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Title of Lesson
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Straight Lines
click to see larger wall
display Art from Kathleen's Arola's
Students - Foothills and Quail Run, Paradise Valley. AZ
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Grade Level
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Kindergarten - Pre School -
Grade 1
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Objectives(s)
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Student will:
- Actively
identify types of line in the environment
- Accurately
demonstrate an understanding of how straight lines can be used
in art
- Learn
a little about how artist get ideas
- Demonstrate
skill and craftsmanship in gluing (learn techniques)
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Essential Questions
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What is a line?
What are the types of lines?
Why do artists use straight
lines? How do straight line make you feel?
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Resources & Materials
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Reproductions of masterworks
with obvious straight lines
Mondrian - Kandinksy - Feninger (Cubism) - Picasso (Cubism) - Frank
Stella
Pre-cut strips of
construction paper (lines)
Construction paper, 9” x
12” (or 12" x 18" depending on time frame)
Glue, Crayons
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Motivation
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Explain that lines can be
straight, curved, or zigzag. Demonstrate
by drawing lines in the air and on the board. Suggestion:: Have
student walk in a straight line down the hallways and look for
Straight lines around them - return to room and use rulers to
visually line up with straight lines around them (or use cardboard
strips for the to hold up to find straight lines).
Display the art reproduction
and ask individual students to identify various lines.
What is the artist trying to show with line?
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Activities/Sequence
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Create a line picture
- Distribute
lines and paper to students.
Ask students to practice making a straight-line design
with the pre-cut lines.
- Distribute
glue and demonstrate how to use glue.
Ask students to glue their straight-line design to the
paper. Kathleen found the tiiny dot technique worked best for
her (watch out for glue "monsters" and even "baby
Glue Monster" - line approach of putting down glue was too
much glue for her students)
- Limit
the number of lines to 10 or less (for time sake -and
aesthetics)
- Encourage
overlapping of lines.
- Allow
to dry.
Note: From Kathleen:
I changed it to warm colored lines (strips of
paper). I told them to make the lines go "up and
down", "side to side" and "across each
other". Like with the starched
yarn lesson, it was important for them to "play"
with the strips of paper on the tables before deciding on a final
design.
I also did the lesson with first grades,
telling them to make their lines "come up off the
paper". I said things like "fold one paper",
"roll one paper", "twist one paper", "see
if you can make a bridge/roller coaster/skate park".
They had a blast. The first grade pictures are awesome.
Shown below - just two outstanding works.
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Objective
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Novice
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Acceptable
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Mastery
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Actively identify types of
line in the environment
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Cannot or will not identify
types of line in the environment
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Identifies a limited number
of types of line in the environment
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Actively identifies a
variety of types of line in the environment
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Accurately
demonstrate an understanding of how line can be used in art
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Cannot or will not
demonstrate an understanding of how straight line can be used in art
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Demonstrates a limited
understanding of how straight line can be used in art
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Accurately demonstrates in a
variety of ways an understanding of how straight line can be used in
art
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