1 , 2 , 3 | Visual Art |

Visual Art | Math |

Both Grade Level and Arts/PE Program | Access |

1 | other |

1 | other |

45 min or 1 hr | |

In-School Workshop | |

all year | |

$10 | 20 |

$200 | 0 |

no | Email , Phone |

paper, pencils, handouts, display graphics | |

none | |

n/a | |

I can compare numeric fractions to visual fractions. I can identify placement of facial features such as eyes by using fractional guidelines for faces. I can use visual fraction thinking to analyze proportions of bodies and objects. | |

Students learn to draw both a basic realistic face, then use their imaginations in creating a cartoon face with creative proportions. Similarities and differences between the two will become evident. Typical proportions of faces and bodies are presented. Key areas are designated with fractions. Students draw faces and bodies, matching typical proportions. When they draw creative cartoon people, they identify fractions showing placement of features. Example; in a typical face eyes are 1/2 of the way down. If in a non-typical face they are ¾ of the way down, the face will have a different look. Children draw on custom worksheets. When proportions of bodies are explained, the head is the “unit”. If a body is 8 heads high, the waist will be 4 heads down (or 4/8, = ½). 2nd graders may just do faces. 3rd and 4th graders may do faces and bodies. Students will learn about realistic and cartoon drawing people, while learning fractions in the realm of math education.rn | |

Students learn to draw both a basic realistic face, then use their imaginations in creating a cartoon face with creative proportions. Similarities and differences between the two will become evident. Typical proportions of faces and bodies are presented. Key areas are designated with fractions. Students draw faces and bodies, matching typical proportions. When they draw creative cartoon people, they identify fractions showing placement of features. Example; in a typical face eyes are 1/2 of the way down. If in a non-typical face they are ¾ of the way down, the face will have a different 8 heads high, the waist will be 4 heads down (or 4/8, = ½). 2nd graders may just do faces. 3rd and 4th graders may do faces and bodies. Students will learn about realistic and cartoon drawing people, while learning fractions in the realm of math education. | |

Video sample at youtube channel for Bill Dougal. https://www.youtube.com/watch?v=vnRB0F3SaIw | |

yes. optional. pass out / collect supplies. Make sure students are engaged. | |

## Grade 1 |

Grade 1: Mathematics: Measurement and Data: Measure lengths indirectly and by iterating length units: Cluster #2: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. |

Grade 1: Mathematics: operations and algebraic thinking 1.oa Represent and solve problems involving addition and subtraction.: 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem |

Grade 1: Visual Arts: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Compare images that represent the same subject. |

Grade 1: Visual Arts: Creating: Anchor Standard 3: Refine and complete artistic work. A. Use art vocabulary to describe choices while creating art. |

## Grade 2 |

Grade 2: Mathematics: Measurement and Data: Measure and estimate lengths in standard units: Cluster #4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. |

Grade 2: Mathematics: Measurement and data 2.md Measure and estimate lengths in standard units.: 1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. |

Grade 2: Visual Arts: Creating: Anchor Standard 3: Refine and complete artistic work. A. Discuss and reflect with peers about choices made in creating artwork. |

Grade 2: Visual Arts: Responding: Anchor Standard 7: Perceive and analyze artistic work. A.Perceive and describe aesthetic characteristics of one’s natural world and constructed environments. |

## Grade 3 |

Grade 3: Mathematics: Number and Operations: Develop understanding of fractions as numbers: Cluster #2: Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. |

Grade 3: Mathematics: n umber and operations—fractions 3.nf Develop understanding of fractions as numbers.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. |

Grade 3: Visual Arts: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. A. Evaluate an artwork based on given criteria. |

Grade 3: Visual Arts: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A.Create personally satisfying artwork using a variety of artistic processes and materials |