FRACTION FUSION–WHERE ART AND NUMBERS COLLIDE: FRACTION SCULPTURES 4

FRACTION SCULPTURES

FRACTION FUSION–WHERE ART AND NUMBERS COLLIDE: FRACTION SCULPTURES

Learning Description

In this lesson, students will explore fractions through a hands-on, arts-integrated math activity inspired by the sculpture "Seven Magic Mountains". This hands-on activity encourages collaboration, creativity, and the application of mathematical concepts.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can build a sculpture using colored materials and identify the fraction of each color used in my design.
  • I can add fractions with like-denominators.
  • I can work collaboratively with my group to design and build a balanced sculpture inspired by "Seven Magic Mountains”.

Essential Questions

  • How can I describe the parts of a sculpture using fractions?
  • How can I use fractions to design a sculpture?
  • How do we add and subtract fractions with like denominators?

 

Georgia Standards

Curriculum Standards

4.NR.4.6 Add and subtract fractions and mixed numbers with like denominators using a variety of tools.

Arts Standards

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

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

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

 

South Carolina Standards

Curriculum Standards

4.NSF.3 Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions.

a. Compose and decompose a fraction in more than one way, recording each composition and decomposition as an addition or subtraction equation; b. Add and subtract mixed numbers with like denominators; c. Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

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.

 

Key Vocabulary

Content Vocabulary

  • Fraction - A number that represents a part of a whole
  • Numerator - The number above the line that indicates how many parts of a whole are being counted
  • Denominator - The number below the line that indicates the total number of equal parts in the whole
  • Addition - Combining two or more numbers to find a total or sum
  • Equation - A mathematical sentence that has two equal sides separated by an equal sign
  • Equivalent – Have equal value
  • Like denominator – A denominator that is found in two or more fractions
  • Unlike denominators – Denominators in two or more fractions that are different from each other

Arts Vocabulary

  • Sculpture - A three-dimensional work of art that can be made from a variety of materials, such as wood, clay, metal, or stone.
  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Color - An element of art with three properties: 1) Hue: the name of the color, e.g. red, yellow, etc., 2) Intensity: the purity and strength of the color (brightness or dullness), 3) Value: the lightness or darkness of the color (shades and tints)
  • Pattern - Repetition of specific visual elements such as a unit of shape or form

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Introduction to "Seven Magic Mountains": Show images of Ugo Rondinone's sculpture "Seven Magic Mountains" to students. Have students go through the See, Think, Wonder Artful Thinking Routine.
    • Instruct students to look at the artwork for a moment. Then ask students:
      • What do you see?
      • What do you think about what you see?
      • What do you wonder about?
    • Show the following video to students: The Making of Seven Magic Mountains.
    • Discuss the process of creating a sculpture. Ask students: How does Rondinone use color and form?
      • Discuss how each sculpture can be seen as a “whole,” made up of smaller parts (colors). Ask students how this is like fractions.
    • Review adding fractions with like-denominators.
    • Tell students that they will be using fractions to design and create their own sculptures inspired by “Seven Magic Mountains”.

Work Session

  • Divide students into small groups. Each group will receive colored corn packing peanuts and a damp sponge.
  • Students will first design their sculpture. Tell students that they will sketch out a design for their sculpture inspired by “7 magic Mountains” and label the colors that they will use.
    • Students must use at least four colors of packing peanuts.
    • Students then need to check how many peanuts of each color they need by writing an addition equation, such as: 5/20 yellow peanuts + 7/20 green peanuts + 4/20 blue peanuts + 4/20 orange peanuts = 20/20 peanuts.
  • Students will then build their sculpture based on their design by pressing each peanut onto the damp sponge and then adhering it to another peanut.

Identifying Fractions:

  • After completing their sculptures, groups will count the total number of peanuts used in their design.
  • They will then count how many peanuts of each color were used and express this as a fraction of the total sculpture (e.g., if there are twenty peanuts and four are blue, then 4/20 or 1/5 of the sculpture is blue).

Adding Fractions:

  • Students will then write a word problem to explain how to recreate their sculpture.
  • The word problem should express an addition problem to show how they created their sculpture. For example, if the students used 20 packing peanuts, they would include the following equation in their word problem: 5/20 yellow peanuts + 7/20 green peanuts + 4/20 blue peanuts + 4/20 orange peanuts = 20/20 peanuts.

Closing Reflection

  • Discuss and reflect on the following with students:
    • Reflect on how the sculptures are similar or different in their color compositions.
    • Highlight how fractions are a way to describe these differences mathematically.
    • Discuss how each sculpture can be expressed in terms of a mathematical equation.
    • Have students write a brief reflection on how they used fractions in their sculpture and what they learned about adding fractions.

 

Assessments

Formative

  • Observe student responses during See, Think, Wonder.
  • Observe students during the creation of their sculptures and their discussions within groups about fractions.
  • Use questioning to assess their understanding of fractions as parts of a whole and their ability to add fractions with like-denominators.

Summative

  • Each group will record the total number of peanuts, the fraction of each color, and an addition word problem that expresses the composition of the sculpture.
  • Sculpture reflection: Students’ brief reflection on how they used fractions in their sculpture and what they learned about adding fractions

 

Differentiation 

Accelerated: 

Have students swap their word problems with another group. Each group should then try to follow the word problem to recreate the sculpture. Then, the groups should compare the finished products.

Remedial:

Allow students to express their sculpture in terms of an addition equation without requiring them to write it in the context of a word problem.

 

Additional Resources

https://sevenmagicmountains.com

 

Credits

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

Ideas contributed by: Shannon Green. Edited by: Katy Betts

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

Revised and copyright:  June 2025 @ ArtsNOW

 

Back to Modules

VOLUME OF RIGHT RECTANGULAR PRISMS : CREATING STILL LIFE ART WITH RIGHT RECTANGULAR PRISMS 5

CREATING STILL LIFE ART WITH RIGHT RECTANGULAR PRISMS

VOLUME OF RIGHT RECTANGULAR PRISMS: CREATING STILL LIFE ART WITH RIGHT RECTANGULAR PRISMS

Learning Description

In this lesson, students will apply their knowledge of how to solve for volume of right rectangular prisms to create a still life artwork inspired by the artist Giorgi Morandi.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can find the volume of right rectangular prisms.
  • I can create a still life drawing using right rectangular prisms.

Essential Questions

  • How can I find the volume of right rectangular prisms?
  • How can I create a still life drawing using various right rectangular prisms?

 

Georgia Standards

Curriculum Standards

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

Arts Standards

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.

 

South Carolina Standards

Curriculum Standards

5.MDA.3 Understand the concept of volume measurement.
a. Recognize volume as an attribute of right rectangular prisms;
b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes;
c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes.

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.

 

Key Vocabulary

Content Vocabulary

  • Two-dimensional shape - An object with height and width
  • Volume - The amount of space occupied by a three-dimensional object or shape
  • Height - The perpendicular distance from the base of a shape or object to its topmost point
  • Length - The distance from one end of an object to the other along its longest side
  • Width - The measurement of the shorter side of an object or shape when compared to its length; it is usually the horizontal dimension
  • Right rectangular prism - A three-dimensional geometric shape with the following characteristics:
    • Faces: It has six faces, all of which are rectangles.
    • Right Angles: Each of its edges meets at a right angle (90°), making it a "right" prism.
    • Parallel and Perpendicular: Opposite faces are parallel, and adjacent faces are perpendicular.
    • Vertices and Edges: It has 8 vertices (corners) and 12 edges.

Arts Vocabulary

  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Value - This describes the lightness or darkness of a color. Value is needed to express volume.
  • Composition - How an artist arranges the Elements of Art (line, shape, form, value, color, space, texture) to create an artwork
  • Still life - A genre of art in which the subject is an arrangement of non-moving/non-living objects
  • Subject - What the artwork is about
  • Proportion - The size relationships between different parts of an artwork. It determines how each element relates to the others in terms of size, scale, and placement.

 

Materials

 

Instructional Design

Opening/Activating Strategy

  • Display Natura Morta by Giorgio Morandi. Engage students in the Colors / Shapes / Lines Artful Thinking Routine.
    • Instruct students to look at the artwork for at least 30 seconds. Then, have students turn to a partner and discuss:
      • What colors do you see?
      • What shapes do you see?
      • What lines do you see?
  • After students have shared what they see, ask them what three-dimensional forms they recognize. Tell students that some objects are composites of two or more forms. Students should identify right rectangular prisms.
  • Introduce students to the artist Giorgio Morandi. Explain that Morandi was a still life artist who used many basic geometric forms as the basis of his artwork.
  • Explain to students that a still life is an artwork in which the subject is an arrangement of non-moving/non-living objects. Show students additional examples of Morandi’s still lives.
  • Ask students how Morandi creates the illusion of three dimensions on a two-dimensional surface. Students should notice that some areas of the objects are darker than others to create the illusion that light is hitting a three-dimensional object. In art, this is called Value.

Work Session

  • Tell students that they will be creating a still life drawing using right rectangular prisms. Students will be able to create their own composition consisting of three right rectangular prisms.
    • Composition in art is how the artist chooses to put the elements of art (such as Form and Value) together in his or her artwork.
  • Students should randomly select three sets of measurements from a bag (example: right rectangular prisms: h: 2 in., w: 3 in., l: 5 in.). Explain to students that these three sets of dimensions for right rectangular prisms will be the subject for their still life drawings. Students can arrange them however they like.
    • Show them examples of Morandi’s still lives again so that they can see how he used the space on his canvas and arranged his forms (some are in front of others, some side by side, etc.).
  • Students should solve for the volume of their three right rectangular prisms.
  • Show students the Shape to Form handout. Allow students to practice creating the forms they will need for their composition.
  • Then, students should draw their three right rectangular prisms on their artwork.
    • Remind students to use the space on their paper and draw BIG!
    • Remind students to use proportion in their drawings.
      • For example, if one right rectangular prism’s dimensions are h: 2 in., w: 3 in., l: 5 in., it should be proportional to another prism’s dimensions that are h: 3 in., w. 1 in, l: 2 in.
    • Remind students to add value like Morandi to create the illusion of three dimensions. Show students the handout Forms with Value as a guide. Students can use regular pencil, colored pencil, or charcoal for their artwork.
      • Tell students that the harder they press down with their pencils, the darker the value will be.
      • Holding the pencil almost horizontal to the paper when shading and adding value will create a smooth texture.

 

Closing Reflection

  • On a separate paper, students should write their formulas with dimensions for volume of their three right rectangular prisms and their solutions to the problems. Students should attach this to their artwork so that it is visible.
  • Students should then engage in a gallery walk of each other’s work. Students should reflect on the following questions:
    • How did the artist create his/her composition using the three right rectangular prisms?
    • How did the artist use the space on his or her paper?
    • How did the artist use value to create the illusion of form?
    • How is the artist’s work similar and different to your own? To Morandi’s?

 

Assessments

Formative

  • Teacher will assess throughout the lesson:
    • Are students able to solve for volume?
    • Are students able to practice drawing their three right rectangular prisms using the Shape to Form handout as a guide?
    • Are students able to identify various prisms in Morandi’s artwork?

 

 

Summative

  • Did students’ final artwork:
    • Proportionally display the three prisms they were given?
    • Show value to create the illusion of form?
    • Show that they understood how to draw right rectangular prisms using shape?
    • Show the formulas and correct calculations for volume of all three prisms?


Differentiation

Accelerated: 

Students can use card stock or chipboard (thin cardboard) to build their right rectangular prisms before drawing their still lifes (students will need rulers). Then, students can arrange their prisms in an interesting way and draw from observation.

Remedial:

  • Assign students one prism to calculate volume for. Students can then draw this prism three times in their still life.
  • Allow students to work in pairs to solve equations. Each student will then make their own still life.


Credits

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

Ideas contributed by: SAIL Grant Teacher Leaders; Katy Betts

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

Revised and copyright:  June 2025 @ ArtsNOW

 

Back to Lessons

VOLUME OF RIGHT RECTANGULAR PRISMS : CREATING A CITYSCAPE WITH RECTANGULAR PRISMS 5

CREATING A CITYSCAPE WITH RECTANGULAR PRISMS

VOLUME OF RIGHT RECTANGULAR PRISMS: CREATING A CITYSCAPE WITH RECTANGULAR PRISMS

Learning Description

In this lesson, students will develop skills to create and analyze right rectangular prisms and understand the concept of volume. Students will apply their knowledge of volume of right rectangular prisms to creating a collaborative class cityscape sculpture.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can create a rectangular prism that has six rectangular faces.
  • I can find the volume of a rectangular prism by multiplying the length, width, and height.
  • I can use my understanding of volume and dimensions to design and create a building for a cityscape.

Essential Questions

  • How can I create a building for a cityscape using the formula for finding the volume of a right rectangular prism?
  • How can I find the volume of a rectangular prism?

 

Georgia Standards

Curriculum Standards

5.GSR.8.3 Investigate volume of right rectangular prisms by packing them with unit cubes without gaps or overlaps. Then, determine the total volume to solve problems.

Arts Standards

VA5.CR.4.b Create sculpture that demonstrates a design concept using a variety of methods (e.g. papier-mâché, paper sculpture, assemblage, found object sculpture).

 

South Carolina Standards

Curriculum Standards

5.MDA.3 Understand the concept of volume measurement.
a. Recognize volume as an attribute of right rectangular prisms;
b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes;
c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes.

Arts Standards

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

 

Key Vocabulary

Content Vocabulary

  • Volume - The amount of space occupied by a three-dimensional object or shape
  • Height - The perpendicular distance from the base of a shape or object to its topmost point
  • Length - The distance from one end of an object to the other along its longest side
  • Width - The measurement of the shorter side of an object or shape when compared to its length; it is usually the horizontal dimension
  • Three-dimensional figure - A figure that has length, width, and height

Arts Vocabulary

  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms)
  • Sculpture - A three-dimensional work of art that can be made from a variety of materials, such as wood, clay, metal, or stone
  • Cityscape - A visual representation or depiction of an urban environment, often showing the buildings, streets, and other features of a city; it can be an artwork, photograph, or a model that captures the overall layout, architecture, and atmosphere of a city

 

Materials

  • Graph paper
  • Tape
  • Colored pencils and/or fine line markers
  • Scissors
  • Pencils
  • Cardstock or thin cardboard
  • Examples of cityscapes

 

Instructional Design

Opening/Activating Strategy

  • Show students examples of cityscapes.
    • Ask students to make observations about how the buildings are arranged.
      • Students should notice that they are a variety of heights and are arranged close together.
    • Ask students to make observations about the designs they see on the buildings.
      • Students might notice that many buildings have windows covering the outsides.
    • Ask students what they notice about the structures? How would they describe their shape?
      • Allow students to share their observations and discuss the fact that these structures are all rectangular in shape.
      • Review how to find the volume of a right rectangular prism.

 

Work Session

  • Tell students that they will be creating a three-dimensional cityscape as a class. Each student will design and build their own building.
    • Show them an example of a rectangular structure on graph paper and explain how each square on the paper represents a unit of measurement.
      • Anticipate the misconception that students might think that the number of squares on graph paper represents the volume of the structure. Clarify that the graph paper is just a tool for visualizing and measuring, and the actual volume is calculated using multiplication.
    • Show them the dimensions of an example building: l = 8, w = 6, h = 15.
    • Show students how to use these dimensions to draw out each face of the right rectangular prism on graph paper.
    • Then, demonstrate how to cut out each shape on the graph paper and use that shape as a template to trace on either cardstock or thin cardboard.
    • Next, show students how to cut out each shape and assemble them together using tape.
    • Finally, students will be able to add designs to their buildings using fine line markers and/or colored pencils.
  • Pass out dimensions, rulers, and graph paper to students.
  • Circulate the classroom and monitor student work, providing support and clarification as needed.
  • As students complete their templates on graph paper, pass out cardstock/thin cardboard, colored pencils/markers, and tape to construct their buildings.
  • The final step students should complete is to calculate the volume of their building using the formula for volume.
  • Have students write their equation and solution on a notecard.
  • Students should place their buildings with their notecards together in a designated area to create the class cityscape.

 

Closing Reflection

  • Have the class conduct a gallery walk observing the connection between the dimensions and volume of each structure and its form.
  • Close the lesson with class reflection questions:
    • How did you calculate the volume of your building? Why is it important to use multiplication to find the volume instead of just counting the squares on the graph paper?
    • How do you think your building fits into the overall cityscape you created as a class?
    • How might you apply what you've learned about volume and design in future projects or real-world situations?

 

Assessments

Formative

Use guided questions and student check-ins throughout the lesson to check for students’ understanding of how to calculate volume and use the tools provided to create their buildings.

 

Summative

A rubric table for grading right rectangular prism sculptures as part of a cityscape, with four criteria—creativity, accuracy, volume calculation, and craftsmanship—graded on a 3, 2, or 1 point scale; each level has detailed descriptors.


Differentiation

Accelerated: 

Have students research skyscraper designs and create more complex buildings by combining several right rectangular prisms together. Students can then solve for the volume of the prisms and add them together to find the total volume of their building.

Remedial:

  • Provide students with pre-cut shapes with dimensions that they can then construct. Students should still calculate the volume of the structure.
  • Allow students to work with a partner..


Credits 

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

Ideas contributed by: SAIL Grant Teacher Leaders; Katy Betts

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

Revised and copyright:  June 2025 @ ArtsNOW

 

Back to Lessons

EARTH’S CHANGING SURFACE EXPLORING LANDFORMS THROUGH TEXTURE AND COLLAGE 5-6

EXPLORING LANDFORMS THROUGH TEXTURE AND COLLAGE

EXPLORING LANDFORMS THROUGH TEXTURE AND COLLAGE

Learning Description

Students will demonstrate their understanding of the constructive and destructive forces that create landforms by using additive and subtractive techniques in collage art. Students will incorporate the element of texture to demonstrate how these forces impact the surface of landforms.

 

Learning Targets

GRADE BAND: 5,6
CONTENT FOCUS: VISUAL ARTS & SCIENCE
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can explain how constructive and destructive forces change and shape Earth’s surface.
  • I can create a collage to demonstrate the effects of constructive or destructive processes.

Essential Questions

  • How do constructive forces change or shape Earth’s surface?
  • How can I use collage to demonstrate the forces that create landforms?

 

Georgia Standards

Curriculum Standards

Grade 5:

S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.

a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).

b. Develop simple interactive models to collect data that illustrate how changes in surface features are/were caused by constructive and/or destructive processes.

Arts Standards

Grade 5:

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.

 

South Carolina Standards

Curriculum Standards

Grade 6:

6-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

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.

 

Key Vocabulary

Content Vocabulary

  • Constructive force - A natural process that builds up the Earth's surface, creating new landforms and adding to existing ones
  • Destructive force - A natural process that breaks down or wears away the Earth's surface, destroying or altering landforms
  • Weathering - The breakdown of rocks into smaller fragments without changing their chemical composition; it can be caused by wind, rain, hail, snow, water
  • Erosion - The natural process by which soil, rock, or other surface materials are worn away and transported from one location to another by agents such as water, wind, ice, or gravity
  • Deposition - The geological process by which sediments, soil, and rocks that are transported by wind, water, ice, or gravity are dropped or settled in a new location

Arts Vocabulary

  • Texture - The surface quality, or "feel" of an object, such as roughness, smoothness, or softness. Actual texture can be felt while simulated textures are implied by the way the artist renders areas of the picture.
  • Shape - A flat, enclosed line that is always two-dimensional and can be either geometric or organic
  • Form - An object that is three-dimensional and encloses volume (cubes, spheres, and cylinders are examples of various forms) 
  • Collage - A composition developed by gluing colored paper, photographs, magazine pictures, fabric, and other two-dimensional materials onto a flat surface
  • Color - An element of art with three properties: 1) Hue: the name of the color, e.g. red, yellow, etc.; 2) Intensity: the purity and strength of the color (brightness or dullness); 3) Value: the lightness or darkness of the color (shades and tints)
  • Depth - How near or far something appears
  • Space - The distance or area between, around, above or within things. Positive space refers to the subject or areas of interest in an artwork, while negative space is the area around the subject of an artwork. It can be a description for both two and three-dimensional portrayals.
  • Additive techniques - Adding materials together to build up texture
  • Subtractive techniques - Removing material using techniques such as tearing or carving

 

Materials

 

Instructional Design

Opening/Activating Strategy

Teacher Note: In order to be successful in this unit students should be able to define constructive and destructive forces. Students should understand that landforms can change quickly or slowly over time. Students should be able to identify surface features caused by constructive and destructive forces.

  • Review science vocabulary.
  • Show students an example of a landform collage (slide two on landform collages slides).
  • Using this artwork, engage students in the See, Think, Wonder Artful Thinking Routine.
    • Tell students: Look at the artwork for a moment.
    • Ask students:
      • What do you see?
      • What do you think about what you see?
      • What do you wonder about?
      • Why would the artist display these landforms?
      • What material do you think the artist used?
      • Does this artwork show a constructive or destructive force?
      • How is the space being used in this artwork?

 

Work Session

  • Discuss the elements of art using the Elements of Art handout.
  • The teacher will display another example of a collage that shows a landform (slide three on landform collages slides).
    • Divide students into small groups. Assign each group a different element of art. Have each group identify where they see the element in the artwork. Share out as a class.
  • The teacher will display two pieces of artwork (waterfall and volcano–slide four on landform collages slides) and have students compare and contrast the art elements of texture, shape, and form found within.
    • Discuss how these pieces show different attributes: Constructive and destructive forces.
  • Display all types of landforms (slide one on landform collages slides) and discuss with students how they are formed. Allow students to share their understanding.
  • Show students an example of an additive relief sculpture and a subtractive relief sculpture. Ask students to think about how they could use subtractive techniques (like tearing away the top of corrugated cardboard) and additive techniques (layering materials to build up texture and form) to show constructive and destructive forces.
    • Ask students which technique would show constructive (additive) and which technique would show subtractive (destructive).
  • Explain to students that they will pick a landform and create their own collage using a variety of materials such as colored paper, construction paper, scrapbook paper, textured paper, sand paper, (corrugated cardboard can be good for destructive forces–tearing off the top surface), etc.
    • Tell students that they will be tearing materials rather than cutting them using scissors.
    • Students will focus on how they will use texture to show destructive and constructive forces.
    • Students will focus on how they can use additive and subtractive techniques (like layering and tearing) to correspond to destructive and constructive forces.
  • Label one side of the classroom “Constructive Forces” and the other side of the room “Destructive Forces”. Have students display their artwork on the correct wall.
  • Provide time for students to conduct a gallery walk to observe both constructive and destructive force collages.
  • Have students share their artwork with a partner and explain how their collage shows either a constructive or destructive force using texture and additive and subtractive techniques.

 

Closing Reflection

  • Have students complete a brief artist statement describing how they showed a constructive or destructive force using additive or subtractive techniques and texture. Students should explain why they chose the materials they did for their collage.

 

Assessments

Formative

  • Teacher observation of student discussion
  • Student planning for collage

 

Summative

  • Student collage with artist statement

DIFFERENTIATION 

Accelerated: 

  • Students will create a Flipgrid to explain the art method and the scientific process that is portrayed in their artwork.
  • Students can create two collages–one to show a destructive force and one to show a constructive force.

Remedial:

  • Partner students together to create the collage.
  • Allow students to orally present their artist statement rather than writing it.

 

CREDITS 

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

Ideas contributed by: SAIL grant teacher leaders; Shannon Greene

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

Revised and copyright:  June 2025 @ ArtsNOW

 

Back to Modules

PLACE VALUE: 2D MIXED MEDIA DRIP ARTWORK 3

2D MIXED MEDIA DRIP ARTWORK

PLACE VALUE: 2D MIXED MEDIA DRIP ARTWORK

Learning Description

Students will be able to read and write multi-digit whole numbers up to 10,000 using mixed media, patterns, line, and size to model different place value digits in a number. Students will demonstrate their understanding by creating a 2D line artwork with different media to represent the different place values with each media will represent a different place value.

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can explain what place value is.
  • I can tell the place value of digits in numbers up to 10,000.
  • I can write numbers in expanded form, word form, and standard form.
  • I can represent place value up to 10,000 using mixed media and line weight.
  • I can use warm, cool, and neutral colors to create a mixed media art piece

Essential Questions

  • What is place value?
  • What is the standard and word form?
  • How can I represent place value in expanded form?
  • How can we compare numbers?
  • How can I represent place value using base ten blocks?
  • How can we use line weight to show different place values?

 

Georgia Standards

Curriculum Standards

3.NR.1.1 Read and write multi-digit whole numbers up to 10,000 to the thousands using base-ten numerals and expanded form.

3.NR.1.2 Use place value reasoning to compare multi-digit numbers up to 10,000, using >, =, and < symbols to record the results of comparisons.

Arts Standards

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

b. Create works of art emphasizing multiple elements of art and/or principles of design.

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

a. Develop drawings and paintings with a variety of media (e.g. pencil, crayon, pastel, tempera, watercolor).

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

a. Apply art skills and knowledge to improve understanding in other disciplines.

 

South Carolina Standards

Curriculum Standards

3.NSBT.5 Compare and order numbers through 999,999 and represent the comparison using the symbols >, =, or <.

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

  • Place value - The value of each digit in a number based on its position
  • Ten-thousands - The fifth position represents the number of ten-thousands
  • Thousands - The fourth position represents the number of thousands
  • Hundreds - The third position represents the number of hundreds
  • Tens - The second position represents the number of tens
  • Ones - The rightmost position (1st place) represents the number of ones
  • Expanded form - A way of writing numbers to show the value of each digit according to its place value; it breaks down a number by expressing it as the sum of each digit multiplied by its place value
  • Standard form - The way of writing numbers using digits, without breaking them down by place value or expanding them
  • Numerical - Using digits to represent quantities, values, or amounts
  • Digits - Symbols used to represent numbers in a numeral system

Arts Vocabulary

  • Color
    • Warm - Red, pink, orange, and yellow
    • Cool - Blue, green, purple, teal
    • Neutral colors - Gray, brown, tan, black
  • Value - The lightness or darkness of a color
  • Pattern - The repeated use of elements like shapes, lines, colors, textures, or forms in a consistent and organized manner
  • Line - A path connecting two points
  • Line weight - How thick or thin a line is
  • Texture - How something feels or looks like it feels
  • Two-dimensional - Containing height and width
  • Three-dimensional - Containing height, width, and depth

 

Materials

  •  

 

Instructional Design

Opening/Activating Strategy

  • Teacher will show students an example of a paper chain link that represents a number with four values. Each place value will be represented with a different color of paper.
    • Example: 1,427
      • One link of green paper
      • Four links of yellow paper
      • Two links of blue paper
      • Seven links of red paper
    • Teacher will show students how to create a paper chain using tape and strips of colored paper.
    • Project a key for which place values are represented by which color.
    • Students will be put into small groups. Students will be given a number that they will represent with their chain links.
      • Each place value will be represented with its corresponding color.
    • Teacher will model how to write the expanded form and word form of a number. Students will then write the expanded form and word form of their number on a note card.
    • Chain links will then be displayed in the classroom.
      • During sharing time, groups will compare their chain sculptures with each other using visuals to understand greater than and less than based upon the value of digits represented.
    • Students will identify the place value of another group’s chain link and compare their paper chain links.
      • Students should notice the longest chain does not always represent the largest number!
      • The chain links will be hung in the classroom such as the picture below.

Colorful paper chains in yellow, purple, and pink hang from the ceiling like 2D mixed media. Attached beneath are numbered math cards showing addition problems 10 to 29 for place value practice. A chalkboard sign below reads,

 

Work Session

  • Next, lead students through the See, Think, Wonder artful thinking routine about Jen Stark’s artwork (images below).
    • 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.).
    • Next, ask students to identify what they think about the image. Emphasize that students should be creating inferences using visual evidence from the image.
    • Finally, ask students what they wonder about the image.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions.
  • Show students a color wheel and draw their attention to cool colors, warm colors, and neutral colors. Ask them to observe the kinds of colors that Jen Stark uses in her work. Does she only use one color scheme?

Two colorful abstract 2D mixed media artworks with wavy, zigzag patterns. The left features vibrant rainbow colors, while the right combines similar hues with bold black-and-white zigzags. Both create a swirling, dynamic effect.

A woman with braided blonde hair smiles in front of a vibrant, multicolored, drip artwork wall. She is wearing a floral top with bright red, purple, and green colors.

  • Teacher note: The purpose of introducing Jen Stark is for students to see how she creates two-dimensional pieces using pattern, line, and color. She uses warm, cool, and neutral colors with a drip pattern. Her work also catches the eye of students and serves as a great way to show how different line weights can represent different place values.
  • Tell students that they will use Jen Stark’s artwork as inspiration to create 2D mixed media artwork, using different thicknesses of lines and different media to represent place values.
  • Review place value with students. Ask students how thicker lines and thinner lines can be used to represent the place value of digits.
  • Teacher and students will work together to identify the value of a given number.
    • Draw three lines of different weight (thickness). Ask students which line would represent the hundreds place? Tens place? Ones place?
      • Students should make the connection that the line will get thicker as the place value gets larger.
    • Using markers, students will draw different thicknesses of lines in their STEAM journals in a wavy pattern to show how the lines in our 2D Mixed Media Drip Artwork will show the difference between each place value of a number.
      • For example, if the number is 463, students would draw four thick wavy lines, six medium wavy lines, and three thin wavy lines.
    • Then students will write the number in standard form, expanded form, and word form under their mini art piece.
  • Students will be provided with mixed media paper, colored pencils, thin markers, thick markers, different sized paint brushes, and paint.
  • Together the class will create a guide to what each media will represent when they get to the artmaking portion of the lesson.
    • For example: Colored pencils represent the ones place, thin markers represent tens place, thick markers represent hundreds place, paint using a thin paintbrush to represent the thousands place, and paint using a thick paintbrush to represent the ten thousands place.
  • Students will then be given a number and will plan their artwork in their STEAM journals. Students should draw out a prototype of what their artwork would look like labeling the line sections with colors and mediums.
  • Students will then begin by drawing the outline of their drip artwork in pencil on their paper. Students will need to fill in most of the space of the paper, remembering that the colored pencils represent the ones place, thin markers represent tens place, thick markers represent hundreds place, paint using a thin paintbrush to represent the thousands place, and paint using a thick paintbrush to represent the ten thousands place.
  • Students will be able to choose the color scheme for their artwork. Remind students of the different color schemes using a color wheel.
  • Provide students with a notecard to write their number in standard form, expanded form, and word form.

Closing Reflection

Students share their artwork and discuss their creation process. They will also discuss and reflect on the creation process, the place value significance of the task, their personal feelings, and what they learned from the task in their STEAM journals.

 

Assessments

Formative

  • Informal teacher observation and questioning throughout the lesson
  • Observations of students’ drawings and reflections in their STEAM journals
  • Students will create a key for their drip artwork in their STEAM journals to demonstrate their knowledge and understanding of place value as represented in their artwork through line weight.

Summative

A 2D mixed media drip artwork checklist with sections for name and comments. It lists three expectations: line weight for numbers within 10,000, writing numbers in standard and word form, and visual place value.

 

 

Differentiation

Accelerated: 

  • Students will incorporate technology to model any "number" and its "place values" by representing the value of digits using pixel art.
  • Students will cut the drip out of their paper. Then starting at the bottom, place the drips on a butcher paper, overlapping each other, and create a collaborative artwork.

Colorful, wavy, drip-like patterns in layered rainbow shades blend with black-and-white zigzag lines, creating a vibrant mixed media art piece with psychedelic flair.

Remedial:

Students will be given three digit numbers to create drip art.

 

 

Additional Resources

 

Credits

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

Ideas contributed by: SAIL Grant Teacher Leaders, Shannon Green, Katy Betts

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

Revised and copyright:  June 2025 @ ArtsNOW

 

Back to Lessons