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Media Arts and Math... Amazing!

Classroom Resource Information

Title:

Media Arts and Math... Amazing!

URL:

https://artsintegration.com/2018/10/01/media-arts-and-math/

Content Source:

Other
The Institute for Arts Integration and STEAM

Type:

Informational Material

Overview:

Students will use an iPad app, Amaziograph, to create digital media artwork. They will use angles and lines on a rotation grid to create their art. This lesson was a collaboration between a math teacher and an arts integration specialist.

Content Standard(s):

Arts Education ARTS (2017) Grade: 4 Media Arts	1) Conceptualize original media arts products, utilizing a variety of creative methods. a. Use brainstorming and modeling. Example: Draw a design of a multi-purpose tool and create it out of foam or cardboard. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Conceive Essential Questions: EU: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. EQ: How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? Concepts & Vocabulary: Conceptualize imagine visualize unified ideas theme brainstorm Original unique synthesize model Artistic Goals intent message aesthetic Purpose your "why" intent Artistic Concepts balance contrast Elements of Design Principles of Media Arts Elements of Design Figurative Language analogy Skill Examples: Brainstorm with a group and list many, varied, and unusual ideas for a class media arts project. Use a storyboard to capture and organize ideas. In a group and after brainstorming choose one idea and create a plan and/or model for a media arts production that meet the group's artistic goals. Challenge the model by getting feedback from classmates and revise the storyboard. After researching choose many and varied images and l for a media arts production that convey a chosen purpose. Images and sounds will use balance and contrast. Refine a media arts project to address a chosen purpose, communicating through metaphor.
Arts Education ARTS (2017) Grade: 4 Media Arts	5) Demonstrate how a variety of academics, arts, and media forms (content and media) may be mixed or coordinated into media arts products. Example: Perform and record a narrated dance. Unpacked Content Artistic Process: Producing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Integrate Essential Questions: EU: Media artists integrate various forms and contents to develop complex, unified artworks. EQ: How are complex media arts experiences constructed? Concepts & Vocabulary: Media books, print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Skill Examples: Choose and share a media arts product that shows a variety of academics, arts and media forms. Identify each element as the product is being shared. In a creative team with assigned roles, use creative thinking to choose a media arts project that combines two art forms and has been revised at least twice. The project will reflect an original story with a clear purpose, message, and meaning. Create a media arts product that addresses a specific problem in the community and revise the product at least twice. In a creative team with assigned roles, use tools available in the classroom in both a standard and novel way for a media arts project that combines two art forms and has been revised at least twice. Choose a media arts presentation to share with a younger group of students about a topic being studied social studies. After sharing a media arts product with a younger group of students about a topic being studied social studies, debrief with the class about the results and improvements that could be made for the presentation.
Arts Education ARTS (2017) Grade: 4 Visual Arts	3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches. EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Concepts & Vocabulary: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork. Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork. Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies. Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.). Design a two-dimensional drawings of a futuristic art room, town, or planet Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form. Locate business logos in the community and explore the visual arts skills and materials that were used to create these works. Engage in group critiques of one's work and the work of others. Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning. Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color. Use the design principles of repetition and alignment to add visual unity to an artwork. Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Mathematics MA2019 (2019) Grade: 4	27. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures. Unpacked Content Evidence Of Student Attainment: Students: Describe the characteristics of a given figure. Example: An obtuse angle is described as two rays that meet at a point called a vertex with an angle measure greater than 90 degrees. Draw a given figure correctly using a variety of tools. Example: Use a ruler, paper, and pencil to draw two points and connect them to create a line segment. Identify the given figures in two-dimensional shapes. Example: Given a rectangle ABCD, identify that angle ABC is a right angle and that lines AB and CD are parallel. Teacher Vocabulary: Point Line Line segment Ray Right angle Acute angle Obtuse angle Perpendicular lines Parallel lines Two dimensional figure Vertex Angle measure Knowledge: Students know: defining characteristics of geometric figures, such as points, lines, line segments, angles (right, acute, and obtuse), parallel lines, and perpendicular lines. Skills: Students are able to: Draw points, lines, line segments, rays, angles (right, acute, obtuse). Draw parallel and perpendicular lines. Identify points, lines, line segments, rays, angles, parallel lines, and perpendicular lines in two-dimensional figures. Understanding: Students understand that: points, lines, line segments, angles (right, acute, and obtuse), parallel lines, and perpendicular lines are defining characteristics of two dimensional shapes. Diverse Learning Needs: Essential Skills: Learning Objectives: M.4.27.1: Define points, lines, line segments, rays, right angle, acute angle, obtuse angle, perpendicular lines, and parallel lines. M.4.27.2: Define two-dimensional figure. M.4.27.3: Recognize one-dimensional points, lines, and line segments. M.4.27.4: Model shapes in the world by building shapes from components. Prior Knowledge Skills: Recall the vocabulary of shapes (labels, sides, faces, vertices, etc.). Recognize and draw shapes having specified attributes such as a given number of angles. Build and draw shapes to possess defining attributes. Sort shapes into categories. Define side, angle, face, closed, and open. Use vocabulary related to shape attributes. Examples: sides, angles, face, closed, open. Trace shapes. Sort triangles, quadrilaterals, pentagons, hexagons, and cubes. Explore triangles, quadrilaterals, pentagons, hexagons, and cubes. Alabama Alternate Achievement Standards AAS Standard: M.AAS.4.27 Recognize parallel lines, intersecting lines, and angles (right, acute, obtuse).

Tags:

Amaziograph, angles, digital art, grid, lines, math, visual art

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This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Media Arts and Math... Amazing!