Math, Art And Abstraction

## Created By

Linda Tylka

2/8/12

## Kindergarten Standards

MAFS.K.G.2.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes

MAFS.K.G.2.5: Model shapes in the world by building shapes from components and drawing shapes

VA.K.S.2.1: Develop artistic skills through the repeated use of tools, processes, and media

VA.K.S.1.2: Produce artwork influenced by personal decisions and ideas

## First Grade Standards

MAFS.1.G.1.1: Build and draw shapes to possess defining attributes

VA.1.S.2.1: Practice correct use of tools with various art media, techniques and processes

VA.1.S.1.1: Experiment with art processes and media to express ideas

## Second Grade Standards

MAFS.2.G.1.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces

VA.2.S.1.2: Use diverse resources to inspire expression of personal ideas and experiences in works of art

VA.2.S.2.1: Develop artistic skills through repeated experiences with art media, techniques, processes, and tools

## Third Grade Standards

MAFS.3.G.1.1: Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category

VA.3.S.1.2: Use diverse resources to inspire artistic expression and achieve varied results

VA.3.S.2.1: Integrate the structural elements of art and organizational principles of design with sequential procedures and techniques to achieve an artistic goal

## Fourth Grade Standards

MAFS.4.G.1.1: Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines. Identify these in two-dimensional figures

VA.4.S.1.1: Manipulate tools and materials to achieve diverse effects in personal works of art

VA.4.S.3.1: Experiment with various materials, tools, techniques, and processes to achieve a variety of results in two- and.or three-dimensional artworks

## Fifth Grade Standards

MAFS.5.G.2.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category

VA.5.S.1.1: Use various art tools, media, and techniques to discover how different choices change the effect on the meaning of an artwork

VA.5.S.2.3: Visualize the end product to justify artistic choices to tools, techniques, and processes

## Lesson Objective

All students will use their math knowledge to create an abstract collage

## Essential Question

How can I use different shapes to create an interesting collage?

How can I use repeating numbers to create an interesting picture?

How can I use a non-objective symbol of an object to create an interesting collage?

## Materials

Construction paper, poster board, scissors, glue, markers

## Procedures

Kindergarten and 1st:

1. Students will view examples of abstracts and watch **Dropping in on Matisse** (DVD)
2. The teacher will provide cut-out geometric shapes to trace on construction paper
3. Students will cut out their different colored geometric shapes, arrange (overlapping) and then glue them on to a background paper to make an interesting abstract

2nd and 3rd:

1. Students will view **The Figure in Gold** painting by Charles Demuth and listen to the poem The Great Figure
2. The teacher will provide poster board to draw multiple sizes (large, medium, and small) of one number
3. Students will use markers to create an interesting background for their numbers using contrasting, complementary, or analogous colors
4. Students will glue their numbers onto the background large in front to small higher up to create the feeling of depth
5. To finish their project, all students will write math problems using their number putting the answers on the back of their project
6. Students get to go around the room and test their math knowledge

4th and 5th:

1. Students will view examples of abstract, realist, and non-objective art work
2. Students will choose one math tool and draw it realistically, abstractly, and non-objectively
3. Students will trace and cut-out their non-objective rendering of a math tool on to construction paper
4. Finally, students glue their cut-outs, flipping every other one to create positive and negative spaces on their collage

 Assessment Strategies

Did the student make an interesting pattern with their geometric shapes?

Did the student use an effective color scheme when choosing their construction paper?

Did the student show good workmanship using their cutting and gluing skills?

## Evaluation of Lesson (Reflection)

I think the lesson went well for all grades. The students got to see how math is used in the arts and not just in a math classroom. The students who were strong in math got to shine in the art room when answering math related questions. The students enjoyed the many skills that they used to complete their project.