Beauty and Abstract Art Geometric Shapes, Principles and Elements of Design, and Painting

7th grade Math & Art Unit Lesson Plan

By Jessica Ellenbecker ART 1230

TABLE OF CONTENTS
Table of Contents.1 Lesson Plan...2-11 Art Work12

Name: Jessica Ellenbecker

Lesson Title: Beauty and Abstract Art; Geometric Shapes, Principles and Elements of Design, and Painting
Age/Grade Level: Ages 12-13, 7th grade STANDARDS Math Standard Draw construct, and describe geometrical figures and describe the relationships between them. CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle. Art Standards C.8.1 Know the elements and principles of design C.8.2 Understand what makes quality design C.8.3 Know how the design of art changes its meaning C.8.4 Use design techniques to improve and/or change artwork C.8.5 Use thumbnail sketches to experiment and start developing visual ideas C.8.6 Develop the craft and skills to produce quality art WI Teacher Standard P1-34 1. Content: Teacher knows subject they are teaching. 2. Diversity: Teachers understand that children learn differently. 3. Instructional planning: Teachers are able to plan different lessons.
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1. Learner Characteristics: The class consists of 23 7th grade students from various economic and socioeconomic backgrounds ranging from low middle to upper middle class in a suburban/rural community in Wisconsin. There are 13 girls and 10 boys. 5 of the students have ADD/ADHD and one student has a hearing impairment and uses a hearing aid. Another student has a vision impairment and wears glasses. The whole class speaks English as their first language; however the student who has the hearing impairment also speaks American Sign Language. 2. Lesson Overview This lesson is designed to teach (CCSS.Math.Content.7.G.A.2, Art Standards, C.8.1, C.8.2, C.8.3, C.8.4, C.8.5, C.8.6) students about how math relates to art, geometric abstraction as an art form, and creative thinking. To begin with, students will be given a pre-knowledge quiz by being asked to name off pieces of abstract art they have seen and list abstract painters. Students will also be asked to define geometric shapes and list a few shapes and explain what abstract art is. Students will then work together to brainstorm by making lists of how to use everyday household items, such as a broom or dustpan, in a way that the item was not originally intended to be made in. They will experiment with ideas by creating a variety of thumbnail sketches before producing a large scale geometric painting. Students will observe geometric works of art by watching a video and with featured artists whose work demonstrates how geometry can be used to make abstract art. Students will select inspirational music which will be played to motivate them to create an abstract work of art using acrylic paint on canvas. Students will use grids to scale up their rough draft to the full size piece and discover how shapes can work together to create art. Finally, students will work together to create shapes using their arms and motions in clever ways to get them moving and thinking. 3. Lesson Rationale It is important for students to understand how math concepts and geometric shapes can make a form works of art because it is a foundation of numerous art forms including; realism, cubism, geometric abstraction, and more. Abstract art broadens a students view of art and allows them to understand a different style of art that they may not know already. It shows the basic elements and principles of design and students get to experience a different style of art. All art styles
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should be explored so students can see the diversity and possibilities through art and find where they may have the greatest ease or joy with creating. It is also essential that students understand the concepts of math in design because they exist many mediums of art including advertisements, t-shirts, labels and more. This lesson is also meant to show how math, though usually seen as very different from the creative side of art, affects all aspects of life and learning, including and especially art. 4. Key Concepts Abstract Painting Style; Geometric Abstraction Elements of Design Line Shape Color Direction Size Principles of Design Balance Contrast Repetition Dominance Unity Geometric Shapes Triangle Square Rectangle Circle Primary Colors Secondary Colors Tertiary Colors Acrylic Painting

5. Objectives 1.) Students will be able to understand the concept of abstract painting and geometry by designing and creating a geometric abstract painting. 2.) Students will test out the process of coming up with ideas by creating thumbnail sketches. 3.) Students will demonstrate their knowledge of math concepts by drawing geometric shapes to create their acrylic painting. 6. Motivational Activities
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1. Instructor will motivate students by having them create shapes with a partner using their arms or motions in a way to mimic the outline of the shape. 2. Instructor will test students preknowledge by having them list off abstract painters and paintings, define abstract painting and geometric shapes and give examples of geometric shapes. 3. Instructor will have students view a Modern Abstract Art Video to show how other artists have used abstract art before them. 4. Instructor will also teach about featured Artists; Pablo Picasso, Piet Mondrian, Sophie Taeuber-Arp, and show piece of their art to inspire students. 5. Instructor will have students practicing thinking creatively by looking at common items, like a broom or dustpan, and have them come up with a list of ways the item could be used in ways other than the original intent for the item. 7. Materials, Supplies, and Tools Roll of Canvas (1 large roll) OR 23 pre-mounted small canvases (Depending on Price) Plain Paper (100 sheets) Masking Tape (Pack of 20 rolls) Sharpies (At least 25) Acrylic Paint 1 gallon of each; Red, Blue, Yellow, Black, White, Brown Blank Transparencies (50 sheets) Newsprint (100 sheets) Soft Pastels (Black or various Colors, 4 sets) 8. Lesson Resources: Books, URLs, You-Tube videos, Music, Photos, etc.

You-Tube Video: Modern Abstract Art Video, Klasema ART Modern Art:
http://www.youtube.com/watch?v=qFY4eMnVAXI

Music: Playlists created by student suggestion My Song for the Playlist: Fireworks by Katy Perry:
http://www.youtube.com/watch?v=QGJuMBdaqIw (Music only, video will not be shown)

Photos: http://1.bp.blogspot.com/-pZvzjY0yfU0/TY8h21cxfI/AAAAAAAAH14/TOk7ftQfWw0/s640/12.jpg http://cultured.com/images/image_files/64/681_o_silkscreen.jpg http://3.bp.blogspot.com/qxU6fRHJW8A/TcMrNanHFcI/AAAAAAAAANI/rJAfv0qlofQ/s1600/Sophie+TaeuberArp+with+her+puppets.jpg http://upload.wikimedia.org/wikipedia/commons/0/0b/Piet_Mondrian_2.jpg http://www.ibiblio.org/wm/paint/auth/mondrian/broadway.jpg http://lisathatcher.files.wordpress.com/2012/06/mon-country-file-114-800-550.jpg http://www.biography.com/imported/images/Biography/Images/Profiles/P/Pablo-Picasso9440021-1-402.jpg https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcSqcYewvzqUNPK8KMSuZTVtKodqkWSVjDWsuXhOUzXYEs8y2yY

http://www.artyfactory.com/art_appreciation/art_movements/artmovements/cubism/picasso_cubism.jpg Web Resources: Pablo Picasso Websites:

http://www.pablopicasso.org/ http://www.picasso.fr/us/picasso_page_index.php

Piet Mondrian Websites:

http://www.theartstory.org/artist-mondrian-piet.htm http://www.ibiblio.org/wm/paint/auth/mondrian/

Sophie Taeuber-Arp Websites:

http://www.nmwa.org/explore/artist-profiles/sophie-taeuber-arp http://mondo-blogo.blogspot.com/2011/03/sophie-taeuber-arp.html

Books: Zenspirations(TM) Coloring Book Abstract & Geometric Designs: Create, Color, Pattern, Play! By Joanne Fink Geometrical Design Coloring Book By Spyros Horemis Constructive Spirit: Abstract Art in South and North America, 1920s-50s By Mary Kate O'hare, Karen A. Bearor, Tricia Laughlin Bloom Sophie Taeuber-Arp: Movement and Balance By Stephen Kurz, Francois Morelle, Astrid von Asten Piet Mondrian (Masters of Art) By Hans L. C. Jaffe Pablo Picasso: A Retrospective (Museum of Modern Art, New York) By William Rubin, Dominique Bozo, Richard E. Oldenburg, Hubert Landais
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9. Lesson Sequence One Month Before Make large scale shapes for students to use. Do research and pick featured artists. Buy/order all needed supplies. Write Lesson Plan. Two Weeks Before Edit Lesson Plan. Finish Examples. One Week Before Test videos and prepicked music Make sure all the books are in the classroom for students to pre-read Two Days Before Ask students for song requests/playlist requests and begin to review them Hand back any previous projects One Day Before Finish reviewing song requests/playlists Ready supplies and make sure everything is set up Bring in any examples Lesson Day 1

Partner Shapes (5 minutes) Pre-Knowledge Quiz on Abstract Painters (10 minutes) Introduce Project (34 minutes) Abstract Art Video (4 minutes) Talk about Featured Artists (10 minutes) Explain Project Goals/Guidelines (10 minutes) Show examples (10 minutes) Student Work Time: Thumbnail Sketches (10 minutes) Lesson Day 2 Student Work Time/ Checking Finished Thumbnail Sketches (20 minutes) Canvas Prep Demo (10 minutes) Basic Acrylic Demo (5 minutes) Student Work time: Canvas Prep/ Finish Thumbnails/ Draw out more finalized small scale image. (20 minutes) Clean Up (5 minutes) Lesson Day 3, 4, 5, Work days (50 minutes) With any needed demos as questions arise (5-10 minutes) Clean Up ( 10 minutes) Lesson Day 6 Demo how to mount/finish the painting (10 minutes)

Finish Paintings (40 minutes) Clean-Up (10 Minutes) Lesson Day 7 Class Discussion on Paintings (30-40 minutes) Student Self-Assessment Journal (20 minutes) 10. Assessment Student Self-Assessment: 1.) Students will complete a large scale acrylic geometric abstract painting based off of (but not limited to) original thumbnail sketches that shows how well they understood the concepts and met the requirements of the painting. 2.) Students will group critique other paintings, sharing what was done well and what can be improved so each student knows what to work on in the future. (The critiques can be done anonymously if the student would prefer.) 3.) Students will write a small journal on what they experienced while working on their painting, what they learned, and what they plan to improve or would do differently if given the project again. They will have to tie in key terms and relate it to their piece. Teacher Self-Assessment: 1.) Instructor will ask students what they liked/disliked about the project and ask what they remember of the key terms and their meanings. 2.) Instructor will grade the painting based on students improvement and how they met the requirements of the piece and read the journal to see if the students understood the goal of the project. 3.) The Instructor will speak to other teachers or adults and discuss with them how the lesson went and ask for tips on what could be done better in the future.

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11. Accommodations/ Differentiation The students who have ADD/ADHD will be allowed by the instructor to use stress balls during lectures to keep themselves moving without distracting other students. The instructor will give them the choice to help hand out papers and to help set up supplies for the demos, and the instructor will let them stand while they paint and/or let them place their painting on the wall to work on it. For the student who has a hearing impairment the instructor will provide written forms of any verbal instructions and wear the microphone provided so the student can hear them. The instructor will also use American Sign Language as well as spoken English when possible and reserve a seat in the front of the room/closest to the demo table. For the student who has a vision impairment, the instructor will reserve a seat in the front of the room/ closest to the demo table. The instructor will provide verbal instruction as well as print outs of any power points so they can see the images close up, and the instructor will make sure the lighting in the room is effective for what they need. The instructor will also provide time to have a one on one review of any power points and demonstrations should the student miss seeing something. 12. Sample Artwork: Featured Artists: Pablo Picasso, Piet Mondrian, Sophie Taeuber-Arp

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