Art Integration into Grade 8 Math Unit Plan

Education 3700L: Art Education: Methods for Non-Majors

Instructor: Janice Rahn

Summer Session I, 2016

Due Date: June 20th, 2016

Alisa Wang

ART Value and Drawing: Stage 1 Desired Results

Established Goals
Students will:
- Observe, draw, and label
the top, front, and side of
two rectangular prism
object, predict and
TRANSFER GOAL
Students will be able develop and apply formulas for determining the surface area of right rectangular
prisms, triangular prisms and right cylinders while integrating art objectives.
MEANING
 Enduring Understandings: Essential Questions:
Students will understand that Students will keep considering
U1 Surface area is the sum of all the areas of Q 1 What is the surface area of the rectangular
all the shapes that cover the surface of the object prism, right triangular prism, and right cylinders?

U2 3D contains 3 components, height, width, Q2 How can we build a 3D robot with human
and depth proportions?

U3 Art techniques and practices Q3 How do we effectively analyze and critique

involve knowing these mathematical our own artwork to enhance the overall quality of the
formulas art work?

experiment to find the

correct nets, and create a
3D foldable.
- Take notes on the
formula and examples of
each 3D shape, use clay to
make various 3D shapes,
and calculate the surface
area for each shape
created.
- Study about Renaissance
Humanism and human
proportions through a
STAGE 2 Evidence
Evaluative Criteria
Performance is judged in terms of
- Formative Assessment
- Class Activity and
Handouts
- Tinman Project
- Critique and Reflections
ACQUISITION OF KNOWLEDGE & SKILLS
Students will know Students will be skilled at
- What surface area is. - Applying formulas to 3D shapes to find the
surface area of the shape.
- The relationship between 3D shape and its - Creating 3D shapes with a variety of possible
nets.
surface area
- Creating clay sculptures to calculate the surface
area.
- How to calculate the surface area and volume
- Sketching and drawing various 3D shapes
of rectangular prism, right triangular prism,
and right cylinders.
Assessment Evidence
- Students will need to show their learning by:
Transfer Task:
As a result of these studies, students move from a simple view of surface area to
being able to visualize the mathematical concepts through art integration.

Summary:
This unit is designed to address SLOs 3,4 from the shape and space strand in the mathematics program of
study for Grade 8 students. This unit is also designed to address various grade 8 fine arts SLOs from the
program of studies. This is an integrative unit plan where students will develop and apply formulas for
determining the surface area of right rectangular prisms, triangular prisms and right cylinders through
integration of art. The integration of art can provide motivation and engagement for students to take an
interest in learning math, and many of these activities designed are especially beneficial for visual and
kinesthetic learners.

Students will first explore through observation, sketch, and labeling of two realistic objects to find out the
difference between 2D and 3D shapes and form a basic understanding of surface area. Students will then
have the opportunity to predict and experiment to find out the correct nets for 3D shapes to help them
understand surface area in more depth. Students will also create a foldable that will be used throughout the
unit for note recording. This booklet contains rectangular prism, right triangular prism, and right cylinders in
3D form which provides a great visual for students to look at along with the formula and examples on the
side. Clay in another art medium that students will use to give students more practice on calculating the
surface area. With the sculptures created, students can have fun and practice surface area and volume
calculations at the same time.

There is a main project with strong integration of art for learning about the calculation of surface area within
this unit. To help students better understand surface area, I have provided the tinman project where students
can work with a partner with various materials provided to create a tinman with human proportions. Before
getting students started on their project, I will teach students about Renaissance Humanism and human
proportions through a power point slide along with the marking rubric of the project. Each small group
needs to use a formula sheet to first measure the surface area of each part of their robot, and show all work
for each calculation. The tinman had to have all parts attached in order to receive the exact amount of tin foil
they measured for, no more and no less, and eventually cover their tinman as completely as possible without
running out of tinfoil or having extra left over. To expand their creativity, students get the chance to decorate
their tinman with any art medium to make it unique. There will also be a series reflection questions provided
for students to fill out when the project is completed.

Because surface area and volume are so closely related. Many ideas from the surface area unit can be carried
on to the surface are unit. Students can continue to use the same foldable to record their notes and students
can also use the measurements they have from their clay sculptures to calculate the volume. I also have
another great idea for the volume unit. Technology can be integrated into this unit where students can create
their own template or buildings through a program called SketchUp, and eventually turning these digital
templates into 3D models using papers. Students will be creating a city that uses 2D and 3D, practicing both
plane and solid geometry. This project allows for students to practice and apply learned skills in geometry
while problem solving and making decisions based on their own knowledge, creativity, and imagination.
Students will utilize many types of geometric concepts such as nets to create buildings and structures,
designing parts of a city with shapes, lines, angles, and incorporating multiple skills at the same time to
reach their objectives. Student can work in groups of four to create a city collaboratively as a class that uses
both 2D and 3D and turn their template into actual 3D models using paper. Once the city is built, students
can decorate their city using any type of art medium, and most importantly showing both the surface area
and volume calculations for each building they have created. Proportion is a central principle of architectural
theory and an important connection between mathematics and art. It is the visual effect of the relationships
of the various objects and spaces that make up a structure to one another and to the whole. Because in this
unit, students are already introduced to the proportions of the human body. Teachers are able to make
connections between the human body with Greek Architectures before students create their buildings.
Rationale:

This unit plan meets the curricular outcomes of Grade 8 Math and Art SLOs from the Programs od Studies.
Its designed to help students to develop their understanding of finding the surface area of various 3D shapes
including the rectangular prism, right triangular prism, and right cylinders. This concept is very important
because this knowledge will build on in later grades. The essential questions will guide students to find out
the appropriate surface area calculation for each 3D shape, applying the conceptual learning into real life
problems, as well as effectively analyze and critique students own artworks to enhance the quality of the art
work. The purpose of integrating art into measurement is so that students can look at the formulas they are
using with a different perspective. This unit is planned to take approximately one week. Students will work
individually, in small and large groups on a variety of different assessments and projects throughout the unit.
Differentiation of learning will be implemented in every lesson in order to meet all students needs to
maximize learning for every student.

Unit Overview:

Lesson 1 Summary:

The goal of this lesson is to find out the difference between 2D and 3D shapes and give students a basic
understanding of what surface area is. Through this lesson, students will first observe two realistic objects
which are tissue box and compact disk case. Students will first do a quick sketch of the objects in 3D form
and draw and label the top, front, and side of these items on to a blank piece of paper. With a partner, each
small group will be given a piece of paper that contains a variety of possible nets for a rectangular prism.
Students task is to first predict which nets will form a right rectangular prism, cut out each shape to actually
figure out the correct ones, and compare the theoretical and experimental results. In the end, students will
each make a surface area and volume foldable that contains 3D forms of the rectangular prism, right
triangular prism, right cylinders, as well as a section for What I need to work on.

Lesson 2 Summary:

The goal of this lesson is for students to develop and apply formulas for determining the surface area of
right rectangular prisms, triangular prisms and right cylinders. Students will first take out there foldable as
their notebook and write down the surface area formula and examples for each 3D shape. Once students
have a basic understanding of the formula and calculations, as practice, students will use clay to build
different size of 3D shapes (rectangular prism, right triangular prism, or right cylinders), then measure and
calculate the surface area of the shape each of them have created. Once their own calculation is done,
students will find two more students in the class with a different 3D shape, and calculate their 3D shape. In
the end, each student should have calculations for all three shapes.

Lesson 3 Summary:

This lesson is intended to get students to have a deeper understand of surface area with art integration.
Students will pair up and build a tinman with human proportions out of boxes, toilet paper rolls, paper towel
rolls, Styrofoam balls, and cones. Students will first learn about Renaissance Humanism and human
proportions through a power point slide. Then, each small group needs to use a formula sheet to measure the
surface area of each part, and show all work for each calculation. Then, students will tape all the parts
together. The tin man had to have all parts attached and be sitting or standing on its own. Students will then
receive the exact amount of tin foil they measured for, no more and no less, and eventually cover their
tinman as completely as possible without running out of tinfoil or having extra left over.

Lesson 4, 5 Summary:

For these lessons, students will continue to work on the project that they started from the previous class.
Once the tinman is finished, students will answer some reflection questions about the project. There will also
be a rubric provided for students as a check list and self-assessment, giving students an idea of the project
expectations. Once all groups are finished, all finished tinman will be exhibited in the classroom for students
to view.
Lesson
Introduction to Surface Area (Lesson One) Date Day 1
Title/Focus
Time
Subject/Gra
Grade 8 Math & Art Duratio 60 minutes
de Level
n

Unit Measurement Teacher Miss Wang

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Use direct and indirect measurement to solve problems.
Outcomes
(Math):
Specific Determine the surface area of:
Learning right rectangular prisms
Outcomes right triangular prisms
(Math): right cylinders
to solve problems.
General
Students will examine and simplify basic shapes and spaces.
Learning
Students will employ space, proportion and relationships for image making
Outcomes
Students will create compositions in both two- and three-dimensions.
(Art):
Specific Shapes may be organic or geometric.
Learning The size of depicted figures or objects locates those objects in relationship to the
Outcomes ground or
(Art): picture plane.
Man-made or natural objects can be represented in a variety of three-dimensional
media.
LEARNING OBJECTIVES
Students will:
1. Students will first do a quick 3D sketch, then draw and label the top, front, and side of a tissue
box and a compact disk case on to a blank piece of paper.
2. Students will predict the correct nets from a worksheet that will form a right rectangular
prism, cut out each shape to actually figure out the correct ones, and compare the theoretical
and experimental results
3. Students will make a learning tool called the Foldable and record the notes required for this
 unit.
4. Students will fill out an exit slip.
ASSESSMENTS
Observations: Observations through students facial expression when the lesson is being
taught.
Observe how well students perform in the activity provided.
Key Questions: Are students able to have a basic understanding of surface area?
Products/Performan Individual and class activity as formative assessments.
ces:
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
Program of Studies Paper
Math Link 8 Scissors
Internet Resources Glue Stick
Tissue Box
Compact Disk Case
Rectangular Prism Nets Handout
Smartboard with access to internet
PROCEDURE
Prior to lesson
Assume students have already known how to calculate the area of a
rectangle, triangle, and circle. Assume students have some basic skill in
drawing 3D objects.

Introduction Time
Attention Grabber Show students an interesting video regarding surface area to
draw students interests in learning this topic. 5 min
https://www.youtube.com/watch?v=VhgI48joCRA
Assessment of Ask students some basic questions to assess their prior
2 min
Prior Knowledge knowledge of what they know about surface area.
Expectations for
Students will actively respond to questions, and show great
Learning and
engagement in the various activities.
Behavior
Advance Letting students know ahead of time about what they will be
Organizer/Agenda doing for the class.
- Introduction Video
- Quick Sketch
- Find the Correct Nets
- Foldable
- Exit Slip
Transition to Body Asking a few students about what they want to know.
Body Time
Learning Activity Quick Sketch- For this activity, students will first observe two
#1 realistic objects which is a tissue box and a compact disk case.
Students will then do a quick sketch of both objects in a 3D
form. Under each sketch, students will draw and label the top,
front, and side of these items on to a blank piece of paper. I will
then discuss with the class on that 3D is and show students
chart on the bottom to compare 2D shapes with 3D shapes to
figure out the similarity and difference. One purpose of this
activity is for students to learn that 3D contains 3 components,
height, width, and depth, and that 3D can be imitated on a 2D
surface where the third dimension is depth. Student will also
have a basic understanding of what surface area is and which
part to calculate through the drawing of two right rectangular
prism objects.

15 min

Teacher Notes: Assessment - Observing the students to find out how much
Assessments/ each student already know and making sure that they are
Differentiation following the instructions, drawing and labeling each
component, and staying on task.
Differentiation Rather than learning about surface area
through lecture notes, students gets the opportunity to explore
the process of finding surface areas themselves through
drawing and labeling. This will be a great intro activity to keep
students engaged, as well as gaining confidence in students
learning.
Learning Activity Find the Correct Nets This activity will be done with a partner.
#2 Each small group will be given a Rectangular Prism Nets
Handout that contains a variety of possible nets for a
rectangular prism. Students task is to first predict which nets
will form a right rectangular prism, cut out each shape to
actually figure out the correct ones, and compare the
theoretical and experimental results. The image below is the
Rectangular Prism Nets Handout. 15 min

Teacher Notes: Assessment - I will be formatively assessing students through

Assessments/ observation, and circulating around the classroom while
Differentiation students are working.
Differentiation With the first activity, students are able to work
independently to explore the surface area. For this activity,
students get the opportunity to work collaboratively to further
inquiry about 3D shapes and surface area through this hands-
on activity.
Learning Activity Foldable- Students will create an individual surface area and
#3 volume foldable that contains 3D forms of the rectangular
prism, right triangular prism, right cylinders, as well as a
section for What I need to work on. I will provide students
nets for each 3D shape for them to cut out and glue on to their
foldable. I will be explaining the instructions with
demonstrations. This Foldable will be used throughout the
entire unit as a note taker for students to use, as well as a place
to address any question, concerns, and things they still need to
work on. The image on the left is the nets provided for students
to cut out and the image on the right hand side is an example
of what a foldable may look like.

20 min

Teacher Notes:
Assessments/ Assessment: The foldable as an assessment throughout the
Differentiation
entire unit can be an assessment for, as, and of student
learning. This will be an assessment for student learning
because it formatively assesses each students learning
progress that enables me to determine next steps in advancing
students learning. It will be an assessment as student learning
because it contains a section for student to reflect on their
learning, and find out what they need to improve on, and how
they are able to improve.

Differentiation: I will be explaining the instructions verbally,

writing it on the board, as well as demonstrating to the class in
a step by step way. I will also be circulating around the
classroom to help any students that needs help. By creating
these 3D shapes, students can visually see what each shape
look like, and all the size that needs to be calculated for each
3D shape. This can be extremely beneficial for visual learners.
Because this is a hands-on activity, this can also be very helpful
to kinesthetic learners.

Closure Time
Consolidation of While summarizing the lesson, ask students to help to
Learning: summarize, and answer any questions they may have. Ask
students to fill in an exit slip.
On the exit slip, students need to answer the following
3 min
questions.
1. What is the difference between a 2D and a 3D shape?
2. What are the 3 components of a 3D shape?
3. Which part do I have questions or concerns about?
Feedback from
Questions or Concerns?
Students:
Feedback to Answer students questions, and give them complements to
Students encourage them to be more inquisitive.
Transition to Next Let students know that the next lesson will be based on surface
Lesson area calculation.
Comments:

Lesson
Surface Area Calculation (Lesson Two) Date Day 2
Title/Focus
Time
Subject/Gra
Grade 8 Math & Art Duratio 60 minutes
de Level
n

Unit Measurement Teacher Miss Wang

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Use direct and indirect measurement to solve problems.
Outcomes
(Math):
Specific Determine the surface area of:
Learning right rectangular prisms
Outcomes right triangular prisms
(Math): right cylinders
to solve problems.
General
Students will examine and simplify basic shapes and spaces.
Learning
Students will employ space, proportion and relationships for image making
Outcomes
Students will create compositions in both two- and three-dimensions.
(Art):
Specific Shapes may be organic or geometric.
Learning The size of depicted figures or objects locates those objects in relationship to the
Outcomes ground or
(Art): picture plane.
Man-made or natural objects can be represented in a variety of three-dimensional
media.
LEARNING OBJECTIVES
Students will:
1. Students will record notes on surface area formula and examples for each 3D shape onto their foldable.
2. Students will use clay to build different size of 3D shapes (rectangular prism, right triangular prism, or right cylinders).
 3. Students will measure and calculate the surface area of the shape each they have created and find two more students in the
class with a different 3D shape, and calculate their 3D shape.
ASSESSMENTS
Observations: Observations through students facial expression when the lesson is being
taught.
Observe how well students perform in the activity provided.
Key Questions: Are students able to understand and apply the formula for each 3D shape?
Products/Performan Individual and class activity as formative and summative assessments.
ces:
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
Program of Studies Paper
Math Link 8 Clay
Internet Resources Calculator
Foldable
Smartboard with access to internet
PROCEDURE
Prior to lesson
Assume students already have a basic understanding of surface area.

Introduction Time
Attention Grabber Tell students a few math or art jokes from the internet. 2 min
Assessment of Ask students some basic questions to assess their prior
Prior Knowledge knowledge of what they learned about surface area from the 3 min
previous class.
Expectations for
Students will actively respond to questions, and show great
Learning and
engagement in the various activities.
Behavior
Advance Letting students know ahead of time about what they will be
Organizer/Agenda doing for the class.
- Jokes
- Foldable Notetaking
- Building 3D shapes with clay
- Calculating the surface areas of the shapes created.
Transition to Body Asking a few students about what they want to know.
Body Time
Learning Activity
#1

20 min
Foldable Notetaking- Students will first take out their foldable as
their notebook to record notes. I will be teaching students the
surface area formula for right rectangular prisms, triangular
prisms, and right cylinders along with examples for each 3D
shape in a step by step way. Students will record these onto
their foldable just like the pictures shown below. I will then pull
up a few questions on the smart board for students to work with
partners and compare answers among their groups to learn
from each others mistakes.

Teacher Notes: Assessment Observing students facial expression while the

Assessments/ lesson is being taught. Circulate around the classroom while
Differentiation students are working individually and with a partner to find out
how well each student grasp the concept, and pay particular
attention to those that seems to struggle with the lesson and
explain the process again if needed.
Differentiation Through different examples provided for each
 3D shape, students can clearly see the step by step way of how
to calculate the surface area for each 3D shape. Students will
also have the opportunity to work with a partner to practice the
process, and help one another. Moreover, by recording notes on
their foldable, students are able to refer back to any materials
they are unsure about to assist their learning.
Learning Activity Building 3D shapes with
#2 clay - Once students have
a basic understanding of
the formula and
calculations, as practice,
students will use clay to
build 3D shapes

(rectangular prism, right

triangular prism, or right
cylinders) in different sizes.
Students can create as many 3D 15 min
shapes as they want within the
15minutes. The pictures shown
below are examples that
students may create.

Teacher Notes: Assessment - I will be formatively assessing students through

Assessments/ observation, and circulating around the classroom while
Differentiation students are working.
Differentiation Sometimes math materials can be quite boring
for students to learn, with the integration of art in this case, it
gives students a bit of a brain break, at the same time enhance
their motivation and engagement in learning the concept.
Learning Activity Calculating the surface areas Students will now measure and
#3 calculate the surface area of the shape each of them have
created on to a piece of paper. Once their own calculation is
17 min
done, students will find two more students in the class with a
different 3D shape, and calculate their 3D shape. In the end,
each student should have calculations for all three shapes.
Teacher Notes:
Assessments/ Assessment: I will be formatively assessing students while they
Differentiation
are working, keeping students on task, and help students out
when needed. I will be collecting the calculations as a
summative assessment that will be counted towards their final
grade.

Differentiation: Students were given the opportunity to work

with a partner to solve various examples in activity one as
practice before they started this individual summative
assessment. With the actual object students are able to see
visually, practice question they have done with a partner, along
with the 3D foldable they have created, students should be able
to do a good job on this summative assessment.

Closure Time
Consolidation of While summarizing the lesson, ask students to help to
Learning: summarize, and answer any questions they may have.
Feedback from Questions or Concerns? Write any questions or concerns under
3 min
Students: the What I Need to Work on section of the foldable.
Feedback to Answer students questions, and give them complements to
Students encourage them to be more inquisitive.
Transition to Next Let students know that the next lesson will be based on a
Lesson tinman project.

Comments:

Lesson
Tinman Project (Lesson Three) Date Day 3
Title/Focus
Time
Subject/Gra
Grade 8 Math Duratio 60 minutes
de Level
n

Unit Measurement Teacher Miss Wang

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Use direct and indirect measurement to solve problems.
Outcomes
(Math):
Specific Determine the surface area of:
Learning right rectangular prisms
Outcomes right triangular prisms
(Math): right cylinders
to solve problems.
General Students will examine and simplify basic shapes and spaces.
Learning Students will employ space, proportion and relationships for image making
Outcomes Students will create compositions in both two- and three-dimensions.
(Art): Students will use the vocabulary of art criticism to develop a positive analysis of their
work.
Specific Shapes may be organic or geometric.
Learning The size of depicted figures or objects locates those objects in relationship to the
Outcomes ground or
(Art): picture plane.
Man-made or natural objects can be represented in a variety of three-dimensional
media.
Identifying and describing techniques and media is part of learning to talk about art.
Dominant elements and principles or applications of media can be discussed by
students in relationship to the effective solving of their visual problems.
Discussing the most appealing or favorite part of a students own work is part of
learning to talk about art
LEARNING OBJECTIVES
Students will:
1. Students will have a mini power point lecture on human proportions.
2. Students will work with a partner to create a tinman that meets the specific requirements.
ASSESSMENTS
Observations: Observations through students facial expression when the lesson is being
taught.
Observe how well students perform in the activity provided.
Key Questions: Are students able to have a basic understanding of surface area?
Products/Performan Individual and class activity as formative assessments.
ces:
 LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
Program of Studies Paper
Math Link 8 Power Point Slides
Internet Resources Formula Sheet
Boxes
Toilet Paper & Paper Towel Rolls
Styrofoam Balls, and Cones
Calculator
Foldable
Smartboard with access to internet
PROCEDURE
Prior to lesson
Assume students already have a good understanding of calculating the
surface area of right rectangular prisms, triangular prisms, and right
cylinders.

Introduction Time
Assessment of Ask students some basic questions to assess their prior
2 min
Prior Knowledge knowledge of what they know about surface area.
Expectations for
Students will actively respond to questions, and show great
Learning and
engagement in the various activities.
Behavior
Advance Letting students know ahead of time about what they will be
Organizer/Agenda doing for the class.
- Power Point Slide
introduction to humanist (history and artwork)
learn about human proportions through various art work
explain the project along with the rubric
- Work time for the project
Transition to Body Asking a few students about what they want to know.
Body Time
Learning Activity Power Point Slide Students will follow through a power point 30 min
#1 slide that begins with a brief history of humanism (Humanism,
also known as Renaissance humanism, was an intellectual
movement engaged in by scholars, writers and civic leaders in
14th and early 15th century Italy.). Letting students know that
humanism presented a new way of thinking, emphasizing the
ability of individuals to improve society. I will be introducing
some artists during the Renaissance period including:
Donatello, Leonardo, and Michelangelo along with art pieces
that shows good representation of humanism.
For example:

The statue of David by Michelangelo shows

the human form alone, unadorned and without other people or
objects.

Pieter Bruegel the Elder painted scenes

of everyday life, like "The Wedding Dance."
 Madonna with Child and John the Baptist

Leonardo da Vincis Veridical Man:

A Symbol of the Universal Human and of the Spirit of the
Renaissance Humanist
The Veridical Man is a great example to teach student about
human proportions.
http://www.slideshare.net/jackhennessygarrity/humanism-
renaissance-art-and-architecture (This a great PPT I found
online on Renaissance Humanism)
http://www.realcolorwheel.com/human.htm
http://design.tutsplus.com/articles/human-anatomy-
fundamentals-basic-body-proportions--vector-18254
(These are both great website on proportions of the human
body)
I will be creating a PPT slide from the three website to present
to students before their Tin man project. I will also pose
questions for students to think and discuss. (e.g. What are
some characteristics of humanism art work? In what way does
these artworks show humanism? Why is it crucial for us to learn
about the basic proportion of the human body?) Students will
then be creating a tin man with the correct human proportions.
I will include the detail information on how the project should be
done along with the rubric of the project. Procedure: Students
will pair up and build a tinman with human proportions out of
boxes, toilet paper rolls, paper towel rolls, Styrofoam balls, and
cones. Each small group needs to use a formula sheet to
measure the surface area of each part of the tinman, and show
all work for each calculation. Then, students will tape all the
parts together. The tin man had to have all parts attached and
be sitting or standing on its own. Students will then receive the
exact amount of tin foil they measured for, no more and no
less, and eventually cover their tinman as completely as
possible without running out of tinfoil or having extra left over.
Students will also decorate their tinman in the end using any
art medium of their choice.
Teacher Notes: Assessment Formatively observe students during the power
Assessments/ point presentation, and answer any questions students have.
Differentiation Circulate around the classroom while students are working to
help any groups that needs help.
Differentiation Rather than doing worksheets with a bunch of
calculation problems, art is being integrated into the math
curriculum to form a project based learning. Students get the
opportunity to do hands-on activities to consolidate their
 learning. Students are working in pairs to think of ideas
collaboratively, and help one another to overcome any
obstacles through the process. With this project, students can
become more engaged, motivated, learning and having fun at
the same time. Students can also decorate their robots in the
end using any art medium or their choice to expand their
creativity. Ive also provided the rubric for students to look at
before they get started on the project to give them a clear
expectation of what I am looking for.
Learning Activity Worktime Students will have the rest of the class to work on
#2 their project. The images below are some examples of possible
students work.

25 min

Closure Time
Consolidation of While summarizing the lesson, ask students to help to
Learning: summarize, and answer any questions they may have.
Feedback from Questions or Concerns? Have students fill out an exit slip
Students: writing down what they learned about humanism, body 3 min
proportions, and any questions they have.
Feedback to Answer students questions, and give them complements to
Students encourage them to be more inquisitive.
Transition to Next Let students know that they will continue to work on their
Lesson project for next class.

Comments:
Annotated Bibliography:

Bickley-Green, C. (1995). Math and Art Curriculum Integration: A Post-Modern Foundation. Studies in Art
Education, 37(1), 6-18. doi:1. Retrieved from
http://www.jstor.org.ezproxy.alu.talonline.ca/stable/1320488 doi:1

I found this article while searching for math and art integration. I found this to be a valuable resource.
This paper suggests a post-modern curriculum in art education by examining elements of math and art
that are congruent. Three curricular domains are considered: the ideal, the instructional, and the
operational by reviewing a range of materials from those generated by philosophers such as Edmund
Husserl to those created by educational theorists.
Brezovnik, A. (2015). The benefits of fine art integration into mathematics in primary school. CEPS
Journal: Center for Educational Policy Studies Journal,5(3), 11-32. Retrieved from
http://search.proquest.com/docview/1732759228?accountid=12063

The main purpose of the article is to research the effects of the integration of fine art content into
mathematics on students at the primary school level. I found this to be a great resource because
through this article I was able to have a better understanding of the definition of arts integration into
education. It also includes a discussion of the developmental process of creative mathematical thinking,
an explanation of the position of art and mathematics in education today, and a summary of the
benefits of arts integration and its positive effects on students are included in this article.

Edens, K., & Potter, E. (2007). The relationship of drawing and mathematical problem solving: Draw for
math tasks. Studies in Art Education, 48(3), 282-298. Retrieved from
http://search.proquest.com/docview/199829936?accountid=12063

I chose this article because it examines a series of children's drawings (Draw for Math tasks) to
determine the relationship of students' spatial understanding and mathematical problem solving.
Findings indicate that level of spatial understanding and use of schematic drawings both were
significantly correlated to problem solving performance. Findings from this research have implications
for policy and practice. The art classroom is an important context for developing students' spatial
understanding and proportional thinking abilities associated with artistic as well as mathematical
ability. Specific strategies to strengthen collaborative efforts of art specialists and their colleagues to
integrate meaningful mathematically-based drawing activities are also suggested.

Garrity, J. (2015, October 24). Humanism, Renaissance Art and Architecture. Retrieved June 20, 2016,
from http://www.slideshare.net/jackhennessygarrity/humanism-renaissance-art-and-architecture

This is a great power point presentation I found online that explains humanism in the renaissance
period in a very understandable way along with great exemplars.

Jusko, D. A. (2014, October 24). HUMAN PROPORTIONS. Retrieved June 20, 2016, from
http://www.realcolorwheel.com/human.htm

Medlej, J. (2013, November 4). Human Anatomy Fundamentals: Basic Body Proportions. Retrieved June
20, 2016, from http://design.tutsplus.com/articles/human-anatomy-fundamentals-basic-body-
proportions--vector-18254

The above two websites are great websites I found that explains proportions of the human body in
great depth.