This unit uses the context of Picasso's art to explore two and three-dimensional shapes, to recognise their features, and to develop appropriate language to discuss Picasso's and their own artworks.
In level one, students have been learning to name some common shapes, becoming familiar with their features. As students are given opportunities, they find their own systems for sorting shapes, justifying their categories and developing the important geometric language of attributes.
Initially, students come to understand two-dimensional shapes as flat or plane shapes that have two dimensions. They have length and width but no depth, and therefore, technically, cannot be ‘held’. As they work with three-dimensional shapes, they come to understand the way in which two-dimensional plane shapes build three-dimensional shapes. Students need to have a clear understanding of the meaning and concept of ‘dimensions’ and should be able to explain in their own words what the abbreviations 2D and 3D mean. The change in language from ‘sides and corners’ for two-dimensional shapes, to ‘faces, edges and vertex/vertices’ is not an insignificant one. The language itself conveys the shape category and should be emphasised and subsequently well understood.
As students work with physical shapes they need to have opportunities to come to understand the defining characteristics of the shapes. Having them talk about and explain these characteristics within a particular learning context, consolidates conceptual understanding. The representation of three-dimensional shapes in the two-dimensional medium that a painted artwork is, creates its own challenge and interest. It should involve deconstructing 3D shapes and recognising that they are comprised of 2D plane shapes. This is a key understanding to be developed at this level.
In levels 3 and 4 students are challenged to explore and represent objects from different viewpoints and perspectives. The work in this unit of work is a useful precursor to developing these concepts.
Picasso's cubist art provides a useful context for the exploration of two and three dimensions as well as developing recognition in the students of the importance of shape as fundamental structure of art itself.
Associated Achievement Objectives
Art
Visual Arts
This unit can be differentiated by varying the scaffolding provided or altering the difficulty of the tasks to make the learning opportunities accessible to a range of learners. For example:
The contexts in this unit can be adapted to recognise cultural diversity and encourage engagement. For example, in addition to the works of Picasso, students could respond to cubist works from New Zealand artists. New Zealand artists that include elements of cubism in some of their work include:
Te reo Māori vocabulary terms such as mata (face), tapa (edge), akitu (vertex) and matahuhua (cubism) could be introduced in this unit and used throughout other mathematical learning.
Whilst this unit is presented as a sequence of five sessions, more sessions than this may be required. Any session may extend beyond one teaching period. This unit is written to focus on the work of Pablo Picasso, who co-founded the cubist movement. You may prefer to focus the activities on similar works by New Zealand artists.
This session is about naming and describing plane (2D) shapes, and using these to create a picture. Note: By drawing around the shape ākonga are creating a two-dimensional shape. Limit the colour selection, as this is relevant to the work in a later lesson.
SLOs:
Activity 1
Make geometric blocks available to pairs of ākonga (tuakana/teina).
Begin by having individual ākonga sort a selection of the geometric blocks into groups, and explain to their partner the groupings they have made. Have them repeat the sorting task, this time categorising them differently.
Encourage and affirm appropriate geometric language, including the correct use of shape names and descriptions of their features.
Activity 2
As a class (mahi tahi), brainstorm and record on the class chart, all shape and attribute language associated with the task in Activity 1.
Activity 3
Make paper, pencils, and pastels or crayons available, but limit the colour selection.
Challenge ākonga to make a picture of a person, object or place that is important to them. Explain that they are to make their picture using the shape blocks to help them.
Demonstrate how to begin the picture by drawing around several shapes and then colouring in the outline. For example:
Explain why your picture is important to you. (For example: ‘My Dad used to drive an old blue car a bit like this one.’)
Activity 4
Have ākonga make and complete their own pictures. When pictures are complete, have each ākonga name their picture, write a short story about it, using words from the brainstorm list in Activity 3. Their story should explain why the subject of the picture is important to them and how they made their picture. This activity could be integrated with explicit writing instruction (e.g. explanation writing).
Activity 5
Refer to the example picture made in Activity 3 above and to the artworks they have just completed.
Ask: “Are the shapes two-dimensional shapes or three-dimensional shapes?” Discuss ideas.
Write the word ‘dimension’ and 2D below the picture.
Ask ākonga to discuss in pairs the meaning of what has been written.
Through discussion, develop understanding of the meaning of the word ‘dimension’, of two dimensions and of the abbreviation, 2D.
Highlight the shapes that they have drawn are like (foot) prints only. They are wide and long, but not deep. Explain that two-dimensional shapes have no depth or thickness.
Activity 6
Activity 7
Invite ākonga to share their art works and stories. Conclude by writing on the class chart, ‘We used two-dimensional shapes to make our artworks today.’
This session is about choosing and responding to a piece of Picasso’s artwork.
SLOs:
Activity 1
Have several ākonga share with the class their art stories from Session 1, Activity 3.
Acknowledge ākonga as artists.
Activity 2
Explain that you have a true story to tell about another artist. Read Attachment 1: Picasso. (Omit the quote in the box).
Ask ākonga what they found most interesting in the story.
Record their ideas on the class chart, summarising their learning about Picasso.
Activity 3
Write on the class chart: “Art is a lie that makes us realise the truth.” Explain this is something Picasso said. Have ākonga discuss what he might mean by this.
Elicit ideas: for example, art does not always show us how things really are (“they lie”) but we recognise this by comparing art with how things are ("the truth").’
Activity 4
Activity 5
Activity 6
Conclude the session by encouraging ākonga to share their writing about Picasso’s artwork.
This session is about exploring the features of a three-dimensional shape. Ākonga recognise that a 3D shape is comprised of plane shapes, and represent 3D shapes in an artwork.
SLOs:
Activity 1
Begin by having more ākonga read their Picasso artwork stories from session 2.
Activity 2
Activity 3
Write cubism on the class chart. Explain that it is a name for an art style that Picasso is famous for. Have ākonga suggest what this might be and record their ideas/definitions on the class chart.
If required, complement ideas with these points:
Cubism:
Talk about each of these, having ākonga find and discuss examples in their artworks in front of them.
Activity 4
Activity 5
Ākonga can now begin their artworks. Ask them to stop and review progress throughout, reflecting on their own work and giving feedback to others.
Activity 6
Finish artworks with a title.
This session is about reflecting upon and consolidating the key learning about 2D and 3D shapes and about one artist.
SLOs:
Activity 1
Ākonga can display their cubist art (including titles) on their desks. Explain that ākonga will undertake a slow and silent art-walk in which they are to notice works they particularly like. They should look closely at these and decide what it is that makes them appealing to them personally. The two stars and a wish feedback structure could be used here. That is, ākonga should give two positive comments and a suggestion for improvement to another ākonga.
Activity 2
Have several ākonga share their ideas and feedback on the artwork they have noticed, explaining what they like about it and why. Have them refer to the artwork criteria when making their comments.
Activity 3
Make available poster paper large enough to accommodate ākonga artworks from Session 1 and Session 4, Activity 5.
Have each ākonga place (and glue) both artworks onto the poster paper, leaving sufficient space to attach a reflective comment.
Activity 4
On writing paper, have ākonga:
a. Write which of their own artworks they prefer, writing 2-3 reasons for their preference.
b. Explain what they have learned about geometric shapes through their exploration of Picasso’s art and of cubism.
c. Attach their reflections to their poster paper beneath their artworks.
Activity 5
Activity 6
Conclude the session by sharing some of your own favourite Picasso artworks. Discuss the fact that shape is a feature of much of his work.
Dear family and whānau,
In maths we have been exploring two-dimensional and three-dimensional geometric shapes. We have also been learning about Picasso and cubism, and have made some artworks of our own.
We would really like you to visit our classroom art gallery, either in person or online. You are invited to write your comments and feedback in our art visitors’ book or as a comment on the post.
We look forward to hearing what you think.
Printed from https://meaningfulmaths.nt.edu.au/mmws/nz/resource/picasso at 8:49pm on the 26th February 2024