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, practice, and coaching.
Lesson Title: 3D Art
|Content Area: Math
|Fine Arts Area: Visual Arts
|Grade Level: 8th
|Teacher: Heidi Meyers & Dawn DeTurk
|Standards and Alignment
|Content Area Standard:MA 8.3.1.b Identify and apply geometric properties of parallel lines cut by a transversal and the resulting corresponding, alternate interior, and alternate exterior angles to find missing measures.
|Fine Arts Standard:8.2.1.c Engage in the sensory experience and relate it to making expressive artwork.
|Key Vocabulary:Elements of Art, one-point perspective, isometric drawings, parallel lines, transversal, corresponding, alternate interior, and alternate exterior angles
|Materials List:Sketch bookPencil & eraserStraight Edge/Protractor/CompassMarkers/Colored Pencils/Graphite Pencils
|Pre-teach: How to sketch three dimensional geometric shapes, isometric view and one-point perspective.Review Elements of Art. Instruct students to create a scene, either isometric view or one-point perspective, with geometric shapes. They can use graphite pencils, colored pencils, or markers to complete art. Have them discuss with classmates the areas in their art that are parallel lines cut by a transversal as well as the measurements of those angles. Talk about the differences between parallel lines in isometric drawings and the representation of parallel lines in one-point perspective drawings. Include the fact that the illusion of distance is actually made by lines that meet at a point but that they represent parallel surfaces.
|Assessment and Reflection
|Content Assessment:Most of the students showed proficiency in drawing three dimensional geometric shapes and parallel lines cut by a transversal.
|Arts Assessment:Some students jumped right into the project with creative scenes in mind. Other students struggle for a while to come up with an idea. Eventually, all students were able to engage and create a scene with the required elements.
|Teacher Reflection:We spent less time on this project than we did on the first one, but I still think the students enjoyed it. Some struggle with the creative freedom. (The other project was more structured.) However, many of the scenes turned out great.