Moroccan Mosaic Lesson Plan
Unit Theme:
Lesson:
Integrated Subject:
Level:
Projected Time:
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A Cultural Experience
Mosaic tiles
Math-geometry
3rd grade
30 minutes
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Teacher Exemplar
Standards
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Math- Grade 3
Standard 3-4: Through the process standards students will demonstrate an understanding of geometric attributes and the relationship to shape, congruency, symmetry, and movement within two-dimensional space.
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Objectives:
- Students will identify and create geometric shapes
- Students will make pattern designs
- Students will create symmetry within their pattern designs
- Students will identify and define what a mosaic is
Overview:
After reviewing geometric shapes, students will be introduced to Moroccan Mosaics which are geometric, reflecting intricate designs and patterns that have been used throughout centuries to create art. Looking at other patterns and designs by different artists, they will be able to create their own form of a mosaic.
Vocabulary
Geometry
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Art
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Materials ( for a class of 15)
- 15 pieces of 6 in x 6 in cardboard
- Assorted 9 in x 12 in construction paper ( 48 sheets)
- 15 pairs of scissors
- 15 glue bottles
- paper cutter
- Ribbons
Procedures
Preparation
- 6 in x 6 cardboard
- construction paper
- scissors
- ribbon
Opening Questions
- Do you know what a mosaic is?
- Have you ever seen a mosaic?
- Where are mosaics found?
- Does anyone know how mosaics are made? (different ways)
- How does this help students connect art and math?
- Are there other ways to connect this lesson to other subjects ( besides math)?
- get materials out
- 6 in x 6 cardboard
- construction paper
- scissors
- ribbon
- First I would open by asking my students if they know what a mosaic is and have a discussion on what they look like and where they are found ( 2 minutes)
Opening Questions
- Do you know what a mosaic is?
- Have you ever seen a mosaic?
- Where are mosaics found?
- Does anyone know how mosaics are made? (different ways)
- Then I would open my power point to define the art and math vocabulary (1 minutes)
- After going over the terms I will then introduce Sonia King who is a mosaic artist , showing students her work I will then tell students that they will be making one today (2 minutes)
- I will then show them the process of making a zillij , showing them the finished project with my teacher exemplar (3 minutes) - it must include 3 geometric shapes, be symmetrical, and have neat craftsmanship
- The students will have 20 minutes to sketch and complete their zillij ( 20 minutes)
- Clean up (2 minutes)
- I will then close the lesson by giving an overview of what they learned through this activity (2 minutes)
- time to clean up (2 minutes)
- students will then be able to discuss their masterpieces explaining what shapes they used, what colors they used, and how they could use mosaics to demonstrate different concepts ( culture, history, art, math etc.) Closing Questions
- How does this help students connect art and math?
- Are there other ways to connect this lesson to other subjects ( besides math)?
Assessment
- Students work shows craftsmanship ( neatness)
- Students incorporate a symmetrical design
- Students use tools in an appropriate (responsible) way
- Student work displays 3 geometric shapes
Artist Connection
Sonia King is a mosaic artist. Through her famous work she published her own book called, " Mosaic Techniques and Traditions". Her award winning mosaic master pieces are exhibited world-wide.
Visual Culture Component
As children start to grasp a better understanding of shapes, they start to look at how shapes can form designs or patterns in every day life. Some could find patterns and geometric shapes in sky scrapers, architecture, toys, transportation (like a bus or truck) or even on signs you see on the road ( like a stop sign ).
Reflection
Three things that went well in my lesson
Timing of the lesson
After spending multiple tries on timing the lesson , I felt like it was hard to have the lesson plan done in 30 minutes. To fill up more time I had my students sketch out their design first. The timing came out perfect when I presented my lesson plan.
Peer Interaction
The lesson plan brought on new ideas and perspectives from other peers. My favorite idea from someone was using a theme in the lesson plan such as Christmas. It's a great way to integrate holiday settings into math.
Creativity
After looking at the finished products of my lesson plan, I found so many unique and creative designs. I wasn't sure how they would turn out since we were limited on time but they all came out looking great.
Three choices that I would do differently
Instruction
I would have announced the procedures and instructions more clearly. In my presentation , I felt like my peers were a little fuzzy on what I wanted them to do. I should have broken it up step by step, when showing them what activity we were doing.
Materials
I could have set out a more variety of colors of construction paper for students to pick out for their designs to foster creativity. I also forgot to bring out the ribbon so that students would be able to hang up their art either in the classroom or as original pieces.
Culture and History
At some points of my lesson plan I felt like I should have spoke more about the Moroccan culture. Although I did bring in some examples of their art, I could of explained more about it's Moroccan culture and history and integrated it into the lesson plan.
What could you have done differently that might have led to different results?
Something I could have done differently was try communicating with my peers ( or students) on a more personal level instead of speaking to them all together, generally. I feel like by creating a more open discussion with my students (by asking them questions and just getting to know them) would be less awkward and could help me understand them more, showing me how they came up with their design using specific shapes and learn more about why they did what they did to make that design. It's always important to get to know your students because it helps me, as the teacher, assess where each student is at.
Timing of the lesson
After spending multiple tries on timing the lesson , I felt like it was hard to have the lesson plan done in 30 minutes. To fill up more time I had my students sketch out their design first. The timing came out perfect when I presented my lesson plan.
Peer Interaction
The lesson plan brought on new ideas and perspectives from other peers. My favorite idea from someone was using a theme in the lesson plan such as Christmas. It's a great way to integrate holiday settings into math.
Creativity
After looking at the finished products of my lesson plan, I found so many unique and creative designs. I wasn't sure how they would turn out since we were limited on time but they all came out looking great.
Three choices that I would do differently
Instruction
I would have announced the procedures and instructions more clearly. In my presentation , I felt like my peers were a little fuzzy on what I wanted them to do. I should have broken it up step by step, when showing them what activity we were doing.
Materials
I could have set out a more variety of colors of construction paper for students to pick out for their designs to foster creativity. I also forgot to bring out the ribbon so that students would be able to hang up their art either in the classroom or as original pieces.
Culture and History
At some points of my lesson plan I felt like I should have spoke more about the Moroccan culture. Although I did bring in some examples of their art, I could of explained more about it's Moroccan culture and history and integrated it into the lesson plan.
What could you have done differently that might have led to different results?
Something I could have done differently was try communicating with my peers ( or students) on a more personal level instead of speaking to them all together, generally. I feel like by creating a more open discussion with my students (by asking them questions and just getting to know them) would be less awkward and could help me understand them more, showing me how they came up with their design using specific shapes and learn more about why they did what they did to make that design. It's always important to get to know your students because it helps me, as the teacher, assess where each student is at.
Pictures
Resources
http://www.crayola.com/lesson-plans/moroccan-mosaic-lesson-plan/ [This is where I got my lesson plan from]
http://www.incredibleart.org/files/elements.htm [Art definitions]
http://ed.sc.gov/agency/se/Instructional-Practices-and-Evaluations/documents/AcademicStandardsforVisualArts.pdf [Visual Arts Academic Standards]
http://ed.sc.gov/agency/programs-services/60/documents/2007_SC_Academic_Standards_for_Mathematics.pdf [Math Standards for 3rd grade]
http://www.mosaicartnow.com/2012/05/why-mosaic-sonia-king/http://www.princetonol.com/groups/iad/files/elements.htm [Information on Sonia King]
Ms. Hodge taught shape definitions Fall of 2013 [Math definitions]
http://www.incredibleart.org/files/elements.htm [Art definitions]
http://ed.sc.gov/agency/se/Instructional-Practices-and-Evaluations/documents/AcademicStandardsforVisualArts.pdf [Visual Arts Academic Standards]
http://ed.sc.gov/agency/programs-services/60/documents/2007_SC_Academic_Standards_for_Mathematics.pdf [Math Standards for 3rd grade]
http://www.mosaicartnow.com/2012/05/why-mosaic-sonia-king/http://www.princetonol.com/groups/iad/files/elements.htm [Information on Sonia King]
Ms. Hodge taught shape definitions Fall of 2013 [Math definitions]