Teachers demonstrate mastery of and pedagogical expertise in the content they teach.
Element B
Teachers develop and implement lessons that connect to a variety of content areas/disciplines and emphasize literacy and mathematics.
Foundations of Balance & Math Connection
Week 1-2:
I can define balance and identify symmetrical, asymmetrical, and radial balance.
I can use blocks and drawing to explore how shapes and placement create balance.
I can explain how balance connects to math concepts like symmetry and equal/unequal distribution.
I can observe and describe balance using Look–See–Wonder.
Artist Study & Visual Literacy
Week 2-3:
I can explain who Alexander Calder is and how he uses balance in sculptures.
I can analyze Calder’s work using balance vocabulary (stabiles, mobiles, movement, weight).
I can compare how balance works in drawings versus sculptures.
I can discuss how artists use balance to guide the viewer’s eye.
Artistic Development (TAB Studio Exploration)
Week 3-4:
I can create an artwork that demonstrates one type of balance.
I can experiment with materials (blocks, cardboard, drawing, wire, sculpture) to test balance.
I can adjust placement, size, and spacing to make my artwork feel balanced.
I can explore both physical balance (standing, hanging) and visual balance (composition).
Technique, Problem Solving & Expression
Week 3-6:
I can refine my artwork by testing and improving balance.
I can solve problems when my artwork feels unstable or uneven.
I can intentionally use balance to show movement, tension, or calmness.
I can connect my artwork to real-world ideas like structures, design, or nature.
Mr. Zach- Lesson Slide Deck
Balance helps us understand how parts work together to create stability, meaning, and harmony in art and the world.
Essential Question
How do artists use balance to create stability, movement, and meaning in their work?
Understanding Balance-Alexander Calder (Continued Unit)
Colorado Academic Standards – Visual Arts (2nd Grade)
Standard 1: Observe and Learn to Comprehend
Analyze how artists use balance in works of art
Standard 2: Envision and Critique to Reflect
Use art vocabulary to describe and evaluate artwork
Standard 3: Invent and Discover to Create
Create works of art using design principles and experimentation
Standard 4: Relate and Connect to Transfer
Connect balance to real-world systems (math, engineering, structure)
In this continued TAB-based unit, students explore the principle of balance through mathematical reasoning, artistic experimentation, and structured critique. Students begin by using blocks and drawing exercises to investigate symmetry (reflection, radial) and asymmetry, building foundational understanding of how arrangement creates stability and visual weight.
Students then analyze the work of Alexander Calder, applying Look–See–Wonder to understand how balance functions in sculpture and movement. In the TAB studio, students independently and collaboratively create artworks using a variety of materials, exploring both physical and visual balance.
Throughout the unit, literacy is embedded through critique routines (C3-TV) and structured vocabulary use, while mathematics is integrated through symmetry, spatial reasoning, and equilibrium. The unit culminates in reflection, where students articulate how balance is achieved in their work using discipline-specific language.
Student Examples
Balance Unit (Alexander Calder)
Students demonstrated strong engagement and conceptual understanding of balance, applying ideas across multiple materials and formats. Many students extended their learning into sculptural forms inspired by Calder, successfully exploring movement and physical equilibrium. Also, the use of C3-TV supported literacy development, with students effectively using content-specific vocabulary to critique and discuss artwork.
I feel really happy about the overall results of this lesson but a key area for growth is strengthening student consistency in written and verbal reflection. Future instruction will emphasize structured sentence frames and regular reflection opportunities to deepen academic language use and align more fully with literacy expectations within TQS I, Element B.
