SO MANY CIRCLES – Shape, Colour, Texture

Students will be able to:

• identify and describe 4 different circles (thin round circles, thick round circles, small and big circles);
• make prints using circular objects;
• work independently and self-regulate;
• create personal responses to the centre materials;
• share their ideas with peers;
• demonstrate a sense of accomplishment.

Have students:

• Explore geometric shapes using a variety of objects, tracers and materials;
  - identify the shapes
  - create patterns with the shapes
  - draw the patterns on a sheet of paper
  - identify shapes around the classroom and school
  - sort and classify the shapes
• Create shape artworks using lessons available on this website, for example,
  Shape Robot
  Shape Collage
  Happy Hat

1. Spend time sorting and classifying circular objects according to a variety of criteria, such as:
   - colour
   - type of material (natural, metal, plastic)
   - texture (soft, hard, rough, hard)
   - size
2. Gather, and make available, books about shapes, for example, Shapes That Roll, by Karen Nagel; Captain Invincible and the Space Shapes, by Stuart J. Murphy, and Remy Simard; Shapes in Art (Spot the Shape), by Rebecca Rissman, and The Dot, by Peter H. Reynolds. 
3. Set up a printmaking centre with paper, paint and access to all the sorted circular objects.

1. Conduct a read-aloud with a book such as Shapes that Roll, by Karen Berman.
2. Discuss and review the shapes found in the story.
3. Have students look around the classroom and point out and describe the shapes they see around them.
4. Introduce the circle printmaking centre.  
5. Introduce the challenge.

1. Gather students to view and discuss their art. Ask students to share:
   - what they learned about circles
   - what they learned about colours
   - what they noticed when 2 colours overlapped
   - what the circles on their print reminds them of
   - what they like best about their artworks
2. Display all the prints in the classroom.
3. Encourage students to view the prints and notice how they are the same and how they are different.

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss their prints – speaks with a clear voice, looks at audience while speaking, holds print to the side, provides accurate information, answers questions from the audience effectively.
3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the artwork.
4. Use a checklist to track progress. (Download - Circles_tracking.pdf)