Today I want to share with you a couple of ways that I integrated art into my geometry instruction this last quarter. We were just at the beginning of our geometry instruction and were learning about lines. This day's lesson was about parallel, perpendicular, and intersecting lines.
I wanted to find some line art for students to locate these types of lines from. I could have drawn my own, but to save time, I just went to the internet. I Googled "Geometric Line Art" and found a ZILLION different options, but for this activity, I chose this one:
The instructions were to take turns finding parallel, perpendicular, and intersecting lines. I also asked them to locate right, acute, and obtuse angles. If you had already studied triangles, you could also have them search for types of triangles. Basically, students played an "I Spy..." game.
I handed out protractors for students to use as they searched for different angles.
Students were quite engaged with this task! At the end of their work time, as a check-in, we met on the carpet and discussed which types of lines and angles were easiest to find, which were more difficult, and their conjectures about why.
We usually have art on Friday so, in order to extend our learning of lines and angles, our art focus on that Friday was a geometric art project. I posted my example along with some questions that morning so that students would start thinking about the project and to build a bit of anticipation.
The only prep I had to do was to cut up some construction paper into different random geometric shapes and locate enough black markers and protractors for each of my students. Easy Peazy! Oh... and have an idea of the vocabulary I wanted students to interact with:
Students were asked to get out crayons and rulers.
Not only was this an art project about lines and angles, but it was also a lesson in following directions, which some of my students are struggling with right now.
As I gave verbal cues, students drew the type of line, angle, or shape I asked for. They used their rulers and Sharpie markers for bold black lines. We decided that a "line" would go from one side of their shape to the other. A ray would start on the page and go off one side, and a line segment would not touch either side. You will want to make this clear ahead of time.
When the drawing of the lines and shapes was completed, students used crayons to color in their shapes, but any medium could be used: markers, colored pencils, paint. The directions for this phase of the project were that you could not use the same color to fill in any "adjacent" shapes, and we discussed what "adjacent" means.
When the projects were completed, for a quick assessment of the project, students could share/exchange with their peers and try to find the different lines, angles, and shapes.
The completed art pieces were collected and I made a colorful bulletin board to display them.
|Looks a bit like stained glass, doesn't it?|
I like interactive bulletin boards, so I added questions to encourage students and parents who passed by to stop and interact with our art work.
This ended up being a great math and art experience for my students and it supported my opinion that integrating art into math doesn't have to be painful! It helped my students build their math vocabulary, practice locating shapes and determining angles, and also introduced some new math words to my class. As an added bonus, students practiced the skill of following verbal directions.
I hope that this has inspired you to add a bit of art to your math curriculum! If you are interested in more great ways to integrate art in your classroom, follow my Literacy Loves ~Art Pinterest board!
Thanks for visiting!