ArtUnitPlanExploringShapesinArt

Thisunitintegratesmathintotheartcurriculum,specificallyearlygeometry.The
unitwillfocusonthekindergartenoutcomesofexploringline,shapeandform,space,
colour,valueandtexture,andtheprinciplesofpatternandrepetitioninthevisual
environment,andwillcreatedesignsusingsimpleshapes.Itwillalsofocusontheability
toidentify2Dshapesinartandaroundtheclassroom.Studentswillalsohavethe
opportunitytouseproperpaintingbehaviour,andlearnhowtouseavarietyofmediums
toexpressthemselves.Themediumsthatwillbeexploredinthisunitarepaper,paint,
printmakingandplasticine.Byintegratingmathandart,teacherscancovermore
outcomes,whichmakesforamultimodalunit.Studentswillalsobeexposedtoavariety
ofartistswork,andwilllearnhowtoproperlyrespondtopiecesofart.
Theunitwillbeginwithalessonusingpaper,whichmoststudentsarealready
familiarwith,andwillallowstudentstoexploreavarietyofshapestocreateananimal
oftheirchoice.Thenextlessonwillexplorepaintingasthemedium,andstudents
attentionwillbedrawntotheworkofWassilyKandinsky.Thenextlessonwillexplore
printmaking,andwillallowstudentstoexploreavarietyofshapestocreatestampsout
ofstyrofoam.Inthelastlesson,studentswillbeexposedtoplasticine,wheretheywill
havetheopportunitytocreateshapesandusetheseshapestocreateworksofart.
StudentworkwillbeassessedusingtheVisualArtsAchievementStandardsfor
CreatingArtaswellasRespondingtoArt.Workwillbecollectedandassessed
throughouttheunit.

Lesson1
Grade:
Kindergarten
Date:
June10
Time:
40

Lesson
Creatingwithdifferentshapes.

CurriculumOutcome
3.1.1exploreline,shapeandform,space,colour,valueand
textureandtheprinciplesofpatternandrepetitioninthevisualenvironment


Contenttobetaught:
howdifferentshapescreateapicture.(ie.animal)

Priorknowledge:
Studentsshouldbefamiliarwiththedifferentshapesnamesand
designs.

Materials
:Havecutoutshapes,triangles,rectangle,square,circle.

TeacherPreparation:
Thereshouldbeanexampleofwhatthestudentswillbe
creatingalreadyprepared.Theobjectiveofthisactivityisforstudentstocreatean
animalonconstructionpaper,usingonlytheshapesprovided.Theymaycuttheshapes
intodifferentsizes,butshouldremaininashape.

TimeClass

1:001:10

Beginclassbylookingatexamplesofanimalscreatedbyusing
shapes.Engageindialogueaboutwhattheynotice.Whattypesof
shapesdotheysee.Howtogoaboutmakingtheanimals.Describe
materialswewillbeusing,ie,differentcutoutshapes,glue.Show
exampleofthedifferentanimalstheycouldmake.

1:101:30

Studentsshouldbeginworkingontheiranimal.Theteachershould
bemonitoringtheclassandgivingdirectionasneeded.Allowfor
creativeoutput,butkeepthemontask.

1:301:35

Studentsshouldbefinishinguptheircreations.Iftheyhavenot
finished,theywillbegivenmoretimetocompletethisnextclass.
Allowstudentstoshowcasetheirworkifdesired.Besuretoask
questionslikewhattypesofshapesdidyouuse?Letthemdescribe
theirmethods.

1:351:40

Allworkshouldhaveanameonit,andbeplacedonadryingrack.
Cleaninguptheclassroomwillnowtakeplace.

Assessment:
Thisworkwouldbeaddedtotheirportfoliotobeassessedasapackage
uponcompletion.

Reflection:

Examples:


Lesson2
KandinskyCirclePaintings
Grade:Kindergarten
Time:40minutes

Objectives:
StudentswilllearnaboutKandinskyandwillexploreavarietyofmaterials
tocreateaKandinskyinspiredconcentriccirclepainting.

NBCurriculumOutcome
s:
VisualArtsCurriculum

Exploreline,shapeandform,space,colour,valueandtextureandtheprinciplesof
patternandrepetitioninthevisualenvironment
Demonstrateproperpaintingbehaviour,e.g.,cooperatingwithothers,correctholding
ofbrush,cleaningbrushandapplyingpainttoasurface.
Createdesignswithdifferentsimpleshapes.
Describeoneartistsstyle.
Describeworksofartbyidentifyinglines,colours,shapes,contentdetails,and
exploringpossiblemeanings.
MathCurriculum
Describethecharacteristicsof3Dobjectsand2Dshapes,andanalyzethe
relationshipsamongthem

Materials
:BottleCaps(differentsizes)
Corks

Qtips
TemperaPaint

Whitepaper
Connect(57minutes):
StudentstolookatWassilyKandinskyspaintingConcentric
Circles.Getstudentstoidentifytheshapesthattheysee.Explainthattheyaregoingto
createtheirowncirclepainting.
Create(2030minutes):
Studentswillbegivenan8x11sheetofwhitepaper.Theywill
beinstructedtofolditinhalf,theninhalfagain,andagain.Whentheyunfoldthepaper,
theyshouldhave8smallerrectanglesoutlined.Getstudentstotracethelineswiththeir
choiceofpaintusingapaintbrush.Getthemtodipthelargerbottlecapsinpaintand
makecirclesineachrectangle.Repeatthisstepusingthesmallerbottlecaps,corks
andqtip,creatingavarietyofcoloredcirclesineachrectangle.
Communicate(10minutes):
Putartworkondisplayontheirdesksandhavestudents
circulatetheclassroom,lookingattheirpeerswork.Regroupandaskstudentswhat
theylikedaboutthepaintings,whattheydidntlike,whattheywishtheycouldhave
donedifferently,etc.

Accommodation:
Prefoldpapersforstudentswhomayhavetroublewiththismotor
function.Provideextraassistanceorextratimeforthosestudentswhomayneedit.

Evaluation:
Studentswillbeassessedonhowwelltheycanidentify2Dshapesand
howwelltheyfolloweddirections,whichwillbeassessedbasedontheirfinaloutcome
usingthevisualartsstandardsforcreatingartandhowtheyrespondtotheartbasedon
thevisualartsstandardsforrespondingtoart.

Reflection:
Whatwentwellinthislesson?WhatwouldIchangefornexttime?

WassilyKandinskyBiography
BorninMoscow,Russiain1866,WassilyKandinskytookupthestudyofartat
theageof30.Thoughhetookupartatalaterage,heiscreditedasaleaderin
avantgardeartasoneofthefoundersofpureabstractioninpaintingintheearly20th
century.
Atrainedmusician,Kandinskyapproachedcolorwithamusicianssensibility.
AnobsessionwithMonetledhimtoexplorehisowncreativeconceptsofcoloron
canvas,whichweresometimescontroversialamonghiscontemporariesandcritics,but
Kandinskyemergedasarespectedleaderoftheabstractartmovementintheearly
20thcentury.


http://www.biography.com/people/wassilykandinsky9359941#synopsis

Lesson3
Instructor:MichelleFife
Subject
Art&MathIntegrated
Grade
:Kindergarten
Date:
June10th

NBCurriculum
ArtOutcomes:
Printmaking:exploreintroductoryprintmakingtechniquese.g.,stampingusing
fingers,hands,vegetables,clay,erasers,foundobjectstocreatearepeatedpattern
stencilsenclosedcutpaperdesignrubbingsusingfoundobjects
GCO4:Studentswillbeexpectedtoreflectonandrespondtotheirownandothers
artworks.
MathOutcomes:
Describethecharacteristicsof3Dobjectsand2Dshapes,andanalyzethe
relationshipsamongthem
Materials
GeometricShapes:Lego,differentsizedplasticcups,shapecookiecutters,cups,
squarecontainers.(ordifferentshapesaroundtheclassroom)
Pencils

Paint
InkRoller
Ink
Smallrectangle
Styrofoamsquaresorrectangles
SMARTboard
Laptop
MyArtworksheet
Lesson:
(57mins)
Before(Connect):
GetstudentstolookatthepaintingofaYamantakaMandala.
UsingtheSMARTboardgetstudentstocomeupandidentifythedifferentshapes

thattheysee.Thenexplaintostudentsthatwearenowgoingtocreateourown
printsusingshapesandothersintheclasswillidentifythedifferentshapesthey
usedintheirpainting
Website:
http://www.artsconnected.org/toolkit/find_shape_geometric.cfm

(2030minutes)
During(Create):
UsingtheStyrofoamblocksgetstudenttousethevariousshapes
thataresetoutonthetabletostampinto(makesurestudentspresshardinto
Styrofoam).Afterstudentsaredonestampingshapes,Oneatatimegetstudent
topaintinkontotheStyrofoamandstampontocardstock

After(Communicate)Startthefollowingdayinclass(20minutes)
GetstudentstoreflectontheirownartworkbyfillingouttheArtistpage(see
attachment)Studentswillbeaskedtocreateatitleandnametwothingstheydid
wellandonethingtheywanttoimprove.
Thenstudentswilldisplaytheirartworkaroundtheroom.Studentwillbeaskedto
identifytheshapesthattwootherclassmatesused.

Accommodation:
Providestudentswithdifferentterminologyontheboardtohelp
withwriting
aswellas,thosestudentswhohaveadifficulttimewritinggivethemachecklistof
shapestouse.

Evaluation:
Studentwillbeevaluatedbyobservations,iftheyareabletoidentify
thedifferent2Dshapesintwootherclassmatesartworkaswellas,bythe
completionoftheirmyartworksheet

Evaluation
forentireunitwillfollowthevisualartsstandardforcreatingart(see
attachment)

Reflection:Whatwentwell?WhatwouldIchange?

AssessmentRubrics:

UnitResources:
http://educationcloset.com/2012/05/15/waystointegrateartandmathinanelementary
classroom/
Thiswebsiteprovidesavarietyofideasonhowtointegrateartandmathinan
elementaryclassroom.Ithasavarietyofactivitiesrangingfromgeometricshape
collages,topaintmixingandmeasurementactivities,whichcancovernotonlymath
andart,butalsoscienceandliteracyaswell.

http://www.expressionsacademy.org/files/Mathematics%20Justin%20PDF.pdf
Thisdocumentprovidesinformationonhowartandmathshouldbeintegratedas
itwouldallowstudentstouseboththeirrightandleftsidesoftheirbrainsatthesame
time.Italsodescribesmathematicsandtheartsasbeingusedtoobserve,describe,
andimitatethenaturalworld.Therearealsoavarietyofsamplelessonplansinthis
documentthatteacherscanuse,adaptorsimplygetideasfrom.

MathandArtCurriculumIntegration:APostModernFoundation.
http://www.jstor.org/stable/1320488?seq=1#page_scan_tab_contents
Thisarticleisparticularlyinterestingasitdoesnotstatethatonesubjectisbetter
thantheother,butratherthattheyshouldbetaughttogethermorefrequently.Most
teachersbelievethatthereislittlecrosscurricularoutcomesformathandart,however
therearealotmorethanmostthink.Thisarticleisagoodresourceforteacherswho
areinterestedinthephilosophicalrootsofbothdisciplinesandhowtheycanbeginto
integratebothsubjectsintheirclassrooms.

http://www.artsconnected.org/toolkit/find_shape_geometric.cfm
Thisisanonlinetoolforstudentsthatwouldallowthemtoexploreavarietyof
shapesindifferentworksofart.Thistoolisusedinlesson3ofourunitplantoexplore
shapesbeforetheybegintocreateinthelesson.

Lesson4
Grade:
Kindergarten
Date:
June10
Time:
60minutes(giveortake)

Lesson
Creatinga3Dsculptureusingdifferentshapesandpaint

CurriculumOutcome
Art:3.1.1exploreline,shapeandform,space,colour,valueand
textureandtheprinciplesofpatternandrepetitioninthevisualenvironment
Math:

Describethecharacteristicsof3Dobjectsand2Dshapes,andanalyzethe
relationshipsamongthem

Contenttobetaught:
Using3dimensionalshapestomakeotherobjects,identify
shapes,andconceptualizingthoseshapestocreatesomethingelse.

Priorknowledge:
Studentsshouldbefamiliarwiththedifferentshapesnamesand
different3Dobjects.Atthisstageinthelesson,studentsshouldalsobeabletoidentify
thedifferentspecificationsofwhateach3Dobjecthas(edges,corners,point).

Materials
:Maskingtape,varietyofemptycardboardboxes,tubes,spheres,paint,paint
brushes.

TeacherPreparation:
Teacherwillhavetoaskforstudentstosavetheiremptyboxes
andcontainerswithaspecificgeometricshapefortheprojectandbringthemintothe
class.Todothiswilltakesometimetoaccumulateenoughboxesforthestudentsto
maketheircreations.Thislessonwillalsorequireplanningwiththestudentspriortothe
daytheyhavetimetobuildthem.Firstthereneedstobemanylessonsleadingupto
thecreationoftheprojectsothestudentshaveanunderstandingofshapesandtheir
characteristics.Theteacherthenneedstodiscusswiththeclasswhattheycouldmake
fortheircreationsandshowpictureexamplesofwhatstudentshavemadeinthepast
forideas.Thisisalsoalargescaleprojecttodowiththestudentssoaskinginadvance
forparentvolunteersisalsoanaspectoftheprojectthatwillmakeitrunmoresmoothly.

Lesson:

Before(510minutes):Explainanddemonstratetostudentsandvolunteershowtofix
theirboxestogetherusingthemaskingtape.Emphasizethatsecuringtheboxes
togetherisaveryimportantpartoftheproceduresoitdoesnotfallapartwhiletheyare
painting,oronceitisondisplay.Tellstudentstothinkaboutwhattheysaidtheywere
goingtomakeandplanoutwhatshapestheyaregoingtousebeforetheybeginto
build.

During(3040minutes):Studentswillbegintoconstructtheircreations.Usingthe
maskingtapeandtheirboxestheywillbegiventhetimetofreelybuild.Teacherwill
circulatetheroomtohelpstudents.Volunteerswillstayinsmallgroupstoassistthe
studentswhiletheybuild.Oncestudentshavecompletedtheircreationandhadteacher
goandcheck,theymaybegintopainttheircreations.Teacherwillremindstudentsto
thinkofwhattheybuiltandwhatcoloriswouldbewhentheypaint.Oncethecreations
havebeenpaintedtheywillbemovedtoasafeplacetodry.

After:Onceallofthestudentshavefinishedbuildingtheircreationtheteacherwilltake
studentsasideandgetthemtoexplaintheircreationasaformofassessment.Students
shouldbeabletoidentifywhattheycreated,whatshapestheyusedforwhatpart,and
explainwhytheychosetousethatshape.Ex:ImadearobotandIusedrectangular
prismsforhislegsbecauseIwantedhimtohavetallstraightlegs.