Art in Math Curriculum Map
Quarter 1 Unit 1 Essential question(s): Topic 0: How are art elements and design principles used to organize and express ideas? Unit 1: The Elements of Art • Topic 0: The Elements of Art o Explore the basic elements of art o Identify examples of each element in artist’s work o Analyze elements are used by different artists o Create original artworks using the elements of art Standards Students will be able to: Projects Resources (Art) Topic 0 1.1 Use artistic terms when The Elements of Art o Elements of Art Unit describing the intent and content PowerPoints/Handouts CA VACS 1.1 of works of art. o Line Art: Names o Article: Hey Kids, Meet CA VACS 1.2 o Create a Color Wheel Paul Klee CA VACS 4.0 1.2 Analyze and justify how their o Paul Klee Head of a Man o Video: Six Ways to CA VACS 4.3 artistic choices contribute to the o Zentangle Flowers with Create the Illusion of expressive quality of their own Texture and Value Space works of art. o Sketch Book: Space
4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
4.3 Construct an interpretation of a work of art based on the form and content of the work. Unit 2 Essential question(s): Topic 1 - 3: What role do fractions and proportions play in the creation of art? Unit Math in the Composition of Art: o Topic 1: Fractions and Proportions in Composition o Analyze how artists use basic proportions as a tool in their compositions o Design preliminary sketches to set up composition ratios o Identify proportions in artist’s work and use them to identify the subject of the work o Topic 2: Proportions of the Face o Explore physical proportions of the face o Evaluate the use of proportions in art o Measure proportions using the golden ratio o Create artwork using correct facial proportions o Topic 3: Proportions of the Body o Explore physical proportions of the body o Evaluate the use of proportions in art o Measure proportions using the golden ratio o Create artwork using correct body proportions Standards Students will be able to: Projects Resources (Art) Topic 1 1.1 Use artistic terms when Fractions and Proportions in o Selected Readings: describing the intent and content Composition Connecting Art to Math: CA VACS 1.1 of works of art. New Activities for Whole CA VACS 1.2 o Sketch Book: Brain Thinking CA VACS 4.0 1.2 Analyze and justify how their Experimenting with o Article: The Golden artistic choices contribute to the Proportion Ratio for Kids expressive quality of their own o Painting with Ratios o Handout: Proportion works of art. o Landscape project o Handout: Composition o Fruit Fractions Skill Builder 4.0 Students analyze, assess, and (Composition-time derive meaning from works of art, permitting) including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Topic 2 1.1 Use artistic terms when Proportions of the Face o Selected Readings: describing the intent and content Connecting Art to Math: CA VACS 1.1 of works of art. o Blind Contour Drawing New Activities for Whole CA VACS 1.2 (face) Brain Thinking CA VACS 4.0 1.2 Analyze and justify how their o Portraits (self, o Handout: I Can’t Draw artistic choices contribute to the imaginary, or famous Portraits expressive quality of their own person) o Video: Basic Emotions works of art. o Facial Expressions Collage
4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Topic 3 See Quarter 2
Quarter 2 Unit 2, cont. Essential question(s): Topic 1 - 3: What role do fractions and proportions play in the creation of art? Unit 2: Math in the Composition of Art o Topic 3: Proportions of the Body (2 weeks) o Explore physical proportions of the body o Evaluate the use of proportions in art o Measure proportions using the golden ratio o Create artwork using correct body proportions Standards Students will be able to: Projects Resources (Art) Topic 3 1.1 Use artistic terms when Proportions of the Body o Selected Readings: describing the intent and content Connecting Art to Math: CA VACS 1.1 of works of art. o Sketch Book: Stick New Activities for Whole CA VACS 1.2 Figures Brain Thinking CA VACS 4.0 1.2 Analyze and justify how their o Activity: Is there a o Video: Figure Drawing: artistic choices contribute to the Formula for People? Lines, Proportion and expressive quality of their own o Activity: Foil Sculptures Movement (teacher works of art. (models) resource) o Optional: Name 4.0 Students analyze, assess, and w/Proportional Figures derive meaning from works of art, o Figures in Action project including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Unit 3 Essential question(s): Topic : How did Alexander Calder use math to create a new kind of art? Unit 3: Equations and Calder Mobiles
o Explore the works of Alexander Calder to learn about math, art and mobiles o Explore techniques for constructing mobiles o Use equations to model relationships within mobiles o Build a mobile, applying geometric and algebraic reasoning to achieve balance Standards Students will be able to: Projects Resources (Art) Topic 1.1 Use artistic terms when Equations and Calder Mobiles o Article: Hey Kids, Meet describing the intent and content Alexander Calder CA VACS 1.1 of works of art. o Sketch Book: Design a o Video: Alexander Calder CA VACS 1.2 Mobile o NGA: Calder’s Balancing CA VACS 3.2 1.2 Analyze and justify how their o Calder Mobiles Acts CA VACS 4.0 artistic choices contribute to the o NGA: Mobile Maker CA VACS 4.3 expressive quality of their own works of art.
3.2 Compare, contrast, and analyze styles of art from a variety of times and places in Western and non- Western cultures
4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
4.3 Construct an interpretation of a work of art based on the form and content of the work.
Unit 4 Essential question(s): Topic 4: How do artists use math and symmetry to create compositions? Topic 5: What effect does the Fibonacci Sequence have on composition of art? Topic 6: Describe the geometric concepts present in the designs of tessellations? Unit 4: Patterns in Art
o Topic 4: Symmetry o Explain how symmetry is used in our world o Analyze how symmetry is used to show relationships between objects in art o Identify the reflection concept of geometric transformations in art o Incorporate polygons, symmetry, and color scheme in art design o Topic 5: The Fibonacci Sequence o Explore the origin of the Fibonacci Sequence o Discover the Golden Mean, Ratio, and Spiral o Identify the Fibonacci Sequence in nature and visual arts o Topic 6: Tessellations o Identify and appreciate the work of M. C. Escher o Recognize and explore the properties of tessellations o Identify and examine symmetry in geometric figures o Analyze, and classify polygons, examine the role of mathematics in society and nature o Construct a tessellation and use it to create a pattern in which there are no empty spaces Standards Students will be able to: Projects Resources (Art) Topic 4 1.1 Use artistic terms when Symmetry o Video: The Science of describing the intent and content Symmetry CA VACS 1.1 of works of art. o Symmetrical Masks o Video: Decalcomania CA VACS 1.2 o “Decalcomania” o What are Mandalas? CA VACS 4.0 1.2 Analyze and justify how their Symmetry Prints And Mandala Basics artistic choices contribute to the o Radial Symmetry (Handouts) expressive quality of their own Design: Mandalas works of art.
4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Topic 5 1.1 Use artistic terms when The Fibonacci Sequence o Video: The Fibonacci describing the intent and content Sequence: Natures Code CA VACS 1.1 of works of art o Fibonacci Model: CA VACS 4.0 Artwork or Collage 4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Topic 6 See Quarter 3
Quarter 3 Unit 4 Essential question(s): Topic 6: Describe the geometric concepts present in the designs of tessellations? o Topic 6: Tessellations o Identify and appreciate the work of M. C. Escher o Recognize and explore the properties of tessellations o Identify and examine symmetry in geometric figures o Analyze, and classify polygons, examine the role of mathematics in society and nature o Construct a tessellation and use it to create a pattern in which there are no empty spaces Standards Students will be able to: Projects Resources (Art) Topic 1.1 Use artistic terms when Tessellations o Video: The describing the intent and content Mathematical Art of MC CA VACS 1.1 of works of art. o Create a Tessellating Escher CA VACS 1.2 Piece o Online Resource: CA VACS 3.2 1.2 Analyze and justify how their o Tessellation Design on Tessellations (sliding CA VACS 4.0 artistic choices contribute to the paper and rotating) CA VACS 4.3 expressive quality of their own works of art.
3.2 Compare, contrast, and analyze styles of art from a variety of times and places in Western and non- Western cultures
4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
4.3 Construct an interpretation of a work of art based on the form and content of the work.
Unit 5 Essential question(s): Topic 7-8: How can you use proportions and scale to recreate works?
Unit 5: The Size (and Scale) of Things
• Topic 7: Grid Drawing o Analyze how a grid helps with the placement of subjects within art o Analyze the results of transformations on plane figures o Analyze how sale is used in art o Identify how an artwork would change by skewing the scale of the grid • Topic 8: Dilations o Analyze how scale is used in art o Explain the difference between a 1:10 scale and 10:1 scale o Identify how an artwork would change by manipulating the scale o Apply scale through the re-creation of a work of art Standards Students will be able to: Projects Resources (Art) Topic 1.1 Use artistic terms when Grid Drawing o Selected Readings: describing the intent and content Connecting Art to Math: CA VACS 1.1 of works of art. o Scale Drawings: Political New Activities for Whole CA VACS 1.2 Cartoon (History Brain Thinking CA VACS 3.1 1.2 Analyze and justify how their Crossover) CA VACS 3.2 artistic choices contribute to the o Recreating Famous CA VACS 4.0 expressive quality of their own Works (whole class works of art. enlargement) o Isometric Paper 3.1 Examine and describe or report Drawings on the role of a work of art created to make a social comment or protest social conditions
3.2 Compare, contrast, and analyze styles of art from a variety of times and places in Western and non- Western cultures
4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Topic 2.2 Design and create maquettes Dilations o Selected Readings: for three-dimensional sculptures Connecting Art to Math: CA VACS 2.2 o Scale Sculptured of New Activities for Whole Everyday Objects (paper Brain Thinking mache) Unit 6 Essential question(s): • Topic 9-11: How to artist and architects use geometry to influence their designs?
Unit 6: Geometry
o Topic 9: Geometry as the Building Blocks of Art o Discover the use of geometric basics in the work of artists, for example, Piet Mondrian and Frank Stella o Demonstrate knowledge of parts of shapes and their relationships o Find the area of given shapes o Plan and create original works of art using geometry basics o Use mathematical tools to construct art o Topic 10: 3-Dimensional Art o Identify two-dimensional figures in 3-dimensional art o Calculate surface area and volume in Theibaud’s Cakes o Identify polygons and angles in Tony Smith’s sculpture Moondog o Create a sculpture with geometric nets, calculate the cost of covering sculpture in gold o Topic 11: Geometry in Architecture o Develop an awareness of geometric solids in architectural design o Learn how architects use principles of design and mathematics to create structures as well as the aesthetic considerations involved in designing a building o Explain the real life applications of geometry in art and architecture o Plan and construct a design based entirely on geometric figures Standards Students will be able to: Projects Resources (Art) Topic 1.1 Use artistic terms when Geometry as the Building o Selected Readings: describing the intent and content Blocks of Art Connecting Art to Math: CA VACS 1.1 of works of art. New Activities for Whole CA VACS 1.2 o Piet Mondrian Brain Thinking CA VACS 3.2 1.2 Analyze and justify how their recreations o Article: Hey Kids, Meet CA VACS 4.0 artistic choices contribute to the o Kandinsky recreations Piet Mondrian CA VACS 4.3 expressive quality of their own o Article: Hey Kids, Meet works of art. Wassily Kandinsky
3.2 Compare, contrast, and analyze styles of art from a variety of times and places in Western and non- Western cultures
4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
4.3 Construct an interpretation of a work of art based on the form and content of the work. Topic
See Unit 4 Topic
Quarter 4 Unit 6, cont. Essential question(s): • Topic 9-11: How to artist and architects use geometry to influence their designs?
Unit 6: Geometry
o Topic 10: 3-Dimensional Art o Identify two-dimensional figures in 3-dimensional art o Calculate surface area and volume in Thiebaud’s Cakes o Identify polygons and angles in Tony Smith’s sculpture Moondog o Create a sculpture with geometric nets, calculate the cost of covering sculpture in gold o Topic 11: Geometry in Architecture o Develop an awareness of geometric solids in architectural design o Learn how architects use principles of design and mathematics to create structures as well as the aesthetic considerations involved in designing a building o Explain the real life applications of geometry in art and architecture o Plan and construct a design based entirely on geometric figures Standards Students will be able to: Projects Resources (Art) Topic 1.1 Use artistic terms when 3-Dimensional Art o Video: Wayne describing the intent and content Thiebaud: CBS CA VACS 1.1 of works of art. o Sketch Book: How to Sunday Morning CA VACS 1.2 Shade 3-D Objects o Video: Wayne CA VACS 2.4 1.2 Analyze and justify how their o Wayne Thiebaud: Cakes Thiebaud: Beyond CA VACS 3.2 artistic choices contribute to the o 3-D Sculptures (paper the Cakes CA VACS 4.0 expressive quality of their own mache- Build it and Gild o NGA:: Thiebaud’s CA VACS 4.3 works of art. It) Cake Math o NGA: Cake Maker 2.4 Design and create an Software expressive figurative sculpture.
3.2 Compare, contrast, and analyze styles of art from a variety of times and places in Western and non- Western cultures
4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
4.3 Construct an interpretation of a work of art based on the form and content of the work.
Topic 1.1 Use artistic terms when Geometry in Architecture o Background: IM Pei and describing the intent and content the National Gallery of CA VACS 1.1 of works of art. o Pei’s Polygon’s Activity Art CA VACS 1.2 o Architectural CA VACS 2.1 1.2 Analyze and justify how their Printmaking or Cities of CA VACS 3.2 artistic choices contribute to the the World Project CA VACS 4.0 expressive quality of their own works of art.
2.1 Demonstrate an increased knowledge of technical skills in using more complex two- dimensional art media and processes.
3.2 Compare, contrast, and analyze styles of art from a variety of times and places in Western and non- Western cultures
4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Unit 7 Essential question(s): Topic 12 & 13: How do artists provide viewers with the illusion of depth?
Unit 7: Perspective
o Topic 12: One-Point Perspective o Define perspective, proportion, horizon line, vanishing point and orthogonal line o Use one-point perspective to create the illusion of space and form o Draw letterforms of a consistent size and shape o Topic 13: Two-Point Perspective o Use two-point perspective to create the illusion of space and form o Draw an architecture using 2-point perspective Standards Students will be able to: Projects Resources (Art) Topic 1.1 Use artistic terms when One-Point Perspective o Selected Readings: describing the intent and content Connecting Art to Math: CA VACS 1.1 of works of art. o One-Point Perspective New Activities for Whole CA VACS 1.2 City (overhead or other) Brain Thinking CA VACS 4.0 1.2 Analyze and justify how their o Perspective Exercises o Video: Perspective artistic choices contribute to the (time permitting) expressive quality of their own works of art.
4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Topic 1.1 Use artistic terms when Two-Point Perspective o Selected Readings: describing the intent and content Connecting Art to Math: CA VACS 1.1 of works of art. o Two-Point Perspective New Activities for Whole CA VACS 1.2 Treehouse Brain Thinking CA VACS 4.0 1.2 Analyze and justify how their o Perspective Exercises o Two-Point Perspective artistic choices contribute to the (time permitting) handout expressive quality of their own o Video: Two-Point works of art. Perspective Treehouse
4.0 Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.