Wesley Heights, Year One
Heil/Hopper – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will collaborate, learning to lead and follow in a pair to create visual art.
- Students will be able to identify shapes within the visual art they created.
- Students will use their own visual art creation as an integration tool with math.
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.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
- Utilize multiple approaches to plan works of art incorporating imaginative ideas, universal themes, and symbolic images.
VA3.CR.2 Create works of art based on selected themes.
- Create works of art to express individual ideas, thoughts, and feelings from memory, imagination, and observation.
- Create works of art emphasizing multiple elements of art and/or principles of design.
VA3.CR.3 Understand and apply media, techniques, processes, and concepts of two- dimensional art.
- Develop drawings and paintings with a variety of media (e.g. pencil, crayon, pastel, tempera, watercolor).
VA3.CR.5 Demonstrate an understanding of the safe and appropriate use of materials, tools, and equipment for a variety of artistic processes.
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 shapes they are currently studying in their drawing, such as triangles, squares, hexagons, etc. I also encouraged students to see if they could find partial shapes and finish them out with their different color crayon/marker.
The students would also go around their drawing and label the different shapes they found to add writing and spelling practice to this strategy.
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.