3IIB - Select and use various elements and principles of design to communicate personal ideas in their artworks.
The students will be able to study an object and draw the object in detail using lines and texture.
Ask students to take off their right shoe and hold it in the air. Advise them that you will ask some questions about shoes and want them to raise their shoe in order to answer. Discuss what makes shoes unique. Talk about shoe design and the importance of paying attention to detail. Ask questions about recent improvements to shoe design (Velcro, Lights, Heeleys).
1. Review last weeks lesson on line. Ask, "What is a line?" (LS: auditory) 1. "Can you find a line on your shoe?" (understanding) Trace several lines found on shoe with your finger. (LS: kinesthetic)
2. Provide sand paper and tissue paper for students to feel. 2. Ask students to compare the difference between these two items (rough, smooth) (analyzing). Define the word texture. Ask students to name other objects that are rough-list examples on the board. Ask students to identify other things that are smooth-list examples on board. --Have class verify answers on the board.
3. Bring focus back on shoe by asking, 3. "How would you describe texture on your shoe? (understanding) (auditory) Rough? Smooth? Both?" Ask students to close their eyes, feel the texture of their own shoe and describe it to a partner or group. 4. Also, to visualize how they might would illustrate that texture and explain. (apply)
4. Teacher draws sandpaper and tissue paper on the
board and ask students to identify which drawing
represents tissue paper (LS: visual). Explain how you know. Post same questions for sand paper. Discuss how to draw texture. Teacher demonstrates how to draw several more textures on board.
1. Instruct students to fold paper "hamburger style."
2. Demonstrate how to draw a shoe from the top or side viewpoint on chart paper in front of the class. (visual)
3. Focus on lines and texture of shoe. Add these details to drawing.
4. Instruct students to draw their shoe (emphasize lines and texture) on the left side of their paper. (kinesthetic) Monitor and observe students drawing.
1. (Tr.) Revisit discussion about shoe improvements.
2. 5. Inform students that they are to redesign their shoe on the right side of the paper. (creating) (kinesthetic) They are to focus again on lines and texture. They also will add new improvements to their shoe - DETAILS!
Allow students to share their shoe drawings to the class. Have the class identify the lines and texture and improvements made for the shoe design. Collect shoe drawing and check for understanding of how to draw lines and texture.
Explore the learning opportunities of Art Lessons in the Classroom by grade level:
Introductory concepts of line variety, geometric shape, actual texture, primary color, and pattern through exploratory drawing, painting, collage, and stamping. Literacy infused lessons engage students to design decorative letters, identify word sequence, analyze visual clues, and develop pictures through linking words and images.
Sample Kindergarten Lesson
Active process-oriented lessons focus on concepts of line direction and type, organic shape, 3-D form, real and implied texture, secondary color, and principles of composition. Literacy infused lessons explore text direction/spacing, observation, description, and story elements through drawing, painting, collage, clay modeling, and printmaking.
Sample 1st Grade Lesson
Concepts of contour and line type, abstraction, color palette, 3-D form, and positive and negative space create a broad range of art. Students make both realistic and abstract drawings, relief prints, paintings, and paper sculptures. Literacy infused lessons include making sketch/journal entries, inventing clay characters and illustrating stories and poems in collage.
Sample 2nd Grade Lesson
Fundamental concepts and skills are applied in new ways. Line is used to invent characters in monotype prints and show figures in action within drawings and wire sculptures. Elements of scale, horizon, overlapping, shape and texture – in painting and printmaking – reference specific time and place for settings. Students also visualize and write in response to art.
Sample 3rd Grade Lesson
Building traditional skills in drawing and painting is emphasized through study of proportion, value, color mixing, and space. Principles of balance and unity, in 2-D and 3-D, are explored through constructing tactile collages and paper sculptures. Literacy infused lessons encourage students to connect word choice, detail, narrative, and figurative language with images.
Sample 4th Grade Lesson
Skills are refined through crafting pen and ink drawings, watercolor paintings, and sculptures focusing on proportion, value, and scale. Translating words into pictures and pictures into words is investigated through depicting setting, combining shapes for meaning, using color for mood, and responding to art. Students create prints and explain the printmaking procedure in writing.
Sample 5th Grade Lesson
Critical thinking, collaboration, and creative problem solving are highlighted. Engaging artistic processes presented include watercolor glazing, narrative textile collage, portraiture in charcoal, architectural drawing, and subtractive clay sculpture. Students also synthesize information by describing, analyzing, and interpreting art within a formal writing process.
Sample 6th Grade Lesson