by Mary Erickson, Ph.D., with Arizona artist and art teacher Jasen Evoy

This unit is a series of lesson plans designed in conjunction with the Animal Crackers exhibition at the Gal-lery at Tempe Center for the Arts.

Preview the Animal Crackers exhibition PowerPoint Themes

• ThemeinLife:Throughouthumanexistencepeoplehavelivedaroundandwithanimals.• ThemeinArt:Manyartistshavechosenanimalsastheirsubjectmatter.

Key QuestionsLessonsapproachthethemesthroughthreekeyquestions.

Community Connections The diversity of natural environments in the Southwest is home to a great variety of animals from moun-tain sheep in the high country to Gila monsters in the low desert. Coyotes, roadrunners, cactus wrens, rattlesnakes, scorpions, geckos and pronghorns not only survive but thrive in Arizona’s wild places. Other animals, like horses, cows, greyhounds, cats and goldfish live here only because of their relationships with people.

LessonsLessonOne:AnimalsAllAround(pdf)LessonTwo:ExploringRelationshipsbetweenAnimalsandPeopleattheTCA(pdf)LessonThree:SimplyAnimals:Clay(pdf)(secondary)AlternativeLessonThree:SimplyAnimals:Paper(pdf)(secondary)Four:SimpleAnimalShapes(pdf)(elementary)

® Animal CrackersUnit Overview

and SEEK IDEAS1. How can I get ideas for my art from the natural world?

and MAKE CHOICES2. How are complex shapes and forms made up of smaller, simpler shapes and forms?

and SET GOALS3. How can I transform a tradi-tional, functional object into a lively new one? (secondary only)

ResourcesPreviewofAnimalCrackersExhibitionPowerPointAnimals All Around PowerPointExploringRelationshipsbetweenAnimalsandPeopleattheTCA(pdf)SimplyAnimals:ClayPowerPoint(secondary)SelfEvaluation:AnimalProject(pdf)SimplyAnimals:PaperPowerPoint(secondary)SimpleAnimalShapesPowerPoint(elementary)QuestorQuestions:AnimalsatHome&ontheRoad(pdf) AdditionalWebsiteResourcePhoenix Zoo

Supplies Student access to the internet and a printer or, alternatively, a collection of printed images of animals in books, magazines or Internet printouts.

SECONDARYCLAYPROJECTClayfacilities(clay,claytools,kiln,glazes,etc.)Sketch paper and pencils

SECONDARYPAPERPROJECTUndecoratedpaperorcardboardcontainers(smallboxes,shoppingbags,papercups,cupcakecups,etc.)ScissorsTransparent TapeSketch paper and pencils

ELEMENTARYPAPERPROJECTCollection of printed images of animals in books, magazines, or Internet printoutsPencils or markersConstruction PaperGlue

MASKPROJECTOPTIONPaper masks or small paper plates with cut-out eye holesSelf-adhesiveFoamiesheetsorpre-cutshapes(OPTIONAL)

CreditsAnimalVesselsbyJasenEvoy’advancedceramicsstudentsatMarcosdiNizaHighSchoolPhotographybyMaryErickson,NancyEgly,KathyDavidandFaithClover

Estimated Time Pre-visitLesson=20-60minutesTCAVisitLesson=FieldTripSecondaryPost-visitLesson=500-800minutesElementaryPost-visitLesson=50-100minutes

® Animals All AroundLessonOne

Objectives1.Studentswillbeabletogivereasonswhyanimalscanbegoodsubjectmatterforart.2.Studentswillbeabletoidentifysimpleshapesinartworksandotherobjectsofvisualculture.

Arizona Visual Arts StandardsRELATE:Elements&Principles:PO101,201and301:Identifyvisual/tactilecharacteristicsofartworksfromdiverse cultures, different places or times.

PreparationPreview Animals All AroundPowerPointandlookthroughtheAnimalCrackersexhibitionpreview.Youmaywant to assemble reproductions of artworks or objects from visual culture that use animals as subject mat-ter, such as well-known artworks, sport mascots, advertisements, films and utilitarian objects.

Resources Animals All Around PowerPoint OPTIONAL:Reproductionsofartworksorobjectsfromvisualculturethatuseanimalsassubjectmatter,suchas:

• well-knownartworkswithanimalsubjectmatter(EdwardHicks’Peaceable Kingdom,EdwinLand-seer’sanimalportraits,FranzMarc’shorses,etc.)

• sportmascots(ArizonaDiamondbacks,DenverBroncos,CharlotteBobcats,ChicagoBlackhawks,etc.)

• advertisements(GeicoInsuranceGecko,FordMustang,DodgeRam)• films(Lion King, Life of Pi)• utilitarianobjects(mugdecoratedwithacat,pillowcasewithembroideredbutterflies).

Activities UnitPreview:Introducethethemeinlife:“Throughouthumanexistencepeoplehavelivedaroundandwithanimals” by discussing circumstances in which students have come in contact with animals.

Introducethethemeinart:“Manyartistshavechosenanimalsastheirsubjectmatter”byaskingstudentsto describe how they have seen animals used as subject matter in painting, sculpture, films, advertise-ments, etc.

Introducethekeyquestionsstudentswillbeworkingwithintheunit:1. HowcanIgetideasformyartfromthenaturalworld?2. Howarecomplexshapesandformsmadeupofsmaller,simplershapesandforms?3. HowcanItransformatraditional,functionalobjectintoalivelynewone?(secondaryonly)

Examples:Displayslides1-3ofAnimals All Around PowerPoint, and ask students to compare characteris-ticsofsomeofthenaturalenvironments(climate,plants,bodiesofwater,otheranimals)wheretheani-malsinslides2and3liveinthewild.

Displayslides4and5andaskstudentstodescribethenaturalenvironmentsoftheSouthwest.

Displayslides6and7andaskstudentstosharetheirexperienceswithfarmorcompanionanimals.

GuidedPractice:Displayslide8andexplainthatstudentswillbemakingcomplexanimalshapesorformsby combining simpler shapes and forms. Ask students to identify with words or draw on the board the shapestheartistsusedtomaketheeagle’sbeak,themountainsheep’sbodyandtheflyinginsect’sbodyand wings.

PracticeandAssessment:Displayslides9and10.OPTIONALshowreproductionsofartworksorobjectsfrom visual culture that use animals as subject matter. Ask students to explain how simple shapes and forms have been used to show animals in objects from visual culture.

TransfertoTCA:Displayslide11andinvitestudentstovisittheAnimal Crackersexhibition(ortheexhibi-tionpreviewPowerPoint)toseesomeofthewayscontemporaryartistsuseanimalsintheirart.

Vocabularynatural environmentsubject mattersimple, simplify

Extension ActivitiesCollaborate with science or geography teacher to study in more detail diverse natural environments and the animals that live in them.

Objectives1. Studentswillbeabletogivereasonswhyanimalscanbegoodsubjectmatterforart.

(ContributiontodiscussionduringAnimals All AroundPowerPointpresentation.)

2. Studentswillbeabletoidentifysimpleshapesinartworksandotherobjectsofvisualculture. (ContributiontodiscussionduringAnimalsAllAroundPowerPointpresentationanddrawingof simpleshapeusedbyanartisttoshowananimal.)

LessonTwo

®Exploring Relationships between Animals and People

at the Tempe Center for the Arts

Objectives1.Studentswillbeabletousesubjectmattertosupporttheirinterpretationsofartworks. 2.Studentswillbeabletodistinguishsimplefromcomplexshapesinartworks.

Arizona Visual Arts StandardsRELATE:Meanings&Purposes:PO102,202and302:Discussthemesinartworksthatillustratecommonhuman experiences that transcend culture, time and place.RELATE:Elements&Principles:PO101,201and302:Identifyvisual/tactilecharacteristicsofartworksfromdiverse cultures, different places or times.

PreparationReadandmakecopiesofExploring Relationships between Animals and People at the TCA worksheet.

MakearrangementsforfieldtriptotheTCA.

Beforeyourvisit,talkwithassignedTCAdocent,ifpossible.ProvidethedocentwithacopyofExploring Relationships between Animals and People at the TCA worksheet in advance of your trip and discuss the extent to which students might complete any or all of the worksheet at the TCA or whether any or all of the questionsorideasmightbeaddressedduringtheirtour.

ReadoptionalQuestor Questions: Animals at Home and on the Road pdf and decide whether you might want to use it to follow up after a visit to the Animal Crackers exhibition.

Resources ExploringRelationshipsbetweenAnimalsandPeopleattheTCAworksheetOPTIONAL:QuestorQuestions:AnimalsatHomeandontheRoadpdf Activities ReviewandApplication:DistributeExploring Relationships between Animals and People at the TCA work-sheetstoallstudentsandaskthemtoanswerasmanyquestionsastheycanduringtheirtour.Ifwrit-ing responses on the worksheet is not practical or possible during the tour, use the worksheet to guide studentsinfocusedobservationascircumstancespermit.Forexample,youmightusequestionsontheworksheet when students assemble or travel to the TCA or when they assemble for or travel back to school.

Takenotesonanynewinformationpresentedbythedocentaswellasinterestingquestions,observa-tions or responses made by your students during their tour. If the circumstances of the visit do not allow students to complete their worksheets, explain that later, in class, you will lead a discussion of discoveries they made about a variety of relationships between animals and people in the exhibition using the online Animal Crackers Preview.

Assessment ChecklistObjective:Studentslocateandsketchcharacteristicfeaturesoftrompel’oeilworks.

____Students will be able to use subject matter to support their interpretations of artworks. (Completionofquestions1and3oftheExploringRelationshipsbetweenAnimalsandPeopleat theTCAworksheet)

____Studentswillbeabletodistinguishsimplefromcomplexshapesinartworks.(Completionof question2oftheExploringRelationshipsbetweenAnimalsandPeopleattheTCAworksheet)

® Simply Animals: ClayLessonThree

This lesson is appropriate for secondary students who already have had some experience with hand-buildingtechniques.AlternativeLessonThree,Simply Animals: Paper, involves simple paper construction. LessonFour:Simple Animal Shapes is appropriate for elementary students.

Objectives1.Studentswillbeabletoassemblesimpleformstomakeamorecomplexform. 2.Studentswillbeabletointegratenaturalforms(inspiredbyanimals)withtraditionalfunctional forms.

Arizona Visual Arts StandardsCREATE:CreativeProcess:PO302:Makeandexplainrevisionsinhisorherownartwork.CREATE:CreativeProcess:PO302:Developandreviseplansforhisorherownartworkandselectthe best option. CREATE:Materials,ToolandTechniques:PO302:Demonstratepurposefuluseofarangeofmaterials, toolsandtechniquesinhisorherownartwork.CREATE:ElementsandPrinciples:PO302:Solvecomplexcompositionalproblemsinhisorher own artwork.

PreparationPreview Simply Animals: Clay PowerPoint to see sample high school students’ work to help you assess whether your students have sufficient hand-building skills for the project. If you believe paper construc-tion might be more appropriate for your students, preview Simply Animals: Paper PowerPoint.

Resources and Supplies SimplyAnimals:ClayPowerPointSelfEvaluation:AnimalProject(pdf)

Student access to the internet and a printer or, alternatively, a collection of printed images of animals in books, magazines or Internet printouts.Clayfacilities(clay,claytools,kiln,glazes,etc.)Sketch paper and pencils Activities Review:Reviewthethemeinlife:“Throughouthumanexistencepeoplehavelivedaroundandwithani-mals.”Reviewthethemeinart:“Manyartistshavechosenanimalsastheirsubjectmatter.”Alsoreviewtheunit’sthreekeyquestions:1)HowcanIgetideasformyartfromthenaturalworld?2)Howarecomplexshapesandformsmadeupofsmaller,simplershapesandforms?and3)HowcanItransformatraditional,functionalobjectintoalivelynewone?

Introduction:DisplaythefirstsixslidesofSimply Animals: Clay PowerPoint to illustrate simple and com-plex shapes of animals.

DefinitionsandExamples:Displayslides-9todefine“shape”versus“form”usingsimpleexamples.Dis-playslide10toshowsomewhimsicalwayspeoplehavecreatedcomplexforms(animalsandatractor)byassemblingsimpler(stones,seashells,tanksandhaybales)forms.

IntroductiontoAssignment:Explaintostudentsthattheyaretodemonstratewhattheyhavelearnedbycreating an animal vessel that combines the form of a traditional functional vessel with the forms of an animal.

Slide11showsexamplesoftraditional,functionalvessels. Slide12illustratessimilaritybetweenformsinavessel(teapot)andananimal(elephant). Slide13showsananimalvesselthatmeetstherequirementsoftheassignment.

Step-By-Step-Instructions:Displayslides14-18toshowstepsinmakingananimalvessel.

Slide14:Viewphotographsofanimalslookingforsimilaritiesofformstotraditional,functionalvessel. Slide15:Sketchplansforcombiningvesselandanimalforms. Slide16:Lookforwaystosimplifyanimalforms. Slide17:Buildsimpleclayformstobeassembledtocreateyouranimalvessel. Slide18:Bisquefireandglazeyouranimalvessel.(Slide23showsthefinishedwork.)

ReviewHandsbuildingTechniques:Showslides19-21forreview.

Slide19reviewsscoringandapplicationofslipwhenattachingclaypieces. Slide20reviewssimplegeometricforms(andshapes)combinedtocreateananimalvessel. Slide21reviewswetclaystorage,useofhandwheelandnaturalsponge.

ReviewandSampleWork:Displayslides22and23forareviewoftheassignmentandsamplesofcom-pleted high school work.

In-ProcessFeedback:Whenstudentshavecompletedtheirplanningsketches,askthemtopartnerwithone or two classmates to seek feedback on selection of forms and building challenges.

Self-Evaluation:Askstudentstocompleteaself-evaluationcarefullyanalyzinghowtheyintegratedani-malandtraditionalvesselformsbothinwordsandinasketch.Alsoaskthemtoreflectonthedifficultyofparticular parts of the assignment and to evaluate any additional criteria you have established or general expectations, such as writing, creativity, craftsmanship, surface decoration or use of class time.

Vocabularytwo dimensionalthree dimensionalshape formsquarecubetriangleconecircletraditionalfunctionalvessel

fire,bisquefirescoreslipglazeincisesphericalsemicirclecylinderleather hard

Extension IdeasMATHEMATICS:Studentswilldiscussgeometricprimitives(cone,cylinder,box,wedge,sphereandtorus)and use these as a way to simplify animal forms.

LITERACY:Studentswillcompleteaself-evaluationincludingaseriesofreflectivequestions.Answersmustbe complete and include any vocabulary in context.

BIOLOGY:Collaboratewithabiologyteachertostudyanimalformsandtheirfunctions.

Assessment Guides

OBJECTIVE1:Studentswillbeabletoassemblesimpleformstomakeamorecomplexform.ExceedsExpectations:Thefinishedpieceisawell-crafted,complexformbuiltbysuccessfullyassem-bling/attachingseveralsmallerformsthatcomplementeachothervisually.

MeetsExpectations:Thefinishedpieceisacomplexformbuiltbysuccessfullyassembling/attachingseveral smaller forms.

ApproachesExpectations:Thefinishedpieceincludesatleastonesmallformsuccessfullyassem-bled/attachedtoalargerform.

FailstoMeetExpectations:Thepieceisunfinishedorsmallerpart/sis/arenotsuccessfullyassem-bled/attached.

OBJECTIVE2:Studentswillbeabletointegratenaturalforms(inspiredbyanimals)withtraditionalfunc-tional forms.

ExceedsExpectations:Ontheself-evaluation,thesketchoftheanimalvesselquiteaccuratelyrepre-sents the actual vessel and accurately identifies both animal and vessel parts with specificity.

MeetsExpectations:Ontheself-evaluation,thesketchoftheanimalvesselclearlyrepresentstheactual vessel and accurately identifies both animal and vessel parts.

ApproachesExpectations:Ontheself-evaluation,bothanimalandvesselpartsareidentifiedinasketch and in words or are evident in the finished piece.

FailstoMeetExpectations:Ontheself-evaluation,eitheranimalorvesselpartsareidentifiedwithoutspecificity or clarity either in a sketch or in words and are not evident in the finished piece.

® Simply Animals: PaperAlternativeLessonThree

Thisalternativelessonusingpaperisdesignedforsecondarystudents.LessonThree,Simply Animals: Clay, is appropriate only for secondary students who already have had some experience with hand-build-ingtechniques.LessonFour:Simple Animal Shapes is appropriate for elementary students.

Objectives1.Studentswillbeabletoassemblesimpleformstomakeamorecomplexform. 2.Studentswillbeabletointegratenaturalforms(inspiredbyanimals)withtraditionalfunctional forms.

Arizona Visual Arts StandardsCREATE:CreativeProcess:PO302:Makeandexplainrevisionsinhisorherownartwork.CREATE:CreativeProcess:PO302:Developandreviseplansforhisorherownartworkandselectthe best option. CREATE:Materials,ToolandTechniques:PO302:Demonstratepurposefuluseofarangeofmaterials, toolsandtechniquesinhisorherownartwork.CREATE:ElementsandPrinciples:302:Solvecomplexcompositionalproblemsinhisorherownartwork.

PreparationPreview Simply Animals: Paper PowerPoint. If you are considering a ceramic project and believe your stu-dents may have sufficient ceramic hand-building skills, you might preview Simply Animals: Paper Power-Point to see sample high school students’ work.

Resources and Supplies Simply Animals: Paper PowerPoint

Student access to the internet and a printer or, alternatively, a collection of printed images of animals in books, magazines or Internet printouts.Undecoratedpaperorcardboardcontainers(smallboxes,shoppingbags,papercups,cupcakecups,etc.)ScissorsTransparent TapeSketch paper and pencils

ActivitiesReview:Reviewthethemeinlife:“Throughouthumanexistencepeoplehavelivedaroundandwithani-mals.”Reviewthethemeinart:“Manyartistshavechosenanimalsastheirsubjectmatter.”Alsoreviewtheunit’sthreekeyquestions:1)HowcanIgetideasformyartfromthenaturalworld?2)Howarecomplexshapesandformsmadeupofsmaller,simplershapesandforms?and3)HowcanItransformatraditional,functionalobjectintoalivelynewone?

Introduction:DisplaythefirstsixslidesofSimply Animals: Paper PowerPoint to illustrate simple and com-plex shapes of animals.

Simply Animals: Paper DefinitionsandExamples:Displayslides7-9todefine“shape”versus“form”usingsimpleexamples.Dis-playslide10toshowsomewhimsicalwayspeoplehavecreatedcomplexforms(animalsandatractor)byassemblingsimpler(stones,seashells,tanksandhaybales)forms.

Assignment:Displayslide11toshoweverydaypaper/cardboardcontainers.Explaintostudentsthattheyare to demonstrate what they have learned by creating an animal form that combines the form of an every-day paper or cardboard container with the forms of an animal.

Step-By-Step-Instructions:Displayslides12-14toshowstepsinmakingananimalcontainer.Slide12:Viewphotographsofanimalslookingforsimilaritiesofformstoeverydaypaper/cardboard containers.Lookforwaystosimplifyanimalforms.Slide13:Sketchplansforcombiningcontainerandanimalforms.Slide14:Cut,fold,orcurlpapertocreatesimpleformsheldinplacewithtransparenttape.Assemble the paper forms to create the form of an animal.

AdditionalSamples:Showslides15-18toshowstepsinconstructingaroosterandslides19-24foramorecomplex antelope constructed from a cupcake cup.

ReviewAssignmentDetails:Displayslides25. In-ProcessFeedback:Whenstudentshavecompletedtheirplanningsketches,askthemtopartnerwithone or two classmates to seek feedback on selection of forms and building challenges.

SelfEvaluation:Askstudentstocompleteaselfevaluationcarefullyanalyzinghowtheyintegratedanimalandeverydaycontainersbothinwordsandinasketch.Alsoaskthemtoreflectonthedifficultyofparticu-lar parts of the assignment and to evaluate any additional criteria you have established or general expec-tations, such as writing, creativity, craftsmanship or use of class time.

Vocabularytwo dimensionalthree dimensionalshape formsquaretrianglecirclecubeconeangularsimple, simplifyhemisphere, hemisphericalcylinderrectangleelongate Extension IdeasMATHEMATICS:Studentswilldiscussgeometricprimitives(cone,cylinder,box,wedge,sphereandtorus)and use these as a way to simplify animal forms. LITERACY:Studentswillcompleteaself-evaluationincludingaseriesofreflectivequestions.Answersmustbe complete and include any vocabulary in context.

BIOLOGY:Collaboratewithabiologyteachertostudyanimalformsandtheirfunctions.

Assessment Guides OBJECTIVE1:Studentswillbeabletoassemblesimpleformstomakeamorecomplexform.

ExceedsExpectations:Thefinishedpieceisawell-crafted,complexformbuiltbysuccessfullyassem-bling/attachingseveralsmallerformsthatcomplementeachothervisually.

MeetsExpectations:Thefinishedpieceisacomplexformbuiltbysuccessfullyassembling/attachingseveral smaller forms. ApproachesExpectations:Thefinishedpieceincludesatleastonesmallformsuccessfullyassem-bled/attachedtoalargerform. FailstoMeetExpectations:Thepieceisunfinishedorsmallerpart/sis/arenotsuccessfullyassem-bled/attached.

OBJECTIVE2:Studentswillbeabletointegratenaturalforms(inspiredbyanimals)withtraditionalfunc-tional forms.

ExceedsExpectations:Thedrawingshowsananimalformthatincorporatesbothapaper/cardboardcontainer and additional simple forms most of which successfully suggest three-dimensionality.

MeetsExpectations:Thedrawingshowsananimalformthatincorporatesbothapaper/cardboardcontainer and additional simple forms, at least one of which suggest three-dimensionality.

ApproachesExpectations:Thedrawingshowsananimalbrokenintosimpler2Dshapes.

FailstoMeetExpectations:Drawingorsketchissubmitted.

® Simply Animal Shapes (Elementary)

LessonFour

Thislessonisappropriateforelementarystudents.LessonThree,Simply Animals: Clay, is appropriate for secondarystudentswhoalreadyhavehadsomeexperiencewithhand-buildingtechniques.AlternativeLessonThree, Simply Animals: Paper, involves simple paper construction.

Objectives1.Studentswillbeabletousethenaturalworld(animals)asasourcefortheirsubjectmatterinart.2.Studentswillbeabletoassemblesimplegeometricshapestomakemorecomplexshapes.

Arizona Visual Arts StandardsCREATE:CreativeProcess:PO101and201:Contributetoadiscussionofideasforhisorherartwork.CREATE:CreativeProcess:PO203:Developplansforhisorherartwork.CREATE:Materials,ToolsandTechniques:PO102and202:Usematerials,toolsandtechniques appropriately in his or her own artwork.CREATE:ElementsandPrinciples:PO101:Identify,selectanduseelementsandprinciplesinhisorher own artwork.

PreparationPreview Simple Animal ShapesPowerPoint.Decidewhetheryouwillaskyoustudentstomakeconstruc-tion paper images of animals or animal masks and whether you will use sticky foam.

Resources and Supplies Simply Animals: Shapes PowerPointCollection of printed images of animals in books, magazines or Internet printoutsPencils or markersConstruction PaperGlueMASKPROJECTPaper masks or small paper plates with cut-out eye holesSelf-adhesiveFoamiesheetsorpre-cutshapes(OPTIONAL)

ActivitiesReview:Reviewthethemeinlife:“Throughouthumanexistencepeoplehavelivedaroundandwithani-mals.”Reviewthethemeinart:“Manyartistshavechosenanimalsastheirsubjectmatter.”Alsoreviewtheunit’sfirsttwokeyquestions:1)HowcanIgetideasformyartfromthenaturalworld?and2)Howarecomplexshapesandformsmadeupofsmaller,simplershapesandforms?

Introduction:DisplaythefirsteightslidesofSimply Animals: Paper PowerPoint to illustrate simple and complex shapes of animals.

Assignment:Explaintostudentsthattheyaretodemonstratewhattheyhavelearnedbycreatinganani-mal(oranimalmask)fromsimpleshapes.

Step-By-StepProcess:Displayslides9-19toshowhowasimple,geometricshapecanbefoundinthecomplexshapesofabutterfly(9-11)andachicken(12-19).AnimalShapeProject:Ifyouchoosetoaskyourstudentstomakecomplexanimalshapesbycombiningsimplegeometricshapes,slide16reviewsstepsintheassignmentandisthelastslideyouwilldisplay.

AnimalMaskProject:Ifyouchoosetoaskyourstudenttomakeananimalmask,skipslide16.

Samples:Displayslides17-28toillustratestepsinmakingananimalmask.Slides18-23showstepsinmakingalionmaskusingconstructionpaper.Slides24-28showstepsinmakinganantelopemaskusingFoamie sheets.

DetailedAssignment:Displayslide29toreviewthestepsofmakingananimalmaskusingFoamiesheets.

In-ProcessFeedback:Whenstudentshavefinisheddrawingsimpleshapestheyfindinthecomplexshapeofananimal, ask them to partner with one or two classmates to seek feedback on of their choice of simplified shapes.

Presentation:Displaycompletedanimalimagesormasks.Leadadiscussionwiththefollowingquestions:Point to a classmate’s animal or mask that you believe you can identify. What animal do you believe your class-matemade?Whatcanyouseeintheanimalormaskthatmakesyoubelievethis?Whatgeometricshapescanyouseeinoneofyourclassmate’sanimals?Describeothersimpleshapesyouseeinyourclassmates’animals.

Vocabularycomplexvarietytriangleovalcirclesimilar, similarlysimple, simpler, simplify, simplifies foreheadmanepatternantelopearrange

Extension IdeaMATHEMATICS:Collaboratewithclassroomteacher(s)toaddressgeometricshapes.

Assessment Guides OBJECTIVE1:Studentswillbeabletousethenaturalworld(animals)asasourcefortheirsubjectmatterinart. ExceedsExpectations:Thestudent’sphotographofananimalismarkedwithsimplegeometricshapes indicating defining characteristics of that animal.

MeetsExpectations:Thestudent’sphotographofananimalismarkedwithsimplegeometricshapesindicating defining characteristics of that animal.

ApproachesExpectations:Thestudent’sphotographofananimalismarkedwithoutlinesofsomeshapes.

FailstoMeetExpectations:Thestudentsubmittedaphotographofananimalwithmarks.

OBJECTIVE2:Studentswillbeabletoassemblesimplegeometricshapestomakemorecomplexshapes.ExceedsExpectations:Thestudentcarefullyarrangedandgluedsimplegeometricpiecesofpaperonabackground(orpiecesofFoamiesheetsonmask)inawaythatcreatesacomplex,animal-likeshape.

MeetsExpectations:Thestudentcarefullyarrangedandgluedpiecesofpaperonabackgroundinaway that creates a complex, animal-like shape.

ApproachesExpectations:Thestudentgluedpiecesofpaperonabackground(orpiecesofFoamiesheetsonmask)inawaythatsuggestsananimal-likeshape.

FailstoMeetExpectations:Thestudentsubmittedpiecesofpapergluedtoabackground(orpiecesofFoamiesheetsonmask).