This project integrates Art and Math (Geometry)
Suggested pre-painting activities / questions / mini lessons:
- Sort the shapes of a 2D shapes set. Name the shapes. Describe the shapes (sides, vertices “corners”, all round). Find the circles and describe them.
- Compare two shapes.
- What makes a circle different than a square?
- Find shapes in the environment. Go on a shape hunt.
- Find shapes in artwork from different artists. Example do a web search of Kandinsky or Paul Klee and let the students talk about the paintings.
- What is the difference between a circle and a sphere?
- What is the difference between a painting and a sculpture?
Tell the students that they are going to create an artwork with circles. Ask them to close their eyes and imagine their painting. Invited them to share what they imagined.
- How can we paint circles? How can we print circles? What’s the difference?
- What can we use to print circles? The children can look for objects in the classroom and if appropriate use them.
If the students said cups then show the cups you have to be used as their painting tools. Offer one of more different sizes of cups. Students are free to use one or more sizes of cups.
Place the paint on paper plates. Make sure the paint is evenly spread on the plate.
Tip: Ask the children to use the lighter colors first because darker colors will stick to the cup’s rim and stain the lighter paint in the plate.
Ask two students to compare their work. What is alike and different? Children will naturally talk about size, number, and color.
Common Core Alignment:
K.G.2 Correctly name shapes regardless of their orientation or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three dimensional (“solid”)
K.G.4 Analyze and compare two and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, parts (e.g., number of sides and vertices/”corners” and other attributes (e.g., having sides of equal length).
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.