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ARTS IMPACT LESSON PLANVisual Arts and Math Lesson

Rectangles in MotionAuthors: James Hunt with Carol GouldGrade Level: 3rd

Enduring UnderstandingThe arrangement of shapes in a composition can create a sense of depth and/or motion. Lesson Description (Use for family communication and displaying student art)Students create a composition composed of rectangles that may be used as wholes or halves. Students create templates and design an overlapping shape composition with an emphasis on creating a sense of depth in space and motion, filling in shapes with pastels and washing with watercolor.

Learning Targets and Assessment CriteriaTarget: Discusses attributes of and creates rectangles.

Criteria: Uses a ruler to draw and cut out two rectangular templates (2 pairs of parallel sides with 4 right angles).

Target: Implies depth in space through foreground and background.Criteria: Overlaps shape templates at least twice creating a composition that has

depth.Target: Implies motion through changing direction and orientation.

Criteria: Traces shapes repeatedly with varying direction and orientation.Target: Uses craftsmanship throughout the creative process.

Criteria: Carefully cuts and traces templates, fills shapes with solid color using pastels, washes watercolor evenly across whole composition.

Arts Impact Arts Foundations 2015-16James Hunt; Concord International School; Rectangles in Motion

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VocabularyArts:Background CompositionForegroundOpen compositionOverlapping Positive and negative SpaceWash

Arts/Math InfusedDiagonalFractionGeometric ShapesHorizontalParallelRectangleRight anglesShapeTemplateVertical

MaterialsMuseum Artworks or PerformanceSeattle Art Museum Kit #2, by Frederick Anderson 68.205

The Studio, by Jacob Lawrence 90.27

MaterialsScratch paperTagboardScissorsRulersWatercolor paper (9x12)Oil pastelsLiquid watercolorsBrushes Assessment checklist

Learning StandardsWA Arts State Grade Level ExpectationsFor the full description of each WA State Arts Grade Level Expectation, see: http://www.k12.wa.us/Arts/Standards1.1.2 Elements: Shape1.1.5 Elements: Space1.1.7 Principles of Design: Repetition1.2.1 Skills and Techniques: Technical Drawing; Oil pastel/Watercolor Resist2.1.1 Creative Process2.3.1 Responding Process4.2.1 Connection between Visual Arts and MathEarly Learning Guidelines, if applicableFor a full description of Washington State Early Learning and Child Development Guidelines see: http://www.del.wa.gov/development/guidelines/(3rd Grade) 5. Communicating: Use listening skills to interpret information. 6. Learning about my world: Work at an activity until it is complete.Common Core State Standards (CCSS) in Math http://www.k12.wa.us/EarlyLearning/guidelines.aspx3.G.2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. Mathematical Practices:5. Use appropriate tools strategically.6. Attend to precision.

http://www.k12.wa.us/EarlyLearning/guidelines.aspx

Pre-TeachDiscuss the attributes of a rectangle (2 pairs of parallel sides, 4 right angles). Students practice making rectangles on scratch paper and dividing them in half in multiple ways (horizontal, vertical, horizontal). Students also practice measuring and drawing with a ruler plus cutting skills.

Lesson Steps OutlinePart One1. Introduce art analysis by highlighting geometric shapes, overlapping, and direction/motion. Kit #2 by Frederick Anderson and The Studio by Jacob Lawrence from the Seattle Art Museum Collection. Criteria-based process assessment: Responds to art.

2. Demonstrate and guide students in using a ruler to draw two rectangular templates (minimum of 3”) with an emphasis on craftsmanship. Choose one rectangle to fold and cut in half. Criteria-based teacher checklist: Uses a ruler to draw and cut out two rectangular templates (2 pairs of parallel sides with 4 right angles). Carefully cuts templates.Part Two3. Demonstrate, plan and rehearse placement of shapes on watercolor paper. Explain and guide as students use direction, orientation, and overlapping to create a composition that shows depth and motion. Criteria-based teacher checklist: Overlaps shape templates at least twice creating a composition that has depth. Carefully traces shapes repeatedly with varying direction and orientation.

4. Demonstrate and facilitate applying and blending oil pastels to the shapes for positive space and using a single color of watercolor wash for the background for negative space. Criteria-based teacher checklist: Fills shapes with solid color using pastels, washes watercolor evenly across whole composition.

5. Lead students through a gallery walk of student art work. Ask students to share what they notice in a partner’s art. Criteria-based class and peer reflection: Shares observations about movement and depth in partner’s composition.


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ICON KEY: = Indicates note or reminder for teacher

= Embedded assessment points in the lesson

LESSON STEPS____________________________________________Part One1. Introduce art analysis by highlighting geometric shapes, overlapping, and direction/motion. Kit #2 by Frederick Anderson and The Studio by Jacob Lawrence from the Seattle Art Museum Collection.

Name the geometric shapes you see in this composition.

When you look at this composition, does it appear still or active? Why?

When you look at this composition by Jacob Lawrence, what shapes do you see? What shapes seem closest and farther away? Why?

Today we are going to begin creating a composition that shows depth and motion using rectangular templates that you will draw, cut out, and trace.

Criteria-based process assessment: Responds to art._______________________________________________________________________


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2. Demonstrate and guide students in using a ruler to draw two rectangular templates (minimum of 3”) with an emphasis on craftsmanship. Choose one rectangle to fold and cut in half.

Craftsmanship in creating geometric templates means care and precision in measuring, drawing, and cutting.

Use a ruler to draw two rectangles with parallel sides of at least 3” on tag board and carefully cut out along the sides of the rectangles. Remember that rectangles have right angles just like the corners of the tag board.

Watch as I carefully cut out my shapes along the lines that form them.

Thoughtfully choose a rectangle to divide in half and how (diagonally, vertically, or horizontally?), then cut along the fold.

Criteria-based teacher checklist: Uses a ruler to draw and cut out two rectangular templates (2 pairs of parallel sides with 4 right angles). Carefully cuts templates._______________________________________________________________________

Part Two3. Demonstrate, plan and rehearse placement of shapes on watercolor paper. Explain and guide as students use direction, orientation, and overlapping to create a composition that shows depth and motion.

Watch as I plan out my composition. I’m going to decide which shapes are going to be in the foreground (on top) and background (below). I’m also going to plan how I’m going to vary the direction and orientation to show motion.

I’m going to trace around my shapes lightly to make erasing easy as I make overlapping shapes. Again I am using craftsmanship as I trace my rectangles.

An open composition is when shapes go past the edge of the paper and you are welcome to do this.

Practice creating your composition on scratch paper before switching to watercolor paper.

Criteria-based teacher checklist: Overlaps shape templates at least twice creating a composition that has depth. Carefully traces shapes repeatedly with varying direction and orientation._______________________________________________________________________

4. Demonstrate and facilitate applying and blending oil pastels to the shapes for positive space and using a single color of watercolor wash for the background for negative space.

Watch as I fill my positive space shapes with color using oil pastel. I can make shapes a single color, using bright colors for emphasis. Or I can blend colors within shapes using white or a lighter pastel to fill the space completely.

Then I’m going to do a watercolor wash in the negative space (the area around my shapes) using one of the primary colors.

Again use craftsmanship in creating solid areas of oil pastel that emphasize your shapes, and an even wash of watercolor across your entire composition.


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Criteria-based teacher checklist: Fills shapes with solid color using pastels, washes watercolor evenly across whole composition._______________________________________________________________________

5. Lead students through a gallery walk of student art work. Ask students to share what they notice in a partner’s art.

Notice places where your partner created a sense of movement and depth.

Notice and talk about the unique arrangement of shapes your partner used in the composition.

Criteria-based class and peer reflection: Shares observations about movement and depth in partner’s composition._______________________________________________________________________


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ARTS IMPACT LESSON PLAN Arts Foundations Visual Arts and Math Lesson Grade 3: Rectangles in MotionCLASS ASSESSMENT WORKSHEET

Disciplines MATH/VISUAL ARTS

VISUAL ARTS Total6Concept Shape Space Repetitio

nCraftsmanship

Criteria

Student Name

Uses a ruler to draw and cut out two

rectangular templates (2 pairs of parallel sides

with 4 right angles).

Overlaps shape

templates at least twice creating a

composition that has depth.

Traces shapes

repeatedly with

varying direction

and orientation.

Carefully cuts and traces

templates.

Fills shapes

with solid color using

pastels.

Washes watercolor

evenly across whole

composition.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.27. 28. 29. 30. TotalPercentage

What was effective in the lesson? Why?

What do I want to consider for the next time I teach this lesson?

How could I connect the concepts in this lesson with other disciplines?


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Teacher: Date:


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ARTS IMPACT FAMILY LETTER

ARTS LESSON: Rectangles in Motion

Dear Family:

Today your child participated in a Visual Arts and Math lesson. We talked about geometric shapes, overlapping, and direction/motion seen in works of art.

We created create a composition composed of rectangles that could be used as wholes or halves.

We created precise rectangle templates.

We designed an overlapping shape composition with an emphasis on creating a sense of depth in space and motion.

We filled in our shapes with pastels and washed over the whole surface of our composition using watercolor.

At home, you could precisely cut out rectangles from interesting scrap paper and repeat and overlap those rectangles to create collages with depth and motion.

Enduring Understanding

The arrangement of shapes in a composition can create a sense of depth and/or motion.


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