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

     
    Back to Modules

    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
      Back to Modules

      Moving Shapes 2-3

      MOVING SHAPES

      MOVING SHAPES

      Learning Description

      These activities will allow students to discover the concepts of geometry through shape exploration and the creation of choreographic sequences.

       

      Learning Targets

      GRADE BAND: 2-3
      CONTENT FOCUS: DANCE & MATH
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can identify shapes and attributes of shapes  that a dancer makes when performing movements. 
      • I can copy the movements of a dancer to make shapes using my own body. 
      • I can perform movements so that other people can see shapes in my body when I dance.

      Essential Questions

      • How can I create shapes by moving my body?

       

      Georgia Standards

      Curriculum Standards

      Grade:2

      MGSE2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

      MGSE2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

      MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

      Grade 3:

      MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category

      (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

      MGSE3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

      Arts Standards

      Grade 2:

      ESD2.CR.1 Demonstrate an understanding of the choreographic process.

      ESD2.CR.2 Demonstrate an understanding of dance as a form of communication.

      ESD2.PR.1 Identify and demonstrate movement elements, skills, and terminology in dance.

      ESD2.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer. 

      ESD2.PR.4 Understand and apply music concepts to dance.  

      ESD2.RE.1 Demonstrate critical and creative thinking in dance.

      ESD2.CN.2 Recognize connections between dance and wellness. 

      ESD2.CN.3 Identify connections between dance and other areas of knowledge.

      Grade 3:

      ESD3.CR.1 Demonstrate an understanding of the choreographic process. 

      ESD3.CR.2 Demonstrate an understanding of dance as a form of communication.

      ESD3.PR.1 Identify and demonstrate movement elements, skills, technique, and terminology in dance.

      ESD3.PR.2 Understand and model dance etiquette as a classroom participant, performer, and observer.

      ESD3.PR.4 Understand and apply music concepts in dance. 

      ESD3.RE.1 Demonstrate critical and creative thinking in dance.

      ESD3.CN.3 Identify connections between dance and other areas of knowledge.

       

      South Carolina Standards

      Curriculum Standards

      Grade 2:

      2.G.1 Identify triangles, quadrilaterals, hexagons, and cubes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.

      2.G.2 Partition a rectangle into rows and columns of same-size squares to form an array and count to find the total number of parts.

      2.G.3 Partition squares, rectangles and circles into two or four equal parts, and describe the parts using the words halves, fourths, a half of, and a fourth of. Understand that when partitioning a square, rectangle or circle into two or four equal parts, the parts become smaller as the number of parts increases.

      Grade 3:

      3.G.1 Understand that shapes in different categories (e.g., rhombus, rectangle, square, and other 4-sided shapes) may share attributes (e.g., 4-sided figures) and the shared attributes can define a larger category (e.g., quadrilateral). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

      3.G.2 Partition two-dimensional shapes into 2, 

      3, 4, 6, or 8 parts with equal areas and

      express the area of each part using the same unit fraction. Recognize that equal parts

      of identical wholes need not have the same shape.

      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

      Curved Shape - Shape with no angles or vertices. 

      Angular Shape - Shape with one or more angles. 

      Two-dimensional - Flat figure or shape that does not have any thickness.

      Three-dimensional - A figure or shape that has length, width, and depth.

      Position - The place where something or someone is located

      Arts Vocabulary

      Choreographer - A person who creates dances.

      Beat - Basic unit of musical time; can be heard as a regular pulse underlying music.

      Locomotor - Movements that travel through space. 

      Non-locomotor - A movement that does not travel through space.

       

      Materials

      • Music recordings
      • Method of playing the recordings including speaker, Bluetooth, HDMI, mp3 
      • Printed images of shapes 
      • Projector (to show images of shapes if they are not printed)

       

      Instructional Design

      Opening/Activating Strategy

      • Project a selection of dance photos, and ask students to name shapes that they see in the photos
      • Warm-up with students for approximately three minutes
      • During dance warm-up, use movements that convey shapes that can be identified using mathematical vocabulary related to geometry. Include movements that can be divided into parts of two, three, or four, and ask students to make those movements with you. 
      • Use a handle question to prompt students to look for similar attributes in shapes as they dance and then identify them when the warm up is completed.

       

      Work Session

      PROCESS

      • Discuss and explore the attributes of shapes, including number of sides, faces, angles. Ask students to group the shapes based on similarities of attributes among shapes, and then ask students to demonstrate the attributes using their bodies. 
      • Divide students into groups and have them create “shape dances” in which they create a select number of shapes, emphasizing the attributes that shapes share.
      • Ask students to select one of the shapes from their dances. Ask them to partition the shape and create a dance that reflects the partitions.
      • Students will then perform their “partition dances” for the class. 
      • During the performances, the audience will identify shapes presented with a rationale to substantiate their answers. 

       

      Closing Reflection

      • Ask students to name the body parts they used to create shapes and how those body parts moved to create the shapes.
      • Ask students why they chose the shapes that they selected to show with movement.
      • Ask students to describe the connection between math and dance that they experienced in this lesson.
      • Ask students to describe what a choreographer does.
      • Ask students to explain how they worked as choreographers during this lesson.

      Assessments

      Formative

      • Students perform/move to a steady beat. 
      • Students’ dances match shape criteria (first shared attributes and second partitions) appropriately. 
      • Students identify the partitions being performed.

       

      Summative

      • Students identify shapes that dancers, including their peers, make when moving their bodies.
      • Students create shapes using their own movements, including pathways, and optional partnering.
      • Students create and remember a short choreography.
      • Students perform choreography clearly showing shapes in movement.
      • Students move to the beat of a musical rhythm.

       

      Differentiation

      Acceleration: Ask students to work on different planes (sagittal, vertical, horizontal) to create shapes.

      Remediation: Ask students to name, describe, and demonstrate their shapes, shared attributes, and/or partitions.

      ADDITIONAL RESOURCES

      Classroom Tips:  Clear desks to have an open space and be tolerant of noise and excitement- it is “working noise”! 

      *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: Melissa Dittmar-Joy and Julie Galle Baggenstoss

       Revised and copyright:  August 2022 @ ArtsNOW

      Back to Modules

      A Day With Dali 2-3

      A DAY WITH DALI

      A DAY WITH DALI

      Learning Description

      Students will look at the print, “Persistence of Memory” by Salvador Dali and talk about what they see. Students will discuss the importance of foreground, middle ground and background in a painting. Students will then visually draw a creative clock ticking throughout the day, utilizing the sky to tell morning, afternoon and evening as the hands on the clocks move!

       

      Learning Targets

      GRADE BAND: 2-3
      CONTENT FOCUS: VISUAL ARTS & MATH
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can tell and write time using an analog clock.
      • I can create landscape artwork that communicates different times of day using color.

      Essential Questions

      • How can landscape art help us understand time?

       

      Georgia Standards

      Curriculum Standards

      Grade 2: 

      2.MDR.6.1 Tell and write time from analog and digital clocks to the nearest five minutes, and estimate and measure elapsed time using a timeline, to the hour or half hour on the hour or half hour.

       

      Grade 3: 

      3.MDR.5.2 Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock.

      Arts Standards

      Grade 2: 

      VA2.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

      VA2.CR.2 Create works of art based on selected themes.

      VA2.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

      VA2.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

       

      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, and processes of two-dimensional art.

      VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

       

      South Carolina Standards

      Curriculum Standards

      Grade 2: 

      2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m.

       

      Grade 3: 

      3.MDA.1 Use analog and digital clocks to determine and record time to the nearest minute, using a.m. and p.m.; measure time intervals in minutes; and solve problems involving addition and subtraction of time intervals within 60 minutes.

      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 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

      Analog clock - A timekeeping device that displays the time through a traditional face with a numbered dial and moving hands

      Arts Vocabulary

      • Landscape -
      • Foreground - In a 2-D composition, the visual plane that appears closest to the viewer
      • Middle ground - In a 2-D composition, the visual plane located between both the foreground and background
      • Background - In a 2-D composition, the plane in a composition perceived furthest from the viewer
      • Scale - A succession of sizes in proportional steps; visually, as objects move forward in space, they appear larger

       

      Materials

        • Mixed media paper
        • Pencils
        • Colored pencils, markers, or crayons
        • Glue sticks
      • Optional - Oil pastels
      • Optional - Brads and scissors to create moving clock hands

       

      Instructional Design

      Opening/Activating Strategy

      • Project an image of Salvador Dali’s painting, “The Persistence of Memory”.
      • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine.
        • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.). Discuss objects in the painting, specifically the melting clock.
        • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image. Ask what inferences students can make about the melting clock (time).
        • Finally, ask students what they wonder about the image.
      • Facilitate a class-wide discussion around students’ observations, inferences, and questions.

       

      Work Session

        • Tell students that this painting is an example of a landscape painting. A landscape painting is an artistic depiction of natural scenery such as mountains, valleys, trees, rivers, and forests. It shows a wide expanse of space, rather than an up-close look at a natural image, such as a flower.
          • Landscapes have a foreground, middle ground, and background to create the illusion of space on a two-dimensional surface. Show students the landscape diagram.
          • Artists use scale, size, and proportion to further the illusion. They do this by making things that are supposed to be farthest from the viewer the smallest and things that are supposed to be the closest to the viewer largest.
          • Look at the painting again. Ask students to identify the background, middle ground, and foreground.
          • Ask them to find examples of how Dali used size, scale, and proportion to create the illusion of depth.
        • Tell students that they are going to create their own landscape art showing time.
        • Pass out drawing paper. Have students fold it in half, hotdog style and then fold it in half again hotdog style, so that there are four equal sections.
          • Tell students that the bottom fourth will be the foreground, the second to bottom fourth will be the middle ground, the next fourth will be the background, and the sky will be the top fourth.
          • Have students lightly sketch out a landscape that has a background, middle ground, and foreground.
        • Next, tell students that in their artwork they will show three times of day using color–morning, day, and night.
          • Have students divide their landscape into thirds by lightly sketching two vertical lines from the top to the bottom of their paper to create three sections–the left section will be for morning, the middle section for day, and the right section for night.
          • Show students photos of morning, day, and night, and ask students to make observations about the colors that they see.
          • Have students add color using colored pencils, markers, and/or crayons.
      • Optional: Have students outline their work with Sharpie pen or marker for emphasis.
          • Optional: Have students embellish their art by adding light touches of oil pastel to blend and create a “glow”.

      Next, students will draw three circles on a separate sheet of paper, one for each section of the landscape. Each circle will be a clock that shows the time of day represented in each section. Have students represent the time of day on each of their clocks, cut them out, and glue them into the appropriate section on their artwork.
      (Alternatively, have students create a clock that is not attached to their artwork. The hands of the clock can be created with brads. Students can move the clock into different sections of their artwork and correspondingly change the time represented on the clock.)

       

      Closing Reflection

      • Have students conduct a gallery walk to observe each other’s artwork.
      • Have students select a couple artworks to look at and record the time shown on the clocks in each section of their classmates’ artwork.
      • Facilitate a group discussion and debrief the process. Encourage students to identify a “grow” and a “glow” for themselves.

       

      Assessments

      Formative

      Teachers will assess students’ understanding of the content throughout the lesson by observing students’ participation in the activator, discussion of landscape artwork, work on landscape art, and ability to identify different times of day using an analog clock.

       

      Summative

      CHECKLIST

      • Students can tell and write time using an analog clock.
      • Students can create landscape artwork that communicates different times of day using color.
      • Students can create landscape artwork that creates the illusion of depth on a 2D surface using a background, middle ground and foreground.

       

      DIFFERENTIATION 

      Acceleration: Have students write a narrative to accompany their landscape. The narrative should start at the time of day represented in the morning section and end at the time of day represented in the night section.

      Remediation: Have students create landscape artwork for one time of day. Then, have students arrange their artwork from the earliest time of day represented to the latest time of day represented.

       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: Debi West. Updated by: Katy Betts.

      Revised and copyright: July 2024 @ ArtsNOW

       

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      A Perfect Sacred CIRCLE 4

      A PERFECT SACRED CIRCLE

      A PERFECT SACRED CIRCLE

      Learning Description

      In this lesson, students will use angles, geometric shapes and symmetry to analyze and create mandalas, an ancient type of visual art originating in India.

       

      Learning Targets

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

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can use a protractor to make angles.
      • I can use line, shape, and color to create an interesting mandala design that demonstrates symmetry and pattern.
      • I can explain how math can be used to create visual art.

      Essential Questions

      • How is math used to create visual art?
      • What are angles?

       

      Georgia Standards

      Curriculum Standards

      Grade 4:

      4.GSR.7: Investigate the concepts of angles and angle measurement to estimate and measure angles.

       

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

       

      Grade 5: 

      5.GSR.8: Examine properties of polygons and rectangular prisms, classify polygons by their properties, and discover volume of right rectangular prisms.

      Arts Standards

      Grade 4: 

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

       

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

       

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

       

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

       

      Grade 5: 

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

       

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

       

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

       

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

       

      South Carolina Standards

      Curriculum Standards

      Grade 4: 

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

       

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

       

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

       

      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 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

      • Symmetry - The quality of being made up of exactly similar parts facing each other or around an axis 
      • Protractor - An instrument for measuring angles, typically in the form of a flat semicircle marked with degrees along the curved edge 
      • Geometric shapes - Figures or forms that have a specific form and structure, defined by a set of points and lines
      • Angles - A measure of the amount of turn or rotation between two intersecting lines, line segments, or rays

      Arts Vocabulary

      • Mandala - A geometric figure representing the universe in Hindu and Buddhist symbolism; the artform originated in India
      • Symmetrical balance - The quality of being made up of exactly similar parts facing each other or around an axis
      • Analogous colors - Colors that are next to each other on the color wheel
      • Complementary colors - Two colors across from each other on the color wheel
      • Primary colors - Colors from which all other colors are made: Red, yellow and blue
      • Complementary colors - Colors made by combining two primary colors: Orange, violet and green
      • Neutral colors - Brown, tan, black, gray and white

       

      Materials

      • Mandala examples
      • Protractors
      • Pencils and erasers
      • Square paper
      • Rulers 
      • Colored pencils or marker
      • Digital image of a Color Wheel

       

      Instructional Design

      Opening/Activating Strategy

      *This strategy can be in partner and individual work. 

       

      • Project 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 share their observations with a partner.
        • Project, write or say several mathematical terms such as geometric shapes, angles, fractions and symmetry. Ask students to now describe the image in these terms. 
        • Next, ask students to share their observations with a partner.
      • 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

      USING A PROTRACTOR TO CREATE A MANDALA

      • Provide students with a blank sheet of paper. Teach students how to use a protractor including the degrees, and increments shown on it.
      • Pass out a printed copy of a mandala to students (one per every two students). 
        • With a partner, have students measure and label the angles that they see in the mandala.
        • Allow students to check their work by projecting a key on the board after students have finished labeling image.
      • Tell students that they will practice using what they learned about using a protractor to create their own mandala.
      • Pass out square paper to students.
      • Demonstrate how to find the center by folding the paper into fourths. 
      • Tell students to use their rulers to draw a horizontal line through the center point of their paper. This will be the reference point for their angles. 
        • Ask students what angle this makes–students should respond with 180˚. 
      • Provide students with requirements for the angles that they should include in their mandalas, such as at least four 45˚ angles, 20 1˚ angels.

       

      INCORPORATING PATTERN, SHAPE AND SYMMETRY:

      • Once students have finished, return to the image of mandala. Ask students to describe the lines and shapes that they see. Students should notice the use of geometric shapes and that the lines and shapes create patterns.
      • Ask students to describe how symmetry is used in the design.
      • Students should then fill their mandalas with lines and shapes to create patterns (this can be an additional set of requirements–types of polygons students should use to create patterns).
        • Remind students that their mandalas should demonstrate symmetry.

       

      ADDING COLOR:

      • Return to the image of the mandala one last time. Ask students to make observations about the colors. 
      • Show students an image of a Color Wheel and discuss types of color schemes: Complementary, analogous, primary, secondary and neutral. 
      • Students should then add color to their mandalas using colored pencils or markers.

       

      Closing Reflection

      • Students should present their mandals to a partner explaining how they used pattern, shape, and angles to create it.
      • 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 students by observing students’ responses during mandala analysis and students’ use of a protractor during the practice session.

       

      Summative

      CHECKLIST: 

      • Students can use a protractor accurately to make angles. 
      • Students can use line, shape, and color to create an interesting mandala design that demonstrates symmetry and pattern.
      • Students can explain how they used math to create their mandala.

       

      Differentiation

      Acceleration: 

      • Incorporate numerical patterns to generate designs for mandalas.
      • Have students conduct an independent study on the history of mandalas focusing on how math is used in the design.
      • Challenge students to use fractions to create concentric squares in their design.

       

      Remediation: 

      • Allow students to create mandalas with a partner.
      • Instead of having students draw their own angles for the mandala, provide a template of a mandala and have students measure and record the pre-drawn angles.

       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: Carolyn Stoddard. Updated by Katy Betts.

      Revised and copyright:  June 2024 @ ArtsNOW

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