Line Drawing Art Lesson Plans

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Categories

• Curriculum: Art
• Historic period/Grade: Simple 1, Uncomplicated 2
• Bailiwick: Drawing, Painting
• Materials: Crayons, Mixed Media, Paint
• Institution: School of Visual Arts
• Location: New York, New York
• Duration: 2 Classes

Clarification

THIS LESSON USES THE NYC BLUEPRINT LEARNING STANDARDS.
This lesson is part one of a three lesson unit of measurement designed to teach young students (starting time or second grade) about various types of line, and texture. This lesson places emphasis on the motion students use to create lines by having them create visual roadmaps and follow them with gesture. The magic of their gesture volition be reinforced as their invisible journeys are revealed to them through the technique of wax resist.

Objective

Students will...

Place lines in their everyday surroundings.
Learn to create several types of line, including vertical, horizontal, curved, spiral, zigzag, and broken.
Develop fine motor skills.
Practice using watercolor paint.
Learn the technique of wax resist.

Resources

ARTISTS:
Drawings by Keith Haring
Figurative paintings by Matisse
Op art, (for diagonals)
Sketches by Van Gogh (curved lines)

READING:
Harold and the Purple Crayon

Haring spider web sites
Haring Exhibition catalogs

Materials

Crayons, assorted colors with i white crayon for each student
Watercolor set
Brushes
Water cups and water
Newspaper
Large sheets of plain newspaper

Procedure

MOTIVATION
Lines are all around us. Students volition notice that their globe contains many unlike types of line, and enjoy the backdrop of line through move.

VOCABULARY
Lines: Horizontal, Vertical, Curved, Screw, Zigzag, Broken, Thick, Thin
Invisible
Journeying
Plow
Intersect
Wax Resist
Watercolor

CLASS ONE
Setup: (10 minutes)
1. Prepare out patently paper, crayons. Be certain to set up aside ane white crayon for each pupil.
two. On the chalkboard or a large (24" ten 36") sheet of paper create a listing of the various styles of line: Horizontal, Vertical, Diagonal, Zigzag, curved, spiral, and dotted. Exist sure to leave empty space beside each word to depict the lines later.

Introduction and word: (15 minutes)
Every bit you introduce the various types of line:
one. Read the name of the line, or inquire if anyone can read it out loud.
2. Enquire the class if anyone can describe the line.
3. Draw the line.
4. Make a gesture with your arms to represent the line.
5. Begin a discussion near everyday objects which contain this line, inviting students to look around the room for the various lines. Good places to look (every bit children are seated in a circle) are: flooring/ ceiling tiles, the bottom of shoes, clothing, hair, chairs, windows, etc.

Demonstration (5 minutes)
A line is a dot traveling through space (a lot like an airplane)- Try each type of line. See if you can arrive travel from one side of the page to another.
1. Using a new crayon for each line, make an abstruse composition using all of your lines.
two. Every bit yous make a line, have the children say the name out loud. You lot may ask which line to try next.
3. When you have used every type of line, utilize your white crayon to follow your lines around the page, as though they were a map. Say out loud the blazon of line that you are following, you may change direction at an intersection!
*Remind the students that it is okay if they do non see the white line. They should utilize the white crayon like a toy machine or imaginary person moving beside the lines on their page. Recall to press downwardly and move carefully.

Grade piece of work (25 minutes)
ane. Children should write their names on the dorsum of their paper.
ii. Be sure that each child has tried all of the lines earlier moving on to a white crayon. During art making inquire the student if they can name their lines. This volition assist y'all to assess their understanding, as some lines are similar and may exist confused.
3. If a student discovers another type of line be sure to let the unabridged class know about information technology.
*Transition time: As students await their next teacher or class you can have them do line exercises while continuing in line, like to a Simon Says game. Use the gestures which you lot demonstrated in the first of grade. For diagonal lines you may have the children lean to one side.

CLASS TWO
Setup: (10 minutes)
1. Set out newspaper, paint sets, brushes, white crayons, and water. Place each child'southward cartoon at his or her seat.
2. Create a teacher exemplar of the assignment from the previous class.
3. Set out your visual aides and charts.

Demonstration (5 minutes)
1. Using your teacher created demonstration, brand a few more than journeys around your line - map with the white crayon.
2. As you follow a line, or switch onto a new line, say the name of the line out loud with the class.
3. Wax and water do not mix. Crayons are made of wax, and watercolor contains water.
Questions:
-What do yous think will happen if you paint on peak of the lines?
-What about the white lines?
-Demonstrate beginning with a very light color.
-What will happen if you use a night color?
*Remind students to wash their brush before switching colors.
*Students who are not used to painting may overwork the area of the paper that is nearest to them, or get stuck on one colour. Turn your newspaper as you paint it, covering the entire page. Switch colors often, turning the watercolor set if necessary.

Course work (25 minutes)
1. Students may create more than lines with their white crayon earlier beginning to paint.
2. If students are excited past what they see, take the opportunity to engage the students in conversation on what is happening.
iii. Move around the room to assistance children with water changes, and remind them to rotate their pages if necessary.

Cleanup (10 minutes)
1. Take children carefully carry their papers to a drying rack or shelf every bit they finish.
ii. All brushes and water cups should exist collected.
3. Students may wipe their hands with wet paper towels, clean clammy sponges, or moist towelettes.

SUMMARY
As students who have cleaned up bring together the final circle, you may show examples of fine art, or Keith Haring's work that utilizes line.
Questions:
-What types of line do you encounter in this picture? Where?
-Why do you think the artist used that type of line?
-What happens if I turn the picture sideways?

Extensions

Blueprint STRANDS FOR LEARNING IN THE ARTS
1. Art Making
Students will learn well-nigh various types of line, and making associations betwixt their gesture and the resulting line. The technique of crayon resist will be introduced.
2. Literacy in the Arts
Students volition learn diverse characteristics and styles of line every bit they expand their fine art vocabulary.
v. Careers and Lifelong learning in visual arts
Students volition larn about the office of an illustrator.

NY STATE STANDARDS EMPLOYED
1. Creating, Performing and participating in the arts.
2. Knowing and Using Arts Resources and Materials.
3. Responding and Analyzing Works of Fine art.

The author of this lesson, Kellie Rilla, a Masters in Fine art Education student of the School of Visual Arts in NYC, is the 2004-2005 scholarship recipient of the Keith Haring Scholarship honor. This project is a collaboration with The School of Visual Arts & a local NYC public uncomplicated schoolhouse.

To find out more than about The Keith Haring Foundation Scholarship offered through the School of Visual Arts, please contact: Director, School of Visual Arts/Visual Arts Foundation, 15 Gramercy Park South, NYC 10003 or SVA's web site.

Images

wennerhickis1967.blogspot.com

Source: https://www.haringkids.com/lesson_plans/learn/lines-invisible-journeys

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