Time: Two class periods

Grade Level: 6–10

Learning Connections

Math: geometry, estimation, fractions, ratio, permutations
Visual Arts: abstraction and sculpture

Learning Objectives

Students will:

• look carefully at works of conceptual art and brainstorm to identify math concepts fundamental to the works
• consider the term "conceptual art" and the role of math in creating this art
• learn and review math concepts (geometry, fractions, permutations) while using art to practice math problems
• create and revise a conceptual art plan using math concepts for a student-partner to follow
• complete a conceptual work based on another student's plan
• consider whether a work of art must be made by the artist's own hand to be legitimately called "art"

Materials

Graph paper, pencils, cubes, and other geometric polyhedra

Vocabulary

See illustrated glossary

Lesson Implementation

Class Period One:

1. Begin with a class discussion of LeWitt's Four-Sided Pyramid. Use printouts or have students view image of art on computer monitor. Accept all observations and write them on chart paper. Ask students:
• What do you see? What does this work of art remind you of?
• What do you think this work of art is made of?
• Where would you display this work of art? Why?
• Does this work follow any mathematical principles? What types of math tools—geometry, permutations, etc.—do you think were used? Explain each one.


2. Instruct students to read the LeWitt biography. Have students proceed through the online student activities: Sol LeWitt's Concepts and Structures, Finding Math in LeWitt's Art, Crazy for Cubes! and complete the printable worksheet Pyramid Math. Ask them to check their answers to the math problems and report their "scores" to you.
   
3. Have students select a partner for the final Be Conceptual activity. Go over the online instructions with students and discuss how in conceptual art "a work of art can create itself" through a written plan. Tell students to begin visualizing a two-dimensional conceptual work based on lines and geometric shapes. They will write and exchange plans with their partners in the next class.

Class Period Two:

1. 10 minutes: Students devise a two-dimensional art plan using a variety of geometric forms, formulas, and/or permutations.
   
   
2. 15 minutes: Students trade plans with partners. Using graph paper and pencil, students draw their partners' plans.
   
   
3. 10 minutes: Students discuss each other's finished conceptual work, note how it followed or deviated from the original conceptual art plan, and express any surprises about the completed work. Did it come out as they expected? How would they rewrite the plan?
   
   
4. 15 minutes: Students share observations about their plans and the works that resulted with the class. Consider these questions: Are these valid works of art? Who is the artist, the student who came up with the conceptual art plan, or the one who used art materials to execute the plan? Why?

Conceptual Art Exhibit and/or Book

• Mount and display student plans and works side-by-side in school exhibit and/or bind student plans and resulting works of art into a Conceptual Art booklet.

Extension

Have students write a conceptual art plan using three-dimensional concepts. Provide students with math manipulatives (cubes and other geometric polyhedra) and have partners complete each other's three-dimensional plans.

Assessment

• Evaluate student participation in brainstorming sessions and classroom discussions of conceptual art including Sol LeWitt's Four-Sided Pyramid.
• Assess students' understanding of math concepts in student activities
• Evaluate student-written conceptual art plans and resulting works made by partners.
• Evaluate student presentations of their conceptual art.