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3rd Grade Visual Arts Projects
“Whew, what a RELIEF!”
(Relief: An art form that depicts a flat surface being raised in levels.)
Ringgold Room/Mrs. Stembridge- 3rd Grade
Lesson by Mrs. Patty Cooper!
This was project that took several weeks to complete. Students worked with symbols from the Underground Railroad quilt designs for inspiration for this relief project. They learned to revise an idea that they have in order to make it better and stronger visually. The art concepts we focused on were Texture. Texture can be a real texture, like the bumpy cardboard edges, or implied texture, which is when an object looks like it would feel. We also worked hard with Shape. Students learned how to reduce the size of each level as they stacked it in order for the relief to truly be demonstrated. While they worked on their designs, students thought about colors they would like to see in their final piece. Some Students decided to paint directly on their cardboard, while others chose to cover their relief with foil. This added several new challenges, and students were ready to take it on! Each student was encouraged to develop their own color scheme.
Art Standards: Concept 1 / Po102: Student will make and explain revisions in his/her won artwork.
Concept 2/ po102: Students will use materials, tools and techniques appropriately in his/her artwork.
Looking Ahead: In Quarter 3, these students will be collecting and analyzing and graphing data they will collect based on color and shapes used in this and other projects!
How Do Math and Art Connect?
AZ State Standards http://www.azed.gov/azccrs/files/2013/11/3flipbookedited_2.pdfSummary of Mathematical Practices:
1. Make sense of problems and persevere in solving them.
Math: In third grade, students know that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Third graders may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They listen to the strategies of others and will try different approaches. They often will use another method to check their answers.
Art: Students do the same things. They think about how to solve the creative problem they are presented with. In this project, they used photos referencing quilt images from the Underground Railroad, and figured out how to apply that to a 3-D art project. They made sense of pattern and shape by placing consecutively smaller pieces on top of one another to attain the relief quality.
8. Look for and express regularity in repeated reasoning.
Math: See repeated calculations and look for generalizations and shortcuts. See the overall process of the problem and still attend to the details. Understand the broader application of patterns and see the structure in similar situations. Continually evaluate the reasonableness of their intermediate results
Art: Students are continuously influenced by the work of their peers and how their classmates are solving the exact same problems. They look for generally successful ways to solve those creative problems, and they are constantly evaluating and refining their results.
Ringgold Room- Quilt Squares
Sep. 16, 2014
Ringgold Room- Quilt Squares
Artist Inspiration: Faith Ringgold
Lesson by Ms. Patty Tabaczynski
Classroom Teacher: Ms. Bonita Stembridge
After reading “Tar Beach” by Faith Ringgold, students were inspired to create their own quilt square based on personal experience . This project took several weeks to complete, and introduced the students to painting on material that was new for many of them- upholstery samples! First, students designed a quilt square on paper based on a meaningful concept to them. That could be “home,” “family,” “food,” “animals.” It could be something abstract like “goodness,” “hope,” or “joy.” Then students took on the challenge of painting on the fabric- some of those textures proved to be incredibly challenging, and we decided to use markers on the fabric as well. We create pattern borders with our mixed media and our markers to frame our image. When we were done, we connected each square together to make a beautiful whole quilt, representing each student in class. In addition to the art technique lessons, we learned that each one of us makes and important contribution to the whole, and we all have an important message to carry!
Visual Art Standards:
PO103S1C3: The student will use elements and principles of art and design in his/her work.
PO302S1C2: Students will demonstrate purposeful use of materials, tools and techniques in his/her artwork.
40A.C. Students will generate and analyze patterns.
3G.A. Students will reason with shapes and their attributes.
Reading Standards for Literature:
To build a foundation for college and career readiness students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different
time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements.
Reading Standards for Informational Text:
To build a foundation for college and career readiness students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. By reading texts in history/social studies, science, and other disciplines, students
build a foundation of knowledge in these fields that will also give them the background to be better readers in all areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades.
Ringgold Room- Quilt Squares
Whew, what a RELIEF!
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