A Perfect Sacred CIRCLE 4

A PERFECT SACRED CIRCLE

A PERFECT SACRED CIRCLE

Learning Description

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

 

Learning Targets

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

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use a protractor to make angles.

  • I can use line, shape, and color to create an interesting mandala design that demonstrates symmetry and pattern.

  • I can explain how math can be used to create visual art.

Essential Questions

  • How is math used to create visual art?

  • What are angles?

 

Georgia Standards

Curriculum Standards

Grade 4:

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

 

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

 

Grade 5: 

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

Arts Standards

Grade 4: 

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

 

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

 

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

 

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

 

Grade 5: 

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

 

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

 

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

 

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

 

South Carolina Standards

Curriculum Standards

Grade 4: 

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

 

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

 

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

 

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

Arts Standards

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

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

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

 

Key Vocabulary

Content Vocabulary

  • Symmetry - The quality of being made up of exactly similar parts facing each other or around an axis 

 

  • Protractor - An instrument for measuring angles, typically in the form of a flat semicircle marked with degrees along the curved edge 

 

  • Geometric shapes - Figures or forms that have a specific form and structure, defined by a set of points and lines

  • Angles - A measure of the amount of turn or rotation between two intersecting lines, line segments, or rays

Arts Vocabulary

  • Mandala - A geometric figure representing the universe in Hindu and Buddhist symbolism; the artform originated in India

  • Symmetrical balance - The quality of being made up of exactly similar parts facing each other or around an axis

  • Analogous colors - Colors that are next to each other on the color wheel

  • Complementary colors - Two colors across from each other on the color wheel

  • Primary colors - Colors from which all other colors are made: Red, yellow and blue

  • Complementary colors - Colors made by combining two primary colors: Orange, violet and green

  • Neutral colors - Brown, tan, black, gray and white

 

Materials

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

 

Instructional Design

Opening/Activating Strategy

*This strategy can be in partner and individual work. 

 

  • Project an image of Tibetan monks creating a sand mandala. 
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the mandala. 
    • Next, ask students to share their observations with a partner.
    • Project, write or say several mathematical terms such as geometric shapes, angles, fractions and symmetry. Ask students to now describe the image in these terms. 
    • Next, ask students to share their observations with a partner.
  • Facilitate a class-wide discussion around students’ observations, inferences, and questions. Draw students’ attention to how the artist uses line and shape to make the mandala (observations could include circles within circles, repeating designs, etc.).
  • Explain to students that mandala art is an art form that dates back to 500 BCE in India. 
  • Tell students that they will be creating their own mandalas using mathematical concepts.

 

Work Session

USING A PROTRACTOR TO CREATE A MANDALA

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

 

INCORPORATING PATTERN, SHAPE AND SYMMETRY:

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

 

ADDING COLOR:

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

 

Closing Reflection

  • Students should present their mandals to a partner explaining how they used pattern, shape, and angles to create it.
  • Conduct a gallery walk so that students can see how their classmates used math to create their artwork.
  • Facilitate a discussion around the process of creating mandalas and how math is used in visual art.

 

Assessments

Formative

Teachers will assess students by observing students’ responses during mandala analysis and students’ use of a protractor during the practice session.

 

Summative

CHECKLIST: 

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

 

Differentiation

Acceleration: 

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

 

Remediation: 

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

 ADDITIONAL RESOURCES

 

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

 Ideas contributed by: Carolyn Stoddard. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

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Adventure Island 3-5

Description

Discover the possibilities of creative writing by making visual imagery that will inspire your students in new and exciting ways! The idea of a treasure map has long been a topic of excitement for young people. Allow your students to generate their own map and inspire a creative writing session!

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ART HISTORY INSPIRATIONS 4-5

ART HISTORY INSPIRATIONS

ART HISTORY INSPIRATIONS

Learning Description

In this lesson, students will learn about how art documents our world through art history. Students will select an artist who inspires them, research them and create an artwork using collage, painting or drawing that is inspired by that artist.

 

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 create artwork inspired by an artist of my choice.

  • I can identify and explain the subject matter and style of my selected artist.

  • I can write an expository paragraph relating important information about my selected artist.

Essential Questions

  • How do artists reflect the historical and/or social context in which they create art?

  • How can visual art be used to inspire new artworks?

 

Georgia Standards

Curriculum Standards

Grade 4: 

ELAGSE4W7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

 

ELAGSE4W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Georgia Department of Education April 29, 2015  Page 30 of 40 All Rights Reserved c. Link ideas within categories of information using words and phrases. (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

 

Grade 5: 

ELAGSE5W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  1. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. Georgia Department of Education April 29, 2015  Page 37 of 40 All Rights Reserved e. Provide a concluding statement or section related to the information or explanation presented.

 

ELAGSE5W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

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.

 

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.

 

South Carolina Standards

Curriculum Standards

Grade 4: 

WRITING - Meaning, Context, and Craft

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use information from multiple print and multimedia sources; c. group related information in paragraphs and sections; d. include formatting, illustrations, and multimedia to aid comprehension; e. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; f. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; g. use paraphrasing, quotations, and original language to avoid plagiarism; h. link ideas within categories of information using words and phrases; i. use precise language and domain-specific vocabulary to inform or explain the topic; j. develop a style and tone authentic to the purpose; and k. provide a concluding statement or section related to the information or explanation presented.

 

Grade 5: 

WRITING - Meaning, Context, and Craft

Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2.1 Write informative/explanatory texts that: a. introduce a topic clearly; b. use relevant information from multiple print and multimedia sources; c. provide a general observation and focus; d. group related information logically; e. use credible sources; f. include formatting, illustrations, and multimedia to aid comprehension; g. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; h. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others; i. use paraphrasing, quotations, summarizing, and original language to avoid plagiarism; j. link ideas within and across categories of information using words, phrases, and clauses; k. use precise language and domain-specific vocabulary to inform or explain the topic; l. develop a style and tone authentic to the purpose; and m. provide a concluding statement or section related to the information or explanation presented.

Arts Standards

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

 

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

 

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

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

 

Key Vocabulary

Content Vocabulary

  • Expository writing - A form of writing that aims to explain, describe, inform, or clarify information to the reader
  • Research - The systematic investigation and study of literary, linguistic, or rhetorical topics to gather information, develop understanding, and support arguments or interpretations 

Arts Vocabulary

  • Art history - The history and development of visual arts, including painting, sculpture, architecture, and other forms of artistic expression

 

  • Painting - The practice of applying pigment to a surface, such as canvas, paper, wood, or walls, to create an image, design, or expressive composition

 

  • Collage - An art form that involves assembling various materials, such as paper, fabric, photographs, and other objects, onto a surface to create a unified composition
  • Drawing - An artform that involves creating images, designs, or representations using various tools to mark a surface, typically paper

 

Materials

    • White mixed media paper cut into circles
    • Paint (tempera or acrylic)
    • Brushes
    • Water cups
    • Drawing materials such as graphite, charcoal, markers, colored pencils, etc.
    • Scraps of colored paper for collaging
    • Glue 
    • Scissors 
    • Pencils with erasers
    • Computers/student devices with Internet access
    • Digital copy of the Elements of Art to project for students
  • For optional extension at end of lesson: Epoxy varnish

 

Instructional Design

Opening/Activating Strategy

*Classroom Tips: Cover students’ work area. Have students share paint and water supply on the work area. Fill two buckets with water–empty one by filling student water cups 1/3 full, then use it to dump dirty water in; the second bucket will be your fresh water supply as needed. 

 

  • Display an image of Washington Crossing the Delaware by Emanuel Leutze. Do not show students the title of the painting.
  • Ask students to work collaboratively to engage in the See, Think, Wonder Artful Thinking Routine. 
    • First, students will identify what they see in the image. Emphasize that they should make objective observations about the image (i.e. physical features, colors, textures, etc.). 
    • 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.
  • Provide the name of the painting and tell students that it depicts George Washington as a general during the Revolutionary War.  
  • Tell students that visual art documents history. This painting is just one example.
    • Ask students to reflect on why historical paintings were made. Students may reflect on how technology has changed the way we document history and culture (e.g., personal cameras and smart phones weren’t invented yet, etc.). 

 

Work Session

ART HISTORY RESEARCH

  • Review the Elements of Art with students: Line, shape, color, texture, value, form, and space.
    • Arrange students in small groups. Assign a different element of art to each group. Have each group see if they can identify how the element of art is used in the painting, Washington Crossing the Delaware.
  • Tell students that they will select an artist that intrigues and inspires them (see “Additional Resources” below).
  • Students will research the artist and write an expository paragraph. 
    • Students should include the following information: 
      • The artist’s name
      • The years he/she lived
      • Where he/she is from
      • At least two interesting facts about the artist
      • What was going on in the world at the time he or she was making art
      • What the topic or subject of the artwork is (portraits, landscapes, abstract, ect.)
      • Description of the artist’s style–students should reference two or three of the elements of art in their descriptions to describe the art.
      • Why they picked the artist/what intrigued or inspired them about the artist.
      • Teachers can add any additional information to requirements.
    • The paragraph must have an introduction and conclusion. Students should use descriptive details and transitional words and phrases to make their writing flow.

 

CREATING ARTWORK INSPIRED BY ART HISTORY

  • Next, students will create a piece of artwork that is inspired by their artist. 
  • Pass out circle paper. Students should add an original drawing, painting, or collage that is inspired by the artist. Students should include the name of the artist somewhere in their artwork.
  • Tell students to use their artist’s style and subject matter as inspiration. For example, if a student picked Jacob Lawrence, their artwork would probably depict people by using bold colors and lines and geometric shapes.

 

Optional extension:

  • Once students have completed their artwork, students can glue their artwork onto their stools or chairs. 
  • Students will paint a color around the rim of their stools or chairs to “frame” it and seal them with an epoxy varnish. 
  • Students can adhere their paragraphs under the stool or chair with hot glue.

 

Closing Reflection

 

  • Students should either share in small groups or share with the class how their artwork was inspired by the artist that they researched.
  • Provide an opportunity for students to conduct a gallery walk and view each other’s work.
  • Allow students to reflect on the process by having them identify and share “two grows and a glow” with a partner.

 

Assessments

Formative

Teachers will assess students’ learning through observing students discussion of George Washington Crossing the Delaware, conferencing with students during the research and writing process, and asking students how their artwork is inspired by their artist during the art-making process.

 

 

Differentiation

Acceleration: 

  • Incorporate Social Studies content by having students select an artist from a particular geographic region and/or time period that they are studying in class.
  • Students can compare and contrast German-American painter, Emanuel Leutze’s version of Washington Crossing the Delaware to African American painter, Jacob Lawrence’s version created about 100 years later. Students can analyze Lawrence’s painting through the historical context at the time it was created. Resource: Can a Painting Tell More Than One Story? #MetKids Looks at Washington Crossing the Delaware
  • Have students arrange their artwork in historical order.
  • Expand the expository paragraph into a full essay.

 

Remediation: 

  • Choose one artist or art movement to study as a class and conduct research in small groups, chunking it so that different groups are responsible for different information. 
  • Provide a graphic organizer to help students structure their writing.

 ADDITIONAL RESOURCES

*Teacher note: Teachers should review artists/movements prior to allowing students to research independently. Some material may not be appropriate for children.

  • Where to find artists on Google Arts and Culture: Artists
  • Where to find art movements on Google Arts and Culture: Movements
  • Where to find artwork based on historical events on Google Arts and Culture: Historical events
  • Where to find artwork based on historical figures on Google Arts and Culture: Historical figures
  • Where to find artwork based on geographical location on Google Arts and Culture: Geographical location

 

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

 Ideas contributed by: Debi West. Updated by Katy Betts.

Revised and copyright:  June 2024 @ ArtsNOW

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Explore Geometry with Abstract Imagery

EXPLORE GEOMETRY WITH ABSTRACT IMAGERY

EXPLORE GEOMETRY WITH ABSTRACT IMAGERY

Learning Description

Delve into the abstract world of Wassily Kandinsky! Allow your imagination to soar as you discover mathematical connections within Kandinsky images that explore the relationships between geometric shapes and polygons.

 

Learning Targets

GRADE BAND: K-1
CONTENT FOCUS: VISUAL ARTS & MATH
LESSON DOWNLOADS:

Download PDF of this Lesson

"I Can" Statements

“I Can…”

  • I can use geometry to create original artwork inspired by Wassily Kandinsky.

Essential Questions

  • How can you utilize visual images to learn about shapes?

 

Georgia Standards

Curriculum Standards

Kindergarten: 

K.GSR.8 Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.

Grade 1: 

1.GSR.4 Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.

1.GSR.4.1 Identify common two dimensional shapes and three dimensional figures, sort and classify them by their attributes and build and draw shapes that possess defining attributes.

1.GSR.4.2 Compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) and three dimensional figures (cubes, rectangular prisms, cones, and cylinders) to create a shape formed of two or more common shapes and compose new shapes from the composite shape.

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.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy. 

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

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

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.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy. 

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

VA1.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

 

South Carolina Standards

Curriculum Standards

Kindergarten:

K.G.4 Analyze and compare two- and three-dimensional shapes of different sizes and orientations using informal language. 

K.G.5 Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle)

Grade 1: 

1.G.4 Identify and name two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, trapezoid, and circle)

1.G.2 Combine two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, rhombus, and trapezoid) or three-dimensional shapes (i.e., cube, rectangular prism, cone, and cylinder) in more than one way to form a composite shape.

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

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

 

Key Vocabulary

Content Vocabulary

Geometry - Branch of mathematics that deals with deduction of the properties, measurement, and relationships of points, lines, angles, and figures in space from their defining conditions by means of certain assumed properties of space.

Polygon - A closed plane figure with at least three straight sides and angles, and typically five or more.

Arts Vocabulary

Abstract - Process of art-making that has reference to the real world but is distorted or manipulated in some way. 

Non-objective - Process of art-making that has no reference to the real world; strictly 

composed of design elements. 

Contrast - Exhibiting unlikeness in comparison to something else. 

Line – One of the seven elements of art; a mark made by a pointed tool such as a brush pen or stick; a moving point

Shape (Geometric and Organic) – One of the seven elements of art; a flat, enclosed area that has two dimensions, length and width

 

Materials

  • Kandinsky prints of your choice 
  • Tag board (9” x 12” sheets) or drawing paper
  • Pencils 
  • Pastels, colored pencils, and/or tempera paint 
  • Wassily Kandinsky images

 

Instructional Design

Opening/Activating Strategy

  • Introduce this activity by having students look at an image of “Color Study: Squares with Concentric Circles” by Russian artist, Wassily Kandinsky.
  • Have students draw or write down as many shapes as they see in the artwork.
  • Students should turn to a partner and compare answers.

 

Work Session

Process 

  • Project Kandinsky’s Composition VIII and Red, Blue and Yellow (linked above in materials). Direct students to use math vocabulary and concepts to describe the shapes and polygons found within these abstract and non-objective masterpieces. Students should draw these images on sticky notes.
  • Using the sticky notes, direct students to identify shapes within these images according to size, shape, and color and sort according to the number of sides and angles.
  • Students will then create Venn diagrams that compare and contrast the two different Kandinsky prints. 
  • Next, direct students to generate their own abstract or non-objective design in the style of Kandinsky according to criteria set by the teacher. (For example, criteria might include designs housing a minimum of 10 circles that overlap, 5 straight lines, number of corners and sides, etc.) 
  • Students will then draw their shapes lightly on a tag board in pencil and embellish with bright contrasting colors using colored pencils, pastels, or tempera paint. 

Upon completion of these designs, ask students to identify shapes according to the number of sides, faces, and vertices within their compositions.  

 

Closing Reflection

Display students’ artwork on walls or place on tables/desks. Give students a “scavenger hunt” to find objects in each other’s artwork. Objects could include different types of shapes, lines, and angles.

 

Assessments

Formative

  • Students will recognize and identify two-dimensional shapes and figures within a given art piece. 
  • Students will sort objects within an art piece according to size, shape, and color. 
  • Students will identify shapes according to the number of sides, faces, and vertices. 
  • Students will discover the way artists compose abstract imagery.

 

Summative

  • Students will create an artwork inspired by Wassily Kandinsky that demonstrates their mastery of mathematical concepts including geometry, line, and angle.
  • Students will be able to identify types of shapes, lines, and angles in each other’s artwork.

 

Differentiation

Acceleration: Instead of using basic geometric shapes, artwork requirements should include students dividing and combining shapes to create new shapes (i.e. - circle into semicircle; two triangles into rectangle, etc.).

Remediation: 

  • Provide students with specific objects to look for in Kandinsky’s artwork. Partner students will identify shapes, lines, and angles.
  • Reduce criteria in artwork to focus on fewer shapes at a time.
  • Provide visuals with examples of each shape and its attributes for supporting students.

 ADDITIONAL RESOURCES

Wassily Kandinsky images

Types of shapes handout

*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: Darby Jones and updated by Shannon Green and Katy Betts.

 Revised and copyright:  August 2022 @ ArtsNOW

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