Author: Rania Iatropoulou
Abstract/Introduction
Inspired by Natalija Budinski’s innovative approach to teaching geometry through art, this learning scenario was adapted for a kindergarten classroom setting, catering to children aged 4-6 years old. Utilizing the 5E instructional model (Engage, Explore, Explain, Elaborate, Evaluate), the scenario aimed to introduce young learners to basic geometric concepts while fostering creativity and artistic expression.
The focus of the lesson was on understanding the properties of quadrilaterals, taking into account the common misconceptions young children may have about shapes. Emphasis was placed on creating shapes using vertical and horizontal lines, while exploring what happens when lines are not perpendicular, such as the formation of circles.
To facilitate engagement and exploration, images and information about the renowned artist Mondrian were sourced from Europeana. Despite the challenges of teaching geometry to young children in a face-to-face setting, Mondrian’s abstract art provided a tangible connection between geometric shapes and real-world applications, sparking curiosity and creativity.
The implementation took place in a kindergarten classroom, allowing for hands-on exploration and interaction with geometric shapes and artistic materials. Through this interactive approach, children were able to deepen their understanding of geometry while exploring their creative potential playfully and engagingly.
Implementation Context:
– Subject-Topic: Geometry, with a focus on basic geometric shapes and properties, tailored for kindergarten children.
– Educational Settings: Face-to-face instruction in a kindergarten classroom.
– Students’ Age Range: 4-6 years old.
– Group Size: Typical classroom-sized group for a kindergarten in an urban area.
Main text
1.The narrative (Learning process/Stages of implementation)
Engagement (30΄min):
As the students enter the classroom, they are immediately drawn to a vibrant display showcasing the works of Piet Mondrian, using Europeana . The teacher seizes this opportunity to engage them with a thought-provoking question: “What shapes do you notice in these paintings?” Encouraged by their curiosity, the students eagerly begin examining the artworks, their eyes scanning for rectangles, squares, and the bold lines characteristic of Mondrian’s style. Additionally, videos about the life and work of Mondrian, tailored for children, are watched by the students, as in the original scenario, but they were adapted for children. They are engaged in observing his artworks and learning about his artistic style and his life.
– Students are engaged in a discussion about lines and shapes, with prompts to recognize vertical and horizontal lines in the artworks. Questions about the shapes they observe are asked, and they are encouraged to express their observations.
– With the stage set, the teacher transitions smoothly into a guided discussion about lines and shapes, igniting the students’ imagination and critical thinking skills. Using Mondrian’s artworks as visual aids, the teacher prompts the class with questions like, “Can you identify any vertical or horizontal lines in these paintings?” and “How do these lines contribute to the overall composition?” Through active participation, the students deepen their understanding of geometric elements in art and begin to appreciate the deliberate choices made by the artist. Initially, in works where vertical lines were prominent, and then in more intricate ones, as in the following example.
Exploration (15΄ min)
Building upon this foundation, the teacher introduces new material by presenting examples of vertical and horizontal lines, squares, rectangles, and primary colors. Through a series of engaging questions, the class explores how Mondrian skillfully integrated these elements into his art, crafting compositions that evoke a sense of harmony and balance. The teacher then addresses a common misconception: the idea that shapes in artworks are randomly arranged. “Do you think Mondrian chose his shapes randomly, or do you believe there was a deliberate intention behind their placement?” This prompts students to reflect on the artist’s creative process and the deeper meanings behind his compositions.
Explanation (60’ min)
Transitioning into guided practice, the teacher distributes black paper strips to each student in various sizes, sparking their creativity to create their own Mondrian-inspired artworks. “How can you use these shapes and colors to express your ideas?” the teacher asks, encouraging students to experiment with different arrangements and compositions. As students immerse themselves in the creative process, the teacher circulates around the classroom, offering support and guidance as needed.
During independent work time, students are tasked with completing their Mondrian-style artworks using the provided materials. “Remember to label the shapes you use in your artwork,” reminds the teacher, emphasizing the importance of attention to detail. Encouraged to explore their artistic instincts, students experiment with various combinations of shapes and colors, each artwork reflecting their unique vision and style.
As the lesson draws to a close, students eagerly share their creations with the class, proudly pointing out the various shapes they’ve incorporated into their artworks. The teacher facilitates a brief discussion, summarizing the main points of the lesson and reinforcing the significance of geometric shapes in art. “How did using geometric shapes help you express your ideas?” prompts the teacher, encouraging students to reflect on their creative process and artistic choices.
Vertical and horizontal lines
Elaboration
Extending the learning experience, students collaborate in pairs or small groups, using digital drawing tools to create geometric shapes inspired by Mondrian. “How can you use what you’ve learned about lines and shapes to create your digital artworks?” asks the teacher, prompting students to apply their knowledge in new and innovative ways. With enthusiasm and creativity, students embark on a digital exploration, pushing the boundaries of their artistic expression.
Children draw shapes in small groups using a whiteboard
In a culminating activity, students participate in a matching game using GeoGebra, enhancing their understanding of shapes and their attributes. “Can you match each shape with its corresponding name?” challenges the teacher, as students eagerly use GeoGebra to identify shapes in the artwork. Sometimes they draw shapes using the “pencil” tool, while other times they utilize the “freehand” option, noting the differences (the freehand tool stylizes the shape outline drawn by the child). Next, they determine which shape from the drawings belongs on the canvas, intuitively identifying and justifying based on simple properties (sides and angles). They color the drawn shape with the canvas color and drag it onto the artwork. This interactive activity reinforces key concepts learned throughout the lesson, while also promoting collaboration and teamwork among students.
The Geogebra playing in Mondrian art
Evaluation
As a final touch, students curate a virtual exhibition using Emaze, showcasing their artworks to a wider audience. “How can we use technology to share our artworks with others?” prompts the teacher, encouraging students to reflect on the power of digital platforms in the world of art. With pride and excitement, students showcase their creativity and talent, celebrating their journey of artistic discovery.
Through thoughtful evaluation, students are assessed on their ability to identify vertical and horizontal lines in their artworks, demonstrating their comprehension and application of geometric concepts. “Can you explain how you incorporated vertical and horizontal lines into your artwork?” asks the teacher, prompting students to articulate their artistic choices and intentions. Feedback provided by the teacher focuses on reinforcing students’ understanding and encouraging continued growth and exploration in their artistic endeavours.
Virtual Exhibition of Children’s Creations
2. Outcomes (for you as an educator and for the students)
Aligned with educational standards, the lesson empowers students to embrace creativity and critical thinking in their artistic pursuits. “How can we apply what we’ve learned today to future art projects?” prompts the teacher, encouraging students to reflect on the broader implications of their learning. With newfound confidence and skills, students depart the classroom, inspired to continue their journey as budding artists.
Student Learning Outcomes
Increased Understanding of Geometric Shapes:
Students demonstrated a deeper understanding of geometric shapes, including vertical and horizontal lines, squares, rectangles, and triangles. Through the interactive activities and discussions, they were able to identify these shapes in Mondrian’s artworks and explain their properties.
Enhanced Artistic Appreciation:
Engagement with Mondrian’s artworks sparked students’ interest in art and fostered a greater appreciation for the use of shapes and colors in artistic expression. By creating their own Mondrian-inspired artworks, they gained hands-on experience and developed their artistic skills.
Improved Critical Thinking and Problem-Solving Skills:
Through guided practice and independent work, students honed their critical thinking and problem-solving abilities. They were challenged to experiment with different arrangements of shapes and colors, encouraging creative thinking and exploration.
Educator Reflection
Effective Use of Europeana Resources:
As an educator, I found that integrating Europeana resources into the lesson provided rich and diverse materials that enhanced student learning. The videos tailored for children offered engaging insights into Mondrian’s life and work, making the content accessible and enjoyable for students.
Facilitation of Active Learning:
By structuring the lesson around interactive activities and discussions, I was able to facilitate active learning experiences for my students. The hands-on approach encouraged student engagement and participation, resulting in a more dynamic and effective learning environment.
Promotion of Collaboration and Creativity:
Through collaborative activities such as the shape-matching game, students had the opportunity to work together, share ideas, and learn from one another. This promoted a sense of teamwork and camaraderie among the students, while also fostering their creativity and imagination.
Overall, the implementation of this learning scenario not only deepened students’ understanding of geometric shapes and artistic concepts but also fostered their curiosity, creativity, and collaborative skills.
Link to the learning scenario implemented: https://teachwitheuropeana.eun.org/learning-scenarios/mondrian-and-math-lessons-ls-rs-344/
Do you want to discover more stories of implementation? Click here.
CC0 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Tartu Art Museum.
