Author:
Arts ESU2
Subject:
Visual Arts, Mathematics
Material Type:
Lesson Plan
Level:
Middle School
Tags:
  • ITA
    License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    Scaled Copies

    Scaled Copies

    Overview

    This resource was created by Heidi Meyers, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and making art materials available to participating schools.

     

    Lesson Title: Scaled Copies
    Content Area: MathFine Arts Area: Visual Arts
    Grade Level: 7thTeacher: Heidi Meyers

     

    Standards and Alignment
    Content Area Standard:MA 7.2.3.f Solve real-world problems involving scale drawings using a proportional relationship.Fine Arts Standard:FA 8.2.1.d Investigate and apply relationshipsbetween elements of art and principles of design to brainstorm visual possibilities (e.g.,consider a variety of images and determine how line and value create emphasis in art).
    Key Vocabulary:
    • Scale factor
    • Scaled drawing
    • Units
    • Proportional Relationships
    • Lines/Segments, angles
    Materials List:
    • Centimeter grid paper
    • Pencils & erasers
    • Colored pencils or markers

     

    Lesson Delivery
    In this unit, students will be learning about scaled copies, how to determine the scale factor, how to make scale drawings, and how to use proportional relationships to answer questions about real life. This integrated art lesson assesses students’ knowledge of making scaled drawings as well as coloring technique for visual arts.
    1. Once the academic lessons have been covered, introduce students to the elements of visual art (use handout).
    2. Explain that their drawings must contain two or more elements of design with explanations of how they are used.
    3. Discuss the rubric for grading; show that they can choose to earn the highest amount of points by completing things as stated in the “Got It” column.
    4. Check for understanding.
    5. Allow student work time.

     

    Assessment and Reflection
    Content Assessment:Most of the students (80% or more) completed this assignment with passing scores (4-5).Arts Assessment:Most of the students (80% or more) completed this assignment with passing scores (4-5).
    Student Reflection:It was clear that many students were not used to being assessed in the form of a rubric. There seemed to be some confusion until I explained each step.Teacher Reflection:Since I recognized that students were not used to being graded in the form of a rubric, I will make efforts to utilize them more often, so it won’t be such a foreign concept to them. As far at their projects, they did very well, and I was pleased with their scaled drawings, as well as their use of the elements of visual arts.

     

     

    Visuals and Handouts
    Elements of Visual Art handoutRubric