Rule of Thirds: finding fractions in art

Transcription

1 Rule f Thirds: finding fractins in art By breaking wrks f art int a grid, art and math meld tgether. In this lessn, create fractins t describe paintings and sculptures at the CMA, and then make yur wn math-sterpiece! Teacher Resurce A lessn abut cmpsitin, design, and hw art can be described mathematically Clud Man by Jack Earl 37" x 19" x 13" 2007

2 Overview: Rule f Thirds: Finding Fractins in Art Lessn Gal: Teacher Resurce A lessn abut cmpsitin, design, and hw art can be described mathematically This lessn will intrduce students t the rule f thirds, a cmpsitinal principle used by many artists, especially in phtgraphy. By breaking wrks f art int a grid, students can meld art and math, creating fractins t describe the cntents f a painting r wrk f art. Students will then create their wn rule f thirds puzzle piece, which will cmbine with thers in the class. Each tile, if designed arund the rule f thirds lines will wrk interchangeably with the rest f the tiles t create an abstract class wrk f art. Students can later mix and match, r rtate tiles t create their favrite verall cmpsitins. The grid n each tile can be used t create fractins, as can be the grid f the class s cmbined tiles as well. Lessn Duratin: hurs, 1 visit. A museum t g instructr will cme t yur class fr ne visit (Stark Cunty), r yu will be able t dwnlad and utilize the lessns t yur classrm (In r ut f Stark Cunty). Yu may chse t bring yur students t the Cantn Museum f Art after the lessn if yu are able t take a field trip as well. Fllw up visits t the Museum can be arranged thrugh the CMA Educatin Manager, Erica Emmersn, at erica@cannart.rg Materials and Learning Tls: Teaching Materials: Fire and Water Ggle Tur Rule f Thirds slideshw Giant Wikki Stix (cmbines multiple Wikki Stix int ne large strand, r can use dry erase markers) Bard r final designated space fr displaying the puzzle pieces Activity Materials ( Per Kid): 4 Wikki Stix (wax string) per participant Laminated Cellphane (different clrs, t create a stained glass effect) Cut each 8.5x11 sheet int 6 parts, 1 part/participant Ruler Clrful Sharpies Glue Dts (culd substitute Velcr r magnets, depending n desired final display) (Optinal) Template (attached sheet, may be laminated and distributed t help with setup) Learning Materials: 1) Infrmatin abut wrks f art and artists. 2) Printable/presentable images 3) Activities t use befre/ after MTG visit.

3 Overview: Rule f Thirds: Finding Fractins in Art Standards Crrelatin: Math: Teacher Resurce A lessn abut cmpsitin, design, and hw art can be described mathematically Numbers and Operatins: Fractins: Extend understanding f fractin equivalence and rdering. 1. Explain why a fractin a/b is equivalent t a fractin (n a)/(n b) by using visual fractin mdels, with attentin t hw the number and size f the parts differ even thugh the tw fractins themselves are the same size. Use this principle t recgnize and generate equivalent fractins. Build fractins frm unit fractins by applying and extending previus understandings f peratins n whle numbers. 3. Understand a fractin a/b with a > 1 as a sum f fractins 1/b. a. Understand additin and subtractin f fractins as jining and separating parts referring t the same whle. b. Decmpse a fractin int a sum f fractins with the same denminatr in mre than ne way, recrding each decmpsitin by an equatin. Justify decmpsitins, e.g., by using a visual fractin mdel. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = /8 = 8/8 + 8/8 + 1/8. d. Slve wrd prblems invlving additin and subtractin f fractins referring t the same whle and having like denminatrs, e.g., by using visual fractin mdels and equatins t represent the prblem. Measurement and Data: Slve prblems invlving measurement and cnversin f measurements frm a larger unit t a smaller unit. 3. Apply the area and perimeter frmulas fr rectangles in real wrld and mathematical prblems. 4. Make a line plt t display a data set f measurements in fractins f a unit (½, ¼, 1/8). Slve prblems invlving additin and subtractin f fractins by using infrmatin presented in line plts. Visual Art: 6PE Identify and name the surces fr art making ideas (e.g., self, envirnment and ther peple) 1PR Identify, select and vary art materials, tls and prcesses t achieve desired results in their artwrk. 6PR Demnstrate technical skill thrugh the integratin f cmmn prcesses and tpics frm ther subject areas. 1RE Identify qualities that cntribute t the design and meaning f their artwrks and the wrks f thers. Wrks f Art/Object Fcus: This lessn crrelates with the Fire and Water exhibitin, a Cantn Museum f Art Permanent Cllectin Exhibitin n display winter 2018, and nline (Ggle 1) Tnalizatin by Carlyn Brady ( ). Waterclr n paper. Painted in x65.5

4 Overview: Rule f Thirds: Finding Fractins in Art Wrks f Art/Object Fcus: Teacher Resurce A lessn abut cmpsitin, design, and hw art can be described mathematically This lessn crrelates with the Fire and Water exhibitin, a Cantn Museum f Art Permanent Cllectin Exhibitin n display winter 2018, and nline (Ggle 2) Linel 200 E Blue Cmet by Merv Crning ( ). Waterclr n aper. Painted in ) Waldbr by Janet Fish (1938- ). Waterclr n paper. Painted in x42 4) Lace by Nancy Hagin (1940- ). Waterclr n paper. Painted in x42 28 x &gallery_id=5 5) Clud Man by Jack Earl (1934- ). Whie-ware (ceramics). Made x19 x13

5 Overview: Rule f Thirds: Finding Fractins in Art Vcabulary: Teacher Resurce A lessn abut cmpsitin, design, and hw art can be described mathematically Rule f Thirds: By dividing a cmpsitin int thirds, an artist can align their subject with the guide lines and their intersectin pints t create a mre dynamic cmpsitin. In a landscape, ne might place the hrizn n the tp r bttm line, r allwing linear features in the image t flw frm sectin t sectin f the grid lines. This rule is ften used in phtgraphy, but can be seen in many wrks f art f all media. Cmpsitin: Parts f a whle: a framewrk, setup, r structure; the way in which a whle mixture is made up. Cmpsitin in art typically refers t the way a piece f artwrk is rganized r designed. The Rule f Thirds is a cmpsitinal building tl! Rectilinear: Straight line(s) Curvilinear: Curved line(s) Numeratr: In a fractin, the number that is n tp. This is a prtin f units f a whle. Denminatr: In a fractin, the number n the bttm. This represents the ttal number f units in a whle. Key Ideas/Backgrund: 1) Artists think carefully abut the ways they create their wrks f art. We call thse design chices the cmpsitin. There are cmpsitin chices made fr bth 2D and 3D wrks f art. 2) One can divide a cmpsitin int smaller, equal sized units that make up a whle. The ttal number f units can be cunted t describe the denminatr. The cmpsitin can be analyzed, and similar units can be calculated tgether t create a numeratr. 3) One can use math, especially fractins, t express and describe varius cmpnents f an artwrk s cmpsitin. Visual cmpnents can be calculated t better understand math, and the artwrk. 4) Each student, in creating their wn string art tiles, will create an individual part that adds value t the class s cmmunity cmpsitin when assembled. They are individually part f a whle, with their wn identity and special qualities that add t the grup s cmpsitin. The individual tiles are what make the cmmunity cmpsitin s exciting. Every tile is imprtant, but the cmpsitin becmes mre exciting when all f the tiles are gruped tgether!

6 Overview: Rule f Thirds: Finding Fractins in Art PROCEDURES: Intrductin and Setup (5 mins) Teacher Resurce A lessn abut cmpsitin, design, and hw art can be described mathematically Cnnect prjectr t the MTG tablet, slideshw and tur are laded. Pass ut papers (Pre/Pst), (Rule f Thirds), (Calculate the Cmpsitin and Math-sterpiece), (Template) *wait t hand ut activity materials* Intrduce self, MTG, transitin int pre assessment (side with #1 n it). Pre-Assessment: half sheets (5 mins) Find the numeratr, ind the rectilinear line, create a sentence that describes a fractin in the cmpsitin drawing, hw they are feeling, what subjects can the art museum teach. MTG Virtual Tur: (10-15 mins) Students will enjy a walkthrugh f the Fire and Water (ceramics and waterclrs) exhibitin frm the permanent cllectins. Main talking pints in walk thrugh: Last time MTG came t the classrm, yu saw a Saln Style shw. This time, we are lking at a setup that is mre cmmnly used in museums t shw artwrk. Yu will ntice there is rm arund each painting n the wall. This allws the viewer t fcus in n the singular artwrk, and nt be distracted by crwding and distracting wrks. The 3D ceramics wrks are clumped and clustered tgether. Yu will ntice that the grupings ften match, smetimes thematically, ther times by artist, r by artists with similar shapes and frms. Teacher nte: in each scene there is a piece r theme t talk abut. Here are sme suggestins: (yu may als highlight yur favrite wrks all permanent cllectin items are catalgued with descriptins nline at ) Scene 1: Fire and water (the sign) D thse usually g tgether? Why might the museum shw ppsites? Hw are sme ways ppsites attract (peanut butter & jell rugh and smth, hair with highlights r fun unexpected clrs, smene might wear jewelry that stands ut frm their t-shirt r nrmal clthes) Man with his head in the cluds: Ohi artist! Scene 2: Master Waterclrs: This wall highlights the wrks f the mst imprtant waterclr artists wned by the Museum. Thugh this exhibit is made f mstly mdern r cntemprary wrk, this wall culd be cnsidered the wall that has the mst histrical signi icance. Scene 3: Cmpare and cntrast the 2 ceramics frms in the fregrund (with the 2 hles in each, half glazed). D yu think the same r different artist made them? What are sme clues that helped yu decide?

7 Overview: Rule f Thirds: Finding Fractins in Art Teacher Resurce A lessn abut cmpsitin, design, and hw art can be described mathematically Gd way t pen cnversatins abut math in art: Can we describe artwrk in terms f mathematics? Hw might we describe these tw sculptures with math and numbers: Bth are made frm three parts: a cne shape n the bttm, a rectangular shape in the middle, with tw hles n tp. If we break the sculptures int thirds, hw many sectins f the sculptures have glaze n them? Right nw, they each fllw the same frmula in ur descriptin! S hw wuld we describe mathematically the difference between the tw? One culd be described as psitive, with the hles cming up ut f the piece, and the ther as negative, with the hles ging dwn int the piece. Scene 4: Every time an artist creates a painting r a sculpture, they think abut what is called the cmpsitin. A lt f times we can discver what is mst imprtant in a painting by its placement, size, and clr. There is a rule called the rule f thirds, where artwrk is divided up int mathematical sectins. We will test ut this rule later with a grid made with rulers, but fr nw, let s lk with ur eyes and see if we can igure ut what is mst imprtant based n thse clues. Hearts: made f a grid, 2 blue, 2 yellw, 2 red. All the same size. All equally imprtant. Clrs are spread arund t make the wrk mre exciting. Train: takes up the entire middle sectin. Scene 5: Hammer Head ceramics sculpture. Emphasis shwn by making the hammer head larger than life. Als, think abut the functin f a hammer and think abut if yu used china plates t try t nail a picture t the wall! It wuld NOT wrk and yur pr plates wuld be tast! S this sculpture becmes humrus. Paintings n the wall- ntice the circular quality f the cmpsitin. It s like the artist is drawing ur eyes arund, shwing us what is imprtant in a circle. We will check sme ut n a grid later, and see if there is any ther math behind it as well! Scene 6: Plates n the wall- lk at hw they are hanging. What is similar? What is different? D yu think the same artist made each plate? What are yur clues? Great stry: The same artist made all f the plate frms, but the ne in the middle; he then gave t his wife. She carved it, creating the lwer pattern. The wrk is attributed t her as a cllabrative piece with her husband. The circular wrks n either side are made by her husband. It is cl t see hw his style is very different. If he did nt share and wrk tgether with her, he culd never make the beautiful carving f the lwer. His wrk style is much mre abstract, while hers is realistic. And withut her husband, she wuld nt be able t make the frm f the plate, because it takes years f practice fr a ceramicist t be able t make a plate that size.

8 Overview: Rule f Thirds: Finding Fractins in Art Discussin Pwer Pint: (5-10 mins) Teacher Resurce A lessn abut cmpsitin, design, and hw art can be described mathematically Pwer Pint Presentatin allws teacher t present 3-5 pieces frm the Fire and Water Exhibit with the rule f thirds grid ver tp f the images. Teacher will use this time t talk abut the wrks, and t create math fractins with the class based n the grids. Numeratr: the number n tp. This represents parts f a whle. Denminatr: the number n bttm. This represents the whle (ttal number f parts). Fr this slide shw, and with the rule f thirds, all denminatrs will start at 9 units as the whle. End n the blank grid, and keep it prjected n the bard fr the next activity if desired. Activity 1: (15-20 mins) The Scribble Game: The teacher draws r prjects a grid n the whitebard, like the Rule f Thirds grid. The teacher calls n a student t use giant Wikki Stix t draw a scribble acrss the cmpsitin. The teacher must then take that crazy scribble t inish a picture. The students shuld challenge the teacher t be creative with increasingly cmplex scribbles. This can be dne abut 2-3 times, r as time allws. Be sure t stress that the pictures in this and all activities shuld be psitive and schl apprpriate! The Scribble Game/ Reversed: This time it is payback fr making such cmplicated scribbles fr the teacher! The teacher gets t ask a student vlunteer t cme up. This time, the teacher gets t draw the scribble, and the student must inish the image! This can be dne 1-2 times, r as time allws. The Scribble Game/ Seated: This time the whle class will play the scribble game! Have each kid write their names n their Rule f Thirds (with the dg) wrksheet. They will then challenge their classmates t a game f scribbles. They will have just a mment t draw a scribble in the grid. They can use their Wikki Stix r use a pencil. The teacher will then ask them t pass their sheets t the persn n their left, r clckwise (if in tables). They will nw have ne minute t create a picture frm the scribble. Bnus Rund(s): The teacher will ask the students t pass the sheet ONE MORE TIME t the persn n their left, r clckwise. This next persn has the chance t add detail t the picture. The pictures can get mre and mre silly r detailed with each passing. After all runds f passing are cmplete, the teacher will ask that papers be passed back t their riginal wners. The riginal wners can later use these pictures t create fractins describing the silly scribble scenes created! Scribble Game Examples:

9 Teacher Resurce A lessn abut cmpsitin, design, and hw art can be described mathematically Overview: Rule f Thirds: Finding Fractins in Art Activity 2: (10-15 mins) START Rule f Thirds Individual Cmpsitins All students receive a tile (laminated cellphane), 4 wiki sticks, a template (ptinal), clrful sharpie marker, and ruler. Using the template, r premeasured dts, students can draw 4 lines (rule f thirds) acrss the square n the template, which will create their rule f thirds layuts. They may chse t use sharpie r pencil t practice, but the sharpie is permanent. Nw, students can chse if they wish t draw the lines n the cellphane as well. Tell them that the cellphane with sharpie n it can lk like stained glass windws. Students will take their 4 Wikki Sticks and cnnect the lines frm their grid. Each Wikki Stix stick must end and start at the grid s edge. They may use RECTILINEAR r CURVILINEAR lines, the lines can verlap, r nt tuch this is up t the students. If time allws, the students may use the sharpies t embellish their tiles. They shuld write their name n the crner. Teacher can demnstrate ways f embellishing the cells that the Wikki Stix creates Sharpies can be emplyed t stipple, swirl, pattern, and mre. Optinal: students may use scissrs t cut and shrten their Wikki Stix. The ne rule is that all eight edge pints fr the grid must have a Wikki Stix cnnecting it t anther! TEMPLATE Tessellating Tiles: Students break int grups f 4-6 and wrk tgether t create their puzzle. Each grup is given glue dts t put n the back f each tile. Each tile shuld tessellate int the ther, itting tgether in in inite ways. Give students 2-3 mins t create their favrite cmpsitin. Encurage them t turn the tiles, and try them in different ways based n clr, and the larger verall shapes the Wikki Stix start t frm. The instructr shuld call n the grup leaders t bring their grup s cmpsitin t the frnt when cmplete. The teacher will help the grup leader install the piece at the frnt f the class, n the white bard. As each grup cmes up, the cmpsitin grws, but cntinues t it tgether at the grid pints with the Wikki Stix! Discuss: If we lk at art like a cmpsitin, and divide a piece int units which describe a whle what are sme ways we culd d that here? Individual tiles- number f students in a class Grup cmpsitins- number f grups in a class Individual squares in the individual tiles there are 9 squares in ne tile and hw many f students in the class 9 times # f students is.. That wuld give us yet anther denminatr if we were lking at this like a fractin! Discuss: Are there visual clues that culd be used t describe sme f the units? Clrs Rectilinear lines versus curvilinear lines Embellishment types present FINISH

10 Overview: Rule f Thirds: Finding Fractins in Art Teacher Resurce A lessn abut cmpsitin, design, and hw art can be described mathematically Discuss: Everyne s wrk individually is pretty amazing. It re lects wh yu are and yur creativity. But as they cme tgether, what is really neat is hw yur unique persnality still shws, but als frms a bigger picture. Think abut all f the time and hw hard it wuld be t make a cmpsitin this beautiful and cmplex. Yur class frms a cmmunity, and yu are part f what describes that cmmunity. This puzzle can be rearranged in s many ways t describe this class, r t make the design lk just the way yu want it, but befre leaving, it is s imprtant t say that withut yur cntributin f yur tile, the piece wuld nt be the same! Pst-Assessment and Clean Up (5 mins): UNIT ASSESSMENT: General Educatin teacher feedback (qualitative). Student Pre and Pst Assessment. Museum T G Educatr feedback (qualitative) f bservatins, phtgraphs, evidence f engagement and learning taking place. This lessn plan is created with the Museum T G structure in mind, and with evaluatin and cntent based n infrmatin gathered frm The Evaluatin Tlkit published by the Natinal Museum f Mexican Art, and the 2012 J. Paul Getty Trust, Summary Reprt f Survey Findings, Teacher Prgrams: Assessing the Getty Museum s Online Resurces fr K 12 Teachers. Expanded Cntent: Rule f Thirds Wrksheet (fr scribble activity, r individual wrking time) Calculate the Cmpsitin! And Math-sterpiece Creatins! (frnt and back) Template fr Activity Perfect Puzzle Wrksheets (requires scissrs, brads, drawing materials.) Students create tiles, using the design rules frm the Rule f Thirds Individual Cmpsitin activity. Students then cut the square cmpsitins ut and install them with brads in the middle f each square n the secnd page. When installed, the cmpsitins will spin n each brad t create a spinning puzzle. This is in the teacher packet, as MTG lessn will nt have time fr this activity. Surces: Cantn Museum f Art Permanent Cllectins Archives.

11 Math-sterpiece Creatins! Name: Date: 3/9 Squares are Clred In 2/3 Lines are Curvilinear 1/9 f the Cmpsitin Has Stripes 8/9 Squares Have Circles Inside 1/3 Squares Have Red Lines 5/7 Lines are Rectilinear Create yur wn cmpsitins based n each fractin!

12 Calcluate the Cmpsitin! Lines are Curvilinear 4 9 Name: Date: Squares are Clred in Squares Have Circles Inside Parts f the Cmpsitin With Stripes Lines are Rectilinear Squares Have Red Lines

13 Name: Draw and clr yur wn set f cmpsitin tiles. Use the rule f thirds lines n each square t start and stp yur designs. x x x x = Start and stp each design line n 2 different dts x = insert brad here Cut n the red lines

14 Name: My Perfect Puzzle Spin the squares t change the cmpsitin. Yur perfect puzzle shuld wrk with each puzzle piece rtatin that yu d! Try it ut! x x x x x = insert cut ut squares and brads here

15 Rule f Thirds Draw a design inside the grid Create 3 fractins and use them t describe different parts f yur design. EXAMPLE DESIGN Example: The dg s face takes up 4/9 f the cmpsitin. Example: The dg s tail takes up 1/9 f the cmpsitin. Example 8/9 f the squares have green in them. 1) 2) 3) BONUS! Take each fractin and either simplify r expand it, t describe it using ther numbers. 1) 2) 3)

16 Rule f Thirds Template Each Square is 3.75 r 3 and 3/4 inches. Draw a line every 1.25 r 1 and 1/4 inches. 3.75