Author:
Arts ESU2
Subject:
Visual Arts, Mathematics
Material Type:
Lesson Plan
Level:
Middle School
Tags:
  • Math
  • Math Activities
  • NE Art
  • NE Math
  • NE Visual Arts
  • Nebraska Department of Education
  • Visual Arts
  • math
  • math-activities
  • ne-art
  • ne-math
  • ne-visual-arts
  • visual-arts
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English

    Education Standards

    3D Art

    3D Art

    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, practice, and coaching.

    Lesson Title:  3D Art

    Content Area:  MathFine Arts Area:  Visual Arts
    Grade Level:  8thTeacher:  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 anglesMaterials List:Sketch bookPencil & eraserStraight Edge/Protractor/CompassMarkers/Colored Pencils/Graphite Pencils

     

    Instructional Delivery
    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.
    Student Reflection: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.