Using the artwork of the Bauhaus art movement students will identify basic geometric shapes and will also identify the elements of visual art, including line and shape. Students will be able to see how the artists used these mathematical shapes as elements of art.
Minnesota Math Standards Met by this lesson:
1.3.1.1
Describe characteristics of two- and three-dimensional
objects, such as triangles, squares, rectangles, circles,
rectangular prisms, cylinders, cones and spheres.
For example: Triangles have three sides and cubes have eight vertices
(corners).
Describe
characteristics of
basic shapes.
1.3.1.2
Compose (combine) and decompose (take apart) two- and
three-dimensional figures such as triangles, squares,
rectangles, circles, rectangular prisms and cylinders.
For example: Decompose a regular hexagon into 6 equilateral triangles;
build prisms by stacking layers of cubes; compose an ice cream cone by
combining a cone and half of a sphere.
Another example: Use a drawing program to find shapes that can be made
with a rectangle and a triangle.
Minnesota Visual Arts Standards met by this lesson:
Standard 1: Demonstrate knowledge of the foundations of the arts area
1. Identify the elements of visual art, including color, line, shape, texture and space.
Grade Level: This lesson includes the standards for 1st grade math but the art standard could be k-3
Learner Outcomes: Students will be able to identify geometric shapes such as triangles, squares, rectangles, circles as well as the elements of art color, line shape, using images from Bauhaus masters in print and 3 dimensions.
Assessments: Students will use SMART board technology to highlight various shapes and elements on digital image of one of the following works of art:
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Hidak Bridges
Artist:
Laszlo Moholy-Nagy
Completion Date: 1921
Using this piece students will be able to identify and highlight the following shapes: triangles, rectangles, circles, Using a ruler feature in the smart tools- have students connect the spokes of the wheel shape in the lower right corner to create and identify an octagon.Students will also be able to identify and highlight the following elements of art: lines, shape, color, |
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Composition VIII (1930)-Wassily KandinskyUsing this piece students will be able to identify and highlight the following shapes: triangles, rectangles, cirlces, squares,Students will also be able to identify and highlight the following elements of art: lines, shape, color,
Using this piece students will be able to identify and highlight the following shapes: cylinder and sphereStudents will also be able to identify and highlight the following elements of art: lines and shape, |
Preparation: Have two dimensional and 3 dimensional shape representations to review the following geometric shapes: line, circle, square, triangle, rectangle, octagon, cylinder, sphere,
materials- SMART Board to project images- use pens and highlighter tools
Teaching the lesson: Review with students what the shapes are- have students Describe characteristics of
basic shapes- such as "we know it is a triangle if it has 3 sides and 3 angles" - review all shapes including sphere and cylinder.
Tell the students that now that they understand the various shapes we use in math we are going to look at how artists use them in their work and then introduce the Bauhaus as an art movement from the 1920's and 30's - describe for students how long ago that was. Explain that this group of artists created many forms of art including paintings and pottery and furniture and more. Explain that they will be looking for art elements like lines and shapes in 3 examples of art work from Bauhaus artists, Moholy Nagy, Wassily Kandinsky and Rossger/Marby.
Put the first image on the SMART board- using the 2 dimensional shapes- model for students how you would look for that shape in the art work provided- for instance- a triangle - say something like, "I know that a triangle has 3 sides and 3 angles so I am going to find that same shape in this piece of art" then hold up the shape and locate one on the piece- use the highlighter tool to outline the triangle shape. Then ask students to come up and highlight a triangle. Call several students until most of the triangles have been identified and then repeat with the other shapes.
Continue the process with the other images- ask students to notice how the shapes are used to create the work of art- in the teapot piece discuss why we would want to use 3 dimensional shapes to describe this piece. Have students identify the cylinder and the sphere that make up the pot.
Instructional Strategies: metacognition- made sure to show your thought process as you locate a shape. Ask student to share their thinking as they locate the shape when they are called to.
What will the students be doing- the students will be using the SMART board to locate and highlight the various shapes that make up the picture.
Extensions- Students can use other images from the Bauhaus such as furniture and archetecture to identify more geometric shapes.
Students can use templates to create their own Kandinsky or Nagy inspired work of art
Students can use clay or dough to create 3-dimensional shapes and create some useful item such as a teapot or other household item
Students can also watch a clip of the "Triadic Ballet" to identify more 3 dimensional shapes used in the costuming. This could be done as an extension project for Gifted & Talented students
Triadic Ballet
extra supporting materials
Bauhaus 1919-1933
