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

    VISUALIZING ECONOMIC SYSTEMS 6-7

    VISUALIZING ECONOMIC SYSTEMS

     

    VISUALIZING ECONOMIC SYSTEMS

    Learning Description

    In this lesson, students will explore how they can express the characteristics of different economic systems through line, shape, and color. Students will then write about their artwork explaining how their artwork shows the different characteristics of each economic system.

     

    Learning Targets

    GRADE BAND: 6-7
    CONTENT FOCUS: VISUAL ARTS & SOCIAL STUDIES
    LESSON DOWNLOADS:

    Download PDF of this Lesson

    "I Can" Statements

    “I Can…”

    • I can describe the characteristics of a command, market, and mixed economy.

    • I can use line, shape, and color to express the characteristics of different economic systems.

    • I can explain the connection between my artwork and the characteristics of different economic systems.

    Essential Questions

    • What are the characteristics of a command, market, and mixed economy?

    • How can I use line, shape, and color to express the characteristics of different economic systems?

    • How can I explain the connection between my artwork and the characteristics of different economic systems?

     

    Georgia Standards

    Curriculum Standards

    Grade 6

    SS6E, SS6E7, SS6E10 

    Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command.

     

    Grade 7

    SS7E1, SS7E4, SS7E7

    Analyze different economic systems. a. Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain that countries have a mixed economic system located on a continuum between pure market and pure command.

     

    Personal Finance and Economics

    SSEF3 Analyze how economic systems influence the choices of individuals, businesses, and governments. 

    1. Analyze how command, market and mixed economic systems answer the three basic economic questions (what to produce, how to produce, and for whom to produce) to prioritize various social and economic goals such as freedom, security, equity, growth, efficiency, price stability, full employment, and sustainability.

     

     

     

     

    Arts Standards

    Grade 6

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

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

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

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

     

    Grade 7

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

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

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

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

     

    High School

    VAHSAD.CR.4 Incorporate formal and informal components to create applied design art products and/or designs.

     

    VAHSAD.RE.3 Engage in the process of art criticism to make meaning and increase visual Visual Art Georgia Standards of Excellence 

     

    VAHSAH.RE.3 Compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence.

     

    VAHSAH.CN.1 Evaluate the influence of historical, political, economic, social, cultural, religious, and technological factors on the development of selected works of art from prehistoric to contemporary times and in a variety of societies 

     

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

     

    VAHSAH.PR.1 Identify and discuss related themes throughout the history of art (e.g. power and authority, sacred spaces, human figure, narrative, nature, spiritual objects) as expressed in different media within each culture and time period (e.g. two-dimensional work, three-dimensional work, architecture, multi-media).

     

    VAHSAH.RE.1 Identify and describe how artistic expression is conveyed visually through subject matter, media, technique, and design (e.g. composition, color scheme). Visual Art Georgia Standards of Excellence 

     

    VAHSAHRE.2 Discuss aesthetic issues (e.g. why humans create, criteria for defining an object as art, the effect of how content affects value, standards of beauty and beauty’s role in defining art, how needs are fulfilled by art in varied societies). 

     

    VAHSAH.RE.3 Compare and contrast works of art, artists, cultures, and eras based on visual and contextual evidence. 

     

     

     

     

    South Carolina Standards

    Curriculum Standards

    Economics and Personal Finance

    Standard 1: Demonstrate an understanding of fundamental economic concepts at an individual, business, and governmental level.

    EPF.1.IN Research and utilize evidence to explain how various economic systems address the basic economic questions regarding distribution of resources.

     

     

    Arts Standards

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

    Anchor Standard 1: I can use the elements and principles of art to create artwork.

    Anchor Standard 2: I can use different materials, techniques, and processes to make art.

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

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

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

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

     

     

     

     

    Key Vocabulary

    Content Vocabulary

    • Market economy - An economic system in which all economic questions are answers by consumers and producers
    • Command economy - An economic system in which all economic questions are answered by the government
    • Mixed economy - An economic system in which economic questions are answered by both the government as well as producers and consumers

     

     

    Arts Vocabulary

    • Line - One of the Elements of Art; the path of a moving point
    • Shape - One of the Elements of Art; a two-dimensional or flat object; an enclosed line
    • Color - One of the Elements of Art; how light is seen as reflected or absorbed on a surface
    • Symbol - An image that has meaning

     

     

    Materials

       

       

      Instructional Design

      Opening/Activating Strategy

      • Display the painting, Chairman Mao en Route to Anyuan by Liu Chunhua (7th grade Social Studies) or The Bolshevik by Boris Kustodiev (6th grade Social Studies). Direct students to engage in the Artful Thinking “Step Inside” protocol. In this protocol, students ask themselves: 
      • Allow students time to discuss in small groups.
      • Provide context for the painting shown: Chairman Mao and the communist revolution in China or the Russian Revolution of 1917. 
      • Engage students in a conversation about what they know about economic systems in communist and socialist countries.

       

      Work Session

      ***Teacher note: If students have not learned about market, command, and mixed economies, pause the arts integrated lesson to teach these economic systems.

      • Provide students with a graphic organizer on the three main economic systems. 
        • One column has the economic system, one has a place for students to write characteristics, and one has a place for students to draw symbols, lines, shapes, and colors that represent characteristics of that economic system.
      • Show students images of lines, shapes, and colors. 
        • Examples: A straight line might symbolize complete control while a very wavy/curly line might symbolize total freedom; a slightly wavy line would represent a mixture of both a straight and very wavy/curvy line. A solid primary color (red, blue, yellow) or white or black might symbolize something that is absolute while gray or a secondary color, which is a mix of primary colors (orange, purple, green), might symbolize a mix of two economic systems.
        • In collaborative groups, direct students to identify what they think these lines, shapes, and colors represent. 
        • Help students connect these elements of art to characteristics of the three main economic systems. 
      • Show students an example of an abstract artwork such as Cossacks by Wassily Kandinsky versus a representational artwork like Chairman Mao en Route to Anyuan or The Bolshevik. 
        • Discuss with students how abstract artists use the Elements of Art (line, shape, form, value, space, color, and texture) to communicate meaning while representational artists use recognizable images to communicate meaning. Ask students what they see in Chairman Mao en Route to Anyuan or The Bolshevik that might symbolize meaning.
      • Explain to students that they will use symbols, lines, shapes, and colors to create an artwork that represents each economic system. 
        • Students will use these elements of art to represent something representational or abstract. Whichever they choose, they should be able to explain how their use of symbols, lines, shapes, and colors communicate the characteristics of each economic system.
      • Demonstrate to students how to create a trifold with their paper. Each section will represent a different economic system. 
      • Allow students time to complete their artwork.
      • Students should then write an artist statement in paragraph format that answers the following questions:
        • What are the three economic systems and what are their characteristics?
        • How did you show the characteristics of each economic system using symbols, lines, shapes, and colors (students should  be specific citing each characteristic and how it was represented.

      Closing Reflection

      • After students have created their artwork, students should present in collaborative groups how they represented each economic system using line, shape, and color.

      Assessments

      Formative

      Teachers will assess student learning using the following criteria:

      • Are students able to explain the characteristics of command, market, and mixed economic systems?
      • Are students able to identify symbols, lines, shapes, and colors that represent the characteristics of the economic systems?

       

      Summative

      CHECKLIST

      • Does the student’s final artwork demonstrate an understanding of the three economic systems through the use of symbols, lines, shapes, and colors?
      • Does the artist statement demonstrate a logical connection between the characteristics of each system and the symbols, lines, shapes, and colors that the student used?

      Differentiation

      Acceleration: Students can choose an economic system of one of the countries they are studying. Students will use what they learned in the economic systems artwork to create one large piece of art specifically about their selected country’s economic system. Students can work with partners or independently.

      Remediation: 

      • Provide guided notes in the graphic organizer under the “characteristics” section.
      • Allow students to work in groups of three–each student will create an artwork for one economic system. Students will put their artwork together once they’ve finished.
      • Allow students to explain how they showed the characteristics of their system(s) in their artwork orally.

       

       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:  2023 @ ArtsNOW
      Back to Modules

      USING TEXTURE TO CREATE PHYSICAL FEATURES 6-7

      USING TEXTURE TO CREATE PHYSICAL FEATURES

       

      USING TEXTURE TO CREATE PHYSICAL FEATURES

      Learning Description

      In this lesson, students will use the Element of Art, Texture, to create an artwork that shows thephysical and political features of a region that they are studying. Students will be able to predictwhere people live and why based on their knowledge of physical and political features.

       

      Learning Targets

      GRADE BAND: 6-7
      CONTENT FOCUS: VISUAL ARTS & SOCIAL STUDIES
      LESSON DOWNLOADS:

      Download PDF of this Lesson

      "I Can" Statements

      “I Can…”

      • I can identify important physical features, landforms, and political features in an area that I am studying.
      • I can use texture to visually communicate the various physical features I am studying.
      • I can work collaboratively with a group to create a mixed media artwork that shows the various physical and political features I am studying.
      • I can use what I know about physical features to predict where people choose to live and wh

      Essential Questions

      • How can I identify important physical and political features in an area that I am studying?
      • How can I use texture to visually communicate characteristics of various physical features that I am studying?
      • How can I work collaboratively with a group to create a mixed media artwork that shows the various physical features, landforms, and political features I am studying?
      • How can I use what I know about physical features to predict where people choose to live and why?

       

      Georgia Standards

      Curriculum Standards

      Grade 6

      SS6G1 Locate selected features of Latin America.

      SS6G3 Explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America.

      SS6G4 Locate selected features of Canada.

      SS6G5 Explain the impact of location, climate, distribution of natural resources, and population distribution on Canada.

      SS6G7 Locate selected features of Europe.

      SS6G9 Explain the impact of location, climate, natural resources, and population distribution on Europe. 

      SS6G11 Locate selected features of Australia.

      SS6G12 Explain the impact of location, climate, distribution of natural resources, and population distribution on Australia.

       

      Grade 7

      SS7G1 Locate selected features of Africa.

      SS7G3 Explain the impact of location, climate, and physical characteristics on population distribution in Africa.

      SS7G5 Locate selected features in Southwest Asia (Middle East).

      SS7G7 Explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southwest Asia (Middle East).

      SS7G9 Locate selected features in Southern and Eastern Asia.

      SS7G11 Explain the impact of location, climate, physical characteristics, distribution of natural resources, and population distribution on Southern and Eastern Asia.

       

       

       

      Arts Standards

      Grade 6

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

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

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

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

       

      Grade 7

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

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

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

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

       

       

       

       

       

      South Carolina Standards

      Curriculum Standards

      Grade 7

      Standard 1: Analyze the cultural, economic, environmental, physical, political, and population geographies of contemporary Africa.

      Standard 2: Analyze the cultural, economic, environmental, physical, political, and population geographies of contemporary Asia.

      Standard 3: Analyze the cultural, economic, environmental, physical, political, and population geographies of contemporary Australia, Oceania, and Antarctica.

      Standard 4: Analyze the cultural, economic, environmental, physical, political, and population geographies of contemporary Europe.

      Standard 5: Analyze the cultural, economic, environmental, physical, political, and population geographies of contemporary North America.

       

       

       

      Arts Standards

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

      Anchor Standard 1: I can use the elements and principles of art to create artwork.

      Anchor Standard 2: I can use different materials, techniques, and processes to make art.

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

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

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

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

       

       

       

       

      Key Vocabulary

      Content Vocabulary

      • Physical feature - Natural features on the surface of the earth such as mountains and valleys

      • Political feature - A feature on a map that represents human-made boundaries like countries or cities

      • Population distribution - How population is spread throughout a region

       

      Arts Vocabulary

      • Actual texture - How something actually feels (like a sculpture)
      • Implied texture - How something looks like it would feel/how an artist wants the viewer to imagine something might feel if the viewer was there in person (example: textures portrayed in a landscape drawing or painting)
      • Actual texture - How something feels
      • Mixed media - Using different materials in one artwork

       

       

      Materials

        • White butcher paper
        • Markers
        • Pencils
        • Various materials such as aluminum foil, leaves, sticks, napkins, tissue paper, construction paper, plastic wrap, string, cotton balls, plastic bags, sand paper, etc.
        • Teacher tip: Introduce texture in art with students–ask students to bring in scrap/recyclable materials that have a variety of textures; don’t tell students what they will be doing with the materials!
            • Liquid glue
            • Teacher tip: Pour a small amount of liquid glue on a disposable plate; cut up basic kitchen sponges for students to use to apply glue to art
              • Scissors

               

              Instructional Design

              Opening/Activating Strategy

              • Show students the artwork Sphinx’s Atelier by Robert Rauschenberg. Conduct the Harvard Project Zero Artful Thinking Strategy: See, Think, Wonder with students. First, students will identify what they see in the image. Emphasize that they should make objective observations about the artwork (i.e. physical features, colors, textures, etc.). Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the artwork. Finally, ask students what they wonder about the image. 
              • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
              • Ask students what they think the artwork would feel like if they could touch it. After students have shared, explain that how something feels or looks like it feels in art is called Texture. Actual texture is when someone can actually feel the texture the artist wants the viewer to see, as in a sculpture. However, actual texture can also be used on artwork like Sphinx’s Atelier because the artist intended the artwork to have a texture that could be felt. Ask students why they think an artist might make this choice.

               

               

              Work Session

                • Show students images of physical features from the regions that they are studying in class. Ask students to identify the textures that they see in the images. Ask students what types of everyday materials could they use to communicate these textures (for example, students might say aluminum foil for the Andes Mountains in South America).
                • Next, explain to students that they will be creating an artwork about a region they are studying. Students will need to have an understanding of the physical and political features present in that region before beginning.
                • Organize students into collaborative groups. Assign each student in the group a different region of the continent, country, or state they are studying. Together, students should label a map of the continent, country or state with the physical features and any important political features such as cities that they are required to know from the standards.
                • Then, students should make notes on their map of what types of textures they would see at each of the physical features. 
                • Next, students should re-draw and label their continent, country, or state on white butcher paper. 
                • Students should then look through the materials available to them and gather materials that they could use to create each of the physical features using glue and scissors.
                • Each student in the group should choose a section of the region about which they will make their artwork. For example, if the students are learning about South America, one student would be responsible for physical and political features in the western region of the continent, such as the Andes Mountains. Another student would be responsible for the eastern region including the Amazon Rainforest. 
                • Each student will create the physical and political features on the portion of the map artwork they chose to represent through in their region

                Closing Reflection

                • Students should write an “artist statement” that includes the following information:  
                • Allow students to conduct a gallery walk comparing and contrasting the way students communicated the physical features in the same region and in different regions. 

                Assessments

                Formative

                • Teacher will assess understanding of learning by determining:

                  • Are students able to identify the important physical and political features in the regions they are studying?
                  • Are students able to explain what actual texture is and connect it to physical features?

                   

                  Summative

                  • CHECKLIST

                    • Does students’ artwork: 
                      • Include the important physical and political features in the standards?
                      • Include a range of textures to communicate the various physical features?
                    • Does students’ artist statement explain: 
                      • What they showed in their assigned area of the region and why they used the materials that they chose to represent the physical features
                      • How they used texture to communicate what the region’s physical features are like
                      • Predictions about where most people live and why

                  Differentiation

                  Acceleration: Students should make a corresponding population density map artwork. Students can choose what they want to use to represent population density–color, shape, line, symbol, etc. Students should then compare the population density map artwork to the physical and political features map artwork and make inferences about why the population is dense in some areas and sparse in others.

                  Remediation: 

                  • Provide students with a graphic organizer that states the physical feature and guided notes on the description. Add a column on the left for students to write words that describe the textures and colors that they would see.
                  • Allow students to work with partners to create their section of the artwork.
                  • Provide photos of the region for students to use as a guide as they create their artwork.
                  • Allow students to share their artist statement orally.

                   

                   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:  2023 @ ArtsNOW
                  Back to Modules

                  Storytelling through Mosaics 4-5

                  STORYTELLING THROUGH MOSAICS

                  STORYTELLING THROUGH MOSAICS

                  Learning Description

                  In this lesson, students will use literacy strategies to interpret works of art and to create a mosaic using watercolor that illustrates a key detail from a literary passage. Students will use their finished mosaics to create a retelling of the passage.

                   

                  Learning Targets

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

                  Download PDF of this Lesson

                  "I Can" Statements

                  “I Can…”

                  • I can use shape and color to create a mosaic that demonstrates a key detail of a passage.

                  • I can describe the process I used to create my mosaic

                  • I can draw conclusions about images and use visual evidence to support my reasoning.

                  Essential Questions

                  • How can I use the elements of shape and color to create a mosaic that demonstrates a key detail of a passage?

                  • How can I describe the process I used to create my artwork?

                  • How can I use visual evidence to explain my reasoning?

                   

                  Georgia Standards

                  Curriculum Standards

                  Grade 4:

                  ELAGSE4RL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

                   

                  ELAGSE4RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

                   

                  ELAGSE4RL7 Make connections between the text of a story or drama and a visual or oral presentation of the text identifying similarities and differences.

                   

                  ELAGSE4RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 

                   

                  ELAGSE4SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

                   

                  Grade 5:

                  ELAGSE5RI1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 

                   

                  ELAGSE5RI2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

                   

                  ELAGSE5SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

                   

                  ELAGSE5SL2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

                   

                   

                  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.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).

                   

                  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.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.

                   

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

                  Grade 4:

                  4.RL.MC.5.1 Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions. 

                   

                  4.RL.MC.7.1 Explore similarities and differences among textual, dramatic, visual, or oral presentations. 

                   

                  4.C.MC.1.2 Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue.  

                   

                  4.C.MC.2.1 Articulate ideas, perspectives and information with details and supporting evidence in a logical sequence with a clear introduction, body, and conclusion. 

                   

                  4.C.MC.3.2 Create presentations using videos, photos, and other multimedia elements to support communication and clarify ideas, thoughts, and feelings. 

                   

                  Grade 5:

                  5.RL.MC.7.1 Compare and contrast textual, dramatic, visual, or oral presentations to identify similarities and differences.  

                   

                  5.C.MC.1.2 Participate in discussions; ask and respond to probing questions to acquire and confirm information concerning a topic, text, or issue. 

                  5.C.MC.3.2 Create presentations that integrate visual displays and other multimedia to enrich the presentation. 

                   

                   

                   

                  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 3: I can improve and complete artistic work using elements and principles.

                  Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.

                   

                   

                   

                   

                  Key Vocabulary

                  Content Vocabulary

                  • Detail - Information from the passage that supports the main idea.

                  • Setting - When and where a story takes place.

                  • Character - A person, figure, or animal depicted in literature.

                  • Summary - A brief description of a passage that captures the main idea.

                   

                  Arts Vocabulary

                  • 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.

                  • Watercolor wash - A layer of watercolor that completely covers a surface and is translucent.

                  • Mosaic - An art form that is a picture or pattern produced by arranging small colored pieces of hard material, such as stone, tile, or glass.

                  • Composition - The way the elements of art are arranged in an artwork.

                  • Warm colors - Red, orange, yellow.

                  • Cool colors - Green, blue, violet.

                  • Complementary colors - Colors across from each other on the color wheel (Example: Orange and blue).

                  • Analogous colors - Colors next to each other on the color wheel (Example: red, orange, yellow).

                   

                   

                  Materials

                  • 9x12-inch black construction paper
                  • 9x12-inch white multi-media or watercolor paper
                  • Watercolor set
                  • Paintbrushes (preferably flat brush)
                  • Water cups with water
                  • Pencil
                  • Scissors
                  • Liquid glue or glue sticks

                   

                  Instructional Design

                  Opening/Activating Strategy

                  Settings

                  • Show students an image of an ancient Roman mosaic.
                  • Ask students to go through the “See, Think, Wonder” strategy.
                  • Have students compare their findings with a partner. Have groups share their findings. 
                  • Students should be able to use visual evidence to support any “think” statements.
                  • Explain that mosaics are made up of tiny pieces of material to create an image or design. Mosaics use the element of art, shape.

                   

                  Work Session

                      • Explain that students will be focusing on shape, space, and color in their mosaic. Go over the different types of shapes (organic, free-form, and geometric - see link in Resources).
                      • Read a descriptive passage to students such as an excerpt from the book, Tiger, Tiger by Dee Lillegard. Ask students to close their eyes as they listen to the passage and listen for details that tell about the characters and the setting.
                      • Discuss the setting and the characters after reading the passage.
                      • Ask students to do a “quick draw” of one of the things that stood out to them from the passage. Students’ quick draw should demonstrate a key detail from a character or setting. 
                      • Students should share their quick draw with a partner and explain why they chose that detail from the passage.
                      • Explain that students will be making the tiles for their mosaic out of watercolor paper. 
                      • Show students a color wheel. Discuss the different ways we can organize colors into color schemes: warm, cool, complementary, and analogous.
                      • Students will paint their paper the colors that they need for their mosaic.
                      • Once the watercolor wash is mostly dry, students should cut out shapes for their mosaic.
                      • Students should draw their “quick draw” on their black paper and then glue their shapes down onto the black paper. Tell students that it is alright if their composition changes from their quick draw to their mosaic. This is part of the design thinking process!

                       

                       

                      Closing Reflection

                      • Students should respond to the following prompts in written form - How did you make your artwork (procedural writing)? What details from the text did you show and why? What are you most proud of in your artwork?
                      • Students should then organize themselves in the order of the story that their mosaic shows (beginning, middle, end) to retell the story.

                       

                       

                      Assessments

                      Formative

                      • Student discussion around ancient Roman mosaic - See, Think, Wonder strategy using visual evidence to support reasoning
                      • Students’ quick draw and pair share to demonstrate whether students comprehend the text

                         

                        Summative

                        • Mosaic should demonstrate students’ understanding of text.
                        • Writing responses should demonstrate that students can explain the process that they used to create their artwork.
                        • Students should be able to arrange their mosaics in the order of story to demonstrate comprehension.

                         

                        Differentiation

                         

                        Acceleration: 

                        • Read the passage until a “cliff-hanger”. Have students who have finished mosaic write and illustrate what they think will happen at the end of the story.

                        Remediation: 

                        • Point out key details in the text that students could illustrate. Facilitate discussion around why these are key details. Write the detail on the board along with an image that students could illustrate. 
                        • Instead of having students write the process they used to create their art, ask students to write a sentence stating what detail they showed from the text and why they chose that detail.

                         

                         ADDITIONAL RESOURCES

                        Color wheel

                        Examples of ancient Roman mosaics

                        Mosaics and Literacy presentation

                        *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:  September 2023 @ ArtsNOW
                        Back to Modules

                        SNOW AND ONE “COOL” ANIMAL K-1

                        SNOW AND ONE “COOL” ANIMAL

                        SNOW AND ONE “COOL” ANIMAL

                        Learning Description

                        In this lesson, students will use what they learn about polar bears and the Elements of Art, Shape, Line, and Texture, to create an artistic representation of a polar bear.

                         

                        Learning Targets

                        GRADE BAND: K-1
                        CONTENT FOCUS: VISUAL ARTS, SCIENCE & ELA
                        LESSON DOWNLOADS:

                        Download PDF of this Lesson

                        "I Can" Statements

                        “I Can…”

                        • I can use what I learned about polar bears to create an artistic representation of a polar bear using the Elements of Art, Line, Shape, and Texture.

                        Essential Questions

                        • How can I use what I learned about polar bears to create an artistic representation using the Elements of Art, Line, Shape, and Texture?

                         

                        Georgia Standards

                        Curriculum Standards

                        Kindergarten

                        ELA

                        ELAGSEKRL10 Actively engage in group reading activities with purpose and understanding.

                        ELAGSEKRI1 With prompting and support, ask and answer questions about key details in a text.

                        Science

                        SKL1. Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non-living objects are grouped.

                         

                        Grade 1

                        ELA

                        ELAGSE1RI1 Ask and answer questions about key details in a text.

                        ELAGSE1RI2 Identify the main topic and retell key details of a text.

                        Science

                        S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.

                         

                         

                        Arts Standards

                        Kindergarten

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

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

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

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

                         

                        Grade 1

                        VA1.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.

                        VA1.CR.2 Create works of art based on selected themes. 

                        VA1.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

                        VA1.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.

                         

                         

                         

                         

                        South Carolina Standards

                        Curriculum Standards

                        Kindergarten

                        ELA

                        INQUIRY-BASED LITERARY STANDARDS 

                        Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

                        2.1 With guidance and support, engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

                         

                        RANGE AND COMPLEXITY 

                        Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.

                        13.1 Engage in whole and small group reading with purpose and understanding.

                         

                        Science

                        K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

                         

                        Grade 1

                        INQUIRY-BASED LITERARY STANDARDS 

                        Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

                        2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

                         

                        RANGE AND COMPLEXITY 

                        Standard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.

                        13.1 Engage in whole and small group reading with purpose and understanding.

                         

                        Science

                        1-LS1-2. Obtain information from multiple sources to determine patterns in parent and offspring behavior that help offspring survive.

                         

                         

                        Arts Standards

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

                        Anchor Standard 1: I can use the elements and principles of art to create artwork.

                        Anchor Standard 2: I can use different materials, techniques, and processes to make art.

                         

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

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

                         

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

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

                         

                         

                         

                        Key Vocabulary

                        Content Vocabulary

                        • Arctic – The northernmost region of the Earth
                        • Aquatic – Water
                        • Mammal – Animals that have fur, drink their mother’s milk, and are warm-blooded
                        • Shore – The land by the edge of the water
                        • Seals – Web-footed aquatic mammals that live chiefly in cold seas and whose body shape, round at the middle and tapered at the ends, is adapted to swift and graceful swimming

                         

                        Arts Vocabulary

                        • Line – A short or long narrow mark
                        • Texture – The way something feels or looks like it feels (soft, fuzzy, rough, etc.)
                        • Shape – A two-dimensional or flat object. In art, it can be organic or geometric.

                         

                         

                        Materials

                        • Blue paper plates for each student
                        • Construction cut outs of ears and mouth
                        • 1 set of googly eyes per student
                        • Clothespin paintbrush (clothespin with cotton ball on top)
                        • White paint
                        • Plastic fork for each student
                        • Plastic cup for fake snow
                        • Fake snow: 
                        • Wet wipes to clean hands

                         

                        Instructional Design

                        Opening/Activating Strategy

                        • Show pictures of snowflakes floating. Ask students what they notice about the snowflakes. Direct students towards noticing shapes and lines. Ask students how they imagine they might feel (warm, cold) and what they might smell. 
                        • Tell the students they will be learning about using art materials such as white paint and fake snow to create their own “cool” animal, the Polar Bear.

                         

                        Work Session

                        • Show students where they live on a globe or map for reference. Next, show students where the Arctic is located. Ask students what they think it would feel like to be in this place. What colors would they see? What textures would they feel? Would it be warm or cool?
                        • Read an informational book such as Polar Bear (Read and Learn: A Day in the Life: Polar Animals) by Katie Marsico. Ask students to connect the information in the book to the photos. Ask students to identify how the photos explain the text.
                        • Show the students an image of a polar bear and define mammals, arctic, aquatic, and shore. Briefly identify each word so they are familiar with the vocabulary. 
                        • As a whole group, go over what polar bears do, how the different parts of their bodies help them survive, and where they live. Show students photos and briefly provide information.
                        • Ask students to identify characteristics of the polar bear such as color, size in relation to other animals, and texture.
                          • Explain that next, they will use their art materials to create their own polar bear. 
                          • Tell students that artists use color, size, and texture to express their ideas in their art.
                        • Show the exemplar of the polar bear art. Ask students to describe the texture, lines, and shapes that they see that make the artwork. 
                        • Demonstrate how to make fake snow (see “materials”). 
                          • Help students notice what happens when baking soda is mixed with conditioner. 
                          • Put some of the fake snow in their plastic cups for them to touch and feel. 
                          • Ask them to describe the texture. 
                          • (Teacher note: Remind them that the snow is not real, and we never put anything in our mouths.)
                        • Go over the directions of how to make the polar bear using a fork to create texture.
                          • Place about a tablespoon of white acrylic paint on a paper plate. 
                          • Pass out the following materials to each student: plastic fork, blue paper plate (navy works best), two pre-cut/pre-glued shapes for ears and nose/mouth, one set of “googly” eyes. (Give students the choice of what eyes they want to use to personalize their polar bear.)
                          • When they have all their materials, explain to students that they will start creating the element of art, texture, by dipping the fork in the white paint and pressing down in the center of the navy-blue plate. When you see their forks in the center, explain that they have to gently press and pull to create the texture look of a polar bear’s fur. They can re-dip when necessary.
                          • Explain to the students to keep pressing and pulling until their blue plate is filled up. This will represent the face of the polar bear. 
                          • When the students have finished the painting, have them take their nose/mouth and ears and place them where they think a nose/mouth and ears would be on a polar bear. 
                          • After the teacher has checked, give students a glue stick to glue the nose/mouth and ears down. 
                          • Tell students that next they will “glue” on their googly eyes. Explain that the wet paint will serve as glue for holding down the eyes, nose/mouth.

                         

                        Closing Reflection

                        • Have each student create and write a name for their polar bear. Remind students that proper nouns start with a capital letter.
                        • Allow students to verbally introduce their polar bears to their classmates. Have the students say, “Hi, my polar bear’s name is….” The other students will say,

                        “Hi, (name of polar bear)”. This reinforces their speaking/communication skills.

                         

                        Assessments

                        Formative

                        Observation of:

                        • Collaboration
                        • Communication
                        • Creativity
                        • CompletioN

                           

                          Summative

                          CHECKLIST

                          • Students can explain what polar bears do, how the different parts of their bodies help them survive in the Arctic, and where they live. 
                          • Students can use texture, line, and shape to create a polar bear.

                           

                           

                           

                          Differentiation

                          Acceleration: 

                          • Students can use their completed polar bear to write their bear’s name and a complete sentence about their polar bear.

                          Remediation: 

                          • The teacher should work with identified children to assist with painting.
                          • Allow students to work in pairs; pair students who are higher achieving with students who may struggle.

                           

                           ADDITIONAL RESOURCES

                          • Optional: An informational text such as Polar Bear (Read and Learn: A Day in the Life: Polar Animals) by Katie Marsico

                           

                          *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:  Kim Spivey 

                          Revised and copyright:  2024 @ ArtsNOW

                          Back to Modules