Beruflich Dokumente
Kultur Dokumente
Standards
Visual Arts Grade 3
Standard 1: The student will demonstrate competence in the use of ideas materials, techniques, and processes in the creation of works of visual art.
Math Grade 3
Standard 3-4: Through the process standards students will demonstrate an understanding of geometric attributes and the relationship to shape, congruency, VA3-1.1: Use his or her own ideas in creating works of visual art. symmetry, and movement within two-dimensional VA3-1.2: Identify and describe the materials, techniques, and processes used space. 3-4.2 Classify polygons by number of sides. (triangles, in a variety of artworks. quadrilaterals, pentagons, hexagons, octagons) VA3-1.3: Use and combine a variety of materials, techniques, and processes to 3-4.4: Classify triangles by lengths of side (scalene, create works of visual art. isosceles, equilateral) and by sizes of angles. (acute, obtuse, right) Standard 3: The student will examine the content of works of visual art and 3-4.7: Predict the results of one transformation (slide, use elements from them in creating his or her own works. flip, turn) of a geometric shape
Standard 4: The students will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists VA3-3.1: Recognize and describe the content in a work of visual art. VA3-4.2: Discuss specific works of visual art in relationship to the technologies, tools, and materials used by the artists
Mathematics Vocabulary
Polygon: Simple closed curves with sides that are only line segments Right triangle: one 90 degree angle
Quadrilaterals: four sided shapes Parallelogram: each pair of opposite sides are parallel Rectangle: a parallelogram with right base angles Symmetry: the quality of being made up of exactly similar parts facing each other or around an axis.
Nature
Transportation
Architecture
Symmetrical Art
Designs
Art Vocabulary
Shape: when a line crosses itself or intersects with other lines to enclose a space, it creates a shape. A shape is 2-dimensional, has height and width, but no depth Geometric Shapes: man made shapes such as circles, squares, rectangles, and triangles Moroccan Mosaics: unique in that they are primarily geometrical, reflecting intricate designs, and patterns Zillij: uses specially shaped tiles that fit tightly together to create the moasaic designs
Instructions:
Get supplies ( glue, scissors, construction paper, 6x6 inch cardboard, colored pencils and typing paper) Sketch out your symmetrical design on paper and color it the way you imagine glue a 6x6 piece of construction paper to cardboard Start cutting out and gluing shapes and colors onto your mosaic
Criteria: Students work shows craftsmanship (neatness) Students incorporate a symmetrical design Students use tools in an appropriate (responsible) way Student work displays geometric shapes
Step 3: Cut and paste your design start with the background
Finished Look
Teacher Tips
Make sure to come in prepared because it does take time to set up make sure you provide students with clear expectations for safety
Give students more time if they need it some finish earlier if they finish earlier than others Keep students busy if they finish early either let them help a friend or make them design with more detail with markers or jelly pens
References
http://www.crayola.com/lesson-plans/moroccan-mosaic-lesson-plan/ [This is where I got my lesson plan from] http://www.incredibleart.org/files/elements.htm [Art definitions] http://ed.sc.gov/agency/se/Instructional-Practices-and-Evaluations/documents/AcademicStandardsforVisualArts.pdf [Visual Arts Academic Standards] http://ed.sc.gov/agency/programs-services/60/documents/2007_SC_Academic_Standards_for_Mathematics.pdf [Math Standards for 3rd grade] http://www.mosaicartnow.com/2012/05/why-mosaic-sonia-king/http://www.princetonol.com/groups/iad/files/elements.htm [Information on Sonia King] Ms. Hodge taught shape definitions Fall of 2013 [Math definitions]