Geometric to Organic
Grade Level: 2, 3, 4
Time: 3 class periods
Objectives: To explore the concept of transformation of geometric shapes/form to organic shapes/forms with the application of water.
Purpose: Have students understand the concept of transforming shapes from solid forms (geometric) to free forms, learning about identifying and outlining abstract organic forms.
NJCCCS:
Visual and Performing Arts (Strand D)
1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.
1.1.5.D.1 Identify elements of art and principles of design that are evident in everyday life.
Mathematics Common Core 2010 Standard
2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes
Materials:
Drawing Paper
Washable markers
Ultra- Fine Point Sharpie Markers (Thin)
Spray Bottles/water
Straws
Vocabulary:
Abstract
Organic
Forms
Geometric
Transformation
Overlapping
Outline
Procedure:
1) Discuss geometric shapes, have students name some, then teacher draws them on the board
2) What characteristics of geometric shapes?
3) Discuss organic shapes, draw examples showing their free form characteristics.
4) Discuss project, demonstrate overlapping geometric shapes on the paper. (Choose 6 shapes and colors)
5) Demonstrate spraying water on shapes, then blowing water around with the straw
6) Let it dry, and then have students outline the new organic forms
7) Display works and discuss- (new found images)
8) Play review game
- Fold 1 sheet of paper to create 16 boxes
- Call students up one at a time to the board have tell them to create a geometric or organic shape
-Have other students at desk identify and replicate the shape on the board and then use their imagination to turn it into something in 1 minute
(ex. a square- turned into a present)
- Have some students share some of the image students created from shape
Assessment:
Have group discussion of what students learned about transformation of geometric to organic shapes (summary), gallery walk having students view each other’s work , pick volunteers to share positive statements about art works. Call on some students to share so new images they found in the transformations, like how you can see a bunny in clouds etc. Play the review game and share results. Collect and view completed works and look at forms to see if students understood concept of identifying and outlining the organic shapes. Mount finished artworks on colored paper and post on bulletin board in hallway with a short description of what the class did and some background information on the art process students’ works were inspired by.
Time: 3 class periods
Objectives: To explore the concept of transformation of geometric shapes/form to organic shapes/forms with the application of water.
Purpose: Have students understand the concept of transforming shapes from solid forms (geometric) to free forms, learning about identifying and outlining abstract organic forms.
NJCCCS:
Visual and Performing Arts (Strand D)
1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.
1.1.5.D.1 Identify elements of art and principles of design that are evident in everyday life.
Mathematics Common Core 2010 Standard
2.G.1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes
Materials:
Drawing Paper
Washable markers
Ultra- Fine Point Sharpie Markers (Thin)
Spray Bottles/water
Straws
Vocabulary:
Abstract
Organic
Forms
Geometric
Transformation
Overlapping
Outline
Procedure:
1) Discuss geometric shapes, have students name some, then teacher draws them on the board
2) What characteristics of geometric shapes?
3) Discuss organic shapes, draw examples showing their free form characteristics.
4) Discuss project, demonstrate overlapping geometric shapes on the paper. (Choose 6 shapes and colors)
5) Demonstrate spraying water on shapes, then blowing water around with the straw
6) Let it dry, and then have students outline the new organic forms
7) Display works and discuss- (new found images)
8) Play review game
- Fold 1 sheet of paper to create 16 boxes
- Call students up one at a time to the board have tell them to create a geometric or organic shape
-Have other students at desk identify and replicate the shape on the board and then use their imagination to turn it into something in 1 minute
(ex. a square- turned into a present)
- Have some students share some of the image students created from shape
Assessment:
Have group discussion of what students learned about transformation of geometric to organic shapes (summary), gallery walk having students view each other’s work , pick volunteers to share positive statements about art works. Call on some students to share so new images they found in the transformations, like how you can see a bunny in clouds etc. Play the review game and share results. Collect and view completed works and look at forms to see if students understood concept of identifying and outlining the organic shapes. Mount finished artworks on colored paper and post on bulletin board in hallway with a short description of what the class did and some background information on the art process students’ works were inspired by.