Illuminations: Geometry in the World of Art

Geometry in the World of Art

Seeing Geometry in Art

Students use paintings studied in the previous lesson to connect their knowledge of geometric shapes and terms with Kandinsky’s use of geometric figures.

Learning Objectives
 
Students will:
  • identify geometric shapes in a piece of art
  • compare the use of consistency of geometry in several pieces of Kandinsky’s artwork

Materials
 
Online art encyclopedia, such as Artcyclopedia
Scavenger Hunt Activity Sheet
Shapes, Shapes, Shapes by Tana Hoban or The Greedy Triangle by Marilyn Burns

Instructional Plan

To assess students' prior knowledge, read aloud Shapes, Shapes, Shapes by Tana Hoban or The Greedy Triangle by Marilyn Burns. Focus students’ attention on the use of shapes in the environment.

Ask students to recall the different geometric shapes (triangle, square, rectangle, pentagon, hexagon, octagon, decagon, trapezoid) and list the properties they have studied in previous lessons. Ask them to describe the different types of lines (parallel, perpendicular, intersecting).

Select a Kandinsky painting from the web, and project a copy of it so that each student can easily view the painting. Have students identify different geometric elements of the painting.

To begin the lesson, have students locate one of the paintings discussed in the previous lesson. Have them work independently to study and list all of the geometric shapes in one painting. Ask them to work with a partner to compare their results. Remind them to check for figures within figures and lines that might serve as sides of figures.

Continue the lesson by having students repeat these steps with four more paintings. This activity helps develop observation skills required for science activities.

Have students record and compare the different geometric concepts used in the set of paintings. This will help students see the repetition of certain shapes for specific purposes.

Have students write a response to the following prompts:

  • Which shapes did Kandinsky use most frequently in his paintings?
  • What properties of these shapes make them adaptable for his paintings?

Questions for Students
 

What geometric figures do you see in the paintings? Which figures recur more frequently? Why do you think this is true?

What types of lines do you see in the paintings? What function do they serve?

What shapes are in Shapes, Shapes, Shapes, The Greedy Triangle, and in Kandinsky’s art?

Which shapes did you see that have more than four sides?

Select a Kandinsky painting. How do you think Kandinsky selected the name of the painting?

How does he use color to connect shapes in his paintings?

Assessment Options
 
  1. At this stage of the unit, students should know how to:
    • Identify geometric shapes in a piece of art
    • Have an understanding of the consistency of geometry in Kandinsky’s artwork
  2. Collect the student work samples and review them to measure the knowledge students have gained about geometric shapes since beginning this series of lessons. This information will be helpful as you determine the performance of each student in meeting the objectives of this lesson.

Teacher Reflection
 
  • Why was it important to examine more than one painting?
  • What indications were there that students observed the effective use of geometric shapes to create art objects? What insights did students share that were surprising? Why?
  • How does this lesson accommodate the range of learning styles among my students?
  • Which examples were the best for teaching the objectives in this lesson?

NCTM Standards and Expectations
 
Geometry 3-5
  1. Describe location and movement using common language and geometric vocabulary.
  2. Create and describe mental images of objects, patterns, and paths
  3. Recognize geometric ideas and relationships and apply them to other disciplines and to problems that arise in the classroom or in everyday life.
  4. Build and draw geometric objects.

References
 
  • Burns, Marilyn. The Greedy Triangle. New York: Scholastic, 1994.
  • Hoban, Tana. Shapes, Shapes, Shapes. New York: Greenwillow, 1996.
This lesson was developed by Maggie Williams and Carol Midgett.
  
1 period   

NCTM Resources

Principles and Standards for School Mathematics
National Council of Teachers of Mathematics Thinkfinity Verizon Foundation
More and Better Mathematics for All Students
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