*Dimon Elementary, Year One*

*Johnson/White – Meagan Cascone*

**Learning Objective/Exit Outcomes:**

- Students will be able to identify shapes.
- Students will be able to create shapes within a bigger drawing.
- Students will work together for a common go.
- Students will work on leading and following in equal parts.

**State Standards:**

MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.

VAK.CR.3 Understand and apply media, techniques, and processes of two-dimensional art.

- Develop manual dexterity to develop fine motor skills.

VAK.RE.1 Discuss personal works of art and the artwork of others to enhance visual literacy.

- Use a variety of strategies for art criticism.
- Discuss works of art using art vocabulary with an emphasis on the elements of art.

**Integration Area/Subject:**

Math & Visual Art

**Materials/Playing Space:**

- Sheets of paper with a line drawn across the middle of the page
- Crayons

**Description:**

The students partnered with the person sitting directly across from them. Each pair received one piece of paper to use for their kinetic drawing. This piece of paper had a black line down the middle, dividing the sheet of paper.

The teacher then instructed the students to mirror each other’s drawing, making random lines, curves, and points. We had the students switch off being the leader and the follower. After a few minutes of doing this, we had the students put the crayons away.

The PAIR specialist then asked the teacher to pick one of the pieces of paper. As a class, we looked at the picture and picked out the different shapes that we saw. We did this for a couple pieces of paper.

We then had the pairs of students look at their own drawings. We had them point to different shapes that we called out. Some students didn’t have those shapes on their piece of paper and that was okay. It was all about being able to identify the shapes that they did have.

**Notes:**

You could expand this into a game of ‘Shape Bingo’, seeing what pairs of students can find six shapes that are called out by the teacher first in their drawing. For this, have students use a different color crayon to trace the outline of the shape they have found. This game will also encourage counting. Count to as few or as many as you like. This is also a great introduction to addition, having students notice that when there are three shapes traced out on each side of the black line, that means there are six total shapes.