Canada's Arctic Comes Alive!

Integrated Subjects: Social Studies, Art (sculpture), Language Arts

Overview:
As part of our conclusion on the Arctic, students chose an Arctic animal that they were interested in learning more about. We had a discussion and came up with a list of questions they may want to answer when researching about their animal. After much sampling, students were able to use books to research their animals. They then took their information and put them into good sentences that included questions, exciting statements and "boring" statements (all of which is part of our writing/ reading program based on Smart Start by Joanne Moore).

To integrate technology, students were introduced to Microsoft Powerpoint, in which they created a slide with their typed information, a picture taken from the internet and some basic animation and design. We compiled our writing into a slideshow and I also printed the slides and created a class book for students to read!

One of the major focuses of studying their animal was to view and learn about its appearance. We used gum tape (which is used by butchers) to create 3D representations of our animals. We later painted with Tempra paint and added greater deatail to make our animals more realistic!

What Does Picasso Have to Do With Math?

Integrated Subjects (thus far!): Math, Art, Computers

Overview: Continuing on with symmetry, we read an excellent book called "When Pigasso met Mootise" in which we read about the art and life of Picasso and Matisse. As we read the book, we discussed each page, and compared the work of Picasso and Matisse, which we constrasted on chart paper. My goal was to have somebody say that Picasso's work was really asymmetrical - and EUREKA! somebody did say it! This led us into a review of symmetry and then into a discussion about what abstract art is. We came to the conclusion, that like Picasso's pieces, abstract art was colorful and did not look "real". To help create abstract art, we played "Musical Art" (thanks Sarah), which is similar to musical chairs, but in this case, when the music stopped, you sat down and drew lines on somebody elses piece of paper! The kids really enjoyed this and we were able to create some really amazing abstract pieces of art. For further integration, the kids wrote about Picasso and what they had learned:

Sample Work:

Did you know that Picasso did abstract art? Picasso was born 125 years ago! Picasso is dead. Picasso lived in Spain! Spain is a very hot country. Picasso drew abstract things!

By: Miles


#2

Hi! My name is Danny. I'll be telling you about Picasso and Matisse. Picasso was a world famous artist. He lived until 1881. That's 125 years ago! Did you know that Picasso drew on his wall when he was a kid with a sharp object? Picasso lived in Spain. That's where he drew on the wall. When he grew up he moved to France, that's where Picasso met Matisse. Picasso moved to France because everybody was trying to buy his art.

By: Dan









The next step in our journey with Picasso, was to study his masterpiece entitled, "Three Musicians". We had a discussion about what we saw in the art, and many students started to suggest the different shapes we see in his work (rectangles, triangles, squares...). We did an overview of the different shapes they had learned in grade 1, and did an in-class scavenger hunt to list all the different shapes we could see. We went back to Picasso's work and once again reviewed the shapes. Students were then "set free" to create their own rendition of the "Three Musicians".

You could also teach geometric art through the work of Hilary Helfant

Symmetry (Adapted From LTTA Dancing Geometry)

Integrated Subjects: Math, Language Arts, Dance, Art, Computers/ Digital Technology

Overview:
This was an exciting way to introduce many math concepts through dance. I used the Dancing Geometry lesson from LTTA and was thrilled at the results. We started by listening to various types of music (Spanish, Folk, Classical...) and discussed the feelings that each one gave us. We discussed the instruments we heard and what culture used each. We read and looked at pictures of different types of dance in diffe

rent cultures (Jazz, Swing, African, North American, Indian, Japannese...) and then we tried moving our bodies to the different types of music. We then explored how we can move forward, backwards, sideways to the music and then explored how we can move these directions at various levels (low, medium, high).

We then discussed ways we can pose - beside, infront, behind, uner and over. Students were placed in pairs to create these different poses with their partner.

The next day, students were introduced to the terms symmetrical and asymmetrical. We watched the brief clip on the LTTA page and then I posed in different poses until they could identify it as symmetrial or asymmetrical. Students were encouraged to make individual symmetry poses and later made symmetry poses with a partner. We presented our poses to our Kindergarten reading buddies and then tried to teach our buddies the different poses we had learned.

To reinforce the concept of symmetry, I taught students how to use a digitial camera and explored what makes a good picture. Student pairs then took the digital cameras throughout the school (scarey!) and took photographs of symmetrical and asymmetrical things they could find. Later, the pictures were printed and used as part of their writing entry.


After printing the pictures, students worked with their partner to reflect on their learning. They were to explain their poses and everything they knew about symmetry. I typed up their entries and placed them with their pictures.

In computers, we had been working in Microsoft Publisher and learning how to insert autoshapes. Students were given the challenge to create a symmetrical and asymmetrical design using autoshapes! The results really showed their understanding of symmetrical and asymmetrical shapes!
Sample write-up

Do you know what symmetrical is? It means that your whole body is the same on both sides. In the first picture, we are doing a symmetrical pose. It is symmetrical because we are doing the same thing. In the second picture we are doing an asymmetrical pose. It is asymmetrical because we're not doing the same thing. In the third picture, we are doing an asymmetrical pose. It is asymmetrical because if you cut us in half, it wouldn't be the same on each side.

By: William and partner

Magnetic Pantomine

Mighty Magnets!

Integrated Subjects: Science, Language Arts, Drama/Movement , Computers

Overview:
In science, my students were learning about magnets, more specifically, the different types of magnets. After exploring with magnets, students were given different types of magnets and were asked to think of a name that would suite each type. We were able to categorize our magnets into 4 groups: Horseshoe Magnets, Ring Magnets, Bar Magnets and Fun Magnets. Students were then asked to explore how they can represent each magnet using their bodies. I took digital photo's of each child posing in the various magnet positions and displayed them on the bulletin board. We continued our discussion into compiling a list about everything we know about magnets so far. I explained to students that were going to make found poems and read them numerous examples. After discussing what a found poem sounded like, students were then sent to write their poems. After some quick editing, students typed up their poems on the laptops and shared them with their peers and their reading buddies. The magnet poems and poses were then displayed together on the bulletin board.


Sample Work:

Magnets
Round,
Fun,
Long, Sticky,
Silly, Stick
To
Metal! (By: Jeevan)


I Don't Stick

I don't stick to

You,

and I Don't sitck

To the Wall,

But I do stick

To the

Whiteboard.

By: Jaydon

Inukshuks

Integrated Subjects: Social Studies, Math, Art

Overview:
As our Inuit unit continued, we discussed the barren land and how they thought the Inuit would know where to go. We discussed how we used signs and maps to help us find our way around and related it to how the Inuit used Inukshuks as signs. After reading "The Lonely Inukshuk" and watching a video on Inukshuks, students designed their own Inukshuks out of rocks. Students needed to think about the placement of the legs and the direction of the arms, as every part of the design told a specific direction. After learning about Inukshuks, we studied "The Snail" by Henri Matisse. This led us into a discussion of what quadrilaterals are and an "I Spy" game within the classroom. Students created their own rendition of Matisses work using only quadrilaterals and then they furthered this skill into making an Inukshuk out of colored construction paper. The results were creative and inspiring!

Inuit Soapstone

Integrated Subjets: Social Studies, Visual Arts (Sculpture)

Overview:
During our study on the Inuit way of life, my grade 2 class looked at the traditional art forms used by the Inuit. We read books and looked at many pictures to learn about soap stone carving. After much observation and analysis, the students were given 2 bars of soap and a plastic knife to carve their own soapstone images. Later, a parent voluneer and artist, brought in a rough block of soapstone. This allowed the students to feel real soapstone and see how brittle it is. Students then worked with the artist to plan, carve, sand and polish the soapstone into a beautiful polar bear!

Inuit Warrior Masks

Integrated Subjects: Social Studies, Math, Visual Arts

Overview:
While discussing the Inuit, my grade 2 class started a discussion about other Native American groups. We discussed what Native American meant and the traditons and customs of different groups. This led us into a discussion about masks. After looking at various Native American masks in books and on the internet, we looked at the symbolism behind the pictures and colors. We discussed how many of the masks were symmetrical in design. Students were then given the opportunity to create a 3D mask using oil pastels, construction paper and manilla tag. After making their masks, students shared with their peers the design, symbols and colors used in the creation of their mask.

(After completing this activity, I found this excellent resource about masks!)