Unit Plan 2D shapesNelly Kleijer

Grade 2 Art/Math

C & I Art for Non-Majors

Janice Rahn

ART / MATH: 2D Shapes Through Abstract Art

Stage 1 – Desired Results

Established Goals TRANSFER GOAL

Students will:

use 2D shapes to describe the world and to solve problems

know that all shapes can be reduced to basic 2D shapes

know that shapes can be made using different procedures such as cutting, drawing, and tearing

Students will be able to demonstrate, through abstract art, an understanding of 2D shapes (square, rectangle, triangle, and circle).

MEANING

Enduring Understandings:

Students will understand that…

U1 – 2D shapes (squares, rectangles, triangles, and circles) are found everywhere in the environment

U2 – 2D shapes can be found in many artworks

U3 – 2D shapes can be the basis of artwork

Essential Questions:

Students will keep considering…

Q 1 – where do 2D shapes exist?

Q 2 – what makes a square, rectangle, triangle, and circle?

Q 3 – how can I use 2D shapes in art?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know …

the 2D shapes terms (flat, round, sides, corners, equal length, opposite sides)

basic art terms (line, shape, colour, texture, rubbing, 2D, 3D

how to represent 2D shapes in different ways

Students will be skilled at…

identifying 2D shapes

constructing 2D shapes

effectively applying knowledge about shapes into abstract artwork

STAGE 2 – Evidence

Evaluative Criteria

Performance is judged in terms of -

Assessment Evidence

Students will need to show their learning by:

participation understanding of

concepts and skills critiquing artwork artwork made in this unit

Transfer Task: The students will explore abstract art by identifying 2D shapes which they will use in creating their own abstract artwork. The basic art terms will be explained and discussed in the introductions of the lessons and in the critiquing of each other’s artwork.

Through critiques and discussions, students will practice reflecting and critical thinking that will help them describe the world (which includes abstract art) using 2D shapes.

Summary

This integrative unit addresses the 2D shapes unit in math and abstract art.

Children at the age of six usually have a fair understanding of what triangles and rectangles are. However, research has shown that these shapes, when measurements deviate from the ‘traditional’ shapes as they’re introduced in young children’s books, they will not always be recognized as such. Once they know a triangle has 3 corners and 3 sides, no matter what the measurements are and in which position it is shown, it is called a triangle. It is important to pre-assess the knowledge of students before they’re asked to create the art of this unit. (Young Children’s Developing Understanding of Geometric Shapes, Mary Anne Hannibal)

The article Building with Colours and Shapes written by Alison Aune won me over to use modern art in the classroom. It very clearly explains how to discuss it. It provides images I have used for the introduction of the final lesson in this unit plan. It states that young children respond more spontaneously to abstract art than older children. Older ones try to understand these works, but younger children can be engaged in developing “critical thinking skills based on the formal elements and principles of design” (.25).

Something very striking I found in the book Teaching Art to Young Children 4-9, written by Rob Barnes (2002, RoutledgeFalmer New York, NY). He mentions that “to be uncertain is a feature of much creative thinking” (p.6). This will cause children to develop their imagination in art which will surprise us. The most important thing is to value children’s art by encouraging, motivating, and guiding them. Quite a few art examples are described in his book, but not in detail. The author wants to avoid prescribed lessons, because art may not and cannot be prescribed. We will lose the originality we want to see in children’s art. The author calls the geometric shapes mathematical shapes and the non-geometric shapes (named organic in the Alberta Education outcomes) shapes of stones. This helped me picture what the meaning of organic shapes was and how I can explain this to my students.

In this unit students will develop their knowledge about shapes and abstract art. They also will learn to appreciate other’s work by saying something positive about their artwork. This is not only for their peers’ work, but also for artists all over the world. When hearing compliments from others they will feel good about themselves and their work. I want them to take time looking at artwork. The longer you look at abstract art, the more you see in it. I’ll try encouraging my students using their imagination. This will make them use it when they create their own work. By drawing, cutting, and tearing 2D shapes they will automatically recognize them. For both math and art I find this important.

In order to achieve these goals I chose to discuss some artwork in the introduction of each lesson. This is followed by a studio activity based on what they have seen in the introduction. After the lesson they are going to look at other students’ artwork and talk about the principles of art. This will cause them to look at their own work again.

I trust that students will love this math/art unit and can’t wait to teach it.

Rationale

I designed this unit for grade 2 students. At this age students usually have some imagination left from the time they were in kindergarten. As students get older they think you’re a good artist when you can draw or paint realistically. I want them to appreciate abstract work too.

This unit integrates art with the 2D unit in math. They already learn about these shapes in grade 1. The unit consists of three lessons. Units for grade 2 students don’t have to be too long, because students can get tired if the ‘same’ thing comes back every week. I chose (as an introduction to abstract art) to look at and draw 2D shapes to assess students’ knowledge about them. Next, they have to draw a page full of the different 2D shapes. They have to change these by adding details, colour, and patterns and tell how this changes their drawings. In the next lesson I’m showing them abstract artwork in which 2D shapes can be recognized. Students will learn about rubbings, make some, and use them for their own artwork. I will guide students in the critique process which follows the lesson. The last lesson will be about abstract artwork in layers. Students will see some examples of 3D abstract art. They will create their own which will consist of 2D shapes and lines. Students critique four pieces of art by focussing on one thing in each.

I chose a variety of teaching strategies. In grade 2 you have to be creative in keeping the students’ attention. Their attention span isn’t very long, so change is important. The introduction usually starts with a class discussion, followed by a demonstration and a hands-on activity. I end with a critique session. It is important that students learn to describe artwork and appreciate what others did. This will develop their social skills too. We learn about compliments in social and this is the ultimate opportunity to practice it.

Lesson Summaries

Lesson 1

This lesson starts with a sticker sheet of Andrew Buckle. Students have a close look and answer questions about it. This is followed by a pre-assessment about students’ knowledge and recognition of 2D shapes. Students will practice drawing 2D shapes in different sizes so they learn to recognize them no matter what the sizes are. Next, students have to draw 3 similar pictures using the 2D shapes they learn about in math. They have to fill the shapes of one drawing with colour and/or patterns and the other drawing with details to change the shapes into people. They notice what changes detail, colour, and patterns make. Students also learn about the critique process.

Lesson 2

This lesson introduces abstract art. Some questions will be asked about it, after which the students are going to make rubbings and use them for their own piece of art. They can choose how to make it: draw lines on the rubbings (making 2D shapes) to create a picture, or cut/tear shapes from the rubbings on the paper and glue them on a different piece of paper creating a picture with them. Students continue learning about the critique process.

Lesson 3

The art works students see in the introduction will make them aware of the 3D effect in them. They will make their own art work using 2D shapes (cut or torn from colored and white cardstock) in a 3D setting using Styrofoam to make layers and yarn to make lines. The pictures will be hung up after the lesson and students will critique four pieces of art, focussing on one element for each picture.

Evaluation

Students will be evaluated by participation, the understanding of concepts and skills, critiquing artwork, and the artwork they made in these three lessons. The first three will be graded by teacher observations. The artwork will be graded according to the grading criteria for art in grade 2. Students will get a + for neat work according to the criteria, a check mark for work that’s not done neatly or not according to the criteria, a – (minus) for work not neatly done and not according to the criteria. I will call each student to my desk and ask him/her what they think their mark will be and why. When I don’t agree with them I will explain them why.

Lesson 1 Experimenting with 2D Shapes

Outcomes Students will: draw and tell about (repeating) patterns (math) draw and tell about 2D shapes (math) see that all shapes can be reduced to basic shapes (art) be able to add details and patterns to two-dimensional works (art)

Learning Objectives

Students will: understand the concept of 2D shapes create a picture using only 2D shapes realize that adding details, colour, and patterns change the appearance of

shapes and the whole picture appreciate the artwork of other students

Assessment participation, understanding of concepts and skills, critiquing artwork, individual artwork made in this lesson

Materials White cardstock, pencils, erasers, pencil crayons (or wax crayons or felts)

Teaching Strategies

Demonstration, lecture, hands-on activity, discussion, critique

Introduction(20 min) Andrew Buckle

What do you see?What shapes do you see?Are they all the same?How are the shapes organized?What kind of lines do you see?What colours do you see?How are they different and similar?What do these pictures make you think of?

Review the 2D shapes learned in Math (square, rectangle, triangle, and circle). Let students give a definition for each shape and write it on the board.

Students work in pairs and are given 1 minute to draw as many different squares as they can. Compare with partner’s shapes. Are all of them squares?

Do the same for rectangles, triangles, and circles. Show the shapes used in the article written by Mary Anne Hannibal. Let students

tell what shapes they are. Discuss the ones that cause confusion.

Discuss line and shape. Shapes consist of lines. Not all shapes are geometric shapes.

Body(30 min)

Students draw three similar pictures using the 2D shapes they learned about in math (square, rectangle, triangle, and circle).On one picture students add details to each shape to change them into people.On one picture students add a pattern and/or colour to each shape.

Closure(10 min)

Put the three pictures beside each other (the one that isn’t decorated in the middle). Describe what you see.

What shapes are used? Are the lines thin and/or thick? Is the page filled? What details are used? How did that change the picture? What colours are used? How did that change the picture? What patterns are used? How did that change the picture?

What does the picture make you think of?What could be done to make the picture better?

Sponge Activity Students draw their family, using 2D shapes.

Lesson 2 Creating Artwork Consisting of Geometrical Shapes and Rubbings

Outcomes Students will: use patterns to describe artwork (math) draw 2D shapes (math) add textures to two-dimensional works (art) realize that images are stronger when contrasts of light and dark are used capture texture (surface quality) by rubbings (art) be able to make shapes by cutting, drawing, or tearing (art)

Learning Objectives

Students will: develop fine motor skills through drawing, cutting, and tearing 2D shapes develop fine motor skills by working neatly and precisely collect a wide variety of rubbings in different colours create an abstract picture using only 2D shapes consider the use of color by putting shapes together appreciate the artwork of other students

Assessment participation, understanding of concepts and skills, critiquing artwork, individual artwork made in this lesson

Materials Projector, newsprint paper, pencils, pencil crayons, wax crayons, felts, scissors, coloured cardstock, sticky notes

Teaching Strategies

Demonstration, hands-on activity, discussion, critique

Introduction

Kingsly Fractal Geometry New York

OllieperryShow these four pieces of art to the students.

What do you see? Tell about colour, lines, and shapes. What would the artworks look like without colour? How did the artists use colour? Do you see texture in the artworks? Do you see patterns in the artworks? What would the second picture look like with lines? What would the third picture look like if the rubbings were bright? What does each picture make you think of? How are they alike and different?

Body Take a piece of newsprint paper and demonstrate how to make rubbings with pencil, pencil crayons, wax crayons, and felts. Discuss the results. (Pencils and crayons give better results than felts.)

Give each student a piece of newsprint paper. They take their pencils, pencil crayons, and wax crayons and make rubbings until their paper is full (no empty spaces). Urge them to use a variety of colour. They can make rubbings inside and outside of the classroom and school building.

Students choose one of the following options to create a picture: They use felt to draw geometrical shapes on the rubbings to create a picture. They cut or tear geometrical shapes from their paper and glue them onto a

different paper to create a shape picture. Try to create something interesting by playing with colour.

They make a border for their artwork by cutting or tearing coloured cardstock and gluing it around their artwork.

Students write their name and a title for their picture on a piece of coloured cardstock (they choose a colour) and glue it on the border.

Closure Hang up the pictures. Students choose a picture to comment on (not their own picture). They take a sticky note to write down the following: What do you notice about the line, colour, and texture? What does the picture make you think of? How can the artist improve his/her artwork? Write down one thing.

Sponge Activity Students draw a picture consisting of geometrical shapes and fill them with rubbings.

Lesson 3 Creating a Layered Abstract Picture

Outcomes Students will: be able to draw and tear 2D shapes (math) use patterns to describe artwork (math) add patterns to two-dimensional work (art) make images stronger by using contrasts of light and dark (art) make their form overlapping to show depth (art) make 2D shapes by cutting and tearing (art)

Learning Objectives

Students will: develop fine motor skills through drawing, cutting, and tearing 2D shapes develop fine motor skills by working neatly and precisely create an abstract picture using only 2D shapes and lines consider the use of color by putting shapes together appreciate the artwork of other students

Materials Tabloid size paper, white and coloured cardstock, white glue, hot glue, pencil, pencil crayons, wax crayons, felts, yarn, Styrofoam, ruler, sticky notes

Teaching Strategies

Demonstration, hands-on activity, discussion, critique

Introduction (10 min)

Show these 4 examples of the article written by Alison Aune.

Left: Charles Biederman, (b. America, 1906). Painted wood, metal, Plexiglas.

Right: Ralston Crawford, (American. b. Canada 1906-1978). Oil on canvas.

Left: Jesus Raphael Soto (b. Venezuela 1923). Wood, metal, and Plexiglas.

Right: Sitting Bull and Kicking Bear, 1940. Beatrice Riese (American, b. Holland 1917-2004).

What do you see? What materials did the artists use? What do the pictures make you think of? Are the pictures 2D or 3D?

Body(40 min)

Students are going to create an abstract piece of art. Draw geometrical shapes on coloured cardstock and plain white paper. Cut out

some of them. Tear some other ones into 2D shapes.

Cut little pieces of Styrofoam to put underneath some of the shapes to create a 3D effect in the art work. Make sure they cannot be seen.

Glue the shapes on tabloid size paper. Tell them to think about the colours. Images become stronger when contrasts of light and dark are used.

Add straight lines with felt or yarn. Decorate some of the shapes with a pattern. Decorate some of the shapes with texture. Write down a title for your artwork and your name on a piece of cardstock and glue

it on the picture.

Closure(10 min)

Hang up the pictures. Do a gallery walk. Each student gets 4 sticky notes and stands in front of a picture. They write down their name and a comment on the lines that are used in the picture. They put the sticky note under the picture. Students move over to the next picture and repeat the process. First picture – comment on the lines. Second picture – comment on the shapes. Third picture – comment on the colour. Fourth picture – comment on the patterns and textures.

Students go to their own pictures and read the comments.

Sponge Activity

Students make an abstract drawing, using 2D shapes.