OBJECTIVES:
The student should be able to:
• Identify and draw horizontal and vertical line segments, recognize and apply patterns in problem solving in other content areas and real-life situations. G-5-E
• Recognize, extend, create, and explain patterns that involve simple rotations or size changes with geometric objects. P-3-E & N-9-E
• Select and use appropriate tools and units to measure length (ex: ruler). M-2-E
TIME: (2) 45 minute class periods
MATERIALS
Legal Paper with Grid Lines
Colored Paper (green, yellow)
Shamrock picture
Ruler
Pencils
Scissors
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will have look at the March calendar and orally recite the pattern. The teacher will show a different pattern on the board and students will recite the pattern. The teacher will repeat the activity if needed or work with individuals who are having difficulty when others begin working.
ACTIVITY:
Teaching Model: The teacher will make a pattern using horizontal and vertical line segments. The teacher will introduce the words curvilinear lines and rectilinear lines to her students. The teacher will create a pattern using curvilinear and/or rectilinear lines. The teacher will explain to students that they will be creating their own art work using patterns, horizontal line segments, vertical line segments, curvilinear or rectilinear lines. The teacher will show art work done by famous artist so students may see art work created using these lines.
Guided Practice: The teacher will hand out a green or yellow shamrock. The student should be able to create a pattern on their shamrock using different patterns and line segments. The student will share their shamrock with the class. The teacher will give students time to ask questions or share comments. The teacher will use different shamrocks that the students created to make a pattern on a legal size paper.
Independent Practice: The teacher will then distribute the supplies needed for the art lesson in a small plastic bag. The student will begin working on each shamrock. The student will create a pattern on each shamrock. The student will make a pattern on their paper using the different color shamrocks given. The student will use vertical and horizontal line segments, curvilinear or rectilinear lines to create each pattern on individual shamrocks.
Closure: none provided
EVALUATION/ASSESSMENT:
The teacher will assist students who need support during this lesson. Other than redirecting, there are no other modifications needed for this lesson.
ART CONTENT/CONCEPTS:
none provided
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Mathematics:
G-5-E Identify and draw horizontal and vertical line segments.
P-3-E Recognize and apply patterns in problem solving in N-9-E other content areas and real-life situations.
P-1-E Recognize, extend, create, and explain patterns P-2-E that involves simple rotations or size changes with geometric objects.
M-2-E Select and use appropriate tools and units to measure length (ex: ruler).
Visual Arts: Creative Expression:
VA-CE-E3 Use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork).
VA-CE-E4 Experiment to create various art forms, including art forms from other cultures.
Visual Arts: Aesthetic Perception:
VA-AP-E1 Use elements and principles of design and basic art vocabulary for expressing responses to the work of others.
VA-AP-E2 Recognize and respond to concepts of beauty and taste in the ideas and creations of others through the study of visual arts.
VA-AP-E4 Recognize that there are many possibilities and choices in the processes for designing and producing visual arts.
VA-AP-E6 Identify where and how the visual arts are used in daily life and in the community.
Visual Arts: Historical & Cultural Perspective:
VA-HP-E5 Recognize professions in the visual arts and the role and status of the artist in various cultures and time periods.
VA-HP-E6 Recognize great artists and works of art that have shaped the history of art.
Visual Arts: Critical Analysis:
VA-CA-E2 Identify images, colors, and other art elements that have specific meanings in cultural contexts.
VA-CA-E4 Express and explain opinions about visual works of others using basic art vocabulary.
VA-CA-E5 Express interpretations about works of art and give supporting reasons.
MODIFICATIONS | ACCOMODATIONS:
The students will be grouped heterogeneously for their group performances. Peer assistance will be used as needed.
Repeated directions will be used as needed.
Popsicle-pulls will be used during the guided practice activity to ensure an equal number of genders and races are called upon
VARIATIONS | ENHANCEMENTS:
none provided
TEACHER REFLECTION:
My lesson began on a Thursday and to say the least, my students did not understand the concept of using different line segments to create patterns. However, when I modeled for them each line segment, the light bulb when on for some students. I handed out a small die cut of a shamrock just for practice and quickly realized that the shamrocks were too small. So, I knew that I had to hand draw some bigger shamrocks and copy those on colored paper for the next days lesson. I left that day feeling as though they didn’t really get the concept. I made some adjustments to my shamrocks and thought about what to focus on the next day which was the different line segments. The next day we focused on the names of different line segments and I showed my work that I did in class with the different line segments. I was proud of my work and my students were impressed. They know that I am not the artist and the fact that I was able to produce great work made them more comfortable. I was impressed with the outcome of all my students’ work. I thought this was art project was going to be a disaster, but I was wrong. I was proud of my students’ work and so were they.
REFERENCES:
Binney & Smith, (2000-2006). Shamrock Place Setting. Available: http://www.crayola.com/crafts/detail/shamrock-place-setting-craft. February 27, 2008
Smithsonian Institution, 2004. Star of Persia II. Available: http://hirshhorn.si.edu/collection/record.asp?Nationality=American&School=Formalist%20Abstraction&ViewMode=&Record=104. March 12, 2008.
Wikimedia Commons, 2006. Starry Night. Available: http://en.wikipedia.org/wiki/The_Starry_Night. March 12, 2008.
Bridget Riley: Paintings – An Overview of Her Art. Fall. Available: http://www.mishabittleston.com/artists/bridget_riley/. March 12, 2008
Bridget Riley: Paintings – An Overview of Her Art. Breathe. Available: http://www.mishabittleston.com/artists/bridget_riley/. March 12, 2008
Bridget Riley: Paintings – An Overview of Her Art. Orient. Available: http://www.mishabittleston.com/artists/bridget_riley/. March 12, 2008
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