Polygon Stencil Watercolor Painting 2 Sessions 90 minutes each

Transcription

1 Polygon Stencil Watercolor Painting 2 Sessions 90 minutes each Essential Question: How can we combine and divide shapes to create new shapes? Lesson Goal: Students use pattern blocks to create overlapping designs of repeated polygons. Lesson Objectives: Students will be able to: differentiate between polygons based on specific attributes. combine and divide polygons into other polygons in order to create a repeated and balanced pattern. use basic stenciling and watercolor techniques. use overlapping and repetition in their artwork in order to achieve balanced compositions. Common Core State Standards for Mathematics Geometry 2.G: Reason with shapes and their attributes.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Visual Art Content Standards ARTISTIC PERCEPTION 1.1: Perceive and describe repetition and balance in nature, in the environment, and in works of art. CREATIVE EXPRESSION 2.1: Demonstrate beginning skill in the use of basic tools and art-making processes, such as stencils. 2.2: Demonstrate beginning skill in the use of art media, such as colored pencils and watercolor. HISTORICAL AND CULTURAL CONTEXT 3.2: Recognize and use the vocabulary of art to describe art objects from various cultures and time periods. AESTHETIC VALUING 4.3: Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded. Materials Pattern blocks Colored pencils Tissue paper glue Watercolor paper Paint brushes Water cups Scissors Key Vocabulary Visual Art: repetition; balance; pattern Math: triangle; quadrilateral (trapezoid; rhombus; square, rectangle, parallelogram) pentagon; hexagon; polygon; plane shape 1

2 Common Core Math Standard Background: Second grade students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades. PRE-LESSON MATH ACTIVITY Attributes of shapes Remember the name of a shape is less about a specific form and more about the attributes. For instance, a rhombus is usually identified as looking like the blue pattern block. However, there are other formations that can represent a rhombus, based on the attributes. Begin by teaching your students how to trace an object. Ask the student to follow the outlined steps for each shape (triangle, square, trapezoid, rhombus/diamond, parallelogram, hexagon): 1. Trace the shape in their journals. 2. Write the name of the shape next to the traced shape. 3. Count the sides of the shape and label and put a notch on each side. 4. Count the vertices of the shape and label. Discuss the attributes of a pentagon. Note: this can be created from a triangle pattern block with a square. Discuss the attributes of a rectangle. Note: this can be created from multiple square pattern blocks. You can also cut a piece of 8.5 x 11 paper to demonstrate that two right triangles make a rectangle. Shapes can be divided up into new shapes Ask students to draw seven hexagons in their journal. Discovery: we can make shapes by using a pattern block and tracing it onto a paper. We can also make a hexagon by using other shapes to form the hexagon. Teacher: Choose a triangle, rhombus, or trapezoid. How many of each shape will it take to cover the hexagon? Instruct the students to find all seven ways to create a hexagon using a combination of attribute blocks. Remind them that when all the shapes are not equal, we cannot equate them to fractions unless students have an understanding of equivalent fractions. Also, ask students to find both ways to create a trapezoid, using more than one block. Next, ask students to find a way to create a rhombus, using more than one pattern block (two green triangles). 2

3 Student Math Talk What were some of your strategies for finding shapes? How did you make sure your solutions were all different? What helped you decide that you had found all the possible combinations? Why didn t you use the orange square and the tan parallelogram? Extension: Shapes can be combined to make new shapes. One or two of the following extensions can be employed in your classroom. Students create an equilateral triangle out of 3 units, or a bigger rhombus or bigger trapezoid (give worksheets to show this). Give students a certain amount of shapes (e.g. four triangles) and ask them what shapes can be made with them. If students have time, they can trace the attribute blocks they have used to come up with the shape. 3

4 Session 1 Attribute block design ACCESS PRIOR KNOWLEDGE (10 min) What geometric shapes do you know? Hold attribute blocks up and ask students to name each one (triangle, square, trapezoid, rhombus/diamond, parallelogram, hexagon). What polygons can be combined to form other polygons? What is an organic shape? How does it differ from a geometric shape or a polygon? WARM-UP ACTIVITY (50 min) Part 1: Divide students into pairs or groups of three or four. Give student groups five triangles, one square, and one parallelogram. Ask student groups to work together to find different ways to construct shapes, using different amounts of pattern blocks. Use this matrix as a guide, but have students record their findings in their journals. 1 piece triangle square parallelogram trapezoid 2 pieces 3 pieces 4 pieces 5 pieces Ask students to share the different ways they constructed new shapes using other shapes. LOOKING AT ART (20 min) Now let s take a look at the artwork of Terry Winters and see how it connects to the concept of shape, pattern, and balance. Show students the work of Terry Winters. Ask the following questions: What do you see? What polygons do you recognize? Where do you see shapes repeated? (review repetition ) What colors appear closer and further away? What kinds of patterns do you see? What do you think the artist did first when he made this work? How do you think Terry Winters created balance in this painting? Where do you imagine the artist got his idea for this painting? What could you take from this artwork and use in your own artwork next week? 4

5 Part 2: Students place colored pieces of tissue paper on a larger piece of watercolor paper and paint over it with water. After allowing the tissue paper to dry, instruct the students to peel off the tissue paper to reveal the bleeding watercolor effect that will produce interesting organic shapes. This will then become the background for the painting they will produce the following session, so set this paper aside to be used later. CLOSURE (10 min) What did you learn when creating new polygons out of the different pattern blocks? What did you discover about working with the tissue paper in this way? What did you learn about color blending? 5

6 Session 2 Creating a Geometric and Organic Design ACCESS PRIOR KNOWLEDGE (10 min) How would you describe a polygon? What do you remember about creating polygons? What can we say about pattern and balance when looking at Terry Winters paintings? ART ACTIVITY (60 min) Begin with a demonstration of how to trace around a polygon using a colored pencil. Model how to think about using the space on their watercolor background. Ask: Where will you put geometric shapes? 1. Give each student a hexagon, square, rhombus, parallelogram, trapezoid, and triangle pattern block shape. 2. Trace pattern blocks to fill in the paper overlapping their shapes onto the organic watercolor. Model the thought process of planning out a balanced use of space on the page. 3. Tell the students that they will need to show more than one way to make different shapes (refer back to the tracing of the hexagons in the pre-lesson session). 4. In their journal, students create a color key, assigning a color to every shape. (Example: pink: hexagons, green: parallelograms, yellow: trapezoids, etc). 5. Ask the students to then trace the shapes in the assigned colors. They should be able to show more than one way to make most of the shapes. CLOSURE (20 min) Divide the class into pairs or groups of three or four. Write these questions on the board: What polygons do you recognize in one of your classmates artworks? How does your work show repetition and balance? What happened when you overlapped different colors in your painting? What did you see in the Terry Winters images that influenced you? What did you want to create in your artwork? How did you succeed? What title would you give to your artwork? If you could do this project again, what would you do differently? 6

7 POST-LESSON MATH FOCUS QUESTIONS: What is the difference between plane and solid shapes? Describe. Why is it important to know the attributes of a shape? Can you look at real objects and see the geometrical shapes that help build them? Describe & draw something in the room that is made up of more than two shapes. 7

8 Terry Winters (American, b.1949) is a painter and engraver whose paintings resonate well with the Modernist legacy. Winters was born in Brooklyn, NY, and he graduated with a BFA from the Pratt Institute in In the 1970s, Winters and his peers such as Carroll Dunham (American, b.1949) and Stephen Mueller (American, b.1947) were interested in variegated mark making without sacrificing the physicality and nonnarrative abstractness that were integral to Modernism. Most of Winters''s work is inspired by architecture, technology, and the natural sciences in general. In the 1990s, Winters started to use a lot of grids and colored shapes in his paintings. Winters is also a highly skilled printmaker and draftsman, and he often exhibits works from this genre aside from his painting exhibitions. 8

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