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# Art & Inquiry: A Pre-K Geometry Lesson

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A detailed look at the elements of a preschool lesson plan that relies on the use of an art object as a focus of inquiry for a lesson in shape recognition. Created to go along with my final project for MoMA's MOOC Art & Inquiry, March 2014.

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### Art & Inquiry: A Pre-K Geometry Lesson

1. 1. 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 Gukeisen kategukeisen.com
2. 2. RECOGNIZING SHAPES TARGET LEARNING GROUP: PRE-K TARGET LEARNING THEME: SHAPES AND COMPOSITION
3. 3. PK.G GEOMETRY STUDENTS WILL USE VISUALIZATION AND SPATIAL REASONING TO ANALYZE CHARACTERISTICS AND PROPERTIES OF GEOMETRIC SHAPES NEW YORK PRE-K MATH STANDARDS
4. 4. 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)
5. 5. ENGAGE THE 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.
6. 6. USE A BIG QUESTION You 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?
8. 8. DIG DEEPER REVEAL, 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 IDEA S AND INQUIRY. BE CAREFUL NOT TO PROVIDE TOO MUCH INFORMATION TOO SOON.
9. 9. 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
10. 10. PROVIDE CONTEXT Let 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)
11. 11. EXPRESS PROVIDE STUDENTS THE OPPORTUNITY TO EXPRESS THEIR UNDERSTANDING IN AUTHENTIC FORMATS.
12. 12. PROVIDE OPPORTUNITIES 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.
13. 13. PROVIDE ENCOURAGEMENT 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.
14. 14. PROVIDE CLEAR 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.
15. 15. PROVIDE CLEAR GOALS Goals: 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.
16. 16. REFLECT SHARING 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.
17. 17. A FEW ADDITIONAL PIECES TO INSPIRE FURTHER INQUIRY How would you use these pieces to inspire inquiry?
18. 18. 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/ladi es-in-history-varvara-stepanova/ SPORTS OUTFIT
19. 19. Varvara Stepanova (Russian, 1894-1958) Figure Oil on canvas Painting, from MoMA’s Painting and Sculpture Department MoMA Number: 433.1941 Date: 1921 FIGURE
20. 20. ADDITIONAL RESOURCES VARVARA STEPANOVA: MOMA | THE COLLECTION | VARVARA SEPANOVA HTTP://WWW.MOMA.ORG/COLLECTION/ARTIST.PHP?ARTIST_ID=5643 VARVARA STEPANOVA | MONOSKIP HTTP://MONOSKOP.ORG/VARVARA_STEPANOVA BADASS LADY CREATIVES [IN HISTORY] | DESIGN WORK LIFE HTTP://WWW.DESIGNWORKLIFE.COM/2013/12/25/LADIES-IN-HISTORY-VARVARA-STEPANOVA/
21. 21. ADDITIONAL RESOURCES INQUIRY LEARNING TEACHING INQUIRY LEARNING | MARK CHALONER HTTPS://WWW.YOUTUBE.COM/WATCH?V=LWCMCJ8OHWY INTRODUCTION TO INQUIRY BASED LEARNING | NEIL STEPHENSON HTTP://WWW.TEACHINQUIRY.COM/INDEX/INTRODUCTION.HTML ART & INQUIRY IN ANY CLASSROOM | CATHLEEN NARDI HTTP://WWW.SLIDESHARE.NET/CNARDI/ART-INQUIRY-IN-ANY-CLASSROOM