Polygon Radial Prints 2 Sessions 90 minutes each Essential Question: How can we arrange polygons to show rhythm and movement? Lesson Goal Students create a bilaterally symmetrical design with various types of quadrilaterals (or triangles) and repeatedly print their design to create radial symmetry. Lesson Objectives Students will be able to: recognize radial movement as a visual concept and apply it to their compositions. create artworks using a printmaking technique. describe and classify different types of quadrilaterals (or triangles) in their own and others art. Common Core State Standards for Mathematics Reason with shapes and their attributes. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. California Visual Art Content Standards ARTISTIC PERCEPTION 1.1: Perceive and describe rhythm and movement in works of art and in the environment. CREATIVE EXPRESSION 2.6: Create an original work of art emphasizing rhythm and movement, using a selected printing process. HISTORICAL AND CULTURAL CONTEXT 3.1: Compare and describe various works of art that have a similar theme and were created at a different time. AESTHETIC VALUING 4.1: Compare and contrast selected works of art and describe them, using appropriate vocabulary of art. Materials Ebony pencils Colored construction paper (9 x 9 ) Tape Foam printmaking sheets (4.5 x 4.5 ) Rulers Colored Pencils Key Vocabulary Math: quadrilateral, rhombus, square, rectangle, trapezoid, parallelogram Art: rhythm; movement; printmaking; brayer, bilateral symmetry, radial symmetry Block printing inks (primary colors) Brayers Ziplock bags (one for each color)
PRE-SESSION MATH LESSON! Focus Question 1: What are attributes when we are talking about shapes?! Focus Question 2: How does knowing the attributes of different types of quadrilaterals help you tell the difference between them? Dad teacher Mom In small groups, have students create a circle map focusing on quadrilaterals. Sample class poster: 4 sides 360 degrees books Take the ideas from each group and create a classroom circle map with all groups contributing. If groups have the same (or similar) brainstorms, place a check by that idea/ thought on the circle map. are different. Example: green Angle Leg quadrilaterals Can have right angles Might not have right angles orange Angle Leg If time permits, have students compare and contrast (double bubble) to further illustrate how different quadrilaterals are similar and how they are different. To illustrate the differences between the quadrilaterals, use the Angle-Legs to have students build and analyze different types of quadrilaterals. Students need to use the attributes in their descriptions in order to prove the quadrilaterals green Angle Leg orange Angle Leg Student explains that this quadrilateral is a parallelogram because a parallelogram is a four-sided figure where the opposite sides are parallel. Have students create rectangles, squares, a rhombus, trapezoid, and define the attributes of each shape. 2
Session 1 Discuss Art, Create Design ACCESS PRIOR KNOWLEDGE(5 min) What do you know about quadrilaterals (and/or triangles)? Review different kinds of quadrilaterals (and/or triangles). Make sure to show quadrilaterals (and/or triangles) reflected and rotated so students learn to identify quadrilaterals (and/or triangles) by their attributes as opposed to memorizing how they look in a certain position. What do you know about symmetry? ART OBSERVATION(15 min) Show students the art images and ask the following questions: What do you see? What kind of quadrilaterals do you notice? Triangles? What do you notice about the size of the quadrilaterals? Triangles? Why do you think the artist placed the quadrilaterals where he/she did? Where is the positive and negative space? How does your eye move across the page? What patterns do you recognize? Which lines or shapes seem to be moving? WARM UP ACTIVITY(10 min) Show students images of bilateral symmetry (attached) and have them do the following: Fold a corner of a page in their journal over to create a right triangle and open up again. Draw shapes in charcoal on the part of the paper that was folded over. Fold paper over and rub so charcoal transfers to the other side of the paper. ART MAKING ACTIVITY (50 min) Give each student a copy of the paper with the 4.5 square (attached). Procedure/Steps 1. Use a ruler to divide the 4.5 square in half horizontally or diagonally, creating two equal rectangles. Trace over this line with a red colored pencil. This will be the line of symmetry. 2. Draw a quadrilateral on the line of symmetry and an identical one on the other side of the line of symmetry. Repeat for other types of quadrilaterals (and/or triangles) rectangle, square, parallelogram, rhombus, trapezoid and/or scalene, isosceles, equilateral, right triangles. 3. Have students continue to fill their square with quadrilaterals (and/or triangles), making sure to have at least one of each kind of quadrilateral and to vary the sizes of quadrilaterals. Remind them to make a mark on one side of the line of symmetry and immediately repeat the same mark on the other side, rather than creating a design on one side and replicating it on the other. 4. Fill in the space with as many quadrilaterals as possible, but not the whole page as there needs to be some negative space. Students who finish early can use colored pencils to color code each different kind of triangle. If a triangle fits in two categories, it can be colored both colors. CLOSURE(10 mins) Look at your partner s work and identify one of each kind of quadrilateral (and/or triangles) in it. What parts of the design are symmetrical? 3
Session 2 Create Print, Reflect ACCESS PRIOR KNOWLEDGE(5 min) What did we do last week? What do you remember about rhythm and movement? What do you know about printmaking? Describe printmaking process to class. ART-MAKING ACTIVITY(60 min) Tell students that this week we will use rotation to create radial symmetry. Procedure/Steps 1. Students transfer their designs from previous session to printing foam by placing drawing paper face down on top of foam and using a dull colored pencil to trace over all lines. Students may need to retrace lines in printing foam to make sure they are deep enough. 2. Mark an x in one corner on the back of the printing foam. 3. Teacher demonstrates how to print the square four times, rotating each time so that the x stays in the center of the page. Show students an example of one that s printed correctly and one that is not. 4. Students decide on color of construction paper to print on and color of ink to use. (Make sure to mix some white ink with the colored ink to ensure it is light enough to show up on the colored construction paper). 5. Students print their square four times with the same color ink. 6. While students are waiting for their turn to print, they can use colored pencils to continue colorcoding the quadrilaterals (and/or triangles) in the design they created on the paper in the previous session. 7. Students can also make a print on the back of their journals. CLOSURE(25 min) What type of quadrilaterals (and/or triangles) do you see? Were you surprised by something that happened through repeatedly printing? Can you find any new triangles that were created by the process of repeatedly printing? What other shapes did you create with your quadrilaterals (and/or triangles)? How did you choose where to place your shapes? Is there anything about the artists Sven or Lapinski that inspired you? What kind of rhythm does your artwork create? How does your eye move across your print? If you were going to do this project again, how would you do it differently? Extensions: This same activity can be done with various types of triangles (scalene, isosceles, equilateral, right) instead of quadrilaterals. Fractions can be mentioned during this lesson (as students are creating quarters). Multiplication arrays can be explored, when all images are displayed next to each other as a grid. Students can find how many times the entire class printed, by calculating how many quadrants there are in each row and column. 4
POST-LESSON SESSION: Using Angle-Legs to model, have students build and then draw rectangles, squares, rhombus, parallelograms, and trapezoids in their art journals. Students label the attributes to prove their drawings are accurate. 5
Olewagehn, Ceremonial Textile, Woven Raffia fibers. 77 in. x 69 in., Republic of Congo. This artwork demonstrates the use of multiple types of triangles and how polygons can be formed from multiple triangles. It also shows a variation in the scale of the triangles. The textile shows a repetitive pattern that creates a rhythm. The textile is based on a grid system, and each cell of the grid is symmetrical. This textile also shows positive and negative space 6
Sven Markelius Pythagoras. 1958, ink on cotton cloth. Los Angeles County Art Museum. 7
Sven Markelius (1889 1972) This work shows students how isosceles triangles can be combined to form new shapes. It also demonstrates positive and negative space. Sven Markelius, a Swedish architect and designer, was a major forerunner of Swedish functionalism. Born in Stockholm in 1889, he studied at the Stockholm Polytechnic and the Art Institute, where he took his diploma in 1915. He subsequently served an apprenticeship in the architectural practice of Ragnar Östberg. During that time, Sven Markelius also collaborated on designing the façade of Stockholm Town Hall. Sven Markelius' architectural designs were initially inspired by Neo-Classicism but the work of Le Corbusier and the new ideas coming out of the Bauhaus converted Sven Markelius to Modernism. In 1930 Sven Markelius planned several buildings for the Stockholm Exhibition and designed an interior, for which he also created a stringentl functional desk with a slanting gallery on one side for filing papers. In 1931 Sven Markelius built a student dormitory at Stockholm Polytechnic. From 1932 to 1934 Sven Markelius worked on the Hälsingborg concert hall, for which he also designed functional stackable seating. In 1939 Sven Markelius was the architect of the Swedish Pavilion at the New York World's Fair, attaining international recognition for this work. In 1945 Sven Markelius was appointed to the Building Committee of the United Nations and was a member of the Art and Building Committee for the UNESCO Building in Paris. After the second world war, Sven Markelius was active as an urban planner in Stockholm; from 1944 to 1954 he was head of the Stockholm planning office. (selection from www.sven-markelius.com) Sven Markelius was one of the most famous architects in Sweden during the 20th century. In 1952, when Pythagoras was created, he worked with Le Corbusier, Oscar Niemeyer and Bengt Lindroos among others in an architectural group designing the UN-buildings in New York. Sven s task was to design the ECO-SOC session hall for economical and social issue. (selection taken from: www.ljungbergstextil.com) 8
Lisa Lapinski Goose Fair Drawing, 2003 9
This artwork demonstrates the significance of scale. Have students point out the smallest and largest triangles they can see. Have them point out triangles within larger triangles as well as triangles within squares. This artwork also demonstrates positive and negative space, as a good portion of the work is negative space. Have students discuss whether they think the dark or the light parts are the negative space. Have them see that triangles are also created in the darker spaces. Lisa Lapinski was born in Palo Alto, California. She lives and works in Los Angeles and received her Masters in Fine Arts from Art Center College of Pasadena. She received a BA from the University of California, San Diego. She has shown in Japan, Germany, Austria, Italy and throughout the United States. 10
Richard Lippold Variation within a Sphere, Number 10: The Sun. 1953-56 11
Radial Prints Rubric Student Name: A. Artwork shows an ability to create four different kinds of triangles /quadrilaterals. 1 Does not meet Expectations Only one kind or size of polygon is shown. 2 Approaching Expectations Two or three different kinds of polygons are shown. Polygons are the same size. 3 Meets Expectations Four different kinds of polygons are shown. 4 Exceeds Expectations At least four different polygons are shown and vary in size. Total Score B. Artwork demonstrates an understanding of bilateral symmetry in each quadrant. C. Artwork demonstrates students ability to create a print. D. Artwork demonstrates an ability to create radial symmetry in order to create rhythm and movement. No bilateral symmetry is evident. Prints are sloppy and design cannot be identified. One or no corners are aligned at center point. Some shapes are reflected along the axis of symmetry, but pattern diverges. Print uses too much or not enough ink and design is difficult to identify. Two or three corners are aligned at center point. Most shapes are reflected along the axis of symmetry. Most of the design can be identified, but ink is not consistently applied in all quadrants. Four corners are aligned at center point. Each shape is reflected along the axis of symmetry. Print shows intricate detail of design and ink is fully saturated in all quadrants. Corner of each square is carefully aligned at center point. 12