Professional Documents
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ART FOCUS
Day 15
OBJECTIVE
Students will apply what they have learned throughout the unit by creating an art
installation. The art installation combines their knowledge of constructions and
characteristics of triangles and personal symbols in a concrete and tactile setting.
STANDARDS
Common Core Content Standards:
Geometry: Congruence
10. Prove theorems about triangles. Theorems include: measures of interior angles of a triangle
sum to 180; base angles of isosceles triangles are congruent; the segment joining midpoints of
two sides of a triangle is parallel to the third side and half the length; the medians of a triangle
meet at a point; the altitudes of a triangle meet at a point.
Geometry: Congruence
Make geometric constructions.
12. Make formal geometric constructions with a variety of tools and methods (compass and
straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).
Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing
perpendicular lines, including the perpendicular bisector of a line segment; and constructing a
line parallel to a given line through a point not on the line.
ISTE Technology standards:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
b. Create original works as a means of personal or group expression
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media
and formats
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
c. Demonstrate personal responsibility for lifelong learning
PREPARATION
The teacher should provide students with background of art installations.
Students will also need time to complete the last homework assignment. Provide one
week or more for students to find a location, and proper materials to create their art
installation. If possible, find places on campus where students can set up a temporary art
installation.
GUIDED INSTRUCTION STUDENT WORK
Tell students that they will be creating
one final art piece using their symbols
and knowledge of constructions.
Provide students with background
information on art installations.
Explain to students that they will be
creating an art installation using
materials that will not harm, or alter in
any way the art installation area to
recreate their symbol.
Provide examples of materials they can
use such as ribbon, books, or other items
to represent the vertex.
The triangle can be implied, meaning
that the triangle does not need to have
sides, only vertices, or vice versa. Sides
and implied vertices. The art installation
must also have a center.
The center of the triangle can also be
implied but the students must specify
what center they used.
To complete their art installation
students must show that they verified the
center of the triangle by using theorems
they have learned throughout the unit.
For example, if they used the centroid of
the triangle, show that the lines creating
the centroid bisected the sides of the
triangle.
Student may show they found the center
by taking pictures as they created the art
installation and how they measured out
where certain pieces would go.
Students can also post images of how
they planned out the dimensions of the
triangle/ symbol prior to creating it.
All photographs or images regarding the
Students will be using symbols to create
an art installation
Students will gather art supplies that will
not damage property and a location
where they can set up the art installation
with permission.
Art installation only needs to be up long
enough for the student to take pictures
of their art installation for posting on
Pinterest.
Students are free to create the triangle
however they like and whatever size they
like.
Students must take pictures of how they
created the triangle and how they made
sure they found one of the centers.
Students will write an artists statement
describing their creative process,
materials, location and the meaning to
their art installation. Academic language
is required.
construction of the art installation should
also be posted on Pinterest.
Finally, tell the students that they will be
writing an artists statement.
The artists statement is similar to the
description of the symbol. Students will
discuss the material, location, symbol
and provide necessary background for
the observer.
Students must post an image of their
triangle to their Pinterest along with the
artists statement.
Students must upload all images and the
artists statement to their Pinterest
account.
STUDENT PRODUCTS
Students will produce an art installation that can be taken down with altering or
damaging the surround area. Students will also write an artists statement describing
the work they did and the meaning of their art piece. Images of the art installation,
artists statement and development of the piece must be uploaded to Pinterest
accounts.
ADDITIONAL MATERIALS
Materials for art installation
Camera
Internet access
Assessment
Art
I nstal l ati on
Rubri c
1 2 3
Creati vi ty
Student only used one
type of material.
Students used 2 types
of material and
incorporated the
surroundings into the
art installation.
Student used art
material in a
thoughtful manner.
Incorporating it into
the surrounding areas
in a way that was not
destructive.
Executi on
Art installation has no
center component.
Student did not
document how they
Art installation has a
center component,
however the student
did not document how
Art installation has a
center component.
Student documented
what center they
found the center. the center was located
and what method was
used.
constructed and how
the student verified
the center.
Ex: student shows that
they measured sides
of a triangle to find
the midpoint.
Assessment
Arti sts
Statement
Rubri c
6 poi nts
possi bl e
1 2 3
Grammar
Statement has 3 or
more grammatical
errors.
Statement has two or
more grammatical
errors.
Statement has no
grammatical errors.
Content
Statement does not
explain the purpose or
meaning of the art
installation. Statement
does not explain
connection to
mathematical content.
Statement explains
the purpose of the art
installation but does
not connect to
mathematical content.
Statement explains
purpose and meaning
of the art installation
and connects
meaningfully to
mathematical content.