CREATING INSPIRED WORKS THROUGH ANGLES & PROPORTION 6-8
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
"I Can" Statements
“I Can…”
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I can explain how Charles Demuth uses angles and proportion in his artwork.
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I can create artwork inspired by Demuth using angles and proportion.
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I can use proportion and color to create emphasis in my artwork.
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Students can explain how I used ratio, proportion, angles, color, value, and emphasis to create my artwork.
Essential Questions
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How does Charles Demuth use angles and proportion in his artwork?
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How can I create an artwork inspired by Demuth using angles and proportion?
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How can I use proportion and color to create emphasis in my artwork?
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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.).
- Using these angles or requirements, students should fill their paper with intersecting lines like they see in I Saw the Figure 5 in Gold. See example.
- 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
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Acceleration:
Remediation:
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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
PROBABILITY PALETTE 7
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
"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
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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:
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ADDITIONAL RESOURCES
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*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
MANDALAS AND MEASUREMENTS 7
MANDALAS AND MEASUREMENTS
Learning Description
In this lesson, students will create a mandala utilizing concentric circles, pattern, color theory, circumference, and radius.
Learning Targets
"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.
- Demonstrate an understanding of the proportional relationships between diameter, radius, and circumference of a circle.
- Understand that the constant of proportionality between the circumference and diameter is equivalent to .
- Explore the relationship between circumference and area using a visual model.
- 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
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Acceleration:
Remediation:
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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
GEOMETRY GROOVE K-1
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
"I Can" Statements
“I Can…”
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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
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Acceleration:
Remediation:
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*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