Geometric and Organic Forms
Grade 1
Composed by: Manreet Deol, Katie Macpherson, Amber Atkinson-Nicolas & Kristen Vella; Section PJ4
Curriculum components to be covered:
1. Knowledge of elements: Distinguish between geometric and organic shapes and forms.
2. Creative work: Produce two-and three- dimensional works of art.
3. Critical Thinking: communication of ideas, beliefs and feelings when working with organic and geometric
shapes.
Lesson 1: Background/Introduction
To introduce the concept of geometric and organic shapes to students, the students past knowledge will be
drawn on; for instance, their knowledge of geometric shapes learned in math. After accessing prior knowledge,
a class activity will be used whereby students will be given a mini lesson on what geometric and organic shapes
are; specifically, how to differentiate and distinguish between geometric and organic forms. Children will be
actively engaged as they sort objects based on if they are geometric or organic. One hoola hoop will be
labelled as geometric while the other will be labelled as organic to help children sort the objects. For this,
materials required will be 2 hula-hoops, geometric and organic objects and labels for the hula-hoops. To
ensure the students’ understanding of the concepts, the introduction will end with a class brainstorming
activity where students will be asked what other geometric or organic shapes they can think of or see in the
classroom. Approximate time allotment for this period is 30 minutes.
Lesson 2: Geometric Shapes
The purpose of this lesson is for students to learn and work with geometric shapes. Expected length of this
lesson is 30-45 minutes. The lesson begins with the teacher re-introducing geometric shapes. What are
geometric shapes? As a class the teacher will ask students to describe and list geometric shapes. Make a
chart on the front board for all students to see. Can we think of any geometric shapes outside of the
classroom? Examples: buildings, the school, etc. Materials required are sponges cut into geometric shapes, and
math center blocks, paint, paper 11x17, paintbrushes and newspaper. Students will be sponge painting or
stamping geometric shapes in any form on their sheet. Students will also have the option of painting geometric
shapes on their paper using a paintbrush if they desire. This art lesson gives students creative freedom.
Students are allowed to express geometric shapes in any shape or form. The purpose of this lesson is for
students to be working and identifying geometric shapes. To induce a creative atmosphere we will be playing
music. When students have finished they must creatively name their artwork and submit for formative
assessment. If students finish early they can play with geometric shapes on the learning carpet.
Lesson 3: Organic Shapes
The goal of this 45 minute activity is to encourage children to develop a definition for shape and to add
the concept of organic shapes into their current schema.
Begin the lesson by providing an experience. Explain that you will play a familiar, short piece of music
(preferably without words- i.e. Austin Powers theme song) and children will move their pencils with the music
(a great preview for describing lines). By the end of the musical piece each student’s line must touch the point
where they started. Do a demo while thinking aloud ("The music is playing softly, so maybe I’ll draw soft, wavy
lines or maybe..." “Oh, I know the music is about to stop so I better find my starting point and draw my line
there.").
Involve children in labeling their art. "Everyone hold up your art. What is different? What is the same?
Everyone's art work is a shape. Why?” Because a shape is any two lines that are connected. "Are our shapes
geometric or organic? Why?" (Organic because free flowing & natural) Look at Wassily Kandinsky’s
Composition IV (1911). “Kandisky made lines in his art work as well. What else do you notice? Are there
organic shapes in Kandisky’s works? Do you think Kandisky listened to music while he was painting? If so, what
kind of music?” “Could Kandisky have made his lines into a creature?”
Ask children to imagine that their shape is an invented creature. "What will your creature be called?
What colours will it be? What will its skin, feathers, fur, scales, look like?" Do a demo using plastercine.
Provide children with plastercine and tools such as a combs, stamps, corks, plastic butter knives, spoons, etc.
Provide gloves for those children who do not wish to touch plastercine.
Children will hand in their plastercine creatures for formative positive feedback which will include
important art terminology.
Lesson 4: Culminating Task (3 class periods)
Class 1
Recall with students the difference between organic and geometric shapes. Play the game “This is one, this is
not one” with the students, grouping examples of organic shapes together and examples of geometric shapes
together and having the students identify the group that “Is one”. Take students on a nature walk around the
schoolyard or in a nearby park. Allow them to collect small pieces of nature (organic shapes) from the ground
(i.e. sticks, rocks, leaves, flowers, etc.).
Class 2
Students will create a collage that uses both organic and geometric shapes. They will be able to use the items
they collected on their nature walk, pictures cut out of magazines and construction paper, rulers and scissors
from which they can create their own shapes as well as glue and an 8”x10” or a 12”x18” piece of construction
paper in any colour. They must use both organic and geometric shapes as well as at least two of the materials
provided. Children will be encouraged to choose a theme for their collage. Students are encouraged to
interact with one another as they create their collages and to ask their peers for help or input in terms of
determining organic and geometric shapes.
Class 3
Assessment: During the third class, students will have the opportunity to share their collage with the teacher
and their peers. Each student will discuss the theme of their collage as well as identify which of the shapes
they have chosen are organic, which are geometric and why they chose the various shapes. Students that do
not want to present to the class will have a one-on-one conference with the teacher while the rest of the
class begins their next art project. Students will receive a summative mark based on their use of both
organic and geometric shapes as well as their ability to identify both types of shapes.