Lesson Title: Geometrically Artistic/Artistically Geometric Grade Level: 2-8

Lesson Overview/Intro/Brief Description

This lesson brings Nebraska Math and National Visual Arts Standards together. Students will interact with Keith Lowrey’s Untitled, in order to identify the many mathematical concepts that were integrated into the piece.

Art Exemplar

Title: Untitled

Artist: Keith Lowery (1935- )

Media: mixed

Plate/Date: no date

State Standard/Curriculum areas

Nebraska Math 4.1.2/8.1.2; 4.4.1/8.4.1; 4.4.3/8.4.5

National Visual Arts 2 and 6

Objectives

· Students will identify the two-dimensional geometric shapes that Lowrey utilized in Untitled by recognizing the half circle, square-like shape, triangle-like shapes, and many rectangles that are involved.

· Students will examine the concepts of equivalent fractions and congruency by comparing the two-dimensional shapes.

· Students will distinguish between the concepts of symmetry and asymmetry by comparing and contrasting different views of Untitled.

Assessment

Use the state or district for language arts, social studies, and visual arts.

Rubric generators

Resources

Untitled by Keith Lowrey

Museum of Nebraska Art

Art information/vocabulary

Materials

Overhead projector

Overhead markers

Lowrey Worksheet #1 (front and back)- copies and overhead

Lowrey Worksheet #2 (front and back) - copies and overheads

Crayons

Pencil

Ruler

Compass

Untitled by Keith Lowrey - overhead and color copy

Untitled by Keith Lowrey - black line reproduction

Vocabulary dictionary

Abstract art - art that is geometric in design or simplified from its natural appearance; abstract art does not need to look like anything real

Art elements - the visual components that artists use to create: shape, texture, space, line, and color

Asymmetry - not symmetrical; not having symmetry or regularity of two sides; one half of something is not the same as the other half

Symmetry - balance or regularity of two sides; one half of something is exactly like the other half

Congruent - figures that have the same size and shape

Geometric - forms that are regular and based on shapes such as a square, circle, rectangle, triangle, as well as cube, sphere, pyramid, or cylinder

Teaching

1. Background of artwork/artist

• Untitled (see Vocabulary for appropriate terminology for description of piece)

2. Introduce students to Keith Lowrey’s Untitled. Using an overhead of Untitled, discuss what art elements, specifically what geometric shapes, they see in the piece.

3. As the students share, direct the discussion toward specific shapes (circle, squares, triangles, rectangles) symmetry/asymmetry (cutting the piece in half along a horizontal line, as well as along a vertical line), equivalent fractions (the two quarter pieces of the circle, the two rectangles that are created along the same line that cuts the half circle in two), and congruency (the previously mentioned quarter circles, and rectangles).

4. Show students the black line master of Untitled and explain that all the detail of the piece has been removed, leaving only a line reproduction of the form.

5. Explain to students that they will be given several small black line masters of the piece and that they will be color-coding the different concepts that were discussed (geometric shapes, symmetry, asymmetry, congruency, and equivalent fractions).

6. Using the overhead black line master, color an example of one of the concepts using an overhead marker.

7. Encourage students to find many variations on geometric shapes within the black line artwork. Break students into groups of two or three and hand out Lowrey Worksheet #1 and allow them time to work.

8. As a class, with students using their completed worksheets, discuss each of the black line examples of Untitled. Compare and contrast answers given by students and clarify any examples of misunderstanding. Be sure to focus on using the proper vocabulary. Many of the questions might have more than one right answer.

9. Students will individually complete Lowrey Worksheet #2. Instruct students to be as precise as possible on their work by utilizing only a ruler, a compass, and a pencil. Challenge students to use these tools in creative ways to get interesting final results. Let students know that their final product will be on display as part of a “walking museum” for their classmates.

Closure

Walking Museum - Have students display their symmetrical and their asymmetrical illustrations on their desks. Divide the class in half and have them “tour” the room observing and asking questions about other students’ work and the techniques utilized. After giving ample time, have the groups switch roles.

Extension/Related Activities

Art

· Students could incorporate the concepts presented in the lesson into an original project of their own.

• Lowrey has stated that Untitled could be used to make prints. Additional lessons could be presented on printmaking and students could incorporate the concepts presented in the lesson.
• Discuss Untitled based upon what ideas/feelings Lowrey is trying to convey. Contrast with the formal art concepts of the piece that were focused on in this lesson.

· Dissect other abstract pieces of art using similar methods.

Math

• Have students apply the concepts presented in this lesson and focus on the transformations of geometric shapes within Untitled.
• Extend transformations of geometric shapes by introducing tessellations with slides, flips, or rotations of geometric shape.