Created by the Whole Schools Initiative at the Mississippi Arts Commission s2
Shape Art
Content Area & Arts Discipline
Math & Visual art
Overview of the lesson:
Create shape art and identify the shapes in the art to create a graph.
Grade Level: kindergarten
Proposed Time Frame: one hour
Date Lesson Created:
May 1, 2014
Lesson Author: Jeni Chandler
Room Requirements & Arrangement: classroom
Materials/Equipment: images of Paul Klee’s work
Premade sponges cut into different shapes
Tempera paint
White paper
Glitter glue
Resources:
Vocabulary: names of different shapes, overlapping, shape, texture, repetition / BIG IDEA & LEARNING OBJECTIVES
Students will make and use shape stamps to create Paul Klee like compositions featuring overlapping images.
PROCEDURES
The teacher/teaching artist will engage students (“the hook”) by showing students Paul Klee’s image, Senecio. The teacher will lead a discussion of how they think Paul Klee created this image. Pose the question: Do you think artists use math when creating art? How does this image help answer this question?
The teacher/teaching artist will build knowledge by asking students to notice the different shapes and patterns in Paul Klee’s images. The students will name the shapes they see and discuss the attributes of the shapes.
The teacher/teaching artist will model the experience by showing students how to create a Paul Klee-style piece of art. TTW model how to use shape stamps to create the art. Model pressing & lifting the stamp and turning the stamp.
The teacher/teaching artist will guide the practice with the students by providing small groups a variety of shape stamps. TSW stamp the shapes using different colors. Students will be guided to overlap the shapes, turn shapes, and use a variety of color. After the art dries, help students trace shapes using glitter glue.
The students will apply understanding by naming the shapes used in their art. They will explain how they repeated certain shapes and overlapped shapes.
The teacher/teaching artist will create opportunities for reflection (Closing) by having students discuss how this art project helped students learn more about shapes. Have students explain how art and math can be connected.
The teacher/teaching artist will assess the students’ learning by working with students in small groups to compare and contrast student artwork. Each student will create a tally chart of the shapes used in his/her art.
STANDARDS & PRINCIPLES
State Content Standards
K. MD.3 Classify objects into given categories such as size, shape, color, thickness/ Count the number of objects (10 or less) in each
Category.
K. G.2 Correctly name shapes regardless of orientation or size
Arts Standards
2. Apply color, line, shape, texture, and pattern in works of art to communicate ideas. (CP)
b. Name and utilize basic shapes (circle, square, rectangle, and triangle) in works of art and in the environment.
d. Create original works of art using different colors, shapes, and lines.
Principles of Universal Design for Learning
1.3 Offer alternatives for visual information
5.1 Use multiple media for communication
7.1 Optimize individual choice and autonomy
APPENDIX
Extended Learning Activities: Math center: Students look through magazines for different shapes and create a shape collage.
TIPS/FAQs: Buy thin cheap sponges to create shape stamps.
References: Crayola Dream-Makers, Mathematics K-6
Created by the Whole Schools Initiative at the Mississippi Arts Commission