A Mindful Minute (6 - 8)
Last changed: 08/16/2021 1:55pm
| 6 , 7 , 8 | Visual Art Phy. Education |
| Visual Art | Math |
| Both Grade Level and Arts/PE Program | Alignment |
| 1 | 60 min |
| 1 | 45 min |
| In-School Workshop | |
| Available all year. Spring preferred. | In-School, |
| $5 | 0 |
| $200 | 0 |
| no | Phone , Email |
| Laminated Artist Sheets that contain image of sculpture on the front and contextual information on the back including: photo of the artist, name, date, title, size, location, fun facts, etc. I will also supply rulers and graph paper. | |
| Pencils and photocopies when possible. | A classroom with space to hold 'yoga' poses, and measure as well as write mathematic equations. |
| I can use my body to interpret the lines, shapes, forms of a work of art. I can listen and share to increase my understanding for a given subject. I can be curious about what I see visually and ask questions to start an investigation/learn more. I can work collaboratively to solve real world math problems involving geometry and measuring. | |
|
Students will become living sculptures as they challenge their bodies to interpret the geometry, angles, and balance of a dozen famous sculptures. They will be challenged to maintain stillness and stability in their interpretive poses for 60 seconds at a time. They will shape their bodies to mimic characteristics of the artwork’s lines, forms and structure. They will hold their interpretive poses for an entire minute bringing awareness into their breath, their body, and the passing of time. They will be challenged to continue to hold the pose while learning contextual information about the artist/sculpture including the time and place it was created and the media used. Then students will discuss the work of art by describing how their bodies felt being in the interpretive pose and use visual art vocabulary as they begin to read into the sculpture’s possible mood, meaning, and ideas. After this reflection, students will re-construct an interpretive pose that encompasses an insight or fluent read of the artwork. These poses can be named and used as classroom directional for stretch breaks, transition times, line ups, etc. During the second half of the visit, students will collaboratively analyze, investigate, compute scale and then measure and represent with their bodies to visualize real world size, perimeters, angles, and area as applicable to grade appropriate learning standards. This program encourages students to slow down, to interpret/process their visual world, and to look/learn with their whole body as they connect mathematics to real world applications. Students will understand that artwork conveys a story that can be read be interpreting the form, structure, media, and contextual information; reading a work of art becomes more accessible when looking with their whole whole body. Students will have exposure to several different sculptures from different cultures from differnt time periods inclusive of female and African American artists. Students will solve word problems based on new and interesting visual data(sculptures); data collection, measuring and problem solving, calculate actual size, area, perimeter, angles of the work of art will bring work to life. Students will work independently and collaboratively to interpret and analyze the works of art. Math Standards change across age groups and so with the measuring and computing that each grade does. |
|
|
Students will understand that artwork conveys a story that can be read be interpreting the form, structure, media, and contextual information; reading a work of art becomes more accessible when looking with their whole whole body. Students will have exposure to several different sculptures from different cultures from differnt time periods inclusive of female and African American artists. . Students will work independently and collaboratively to interpret and analyze the works of art as they use their bodies to measure and understand the actual size of the sculpture. Students will become living sculptures as they challenge their bodies to interpret the geometry, angles, and balance of a dozen famous sculptures. They will be challenged to maintain stillness and stability in their interpretive poses for 60 seconds at a time. They will shape their bodies to mimic characteristics of the artwork’s lines, forms and structure. They will hold their interpretive poses for an entire minute bringing awareness into their breath, their body, and the passing of time. They will be challenged to continue to hold the pose while learning contextual information about the artist/sculpture including the time and place it was created and the media used. Then students will discuss the work of art by describing how their bodies felt being in the interpretive pose and use visual art vocabulary as they begin to read into the sculpture’s possible mood, meaning, and ideas. After this reflection, students will re-construct an interpretive pose that encompasses an insight or fluent read of the artwork. These poses can be named and used as classroom directional for stretch breaks, transition times, line ups, etc. During the second half of the visit, students will collaboratively analyze, investigate, compute scale and then measure and represent with their bodies to visualize real world size, perimeters, angles, and area as applicable to grade appropriate learning standards. This program encourages students to slow down, to interpret/process their visual world, and to look/learn with their whole body as they connect mathematics to real world applications. Students will understand that artwork conveys a story that can be read be interpreting the form, structure, media, and contextual information; reading a work of art becomes more accessible when looking with their whole whole body. Students will have exposure to several different sculptures from different cultures from differnt time periods inclusive of female and African American artists. Students will solve word problems based on new and interesting visual data(sculptures); data collection, measuring and problem solving, calculate actual size, area, perimeter, angles of the work of art will bring work to life. Students will work independently and collaboratively to interpret and analyze the works of art. |
|
| Parent support is always welcome. | |
Grade 6 |
| Grade 6: Mathematics: Geometry: Solve real-world and mathematical problems involving area, surface area, and volume. Cluster 1. Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. |
Grade 7 |
| Grade 7: Mathematics: Geometry: Draw, construct, and describe geometrical figures and describe the relationships between them. Cluster 1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. |
| Grade 7: Visual Arts: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. Interpret art by analyzing art- making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed. |
Grade 8 |
| Grade 8: Mathematics: Geometry: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. Cluster 9. Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems. |
| Grade 8: Visual Arts: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art- making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed. |
