Unit Plan 2D shapes
Nelly Kleijer
Grade 2 Art/Math
C & I Art for Non-Majors
Janice Rahn
ART / MATH: 2D Shapes Through Abstract Art
Stage 1 – Desired Results
TRANSFER GOAL
Established Goals
Students will be able to demonstrate, through abstract art, an understanding of 2D
shapes (square, rectangle, triangle, and circle).
Students will:
 use 2D shapes to
describe the
world and to
solve problems
 know that all
shapes can be
reduced to basic
2D shapes
 know that shapes
can be made
using different
procedures such
as cutting,
drawing, and
tearing
MEANING
Enduring Understandings:
Essential Questions:
Students will understand that…
Students will keep considering…
U1 – 2D shapes (squares, rectangles, triangles, and
circles) are found everywhere in the environment
Q 1 – where do 2D shapes exist?
U2 – 2D shapes can be found in many artworks
Q 2 – what makes a square, rectangle,
triangle, and circle?
U3 – 2D shapes can be the basis of artwork
Q 3 – how can I use 2D shapes in art?
ACQUISITION OF KNOWLEDGE & SKILLS
Students will know …

Students will be skilled at…
the 2D shapes terms (flat, round, sides, corners,
equal length, opposite sides)

basic art terms (line, shape, colour, texture,
rubbing, 2D, 3D

how to represent 2D shapes in different ways

identifying 2D shapes

constructing 2D shapes

effectively applying knowledge about
shapes into abstract artwork
STAGE 2 – Evidence
Evaluative Criteria
Assessment Evidence
Performance is judged in terms of -
Students will need to show their learning by:
 participation
 understanding of
concepts and skills
 critiquing artwork
 artwork made in this unit
Transfer Task: The students will explore abstract art by identifying 2D shapes which they
will use in creating their own abstract artwork. The basic art terms will be explained and
discussed in the introductions of the lessons and in the critiquing of each other’s artwork.
Through critiques and discussions, students will practice reflecting and critical thinking
that will help them describe the world (which includes abstract art) using 2D shapes.
Summary
This integrative unit addresses the 2D shapes unit in math and abstract art.
Children at the age of six usually have a fair understanding of what triangles and rectangles are.
However, research has shown that these shapes, when measurements deviate from the ‘traditional’
shapes as they’re introduced in young children’s books, they will not always be recognized as such. Once
they know a triangle has 3 corners and 3 sides, no matter what the measurements are and in which
position it is shown, it is called a triangle. It is important to pre-assess the knowledge of students before
they’re asked to create the art of this unit. (Young Children’s Developing Understanding of Geometric
Shapes, Mary Anne Hannibal)
The article Building with Colours and Shapes written by Alison Aune won me over to use modern
art in the classroom. It very clearly explains how to discuss it. It provides images I have used for the
introduction of the final lesson in this unit plan. It states that young children respond more
spontaneously to abstract art than older children. Older ones try to understand these works, but
younger children can be engaged in developing “critical thinking skills based on the formal elements and
principles of design” (.25).
Something very striking I found in the book Teaching Art to Young Children 4-9, written by Rob
Barnes (2002, RoutledgeFalmer New York, NY). He mentions that “to be uncertain is a feature of much
creative thinking” (p.6). This will cause children to develop their imagination in art which will surprise us.
The most important thing is to value children’s art by encouraging, motivating, and guiding them. Quite
a few art examples are described in his book, but not in detail. The author wants to avoid prescribed
lessons, because art may not and cannot be prescribed. We will lose the originality we want to see in
children’s art. The author calls the geometric shapes mathematical shapes and the non-geometric
shapes (named organic in the Alberta Education outcomes) shapes of stones. This helped me picture
what the meaning of organic shapes was and how I can explain this to my students.
In this unit students will develop their knowledge about shapes and abstract art. They also will
learn to appreciate other’s work by saying something positive about their artwork. This is not only for
their peers’ work, but also for artists all over the world. When hearing compliments from others they
will feel good about themselves and their work. I want them to take time looking at artwork. The longer
you look at abstract art, the more you see in it. I’ll try encouraging my students using their imagination.
This will make them use it when they create their own work. By drawing, cutting, and tearing 2D shapes
they will automatically recognize them. For both math and art I find this important.
In order to achieve these goals I chose to discuss some artwork in the introduction of each
lesson. This is followed by a studio activity based on what they have seen in the introduction. After the
lesson they are going to look at other students’ artwork and talk about the principles of art. This will
cause them to look at their own work again.
I trust that students will love this math/art unit and can’t wait to teach it.
Rationale
I designed this unit for grade 2 students. At this age students usually have some imagination left
from the time they were in kindergarten. As students get older they think you’re a good artist when you
can draw or paint realistically. I want them to appreciate abstract work too.
This unit integrates art with the 2D unit in math. They already learn about these shapes in grade
1. The unit consists of three lessons. Units for grade 2 students don’t have to be too long, because
students can get tired if the ‘same’ thing comes back every week. I chose (as an introduction to abstract
art) to look at and draw 2D shapes to assess students’ knowledge about them. Next, they have to draw a
page full of the different 2D shapes. They have to change these by adding details, colour, and patterns
and tell how this changes their drawings. In the next lesson I’m showing them abstract artwork in which
2D shapes can be recognized. Students will learn about rubbings, make some, and use them for their
own artwork. I will guide students in the critique process which follows the lesson. The last lesson will be
about abstract artwork in layers. Students will see some examples of 3D abstract art. They will create
their own which will consist of 2D shapes and lines. Students critique four pieces of art by focussing on
one thing in each.
I chose a variety of teaching strategies. In grade 2 you have to be creative in keeping the
students’ attention. Their attention span isn’t very long, so change is important. The introduction usually
starts with a class discussion, followed by a demonstration and a hands-on activity. I end with a critique
session. It is important that students learn to describe artwork and appreciate what others did. This will
develop their social skills too. We learn about compliments in social and this is the ultimate opportunity
to practice it.
Lesson Summaries
Lesson 1
This lesson starts with a sticker sheet of Andrew Buckle. Students have a close look and answer
questions about it. This is followed by a pre-assessment about students’ knowledge and recognition of
2D shapes. Students will practice drawing 2D shapes in different sizes so they learn to recognize them no
matter what the sizes are. Next, students have to draw 3 similar pictures using the 2D shapes they learn
about in math. They have to fill the shapes of one drawing with colour and/or patterns and the other
drawing with details to change the shapes into people. They notice what changes detail, colour, and
patterns make. Students also learn about the critique process.
Lesson 2
This lesson introduces abstract art. Some questions will be asked about it, after which the
students are going to make rubbings and use them for their own piece of art. They can choose how to
make it: draw lines on the rubbings (making 2D shapes) to create a picture, or cut/tear shapes from the
rubbings on the paper and glue them on a different piece of paper creating a picture with them.
Students continue learning about the critique process.
Lesson 3
The art works students see in the introduction will make them aware of the 3D effect in them.
They will make their own art work using 2D shapes (cut or torn from colored and white cardstock) in a
3D setting using Styrofoam to make layers and yarn to make lines. The pictures will be hung up after the
lesson and students will critique four pieces of art, focussing on one element for each picture.
Evaluation
Students will be evaluated by participation, the understanding of concepts and skills, critiquing
artwork, and the artwork they made in these three lessons. The first three will be graded by teacher
observations. The artwork will be graded according to the grading criteria for art in grade 2. Students
will get a + for neat work according to the criteria, a check mark for work that’s not done neatly or not
according to the criteria, a – (minus) for work not neatly done and not according to the criteria. I will call
each student to my desk and ask him/her what they think their mark will be and why. When I don’t
agree with them I will explain them why.
Lesson 1
Experimenting with 2D Shapes
Outcomes
Students will:
 draw and tell about (repeating) patterns (math)
 draw and tell about 2D shapes (math)
 see that all shapes can be reduced to basic shapes (art)
 be able to add details and patterns to two-dimensional works (art)
Learning
Objectives
Students will:
 understand the concept of 2D shapes
 create a picture using only 2D shapes
 realize that adding details, colour, and patterns change the appearance of
shapes and the whole picture
 appreciate the artwork of other students
Assessment
participation, understanding of concepts and skills, critiquing artwork, individual
artwork made in this lesson
Materials
White cardstock, pencils, erasers, pencil crayons (or wax crayons or felts)
Teaching
Strategies
Demonstration, lecture, hands-on activity, discussion, critique
Introduction
(20 min)
Andrew Buckle
What do you see?
What shapes do you see?
Are they all the same?
How are the shapes organized?
What kind of lines do you see?
What colours do you see?
How are they different and similar?
What do these pictures make you think of?




Review the 2D shapes learned in Math (square, rectangle, triangle, and circle).
Let students give a definition for each shape and write it on the board.
Students work in pairs and are given 1 minute to draw as many different squares
as they can. Compare with partner’s shapes. Are all of them squares?
Do the same for rectangles, triangles, and circles.
Show the shapes used in the article written by Mary Anne Hannibal. Let students
tell what shapes they are. Discuss the ones that cause confusion.
Discuss line and shape. Shapes consist of lines. Not all shapes are geometric shapes.
Body
(30 min)
Students draw three similar pictures using the 2D shapes they learned about in math
(square, rectangle, triangle, and circle).
On one picture students add details to each shape to change them into people.
On one picture students add a pattern and/or colour to each shape.
Closure
(10 min)
Put the three pictures beside each other (the one that isn’t decorated in the middle).
Describe what you see.
 What shapes are used?
 Are the lines thin and/or thick?
 Is the page filled?
 What details are used? How did that change the picture?
 What colours are used? How did that change the picture?
 What patterns are used? How did that change the picture?
What does the picture make you think of?
What could be done to make the picture better?
Sponge Activity
Students draw their family, using 2D shapes.
Lesson 2
Creating Artwork Consisting of Geometrical Shapes and Rubbings
Outcomes
Students will:
 use patterns to describe artwork (math)
 draw 2D shapes (math)
 add textures to two-dimensional works (art)
 realize that images are stronger when contrasts of light and dark are used
 capture texture (surface quality) by rubbings (art)
 be able to make shapes by cutting, drawing, or tearing (art)
Learning
Objectives
Students will:
 develop fine motor skills through drawing, cutting, and tearing 2D shapes
 develop fine motor skills by working neatly and precisely
 collect a wide variety of rubbings in different colours
 create an abstract picture using only 2D shapes
 consider the use of color by putting shapes together
 appreciate the artwork of other students
Assessment
participation, understanding of concepts and skills, critiquing artwork, individual
artwork made in this lesson
Materials
Projector, newsprint paper, pencils, pencil crayons, wax crayons, felts, scissors,
coloured cardstock, sticky notes
Teaching
Strategies
Introduction
Demonstration, hands-on activity, discussion, critique
Kingsly
Fractal Geometry
New York
Ollieperry
Show these four pieces of art to the students.
What do you see? Tell about colour, lines, and shapes. What
would the artworks look like without colour? How did the
artists use colour? Do you see texture in the artworks? Do you
see patterns in the artworks? What would the second picture
look like with lines? What would the third picture look like if the rubbings were
bright? What does each picture make you think of? How are they alike and different?
Body





Take a piece of newsprint paper and demonstrate how to make rubbings with
pencil, pencil crayons, wax crayons, and felts. Discuss the results. (Pencils and
crayons give better results than felts.)
Give each student a piece of newsprint paper. They take their pencils, pencil
crayons, and wax crayons and make rubbings until their paper is full (no empty
spaces). Urge them to use a variety of colour. They can make rubbings inside and
outside of the classroom and school building.
Students choose one of the following options to create a picture:
 They use felt to draw geometrical shapes on the rubbings to create a picture.
 They cut or tear geometrical shapes from their paper and glue them onto a
different paper to create a shape picture. Try to create something interesting
by playing with colour.
They make a border for their artwork by cutting or tearing coloured cardstock
and gluing it around their artwork.
Students write their name and a title for their picture on a piece of coloured
cardstock (they choose a colour) and glue it on the border.
Closure
Hang up the pictures. Students choose a picture to comment on (not their own
picture). They take a sticky note to write down the following:
 What do you notice about the line, colour, and texture?
 What does the picture make you think of?
 How can the artist improve his/her artwork? Write down one thing.
Sponge Activity
Students draw a picture consisting of geometrical shapes and fill them with rubbings.
Lesson 3
Creating a Layered Abstract Picture
Outcomes
Students will:
 be able to draw and tear 2D shapes (math)
 use patterns to describe artwork (math)
 add patterns to two-dimensional work (art)
 make images stronger by using contrasts of light and dark (art)
 make their form overlapping to show depth (art)
 make 2D shapes by cutting and tearing (art)
Learning
Objectives
Students will:
 develop fine motor skills through drawing, cutting, and tearing 2D shapes
 develop fine motor skills by working neatly and precisely
 create an abstract picture using only 2D shapes and lines
 consider the use of color by putting shapes together
 appreciate the artwork of other students
Materials
Tabloid size paper, white and coloured cardstock, white glue, hot glue, pencil, pencil
crayons, wax crayons, felts, yarn, Styrofoam, ruler, sticky notes
Teaching
Strategies
Demonstration, hands-on activity, discussion, critique
Introduction Show these 4 examples of the article written by Alison Aune.
(10 min)
Left: Charles Biederman, (b.
America, 1906). Painted wood,
metal, Plexiglas.
Right: Ralston Crawford, (American.
b. Canada 1906-1978). Oil on
canvas.
Left: Jesus Raphael Soto (b. Venezuela
1923). Wood, metal, and Plexiglas.
Right: Sitting Bull and Kicking Bear,
1940. Beatrice Riese (American, b.
Holland 1917-2004).
What do you see? What materials did the artists use? What do the pictures make you
think of? Are the pictures 2D or 3D?
Body
(40 min)
Students are going to create an abstract piece of art.
 Draw geometrical shapes on coloured cardstock and plain white paper. Cut out
some of them. Tear some other ones into 2D shapes.






Cut little pieces of Styrofoam to put underneath some of the shapes to create a 3D
effect in the art work. Make sure they cannot be seen.
Glue the shapes on tabloid size paper. Tell them to think about the colours. Images
become stronger when contrasts of light and dark are used.
Add straight lines with felt or yarn.
Decorate some of the shapes with a pattern.
Decorate some of the shapes with texture.
Write down a title for your artwork and your name on a piece of cardstock and glue
it on the picture.
Closure
(10 min)
Hang up the pictures. Do a gallery walk. Each student gets 4 sticky notes and stands in
front of a picture. They write down their name and a comment on the lines that are used
in the picture. They put the sticky note under the picture. Students move over to the next
picture and repeat the process.
 First picture – comment on the lines.
 Second picture – comment on the shapes.
 Third picture – comment on the colour.
 Fourth picture – comment on the patterns and textures.
Students go to their own pictures and read the comments.
Sponge
Activity
Students make an abstract drawing, using 2D shapes.