Art Integration Lesson Plan Template 1

Art Integration Lesson Plan Template

LTC 4240: Art for Children

Lesson Title: Tessellation Time
Big Idea: Relationships
Grade Level: 3
Lesson Purpose:
The purpose of this lesson is for students to identify the relationship tessellations create while also identifying the
relationship between area and perimeter.

Class Periods Required: 3
Key Concepts (2-3):

RELATIONSHIP is the way in which two or more concepts, objects, or people
are connected, or the state of being connected.
RELATIONSHIPS are found everywhere. They can be found in Visual Arts
and Mathematics.
All RELATIONSHIPS are different there can be good relationships, bad
relationships.

Essential Questions (2-3):

What does RELATIONSHIP mean?

Where are RELATIONSHIPS found?

Do all RELATIONSHIPS look the same?

Lesson Objectives:

Student will be able to recognize area as additive.
Students will be able to recognize that the area of two shapes can be the same, but the perimeter can be different.
Students will be able to identify the similarities within warm colors and the similarities within cool colors, and how they work together.
Students will be able to distinguish that tessellations have no negative space and the relationship they have with each other that allow for no negative space.
Students will be able to create an original artwork using repeated shapes, and color schemes.

Grade Level Expectations (GLEs)

Standard I: PP.3.A.G3
Create an original artwork using line, shape and color

Standard II: EP.1.E.G3
Identify and use warm and cool colors

Missouri Core Academic Standards (Common Core State Standards)

CCSS.MATH.CONTENT.3.MD.C.7.D
Recognize area as additive. Find areas of rectilinear figures by decomposing
them into non-overlapping rectangles and adding the areas of the non-
overlapping parts, applying this technique to solve real world problems.

CCSS.MATH.CONTENT.3.MD.D.8
Solve real world and mathematical problems involving perimeters of
polygons, including finding the perimeter given the side lengths, finding an
unknown side length, and exhibiting rectangles with the same perimeter and
different areas or with the same area and different perimeters.
Art Integration Lesson Plan Template 2


Integrated Content Areas:
1. Visual Art
2. Mathematics
Identify & define common vocabulary/concepts that connect visual art with
the non-art content area.

Negative Space the space around and between the subject(s) of an image
Area refers to the number of square units the figure covers
Perimeter is the distance around a two-dimensional shape
Warm colors - colors whose relative visual temperature makes them seem
warm. They are based on the red, orange, and yellow and tend to suggest a
sense of sunlight and warmth
Cool colors - shades, which are not bright, and they depict harmony and
calmness. They are shades such as blue, green and purple among many
others.

Anticipatory Set (Gaining Attention):

To gather students attention I will show students images of different
tessellations. Students will be interested in the artwork because of their
repeated structure and fun images.
Closure (Reflecting Anticipatory Set):

Teacher will engage students in a whole group discussion where they can
reflect on what they have learned regarding the relationship between area and
perimeter, the relationship between tessellation patterns, and the relationship
between warm and cool colors. The teacher will also engage student in a
conversation about how all of there different relationships compare to one
another.

Lesson Activities & Procedure(s):
Day 1
1. Show students PPT with different tessellations by M.C. Escher, who has
many pieces with the concept of tessellations. Then, ask the students what
they notice about the different tessellations.
2. Talk about the relationship between the pieces. For example, how the
piece is composed solely from repetition of one design, how there are no
spaces between the pattern or shapes, and how there is no overlap.
(Introduce the term negative space and discuss what makes it possible for
there to be no negative space within the artwork)
3. Once students have discussed what they have noticed, fill in any missing
gaps and further explain ideas they did notice. For example, if the students
did not notice the repetition, this would be the time to identify the repeated
shape.
4. Let the student know that they will be creating their own tessellations the
Lesson Texts & Materials:

- PowerPoint with tessellations created by M.C. Eschner
- 4x4 unit Grid squares
- Scissors
- Tape
- Pencil
- Warm/Cool color crayons or colored pencils







Art Integration Lesson Plan Template 3

following day in class.
Day 2
5. Inform them that they will be creating their own tessellations, using the
grid squares given. The students will be given a 4-unit by 4-unit square to
create their repeating pattern. Guide lines include: Must cut boxes from
one side of the square and reattach them to the parallel side of the square,
cuts must start from the top and go all the way to the bottom, and must cut
full boxes out (no diagonal lines).
6. Walk students through the process of making the tessellation by modeling
how to cut out the shape they will use to create the tessellation.
7. Have the students create their tessellations on a provided sheet of graph
paper, but do not have students color their artwork.
8. Have a discussion about cool colors and warm colors. The students will
sort different colors into two different groups: Cool Colors and Warm
Colors.
9. The students will then decide how they want to color their tessellations,
taking the relationship between warm and cool colors into consideration.
Students will decide if they want to create a piece with warm colors
(signifying warmth and energy) or a piece with cool colors (signifying
harmony and calmness).
10. Students will write a short artistic statement about why they chose the
colors they did.
Day 3
11. Next, the students will calculate the area and perimeter of the shape they
used as their pattern.
12. After calculating the area and perimeter, students will break in to groups to
discuss their answers.
a. Groups will be strategic, all students will have the same area
because they all use the same 4x4 square, however, some
students will have different perimeters depending on how they
alter their shape. Groups will be placed so that not all students
have the same perimeter in their groups.
13. Students will engage in discussion about the relationship between
perimeter and area and write a statement about the relationship between
area and perimeter.
14. Students will come back to a whole group discussion and share their
findings. This is when the teacher will discuss how objects can have the
same areas but different perimeters, or same perimeters and different areas.
Lesson Resources/References:

Pictures in PPT (all from http://www.mcescher.com/Shopmain/ShopEU/facsprints-uk/prints.html)

Two Birds, February 1938
M.C. Escher










Horseman, June 1946
M.C. Escher









Lizard, November 1942
M.C. Escher







Art Integration Lesson Plan Template 4

15. Students will then get the opportunity to tweak their statement about the
relationship between area and perimeter and include an example of two
polygons with the same area and different perimeter, and two polygons
with the same perimeter but different area.

Example of Student Work:

Attached in Tab on Weebly
Lesson adaptations for challenged learners:

- Challenged learners will be able to draw their examples for the math
summative assessment on grid unit paper. This will make it easier for them to
count the area and perimeter of their polygons. Also, these students would be
advised to use rectangles as their polygons because there are less sides to take
into consideration for the perimeter.
Lesson extensions/enrichments for gifted learners:

- Students can find the area and perimeter of their shape using a
formula instead of just counting the squares.
- Students can include a more detailed artistic statement discussing
what the color did to their piece and how it would be different if they
used different colors.

Formative Assessment strategies:

- Through group discussions about the types of relationships the
students notice, the teacher will be able to use formative assessment to
see if there are any misconceptions about the material being
introduced.

Summative Assessment strategy:

- The artistic statement will serve as a summative assessment for the
art portion of the lesson.
- The groups final statement about the relationship between area and
perimeter will serve as the summative assessment for the math.

What student prior knowledge will this lesson require/draw upon?

- Students must know how to find area and perimeter.
- Students will be able to identify different colors on a color wheel.

How will you engage students in imagining, exploring, and/or experimenting in this lesson?

- By giving students the freedom to create their own shapes to use for their tessellation, students will be able to use their imagination and explore
different possibilities.

How will this lesson allow for/encourage students to solve problems in divergent ways?

- like I noted above, student have the freedom the create their own shapes. For this reason, all students will find the area and perimeter of different shapes.
Students can arrive to these answers by either using a formula or using the tiling method. Students can use the additively principle to find the area of parts of
their shape that can be broken into shapes that are easier to find the area of (such as rectangles).



Art Integration Lesson Plan Template 5

How will you engage students in routinely reflecting on their learning?

The teacher will hang the artwork around the classroom with their calculations on sticky notes. The students can always look back at the different pieces of
artwork their classmates created and think back to how they created their artwork.

How will this lesson engage students in assessing their own work and the work of peers?

- When students break into groups to discuss their findings, they will have to assess the work of their peers. Students may think others have the wrong
answer because they have different perimeters. This will allow students to recognize the relationship between area and perimeter. Students will assess
their own work when they tweak their statements after the whole group discussion.

What opportunities/activities will students be given to revise and improve their understandings and their work?

- Students will be able to improve their understanding when they get to revise their statement about area and perimeter and create their examples.
-
What opportunities/activities will you provide for students to share their learning in this lesson?

- When students break into groups the will be able to share their work with others.
- When the students artwork is displayed throughout the classroom, they will be able to share their work with others.


References
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from
http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts%20Integration.pdf