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

     

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    GEOMETRY GROOVE K-1

    GEOMETRY GROOVE

    GEOMETRY GROOVE

    Learning Description

    In this lesson, students will use movement to understand types of shapes and their attributes. First grade students will then create movement phrases to demonstrate partitioning and combining shapes.

     

    Learning Targets

    GRADE BAND: K-1
    CONTENT FOCUS: DANCE & MATH
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can identify and create different types of shapes.
    • I can create a movement using my whole body that demonstrates a type of shape. 

    Essential Questions

    • How can dance/movement aid in comprehension of shapes?

     

    Georgia Standards

    Curriculum Standards

    Kindergarten:

    K.GSR.8: Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.

     

    Grade 1:

    1.GSR.4: Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.

     

    Arts Standards

    Kindergarten:

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

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

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

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

     

    Grade 1:

    ESD1.CR.1 Demonstrate an understanding of the choreographic process.

    ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.

    ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance

    ESD1.RE.1 Demonstrate critical and creative thinking in dance.

     

     

    South Carolina Standards

    Curriculum Standards

    Kindergarten:

    K.G.5 Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). 

    Grade 1:

    1.G.1 Distinguish between a two-dimensional shape’s defining (e.g., number of sides) and non-defining attributes (e.g., color).

    1.G.2 Combine two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, and trapezoid) or three-dimensional shapes (i.e., cube, rectangular prism, cone, and cylinder) in more than one way to form a composite shape. 

    1.G.3 Partition two-dimensional shapes (i.e., square, rectangle, circle) into two or four equal parts.

    1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle).

     

    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

    • Geometric shape - Mathematical figures with a fixed structure that are precise and regular 
    • Angle - A figure that is formed by two rays or lines that shares a common endpoint
    • Side - The line that connects two points of a shape

    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
    • Shape - This refers to an interesting and interrelated arrangement of body parts of one dance; the visual makeup or molding of the body parts of a single dancer; the overall visible appearance of a group of dancers
    • Space - An element of movement involving direction, level, size, focus, and pathway
    • Formation - The placement of dancers in a performance space

     

    Materials

    • Sound source and music with a steady beat
    • Markers or crayons
    • Printed copies of dance photography

     

     

    Instructional Design

    Opening/Activating Strategy

        • 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.
        • 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.).
        • Next, bring students’ awareness to the rhythm of the music by having them walk in place to the beat of the music. Once students are walking to the beat, ask them to begin gently swinging their arms by their sides. 
        • Now, direct students create shapes with their bodies; use geometric language such as curved or straight lines, angles, etc. to direct students. 
        • Have students return to their seats or the carpet.Classroom Tips: Set up chairs and tables in a circular format to maximize students’ engagement and ability to see their peers during the activity and performance. Also establish parameters for acceptable movement choices and discuss audience behavior/etiquette with students.
        • Begin the lesson by engaging students in movement that introduces students to a few of the Elements of Dance: Body, space and time.

     

    Work Session

     

    • Discuss with students how they used their bodies to create shapes, lines and angles. 
    • Project different types of shapes on the board. Ask students to engage in a “seated dance” by making the shape with their upper bodies. Model how to do this and discuss how students can make angles, straight lines and curved lines with their bodies.
    • Divide the class into partners. 
    • Pass out printed copies of dance photography to students. 
      • Ask students to trace all the straight lines, curved lines, and angles they see in the photos. Ask students to trace any shapes that they find.
      • Project images of the photography on the board and allow time for students to share what they identified in the photos. 
    • Next, randomly pass out note cards with a type of shape written or drawn on it.
    • Students must create that shape with their bodies. 
      • Students can choose to each make the movement with their bodies individually, or can combine to make one large shape together. 
    • Now, tell students that dancers move to the beat of music. Students will have four beats to perform their movement. Tell students that by the count of four, they should be showing their shape with their bodies and should freeze in the shape. 
      • Practice a four count to the beat of the music with students.
      • Allow time for students to practice using a four count to perform their movement.

     

    Grade 1 Extension: 

    • Pass out an additional shape to students. 
    • Have students create a movement phrase (more than one movement) that demonstrates either combining the two shapes to make a composite shape or partitioning one of the shapes.

     

    Closing Reflection

    • The students will perform their movements for their classmates. Discuss appropriate audience participation and etiquette prior to performances.
    • After each performance, the audience should be able to identify the shape and its attributes.

     

    Assessments

    Formative

    Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, ability to identify types of shapes, and collaborative choreography.

     

    Summative

    CHECKLIST

    • Students can identify, classify, and define similes, metaphors, hyperbole, and personification in a story.
    • Students can change their voices and bodies to convey the meaning of examples of figurative language.

     

    DIFFERENTIATION 

    Acceleration: 

    • Challenge students to create a movement phrase that transitions from a two-dimensional shape to a three-dimensional figure that uses that shape (i.e., triangle to pyramid).
    • Challenge kindergarteners to do the first grade extension.

    Remediation: 

    • Scaffold the lesson by choosing a type of shape to create a movement for as a class. Then, have partners create a movement for their individual shape. 
    • Create movements for several types of shapes together as a class. Have students participate in brainstorming how to do this. After the class has established a movement to show a shape and the class has practiced it, ask if anyone has ideas of a different way to show the same shape. Bring students who are struggling with grasping the concepts to help as assistants to the demonstrations so that they can benefit from participating.

     

    *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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    MOSAICS AND MATH 3-5

    MOSAICS AND MATH

    MOSAICS AND MATH

    Learning Description

    In this lesson, students will use multiplication and division to create a mosaic using a watercolor crayon resist.

     

    Learning Targets

    GRADE BAND: 3-5
    CONTENT FOCUS: VISUAL ARTS & MATH
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can use multiplication and division to create a mosaic.
    • I can use crayon and watercolor to create a crayon watercolor resist painting.
    • I can create an array using a ruler and pencil.
    • I can determine factors of 54.

    Essential Questions

    • How can you utilize multiplication and division to create a mosaic?
    • How can you use an array to determine factors of 54?

     

    Georgia Standards

    Curriculum Standards

    Math

    Grade 3: 3.GSR.7: Identify area as a measurable attribute of rectangles and determine the area of a rectangle presented in real-life, mathematical problems. 

    3.GSR.8: Determine the perimeter of a polygon presented in real-life, mathematical problems.

    3.PAR.3: Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100.

    Grade 4

    4.PAR.3: Generate and analyze patterns, including those involving shapes, input/output diagrams, factors, multiples, prime numbers, and composite numbers.

    4.GSR.8: Identify and draw geometric objects, classify polygons based on properties, and solve problems involving area and perimeter of rectangular figures.

     

    Grade 55.NR.2: Multiply and divide multi-digit whole numbers to solve relevant, mathematical problems. 

    Science Grade 4:S4E3. Obtain, evaluate, and communicate information to demonstrate the water cycle.a.Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.b.Develop models to illustrate multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).

    Grade 5: S5P1. Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.a.Plan and carry out investigations of physical changes by manipulating, separating and mixing dry and liquid materials.

     

     

    Arts Standards

    Grade 3: 

    VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

    VA3.CR.2 Create works of art based on selected themes. 

    VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two dimensional art. 

    VA3.RE.1 Use a variety of approaches for art criticism and to critique personal works of art and the artwork of others to enhance visual literacy.

    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, processes, and concepts of two dimensional 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, processes, and concepts of two dimensional 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

    3rd Grade

    3.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 – 10) and the product. 

    3.ATO.2 Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 – 10), divisor (i.e., 0 – 10), and dividend. 

    3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown

     

    4th Grade

    4.ATO.1 Interpret a multiplication equation as a comparison (e.g. interpret 35 = 5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.) Represent verbal statements of multiplicative comparisons as multiplication equations. 

    4.ATO.2 Solve real-world problems using multiplication (product unknown) and division (group size unknown, number of groups unknown).

     

     

    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

    • Array - A way of arranging objects or images in rows and columns
    • Multiplication - Repeated addition of numbers of the same size
    • Division - Repeated subtraction of numbers of the same size
    • Factor - A number that can be used to evenly divide into another number

    Arts Vocabulary

    • 7 Elements of Art - Line, shape, form, texture, color, value, space
    • Line - One of the seven Elements of Art; it is a mark made by a pointed tool such as a brush, pen or stick; a moving point.
    • Shape - One of the seven Elements of Art; it is a flat, enclosed area that has two dimensions, length and width. Artists use both geometric and organic shapes.
    • Space - How the Elements of Art are organized in an artwork. It is used to create the illusion of depth. Space can be two-dimensional, three-dimensional, negative and/or positive.
    • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent
    • Variegated watercolor wash - A watercolor wash that transitions from one color to another color
    • Crayon watercolor resist - The process of using crayon or oil pastel (oil based) to draw on a surface and then covering it with a watercolor wash.
    • Mosaic - An artform that is a picture or pattern produced by arranging together small colored pieces of hard material, such as stone, tile, or glass. (Oxford Languages)
    • Composition - The way the Elements of Art are arranged in an artwork
    • Warm colors - Red, orange, yellow
    • Cool colors - Green, blue, violet
    • Analogous colors - Colors next to each other on the color wheel (Example: red, orange, yellow)
    • Complementary colors - Colors across from each other on the color wheel (Example: Orange and blue)
    • Contrast - An arrangement of opposite elements in a composition to create visual interest

     

     

    Materials

      • 12x18-inch black construction paper
      • 9x6-inch white mixed-media paper
      • Crayons or oil pastels in warm and cool colors
      • Watercolor set
      • Paintbrushes
      • Water cups with water
      • Ruler
      • Pencil
      • Scissors
      • Glue sticks

       

       

      Instructional Design

      Opening/Activating Strategy

      • Show students an image of an ancient Roman mosaic on a board (Examples of ancient Roman mosaics).
      • Ask students to identify as many geometric shapes as they can in the image. 
      • Have students compare their findings with a partner. 
      • Then, ask students to take turns outlining the shapes on the board.
      • Explain that Shape is one of the seven elements of art that they will be using to create their own mosaic. 
      • Show students where the ancient Roman Empire was in relationship to where students live. 
      • Define for students what a mosaic is.
      • Briefly go over the 7 Elements of Art. Ask students to identify as many as they can in the image of the ancient Roman mosaic.

       

      Work Session

      • Explain that students will be focusing on Line, Shape, Space, and Color in their mosaic.
      • Demonstrate to students how to create a 6x9-in array using pencil and ruler. 

      Teacher tip: Have students mark their paper at each one inch interval around the entire paper. Then, have students connect the marks to create an array.

      • Ask students to use mathematical concepts that they have learned to determine how many 1-inch squares they have. 
      • Ask students to identify the area and perimeter using mathematical strategies.
      • Tell students that in the next step, they will be creating a watercolor-resist painting. They will draw with crayon and paint over the crayon with watercolor. The wax in the crayon will “resist” the water in the watercolor. 
      • Show students a color wheel. 
        • Discuss the different ways we can organize colors into color schemes: Warm, cool, complementary, and analogous (see color wheel)
        • Tell students that they will be drawing lines and shapes over the entire surface of their paper using either warm OR cool colored crayons. 
      • Tell students that next they will be painting over the entire surface of the paper in watercolor. Show students how to create a variegated watercolor wash using the video.
        • Students should create a variegated watercolor wash in warm colors if students used cool colored crayons; students should use cool colors if they used warm colored crayons. This will create contrast. 
        • Direct students to make observations about the water cycle as they watch the water in the watercolor evaporate and the paper dry. Ask students if this is a chemical or physical change.
      • Once the watercolor wash is mostly dry, students should cut out each square and divide them into equal groups using factors of 54.
      • Explain that students are going to arrange their groups (factors of 54) in a composition on their black paper. Once they have arranged them, they will glue them down.
        • Composition is how an artist arranges the elements of art, like line, shape, and color, in their artwork.

      Teacher tip: Have students place all of their pieces on their paper BEFORE beginning to glue them down.

       

      Closing Reflection

      • Have students explain to a partner how they grouped their pieces of the watercolor-resist into factors of 54 in their mosaic.
      • Ask students to explain how they determined the size of their groupings.
      • Ask students to identify which elements of art they used in their mosaic.

      Assessments

      Formative

      Teachers will assess understanding through the:

      • Shapes students identified in Roman mosaic
      • Students’ ability to group pieces of mosaic into factors of 54
      • Students’ color choices (checking for understanding of warm and cool colors)

       

      Summative

      CHECKLIST

      • Students will demonstrate what they learned by creating a watercolor crayon resist mosaic that utilizes contrasting warm and cool colors and demonstrates that they can arrange watercolor pieces in factors of 54 in a compositionally interesting way on their paper.

       

       

      Differentiation

       

      Acceleration: Instead of using 1x1-inch squares, have students determine other ways to divide their paper into equal sections (example).

       

      Remediation: 

      • Rather than creating a watercolor resist, have students use construction paper in contrasting colors to create their mosaic. 
      • Students can also fold paper into equal sections instead of using a ruler to measure equal sections before cutting.
      • Provide an array for students rather than having students create their own with rulers.

       

       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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      PATTERNS IN MOTION K-1

      PATTERNS IN MOTION

      PATTERNS IN MOTION

      Learning Description

      Understand the structure of pattern and sequence through the elements of dance and choreography using movements that represent geometric shapes!

       

      Learning Targets

      GRADE BAND: K-1
      CONTENT FOCUS: DANCE & MATH
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can recognize the difference between a pattern and a sequence in shapes and movements.

      • I can create choreography to represent a pattern or sequence.

      • I can create movements to represent geometric shapes.

      Essential Questions

      • What are different ways we can represent sequence and patterns through movement?

      • How can I create choreography to represent a pattern or sequence?

      • How can I use movement to represent geometric shapes?

       

      Georgia Standards

      Curriculum Standards

      Kindergarten: 

      K.PAR.6: Explain, extend, and create repeating patterns with a repetition, not exceeding 4 and describe patterns involving the passage of time.

       

      K.GSR.8: Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.

       

      Grade 1: 

      1.PAR.3: Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns found in real-life situations.

       

      1.GSR.4: Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.

       

       

       

       

      Arts Standards

      Kindergarten:

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

       

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

       

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

       

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

       

      ESDK.CN.3 Identify connections between dance and other areas of knowledge.

       

      Grade 1:

      ESD1.CR.1 Demonstrate an understanding of the choreographic process.

       

      ESD1.CR.2 Demonstrate an understanding of dance as a form of communication.

       

      ESD1.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

       

      ESD1.RE.1 Demonstrate critical and creative thinking in dance.

       

      ESD1.CN.3 Identify connections between dance and other areas of knowledge.

       

       

       

      South Carolina Standards

      Curriculum Standards

      Kindergarten:

      K.ATO.6 Describe simple repeating patterns using AB, AAB, ABB, and ABC type patterns.

       

      K.G.2 Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). 

       

      Grade 1:1.ATO.9 Create, extend and explain using pictures and words for: a. repeating patterns (e.g., AB, AAB, ABB, and ABC type patterns); b. growing patterns (between 2 and 4 terms/figures).

       

      1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle).

       

       

      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 5: I can describe, analyze, and evaluate a dance.

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

       

       

       

      Key Vocabulary

      Content Vocabulary

      • Pattern - A set of elements repeated in a predictable manner
      • Sequence - A series of elements arranged with intention and does not always follow a pattern
      • Geometric shape - A figure that is defined by mathematical properties and is measurable

       

       

      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
      • Body shapes - Forms that the entire body or body parts take when making movement

       

       

      Materials

        • Music source and speakers
        • Cards printed with shapes
        • Cards printed with groups of shapes in patterns or sequences

         

         

        Instructional Design

        Opening/Activating Strategy

        • Play music with a strong beat. As a class group, lead students in a warm up that establishes the beat of the music such as marching or clapping.
        • Next, lead them in making movements that have obvious geometric qualities using vocabulary from The Elements of Dance to describe body shapes. Examples include straight lines using arms and legs, rounded shapes using arms, etc.

         

        Work Session

        Movement discovery

        • Show students cards with geometric shapes printed on them and ask them to move to the beat to represent the shape of the card until you show a different card. Repeat this several times until students have discovered/created several different movements.

        Establish pattern versus sequence:

        • Continue the discovery activity holding the cards up for shorter periods of time and in patterns, ABAB at first and then more complicated. Open a handle question: How am I arranging the cards? How am I arranging your dance steps?
        • Ask students to explain the arrangement of the dance steps. They should arrive at the concept of patterns.
        • Repeat two previous steps using a sequence instead of a pattern.
        • Discuss the difference between a sequence and a pattern.

        Choreographic process

        • Divide students into small groups. Give each group a card printed with a pattern or a sequence represented in shapes. Without sharing with other groups, students identify whether their card shows a pattern or sequence.
        • Students create dances based on the order of shapes on their cards and the dance movements that they discovered during previous segments of the lesson. Encourage students to use movements from the warm-up or create new movements using the movements from warm-up as inspiration.
        • Allow students time to practice their dance.

        Performance

        • Peers identify whether the performing group is showing a sequence or pattern. When a pattern is performed, peers describe the pattern in terms of shapes represented by the dance movements.

        Closing Reflection

        • Groups explain why they chose certain movements to express certain shapes. 
        • Students discuss their understanding of the difference between a sequence and a pattern.

        Assessments

        Formative

        Teachers will assess understanding through: 

        • Student engagement in collaborative discussion about movement choices and math concepts.
        • Students’ use of dance vocabulary to describe body shapes during discussion.
        • Students’ progress toward a finished choreography during collaborative group work period.

         

         

        Summative

        CHECKLIST

        • Students can present choreography that accurately portrays their assigned pattern or sequence. 
        • Students can recognize the difference between a pattern and a sequence in shapes and movements.
        • Students can create dance movements that represent geometric shapes.
        • Students can explain why they chose certain movements to express certain shapes.
        • Peers/audience can accurately identify the pattern or sequence expressed in peer choreography.

         

        Differentiation

        Acceleration:

        • Have groups create their own patterns using movements that represent geometric shapes and lines.
        • Incorporate ELA concepts by having students use rhyming words to create a pattern (example: ABAB - Cat, fox, hat, box) and then create choreography to represent the pattern.

        Remediation:

        • Create choreography as a whole class to the same pattern or sequence. Then, break students into groups to create their choreography to their assigned pattern or sequence.
        • Establish certain movements for shapes as a class that all students will use in their pattern or sequence choreography. Once students demonstrate mastery of the pattern or sequence using movements established as a class, allow students to create or choose their own movements for their pattern or sequence.

         

         ADDITIONAL RESOURCES

        • Classroom Tips: Set up chairs and tables in a circular format to maximize students’  engagement and ability to see their peers during the activity and  performance. Also establish parameters for acceptable movement choices and discuss audience  behavior/etiquette with students.
        • The Elements of Dance

        *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 and updated by: Julie Galle Baggenstoss and Melissa Dittmar-Joy. Updated by Katy Betts.

         

        Revised and copyright:  April 2024 @ ArtsNOW
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