san diego patterns.

The 3rd graders are continuing their study of shape this week. They are focusing on natural shapes. We took a look at the work of Mitjili Napurulla to help us with our understanding of these types of shapes. Mitjili lives and works in the Haasts Bluff community in Northern Australia. Her artwork is rich in natural imagery and patterning.

I begin the lesson with a quick review of the mudcloth project they did last week that was inspired by the work of Nakunte Diarra. As students recall vocab and concepts I write them on the white board, so they can refer to them later when completing their exit slips.

When I introduce Mitjili and her work, I write key vocab under the mudcloth concepts for easy compare and contrast. Students notice there are not nearly as many geometric shapes in her work, she uses a wide range of colors, and she repeats shapes to make patterns. These patterns often symbolize things from Mitjili's home and history. I remind the classes that Nakunte's patterns also represented things from her history and culture.

The students are to make a natural shape pattern design inspired by Mitjili's work. However, they will use natural forms from San Diego to create their designs and patterns. I share with them photos of torrey pines, jade plants, agaves, cacti, and beach side cliffs. These images, as well as completed examples are on the smartboard while students are creating their designs. Students may also base their patterns on other San Diego related natural shapes.

Before they start patterning, I have the students fold their paper into equal quarters and label them as fractions like they did last week. When they draw their patterns, one of the 3 should take up 1/2 the paper, while the other 2 take up 1/4 each.

Once the drawing is done, students add color with oil pastels. The color choices are entirely up to them.

When their coloring is done, students complete an exit slip that asks them to identify similarities between the 2 focus artists' work and it asks them to identify how their design is different than Mitjili's.

building, building, building...

This year I decided to create a few centers for students to go to if they finish a project early and they have been respectful in class. I have a drawing center with prompts, a pattern center, a block center, and a lego center.

It's great to reward students with a choice of different activities when we meet. The lego center has been a HUGE hit. I need more space and more pieces:) It has been really interesting to see what kids come up with. I have students coming in at recess and lunch recess to work. I love that it fosters spatial reasoning and creativity at the same time.

Here are a few of the creations that have been built. Students may put a completed form on a shelf for a day, but after that, they get taken apart and the pieces go back into circulation.

 I don't have any mini figs, so a couple kids created their own.

bees up above.

This week the kinders are working with shape and learning about location in art and nature. I'm using an illustration by Brooklyn, NYbased artist Melinda Beck for the lesson.

I quickly review our project from last time and talk about how when you cut & glue paper shapes in art, it is called a collage. I tell them our new project will be a collage too.

I show them the image below and ask them to look quietly at it and think about what shapes, colors, patterns, and characters they see. As students share out, I write their responses on the board next to the picture.

Then I ask students to count certain parts with me, I point to the shapes as we count and I write the number of things next to the word on the board (KCC5). The last thing we look at before starting our project is where things are in the picture. Is the grass at the bottom or the top? Are the big bees below the grass? Are they beside the grass? Are they above the grass? (KG1)

Students glue the grass at the bottom of the blue sheet. They make a hive with a U shape cut from a square. They cut their semi-circle bees from a rectangle. They add details and patterns to the characters and the setting.

When they are done, I have the students complete an exit slip for me:) They trace the letters of the words for practice and fill in the 2 blanks dealing with counting and location. I model this for them and leave my example on the screen so they can see it while they are working.

mudcloths... without the mud.

The 3rd graders are focusing on shape during this 2 week rotation. This lesson zooms in on the use of geometric shapes to create an abstract design that is filled with patterns and is an example of symmetry.

The lesson starts with a quick intro/review of flat geometric shapes. I then share the work of Nakunte Diarra. She is an artist in Mali who has created mudcloths for many years. We look at her use of shape and pattern in these designs.

 We pause on this one to discuss symmetry and parts within the whole.

 

We notice that if this design is folded in half from left to right, the sides match. I then draw a rectangle with a line down the middle to show the line of symmetry. I ask students to tell me, if these parts are equal (same area and perimeter), then how would I express the one side as a fraction? If that is 1/2, what would the right side be? 2/2. (Math 3G2)

I then point out that this design has symmetry from top to bottom as well. So, now are design may be divided into 4 equal parts and I ask the students to identify them as fractions.

We then move onto how these mudcloths are made with the help of the Smithsonian and it's interactive site, Discovering Mudcloth. Students see a bit of the process, see that the artists use all natural materials, and they learn how many of the patterns used stand for, or symbolize something else.

Then it's time for them to try it out for themselves. Each students gets a large square and 3 smaller rectangles of earth tones. I model working out a shape design that shows symmetry. I emphasize that they should not glue stuff down until they have a plan. Once things are glued, they may add colorstick line and shape patterns to the design, again, keeping their symmetry intact.

Students fold their paper into 1/4s and label correctly.

When the projects are finished, students complete an exit slip compare & contrast slip. They need to identify how their design is similar to Nakunte's and how theirs is different from hers. (ELA 3W1, 3W10) Throughout the lesson I encourage students to think about these points, so that by the time they have to reflect, many of them have a good idea about how theirs does compare and contrast with Nakunte's. I remind them that useful vocabulary is posted on the board and elsewhere in the room. 

 minecraft is everywhere:)