“YOU ADDITIVE INVERSED ME!” 6-8

“YOU ADDITIVE INVERSED ME!”

“YOU ADDITIVE INVERSED ME!”

Learning Description

Bring a simple but sometimes baffling math concept to life through pantomime and improvisation!  In this lesson, students will explore the concepts of absolute value and additive inverses by developing, enacting, and then writing out scenes featuring everyday actions that convey the dynamic at the heart of the math.

 

Learning Targets

GRADE BAND: 6-8
CONTENT FOCUS: THEATRE & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can identify the additive inverse of a number.

  • I can act in an improvised scene based on a math concept.

  • I can write out the scene I improvised.

Essential Questions

  • What is an additive inverse?

  • How can we use drama to bring math concepts to life?

 

Georgia Standards

Curriculum Standards

Grade 6:

6.NR.3: Solve a variety of problems involving whole numbers and their opposites; model rational numbers on a number line to describe problems presented in relevant, mathematical situations.

6.NR.3.1 Identify and compare integers and explain the meaning of zero based on multiple authentic situations.

6.NR.3.5 Explain the absolute value of a rational number as its distance from zero on the number line; interpret absolute value as distance for a positive or negative quantity in a relevant situation.

Arts Standards

Grade 6:

TA6.CR.1 Organize, design, and refine theatrical work.

 

TA6.PR.1 Act by communicating and sustaining roles in formal and informal environments.

 

South Carolina Standards

Curriculum Standards

Grade 6:

6.NS.5 Understand that the positive and negative representations of a number are opposites in direction and value. Use integers to represent quantities in real-world situations and explain the meaning of zero in each situation.

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.

 

Key Vocabulary

Content Vocabulary

  • Positive number – A number to the right of zero on a number line

 

  • Negative number – A number to the left of zero on a number line

 

  • Absolute value – The distance from a number to zero on a number line

  • Additive inverse – The opposite of a number; the number that, when added to a given number, results in the sum of zero

Arts Vocabulary

  • Improvisation – Acting without a script

 

  • Pantomime – Pretending to hold, touch, or do something one is not holding, touching or using

 

  • Dialogue – Conversation between characters

  • Scene – The dialogue and action between characters in one place for one continuous period of time

 

Materials

Paper and pencils, or devices, for writing

 

Instructional Design

Opening/Activating Strategy

    • Model for students a basic mirror activity: Have a student volunteer come to the front; have the student become a mirror; slowly do simple movements (waving, shrugging, tilting head, smiling, frowning, tapping knees, etc.) facing the “mirror” for the student volunteer to copy.
      • Move slowly so that the volunteer can follow. 
      • Trade roles; have the student initiate the movement, and follow the student’s movement.  
  • Note: in mirroring, one partner’s right arm is mirrored by the other’s left arm.

 

Work Session

    • Discuss absolute value and additive Inverse.
      • Explain that a number and its additive inverse add up to 0, and that a number and its additive inverse have the same absolute value.  
      • Confirm comprehension by posing numbers and asking students to reply with each number’s additive inverse.
    • Introduce improvisation – ‘acting without a script’ or ‘making it up as you go’.
      • Explain that in improvisation, actors go along with other actors’ ideas, listen and respond as in a real conversation, and add details and build conflict between the characters to keep the scene interesting.
        • Define a scene as continuous action in a single place.
    • Model an improvised scene with a student, or have two students model an improvised scene, of two characters who know each other (parent/child, siblings, friends), with a specific conflict (child wants permission to go somewhere, parent says “No”; or parent wants child to clean their room, but child is resisting; or child wants sibling to stay out of their room; or child wants friend to play basketball; etc.).
      • Reflect on how the scene was improvised, and how the actors improvised effectively to create an interesting scene.
    • Brainstorm verbs that convey opposite/reversible, measurable actions (not simple binaries of on/off, in/out, etc.) such as push/pull, buy/sell, earn/spend, stretch/contract, wrap/unwrap, produce/consume, build/dismantle, inflate/deflate, etc.  
    • Discuss additive inverse and how it can be represented in opposite actions conveyed in the verb pairs.
      • If needed, provide examples of additive inverse relationships in real world situations from the Georgia standard: “temperature above/below zero, elevation above/below sea level, debits/credits, positive/negative electric charge”.
    • Explain that students will work with a partner to improvise scenes that convey additive inverse relationships in everyday situations.
      • Students should use dialogue and pantomime in their scenes.
        • Define pantomime, and explain that students will pantomime any actions in their scenes. 
    • Model an improvised scene with a student, or guide two students in modeling an improvised scene, in which an action and its opposite are the center of the conflict. Develop the conflict to the point where one character says. “You additive inversed me!”
      • Examples could include:
        • A child earns X minutes of screen time for doing chores, but the parent discovers a rule or object that was broken and takes away the time.
        • A friend is winning a one-on-one basketball game by 13 points, but the opponent has a 13-point run to tie the game.
        • A grandmother baked 17 cookies, but the child ate 17 cookies. 
  • Any actions in the scene should be pantomimed.
  • Have student pairs improvise their scenes simultaneously.
  • Have students write their improvised scenario as a scene, detailing what the characters said.
  • Each student should write their own. They should try to remember what they can from the improvised scene but also feel free to revise and reinvent what was said as they write it down.  
  • Have students draw a diagram or chart or number line that shows the additive inverse in a mathematical representation.

 

Closing Reflection

  • Ask students to define and give real-world examples of additive inverses.  
  • Discuss improvisation and pantomime and how they were used in the scenes.

 

Assessments

Formative

Teachers will assess students by observing students’ discussions around additive inverse relationships between two quantities, and observing their focus and collaboration in improvising their scene, specifically in terms of both engaging in dialogue with their partners and expressing actions through pantomime.

 

Summative

CHECKLIST

  • Students can identify the additive inverse of a number.
  • Students can act in an improvised scene that demonstrates understanding of additive inverse number relationships using dialogue and pantomime.
  • Students can express understanding of additive inverse through a written scene.

 

DIFFERENTIATION 

Acceleration:

  • Have students be more specific within their scenes, including specific measurements and equations to express the concept of additive inverses in their scenes.

Remediation:

  • Model several scenes before having students do them with partners.
  • Have student partners improvise the same scenario that was used in the modeling.
  • Develop an idea together and have all partners improvise that scenario simultaneously.

 

 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:  Barry Stewart Mann

Revised and copyright:  May 2024 @ ArtsNOW

 

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STILL LIVES WITH GEOMETRIC FORMS 6-8

STILL LIVES WITH GEOMETRIC FORMS

STILL LIVES WITH GEOMETRIC FORMS

Learning Description

In this lesson, students will apply their knowledge of how to solve for volume and surface area of geometric 3D shapes/forms such as pyramids, cubes and cones to create a still life artwork.

 

Learning Targets

GRADE BAND: 6-8
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can find the volume of right rectangular prisms, cones, spheres, and pyramids.
  • I can find the surface area of right rectangular prisms, cones, spheres, and pyramids.
  • I can create a still life drawing using various 3D shapes/forms.

Essential Questions

  • How can I find the volume of right rectangular prisms, cones, spheres, and pyramids?
  • How can I find the surface area of right rectangular prisms, cones, spheres, and pyramids?
  • How can I create a still life drawing using various 3D shapes/forms?

 

Georgia Standards

Curriculum Standards

Grade 6

6.GSR.5: Solve relevant problems involving area, surface area, and volume.

6.GSR.5.1 Explore area as a measurable attribute of triangles, quadrilaterals, and other polygons conceptually by composing or decomposing into rectangles, triangles, and other shapes. Find the area of these geometric figures to solve problems.

6.GSR.5.2 Given the net of three-dimensional figures with rectangular and triangular faces, determine the surface area of these figures.

6.GSR.5.3 Calculate the volume of right rectangular prisms with fractional edge lengths by applying the formula, V = (area of base)(height).

 

Grade 7

7.GSR.5: Solve practical problems involving angle measurement, circles, area of circles, surface area of prisms and cylinders, and volume of cylinders and prisms composed of cubes and right prisms.

7.GSR.5.8 Explore volume as a measurable attribute of cylinders and right prisms. Find the volume of these geometric figures using concrete problems.

 

Grade 8

8.GSR.8.4 Apply the formulas for the volume of cones, cylinders, and spheres and use them to solve relevant problems.

Arts Standards

Grade 6

VA6.CR.1 Visualize and generate ideas for creating works of art. 

VA6.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA6.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

VA6.CR.4 Incorporate formal and informal components to create works of art.

 

Grade 7

VA7.CR.1 Visualize and generate ideas for creating works of art. 

VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA7.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence. 

VA7.CR.4 Incorporate formal and informal components to create works of art.

 

Grade 8

VA8.CR.1 Visualize and generate ideas for creating works of art. 

VA8.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA8.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

VA8.CR.4 Incorporate formal and informal components to create works of art.

 

South Carolina Standards

Curriculum Standards

Grade 6:

6.GM.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. 

6.GM.2 Use visual models (e.g., model by packing) to discover that the formulas for the volume of a right rectangular prism are the same for whole or fractional edge lengths. Apply these formulas to solve real-world and mathematical problems.

 

Grade 7

7.GM.6 Apply the concepts of two- and three-dimensional figures to real-world and mathematical situations. a. Understand that the concept of area is applied to two-dimensional figures such as triangles, quadrilaterals, and polygons. b. Understand that the concepts of volume and surface area are applied to three-dimensional figures such as cubes, right rectangular prisms, and right triangular prisms. c. Decompose cubes, right rectangular prisms, and right triangular prisms into rectangles and triangles to derive the formulas for volume and surface area. d. Use the formulas for area, volume, and surface area appropriately.

 

Grade 8

8.GM.9 Solve real-world and mathematical problems involving volumes of cones, cylinders, and spheres and the surface area of cylinders.

Arts Standards

Artistic Processes: Creating- I can make artwork using a variety of materials, techniques, and processes.

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.

 

Artistic Processes: Responding- I can evaluate and communicate about the meaning in my artwork and the artwork of others.

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

 

Artistic Processes: Connecting- I can relate artistic ideas and work with personal meaning and external context.

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

 

Key Vocabulary

Content Vocabulary

  • Three-dimensional shapes/forms - Objects that have height, width, and length
  • Two-dimensional shape - An object with height and width
  • Volume - The space within a three-dimensional shape/form
  • Surface area - The area of the surface of a two- or three-dimensional object

Arts Vocabulary

  • Form - A three-dimensional object; can be geometric or organic
  • Value - The lightness or darkness of something; used to create the illusion of form on a two-dimensional surface
  • Composition - How an artist puts the elements of art together in an artwork
  • Subject - What an artwork is about

 

Materials

  • Mixed media paper
  • Pencils
  • Measurements for each student to calculate surface area and volume for three 3D shapes/forms
  • Optional: Colored pencils or charcoal
  • Acceleration: Rulers, scissors, tape

 

 

Instructional Design

Opening/Activating Strategy

  • Display Natura Morta by Giorgio Morandi. In groups, ask students to identify at least ten things that they recognize in the painting (colors, objects, shapes, etc.).
    • Facilitate a class discussion around students’ responses.
  • After students have shared what they recognize, ask them what three-dimensional shapes/forms they recognize. Tell students that some objects are composites of two or more 3D shapes/forms. 
    • Students should identify objects like cylinders, half-spheres, right rectangular prisms, etc.
  • Introduce students to the artist Giorgio Morandi. 
    • Explain that Morandi was a still life artist who used many basic forms as the basis of his artwork. 
    • Explain to students that a still life is an artwork in which the subject is an arrangement of non-moving/non-living objects. 
    • Show students additional examples of Morandi’s still lives. 
  • Ask students how Morandi creates the illusion of three dimensions on a two-dimensional surface. 
    • Students should notice that some areas of the objects are darker than others to create the illusion that light is hitting a three-dimensional object. In art, this is called Value.

 

 

Work Session

  • Tell students that they will be creating a still life drawing using geometric 3D shapes/forms. Students will be able to create their own composition consisting of three geometric 3D shapes/forms. 
    • Composition in art is how the artist chooses to put the elements of art (such as Form and Value) together in his or her artwork. 

*Teacher note: Grade level will determine which geometric 3D shapes/forms students will use in their composition.

  • Students should randomly select three sets of measurements from a bag
    • Explain to students that these three 3D shapes/forms will be the subject for their still life drawings. 
    • Students can arrange them however they like in their composition. 
    • Show them examples of Morandi’s still lives again so that they can see how he used the space on his canvas and arranged his forms (some are in front of others, some side by side, etc.).
  • Show students the Shape to Form handout. Allow students to practice creating the 3D shapes/forms they will need for their composition.
  • Students should then solve for the volume and surface area of their three 3D shapes/forms. 
    • Next, students should draw their three forms on their artwork. Remind students to use the space on their paper and draw BIG!
    • Remind students to consider the actual dimensions of the forms and how that will impact the proportions in their art.
      • For example, if they have a pyramid that is 2 in. high and a cube that is 3 in. high, the cube should be represented as taller than the pyramid in the artwork.
  • Finally, remind students to add value like Morandi to create the illusion of three dimensions on a flat surface. 

Show students the handout Forms with Value as a guide. Students can use regular pencil, colored pencil, or charcoal for their artwork.

 

Closing Reflection

  • On a separate paper, students should write their formulas with dimensions for surface area and volume of their three forms and their solutions to the problems. Students should attach this to their artwork so that it is visible. 
  • Students should then engage in a gallery walk of each other’s work. Students should reflect on the following questions: 
    • How did the artist create his/her composition using the three 3D shapes/forms?
    • How did the artist use the space on his or her paper?
    • How did the artist use value to create the illusion of form?
    • How is the artist’s work similar and different to your own? To Morandi’s?

 

Assessments

Formative

 Teachers will assess students’ understanding by observing whether students can identify the types of 3D shapes used in Morandi’s artwork, calculate surface area and/or volume, draw 3D shapes/forms using the guide, and understand what a still life drawing/painting is.

Summative

CHECKLIST

  • Students can calculate surface area and volume of their three geometric 3D shapes/forms.
  • Students can create a still life drawing using various 3D shapes/forms.

 

Differentiation

Acceleration: 

  • Assign students the task of creating the three 3D shapes/forms to scale using pencil, paper, rulers, and tape. Once students have created their 3D shapes/forms, have them place them on white paper and move them into various arrangements. Students can then try drawing new compositions using their new arrangement of 3D shapes/forms as a subject.

 

Remediation: 

  • Assign students one type of 3D shape/form to work with using three different sets of measurements so that students are practicing using the same calculations and formula three times. 
  • Allow students to work in pairs to solve equations. Each student will then make their own still life.

 

 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: Katy Betts

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CREATING INSPIRED WORKS THROUGH ANGLES & PROPORTION 6-8

CREATING INSPIRED WORKS THROUGH ANGLES & PROPORTION

CREATING INSPIRED WORKS THROUGH ANGLES & PROPORTION

Learning Description

In this lesson, students will analyze how the artist, Charles Demuth, uses angles and proportion in his artwork, I Saw the Figure 5 in Gold. By delving into the use of angles, proportion, emphasis, and ratios in Demuth's artwork, students will then apply these elements to create their own unique pieces of art, drawing inspiration from the style of the Precisionist art movement.

 

Learning Targets

GRADE BAND: 6-8
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can explain how Charles Demuth uses angles and proportion in his artwork.

  • I can create artwork inspired by Demuth using angles and proportion.

  • I can use proportion and color to create emphasis in my artwork.

  • Students can explain how I used ratio, proportion, angles, color, value, and emphasis to create my artwork.

Essential Questions

  • How does Charles Demuth use angles and proportion in his artwork?

  • How can I create an artwork inspired by Demuth using angles and proportion?

  • How can I use proportion and color to create emphasis in my artwork?

  • How is the poem “The Great Figure”, related to Demuth’s artwork, I Saw the Figure 5 in Gold?

 

Georgia Standards

Curriculum Standards

Grade 6

6.NR.4: Solve a variety of contextual problems involving ratios, unit rates, equivalent ratios, percentages, and conversions within measurement systems using proportional reasoning.

 

Grade 7

7.PAR.4: Recognize proportional relationships in relevant, mathematical problems; represent, solve, and explain these relationships with tables, graphs, and equations.

7.GSR.5.2 Measure angles in whole number degrees using a protractor

7.GSR.5.3 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve equations for an unknown angle in a figure.

 

Grade 8

8.PAR.4: Show and explain the connections between proportional and nonproportional relationships, lines, and linear equations; create and interpret graphical mathematical models and use the graphical, mathematical model to explain real phenomena represented in the graph.

Arts Standards

Grade 6

VA6.CR.1 Visualize and generate ideas for creating works of art. 

VA6.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA6.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

VA6.CR.4 Incorporate formal and informal components to create works of art.

 

Grade 7

VA7.CR.1 Visualize and generate ideas for creating works of art. 

VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA7.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence. 

VA7.CR.4 Incorporate formal and informal components to create works of art.

 

Grade 8

VA8.CR.1 Visualize and generate ideas for creating works of art. 

VA8.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA8.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.

VA8.CR.4 Incorporate formal and informal components to create works of art.

 

South Carolina Standards

Curriculum Standards

Grade 6

6.RP.1 Interpret the concept of a ratio as the relationship between two quantities, including part to part and part to whole. 6.RP.2 Investigate relationships between ratios and rates. 

6.RP.3 Apply the concepts of ratios and rates to solve real-world and mathematical problems. 

 

Grade 7

7.RP.2 Identify and model proportional relationships given multiple representations, including tables, graphs, equations, diagrams, verbal descriptions, and real-world situations. 

7.RP.3 Solve real-world and mathematical problems involving ratios and percentages using proportional reasoning

7.GM.5 Write equations to solve problems involving the relationships between angles formed by two intersecting lines, including supplementary, complementary, vertical, and adjacent

 

Grade 8

8.EEI.5 Apply concepts of proportional relationships to real-world and mathematical situations. 

8.GM.5 Extend and apply previous knowledge of angles to properties of triangles, similar figures, and parallel lines cut by a transversal.

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 (read) 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

  • Angle - A geometric figure formed by two rays (sides) with a common endpoint (vertex)

  • Acute angle - An angle that measures less than 90 degrees

  • Obtuse angle - An angle that measures more than 90 degrees

  • Complementary angle - Two angles whose measures add up to 90 degrees

  • Supplementary angle - Two angles whose measures add up to 180 degrees

  • Proportional - The relationship between two variables that have the same ratio

  • Ratio - A way of comparing two quantities or numbers by dividing one by the other; the relationship between two quantities, indicating how many times one quantity is present in relation to the other

Arts Vocabulary

  • Precisionism - An art movement of the 1920’s that focused on creating very precise and controlled art; the artists in this movement focused on reducing objects to lines, shapes, and geometric structures

  • Composition - How the artist uses the Elements of Art to create an artwork

  • Proportion - How one thing relates to another in terms of size

  • Emphasis - Where the artist draws the viewer’s eye using visuals

  • Contrast - Putting two things side by side that emphasize their differences, such as two colors across from each other on the color wheel like yellow and purple

  • Value - One of the seven elements of art; the lightness or darkness of a color

  • Shape - One of the seven elements of art; a two-dimensional object

 

Materials

  • 9x12 mixed media paper or cardstock (each student will need two sheets)
  • Pencils
  • Protractors
  • Rulers
  • Glue sticks
  • Scissors
  • Colored pencils
  • Markers

 

 

Instructional Design

Opening/Activating Strategy

  • Project the poem by Wiliam Carlos Williams, “The Great Figure”: 

Among the rain

and lights

I saw the figure 5

in gold

on a red

firetruck

moving

tense

unheeded

to gong clangs

siren howls

and wheels rumbling

through the dark city

 

  • Have students read the poem and respond with a quick drawing (5 minutes).
  • In small groups, have students share what the poem made them think of and what they drew.
  • Allow students to share out with the class.

 

Work Session

  • Project I Saw the Figure 5 in Gold by Charles Demuth. Tell students that Demuth painted this artwork as a tribute to his friend, the poet of “The Great Figure”, William Carlos Williams. He used the poem, “The Great Figure”, as inspiration for this artwork.
  • Ask students where they see connections between the poem and the artwork.
  • Tell students that the artist, Charles Demuth, was part of an art movement called Precisionism. 
    • Precisionism was an art movement of the 1920’s that focused on creating very precise and controlled art; the artists in this movement focused on reducing objects to lines, shapes, and geometric structures.
  • In their small groups, ask students to make observations about the painting that respond to the following questions: 
    • What stands out in the artwork? How does Demuth make it stand out? 
      • Answers could include responses like how he used color and size.
      • Tell students that when an artist draws the viewer’s attention to something, this is called emphasis.
    • Ask students where they see examples of angles in the artwork. 
    • Ask students where they see Demuth using proportion in his artwork.
      • Students should identify the “5”.
  • Explain to students that they will be using proportion and angles to create an artwork inspired by I Saw the Figure 5 in Gold by Charles Demuth.
    • They will need to use proportion, angles, and emphasis in their artwork.
  • Students should start by drawing a square or rectangle on mixed media paper or cardstock three times using a consistent ratio. For example, three rectangles could be 1x1.5, 2x3, and 4x6 inches. Students will then fill the rectangle with a letter or number such as the letter “L”. Show students how to use the edges of the square or rectangle to draw their letter or number. The letter or a number should be a shape, which is a 2D closed line. See example.
  • Students should then use markers to fully color in the three letters or numbers. Students will set this aside and work on the other portion of the artwork. 
  • Go back to I Saw the Figure 5 in Gold. Ask students what they see in the background. They may say things like shades of black, white, and gray; diagonal lines; etc. 
  • Pass out a new sheet of mixed media paper. 
  • Give students a number of specific angles or requirements for angles (three angles that are less than 45 degrees, two angles between 70-80 degrees, five obtuse angles, an algebraic or linear equation to solve for specific angles, etc.). 
  • Next, using pencil or colored pencil, students will shade in each of the shapes that are created by the intersecting lines. 
    • Tell students that they will be gluing their three letters or numbers on top of this paper, so they need to pick colors that will contrast with the ones they used to color in their letters or numbers. Refer back to I Saw the Figure 5 in Gold and how Demuth does this with red and gold on a white, gray, and black background.
    • Show students how Demuth uses different shades of gray, white, and black in the shapes in the background of the art. This is called using different values. Students should also use different values in the background shapes of their art. 
  • When students are done, they should use a glue stick to glue their letters or numbers on their paper.

 

Closing Reflection

  • Students should give their artwork a relevant title.
  • On the back of their artwork, they should explain how they used ratio, proportion, angles, color, and emphasis to create their work. They should be able to explain how they created emphasis using proportion and color.
  • Students should then present their work to each other in groups of three to four students.

 

Assessments

Formative

Teachers will assess students’ understanding by observing students’ discussion of the poem, “The Great Figure” and the artwork, I Saw the Figure 5 in Gold; students’ ability to identify and explain ratios, proportion, and types of angles; and students’ ability to correctly use a protractor to measure angles.

 

Summative

CHECKLIST

  • Students can create an artwork that demonstrates their understanding of ratio, proportion, and angles.
  • Students can explain how they used ratio, proportion, angles, color, value, and emphasis to create their work.

 

Differentiation

Acceleration: 

  • ELA connection - Have students write a poem inspired by their artwork. Students should refer back to Williams’ “The Great Figure”, and Demuth’s artwork, I Saw the Figure 5 in Gold.
  • Have students do additional research on the Precisionist art movement. Students should select a different artwork by another artist from this movement, such as Joseph Stella. Students should explain how the artist used angles, lines, color, value, and shapes in their artwork. Then, students should create their own artwork inspired by this artist. Suggested artworks by Stella include Brooklyn Bridge, Futurist Composition, Old Brooklyn Bridge, and By-Products Plants.

Remediation: 

  • Allow students to work in collaborative groups on a single artwork. 
  • Reduce the number/requirements for angles.
  • Allow students to use their rectangle as the object that shows proportion rather than turning the rectangle into a letter or number.

 

 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: Katy Betts

Revised and copyright:  May 2024 @ ArtsNOW

 

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PROBABILITY PALETTE 7

PROBABILITY PALETTE

PROBABILITY PALETTE

Learning Description

In this lesson, students will introduce the element of unpredictability into visual art by employing probability as the guiding force behind the selection of elements in their artistic process.

 

Learning Targets

GRADE BAND: 7
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use probability to create a unique work of art.
  • I can use the elements of line, shape, and color to create a unique work of art.

Essential Questions

  • How can I use probability to create a unique work of art?
  • How can I use the elements of line, shape, and color to create a unique work of art?

 

Georgia Standards

Curriculum Standards

7.PR.6: Using mathematical reasoning, investigate chance processes and develop, evaluate, and use probability models to find probabilities of simple events presented in authentic situations.

Arts Standards

VA7.CR.1 Visualize and generate ideas for creating works of art. 

VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.

VA7.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence. 

VA7.CR.4 Incorporate formal and informal components to create works of art.

 

South Carolina Standards

Curriculum Standards

7.DSP.5 Investigate the concept of probability of chance events. 

7.DSP.6* Investigate the relationship between theoretical and experimental probabilities for simple events.

7.DSP.7* Apply the concepts of theoretical and experimental probabilities for simple events.

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

  • Probability - A measure of how likely something is to happen. It ranges from 0 (impossible) to 1 (certain
  • Chance - The likelihood or probability of a specific event occurring

Arts Vocabulary

  • Line - One of the seven elements of art; a path that connects two points
  • Shape - One of the seven elements of art; a 2-dimensional object; it can be freeform/organic (resembles something from nature) or geometric (squares, circles, triangles, etc.)
  • Color - One of the seven elements of art; reflected or absorbed light
  • Warm colors - Red, orange, yellow
  • Cool colors - Green, blue, violet/purple
  • Neutral colors - Brown, gray, white, black, tan
  • Complementary colors - Two colors across from each other on the color wheel
  • Analogous colors - Colors next to each other on the color wheel
  • Color wheel - A tool artists use to create their artwork
  • Composition - How artists use the elements of art in an artwork

 

Materials

    • Mixed media paper
    • Markers
    • Pencils
    • Dice (one needed for each artwork)
    • Colored pencils
  • Optional: oil pastels, crayons, and/or paint and paintbrushes

 

Instructional Design

Opening/Activating Strategy

  • Display the painting by Amy Kang, dice games with 1 die and 6 colors (do not tell students the name of the painting).
  • Ask students to work collaboratively to engage in the See, Think, Wonder protocol. 
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the artwork (i.e. colors, textures, shapes, etc.). 
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the artwork. 
    • Finally, ask students what they wonder about the image. 
  • Ask students how they think the painting was made. Ask students how they think Amy Kang chose her colors.
  • Tell students the name of the painting, dice games with 1 die and 6 color. Now, ask students again how they think she chose her colors.
  • Ask students what the probability was that Kang would use red in her painting. 
  • Show students other examples of her artwork such as dice games with 2 dice and 11 colors and dice games with 4 dice and 21 colors. Ask students the same question about probability.
  • Explain to students that they will be using probability to create an original artwork.

Work Session

  • Tell students that in their artwork they will be using the Elements of Art, Line, Shape, and Color. 
    • Show students a color wheel. Discuss with them the ways color can be organized into color schemes (warm–red, orange, yellow; complementary–two colors across from each other on the color wheel, etc.). 
    • Next, show students examples of shapes that can be used in art. Discuss with students that artists use geometric and free-form/organic shapes in artwork. 
    • Finally, show students examples of lines in art. 
  • Show students Composition 8 by Vasily Kandinsky. Ask students to describe how Kandinsky uses lines, shapes, and colors together to create his artwork. Students might notice overlapping, changes in size, some elements going “off the page”, etc.
  • Explain that students will be using a die to determine what lines, colors, and shapes they will use in their artwork. 
  • Show students the handout that they will use to guide them as they create their artwork.
  • Pass out materials to students. Students can complete this artwork independently or with a partner.

 

Closing Reflection

In small groups, students should compare the similarities and differences in their artwork. They should reflect on how probability changed the choices each of them made in their artwork.

 

Assessments

Formative

Teacher will assess understanding by determining if students are able to: 

  • Calculate probability
  • Use probability to select elements for their artwork
  • Identify how Kandinsky uses the Elements of Art, line, shape and color, in his painting

 

 

Summative

CHECKLIST

  • Students can use probability to determine line, color, and shape choices.
  • Students can use line, shape, and color through overlapping, variety of line thickness, and changes in size of shapes.
  • Students can compare and explain how probability changes the composition of their artwork.

 

DIFFERENTIATION 

Acceleration: Like Amy Kang, increase the number of dice and dice rolls  (2 dice and 11 colors and dice games with 4 dice and 21 colors)

 

Remediation: 

  • Reduce the number of elements or options students have to calculate to create their artwork.
  • Pre-determine the elements that will correspond to each die roll.
  • Allow students to work with a partner.

 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:  Katy Betts

Revised and copyright:  2024 @ ArtsNOW

 

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MANDALAS AND MEASUREMENTS 7

MANDALAS AND MEASUREMENTS

MANDALAS AND MEASUREMENTS

Learning Description

In this lesson, students will create a mandala utilizing concentric circles, pattern, color theory, circumference, and radius.

 

Learning Targets

GRADE BAND: 7
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can calculate radius using the circumference of a circle.
  • I can calculate circumference using the radius of a circle.
  • I can create a mandala using concentric circles.
  • I can use pattern and color to create a visually interesting artwork.

Essential Questions

  • How can I calculate radius using the circumference of a circle?
  • How can I calculate circumference using the radius of a circle?
  • How can I create a mandala using concentric circles?
  • How can I use pattern and color to create a visually interesting artwork?

 

Georgia Standards

Curriculum Standards

7.GSR.5: Solve practical problems involving angle measurement, circles, area of circles, surface area of prisms and cylinders, and volume of cylinders and prisms composed of cubes and right prisms.

 

7.GSR.5.4 Explore and describe the relationship between pi, radius, diameter, circumference, and area of a circle to derive the formulas for the circumference and area of a circle.

 

7.GSR.5.5 Given the formula for the area and circumference of a circle, solve problems that exist in everyday life.

Arts Standards

VA7.CR.1 Visualize and generate ideas for creating works of art. 

 

VA7.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence. 

 

VA7.CR.4 Incorporate formal and informal components to create works of art.

 

VA7.CN.3 Utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom.

 

South Carolina Standards

Curriculum Standards

7.GM.4 Investigate the concept of circles. 

  1. Demonstrate an understanding of the proportional relationships between diameter, radius, and circumference of a circle. 
  2. Understand that the constant of proportionality between the circumference and diameter is equivalent to . 
  3. Explore the relationship between circumference and area using a visual model. 
  4. Use the formulas for circumference and area of circles appropriately to solve real-world and mathematical problems.

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

  • Radius - The distance from the edge of a circle to its center
  • Circumference - The perimeter of a circle
  • Diameter - The width of a circle
  • Pi - The ratio of the circle’s circumference to its diameter
  • Concentric circles - A circle within a circle that has the same central point

    Arts Vocabulary

    • Radial balance - A type of balance in art in which all elements are symmetrically balanced in multiple directions from a central point
    • Line - One of the Elements of Art; a mark made by a moving point
    • Shape - One of the Elements of Art; a flat, enclosed object that has two dimensions
    • Pattern - Repetition of line and shape
    • Contrast - Two elements side by side that draw attention to their differences
    • Color wheel - A tool artists use to organize color schemes
    • Complementary colors - Two colors across from each other on the color wheel (ex: orange and blue)
    • Analogous colors - Colors next to each other on the color wheel (ex: yellow, orange, and red)

     

    Materials

    • Ruler
    • White paper
    • Pencils
    • Colored pencils or markers
    • Compass

     

     

    Instructional Design

    Opening/Activating Strategy

    • Conduct the See, Think, Wonder visual literacy protocol using an image of Tibetan monks creating a sand mandala. 
      • First, students will identify what they see in the image. Emphasize that they should make objective observations about the mandala. 
      • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the mandala. 
      • Finally, ask students what they wonder about the image. 
    • Facilitate a class-wide discussion around students’ observations, inferences, and questions. Draw students’ attention to how the artist uses line and shape to make the mandala (observations could include circles within circles, repeating designs, etc.).
    • Explain to students that mandala art is an art form that dates back to 500 BCE in India. 
    • Tell students that they will be creating their own mandalas using mathematical concepts.

     

    Work Session

    • Give each student a circumference measurement (it should be for a circle that could fit on an 8.5x11 inch piece of paper).
    • Explain to students that they will be creating their own mandala art using the circumference measurement given to them as a starting point.
    • Their mandalas will be made up of concentric circles–circles within circles with the same middle point. Show students an image of a mandala again and point out the concentric circles.
      • To create their first circle, each student will calculate the radius of their circle using the circumference they were assigned. 
      • Students will use a ruler to draw the radius of the circle. Then, using a compass, students will draw their circle on their white paper.
      • Next, students should divide their radius into three parts. For example, if their radius is 3 inches, they could divide their radius into increments of 1 inch. The parts do not have to be equal. For example, if the radius is 3.5 inches, students could divide the radius into .5 inch, 1 inch, and 2 inches. 
      • Students should then use their compass to create two more circles using the radiuses they created from the original radius. When this is done, students will have three concentric circles.
      • Students should then calculate the circumference of each of the two smaller circles. 
    • Explain to students that radial balance is a type of balance in art where all elements are equally arranged around a central point. Mandalas are examples of art with radial balance because all elements are equally arranged around a central point. Go back to an image of a mandala. 
    • Draw students’ attention to the patterns in the mandala. Explain to students that pattern in art is a repetition of line and shape. Explain to students that they will use line and shape to create three different patterns. One pattern will go in each circle.
      • Allow students time to work on designing their mandalas by adding patterns using pencil.
    • Next, show students an image of a Color Wheel. Explain that colors across from each other on the color wheel (such as yellow and purple) are complementary colors–they contrast each other. Explain that colors next to each other on the color wheel are analogous colors. 
    • Tell students that they will be adding color to their mandalas. One circle should have a complementary color scheme (red-green, yellow-purple, or orange-blue), and one should have an analogous color scheme (example–green, blue, and violet; red, orange, and yellow). Students can use any colors they choose for their final circle. 
    • Students should add color using colored pencils or markers.
    • Students should finish their mandalas by writing the equation for circumference followed by the three equations for their three circles.

    Example:

    C=2r

    18.84 = 23

    12.56 = 22

     6.28 = 21

     

    Closing Reflection

    • Conduct a gallery walk so that students can see how their classmates used math to create their artwork.
    • Facilitate a discussion around the process of creating mandalas and how math is used in visual art.

     

    Assessments

    Formative

    Teachers will assess student understanding by observing whether students are able to: 

    • Find the radius of the first circle and circumference of the next two circles.
    • Identify analogous colors and complementary colors.
    • Write their equations for circumference using their own individual numbers.

     

     

    Summative

    CHECKLIST

    • Students can create mandalas using concentric circles.
    • Students can utilize a variety of patterns and color schemes in their mandala designs. 
      • Each circle should have a different pattern.
      • One circle should have an analogous color scheme.
      • One circle should have a complementary color scheme.
    • Students can correctly calculate circumference and radius.
    • Students can write the equation for circumference correctly on their artwork.

     

    Differentiation

    Acceleration: 

    • Do not give students a circumference. Instead, give students a sheet of 8.5x11 blank paper. Explain that students will need to create a circle on their paper that is large enough to draw two other circles in. Allow students to determine the radius of the first circle, draw the circle, and then calculate the circumference. 
    • Require students to also find the area of each of their circles.
    • Have students conduct an independent study on the history of mandalas focusing on how math is used in the design.
    • 7th Grade Georgia Social Studies connection - Have students research the history of mandalas in India, which is a country of study in Georgia Social Studies. 

     

    Remediation: 

    • Allow students to trace half-circle templates with whole number diameters to create their three circles. Students will still need to measure and calculate circumference and radius. 
    • Allow students to work with a partner on calculations. Students will create their own artwork but will have the same measurements.
    • Use one set of calculations for the whole class; work through the calculations together. Students will create their own artwork but will have the same measurements.

     

     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:  Katy Betts

    Revised and copyright:  May 2024 @ ArtsNOW

     

    Back to Modules