art & inquiry: a pre-k geometry lesson
DESCRIPTION
A detailed look at the elements of a preschool lesson plan that relies on the use of an art object as a focus of inquiry for a lesson in shape recognition. Created to go along with my final project for MoMA's MOOC Art & Inquiry, March 2014.TRANSCRIPT
ART & INQUIRY:A PRE-K LESSON PLAN FOR USING ART OBJECTS IN THE CLASSROOM
Ideas inspired by my first MOOC, MoMA’s ART & INQUIRY.
by Kate Gukeisenkategukeisen.com
RECOGNIZING SHAPES
TARGET LEARNING GROUP: PRE-K
TARGET LEARNING THEME: SHAPES AND COMPOSITION
PK.G GEOMETRY
STUDENTS WILL USE VISUALIZATION AND SPATIAL REASONING TO ANALYZE CHARACTERISTICS AND PROPERTIES OF GEOMETRIC SHAPES
NEW YORK PRE-K MATH STANDARDS
PK.G GEOMETRY
PK.G.1 Match shapes, first with same size and orientation, then with different sizes and orientations
• Identify circles, squares, and triangles (A.1)
• Identify rectangles (A.2)
ENGAGETHE NEXT SLIDE FEATURES THE ARTWORK THIS LESSON EMPLOYS TO ENGAGE STUDENTS. PLEASE TAKE A FEW MOMENTS TO ENGAGE WITH THE NEXT SLIDE.
THINK ABOUT WHAT YOU SEE. HOW YOU FEEL. WHAT YOU NOTICE.
USE ABIG QUESTIONYou will find it useful to start the lesson with a big question, or theme, in mind.
The theme of this lesson is recognizing shapes.
The big question in this lesson is:
How can artists use shapes
to create pictures?
ASKOPEN ENDED QUESTIONSPreparing at least three open ended questions to ask your students will help you guide inquiry toward your learning goals, and will provide students the opportunity to express their different observations and opinions.
Three open ended questions for this lesson are:
1. What do you notice about this art piece?
2. What do you observe about how the artist used shapes in this artwork?
3. If you were to make a similar piece of artwork about your family, tell me about the shapes you would use.
DIG DEEPERREVEAL, OR PROVIDE, INFORMATION FOR CONTEXTUAL SUPPORT THROUGHOUT THE INQUIRY PROCESS.
THE INFORMATION YOU REVEAL SHOULD BE CLEARLY IDENTIFIED AS FACT OR OPINION AND SHOULD ENCOURAGE FURTHER EXPRESSION OF ORIGINAL IDEAS AND INQUIRY.
BE CAREFUL NOT TO PROVIDE TOO MUCH INFORMATION TOO SOON.
Varvara Stepanova
(Russian, 1894-1958)
Family
Wood Engraving
Print, from MoMA’s Prints and Illustrated Books Department
MoMA Number: 224.1990
Date: 1920, reprinted c. 1989
FAMILY
PROVIDECONTEXTLet students inquire and explore on their own to create stronger connections to the piece and, when the time is right, to connect developmentally appropriate context to the piece and its creator.
Three pieces of information appropriate for this lesson are:
1. The title of the piece: Family. (connection to self)
2. Varvara Stepanova used simple geometric shapes in much of her artwork and design. She used shapes as a basis for creating pictures of people, for designing posters, and even to design clothing. (connection to classroom content)
3. Varvara Stepanova created artwork in a number of different ways. Sometimes she painted, sometimes she drew, and sometimes she used geometric woodcuts to create figures. (connection to home and classroom activities)
EXPRESSPROVIDE STUDENTS THE OPPORTUNITY TO EXPRESS THEIR UNDERSTANDING IN AUTHENTIC FORMATS.
PROVIDEOPPORTUNITIES TO EXPRESS
In this activity, students will use
a combination of ink stamps and pre-cut paper geometric shapes
to create a picture that represents their family.
PROVIDEENCOURAGEMENT
Introduction:
During their investigation of the artwork, students will verbally share their observations and connections with the group (which consists of 12 young
learners, one teacher, and one teaching assistant). Throughout that discussion, students will be encouraged to share their own observations,
connections, and questions, and will also be encouraged to especially consider the shapes and subject matter of the work. The students will
also be asked during group investigation to think about how they would change the shapes or picture to represent their own family. Additionally,
the teacher will introduce the method that Stepanova used to produce her artwork (this wood engraving in particular),
and the similar ways we produce artwork in the classroom.
PROVIDECLEAR DIRECTIONS
Directions:
Using the stamps, ink, paper shapes and glue sticks at your table,
create a picture of your family.
You may use any of the materials you want to use,
and can include anyone you consider "family" in your artwork.
PROVIDECLEAR GOALSGoals:
Students will gain familiarity with and identify
circles, squares, triangles, and rectangles of different sizes and orientations.
Students will observe, investigate, and demonstrate how simple shapes
combine to create representations of things they see every day.
Students will further have an opportunity for creative expression
through manipulation of these shapes.
REFLECTSHARING WORK AND REFLECTING ON THE ACHIEVEMENT OF A LESSON’S GOALS IS
INCREDIBLY MOTIVATING FOR STUDENTS,
A WONDERFUL WAY TO REINFORCE LESSON CONCEPTS,
AND AN IMPORTANT ELEMENT IN ENCOURAGING FURTHER INQUIRY.
A FEW ADDITIONAL PIECESTO INSPIRE FURTHER INQUIRY
How would you use these pieces to inspire inquiry?
Varvara Stepanova
(Russian, 1894-1958)
Sports Outfit
Designed when Stepanova was a textile designer at the Tsindel (First State Textile Factory).
From: Design Life Work | Varvara Stepanova
http://www.designworklife.com/2013/12/25/ladies-in-history-varvara-stepanova/
SPORTS OUTFIT
Varvara Stepanova
(Russian, 1894-1958)
Figure
Oil on canvas
Painting, from MoMA’s Painting and Sculpture Department
MoMA Number: 433.1941
Date: 1921
FIGURE
ADDITIONAL RESOURCESVARVARA STEPANOVA:
MOMA | THE COLLECTION | VARVARA SEPANOVAHTTP://WWW.MOMA.ORG/COLLECTION/ARTIST.PHP?ARTIST_ID=5643
VARVARA STEPANOVA | MONOSKIPHTTP://MONOSKOP.ORG/VARVARA_STEPANOVA
BADASS LADY CREATIVES [IN HISTORY] | DESIGN WORK LIFEHTTP://WWW.DESIGNWORKLIFE.COM/2013/12/25/LADIES-IN-HISTORY-VARVARA-STEPANOVA/
ADDITIONAL RESOURCESINQUIRY LEARNING
TEACHING INQUIRY LEARNING | MARK CHALONERHTTPS://WWW.YOUTUBE.COM/WATCH?V=LWCMCJ8OHWY
INTRODUCTION TO INQUIRY BASED LEARNING | NEIL STEPHENSONHTTP://WWW.TEACHINQUIRY.COM/INDEX/INTRODUCTION.HTML
ART & INQUIRY IN ANY CLASSROOM | CATHLEEN NARDIHTTP://WWW.SLIDESHARE.NET/CNARDI/ART-INQUIRY-IN-ANY-CLASSROOM