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Submitted
by Pam Stephens
UNIT: Line
Lesson: Starch lines - manipulatives
Grade Level: Kindergarten- Early childhood
Adaptation by Kathleen Arola
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Title
of Lesson
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Starch
Lines
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Grade
Level
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K
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Objectives(s)
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Student
will:
- Actively
explore lines in art
- Intuitively
create an art object using an unusual media
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Essential
Questions
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What
is a line?
How
do artists use lines in artworks?
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Resources
& Materials
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Images
of masterworks using curved lines
Vincent
Van Gogh - Starry Night
Joan
Miro - People and Dog in Sun (look through Art Image
Publications and Shorewood Print Catalog)
Mark
Tobey -American Artist - many works
Yarn
cut in 1’ lengths (alternate - cut into a variety of lengths)
Paper
(any color - Kathleen used black construction paper)
Starch
Greg
Percy - Songs in the Key of Art - "I Draw the
Line" (on volume I)
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Motivation
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Display
and discuss art images and how artists use lines in art.
Ask
students to locate types of line in the art room.
Options:
Play
Greg Percy's "I Draw the Line"
Go
on a "Line Hunt" around the school
Move
desks/tables out of the way and form a line of student - make
different kinds of lines as a class.
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Activities/Sequence
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Create
a starched yarn picture
- Distribute
materials.
- Demonstrate
how to dip yarn in starch and apply to the paper.
- Allow
time for students to create a line design with two or three
pieces of yarn. Encourage
overlapping.
- Reflect.
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Assessment
Rubric
Objective
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Novice
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Acceptable
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Mastery
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Actively
explore lines in art
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Cannot
or will not explore lines in art
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Explores
lines in art using limited skills
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Actively
explores lines in art with a broad range of approaches
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Intuitively
create an art object using an unusual media
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Cannot
or will not create an art object using an unusual media
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Approaches
creating an art object using an unusual media with hesitation or
limited skill
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Intuitively
creates an art object using an unusual media and applies previous
knowledge to contribute to the overall design
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Student
Reflection (Oral Discussion)
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How
do artists use lines in art?
How
have you used lines in your artwork?
How
is your work like an artist’s?
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Submitted by Kathleen Arola
UNIT: Line
Lesson: Starch Lines - Manipulative
Grade level: Kindergarten
Kathleen has used this lesson with kindergarten and first grade. An
extension to this lesson would be to do a crayon rubbing print (when dry).
Paint the negative spaces of the print with watercolors (crayon resist).
Use Kandinsky or Klee for inspiration. The
modifications she made are as follows:
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(click
for larger image) |
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I
skipped showing masterworks during this lesson to save time since it's
a messy studio session and needs clean-up time.
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I
found it important to pass out yarn and allow exploratory time with
students bending the yarn into designs on the table top first (without
starch). We talked about making lines go side to side, up and
down, across each other and curved.
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I
also selected three cool colored yarns and cut each color in a
different length for variety. I discussed both of these concepts
with the children. We talked about making their cool colored
yarns look like water. I think comparing the colors to water
made it less of a foreign idea to dip them into the starch later.
(Maybe use an art print of water with waves as inspiration - See
Homer's Gulf Stream). Note: White yarn on black might be a nice
choice, too - for contrast.
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The
lesson was written to use two or three pieces of yarn, but I opted for
more pieces that were probably shorter than the lesson's author used.
Mine were approximately 2", 4", 6".
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I
provided black construction paper and told students that if the starch
and paper made black marks on their hands that they would wash off
later. I also found it important to tell students not to wash
hands until I told them the activity was over. Otherwise, there
would be students at the sink after each piece of yarn was placed on
their paper.
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Students
put their name in yellow crayon on their papers before starting with
the starch (Jeryl Hollingsworth has suggested putting names on the
paper for kindergarten students ahead of time since many can not write
their names)
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I
showed them how to carefully press down on the yarn, and I also told
them if the whole piece of yarn didn't go swimming in the starch, it
wouldn't stick to the paper when it dried.
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For
students who finished "early", I had them dip a finger in
the starch and "paint" over their lines with a topcoat of
starch.
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Finished
pictures were set to dry on a large piece of craft paper on the floor.
Initially I tried using drying racks, but the weight of the yarn and
soggy wet paper made the papers fall and the yarn come off. They
dried overnight. The starch dries clear.
Reflections:
This
is a process oriented project. They key that really clicked the
lesson into place for me and my students was when I added the step of
experimenting with yarn lines on the tabletop first before the actual
activity. The tabletop became their rough draft sketchbook of ideas,
which helped them be more successful and comfortable with the media when
they did the final project.
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