the lesson by telling students that they are going to become artists.
Explain that their art needs to contain geometric elements (triangles,
points, lines, line segments, squares, circles) similar to Kandinsky’s
Cut different geometric shapes from colored paper and model
how to create a picture using the shapes. Have students identify all of
the geometric elements found in one of Kandinsky’s paintings using
samples from previous lessons. This should take about several minutes
and should be done independently.
Discuss as a class the students’ findings and compare what
different students observed. By this time, students should see that
Kandinsky’s art contains many of the same geometric shapes.
Have students design a rough draft of their picture on the You Are the Artist Activity Sheet.
You are the Artist
Use the list of terms as a guide. Allow time for students to revise
their draft. Then distribute paper to the students and have them create
a final drawing using markers or crayons.
As you move around the room, ask students to explain why they
selected the geometric figures for their particular drawing. Ask them
to describe the properties that make the best choice for the picture
Gather the class together and invite students to share their
drawings. Encourage them to describe how the properties work in their
drawings to create a picture. The drawings may be used on a bulletin
board in the classroom or in the hall. Posting some of the students’
responses allows others to understand the mathematical connections with