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Pixel Art: Area and Perimeter

September 27, 2017

 

 

 

 

 

 

TITLE: PIXEL ART AREA AND PERIMETER

Author: Zachary Baggett

Year: 2015

Art form: Visual Art

Grade: 4

Duration: 2x45 Min sessions

 

OVERVIEW

Students will explore pixel based graphic design while employing knowledge area and perimeter.

 

SUPPLIES, EQUIPMENT AND RESOURCES

Grid Paper 1/4" blocks or cm blocks Doc Camera Visual References of Pixel Art Drawing Tools (crayons work well)

 

FINE ART STANDARDS

Standard 4.V.P.1: Analyze how past, present, and emerging technologies have affected the preservation and presentation of artwork. Standard 4.V.R.3: Refer to contextual information and analyze relevant subject matter, characteristics of form, and use of media. Standard 4.V.CO.2: Through observation, infer information about the time, place, and culture in which a work of art was created.

 

INTEGRATED STANDARDS

(Standards 4.MD.1–2). Apply knowledge of area and perimeter to solve real world and mathematical problems Standard 4.MD.3 Apply the area and perimeter formulas for rectangles in real-world and mathematical problems.

 

TEACHING AND TIMELINE

This lesson should be done after students have been introduced to and practiced with mathematical principles of area and perimeter. 

 

INTRODUCTION

Pull up images of pixelated characters that students might be familiar with, such as mario, sonic, or steve from minecraft. Allow students to be excited for a minute, then gather attention. Explain that these images are pixels, and that all of the icons that we use on computers are made up of pixels. Explain that many graphic designers use pixels images to make digital tools that we use. 

 

DEMONSTRATION

On graph paper lightly with a pencil draw the first letter of your name. Write out the rest of your name lightly. Explain that these lines will be erased. Now, trace around the square of any box that has a line in it, as you trace around each box count the sides. Keep counting all the lines you make until the shape around the first letter is complete. Then count up the boxes as a whole unit each.  Reinforce the difference between perimeter as a measure of length and square unites as a measure of area. Give students the option to do their name, or to do their own image, based on pixels. One pixel per square graph unit. But explain that all images must be calculated for area and perimeter. 

 

WORK PERIOD

Allow students to work on their images, circulate room and help individuals. Informally test students by asking them to explain how area and perimeter work. 

 

CLOSURE/SUMMARY

 

 

OBJECTIVES

Learners will utilize knowledge of area and perimeter to measure a

picture created by them using gridded squares (pixels).

 

Students will analyze how art presentation and creation has changed

with technology.

 

Students will assess their own understanding of art as it affects them

daily through media consumption and visual stimuli such as

advertisements.

 

INTEGRATION INFORMATION

This lesson is directly tied to measurements of area and perimeter. 

 

ESSENTIAL QUESTIONS

How does technology change our lives? How does technology change art? Where and when do you experience art? How are math and art related?

 

DIFFERENTIATION

Several teaching strategies are used including:

 

VOCABULARY

Square

Area

Perimeter

Pixel

 

ASSESSMENT STRATEGIES

Double checking area and perimeter measurements

 

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