Lesson Title:

Angles in Art

Big Idea & Learning Objectives

1. Students will identify angles within an art print.2. Students will discuss different reasons why the artist used angles and

abstracted subject matter as part of the early modernist art movement.

Content Area & Arts Discipline:

Math and Visual Arts

Overview of the Lesson

The students will work cooperatively to discuss given art prints to find angles and to discuss why angles may have been used in the print. The students will present their print to the class and will discuss their findings. The teacher will introduce new angle relationships and images of the angles. The students will re-look at their prints and will try to find examples of these angles used within their prints. Students will create personal works of art using given angle types and relationships.

It is recommended to look at early modernist works by Wassily Kandinsky, Pablo Picasso, and Georges Braque. Students will become familiar with the works that focused on linear and geometric abstraction.

Grade Level:

Grades 7 & 8

Procedures

Engaging Students (“The Hook”):

The teacher will present each small group of students with a piece of visual art. The teacher will have a piece of visual art in the front of the classroom as a model throughout the class. The teacher will begin a discussion of the difference between two-dimensional and three-dimensional and will have students discuss which the artist is trying to portray in the art print. The teacher will discuss different types of angles (acute, right, obtuse, straight) and will have students explain and model the angles. Students will find examples of these angles within their art prints and will present their findings to the class.

Proposed Time Frame:

< 2 hours (2 class periods)

Building Knowledge:

Students will be introduced to new vocabulary in math and art(adjacent angles, complementary angles, supplementary angles, vertical angles, organic, geometric, space, line). Students will also be given time to for draw connections between the concept of a line and its definition/use in math and its definition/use in art.

Students will discuss the use of lines and angles within their art print.

Students will be given visual representations of corresponding and vertical angles. They will discuss how they are formed and the measurement relationships they have with each other.

Date Lesson Created:

January 21, 2014

Modeling the Experience:

The teacher will have a print on the board or projector to model finding angles and angle relationships and to guide discussions on why an artist might have a use for certain angles.

The teacher will use the art print to show examples of new angle relationships that have been presented (adjacent, complementary, supplementary, vertical).

A recommended piece of art for teacher use is Dempsey and Firpo by George Bellows.

Lesson Author:

Shasta Long-classroom teacher

Kit Stafford-teaching artist (art)

Guided Practice:

The students will work in groups and discuss why the artist may have chosen the angles, lines, and shapes for his picture. The teacher will guide the different groups through their discussions with leading questions.

The teacher will introduce particular angles (one at a time) to the class and will ask students to find particular angles within the group’s art print. The teacher will model this for students who are struggling to locate angles. The students will mark the angles on the print using small Post-Its and will write the name of each angle type. This will also help students keep organization when identifying angle types and will also help with corrections as the teacher moves between groups.

The students will discuss how a different angle may have changed the overall effect of the print.

Applying Understanding:

Students will create works of art based on the use of particular geometric directions given by the teacher.

Room Requirements & Arrangement:

classroom-groups of 2-4

Opportunities for Reflection (Closing):

Students will create their own works of art using a given rubric of criteria. The students will need to demonstrate the use of different angles within the art piece.

Material Equipment:

•smart board•chart paper and markers•various art prints•drawing paper•pencils•colored pencils•crayons•markers•rulers•small Post-Its

Assessing the Learning:

•The teacher will observe students as they discuss art prints and the use of angles within the print.

•The students will be graded on their personal art print based on given criteria and a teacher-made rubric.

Resources:

•Checklist for applying understanding

Standards & Principles

Common Core State Standards:

7.G.5 GeometryStandard: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

8.G.5 GeometryStandard: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.

Arts Standards:

Visual Arts: Middle Level III4 - Develop perceptual skills and use correct visual vocabulary to make judgements while studying works of art. (CA)a. Analyze and interpret the use of visual elements to create meaning and

communicate ideas in ones own work and the work of others.

5 - Investigate different models of critical processes for use in the examination of works of art and design for reading, writing, and speaking. (CA)a. Describe, analyze, interpret, and evaluate art works based on the visual

elements and principles of art.b. Understand the difference between “looking” at art and “studying” a work

of art.c. Discuss and/or write a critical analysis of their own work and the work of

famous artists.d. Express individual conclusions and feelings about art verbally and

through writing.

11 - Know that the integration of visual arts concepts and skills with knowledge in other subject areas provides essential tools for everyday life. (C)a. Demonstrate the use of mathematical concepts to create space and form

in works of art.

Vocabulary (math):

•adjacent angle•angle•complementary angle•horizontal line•oblique line•parallel lines•supplementary angle•transversal•vertical line•vertical angle

Vocabulary (visual art):

•abstract•composition•depth•line•space•three-dimensional form•two-dimensional shape

Principles of Universal Design for Learning:

I. Provide Multiple Means of Representation 1: Provide options for perception 1.3 Offer alternatives for visual information 2: Provide options for language, mathematical expressions, and symbols 2.1 Clarify vocabulary and symbols 3: Provide options for comprehension 3.1 Activate or supply background knowledge 3.2 Highlight patterns, critical features, big ideas, and relationships 3.4 Maximize transfer and generalization

II. Provide Multiple Means of Action and Expression 4: Provide options for physical action 4.1 Vary the methods for response and navigation 5: Provide options for expression and communication 5.2 Use multiple tools for construction and composition 5.3 Build fluencies with graduated levels of support for practice and performance

III. Provide Multiple means of engagement 7: Provide options for recruiting interest 7.2 Optimize relevance, value, and authenticity 8: Provide options for sustaining effort and persistence 8.3 Foster collaboration and community 8.4 Increase mastery-oriented feedback

Vocabulary (math):

•adjacent angle•angle•complementary angle•horizontal line•oblique line•parallel lines•supplementary angle•transversal•vertical line•vertical angle

Vocabulary (visual art):

•abstract•composition•depth•line•space•three-dimensional form•two-dimensional shape

Appendix

Extended Learning Activities:

•Joseph Stella created multiple pictures of the Brooklyn Bridge. Have students compare and contract the use of angles and color within his prints., and then have students research the history behind each different version of the Brooklyn Bridge.

TIPS/FAQs:

•When completing the applying the understanding activity, the teacher may choose to have students color the design based on the type of polygon that has been formed (i.e., triangles are blue, quadrilaterals are red, etc.) and let the students choose the colors for each polygon.

References:

•Ryan Curry -- art teacher at Tupelo Middle School

Checklist for Application

_____ a pair of parallel lines 2 inches apart (lines must go from one side of the paper to the other)

_____ a transversal cutting the horizontal parallel lines at a perpendicular angle (line must go from one side of the paper to the other)

_____ a pair of vertical parallel lines 4 inches apart (lines must go from one side of the paper to the other)

_____ an oblique transversal cutting the vertical parallel lines (line must go from one side of the paper to the other)

_____ a pair of intersecting lines forming vertical angles (lines must go from one side of the paper to the other)

_____ mark each set of corresponding angles (8 sets) with identical symbols (circle, square, triangle, star, etc.)

_____ color your design using no less than 2 colors, but no more than 5

Angle in Art 7-8

Within your group...

1) Discuss what you see in your group's painting.

2) Discuss what you think about after looking at the painting.

3) Discuss what you wonder about as you look at the painting.

4) Discuss how long you think it took the artist to create the painting?

Angle: a figure formed by two rays with a common end point (vertex)

This angle can be named:

∠ABC ∠CBA ∠B ∠1

vertex

Angle in Art 7-8

Acute Angle: has a measure greater than 0º and less than 90º

Right Angle: has a measure equal to 90º

Obtuse Angle: has a measure greater than 90º and less than 180º

Straight Angle: has a measure equal to 180º

Angle in Art 7-8

Complementary Angles: two angles with measures that have a sum of 90º

Supplementary Angles: two angles with measures that have a sum of 180º

Vertical Angles: are formed by two intersecting lines and are opposite each other

Vertical angles are congruent angles.

Congruent (≅) angles have equal measures.

m∠1 ≅ m∠3 m∠2 ≅ m∠4

Angle in Art 7-8

Adjacent Angles: angles that share a vertex and a side but NO points in their interiors

Angle in Art 7-8

What effects do the angles have on the painting?

What do you think would have happened if the artist had chosen to not use some of the angles?