Title: Shapes to Forms 
Grade: 1 
Art Discipline: Visual Arts 
Time Frame: 30 minutes 
Lesson Overview: Students create a drawing of a twodimensional geometric shape and its threedimensional cylinder counterpart. 
GLO(s): 3. Complex Thinker 
Arts Benchmark: How the Arts are Organized – FA.1.1.3: Differentiate between twodimensional and threedimensional artwork. 

Rubric based on Arts Benchmark: 

Advanced 
Proficient 
Partially Proficient 
Novice 
Differentiate between twodimensional and threedimensional artwork with accuracy. 
Differentiate between twodimensional and threedimensional artwork with no significant errors. 
Differentiate between twodimensional and threedimensional artwork with few significant errors. 
Differentiate between twodimensional and threedimensional artwork with many significant errors. 
Key Arts Vocabulary: twodimensional shapes (rectangle, square, circle, oval, triangle), threedimensional forms (pyramid, cone, cylinder, box, cube, sphere, egg or ellipsis) 
Content Area Benchmark: Geometric Shapes and their Properties and Relationships – MA.1.5.2: Identify attributes and parts of common twoand threedimensional shapes. 

Content Area Rubric: 

Advanced 
Proficient 
Partially Proficient 
Novice 
Identify attributes and parts of common twoand threedimensional shapes, with accuracy. 
Identify attributes and parts of common twoand threedimensional shapes, with no significant errors. 
Identify attributes and parts of common twoand threedimensional shapes, with few significant errors. 
Identify attributes and parts of common twoand threedimensional shapes, with many significant errors. 
Classroom Set Up: Regular class seating. 
Materials & Equipment needed:

Prior to this lesson, students need to know geometric shapes and forms, gradation and how to draw a value (gray) scale. They should have some experience with contour drawing. Teaching Tips: Math terminology is twodimensional and threedimensional shapes. Form is a visual art term, as noted in the glossary. Extensions of this lesson would be to use other shapes and their counterpart forms, one at a time, or have various shapes and forms on different tables and letting students rotate them to draw the various shapes and forms. 
# Minutes 
Procedure 
Create 
Perform 
Respond 

5 
Shapes are flat. When artists talk about form, they are referring to threedimensional shapes or objects. I’m going to show you an example of a twodimensional shape. (Teacher note: Shows the circle shape.) 


Now look at these objects that are not flat. You can see several sides of the object. Artists call these forms, and they are also called threedimensional shapes.  
Who can find the threedimensional form of this flat shape I hold in my hand? What do the shape and its form have in common? (Teacher note: Students might describe the common number of sides, or similar attributes. Continue looking at a few more shape and form pairs, repeating the description question of common attributes. E.g., SquareCube, TriangleCone/Pyramid, RectangleRectangle Prism/Box, OvalEllipse/Egg, Rectangle, circle – Cylinder side, top or bottom) 

10 
(Teacher note: Pass out paper and pencil. Demonstrate drawing the cylinder on the board or overhead first before students begin their drawing. See illustration below.) 



Today we are going to learn how to draw a threedimensional shape or form called a cylinder. First we will draw the flat shape of its front. Can you picture what that would be? (Rectangle). If we were to put it on its side, so that you would be looking at the cylinder’s top or bottom, what shape would it be? (Circle). Watch as I draw a cylinder.


Now it’s your turn to draw. First draw a rectangle. (Teacher note: Talk students through each step of the procedure.) 

Leave your drawing on your desk. Let’s walk around the room and look at each other’s drawings.  
5 
Closing Reflection with students: Describe the differences between the shapes and forms that you drew. Can you name some shapes and forms that are in our everyday world? What would you do to improve your drawing? 
Responding (Questions to ask students before, during, or after an activity in the lesson to elicit their thinking about their own work or about work they are studying): 

Step 1: Describe 
Step 2: Interpret 
Step 3: Evaluate 
Describe the attributes of 2D and 3D shapes. Describe the differences between the shapes and forms that you drew. 
Can you name some shapes and forms that are in our every day world? 
What would you do to improve your drawing? 
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