Polygon Portraits (Grades 2-6; Math and Visual Art)

Overview The children will construct self-portraits out of polygons cut from construction paper. Process For younger grades use general shapes rather than polygons. Make sure students understand that their portrait doesn’t have to look exactly like them. ·         Compare and contrast pre-cubist and cubist self-portraits by Picasso (http://robinurton.com/history/cubism.htm) ·         Discuss and draw polygons ·         Identify polygons in cubist paintings by Braque and Picasso ·         Discuss how aims of cubist art differ from more realistic forms of art (expresses feelings or ideas rather than simply looking like something) ·         Identify and discuss polygons in faces (large photographs or mirrors could also be used) ·         Cut polygons out of construction paper (review scissor safety) ·         Construct a portrait by gluing polygons onto a large sheet of construction paper ·         Show the portrait to the class (or to a small group) and tell about the processes and choices that went into its production. What does it express? References Adapted from Object Lessons: Teaching Math Through the Visual Arts, K-5 by Caren Holtzman and Lynn Susholtz, 2011.

Names in Positive Space (Grades 3-6; Language Arts and Visual Art)

Overview Create nameplates with watercolors to show positive and negative space and personal interests or characteristics. Process ·         Show an assortment of art images and discuss how they make you feel. ·         As a class, share stories about when you were mad, happy, confused, excited, or other feelings. ·         Have each student choose one story and its accompanying feelings. ·         Tell the students that they are going to color and paint nameplates in a way that express the feelings they felt during a specific experience. ·         Pass out materials. ·         Instruct the students to write their names in block letters with crayon so that each letter touches both the top and the bottom of their nameplate. This creates negative spaces in between letters. ·         Instruct the students to use watercolors to paint the nameplates, expressing the feelings associated with their specific stories. ·         When the projects are complete, invite individual students to share their story with the class and describe how the nameplate expresses the feelings associated with the story.

Foil Sculptures (Grade 3, Reading and Art)

Students create representations of moving human forms out of aluminum foil.

Resources

aluminum foil squares (1 per student), tacky glue or hot glue, 4-inch cardboard squares (1 per student)

Process

·         Discuss poses (student might attempt specific poses)

·         Show an example of a finished project and give the following instructions:

·         Give instructions as follows:

o   Fold the aluminum foil into thirds (dark lines)

o   Tear the top third into thirds and the bottom third into halves (faint lines)

o   Mold the aluminum foil into a human form; top third=arms and head, middle third=torso, bottom third=legs.

o   Shape the human form into a pose

o   Use tacky glue or hot glue to attach the sculpture to the cardboard base

·         Post the instructions, diagram, and example

·         Distribute materials and begin; assist individual students as needed

·         Use (repeat if necessary) the sculpture process to portray characters or events in literature or informational text

Standards

Reading: Literature Standard 3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Connections

Visual Art: Sculpture, Human form

Science: Human form, Motion, Gravity

Physical Education or Dance: Movement, Energy, Force

Theatre: Tableau (freeze frames)

Social Students: Historical figures and events