Fruit Fractions

Day 1

Students first learned about what a still life is, why artist make them, and looked at a variety of image to put in their visual library. Then game each table 3 pieces of fake fruits. Student 1 arranged the fruit and I played a song for about 5 minutes as they drew the still life in from of them. Then I gave each table 3 more object (block) and asked student 2 to arrange them. I repeated this process until all students at the table were able to arrange the still life.

Day 2

Day two was so much fun! Students were asked to bring in apples, banana's or oranges. I gave a brief lesson on fractions reenforcing fractions (which they are working on in class). After dividing a long sheet of paper into 4 sections, the students looked at the fruit and drew it as a whole in the first section. Then I asked them to each away about 1/4. They loved this! I gave them music prompts again to let them know to draw the 3/4 fruit in the second section. The students repeated this process until getting down to 1/4 of the apple. If student had time I asked them to outline the image with sharpie marker.

Tip: Have a cutting board and knife on hand... remember these are 2nd grade students and many of them don't have their front teeth:)

Day 3

Tip: I drew one and made copies of it so student who were gone on day two would not be behind. I only grade students on the work they complete, the coloring in this case.

We did a quick review of fractions and still lives. Students worked on a worksheet creating the four fractions we talked about last time. I often have students do a worksheet.

Tip: Ask students to glue their worksheet on the back. This way parents know what students learned with this wonderful work of art they are being presented.

Student worked on coloring their work. I suggested they start with their fruit and then if they had time, move to the background.

Students placed a background to boarder the edges of the work, they glued their worksheet on the back and placed it on the drying rack. It was fun to watch student so excited about the Mathsterpieces they created:)

Thank you ART FOR SMALL HANDS for the great idea!

Number Sentence in Art

Number Sentence In Art

Students worked on paper weavings one week. The second week they finished and coated with glitter glaze (shown above). Great product! If you can't use the glaze, use watered down glue and sprinkle some glitter on top.

When the weavings are dry (day three) students were given the following instructions on the board...

1. Do your worksheet.

2. Trace your numbers onto your paper.

3. Draw your vertical and horizontal lines.

4. Outline with sharpie (numbers and lines)

5. Color with many different colors.

As students are working independently, I had the die cut in the back of the room. Students were called back by number and I cut the number out on the die cut for them. They were amazed with the tool!

I thought it was fun to show the kids that numbers can be beautiful. I pointed out that the addition problem was correct on two levels. One, it showed them what the numbers added up to be. Second, it shows that vertical plus horizontal lines equals a weaving (which uses both kinds of lines). The final project looks fun and clearly shows learning other subject matters through art!

Thick and Thin Numbers

One of my objective in 2nd grade art is to teach about thick and thin line. One of the objectives of 2nd grade math is to teach students how to add two digit numbers. I used Jasper Johns to help me teach Math through art!

Day 1

• Introduce Jasper John's and his 'ordinary to extraordinary' approach to art.
• Discussed thick and thin line (drawing on smart board, identifying line, making body into thick and thin lines)
• Practice page, working on thick and thin numbers

Day 2

• Review from last lesson
• Fold paper into fourths
• Draw with pencil two single digit numbers that are thin and two that are thick.
• Outline and design the numbers with oil pastels

Day 3

• Allow students to finish oil pastel if needed.
• Place pre-cut tissue paper on each number with water.
• Work on worksheet (seen below)

Tip: I typically ask students to paste the worksheet on the back of their work so parents and teachers know what was studied in the work of art presented to them.