Shape and Form Exploration

Learning Objectives

By the end of this lesson, students will be able to:

1. Identify and describe the elements of art, specifically shape and form.
2. Create simple geometric shapes using paper as a foundation for a cubist mask design.
3. Collaborate with peers to explore different shapes and their application in art.

Resources Needed

• A4 colour paper (various shades)
• Scissors
• Glue sticks
• Rulers
• Pencils
• Markers
• Printed images of Cubist masks and artworks (for inspiration)
• Whiteboard and markers

UK Curriculum Links

• National Curriculum Art & Design: Key Stage 2 and 3, focusing on developing creativity and artists' understanding of shape and form.
• Art & Design Subject Content: Recognise and explore the formal elements of art.

Class Structure

Introduction (10 minutes)

• Begin with a brief discussion on shape and form. Ask students:
  • What do you think shape and form mean in art?
  • Can you name some shapes?
  • How do different shapes contribute to a piece of artwork?
• Show examples of Cubist art, focusing on images that highlight distinct geometric shapes.
• Highlight key vocabulary: shape, form, geometric, organic.

Activity Overview (5 minutes)

• Explain that students will create geometric shapes using coloured paper to serve as a basis for their future mask design.
• Divide students into pairs to foster collaboration and discussion throughout the activity.

Hands-On Activity: Geometric Shapes Creation (20 minutes)

1. Shape Creation (10 minutes)

   • Distribute the A4 coloured paper, scissors, and rulers.
   • Instruct students to create at least five different geometric shapes (e.g., triangles, squares, circles, rectangles) using the paper. Encourage creativity in size and combination.
   • Encourage students to think about how these shapes could fit together in a mask.

2. Shape Exploration (10 minutes)

   • After creating the shapes, ask students to experiment by arranging their shapes to form an abstract representation of a mask.
   • Students should use glue to secure their shapes onto a piece of white paper, considering the composition and relationships between different shapes.

Feedback and Reflection (10 minutes)

• Once the arrangements are secured, have students display their creations around the classroom.
• Facilitate a gallery walk where pairs present their work to another pair, discussing the shapes they used and why they chose to arrange them in that manner.
• Bring the class together to share insights or surprises from their gallery walk experiences.

Closing (5 minutes)

• Gather students and reflect on the lesson by asking:
  • What different shapes did you discover today?
  • How can shapes influence your next mask design?
• Conclude with a brief introduction to the next lesson, where students will learn how to turn shapes into three-dimensional forms suitable for mask creation.

Assessment and Evaluation

• Monitor student engagement and participation during discussions and activities.
• Provide formative feedback during the pair presentations, noting strengths in creativity and collaboration.
• Evaluate their final geometric arrangements for understanding of shape and form, ensuring they can articulate their design choices.

Next Steps

• In the following lesson, students will learn to transition their 2D shapes into 3D forms by using additional materials such as cardboard and other mediums to create structural qualities in their masks.

This structured lesson plan aims to inspire creativity and collaboration among students while firmly grounding them in the essential elements of art, in alignment with UK educational standards in Art and Design.