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Geometry in Photography
Arts Integrated Small Group for Grade 4 2D Geometric Shapes with Differentiated Options for Grade 5
Geometry in Photography
Pairs with Reveal Math Lessons 4th Grade: 14-4, Unit 14
Students will examine three photographs and identify as many geometric shapes, elements, and concepts as possible through a guided discussion. While students evaluate the photographs for their geometric connections, the provided questions will encourage them to evaluate core photographic principles, such as light, composition, and emotion. This activity will encourage review of previously covered geometric concepts, assess student understanding, and begin directing the focus to the concepts of parallel and perpendicular lines.
Standards
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Brain Connections
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MARYLAND STATE STANDARDS
MD Math Standards:
- 4.GR.C.8 – Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
This activity is meant to reinforce understanding of shapes by analyzing images based on their geometric attributes and properties. Through observation, interpretation and analysis of a curated collection of photography, students will identify and discuss the geometric attributes and properties present in each piece. This will serve as the launch into a lesson on parallel and perpendicular lines while incorporating a review of various different geometric attributes (i.e. angles, angle types, lines, segments, rays, parallel lines, perpendicular lines) and how these attributes are the building blocks of polygons.
MD Arts Standards:
- VA.AS7.E:3-5:1 – Analyze components in visual imagery that convey messages and compare personal interpretations.
- VA.AS8.E:3-5:2 – Interpret art through contextual information.
In these three photos students will be looking for – and identifying – geometric shapes and concepts while they are deepening their understanding of some core photographic principals – light, composition, and emotion. They will increase their ability to ask questions about an artist’s choices in creating a piece of work. They will start to see how photography can be used to communicate different kinds of ideas and concepts.
OUTSIDE OF MD?
Common Core State Standards:
- 4.G.A.1 – Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures
National Arts Standards:
- VA:Re.7.2.4a – Analyze components in visual imagery that convey messages.
- VA:Re8.1.4a – Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.
ARTS INTERATED LEARNING OBJECTIVE
Students will analyze photographs and identify the obvious and subtle geometric shapes and concepts, reflecting on how the artist used lines and other geometric attributes to bring emotion to a photograph.
MATH DOMAIN
- Geometric Reasoning & Measurement → Draw and Identify Lines and Angles and Classify shapes by Properties of Their Lines and Angles → Describing shapes by identifying the properties of their lines, angles and other geometric attributes.
COHERENCE
- Before: Basic understanding that shapes share attributes and can be placed in categories based on those different attributes. Understanding of the basic components of geometric shapes (rays, lines, line segments, angles, angle types).
- After: Students will use their understanding of parallel and perpendicular lines to classify polygons.
MATH & ART SKILLS
- Math: Identify geometric attributes and properties in 2D figures.
- Art: Identify and name geometric shapes in the photography provided to deepen discussions around photographic composition, color choices and mood.
MATERIALS
- Slides or printed photos (Note: Teachers can print images if they prefer students to have a copy for discussion)
TEACHER PREP
- The three photos included in the slides can be printed for individual or small group use or projected on the screen for a classroom discussion.
- Begin by explaining that you’ll be looking at three photographs to find geometric shapes and attributes in them.
- You’ll also be asking questions about the photos themselves in order to get a greater sense of composition and an understanding of how we might begin to see geometry all around us!
- Teachers can decide to use all questions in their discussion or can be selective based on what fits best for their classroom.
- Note: These question sequences were carefully scaffolded to address both the math and art connections inherent in the images.
- Teachers can also choose to use these photos and question sequences across multiple lessons, choosing to focus on different geometric elements depending on the focus of each lesson.
THE MATH
This math discussion is meant to launch a lesson on parallel and perpendicular lines. The questions are meant to steer students towards observations of lines in the images and how they interact with each other in space. There are also plenty of opportunities for the teacher and students to review other geometric concepts and elements that have been covered at this point in the curriculum or in previous grades (points, angles, lines, polygons, shapes, quadrilaterals).
GUIDED DISCUSSION
Image 1 (slides 2 & 3) – Purposeful Questioning:
- What do you notice?
- What do you wonder?
- Where do you see light and shadows?
- How do the light and shadow impact the geometry we see in this photograph?
- What geometric elements do you see?
- How does this photo make you feel?
- Why do you think this is called “Enjoying the View?”
- Would you see something like this in your neighborhood?
- If the people were not there, would you understand the space in this photo? Why?
- How do light and shadow create angles in this photo?
- What kind of angles do the shadows make?
Image 2 (slides 4 & 5)
- Where do you see angles? Lines? Shapes?
- How does the artist use light and shadow to define the geometry that we see?
- How do the lines in this photo interact with each other?
- What is the mood of this photo? Festive? Lonely? Quiet? Excited? Thoughtful?
- This photo is part of a collection called the Museum Series. Over a 20 year period, the photographer took pictures of herself in a black dress outside different arts buildings around the world. She was inviting the viewers (us!) to think about who is invited inside and who is not. She said “I think it’s critical to consider how we occupy space—what spaces we are invited into, what spaces we are barred from entering…” Why do you think she would say that?
Image 3 (slides 6 & 7)
- How does this artist use lines to create a sense of space?
- How do lines divide the space?
- How do lines define a shape?
- How do lines lead the viewer’s eye to the main idea?
- Are the lines all the same quality? Straight, curved? Thick, thin? Vertical, horizontal?
- How do the lines create a feeling?
- Could you draw a line (in the air with your finger) with angles that imitate the pose of the man?
- Who is that man?
- What feelings do his pose and the empty setting create?
ASSESSMENT & REFLECTION
Formative Assessment:
- Listen to student responses as they observe and analyze the photographs. Clear up misconceptions and see where there are opportunities to connect the conversation to the rest of the lesson on perpendicular/parallel lines, as well as any prior or future lessons.
- Make note of student noticings and observations of geometric elements to assess prior knowledge.
DIFFERENTIATION
5.GR.B.2
Explain that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category (e.g., all rectangles have four right angles and squares are rectangles, so all squares have four right angles).
5.GR.B.3
Classify two-dimensional figures based on properties.
a. Classify triangles based on properties (e.g., angle measure, side lengths).
b. Classify quadrilaterals in a hierarchy based on properties (e.g., side lengths, angle measures, presence of parallel or perpendicular sides).
5th Grade Alignment Opportunity:
Since this activity is meant to be a launch for a 4th grade lesson on parallel and perpendicular lines, it encompasses a variety of geometric concepts as a review of previously learned content. The photographs have many different polygons that can be identified within them, therefore this makes this very applicable to 5th grade geometric standards that focus on the categorization of polygons based on those same attributes.
Reveal Lesson Opportunities:
Grade 5: Lessons 13-4, 13-5, 13-6
BRAIN TARGETED TEACHING IN THE CLASSROOM
By presenting students with three complex photographs, students will use rich, real-world images and be challenged to connect abstract geometric concepts—transforming shapes, angles, and lines from theoretical definitions into physical components of the human environment as seen through artistic photography. This aligns directly with establishing the “Big Picture” before drilling down into specific content standards.
Using Visuals to Build Thinking Habits – Visual Thinking Routines:
The Emotional Climate:
The Physical Space:
Learn More:
Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site.
ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!
All video content made in partnership with Baltimore’s Root Branch Media Group.
DAN + CLAUDIA ZANES – BRING DAN + CLAUDIA TO YOUR SCHOOL!
Dan is a Grammy Award winning singer, songwriter, and entertainer. Claudia is a music therapist and musician. Dan and Claudia make modern day social music for Smithsonian Folkways Records. They perform internationally and call Baltimore their home. Dan and Claudia have been a part of the BAIP program since year one and are very grateful for the experience. What an education it’s been!
JOSE HERNANDEZ
Jose is a special education teacher at The Green School of Baltimore. Jose has worked as a teacher in City Schools for over 15 years and has taught 1st grade through 5th grade over those years. Jose has developed a profound appreciation for the value of arts integrated teaching through his work in the Arts for Learning summer program. Originally from Chicago, Jose has made a new home in Baltimore City and is proud to represent the city. Jose is looking forward to meeting and collaborating with new people this summer and as always, remains excited about the opportunity to continue growing his teaching practice while supporting others as they do the same in their classrooms.
