Geometry in Our World

Geometry in Our World
A 2nd Grade Interdisciplinary Unit connecting

Visual Art and Mathematics
Lesson 1: Shape Creatures
Lesson 2: Picasso Portraits
Lesson 3: Patterned Landscapes

Jillian Webberson
Art Education Curriculum PK-8
Spring 2014
1
Web Photo retrieved from https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcScys1Gzkj2n7FfpHlUgye738bxikf6jLTb1R33VoyAgWnSicOt
GEOMETRY IN OUR WORLD

Grade 2

Unit Map.3

Unit Plan Outline..4

Lesson Plan 1...8

Lesson Plan 2.18

Lesson Plan 3.....29

Rubric...40

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Web Photo retrieved from https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQuyqJu1clT-lmiNBfNPAkKzEKJAUBLzZWDa1JCuzgcZl1GeIAN
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Altered Self Portrait
Cubist Pablo
Picasso Inspired
Perspective and
Reproduction of
Patterns
Lesson 1:
Shape
Creatures
Lesson 2:
Picasso Faces
Lesson 3:
Patterned
Landscapes
Sharpies and
Tempera
Paint
Watercolor
Resist with
Oil Pastel
Cut Paper Collage
Geometric vs.
Organic
Grant Wood,
Karla Gerard,
and Heather
Galler Inspired
Geometry in
Our World
Recognition of
Shapes
GEOMETRY IN OUR WORLD - Grade 2

STAGE 1 - DESIRED RESULTS

UNIT TRANSFER GOAL:

Students will be able to independently use their learning to
Demonstrate reasoning with shapes and their attributes.
Conceptualize parts to a whole and apply that knowledge to other facets of life.
Offer a way through geometry to visualize, interpret, and reect on the world around
us.

ENDURING UNDERSTANDINGS:

A piece of art is comprised of individual shapes that come
together to make a whole.
Art can be constructed based on the properties of
geometric gures.
Pattern can be represented visually.

ESSENTIAL QUESTIONS:

In what ways does art incorporate geometry?
How do artists construct an image using shapes?
How do artists express pattern?

STANDARDS ADDRESSED:

VISUAL ARTS STATE STANDARDS

PreK12 STANDARD 1 Methods, Materials, and Techniques: Students will
demonstrate knowledge of the methods, materials, and techniques unique to the
visual arts.
PreK12 STANDARD 2 Elements and Principles of Design: Students will
demonstrate their powers of observation, abstraction, invention, and expression in a
variety of media, materials, and techniques.
PreK12 STANDARD 3 Observation, Abstraction, Invention, and Expression:
Students will demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.
4
Web Photo retrieved from http://
images.cdn.bigcartel.com
PreK12 STANDARD 8 Concepts of Style, Stylistic Inuence, and Stylistic
Change: Students will demonstrate their understanding of styles, stylistic inuence,
and stylistic change by identifying when and where art works were created, and by
analyzing characteristic features of art works from various historical periods, cultures,
and genres.

PreK12 STANDARD 10 Interdisciplinary Connections: Students will apply their
knowledge of the arts to the study of English language arts, foreign languages,
health, history and social science, mathematics, and science and technology/
engineering.

MATHEMATICS STATE STANDARDS

GEOMETRY: 2.G Reason with shapes and their
attributes.

2.G.1 Recognize and draw shapes having specied
attributes, such as a given number of angles or a
given number of equal faces. Identify triangles,
quadrilaterals, pentagons, hexagons, and cubes.

2.G.2 Partition a rectangle into rows and columns of
same-size squares and count to nd the total number
of them.

2.G.3 Partition circles and rectangles into two, three,
or four equal shares, describe the shares using the
words halves, thirds, half of, a third of, etc., and
describe the whole as two halves, three thirds, four
fourths. Recognize that equal shares of identical
wholes need not have the same shape.

ACQUISITION / UNIT OBJECTIVES:

Lesson 1: Students will examine the attributes of shapes and explore how to compose a
larger complete image.

Lesson 2: Students will analyze the movement of cubism and apply their understanding
to a personal creation.

Lesson 3: Students will express the properties of patterns visually.
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STAGE 2 - ASSESSMENT EVIDENCE

EVIDENCE:

A successful example of the nal product will be a cut paper collage of a realistic
or imaginary creature that incorporates organic and geometric shapes.

A successful example of the nal product will be a painted altered self portrait that
embodies the characteristics of the Cubist style.

A successful example of the nal product will be a watercolor resist of a landscape
divided into sections of different patterns.

CRITERIA/RUBRIC

See attached rubric for Lesson 3: Patterned
Landscapes.

STAGE 3 - LEARNING PLAN

SCOPE AND SEQUENCE OF LESSONS

In this lesson, students will identify and draw
shapes through a series of introductory activities.
This will let students construct an image using
parts to a whole. The students will use their
knowledge of geometric and organic shapes to
create realistic and imaginary creatures. Fine
motor skills will continue to be established
through this cut paper collage.

In this lesson, students will discover the art movement of Cubism and inspiration will
derive from the work of Pablo Picasso. Combinations of realistic and altered
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portraiture will be explored and combined together ultimately expressing the students
identity. The self portraits will reveal multiple viewpoints and angles in this particular
style.

In this lesson, students will further their knowledge of geometry in the form of
patterns. Students will observe and draw landscapes in correct perspective.
Contemporary and folk artists are studied as inspiration to create a patterned
landscape lled with lines, shapes, and color. New materials and the art technique of
watercolor resist will be introduced.

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SHAPE CREATURES
Lesson 1

Jillian Webberson
Spring 2014
8
Web Photo retrieved from http://carlisleartclass.blogspot.com/
2013_10_01_archive.html
Introductory Information:
Title: Shape Creatures
Grade 2
Class Size: Approximately 24
Length of class: 50 minutes
In this lesson, students will learn about and examine the attributes of shapes and explore
how to compose a larger complete image. After discussing these characteristics, students
will begin to create their own shape creature collages.

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING:

Artists develop ideas from both observation
and imagination.
A piece of art is comprised of individual
shapes that come together to make a whole.
Geometry in art offers a way to visualize,
interpret, and reect on the world around us.
Art can be constructed based on the
properties of geometric gures.

B. ESSENTIAL QUESTIONS:

What can artworks tell us about geometry?
What is the role of shapes in art?
Can other subjects help me understand art?
How do artists construct an image using
shapes?

9
carlisleartclass.blogspot.com/2013_10_01_archive.html
C. STATE STANDARDS ADDRESSED:



PreK12 STANDARD 3 Observation, Abstraction, Invention, and Expression:
Students will demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.

engineering.


GEOMETRY: 2.G Reason with shapes and their attributes.

2.G.1 Recognize and draw shapes having specied attributes, such as a given
number of angles or a given number of equal faces. Identify triangles,

2.G.2 Partition a rectangle into rows and columns of same-size squares and count
to nd the total number of them.

2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe
the shares using the words halves, thirds, half of, a third of, etc., and describe the
whole as two halves, three thirds, four fourths. Recognize that equal shares of
identical wholes need not have the same shape.

D. LEARNING OBJECTIVES:

The students will examine the attributes of shapes.
The students will identify shapes by naming and drawing them.
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The students will compare and contrast geometric and organic forms.
The students will further develop their motor skills by cutting with scissors.
The students will illustrate construction of an image through parts.
The students will reveal mathematic knowledge through their creations.
The students will be able to share their shape creatures with the class.

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: Each students shape creature will
be unique to his or her own creative thoughts and imagination. A successful example
of the nal product will be a cut paper collage of a realistic or imaginary creature that
incorporates organic and geometric shapes. Students will begin with using scissors to
cut colored and/or decorated paper into
shapes. These will be assembled together to
create a larger completed composition and
glued onto a background paper. Students
incorporate many layers of shapes until
composition is complete.

B. CONTINUUM OF ASSESSMENTS:
Performance tasks and teacher assessment
tools that will serve as evidence of student
learning will include:
Students participating in class discussions
prior to actual art activity.
Students will be listening, focused, and
creatively engaged throughout the course
of the project.
The teacher will review students
preliminary shape worksheets.
Students being closely observed by the
teacher along the way.
Students take part in group critique and
sharing exercises.
Documentation of student work to be
posted on online portfolio/blog.

11

C. CRITERIA:

Did the student engage and participate in the discussion of geometry?
Did the student examine the attributes of shapes?
Did the student identify shapes by naming and drawing them?
Did the student actively participate in introductory activities?
Did the student reveal knowledge of shapes through their creations?
Did the student include the correct types of shapes (required number of both
geometric and organic)?
Did the student share their creatures with classmates?

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT:

Colored paper
Decorative paper
Scissors
Glue
Pencils
Erasers
Colored pencils
Sharpies

B. VOCABULARY WITH DEFINITIONS:

Mathematics - Science of numbers, structure, order, and relation that has evolved
from counting, measuring, and describing the shapes of objects.
Geometry - mathematics that deals with points, lines, angles, surfaces, and solids
Attributes - a characteristic or quality
Square - a four-sided shape that is made up of four straight sides that are the same
length and that has four right angles
Rectangle - a four-sided shape that is made up of two pairs of parallel lines and
that has four right angles
Circle - a perfectly round shape : a line that is curved so that its ends meet and
every point on the line is the same distance from the center
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Triangle - a shape that is made up of three lines and three angles
Parallel - extending in the same direction, everywhere equal distant, and not
meeting
Pentagon - a at shape that has ve sides and ve corners
Polygon - a at shape that has three or more straight lines and angles
Octagon - a at shape that has three or more straight lines and angles
Angles - the space or shape formed when two lines meet each other
Organic - free-form

C. VISUAL IMAGE RESOURCES:

[Web Photo]. Retrieved from http://carlisleartclass.blogspot.com/
2013_10_01_archive.html
[Print Photo]. Retrieved from http://www.mathsisfun.com/shape.html

13
D. TEXT, MEDIA AND WEB RESOURCES:

Elementary school geometry. Retrieved from http://www.spellingcity.com/
geometry.html
Math is fun - geometry. Retrieved from http://www.mathsisfun.com/geometry/
Math lessons and worksheets. (2005). Retrieved from http://
www.enchantedlearning.com/math/geometry/shapes/
Merriam-Webster dictionary. (2014). Retrieved from http://www.merriam-
webster.com
Sendak, M. (1963). Where the wild things are. New York, NY: Harper and Row.
Shape games. (n.d.). Retrieved from http://www.abcya.com/
shapes_geometry_game.htm
Shape songs. (2011). Retrieved from https://www.youtube.com/watch?
v=Q1xvpti6h0A
Shape song for children. (2011). Retrieved from https://www.youtube.com/watch?
v=_RvXJR8YqVs
Shapes. (2011). Retrieved from https://www.youtube.com/watch?v=dsR0h50BiFQ

E. TEACHER INSTRUCTION:

The teacher will ask students questions to
generate an introductory discussion (see below).
The teacher will determine what information and
knowledge students can share. Based off of their
responses, the teacher will continue asking
questions.
The teacher will introduce geometry, specically
shapes.
The teacher will show shape video.
The teacher will show information about geometry
through examples and facts that are on the display
board.
The teacher will read Where the Wild Things Are.
The teacher will hand out the shape worksheet
(identication of shapes). This will be used as
reference and assessment.
The teacher will explain how to categorize
shapes.
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The teacher will introduce the goals for lesson: 1. Complete shape sheet, 2. Sketch
out ideas in pencil, 3. Cut shapes out of colored and decorative paper with scissors,
4. Glue cut shapes onto background paper, 5. Add details with Sharpie
The teacher will demonstrate todays goal (the goals above are for the entire project
- depending on your time, split goals up into multiple days).
The teacher will introduce materials, location of materials, and proper use.
Additional materials will be given to those students who need them to create more
comfortably.
The teacher will offer alternatives for differentiation. This can include personally
approaching a student and showing a few options like color, utensil, material, idea,
etc. Some students may need assistance with using scissors. The teacher can also
have some precut shapes available or cardboard shape stencils to trace.
The teacher will have aide to assist if that is a possibility. The aid will actually help
create the art project after students choices of materials and ideas are determined.
The teacher will introduce and display images of geometric art.
The teacher will walk around and check in on students.
The teacher will play inspirational music. This will also be used for noise control as
classroom management technique.
The teacher will have instructions posted on the display board in the room.
The teacher will also allow for students to work in a different location if it enables
better learning and productivity.
The teacher will facilitate a wrap up the project with a group discussion.
The teacher will instruct students to clean up their tables.
The teacher will dismiss students when the room is cleaned up and quiet.
The teacher will wrap up the entire lesson with group sharing.
The teacher will attach completed written shape assessment to the students work.
The teacher will photograph student work for online portfolio/blog (possible option).

QUESTIONS TO GENERATE DISCUSSION:

Who can tell me, what is geometry? (This was great to pull knowledge from the
students, especially because they have been studying this in math)
What do we know already about geometry?
What would we like to learn about geometry?
When we look around us, what can we see that is geometric?
Why do we use geometry? Mathematically? Artistically?
Who can tell me some shapes? Describe them.
What does geometric mean?
What does organic mean?
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What is an angle?
What are faces?
Who can point out a shape that they see here in the art room?
Where can we see shapes in our daily life?
Can we use different shapes to create a larger image or picture?
How can you combine your knowledge of geometry with your observations and
imagination to create and design your own creature and its habitat? Lets
brainstorm.
What can you share about your shape creature?
Can you tell me 5 shapes that you used?

F. LEARNING ACTIVITY:

Students will participate in a discussion about geometry.
Students will talk about what they know already and what they would like to nd out.
Students will examine geometric and organic shapes.
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Students will watch shape video
Students will look at geometric art.
Students will think about shapes and where they see them in their daily lives.
Students will think about combining knowledge of geometry and their imagination
and observation.
Students will listen to the story Where the Wild Things Are.
Students will begin to create their own shape creatures.
Students will be given easy to follow and very clear directions.
Students will be able to see steps posted on the board. These steps will be
accompanied with images for those who learn better this way.
Students will complete shape preliminary activity/worksheet.
Students will be identifying shapes, by writing their names or drawing images.
Students will use this activity to compile a collection of recognizable shapes to use
as reference for their nal project.
Students will sketch out ideas in pencil.
Students will cut colored and decorative paper into geometric and organic shapes
with scissors.
Students will arrange shapes into a creature onto a background paper.
Students will glue shapes down.
Students will include an environment for their creature.
Students will conceptualize, plan and create a full and complete composition.
Students will incorporate observation and imagination.
Students will use Sharpies to add nal details to their shape creatures.
Students when nished will use think, pair, share mode or turn and talk model to
share their shape creatures.
Students will talk about their own art but notice 2 qualities of fellow classmates
work.
Students will clean up their workspace, returning materials to proper containers and
locations.
Students will be able to admire work after it is presented together.
Students will be able to view artwork on an online portfolio/class blog.
Students will have a new concept of how art making incorporates geometry.

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Picasso Portraits
Lesson 2

Jillian Webberson
Spring 2014
18
Web Photo retrieved from http://media-cache-ec0.pinimg.com/236x/
0f/ef/8c/0fef8cf5a4bd5469ba005dc82f5134f6.jpg

Title: Picasso Portraits
Grade 2
In this lesson, students will analyze the movement of cubism and apply their understanding
to a personal creation. After learning about Pablo Picasso and the Cubist movement,
students will transfer their knowledge into an altered self portrait.


E. ENDURING UNDERSTANDING:

Shapes relate to one another to form an
image.
Space is dened through measurement.
Art reects identity and alters reality.
Artists of different cultures and time
periods express thoughts and ideas in
different ways.

F. ESSENTIAL QUESTIONS:

What underlying elements help form an
artwork?
How does art reect, as well as shape, a
time period and cultural movement?
What can artworks tell us about persons
identity?
How do artists express themselves in
symbolic ways?

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Pablo Picasso. Web Photo retrieved from http://
wwwdelivery.superstock.com/WI/223/1030/
PreviewComp/SuperStock_1030-1559.jpg
G. STATE STANDARDS ADDRESSED:


PreK12 STANDARD 3 Observation,
Abstraction, Invention, and Expression:
Students will demonstrate their powers of
observation, abstraction, invention, and
expression in a variety of media, materials,
and techniques.

PreK12 STANDARD 8 Concepts of Style,
Stylistic Inuence, and Stylistic Change:
Students will demonstrate their understanding
of styles, stylistic inuence, and stylistic
change by identifying when and where art
works were created, and by analyzing
characteristic features of art works from
various historical periods, cultures, and
genres.

PreK12 STANDARD 10
Interdisciplinary Connections: Students
will apply their knowledge of the arts to the
study of English language arts, foreign
languages, health, history and social
science, mathematics, and science and technology/engineering.





20
experimentsinarteducation.blogspot.com/2012/03/
abstract-portraits.html
2.G.3 Partition circles and rectangles
into two, three, or four equal shares,
describe the shares using the words
halves, thirds, half of, a third of, etc.,
and describe the whole as two
halves, three thirds, four fourths.
Recognize that equal shares of
identical wholes need not have the
same shape.

H. LEARNING OBJECTIVES:

The students will discuss the art
movement of Cubism.
The students will examine the work of
Pablo Picasso.
The students will study self portraits.
The students will use measurement,
proportion, and perception.
The students will demonstrate an
understanding of abstracting reality.
The students will think about the characteristics of a cubist altered self portrait.
The students will think about their identity and how they want to portray themselves.
The students will reveal self - knowledge through their creations.
The students will be able to share their altered self portraits with the class.


A. PERFORMANCE TASK OR FINAL PRODUCT: Each students Picasso portrait will
be unique to his or her own personality and identity. A successful example of the nal
product will be an altered self portrait in the style of Cubism. The nal product will
reveal much about the student themselves and also retained knowledge of cubist self
portraits. Students will begin with drawing the shape of their head geometrically.
These will be sectioned off into multiple view points and angles. Facial features will be
added and the portrait drawing is to be colored with paint and outlined in Sharpie. The
designs will capture the essence of the student and the style of cubism.

21
Pablo Picasso. Web Photo retrieved from http://
2.bp.blogspot.com/-bl4Vk3977ss/Tx021s12-II/
AAAAAAAAAAw/OCwGXKgD-oo/s1600/maar_dora-
portrait_de_pablo_picasso~300~10000_20091209_P
F9020_28.jpg
B. CONTINUUM OF ASSESSMENTS: Performance tasks and teacher assessment
tools that will serve as evidence of student learning will include:
Students participating in class discussions prior to actual art activity.
The teacher will review students preliminary concept ideas and sketches
throughout the course of the project.
Students will be listening, focused, and creatively engaged.
Students being closely observed by the teacher along the way.
Students take part in group critique and sharing exercises.
Documentation of student work to be posted on online portfolio/blog.

22

C. CRITERIA:

Did the students discuss the art movement of Cubism?
Did the students examine the work of Pablo Picasso?
Did the students study different examples of self portraits?
Did the students use measurement, proportion, and perception correctly?
Did the students demonstrate an understanding of abstracting reality?
Did the students use their knowledge about the characteristics of a cubist altered self
portrait?
Did the students reect on identity and how they want to portray themselves?
Did the students reveal self - knowledge through their creations?
Did the student reect on the composition of their portrait?
Did the student reveal cultural and self - knowledge through their creations?
Did the student include all the components of an altered self portrait?
Did the student share their portraits with the class?

STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT:

White drawing paper
Pencils
Erasers
Tempera paint
Paintbrushes
Containers of water
Black Sharpies


Cubism - a style of art in which natural forms are broken up into geometric shapes
(as squares, triangles, or circles)
Altered - changed
Self Portrait - a painting or drawing of yourself that is done by yourself
Design - the arrangement of elements or details in a product or work of art : a
decorative pattern
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Inspiration - something that makes
someone want to do something or that
gives someone an idea about what to
do or create : a force or inuence that
inspires someone
Geometry - a branch of mathematics
that deals with points, lines, angles,
surfaces, and solids
Angles - the space or shape formed
when two lines meet each other
Representation - something (such as
a picture or symbol) that stands for
something else
Three-dimensional - to have length,
width, and depth
Viewpoint - a way of looking at or
thinking about something
Expression - the way one's face looks
or one's voice sounds that shows
one's feelings
Realistic - being very much like real
life
Abstract - expressing ideas and
emotions by using elements such as
colors and lines without attempting to
create a realistic picture


[Print Photos]. Retrieved from http://experimentsinarteducation.blogspot.com/
2012/03/abstract-portraits.html
[Print Photo]. Retrieved from http://media-cache-ec0.pinimg.com/236x/0f/ef/8c/
0fef8cf5a4bd5469ba005dc82f5134f6.jpg


Before the sele. (2013). Retrieved from http://hyperallergic.com/76218/before-the-
sele-the-self-portrait/
24
Cubism. (2014). Retrieved from http://www.artyfactory.com/art_appreciation/
art_movements/cubism.htm
Cubism and cubists. (2010). Retrieved from http://www.artlex.com/ArtLex/c/
cubism.html Picasso . (2010). Retrieved from http://www.picasso.fr/us/
picasso_page_index.php
Merriam-Webster dictionary. (2014). Retrieved from http://www.merriam-
webster.com
Self portraiture. (2012). Retrieved from http://www.slideshare.net/colemanma/
history-of-self-portraiture


The teacher will ask students questions to generate an introductory discussion (see
below).
The teacher will determine what information and knowledge students can share.
Based off of their responses, the teacher will continue asking questions.
The teacher will introduce Cubism, Pablo Picasso, self-portraits, and altered self
portraits.
The teacher will show information about the movement of Cubism through
examples and facts that are on the display board.
The teacher will show examples of Pablo Picassos work and other art from the
Cubism movement.
The teacher will introduce the goals for lesson: 1. Complete preliminary self portrait
drawing exercise (to be familiar with facial features and proportions), 2. Sketch out
self portrait in pencil, 3. Enlarge outline portrait onto nal paper (head should be a
geometric shape), 4. Add cubist features to self portrait to alter it, 5. Paint sections
of portrait with different colors, 6. Go over lines with Sharpie to make bold
- depending on your time, split goals up into multiple days)
comfortably. Large grasp tools can be added to pencils, for example, for those with
physical disabilities.
etc. Students may choose to use a different material if they feel more comfortable.
The teacher will have resources and images of cubist work and self portraits for
students to look through for both reference and inspiration.
25
The teacher will have instructions and daily goals posted on the display board in the
room.
The teacher will facilitate a wrap up the project with a group discussion.
The teacher will wrap up the entire lesson with group sharing.

26

Has anyone heard of the artist Pablo Picasso? (This was great to pull knowledge
from the students, to see what they already know)
What do we know about him or his work?
What is Cubism?
Who can tell me something about the art movement?
How do you think Cubism connected to math? or geometry more specically?
What can you tell me about geometry?
What do we need to draw a self portrait?
What features do we include?
How does a regular self portrait transform into an altered portrait? What are your
thoughts?
How do we know this?
What characteristics do we see in these portraits that tell us its Cubist style?
What is identity?
How can you combine your knowledge of Cubism, geometry, and identity to create
a self portrait?
What can you share about your self portrait?


Students will participate in a discussion about Cubism.
Students will talk about what they know already and what they would like to nd out.
Students will examine Pablo Picassos work.
Students will look at his self portraits.
Students will compare and contrast Picassos portraits to a realistic self portrait.
Students will think about visually illustrating their identity through a self portrait.
Students will sketch out realistic self portraits using observation, proportion, and
their knowledge of facial features in pencil.
Students will use geometry to create their altered self portraits, beginning with a
large geometric shape for the outline of their head.
Students will enlarge their head sketch onto a larger nal paper.
Students will add correct facial features and use multiple perspectives
Students will section off their face using lines. This will create smaller shapes within
the outline of their head and give the style of Cubism.
Students will paint their portrait.
27
Students will go over lines with Sharpie.
Students will add geometric design to the background
Students will conceptualize, plan and create a full and complete composition.
Students when nished will use think, pair, share mode or turn and talk model to
share their altered self portraits.
Students will talk about their own art but notice 2 qualities of fellow classmates
work.
locations.
Students will be able to view artwork on an online portfolio/class blog.
Students will have a new concept of how movements, such as Cubism, shape the
art culture and the works that are produced during that time, and also a sense of
how art incorporates geometry.

28
Patterned Landscapes
Lesson 3

Jillian Webberson
Spring 2014

29
Student Work. Angier Elementary School. 2014
Title: Patterned Landscapes
Grade 2
In this lesson, students will learn about and express the properties of patterns visually. After
discussing these characteristics, students will begin to create their own landscape complete
with an array of patterns.


I. ENDURING UNDERSTANDING:

Artists develop ideas from both observation and imagination.
Pattern can be found in the world around us
Patterns can be represented visually.
Shapes relate to one another to form patterns.

J. ESSENTIAL QUESTIONS:

What is a pattern?
How do artists express patterns?
How does repetition make a visual statement?
In what ways does art incorporate geometry?

K. STATE STANDARDS ADDRESSED:


demonstrate knowledge of the elements and principles of design.

PreK12 STANDARD 2 Elements and Principles of Design: Students will

30
engineering.





2.G.3 Partition circles and
rectangles into two, three, or four
equal shares, describe the
shares using the words halves,
thirds, half of, a third of, etc., and
describe the whole as two
halves, three thirds, four fourths.
Recognize that equal shares of
identical wholes need not have
the same shape.

L. LEARNING OBJECTIVES:

The students will discuss
landscapes.
The students will examine the work
of Grant Wood and
The students will make connections with realistic and abstract art.
The students will examine the work of Heather Galler and Karla Gerard.
The students will study pattern.
The students will apply their knowledge of patterns and geometry.
The students will reveal learnt knowledge through the creation of a patterned
landscape.
The students will be able to share their art with the class.

31


A. PERFORMANCE TASK OR FINAL PRODUCT: Each students patterned landscape
will be unique to his or her own creative thoughts, observation and imagination. A
successful example of the nal product will be a watercolor resist of a landscape
divided into sections of different patterns. Students will draw a landscape using a
horizon line and will be sectioned off into areas and each are lled in with unique
patterns. The landscapes will reveal knowledge patterns and landscapes.

B. CONTINUUM OF ASSESSMENTS: Performance tasks and teacher assessment
tools that will serve as evidence of student learning will include:
Students participating in class discussions prior to actual art activity.
Students will be listening, focused, and creatively engaged throughout the course of
the project.
The teacher will review students preliminary pattern worksheets.
Students being closely observed by the teacher along the way.
Students take part in group critique and sharing exercises.
Documentation of student work to be posted on online portfolio/blog.
32
Grant Wood. Web Photo retrieved from http://kaplanpicturemaker.com/yahoo_site_admin/
assets/images/wood.343154756_std.jpg
C. CRITERIA:

Did the student engage and participate in the discussion of Grant Wood, Karla
Gerard, and Heather Galler?
Did the student examine the attributes of shapes and patterns?
Did the student re-imagine a realistic landscape?
Did the student include patterns (required types and amount)?
Did the student share their patterned landscape with classmates?

33
Heather Galler. Web Photo retrieved from https://img0.etsystatic.com/
013/0/5873189/il_340x270.433272232_44nh.jpg

STAGE 3: LEARNING
PLAN

A. MATERIALS AND
EQUIPMENT:

White watercolor paper
Pencils
Erasers
Watercolors
Sharpies
Brushes
Containers of water


Geometry - mathematics that deals with points, lines, angles, surfaces, and solids
Pattern - a repeated form or design especially that is used to decorate something
Repetition - the act of doing something again
Contemporary - happening or beginning now or in recent times
Folk Art - the traditional art of common people typically created from a specic area
and culture
Resist - to try to stop or prevent something
Design - a decorative pattern
Perspective - the art or technique of painting or drawing a scene so that objects in
it seem to have depth and distance
Horizon line - the line where the earth or sea seems to meet the sky
Foreground - part of picture closest to viewer, on the bottom
Background - part of picture farthest from the viewer, on the top
Attributes - a characteristic or quality
Realism - a style of art or literature that shows or describes people and things as
they are in real life
Abstract - expressing ideas and emotions by using elements such as colors and
lines without attempting to create a realistic picture

34


[Print Photos]. Retrieved from http://3.bp.blogspot.com/-J2JMgtWAVZ8/
UCQ-5rClYxI/AAAAAAAAAJQ/tzT-hzxAxlk/s1600/folk+art.jpg
[Print Photos]. Retrieved from http://paintedpaperintheartroom.blogspot.com/
2012/02/folk-art-landscapes.html
[Print Photos]. Retrieved from https://img0.etsystatic.com/013/0/5873189/
il_340x270.433272232_44nh.jpg
[Print Photos]. Retrieved from http://www.jwdlicensing.com/images/2113.jpg


Heather galler art. (2014). Retrieved from http://www.ndfolkart.com
Grant wood art gallery. (2012). Retrieved from http://www.grantwoodartgallery.org/
grantwood.htm
Karla gerard. (2014). Retrieved from http://neartamerica.com/proles/karla-
gerard.html Merriam-Webster dictionary. (2014). Retrieved from http://
www.merriam-webster.com


The teacher will ask students questions to generate an introductory discussion (see
below).
35
The teacher will determine what information and knowledge students can share.
Based off of their responses, the teacher will continue asking questions.
The teacher will introduce landscapes and Grant Wood.
The teacher will show his work through examples and facts that are on the display
board.
The teacher will introduce horizon line, foreground, and background through a cut
paper layering demonstration.
The teacher will introduce contemporary and folk art, discussing the art of Karla
Gerard and Heather Galler.
The teacher will discuss patterns and geometry.
The teacher will begin the lesson with a preliminary pattern activity.
The teacher will introduce the goals for lesson: 1. Sketch landscape with correct
perspective in pencil on drawing paper, 2. Complete preliminary pattern activity (to
be familiar with repetition of shapes), 3. Section foreground and add patterns
(minimum of 10), 4. Draw extra details and features to horizon line and background
(houses, trees, animals, etc) 5. Go over lines with black oil pastel, 6. Use watercolor
to ll in color and nish up landscape
- depending on your time, split goals up into multiple days)
comfortably. For example, large grasp tools can be added to pencils and
paintbrushes, for those with physical disabilities. Student can use black Sharpies in
place of pastels.
etc. Students may choose to use a different material if they feel more comfortable.
The teacher will repeat instructions throughout class period.
The teacher will have resources and images of featured artists works and pattern
examples for students to look through for both reference and inspiration.
The teacher will have instructions and daily goals posted on the display board in the
room.
The teacher will facilitate a wrap up the project with a group discussion and sharing.
The teacher will display the patterned landscapes together collectively.
36


What is a landscape?
What kinds of landscapes have you seen?
What makes up a landscape?
What is the horizon line? Foreground? Background?
Has anyone heard of the artist
Grant Wood? (This was great to
pull knowledge from the students,
to see what they already know)
What do we know about him or his
work?
How about the artist Karla Gerard?
Heather Galler?
Who can tell me something about
contemporary art? Folk art?
What is a pattern?
What patterns do you see? What
are they made up of?
What is repetition?
How can you combine your
knowledge of perspective,
geometry, and contemporary art to
create a patterned landscape?
What can you share about your
landscape?


Students will participate in a
discussion about landscape art.
Students will talk about what
they know already and what they
would like to nd out.
Students will examine Grant Woods work.
Students will look at his landscape composition.
Students will be introduced to Karla Gerard and Heather Galler.
Students will discuss contemporary art and folk art.
37
Heather Galler. Web Photo retrieved from http://www.jwdlicensing.com/
images/2113.jpg
Students will investigate the properties and attributes of patterns.
Students will think about visually incorporating patterns into a landscape.
Students will sketch out realistic landscapes using observation and perspective in
pencil.
Students will complete a pattern activity, where 6 practice patterns will be designed
to use as reference for nal landscape painting.
Students will section off their landscapes and add detailed patterns.
Students will use black oil pastels to outline and go over pencil making bold lines.
Students will use watercolors to ll in their landscapes (watercolor resist style).
Students will include 10 patterns of lines and shapes.
Stills will add details to their horizon line such as houses, trees, etc.
Students when nished will come together as a group and share their landscapes.
38
Students will talk about their own art but also those of fellow classmates.
locations.
Students will be able to view artwork on a (possible) class blog.
Students will have a new concept of geometry as art, the realistic perspective of a
landscape, and the contemporary abstracted approach as seen in current artists
work.

39
40
Criteria
KEEP
WORKING
ON MY WAY EXCELLENT OUTSTANDING
USE OF
MATERIALS
Does not utilize
watercolors and oil
pastels properly.
Makes an effort to
use watercolors
and oil pastels
and displays some
skill.
Makes an effort to
use watercolors
and oil pastels and
displays average
skill.
Goes above and
beyond simply
making an effort and
displays high skill
with use of
watercolors and oil
pastels.
TECHNIQUE
AND
CRAFTMAN
SHIP
Does not make an
effort in using new
techniques or
demonstrate neat
craftsmanship
through use of
lines and color.
Landscape is not
completed and
may be torn or
crumpled.
Sometimes makes
an effort to try
new techniques
and demonstrate
neat
craftsmanship
through use of
lines and color.
Landscape almost
completed.
Always makes an
effort to try new
techniques and
demonstrate neat
craftsmanship
through use of
lines and color.
Landscape is
completed.
Goes above and
beyond to creatively
master new
techniques and
demonstrate neat
craftsmanship
through use of lines.
CREATIVITY
Gets work done
quickly and
without using
much imagination.
Sometimes adds
uses innovative
thinking. Begins to
add more than just
a sky and ground.
Thinks creatively
and takes time to
generate more
innovative ideas
into artwork, such
as adding
additional features
(houses, trees,
animals) to
landscape.
Goes above and
beyond by thinking
creatively and always
modeling innovative
thinking into
artwork, perhaps by
giving landscape a
specific theme and
setting.
RELATION
OF CONCEPT
TO
PRODUCT
Does not use
shapes, colors, and
patterns in
artwork. Does not
create depth and
perspective.
Uses a few shapes,
colors, patterns (5
or less) in artwork.
Creates a horizon
line, but
perspective is not
clear.
Includes correct
number of shapes,
colors, and
patterns (10+) in
artwork. Clear
horizon line,
foreground and
background.
Goes above and
beyond by
participating and
using learnt
knowledge of shapes,
colors, patterns, and
perspective.
RESPECT
Does not respect,
teacher, students,
materials, or
themselves in the
classroom.
Sometimes
respects teachers,
students,
materials, and
themselves in the
classroom.
Always respects
teachers, students,
materials and
themselves in the
classroom.
Goes above and
beyond by showing
others proper
leadership and team
building.
Lesson 3: Patterned Landscape Rubric

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A 2nd Grade Interdisciplinary Unit connecting

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