Wesley Heights, Year One
McFarland – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will collaborate, learning to lead and follow in a pair to create visual art
- Students will use critical thinking to create mirror image art with based on their partners drawing
- Students will be able to identify parallel lines, perpendicular lines, and intersections in their visual art
- Students will label their art where they have identified math definitions
MGSE3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
- Apply art skills and knowledge to improve understanding in other disciplines.
VA3.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).
Math & Visual Art
The PAIR Specialist introduced the concept of Kinetic Drawing, where two people will work together to create mirror images of visual art by following each other as exactly as possible during the activity.
With two sheets of paper lined up beside each other and each person working on their own sheet, they created a drawing by following and leading each other. It is important that, while drawing, the crayon/marker never leaves the paper. The students may decide who is leading and who is following and switch during the activity to ensure equal opportunity in the pair.
The PAIR Specialist and teacher did a demo of Kinetic Drawing for the class to show that the images created should end up being close to mirror images of each other. If the drawing starts at the bottom of the paper for both people and moves up/North/forward, then the crayons/markers of each person will be moving closer together. If the leader starts to move their crayon/marker to the right of their sheet of paper, their partner will be moving their crayon/marker to the left of their sheet of paper to create the mirror imaging between the drawings.
Once students have their new visual art, they will go back with a different color crayon/marker and find all the math definitions they are currently studying in their drawing, including “parallel,” “perpendicular,” and “intersect.” The students will circle any intersections, highlight parallel lines with their new color, and show the 90 degree perpendicular lines by adding the identifying square in the corner of the perpendicular lines.
The students would also go around their drawing and label the different shapes they found to add writing and spelling practice to the activity.
It may be important to emphasize that the drawing should not specifically create an image: we are not trying to draw a house, for example, it should be randomized to optimize the opportunities to identify the math definitions we are trying to find.
For this class, we gave a start for one person in the pair to lead and said “switch” half way through to give both students in the pair a chance to lead.