We can learn to see the world around us as shapes. How can recognizing the simple geometric shapes that we see lead to improved art-making?
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Inquiry Question
We can see the world around us as shapes. How can recognizing the simple geometric shapes that we see lead [students] to improve art-making?
What did I learn?
I thought that I was stressing to students to use simple geometric shapes as the foundation for their drawings and compositions for the last four years. To my shock and amazement I discovered that many of the students really didn't understand the concept. So, I decided to create several new lessons that focused solely on the concept of starting a drawing (making art) using simple geometric shapes you see in the objects, the composition and the world around us. I did this with all 22 classes, K-4.
How have I used what I learned?
I created several new lessons that focused heavily on starting a drawing (art-making) with the simple geometric shapes that you see in objects/compositions. I stressed to students that they should always start with big, simple geometric shapes. Work from big simple shapes in order to get size, placement and proportion correct before they start working on the details (embellishment/texture). Students have a tendency to want to just draw the entire outline of an object. As a result they [students] end up with a disproportionate drawing/object. Some students would also neglect to add the details. It is so interesting to me that they just focus on the outline. The goal of my new lessons were for students to not draw the outline, start with the big shapes, add the details (curves etc.), the texture, and then show me the habitat or place that the object was in. I even modified my existing lessons to include students focus on drawing big to simple geometric shapes. We also discussed that the simple geometric shapes are the foundation of 3-dimensional geometric forms. I modified a 3rd grade cool-color lesson to include making 3D forms from 2D geometric shapes. I included flat two dimensional, geometric templates that the students traced and then folded to create three dimensional, geometric forms such as cubes and pyramids etc. I stressed that the students should see the simple geometric shapes that created these complex geometric forms.
How have the changes I made impacted students?
I have definitely seen a difference in the students’ work for the better. Most of the students are working with large geometric shapes as the foundation of their drawings. As a result the drawing’s size, placement and proportion are mostly “correct” before students start working on the details; this is an improvement from past work. I noticed that I am constantly referencing the "flamingo project" when students are working on new projects. The flamingo project was a new lesson that was solely designed to teach the students how to draw using simple geometric shapes as the foundation of a drawing. Being able to reference a project when working on another project was extremely helpful when students got off track. We would discuss how they could use what they learned in the "flamingo project" in the project they were currently working on.
In addition, I hear students discussing what they are discovering, using this new vocabulary (oblongs, geometric shapes, texture, details), and eager to share and look at each other’s artwork.
What are my next steps?
The "Flamingo project” frame of reference was extremely helpful and it is something that I will continue to use in every project going forward. Although I may not use the same “flamingo project” I will create other lessons and switch out the flamingo for another object; I'll do this every year. My hope is that the concept will become rote (second nature) for me as well as my students.
We can see the world around us as shapes. How can recognizing the simple geometric shapes that we see lead [students] to improve art-making?
What did I learn?
I thought that I was stressing to students to use simple geometric shapes as the foundation for their drawings and compositions for the last four years. To my shock and amazement I discovered that many of the students really didn't understand the concept. So, I decided to create several new lessons that focused solely on the concept of starting a drawing (making art) using simple geometric shapes you see in the objects, the composition and the world around us. I did this with all 22 classes, K-4.
How have I used what I learned?
I created several new lessons that focused heavily on starting a drawing (art-making) with the simple geometric shapes that you see in objects/compositions. I stressed to students that they should always start with big, simple geometric shapes. Work from big simple shapes in order to get size, placement and proportion correct before they start working on the details (embellishment/texture). Students have a tendency to want to just draw the entire outline of an object. As a result they [students] end up with a disproportionate drawing/object. Some students would also neglect to add the details. It is so interesting to me that they just focus on the outline. The goal of my new lessons were for students to not draw the outline, start with the big shapes, add the details (curves etc.), the texture, and then show me the habitat or place that the object was in. I even modified my existing lessons to include students focus on drawing big to simple geometric shapes. We also discussed that the simple geometric shapes are the foundation of 3-dimensional geometric forms. I modified a 3rd grade cool-color lesson to include making 3D forms from 2D geometric shapes. I included flat two dimensional, geometric templates that the students traced and then folded to create three dimensional, geometric forms such as cubes and pyramids etc. I stressed that the students should see the simple geometric shapes that created these complex geometric forms.
How have the changes I made impacted students?
I have definitely seen a difference in the students’ work for the better. Most of the students are working with large geometric shapes as the foundation of their drawings. As a result the drawing’s size, placement and proportion are mostly “correct” before students start working on the details; this is an improvement from past work. I noticed that I am constantly referencing the "flamingo project" when students are working on new projects. The flamingo project was a new lesson that was solely designed to teach the students how to draw using simple geometric shapes as the foundation of a drawing. Being able to reference a project when working on another project was extremely helpful when students got off track. We would discuss how they could use what they learned in the "flamingo project" in the project they were currently working on.
In addition, I hear students discussing what they are discovering, using this new vocabulary (oblongs, geometric shapes, texture, details), and eager to share and look at each other’s artwork.
What are my next steps?
The "Flamingo project” frame of reference was extremely helpful and it is something that I will continue to use in every project going forward. Although I may not use the same “flamingo project” I will create other lessons and switch out the flamingo for another object; I'll do this every year. My hope is that the concept will become rote (second nature) for me as well as my students.
The Flamingo Project
Drawing on left was timed 3 minutes. Students were given a photograph to work from. Drawing on the right was done after we discussed using simple geometric shapes to construct their drawing; also timed 3 minutes.
