ART & INQUIRY:A PRE-K LESSON PLAN FOR USING ART OBJECTS IN THE CLASSROOM

Ideas inspired by my first MOOC, MoMA’s ART & INQUIRY.

by Kate Gukeisenkategukeisen.com

RECOGNIZING SHAPES

TARGET LEARNING GROUP: PRE-K

TARGET LEARNING THEME: SHAPES AND COMPOSITION

PK.G GEOMETRY

STUDENTS WILL USE VISUALIZATION AND SPATIAL REASONING TO ANALYZE CHARACTERISTICS AND PROPERTIES OF GEOMETRIC SHAPES

NEW YORK PRE-K MATH STANDARDS

PK.G GEOMETRY

PK.G.1 Match shapes, first with same size and orientation, then with different sizes and orientations

• Identify circles, squares, and triangles (A.1)

• Identify rectangles (A.2)

ENGAGETHE NEXT SLIDE FEATURES THE ARTWORK THIS LESSON EMPLOYS TO ENGAGE STUDENTS. PLEASE TAKE A FEW MOMENTS TO ENGAGE WITH THE NEXT SLIDE.

THINK ABOUT WHAT YOU SEE. HOW YOU FEEL. WHAT YOU NOTICE.

USE ABIG QUESTIONYou will find it useful to start the lesson with a big question, or theme, in mind.

The theme of this lesson is recognizing shapes.

The big question in this lesson is:

How can artists use shapes

to create pictures?

ASKOPEN ENDED QUESTIONSPreparing at least three open ended questions to ask your students will help you guide inquiry toward your learning goals, and will provide students the opportunity to express their different observations and opinions.

Three open ended questions for this lesson are:

1. What do you notice about this art piece?

2. What do you observe about how the artist used shapes in this artwork?

3. If you were to make a similar piece of artwork about your family, tell me about the shapes you would use.

DIG DEEPERREVEAL, OR PROVIDE, INFORMATION FOR CONTEXTUAL SUPPORT THROUGHOUT THE INQUIRY PROCESS.

THE INFORMATION YOU REVEAL SHOULD BE CLEARLY IDENTIFIED AS FACT OR OPINION AND SHOULD ENCOURAGE FURTHER EXPRESSION OF ORIGINAL IDEAS AND INQUIRY.

BE CAREFUL NOT TO PROVIDE TOO MUCH INFORMATION TOO SOON.

Varvara Stepanova

(Russian, 1894-1958)

Family

Wood Engraving

Print, from MoMA’s Prints and Illustrated Books Department

MoMA Number: 224.1990

Date: 1920, reprinted c. 1989

FAMILY

PROVIDECONTEXTLet students inquire and explore on their own to create stronger connections to the piece and, when the time is right, to connect developmentally appropriate context to the piece and its creator.

Three pieces of information appropriate for this lesson are:

1. The title of the piece: Family. (connection to self)

2. Varvara Stepanova used simple geometric shapes in much of her artwork and design. She used shapes as a basis for creating pictures of people, for designing posters, and even to design clothing. (connection to classroom content)

3. Varvara Stepanova created artwork in a number of different ways. Sometimes she painted, sometimes she drew, and sometimes she used geometric woodcuts to create figures. (connection to home and classroom activities)

EXPRESSPROVIDE STUDENTS THE OPPORTUNITY TO EXPRESS THEIR UNDERSTANDING IN AUTHENTIC FORMATS.

PROVIDEOPPORTUNITIES TO EXPRESS

In this activity, students will use

a combination of ink stamps and pre-cut paper geometric shapes

to create a picture that represents their family.

PROVIDEENCOURAGEMENT

Introduction:

During their investigation of the artwork, students will verbally share their observations and connections with the group (which consists of 12 young

learners, one teacher, and one teaching assistant). Throughout that discussion, students will be encouraged to share their own observations,

connections, and questions, and will also be encouraged to especially consider the shapes and subject matter of the work. The students will

also be asked during group investigation to think about how they would change the shapes or picture to represent their own family. Additionally,

the teacher will introduce the method that Stepanova used to produce her artwork (this wood engraving in particular),

and the similar ways we produce artwork in the classroom.

PROVIDECLEAR DIRECTIONS

Directions:

Using the stamps, ink, paper shapes and glue sticks at your table,

create a picture of your family.

You may use any of the materials you want to use,

and can include anyone you consider "family" in your artwork.

PROVIDECLEAR GOALSGoals:

Students will gain familiarity with and identify

circles, squares, triangles, and rectangles of different sizes and orientations.

Students will observe, investigate, and demonstrate how simple shapes

combine to create representations of things they see every day.

Students will further have an opportunity for creative expression

through manipulation of these shapes.

REFLECTSHARING WORK AND REFLECTING ON THE ACHIEVEMENT OF A LESSON’S GOALS IS

INCREDIBLY MOTIVATING FOR STUDENTS,

A WONDERFUL WAY TO REINFORCE LESSON CONCEPTS,

AND AN IMPORTANT ELEMENT IN ENCOURAGING FURTHER INQUIRY.

A FEW ADDITIONAL PIECESTO INSPIRE FURTHER INQUIRY

How would you use these pieces to inspire inquiry?

Varvara Stepanova

(Russian, 1894-1958)

Sports Outfit

Designed when Stepanova was a textile designer at the Tsindel (First State Textile Factory).

From: Design Life Work | Varvara Stepanova

http://www.designworklife.com/2013/12/25/ladies-in-history-varvara-stepanova/

SPORTS OUTFIT

Varvara Stepanova

(Russian, 1894-1958)

Figure

Oil on canvas

Painting, from MoMA’s Painting and Sculpture Department

MoMA Number: 433.1941

Date: 1921

FIGURE

ADDITIONAL RESOURCESVARVARA STEPANOVA:

MOMA | THE COLLECTION | VARVARA SEPANOVAHTTP://WWW.MOMA.ORG/COLLECTION/ARTIST.PHP?ARTIST_ID=5643

VARVARA STEPANOVA | MONOSKIPHTTP://MONOSKOP.ORG/VARVARA_STEPANOVA

BADASS LADY CREATIVES [IN HISTORY] | DESIGN WORK LIFEHTTP://WWW.DESIGNWORKLIFE.COM/2013/12/25/LADIES-IN-HISTORY-VARVARA-STEPANOVA/

ADDITIONAL RESOURCESINQUIRY LEARNING

TEACHING INQUIRY LEARNING | MARK CHALONERHTTPS://WWW.YOUTUBE.COM/WATCH?V=LWCMCJ8OHWY

INTRODUCTION TO INQUIRY BASED LEARNING | NEIL STEPHENSONHTTP://WWW.TEACHINQUIRY.COM/INDEX/INTRODUCTION.HTML

ART & INQUIRY IN ANY CLASSROOM | CATHLEEN NARDIHTTP://WWW.SLIDESHARE.NET/CNARDI/ART-INQUIRY-IN-ANY-CLASSROOM