GEOMETRY: GEOMETRY IN MOTION 4

GEOMETRY IN MOTION

LESSON INFORMATION

GEOMETRY: GEOMETRY IN MOTION

Learning Description

In this math and dance lesson, students will create a dance phrase that expresses geometry vocabulary through movement. They will close the lesson by reflecting on their work and learning through a journal response. This lesson should occur after the geometry vocabulary has been introduced.

Learning Targets

GRADE BAND: 4

CONTENT FOCUS: DANCE& MATH

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can work with a group to create a dance phrase that illustrates angles, lines. line segments, rays and points.

Essential Questions

How can we use our bodies to represent different geometric concepts like angles, lines, line segments, rays and points?
How can we collaborate effectively to ensure our dance phrase accurately represents each geometric concept?

Georgia Standards

Curriculum Standards

4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.

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

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

Arts Standards

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

ESD4.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.

a. Demonstrate attentiveness, full participation, and cooperation with others in the dance learning and performing environment.

ESD4.RE.1 Demonstrate critical and creative thinking in dance. a. Critique a dance performance using elements of dance (e.g. body, space, time, energy) and appropriate dance terminology.

ESD4.CN.3 Integrate dance into other areas of knowledge.

South Carolina Standards

Curriculum Standards

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

4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines.

4.G.3 Recognize right triangles as a category, and identify right triangles.

4.G.4 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line symmetric figures and draw lines of symmetry.

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

Right angle - An angle whose measure is exactly 90°
Acute angle - An angle whose measure is between 0° and 90°
Obtuse angle - An angle whose measure is between 91° and 180°
Line - A straight path that goes on forever in both directions
Line segment - A part of a line that has two endpoints
Ray - A part of a line that starts at one point and goes on forever in one direction
Point - A tiny spot that shows a specific place
Equilateral triangle - A three-sided figure with sides of equal length
Isosceles triangle - A three-sided figure with two sides of equal length
Scalene triangle - A three-sided figure with no sides equal in length
Parallelogram - A quadrilateral with both pairs of opposite sides being parallel to one another
Pentagon - A five-sided polygon
Rectangle - A parallelogram with four right angles
Rhombus - A parallelogram with four sides of equal length
Square - A plane figure with four equal straight sides, opposite sides being parallel, and four right angles
Trapezoid - A quadrilateral with at least one pair of parallel sides

Arts Vocabulary

Body shape - Refers to an interesting and interrelated arrangement of body parts of one dancer; the visual makeup or molding of the body parts of a singular dancer; the overall visible appearance of a group of dancers (they may be curved/angular, symmetrical/asymmetrical, positive/negative)
Movement - How you use your body to do a dance or action
Choreographer - The person who creates the dance
Choreography - The art of designing and arranging sequences of movements, steps, and gestures to create a dance piece
Dance phrase - Short sequence of movements
Energy - The quality and intensity of movement; how a dancer uses their body to convey emotions, mood, or intention through variations in force, flow, and dynamics
- Percussive - Refers to the quality of movement characterized by sharp starts and stops; staccato jabs of energy
- Sustained - Smooth and unaccented; there is not apparent start or stop, only a continuity of energy
- Swinging - Established by a fall of gravity, a gain in momentum, a loss of momentum, and the repeated cycle of fall and recovery, like that of a pendulum
- Vibratory - A quality of movement characterized by rapidly repeated bursts of percussive movements like “a jitter”

Materials

Interactive whiteboard or chart paper
Upbeat Instrumental song selection
Sound source and speakers
Geometry Dance Rubric
Requirements for dance phrase

Instructional Design

Opening/Activating Strategy

Play “Shape it, Move It”.
- When the music plays, students move, staying in their personal space.
- Stop the music to prompt students to freeze in a body shape that expresses the vocabulary word that you call out.
  - Repeat the process for acute, right, and obtuse angles, line, ray, line segment, and point.
  - Display an image of each word after students have frozen for them to check.
- Debrief the exercise discussing how students used their bodies in different ways to communicate ideas.

Explain to students that dancers and choreographers also use their bodies to communicate ideas.

Work Session

Show students images of dancers from the PowerPoint. Ask students to identify the lines, angles, and shapes that the dancers make with their bodies.
Arrange students in groups of three to four. Assign each group their own space in the room.
Tell students that they will be making a dance phrase to demonstrate their understanding of the geometric concepts. Go over the requirements for dance phrase.
- Provide time for students to brainstorm ideas for how to represent geometric concepts through movement.
- Ask students to consider how they will transition from one movement to another. What type of energy will they use? Sustained, percussive, etc.
After work time, all groups have a ‘dress rehearsal’ where students will simultaneously perform their dances.
Invite groups that would like to perform, perform their dance for the whole class.
As students perform, ask the audience to identify angles, lines, line segments, rays, and points that they saw in the dance phrase.

Closing Reflection

Geometry exit ticket: Students write a journal entry that addresses one or more of the following prompts:
- How did our group decide on the movements to represent angles, lines, line segments, rays, and points?
- What challenges did we face while creating our dance phrase, and how did we overcome them?
- Which was the easiest to illustrate through dance and why?
- What did I learn about angles, lines, line segments, rays, and points through this lesson?
- How did I use my body to represent angles, lines, line segments, rays, and points?
- What was my favorite part of creating the dance phrase and why?

Assessments

Formative

Teachers will assess student learning throughout the lesson by observing students during the activator to check for understanding of vocabulary and group check-ins during group work time.

Summative

Geometry Dance Phrase is assessed using the Geometry Dance Rubric.

Differentiation

Accelerated:

Students work individually or with a partner instead of a small group.
Have students engage in the complete Engineering Design Process by brainstorming how to show geometric concepts through movement, planning for their choreography through sketches/descriptions, creating choreography, performing choreography for a partner group, getting feedback from the partner group, and revising their choreography.

Remedial:

Reduce requirements of the dance phrase.
Pair students with an accelerated student.

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Christopher Crabb

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

Revised and copyright: June 2025 @ ArtsNOW

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GEOMETRY: SCULPTING WITH GEOMETRY: EXPLORING ANGLES AND LINES WITH ALEXANDER CALDER 4

SCULPTING WITH GEOMETRY: EXPLORING ANGLES AND LINES WITH ALEXANDER CALDER

LESSON INFORMATION

GEOMETRY: SCULPTING WITH GEOMETRY: EXPLORING ANGLES AND LINES WITH ALEXANDER CALDER

Learning Description

In this lesson, students will create sculptures inspired by the artist, Alexander Calder, to demonstrate their understanding of types of angles, parallel lines, and perpendicular lines.

Learning Targets

GRADE BAND: 4

CONTENT FOCUS: VISUAL ARTS & MATH

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can create a Stabile inspired by the artist, Alexander Clader, that is free-standing.
I can draw polygons with parallel lines, right angles, acute angles, and obtuse angles.
I can identify parallel lines, right angles, acute angles, and obtuse angles.

Essential Questions

How do artists use geometry in their artwork?
What are the defining attributes of polygons?

Georgia Standards

Curriculum Standards

4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.

Arts Standards

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

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

VA4.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.

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

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

South Carolina Standards

Curriculum Standards

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

4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines.

4.G.3 Recognize right triangles as a category, and identify right triangles.

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

Right angle - An angle whose measure is exactly 90°
Acute angle - An angle whose measure is between 0° and 90°
Obtuse angle - An angle whose measure is between 91° and 180°
Equilateral triangle - A three-sided figure with sides of equal length
Isosceles triangle - A three-sided figure with two sides of equal length
Scalene triangle - A three-sided figure with no sides equal in length
Parallelogram - A quadrilateral with both pairs of opposite sides parallel
Pentagon - A five-sided polygon
Rectangle - A parallelogram with four right angles
Rhombus - A parallelogram with four sides of equal length
Square - A plane figure with four equal straight sides and four equal angles
Trapezoid - A quadrilateral with at least one pair of parallel sides

Arts Vocabulary

Stabile - A type of sculpture created by the artist, Alexander Calder; these sculptures are geometric and abstract
Sculpture - A form of art that is three-dimensional
Shape - An enclosed line; in art, shape can be geometric or organic
Line - A mark connecting two points
Form - One of the seven elements of art; an object that has three-dimensions

Materials

Thin cardboard (such as cereal boxes) or styrofoam plates
Scissors
Note cards
Rulers
Examples of Alexander Calder’s artwork
“Small City”
“Object in Five Planes”
Optional: Oil pastels

Instructional Design

Opening/Activating Strategy

Begin the lesson by guiding students through a directed drawing.
Pass out note cards and markers/crayons/colored pencils to students.
Read the following instructions. Project the instructions on the board as you give them.
- Choose a color. Draw one vertical line from the top to the bottom of your paper.
- Using a new color, draw a line that is parallel to that line.
- Using a new color, draw a line that is perpendicular to both lines.
- Using a new color, draw two polygons that have acute angles. They should be different sizes.
- Using a new color, draw two polygons that have obtuse angles. One should overlap something else on your paper.
- Finally, using a new color draw one large polygon that has a right angle.

Have students compare their artworks with a neighbor. Students should check each other’s artwork using the instructions on the board.

Work Session

Based on what the teacher sees needs to be revisited after the directed drawing, review concepts with students.
Next, show students images of the artist, Alexander Calder’s sculptures, such as “Small City” or “Object in Five Planes”. Tell students that Calder called his geometric and abstract sculptures Stabiles.
- Ask students to talk with a neighbor about what they see in the image–shapes, lines, colors, etc.
- Allow time for students to share. Direct their attention to the types of shapes, angles, and lines that they see.
Tell students that they will be creating their own sculptures inspired by Calder’s Stabiles.
Assign students partners. (This can also be done individually if desired.)
Provide students with the materials and criteria for their Stabiles.
- Sample criteria:
  - Stabile must include at least four polygons.
  - Stabile must show an example of a polygon with a right angle, a polygon with an acute angle, and a polygon with an obtuse angle.
  - Stabile must have a polygon with parallel lines.
- Have students create a sketch of their design for their Stabile.
- Pass out scissors and either thin cardboard or styrofoam plates.
- Students should draw their polygons on the material prior to cutting.
- Show students how to attach two shapes together by cutting small slits in the sides and fitting them together.
- Optional: Students can add color using oil pastels prior to assembling their Stabiles.
  - If using color, ask students to consider how they might use color intentionally. For example, all triangles might be cool colors (blue, green, teal, and purple) and all quadrilaterals might be warm colors (red, pink, orange, yellow).
- Students’ Stabiles should be able to stand on their own.

Pass out a new note card to students. Students should write on the notecard how they showed each of the criteria in their Stabile. Students will submit this along with their Stabiles for assessment.

Closing Reflection

Have students display their Stabiles on desks or tables. Conduct a gallery walk so that students can observe where their classmates showed the criteria in their Stabiles.
Discuss as a class how each artwork displayed the same criteria but was different in the way students showed the criteria creatively.
Ask students to reflect on what they would do differently if they could create their Stabile again.

Assessments

Formative

Teachers will assess learning by observing:
- Whether students understand the vocabulary in the activator
- Whether students can identify geometric concepts in Calder’s Stabiles
- Students’ collaboration with their partners to design and create their own Stabiles using the established criteria

Summative

CHECKLIST:

Students can create a Stabile inspired by Clader that is free-standing.
Students can draw polygons with parallel lines, right angles, acute angles, and obtuse angles.
Students can explain how they showed parallel lines, right angles, acute angles, and obtuse angles in their Stabiles.
Students can identify parallel lines, right angles, acute angles, and obtuse angles in their classmates’ Stabiles.

Differentiation

Accelerated:

Add additional criteria to students’ Stabiles, such as different types of triangles, specific angle measurements, or incorporate calculating perimeter and surface area.
Require students to use color in their artwork. Alternatively, students can add line patterns and designs on cardboard.

Remedial:

Reduce requirements for students’ Stabiles.
Provide templates of polygons for students to trace and cut out.

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Katy Betts

Revised and copyright: June 2025 @ ArtsNOW

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GEOMETRY: COMPOSING MUSIC WITH DYNAMICS, PITCH, AND GEOMETRY 4

COMPOSING MUSIC WITH DYNAMICS, PITCH, AND GEOMETRY

LESSON INFORMATION

GEOMETRY: COMPOSING MUSIC WITH DYNAMICS, PITCH, AND GEOMETRY

Learning Description

In this lesson, students will create musical phrases that focus on dynamics and pitch to represent the number of sides and types of angles present in polygons.

Learning Targets

GRADE BAND: 4

CONTENT FOCUS: MUSIC & MATH

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can use dynamics and/or pitch to represent the three different types of angles.
I can use body percussion to represent the number and length of sides in a polygon.

Essential Questions

How can music represent geometric concepts?
What are the different types of angles and what are their defining characteristics?

Georgia Standards

Curriculum Standards

4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.

Arts Standards

ESGM4.CR.2 Compose and arrange music within specified guidelines.
ESGM4.PR.2 Perform a varied repertoire of music on instruments, alone and with others.
ESGM4.RE.1 Listen to, analyze, and describe music.
ESGM4.CN.1 Connect music to the other fine arts and disciplines outside the arts.

South Carolina Standards

Curriculum Standards

4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures.
4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines.
4.G.3 Recognize right triangles as a category, and identify right triangles.
4.G.4 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line symmetric figures and draw lines of symmetry.

Arts Standards

Anchor Standard 1: I can arrange and compose music.
Anchor Standard 4: I can play instruments alone and with others.
Anchor Standard 6: I can analyze music.
Anchor Standard 9: I can relate music to other arts disciplines, other subjects, and career paths.

Key Vocabulary

Content Vocabulary

Right angle - An angle whose measure is exactly 90°
Acute angle - An angle whose measure is between 0° and 90°
Obtuse angle - An angle whose measure is between 91° and 180°
Equilateral triangle - A three-sided figure with sides of equal length
Isosceles triangle - A three-sided figure with two sides of equal length
Scalene triangle - A three-sided figure with no sides equal in length
Parallelogram - A quadrilateral with both pairs of opposite sides parallel
Pentagon - A five-sided polygon
Rectangle - A parallelogram with four right angles
Rhombus - A parallelogram with four sides of equal length
Square - A plane figure with four equal straight sides and four equal angles
Trapezoid - A quadrilateral with at least one pair of parallel sides

Arts Vocabulary

Steady beat - A constant, regular pulse that remains the same throughout a piece of music
Rhythm - The pattern of sounds and silences, organized over time
Tempo - How fast or slow the beat of music is
Dynamics - How loud or soft a sound is
Pitch - How high or low a sound is
Body percussion - Using your body to produce various sounds through movements such as clapping, snapping, stomping, and tapping
Rest - A symbol that represents a period of silence; during a rest, no note is played or sung, but the rhythm or timing continues

Materials

Cards with various polygons on them
Paper
Pencils

Instructional Design

Opening/Activating Strategy

Begin by leading the class in a body-percussion warm-up.
- Start with clapping.
  - Clap your hands together in a slow, steady beat (e.g., 1-2-3-4).
  - Speed it up gradually after 30 seconds, then slow it down again, focusing on keeping the rhythm steady.
- Add upper arm taps.
- Alternate between clapping and tapping your upper arms with an open hand.
  Example pattern:
  - Clap (both hands) - Tap upper arms (both hands) - Clap - Tap upper arms
  - Repeat this for one minute, focusing on rhythm and coordination.
- Move to stomps.
  - Stomp alternating feet in a slow, steady beat (e.g., 1-2-3-4).
  - Speed it up gradually after 30 seconds, then slow it down again, focusing on keeping the rhythm steady.
- Now alternate between stomping your feet and clapping your hands.
  Example pattern:
  - Stomp right foot - Clap hands - Stomp left foot - Clap hands
  - Keep the rhythm steady and try to make each stomp and clap equally strong.
- Snap-Clap-Tap Combo
  - Pattern: Combine snapping your fingers, clapping, and tapping your legs.
    Example pattern:
    - Snap (right hand) - Snap (left hand) - Clap - Tap thighs (both hands)
    - Repeat and gradually speed up the tempo.
  - Practice a full body rhythm pattern.
    - Example pattern:
      - Stomp right foot
      - Tap upper arms (both hands)
      - Clap
      - Snap (right hand)
      - Stomp left foot
      - Tap thighs
      - Clap
      - Snap (left hand)

Debrief the warm-up discussing tempo, rhythm, and pitch of the different sounds students made with their bodies.

Work Session

Review the different types of angles–obtuse, acute, and right.
Next, clap three times, once quietly, once at a medium volume, and once loudly. Ask students which clap would represent which type of angle.
- Students should arrive at the conclusion that the quiet clap would represent the smallest angle, acute, and the loudest clap would represent the largest angle, obtuse.
- Project a pattern of angles on the board. Lead students in various body percussion movements that change dynamics based on the size of the angle.
Ask students to turn and talk with a partner about how pitch through body percussion (reminding students to think back to the activator) could be used to represent the three different types of angles.
- Ask several partners to share their responses. Students might say a snap is higher in pitch than a stomp, so the snap would represent an acute angle.
Divide students into small groups. Assign each group a polygon.
- Each group must determine the types of angles present in their polygon.
- Ask students to determine how they will distinguish between the three different types of angles using dynamics or pitch.
- Next, ask students to use a different type of body percussion to represent each side of their polygon.
  - A composition might look like this:

Trapezoid: Four claps (top side), stomp (obtuse angle), two claps (side), snap (acute angle), six claps (bottom side), snap (acute angle), two claps (side).

In this musical phrase, the number of claps represents the length of the sides. The snap is quieter than the stomp, so the snap represents the acute angles and the stomps represent the obtuse angles.

Encourage students to keep a steady beat throughout their performance. The teacher can play a steady beat in the background to support students if desired.
Now, each group must create a musical phrase using body percussion that demonstrates three polygons of their choice.

Discuss how composers use “rests” between beats to create a separation between musical phrases. Students can choose to use a rest between each polygon’s musical phrase.

Closing Reflection

Students will perform their musical phrases for the class. Discuss appropriate audience etiquette and participation prior to performances.
- Optional: Students can share their key with the audience before the performances or the audience can try to decipher the key.
As each group performs, challenge the audience to draw the polygon and the angles being represented.
After each performance, the performing group will share their polygons with the class and discuss how their composition demonstrated the various polygons that inspired their choreography.

Assessments

Formative

Teachers will assess understanding throughout the lesson by observing:
- Students’ ability to follow along with the activator
- Discussion of tempo, pitch and dynamics
- Ability to connect types of angles to pitch and dynamics
- Collaboration with group members to create a musical phrase to represent their polygon

Summative

Students can use dynamics and/or pitch to represent the three different types of angles.
Students can use body percussion to represent the number and length of sides in a polygon.
Students can explain how their musical choices reflect mathematical concepts.

Differentiation

Accelerated:

Challenge students to demonstrate symmetry in their composition and then draw what that would look like in geometric form with the line of symmetry drawn.

Remedial:

Focus on either using dynamics only to represent angles.
Create a musical phrase to represent a polygon together as a class before having students work in groups to create their own.

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning
Ideas contributed by: Katy Betts

Revised and copyright: June 2025 @ ArtsNOW

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GEOMETRY: EXPLORE GEOMETRY WITH ABSTRACT ART 4

EXPLORE GEOMETRY WITH ABSTRACT ART

LESSON INFORMATION

GEOMETRY: EXPLORE GEOMETRY WITH ABSTRACT ART

Learning Description

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

Learning Targets

GRADE BAND: 4

CONTENT FOCUS: VISUAL ARTS & MATH

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can create artwork inspired by Wassily Kandinsky that demonstrates my understanding of mathematical concepts.
I can describe my artwork in terms of mathematical concepts.
I can interpret my Stabile sculpture in a two-dimensional format.

Essential Questions

How can you utilize visual images to learn about mathematical concepts?
How are two-dimensional and three-dimensional artworks different?

Georgia Standards

Curriculum Standards

4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.

Arts Standards

VA4.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
VA4.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.
VA4.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.
VA4.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
VA4.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

South Carolina Standards

Curriculum Standards

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

Right angle - An angle whose measure is exactly 90°
Acute angle - An angle whose measure is between 0° and 90°
Obtuse angle - An angle whose measure is between 91° and 180°
Equilateral triangle - A three-sided figure with sides of equal length
Isosceles triangle - A three-sided figure with two sides of equal length
Scalene triangle - A three-sided figure with no sides equal in length
Parallelogram - A quadrilateral with both pairs of opposite sides parallel
Pentagon - A five-sided polygon
Rectangle - A parallelogram with four right angles
Rhombus - A parallelogram with four sides of equal length
Square - A plane figure with four equal straight sides and four equal angles
Trapezoid - A quadrilateral with at least one pair of parallel sides
Parallel lines - Lines that will never touch
Perpendicular lines - Lines that intersect forming a 90 degree angle

Arts Vocabulary

Non-objective - Process of art-making that has no reference to the real world; strictly composed of design elements
Contrast - The arrangement of opposite elements in a composition (light vs. dark, rough vs. smooth, etc.) Similar to variety, which refers to the differences in a work, achieved by using different shapes, textures, colors and values.
Line – One of the seven elements of art; a mark made by a pointed tool such as a brush pen or stick; a moving point

Shape (Geometric and Organic) – One of the seven elements of art; a flat, enclosed area that has two dimensions, length and width
Negative space - Empty space; the background
Color scheme - A limited number of colors used in an artwork
Warm colors - Red, pink, orange and yellow
Cool colors - Blue, green, purple/violet
Primary colors - Blue, yellow, red
Secondary colors - Orange, green, purple/violet
Neutral colors - Brown, tan, black, gray

Materials

Drawing/mixed media paper (9” x 12” sheets)
Pencils
Crayons or oil pastels
Watercolors or tempera cakes
Paintbrushes
Water cups
Paper towels
Images of “Composition 8” and “Red, Blue and Yellow” by Russian artist, Wassily Kandinsky
Color wheel
Vasily Kandinsky, Guggenheim Museum
Wassily Kandinsky images
Looking: Ten Times Two artful thinking routine

Instructional Design

Opening/Activating Strategy

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

Work Session

Looking at Kandinsky’s “Composition 8” and “Red, Blue and Yellow”, direct students to work collaboratively to use math vocabulary and concepts to describe the angles, lines, and shapes found within these abstract and non-objective masterpieces.
- Students should draw and/or write their responses on sticky notes.
- Direct students to identify the polygons within these images and their defining attributes.
- Students should also look for examples of types of angles, types of triangles, and line relationships (parallel and perpendicular).
Project or draw a large Venn diagrams for students to use to compare and contrast the two different Kandinsky artworks. Students can place their sticky notes in the appropriate section of the Venn diagram.
Next, tell students that they will create their own non-objective artwork in the style of Kandinsky. Their two-dimensional artwork will be a 2D interpretation of their Stabile sculptures (from lesson two in this unit).
Project “Composition 8” and “Red, Blue and Yellow”
- Ask students to make observations about how the space is used in the artwork. Students should notice that there isn’t much negative space or “empty space”.
- Students may also notice that Kandinsky overlaps elements in his artwork.
Next, discuss the colors that Kandinsky used.
- Project an image of a color wheel and discuss different types of color schemes: Warm, cool, neutral, primary and secondary.
Tell students that they will be using color to “color code” their artwork. How they do this is up to them.
- For example, all polygons might be warm colors and all lines might be cool colors.
  - Students can then further categorize by making all triangles red and all quadrilaterals orange. Or, each type of triangle or each type of quadrilateral could be a different warm color.
  - All lines that intersect at right angles might be blue and all lines that intersect at obtuse and acute angle might be green. All lines that don’t intersect might be purple/violet.
  - These are just a sampling of ideas–encourage students to choose how they want to use color intentionally in their art rather than telling them how to do it.
- Students should divide a page in their STEAM journals or on plain paper into four sections. Students should lightly sketch four ideas for their compositions–one per section.
  - Remind students that they are interpreting their Stabile sculptures in a two-dimensional format. This means that they must show the polygons from their sculpture in their two-dimensional artwork.
- Students will choose their favorite and draw their designs lightly on paper in pencil.
  - Students will add color using oil pastels or crayons.
- Next, using a color that is different from the ones already used in their artwork, students should paint an even coat of paint (watercolor wash) using watercolor or tempera cakes over their entire artwork. The crayon or oil pastel will resist the water in the paint.
- In their STEAM journals, have students reflect on how their artwork changed when they changed mediums from a 3D sculpture to a 2D drawing/painting. Next, ask students to describe their art using mathematical vocabulary.

Closing Reflection

Students will display their 2D artwork next to their 3D Stabile sculptures. Give students a “scavenger hunt” to find mathematical concepts in each other’s artwork.
See if students can figure out how other students used color in their artwork.

Assessments

Formative

Teachers will assess students’ understanding of the content throughout the lesson by observing students’:
- Participation in the activator
- Discussion of the mathematical concepts evident in Kandinsky’s artwork
- Discussion of Kandinsky’s use of color and space
- Ability to apply mathematical concepts to creating a two-dimensional interpretation of their Stabile sculptures

Summative

Students can create an artwork inspired by Kandinsky that demonstrates their mastery of geometry standards.
Students can describe their artwork in terms of mathematical concepts.
Students can use color and space intentionally in their art.
Students can interpret their 3D Stabiles as a 2D drawing/painting.

Differentiation

Accelerated:

Have students identify the area and perimeter of the polygons in their artwork.

Remedial:

Provide students with specific concepts to look for in Kandinsky’s artwork using a word bank.
Provide visuals with examples of concepts to support students.
Allow students to work with a partner to create artwork.

Credits

U.S. Department of Education- STEM + the Art of Integrated Learning

Ideas contributed by: Darby Jones, Shannon Green, and Katy Betts

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GEOMETRY: CHARACTERIZATION & GEOMETRY 4

CHARACTERIZATION & GEOMETRY

LESSON INFORMATION

GEOMETRY: CHARACTERIZATION & GEOMETRY

Learning Description

In this lesson, students will use their voices and bodies to create the characters of an artist and museum curator. Students will collaborate with each other to write and perform a script where one student playing the role of artist will pitch their geometric Stabile sculpture (from lesson two in this unit) to the other student playing the museum curator. Students will demonstrate understanding of geometric concepts through their scripts.

Learning Targets

GRADE BAND: 4

CONTENT FOCUS: THEATRE & MATH

LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

I can use my voice and body to create a character.
I can explain my artwork using mathematical concepts.

Essential Questions

How do actors use their voices and bodies to create characters?
What are the different types of polygons and what are their defining characteristics?
What are the different types of angles and what are their defining characteristics?

Georgia Standards

Curriculum Standards

4.GSR.7.1 Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees
4.GSR.8.1 Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.
4.GSR.8.2 Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.

Arts Standards

TA4.CR.1 Organize, design, and refine theatrical work.
TA4.CR.2 Develop scripts through theatrical techniques.
TA4.PR.1 Act by communicating and sustaining roles in formal and informal environments.

South Carolina Standards

Curriculum Standards

Arts Standards

Anchor Standard 1: I can create scenes and write scripts using story elements and structure.
Anchor Standard 3: I can act in improvised scenes and written scripts

Key Vocabulary

Content Vocabulary

Right angle - An angle whose measure is exactly 90°
Acute angle - An angle whose measure is between 0° and 90°
Obtuse angle - An angle whose measure is between 91° and 180°
Equilateral triangle - A three-sided figure with sides of equal length
Isosceles triangle - A three-sided figure with two sides of equal length
Scalene triangle - A three-sided figure with no sides equal in length
Parallelogram - A quadrilateral with both pairs of opposite sides parallel
Pentagon - A five-sided polygon
Rectangle - A parallelogram with four right angle
Rhombus - A parallelogram with four sides of equal length
Square - A plane figure with four equal straight sides and four equal angles
Trapezoid - A quadrilateral with at least one pair of parallel sides

Arts Vocabulary

Body – An actor’s tool, which we shape and change to portray the way a character looks, walks, or moves
Posture – Body position; how a character sits or stands
Pose - A deliberate and often stationary position or posture that an actor assumes on stage
Voice - An actor’s tool, which we shape and change to portray the way a character speaks or sounds
Pitch – How high or low a voice is
Volume – How loud or quiet a voice is
Improvisation - A creation that is spoken or written without prior preparation
Scene – The dialogue and action between characters in one place for one continuous period of time
Script - The written text that provides the blueprint for a performance including dialogue between the characters
Dialogue - A conversation between two or more persons
Art curator - A professional responsible for managing, organizing, and overseeing collections of artwork a museum, gallery, or other institutions
Exhibit - A public display of artwork, typically held in galleries, museums, or other cultural venues

Materials

Paper and writing utensils (or student devices)

Instructional Design

Opening/Activating Strategy

Start with a general physical warm-up to get the students' bodies ready. Use exercises such as:
- Stretching: Stretch all major muscle groups.
- Shaking out limbs: Shake out arms, legs, and the whole body.
- Energy Passes: Stand in a circle and pass a clap or a simple motion around to build group focus and energy.
Breathing and voice exercises: Have students stand in a circle and practice breathing from the diaphragm to project their voices. Have them say a simple sentence like, “I have an amazing idea!” and project it to the back of the room.
Body language practice: Have students walk around the room, alternating between different emotional states (confident, shy, excited, nervous). Then, discuss how body language changes depending on their state.

Work Session

Explain to students that just like actors perform in character, business professionals also perform when pitching ideas. They must engage, persuade, and leave a lasting impression on their audience
- Briefly discuss:
  - The importance of body language: Gestures, posture, and eye contact to convey confidence and clarity
  - Voice projection and tone: Varying the voice to emphasize key points and using projection to ensure clarity
  - Character in business: Presenting as a confident, knowledgeable expert in the subject matter
- Have students partner with the student with whom they made their Stabile sculptures.
- Tell students that one partner will imagine that they want their Stabile sculpture to be displayed in a new art exhibit in a famous art museum. The focus of the exhibit is how artists use math to create artwork. The other partner will be the museum’s curator.
  - Students must write and present a short pitch to try to convince the museum curator to feature their artwork in the exhibit. Because the focus of the exhibit is how artists use math to create their artwork, students must be able to explain what mathematical concepts are used in their artwork. Students should work together on the script regardless of which role they play.
  - The museum curator must ask relevant questions of the artist about how math is used in the design of their artwork.
  - Students will write a script and will practice performing it using their voices and bodies to embody each character.
  - As students develop each of their characters, as them to consider:
    - How does your character stand? Sit? Walk?
    - What is their speaking style: Authoritative, friendly, enthusiastic?
    - What are their facial expressions and gestures while speaking?
    - Remind students to write the script as their characters, which means that they should use first person and dialogue.

Closing Reflection

Students will perform their scenes for the class. Discuss appropriate audience participation and etiquette prior to performances.
After each performance, have the audience discuss how the actors used their voices and bodies to demonstrate their characters.

Assessments

Formative

Teachers will assess understanding throughout the lesson by:
- Observing whether students can use their voices and bodies to act out a character
- Explain their artwork using mathematical concepts
- Collaborate with their group to write a script

Summative

CHECKLIST:

Students can use their voices and bodies to create a character.
Students can explain their artwork using mathematical concepts.

Differentiation

Accelerated:

After students have performed their scenes, have them create characters using their voices and bodies for the actual polygons represented in their artwork.
Have students create props and incorporate them in their performances.

Remedial:

Scaffold the lesson by providing a graphic organizer and/or sentence starters to help students write their scenes.