OBJECTIVES:
The student should be able to:
• Identify patterns that involve simple rotations or size changes with geometric objects.(Knowledge)
• Create patterns that involve simple rotations or size changes with geometric objects. (Application)
• Extend patterns that involve simple rotations or size changes with geometric objects. (Comprehension)
• Explain patterns that involve simple rotations or size changes with geometric objects. (Synthesis)
TIME: (2) 60 minute sessions
MATERIALS
Content Standards
National and Louisiana Dance Standards
National and Louisiana Visual Arts Standards
Pattern Blocks
Precut geometric shapes
Precut objective shapes
Paper
Glue
Index cards
Computer and projector
Power point
Vocabulary cards
Quilt
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will display a quilt. The teacher will ask the students if they recognize anything particular about the quilt. (the pattern) The teacher and the students will discuss the pattern of the quilt. The teacher will display pictures of different quilts, using a slide show, asking the students to identify the different patterns in the quilts and how repetition is used to create the patterns. The teacher will discuss the different patterns used in the pictures pointing out any rotations or size changes. The teacher will ask the students to identify the warm and cool colors within each pattern.
ACTIVITY:
Teach/Model:The teacher will tell the students that patterns are used in many different areas of our lives. In a power point, the teacher will identify patterns from given pictures and everyday objects pointing out the different shapes (geometric and objective). The teacher will display ask the students to distinguish between
The teacher will present a power point discussing color and shapes with the students. The teacher will also emphasize progressive and alternating rhythm within the power point. Using precut geometric shapes (cool colors and warm colors), the teacher will create different patterns using a “think aloud” to demonstrate to the students how the thinking process helps in creating the patterns. (Emphasizing AB or ABA patterns) The teacher will discuss the pattern when it is complete.geometric and objective shape with given picture.
Guided practice: The teacher and the students will create different patterns using pattern blocks. They will discuss the AB or ABA patterns each has created. The teacher will give each paper(cool colors or warm colors), pencil, precut geometric shapes(cool colors and warm colors), and glue. With the teacher each student will create a pattern using the different shapes. The class will discuss the reason for the placement of each piece.
Independent practice: The students will be presented two pictures and ask to identify the AB or ABA patterns in the each. (formative assessment) The students will be given paper, pencil, precut geometric shapes, and glue to create their own pattern.
Closure: The students will assemble their pattern pieces to create a quilt and discuss each pattern.
Day 2
The teacher will review the assembled patterns from the previous day. The teacher will review the types of shapes used in the patterns. (geometric) Using the quilt from the previous day the teacher will ask the students to identify the type of shapes and the pattern used. (geometric and objective) (ABA pattern)
Teach/Model: The teacher will tell the students that in addition to geometric shapes there are other types of shapes: objective. The teacher will display the definition of each with an example on a power point. The teacher will tell the students they are going to create patterns extending it to the use of objective shapes. The teacher will create a pattern using both geometric and objective shapes explaining why she is organizing the shapes in a particular. (balance) The teacher will present a power point depicting balance (symmetrical and radical); discussing with the students the different types of balance in each picture.
Guided Practice: The teacher will give each student a set of precut objective shapes. The teacher and the students will create a pattern with the precut objective shapes comparing the patterns to the previous patterns created the day before. The teacher and the students will assemble the pieces from the guided practice the previous day and the current guided practice discussing the balance of the pieces as they are assembled.
Independent Practice: The students will be given precut pieces to assemble their own design using
balance and repetition.The students will be asked to identify the type of balance. (formative assessment)
Closure: The students will assemble their pieces to create a class quilt. They will be asked to check for balance. (symmetrical or radical)
EVALUATION/ASSESSMENT:
The teacher will give each student a set of index cards with the names of different geometric shapes written on them. Students will hold up the cards to identify the geometric shapes used in given patterns presented by the teacher in a power point.(formative)
Posttest will be given the following day. (summative)
Modifications/Accommodations for Individuals/Groups: Peer assistance for the students who have trouble following direction and staying on task.
ART CONTENT/CONCEPTS:
Language Arts: GLE 9: TLW identify literary and sound devices, including similes and rhythm in texts.
Social Studies: Students will explain the customs within different cultural backgrounds by discussing different customs within each family.
GLE: 21: Compare and contrast 3-dimensional shapes(i.e., sphere, cube, cylinder, cone, prism, pyramid) according to their attributes (e.g., number of face, shape of faces)
GLE 24: Identify and draw horizontal and vertical line segments.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
#31: Recognize, extend, create, and explain patterns that involve simple rotations
or size changes with geometric objects.
Visual Art Content Standards:
#1: Understanding and applying media, techniques, and process
c. TLW use different media, techniques, and processes to communicate
ideas, experiences, and stories.
d. TLW use art materials and tools in a safe and responsible manner.
#2: Using knowledge of structures and functions
c. TLW use visual structures and functions of art to communicate ideas.
Louisiana Standard:
Students develop creative expression through the application of knowledge, ideas, communication skills, organizational abilities, and imagination.
VA-CE-E1 TLW explore and identify imagery from a variety of sources and create visual representations.
VA-CE-E3 TLW use art vocabulary and the elements and principles of design to convey the language of art (create and discuss own artwork).
VA-CE-E4 TLW experiment to create various art forms, including artforms from other cultures.
VA-CE-E5 TLW draw on imagination, individual experience, and group activities to generate ideas for visual expression.
VA-CE-E6 TLW identify relationships among visual arts, other arts, and discipline outside the arts.
MODIFICATIONS | ACCOMODATIONS:
none listed
TEACHER'S REFLECTION:
The focus for my lesson was patterns. My students were familiar with creating a pattern using shapes on a straight piece of paper, like a sentence strip, but I wanted to go beyond the straight pattern. So I used quilt patterns to help them use geometric and objective shapes to create patterns using radial and symmetrical balance. I also introduced them to progressive and alternating rhythm. I gave a pretest to check for previous knowledge of terms that I would be referring to in the lesson. The class was a little apprehensive about the test be I assured them not to be concerned and they settled down. No one passed the pretest especially the terms, however, 80% of the class passed the posttest. I chose to focus on geometric and objective shapes only due to the time schedule we adhere to in teaching our curriculum.
I enjoyed teaching this lesson. My students enjoyed doing something different from our normal routine. The behavior during the lesson was great. The entire class stayed engaged. They began using the terms we referred to during the lesson. They were able to recognize the difference between geometric and objective shapes. They also began to identify the different concepts discussed in different objects in the classroom and the different places we would go on campus.
The planning of the lesson was time consuming due to precutting the different shapes for the different patterns but it was well worth it. The next time I teach this lesson I will ask for parent volunteers to help cut out the different shapes. I will also have some of the students to cut out the less intricate shapes.
RESOURCES:
Bonesteel, Georgia; More Lap Quilting, Oxmoor House, Birmingham, Alabama, 1985
Lafourche Parish School Board , Arts Education, State and National Content and Achievement Standards, August 2006
Lafourche Parish School District Curriculum Mapping, Grade 2, Mathematics, Language Arts, and Social Living, May 2005
“Standards, Assessments, and Accountability: Grade Level Expectations.” Louisiana Department of Education. http://www.doe.state.la.us/lde/saa/1915.html.
Ponick, Frances S. National Standards for Arts Education, Rowman & Littlefield Education, New York, 2007.
http://www.artchive.com/artchive/s/seurat/jatte/jpg/html
http://www.artcyclopedia.com/artists/warhol_andy.html
http://www.artsonia.com/schools/school.asp?id=4334
http://encarta.msn.com/media_461555909/Rose_Window_Notre_Dame.html
http://www.freequiltpatterns.info/
http://www.moma.org/
http://www.overstockart.com/
TO DOWNLOAD LESSON FILE FOLDERS , PLEASE CLICK HERE
TO DOWNLOAD DEFINITIONS SHEET, PLEASE CLICK HERE
GALLERY
|
EXHIBITS |
K-12 |
STUDENT TEACHERS | HOME
|
