Frank Stella Geometric Art

Description
Grades 3-6: Begin by showing Frank Stella's art works and show how rulers and protractors
were used to make the art. Have each student trace a protractor, inside and out, and fill the
paper with shapes, overlapping and hanging of the paper. Then trace the pencil lines with a
black sharpie neatly and then add bright colors with markers, crayons or colored pencils. Color
each small shape like a stained glass window, solid with color, leaving no white area, color any
background left with a bright color.
Objective
By using a wide range of subject matter, symbols, images and visual expression to reflect their
ideas and emotions the standards address the objectives in ways that promote fluency in new
ways of thinking, working and communicating. The students develop new techniques,
approaches and habits for applying knowledge and skills in the visual arts to the world beyond
school. To meet the standards, students must learn art vocabulary words and art concepts
associated with various types of visual art. For math students will use measurement tools such
as rulers and protractors to create visual images.
Math Curriculum Expectations:
-Sort and classify quadrilaterals by geometric properties relate to lines of symmetry, angles and
sides through investigation.
-Sort polygons according to the number of lines of symmetry and the order of rotational
symmetry through investigation
- Measure and construct angles up to 180 using a protractor, and classify them as acute right,
obtuse or straight angles
Art Curriculum Expectations:
Students will develop understanding of all elements of design.
-line: line is that direct the viewers attention; lines that create the illusion of force or movement
(e.g., wavy and wiggly lines used in op art); contour drawings of objects that are not easily
recognizable (e.g., crumpled paper)
- shape and form: exaggerated proportions, motifs, fonts; geometric (e.g., conical, pyramidal)
shapes and forms
-space: centre of interest (focal point) and one-point perspective; basic facial proportions;
horizontal and vertical symmetry
- colour: the colour wheel; tertiary colours; colour for expressive purposes; colour for creating
naturalistic images
-texture: textures created with a variety of tools, materials, and techniques
- value: shading that suggests volume; gradation

D1.1
create two-dimensional, three-dimensional, art works that explore feelings, ideas, and
issues from a variety of points of view (e.g., art work inspired by the motifs in other art forms
[math]
D1.2 Demonstrate an understanding of composition, using selected principles of design to
create narrative art works or art works on a theme or topic (e.g., use a larger area of a lighter
tint and a smaller area of a darker tone of one colour in an asymmetrically balanced painting;
use repetition, simplification, and exaggeration of proportion and shape to create a sense of
rhythm in a marker and crayon or pencil drawing of mathematical lines. polygons and their
coloured images)
Teacher prompts: How have you used line and the repetition of shape and colour to create a
sense of rhythm and the illusion of movement? What else could you repeat to create rhythm?
How can you use small areas of brilliant, warm colour to visually balance large areas of either
neutral or cool colours?
D1.3 Use elements of design in art works to communicate ideas, messages, and
understandings (e.g., design geometric art using shapes, symbols, colour, and font style that
uses line, shape, space, colour, and value to communicate information)
Teacher prompts: How can colour be used in your geometric design to separate your shapes
from the background? What images will you select and will they symbolize something in your
design? How would you change the images and colours in your art to appeal to others? What
is the message of your work, and how has it been conveyed to the audience? How does
geometric art impact your understanding of mathematics?

Materials
Materials used: white paper, markers, colored pencils, crayons, black sharpies, and math
protractors.
Resources
Art works of Frank Stella to show students.
PowerPoint of Artwork by Frank Stella.
Youtube interview with Frank Stella.

Mathematics/Arts Rubric: Derived from

http://euler.slu.edu/escher/index.php/Art_and_Mathematics_Project_Grading_Rubricm

Main mathematical ideas and sources:

Math Concepts Unacceptable (1) Poor (2) Average (3) Good (4) Exceptional (Extra)
Difficulty
Correctness

Incorporation of Math

Unacceptable
(1)

Poor
(2)

Average
(3)

Good
(4)

Exceptional
(Extra)

Poor
(2)

Average
(3)

Good
(4)

Exceptional
(Extra)

Good
(4)

Exceptional
(Extra)

Central to work
Work illustrates concept
well
Obvious to untrained
viewer
Did artist learn?
Does viewer learn?

Artistry
Source of concept:
Artistry

Unacceptable
(1)

Execution of concept
Would someone want
this?
Will the artist keep this?
Originality
Coherence of
Ideas/Themes
Artistic effort
Artistic skill
Overall artistic difficulty

Materials
Materials used:
Unacceptable
(1)
Choice of materials
Mastery of materials
Permanence (will it
last?)
Polish

Poor (2) Average (3)

Preliminary Work
Preliminary work accompanying project:
None
(1)

Limited
(2)

Average (3)

Strong
(4)

Exceptional
(Extra)

Evidence of preliminary
work
Evidence of creative process

Written Report
Relevant Mathematics Discussed

Absent (0) Poor (2) Average (3)

Good (4)

Identifies mathematics involved

Deeper discussion of mathematical ideas
Student understands relevant math
Mathematical sources discussed

Creating finished work

Absent (0)

Poor (2)

Average (3)

Good (4)

Insight into inspiration for work

Insight into choice of materials
Insight into choice of source material
Layout/structure of work discussed
Process of creation discussed

About the finished work

Discussion of themes
Describes what viewer should understand
Comparisons with Stellas artwork

Absent (0) Poor (2) Average (3)

Good (4)