Data Portrait

Author: Trish Saccomano
Year: 2022
Artform: Visual Art
Subjects: Math
Grade: 4th Grade, 5th Grade & 6th Grade
Duration: 1 or 2 sessions
Overview:

Integrating Visual Art and Math

SUPPLIES, EQUIPMENT & RESOURCES

  • Multimedia Paper
  • Scissors
  • Glue Sticks
  • Watercolors
  • Colored Pencils, Markers, or Crayons
  • Collage Papers

 

RESOURCE PICTURE BOOKS & VIDEOS

Download PDF Lesson Plan

Standards & Objectives

Fine Art Standards
Integrated Standards
Objectives

Strand: CONNECT (5.V.CO.):

Students will relate artistic skills, ideas, and work with personal meaning and external context (Standards 5.V.CO.1–2).

Standard 5.V.CO.1:

Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making.

Standard 5.V.CO.2:

Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.

Standard 5.MP.4 Model with mathematics:

Identify the mathematical elements of a situation and create a mathematical model that shows the relationships among them. Identify important quantities in a contextual situation, use mathematical models to show the relationships of those quantities, analyze the relationships, and draw conclusions. Models may be verbal, contextual, visual, symbolic, or physical.

Drawing a portrait of yourself using data.

Teaching and Timeline

Introduction

“Data is the beginning is the beginning of the story and not the end and should be seen as a starting point for questioning and understanding the world around us instead of seeing is as the definitive answer to all of our questions.” – Stefanie Posavec

Watch Big Bang Data: Dear Data video.  This is an introductory video clip to data visualization.

Work Period

The page below is taken from Observe, Collect, Draw!: A Visual Journal Diary by Giorgia Lupi and Stefanie Posavec.  Download PDF for instruction worksheet.

Closure/Summary

Students share self portraits with fellow classmates.

INTEGRATION INFORMATION

By using various art forms to create self portraits, the class can discuss how we are all alike in many ways but it’s our differences that make us unique. Just like our self portraits have characteristics in common, they are all different and reflective of who we are as individuals.

HISTORICAL ELEMENT

Self portraits have been done by artists throughout the ages. For example: Norman Rockwell’s painting of himself, painting himself. M. C. Esher has a wood carving of his face reflected in a sphere. Vincent Van Gogh and Frida Kahlo also come to mind as examples of historical self portraits.

DIFFERENTIATION

Offering students choice in materials and style of their self portraits is self differentiation.

VOCABULARY
  • Demographic
  • Preferences
  • Personality
  • Data
ASSESSMENT STRATEGIES

Assessment will take place in an authentic way – through peer share/explain.

ESSENTIAL QUESTIONS
  • How are we alike?
  • How are we different?

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