Castle & Sun Lesson Plan
Unit Theme:
Lesson: Integrated Subject: Level: Projected Time: |
Views of Reality: Students will be able to use math and art to design and produce their own view of reality. That is, they will design a castle, which is a real structure, but they will design in to their liking using art and geometric shapes.
Resist Watercolor Painting of Castle & Sun Math - Geometry 3 30 minutes |
Teacher Exemplar
Standards
Visual Arts - Grade 3Standard 1: The student will demonstrate competence in the use of ideas materials, techniques, and processes in the creation of works of visual art.
- VA3-1.1: Use his or her own ideas in creating works of visual art. - VA3-1.2: Identify and describe the materials, techniques, and processes used in a variety of artworks. - VA3-1.3: Use and combine a variety of materials, techniques, and processes to create works of visual art. Standard 3: The student will examine the content of works of visual art and use elements from them in creating his or her own works. - VA3-3.1: Recognize and describe the content in a work of visual art. Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world. - VA3-6.1: Identify similarities and connections between the visual arts and other subjects in the school curriculum. - VA3-6.2: Discuss and compare the similarities and differences between the visual arts and other arts disciplines. |
Math - Grade 3Standard 3-4: The student will demonstrate through the mathematical processes an understanding of the connection between the identification of basic attributes and the classification of two-dimensional shapes.
- 3-4.2: Classify polygons as eithe triangles, quadrilaterals, pentagons, hexagons, or octagons according to the number of their sides - 3-4.5: Classify triangles by the length of their sides as either scalene, isosceles, or equilateral and by the size of their angles as either acute, obtuse, or right |
Overview
After reviewing geometric shapes, learning about Paul Klee and his piece "Castle and Sun," and looking at several other castles, students will create their own version of "Castle and Sun" using oil pastels and watercolor paint.
Materials Needed (for a class of 22)
- Geometry/Paul Klee powerpoint
- 22 pieces of water color paper, size 7 3/4" x 11"
- 22 pieces of newsprint
- Crayons, various colors
- Watercolor paint
- 22 paint brushes
- 22 water cups
- 1 water pitcher
Vocabulary Terms
Geometry
- Square: a flat figure with four equal sides and four right angles - Rectangle: a flat figure with four straight sides and four right angles; top & bottom sides are equal and left & right sides are equal - Pentagon: a polygon with 5 sides - Hexagon: a polygon with 6 sides - Octagon: a polygon with 8 sides - Triangle: a polygon with 3 sides - Equilateral Triangle: a triangle whose sides are all equal - Scalene Triangle: a triangle with no two sides of equal length - Isosceles Triangle: a triangle with two equal sides - Acute Angle: an angle less than 90 degrees - Right Angle: an angle of 90 degrees - Obtuse Angle: an angle between 90 degrees and 180 degrees |
Art- Resist: any material, like oil pastel, that repels paint
- Wet-on-Dry Technique: the technique of painting wet color onto a dry surface - Primary Colors: blue, red, and yellow - Secondary Colors: colors made using two primary colors; examples of secondary colors are green, orange, and purple |
Objectives
The student will:
- Recognize various shapes and angles
- Describe shapes that "make up" the structure of a castle
- Design and produce a piece of artwork by drawing a castle using geometric shapes with a crayon and then painting the drawing with watercolors.
- Recognize various shapes and angles
- Describe shapes that "make up" the structure of a castle
- Design and produce a piece of artwork by drawing a castle using geometric shapes with a crayon and then painting the drawing with watercolors.
Assessment
Students will be informally assessed through the completion of their "Castle and Sun" paintings with:
- The use of at least three geometric shapes
- The use of either primary or secondary colors
- The castle covers at least 1/3 of the paper
- Both a castle and sun were depicted in their individual pieces
- The use of at least three geometric shapes
- The use of either primary or secondary colors
- The castle covers at least 1/3 of the paper
- Both a castle and sun were depicted in their individual pieces
Artist Connection - Paul Klee
Paul Klee (1879-1940) is a Swiss artist who taught at the German Bauhaus. He is best known for his childlike perspective. His artwork is influenced by expressionist, cubist and surrealist movements.
Visual Culture Component
Shapes make up every day objects and most can easily be spotted out by children. Castles are also very common for children to see, especially if they grew up watching Disney movies, Harry Potter, or have been to Walt Disney World. No two castles they may have seen are not exactly alike and they each have their own distinguishing characteristics, or shapes.
Procedure
- Prior to beginning the lesson, I will pass out all materials needed (2 minutes):
7 3/4"x11" watercolor paper
newsprint
paint brushes
watercolors
crayons
- I will open the lesson by asking the students if they have ever seen a castle on tv, visited a real castle, etc. This is to get the students thinking about castles and
how they all look very different.
- Then I will go over the powerpoint and review both math and art vocab terms, which will lead into a discussion about castles and the different shapes that can be
found in their structures (2 minutes)
- Next, I will discuss Paul Klee and his piece "Castle and Sun" and how the students will be creating their own "Castle and Sun" (2 minutes)
- Students will be given 15-20 minutes to design and produce their "Castle and Sun" piece, incuding at least three of the shapes from the math vocabulary and
finishing the piece by painting it with watercolors
- I will then close the lesson by reviewing the activity and information discussed in the powerpoint. I will also ask the students to explain how they incorporated art
and math into this activity. I will also touch on the fact that artists to use math in their art and that we can learn about math through art as well (3 minutes)
- If time permits, students will be given the opportunity to share/discuss their paintings - what shapes they used and whether they chose primary or secondary
colors (2 minutes)
- Students will clean up their work areas (2 minutes)
7 3/4"x11" watercolor paper
newsprint
paint brushes
watercolors
crayons
- I will open the lesson by asking the students if they have ever seen a castle on tv, visited a real castle, etc. This is to get the students thinking about castles and
how they all look very different.
- Then I will go over the powerpoint and review both math and art vocab terms, which will lead into a discussion about castles and the different shapes that can be
found in their structures (2 minutes)
- Next, I will discuss Paul Klee and his piece "Castle and Sun" and how the students will be creating their own "Castle and Sun" (2 minutes)
- Students will be given 15-20 minutes to design and produce their "Castle and Sun" piece, incuding at least three of the shapes from the math vocabulary and
finishing the piece by painting it with watercolors
- I will then close the lesson by reviewing the activity and information discussed in the powerpoint. I will also ask the students to explain how they incorporated art
and math into this activity. I will also touch on the fact that artists to use math in their art and that we can learn about math through art as well (3 minutes)
- If time permits, students will be given the opportunity to share/discuss their paintings - what shapes they used and whether they chose primary or secondary
colors (2 minutes)
- Students will clean up their work areas (2 minutes)
Resources
http://artiswhatiteach.blogspot.com/search/label/Paul%20Klee - blog where "Castle & Sun" lesson was found
http://quizlet.com/5111303/geometry-vocabularydefinitions-3rd-grade-flash-cards/ - website where math vocabulary was found
http://dictionary.reference.com - website where math and art vocabulary was found
https://www.google.com/imghp?hl=en&tab=ii&authuser=0 - used to find all images in powerpoint
http://www.artinthepicture.com/paintings/Paul_Klee/Castle-and-Sun/ - website where image of Klee's original painting was found
http://quizlet.com/5111303/geometry-vocabularydefinitions-3rd-grade-flash-cards/ - website where math vocabulary was found
http://dictionary.reference.com - website where math and art vocabulary was found
https://www.google.com/imghp?hl=en&tab=ii&authuser=0 - used to find all images in powerpoint
http://www.artinthepicture.com/paintings/Paul_Klee/Castle-and-Sun/ - website where image of Klee's original painting was found
Reflection
Three things that went well in my lesson presentation:
1. I felt very confident and comfortable with the information I presented to my classmates during my presentation. I have been in the classroom and taught
lessons to elementary students before, so I think that definitely had a lot of influence on my lesson presentation. I also researched Paul Klee and his "Castle
and Sun" piece, along with real and imaginary castles that I could tie into my lesson.
2. My classmates seemed to grasp the concept of the lesson and the artwork that they were making. There were minimal questions asked about what was
expected. I think this was largely because I included a "directions" slide in my powerpoint as well as voice my expectations on the assignment.
3. While my classmates were working on their castles, I was able to walk around the room and observe what they were doing, how they were designing their
castles, and what colors they were using to paint the castles. I really liked that I had this time where there was not a lot of demand on my part, and that I was
able to be there if any student needed assistance with anything. I think this occurred this way because the lesson was designed for students to do without
much help or assistance by the teacher. They know what is expected of them, what shapes and what colors to use, etc.
Three things I would have done differently:
1. I definitely would have created an early finishers worksheet or assignment had I known that most of my classmates woud complete the assignment well before
I expected them to. I based this decision not to have an early finishers activity on the time it took me to create my teacher exemplar. I learned a very good
lesson from this - you should never underestimate the work and pace of a student, and you should always be over-prepared just in case!
2. While I had Alexandria passing out the watercolors, I should have had another student pass out the water cups (instead of doing it myself) while I follow
behind them filling the cups with water. This would have saved a couple minutes and the students would have been able to get started on their artmaking a lot
faster.
3. A few students finished before the others and although I did ask them to clean up their areas (and they didn't listen), I should have been a bit more demanding
about it because it would have saved some time during the clean-up process and it would have made the lines at the sink a little shorter. I also could have had
these students help me pick up brushes, watercolors, etc.
1. I felt very confident and comfortable with the information I presented to my classmates during my presentation. I have been in the classroom and taught
lessons to elementary students before, so I think that definitely had a lot of influence on my lesson presentation. I also researched Paul Klee and his "Castle
and Sun" piece, along with real and imaginary castles that I could tie into my lesson.
2. My classmates seemed to grasp the concept of the lesson and the artwork that they were making. There were minimal questions asked about what was
expected. I think this was largely because I included a "directions" slide in my powerpoint as well as voice my expectations on the assignment.
3. While my classmates were working on their castles, I was able to walk around the room and observe what they were doing, how they were designing their
castles, and what colors they were using to paint the castles. I really liked that I had this time where there was not a lot of demand on my part, and that I was
able to be there if any student needed assistance with anything. I think this occurred this way because the lesson was designed for students to do without
much help or assistance by the teacher. They know what is expected of them, what shapes and what colors to use, etc.
Three things I would have done differently:
1. I definitely would have created an early finishers worksheet or assignment had I known that most of my classmates woud complete the assignment well before
I expected them to. I based this decision not to have an early finishers activity on the time it took me to create my teacher exemplar. I learned a very good
lesson from this - you should never underestimate the work and pace of a student, and you should always be over-prepared just in case!
2. While I had Alexandria passing out the watercolors, I should have had another student pass out the water cups (instead of doing it myself) while I follow
behind them filling the cups with water. This would have saved a couple minutes and the students would have been able to get started on their artmaking a lot
faster.
3. A few students finished before the others and although I did ask them to clean up their areas (and they didn't listen), I should have been a bit more demanding
about it because it would have saved some time during the clean-up process and it would have made the lines at the sink a little shorter. I also could have had
these students help me pick up brushes, watercolors, etc.