design; the difference between two visual elements put side by side

 

Materials

  • Overhead projector or flashlight
  • White sheets or large sheet of white paper
  • Cardstock or stiff paper
  • Scissors
  • Tape or glue
  • Variety of translucent, transparent, and opaque materials (e.g., tissue paper, cellophane, cardboard, plastic sheets)
  • Brads
  • Hole punch or awl
  • Bamboo skewers/popsicle sticks
  • Masking tape

 

Instructional Design

Opening/Activating Strategy

  • Discuss the properties of light and the difference between translucent, transparent, and opaque materials.
  • Introduce the concept of shadow puppetry and its history by watching a short video or demonstration of shadow puppet storytelling (Video: Introduction to Shadow Puppetry; Video: The Legend of the Chinese Zodiac (Alternative: The Three Little Pigs).
  • Ask students to make observations on how the puppets looked and how that differs from other puppets they may have seen.
    • Discuss silhouettes and contrast.
  • Explore light and materials with students.
    • Divide the students into small groups.
    • Provide students with different materials such as translucent paper, transparent plastic, opaque cardstock and a light source such as a flashlight.
    • Tell students to experiment with the materials to see how they affect the transmission of light and shadows by shining a light on them.
    • Discuss the findings as a class.
    • Have students sort materials into transparent, translucent, and opaque.

 

 

Work Session

  • Tell students that they will be using transparent, translucent, and opaque materials to create shadow puppets that demonstrate one of the life science concepts they are learning about, such as the interdependence of organisms in an ecosystem.
  • Introduce the design process by showing students the image below.
    • Explain to students that artists use this process to revise and improve their artwork; students will use this process in planning, designing and creating their puppets.
    • Divide students into small groups. Assign each group a life science concept.
    • Remind students that in a shadow puppet performance, there are characters that tell a story. Ask students to identify who the “characters” will be in their life science concept. 
    • Allow students time to brainstorm and sketch out their plans for their shadow puppet characters. Circulate and assist students with their designs.
    • Introduce the materials students will use to create shadow puppets (cardstock, scissors, tape, brads, colored theater gels, bamboo skewers) and demonstrate how to use them safely to create their shadow puppets. Teacher tip: Pre-cut shapes out of cardstock so that students can simply assemble pieces together to create their shadow puppets. 
    • As students begin creating their puppets, remind them of the design process. They may need to revise their designs as they translate their sketch to their puppet.
  • After creating their shadow puppets, students will collaborate with their groups to plan their performances.
    • Remind students that in a shadow puppet performance, there will be a beginning, middle, and an end. Ask students to consider what the beginning, middle, and end should be in their life science concept.
    • Have students write out narration (can include dialogue if desired) for their shadow puppet performance using the vocabulary from the science unit. Students’ narration should explain the scientific process that they show through their performance.
  • Provide time for groups to practice and refine their performances before presenting to the class.

 

Closing Reflection

  • Groups will present their shadow puppets to the class. Model how to celebrate students' creativity and teamwork in presenting.
  • Facilitate a discussion that focuses on how students demonstrated the life science concept through their shadow puppet performance.
  • At the end of the lesson, have students complete a written 3-2-1 ticket out the door–three things they learned, two things they found interesting, and one question that they have. Provide time for students to share with a partner, small group, or the class.

 

Assessments

Formative

Teacher will assess student learning by:

  • Observing students' engagement and participation during the exploration and experimentation phase.
  • Checking students’ understanding of life science concepts through questioning and discussions.
  • Providing feedback on students' initial puppet designs to guide them in the revision process.
  • Reviewing students’ 3-2-1 tickets out the door.

 

 

 

Summative

CHECKLIST: 

  • Students can demonstrate a concept in life science through a shadow puppet performance.
  • Students can use creativity to design and create shadow puppets that demonstrate a concept in life science.
  • Students can explain the properties of light and shadow.

 

DIFFERENTIATION 

Accelerated: 

  • Students can create a backdrop for their shadow puppet show to enhance their storytelling. 
  • Allow students to explore the history and significance of shadow puppetry in different cultures around the world.

Remedial: 

  • Provide a sequencing guide or graphic organizer for students to organize their ideas for their performances. This can be used as a substitute for written narration.

 

 ADDITIONAL RESOURCES

 

*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.

Ideas contributed by: Shannon Green. Updated by Katy Betts.

Revised and copyright:  July 2024 @ ArtsNOW

 

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SIMPLE MACHINE HEXATHLON CHALLENGE 4-5

SIMPLE MACHINE HEXATHLON CHALLENGE

SIMPLE MACHINE HEXATHLON CHALLENGE

Learning Description

In this lesson, students will read how Mazie engineers simple machines in her house when students read the book, Mazie’s Amazing Machines, by Sheryl Haft. Students will embody six simple machines in their groups by creating tableaux and playing the 3-Second Machine Game. They will then be challenged to create a hexathlon (six-event) competition using pantomime by designing six simple machines using their bodies.

 

Learning Targets

GRADE BAND: 4-5
CONTENT FOCUS: THEATRE & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can bring simple machines to life using my body.

  • I can work as a team to design simple machines. 

  • I can work as a team to pantomime everyday tasks using simple machines. 

Essential Questions

  • How do simple machines help make tasks in our everyday lives easier?

  • How do the parts of something help make the whole?

 

Georgia Standards

Curriculum Standards

Grade 4

S4P3. Obtain, evaluate, and communicate information about the relationship between

balanced and unbalanced forces.

  1. Ask questions to identify and explain the uses of simple machines (lever, pulley, wedge, inclined plane, wheel & axle, and screw) and how forces are changed when simple machines are used to complete tasks.

 

 

Arts Standards

Grades 4TA4.PR.1  Act by communicating and sustaining roles in formal and informal environments. c. Collaborate and perform with an ensemble to present theatre to an audience. d. Create and perform characters based on imagination. e. Identify and explore character choices and relationships in a variety of dramatic forms (e.g. narrated story, pantomime, puppetry, dramatic play).

 

South Carolina Standards

Curriculum Standards

Grade 4

4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.

 

4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide.

 

 

Arts Standards

Anchor Standard 3: I can act in improvised scenes and written scripts.

Anchor Standard 8: I can relate theatre to other content areas, arts disciplines, and careers.

 

 

 

Key Vocabulary

Content Vocabulary

  • Simple machines - Basic mechanical devices that are used to make work easier by altering the magnitude or direction of a force

  • Motion - The change in position or orientation of an object with respect to a reference point or frame of reference
  • Lever - A simple machine consisting of a rigid beam or bar that is free to pivot around a fixed point called a fulcrum
  • Pulley - A simple machine consisting of a grooved wheel (often called a sheave) that is mounted on a fixed or movable axle
  • Wedge - A simple machine consisting of a triangular-shaped object with a sharp edge or inclined plane on one or both of its sides
  • Inclined plane - A simple machine consisting of a sloping surface or ramp that reduces the amount of force required to lift or move objects vertically
  • Wheel and axle - A simple machine consisting of a wheel (a circular object with a central hole) mounted on an axle (a cylindrical shaft)
  • Screw - A simple machine and a type of fastener that consists of a cylindrical shaft with a helical (spiral) ridge or thread wrapped around it
  • Fulcrum - A fixed point or pivot around which a lever or other mechanical device rotates or moves
  • Load - The force or weight that is applied to a structure, device, or system
  • Force - A push or pull that can cause an object to change its state of motion, accelerate, deform, or experience other effects

Arts Vocabulary

  • Body - The physical presence, movements, and expressions of an actor

  • Gestures - The movements and actions of the body, particularly the hands, arms, and face, that are used by actors to convey emotions, thoughts, intentions, and messages to the audience
  • Tableau - A static and silent scene or picture created by actors who freeze in specific poses or positions to represent a moment or concept
  • Pantomime - A form of performance where actors use gestures, facial expressions, and body movements to convey a story or narrative without speaking

 

Materials

Instructional Design

Opening/Activating Strategy

 

Work Session

SIMPLE MACHINE TABLEAU GAME

  • Explain to students that they will be making a tableau demonstrating a simple machine that they learned about in the book.
    • Explain to students that a tableau is a static and silent scene or picture created by actors who freeze in specific poses or positions to represent a moment or concept
  • Give each student a lanyard with the name of a simple machine. 
  • Have students get in groups of three with students who have the same simple machine. 
  • Have each group create a tableau of their machine using each group member. Then ask students to “bring it life” and demonstrate how the simple machine works with movement.

 

INTRODUCE PANTOMIME

  • Explain to students that pantomime is a form of performance where actors use exaggerated gestures, facial expressions, and body movements to convey a story or narrative without speaking. Actors use acting and reacting in pantomime. 
  • Show students a video of pantomime such as Le Mime Marceau or Punch & Mimi- Brushing Teeth.

 

EVERYDAY SIMPLE MACHINE TASKS

  • Ask students if they can think of examples of simple machines being used in everyday activities. Some examples are:
    • Inclined plane: Wheelchair ramp, skateboard ramp, slide
    • Wedge: Knife, axle, plow, prop to keep a door open
    • Screw: Lid to a jar, bottle opener, corkscrew
    • Wheel and axle: Steering wheel of a car, bicycle pedal
    • Pulley: Flagpole with flag, raising and lowering blinds
    • Lever: Scissor handle, paperclip, clothespin

 

CLASS HEXATHLON PHYSICAL CHALLENGE

  • Introduce hexathlon events to students. These are Olympic-like events that have six different sports or competitions that athletes must perform.
  • Tell students that they will create a Pantomimed Hexathlon Class Competition, with each of the six competitions representing an everyday task for each of the six simple machines.
    • Examples:
      • Prop a door open (wedge)
      • Untwist ten jar lids (screw)
      • Push a box up a ramp (inclined plane)
      • Complete a lap by scooter (wheel and axle)
      • Lift the most weight with a pulley
      • Sweep a ball into a goal using a broom (lever) 
  • Have each group develop a team name. 

 

DEVELOP GAMES

  • Each group will identify one everyday task for each of the six simple machines. 
  • Hand out the SIMPLE MACHINE HEXATHLON CHALLENGE TASKS -  WORKSHEET for students to identify a task for each simple machine. 
  • Next, have students develop a pantomime for each task.
    • Tell students that it should have a beginning, middle, and end movement. This will help clarify and slow down the movements to avoid an overall general movement that does not show distinct parts. 

 

LET THE GAMES BEGIN

  • Set the stage by playing Olympic music.
  • Invite each group to perform their tasks and time them. 
  • Have students in the audience identify which simple machine each task used.

 

Closing Reflection

  • Facilitate a class discussion that reflects on the following questions:
    • How can you use simple machines in your life to make everyday tasks easier? 
    • Can you design a machine in your house or community to help someone in need? Which simple machines would it use? 
  • Have students draw a diagram of the beginning, middle, and end of each task pantomime with labels of simple machine names as well as any related vocabulary.
  • Students should reflect and write about their machines and their process in designing them in their STEAM journal.

 

Assessments

Formative

Teacher will assess students by:

  • Circulating the room assessing students’ understanding of the simple machine movements. *Adjust and correct students as you encounter movements that do not reflect the simple machine. 
  • Asking questions to determine if students’ bodies match the simple machine movements. 
  • Asking specific questions about the fulcrum, load, and force.

 

 

Summative

CHECKLIST

  • Students can accurately bring simple machines to life with their bodies using pantomime and tableau.
  • Students can write about their machines and their processes in their STEAM journal. 
  • Students can draw a diagram of the beginning, middle, and end of each task pantomime with labels of simple machine names as well as any related vocabulary.

 

 

DIFFERENTIATION 

Accelerated: Have students videotape their group, introducing and enacting their Hexathlon competition machines on Flip Grid or another recording application. 

Remedial: Have students explain one simple machine competition activity using a beginning, middle, and end. 

 

 ADDITIONAL RESOURCES

 

*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.

Ideas contributed by:  Susie Spear Purcell. Updated by: Katy Betts.

Revised and copyright:  August 2024 @ ArtsNOW

 

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