ARTS IMPACT INSTITUTE LESSON PLAN



ARTS IMPACT INSTITUTE LESSON PLAN Core Program Year 1 Arts Foundations

VISUAL ARTS LESSON – Line Quality: Speaking with Line

Artist-Mentor: Meredith Essex Grade Levels: Third – Fifth Grade

Examples:

Enduring Understanding

Varying line quality can describe the surface and shape of objects and convey meaning.

Target: Links language with line quality.

Criteria: Associates adjectives with specific lines seen in art.

Target: Creates diverse line quality.

Criteria: Varies tool pressure, line type, and media in multiple drawings of the same object.

Target: Describes shape and detail of objects.

Criteria: Records exterior and interior contours of objects.

Teaching and Learning Strategies

1. Introduces examples of diverse line quality seen in TAM and SAM collections/exhibitions through transparencies: TAM: Ambrose Patterson, Monterey Cypress Tress; Alfred Harris, Astrud; and Japanese woodblock prints; SAM: Yi Sokyun, Eight-panel Screen: Plum Blossoms in Moonlight; Morris Graves, Message. Prompts: Choose adjectives which describe the line that you see in these works of art. . . .delicate, brash, wispy, flowing, etc. Is line just describing an object, person or place, or is it expressive?

Student: Describes line quality seen in art.

2. Demonstrates observing and drawing one object in a series of studies using contour line to define shapes and details. Prompts: We are making multiple study drawings of one object; our goal is to create a broad range of line quality by using different line types, tool pressure, and media in each study. I am selecting one object to draw several times—each time with a different line quality. When I am observing the object, note that I keep my eyes on the subject matter/object at least 80% of the time so I am gathering as much information as I can about the object. Exterior contour lines define the shape and interior contour lines define the details of objects. Now I am selecting a different point of view, different media, and line quality (soft, harsh, bold, curvy, flowing lines in one study and hard jagged lines in the next study). As you work, make sure that you see differences in line quality from one study to the next, and that you are using interior and exterior contour lines to describe the object you are drawing. Don’t worry about mistakes, erasing, or final products. Remember that you can make additional notes, drawings or exploratory marks with different media in your sketchbook also.

Student: Makes study drawings of one object using diverse line quality and media.

Embedded Assessment: Criteria-based student self-assessment

3. Asks students to associate a descriptive word with line quality, and label, in each study drawing. Facilitates criteria-based critique. Prompts: How does media and line quality affect what the drawing conveys to you?

Student: Participates in criteria-based critique with focus on power of line.

Embedded Assessment: Criteria-based student reflection

|Vocabulary |Materials |WA Essential Learnings & Frameworks |

|Art: adjectives, |Museum: |AEL 1.1 concepts: line |

|contour line: interior |Tacoma, WA |AEL 1.2 skills and techniques: drawing |

|and exterior, line |Tacoma Art Museum | |

|quality, media, |Mark Tobey, Point of Intersection | |

|observation, point of |Merrill Wagner, Grasses | |

|view, study |Kathleen Rabel, Soft Set | |

| |Marie Watt, Omphalos | |

| |(See CD for images) | |

| | | |

| |Seattle, WA | |

| |Seattle Art Museum | |

| |Hine Taizan, Mount Horai, Island of Immortality | |

| |Heitsukw, Kook (Tlingit) | |

| |(See CD for images) | |

| | | |

| |Art: sketchbooks, 6B pencils, art gum erasers, black and brown | |

| |Conté crayons, black India ink, bamboo pens, mixed neutral colored| |

| |papers: 5x7 and 8x8; feathers, bones, shells, sticks | |

ARTS IMPACT INSTITUTE LESSON PLAN

VISUAL ARTS LESSON – Line Quality: Speaking with Line

PERSONAL ASSESSMENT WORKSHEET

| |Art Criticism |Drawing Techniques |Observation |Total |

|Student Name: | | | |6 |

| |Associates |Varies tool |Varies line |Varies media |Records exterior |Records interior | |

| |adjectives with |pressure |type | |contours of objects |contours of objects | |

| |specific lines | | | | | | |

| |seen in art | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

Criteria-based Reflection Questions:

Self-Reflection:

When you look at the same object drawn using different line quality, how is the impact of the drawing changed?

Peer to Peer: Compare how line can communicate attributes of an object and surface, and how line can express or communicate ideas or emotion.

Name: Date:

ARTS IMPACT INSTITUTE LESSON PLAN

VISUAL ARTS LESSON – Line Quality: Speaking with Line

ASSESSMENT WORKSHEET

| |Art Criticism |Drawing Techniques |Observation |Total |

|Students | | | |6 |

| |Associates |Varies tool |Varies line |Varies media |Records exterior |Records interior | |

| |adjectives with |pressure |type | |contours of objects |contours of objects | |

| |specific lines | | | | | | |

| |seen in art | | | | | | |

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Criteria-based Reflection Questions: (Note examples of student reflections.)

Self-Reflection:

When you look at the same object drawn using different line quality, how is the impact of the drawing changed?

Peer to Peer: Compare how line can communicate attributes of an object and surface, and how line can express or communicate ideas or emotion.

Thoughts about Learning:

Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?

Lesson Logistics:

Which classroom management techniques supported learning?

Teacher: Date:

ARTS IMPACT FAMILY LETTER

VISUAL ARTS LESSON – Line Quality: Speaking with Line

Dear Family:

Today your child participated in a drawing lesson.

• We looked at art by artists who use different line qualities. We found different examples of line and used a variety of descriptive words to describe the kinds of lines we saw.

• We explored creating different line qualities with soft drawing pencils, Conté crayons, and India ink and bamboo pen by observing and drawing one object in multiple studies: drawings where we gather information and practice.

• We found a descriptive word to associate with the line quality in each of our studies. We looked at our work and talked about how line quality in art communicates to us.

At home you could draw one object three times using a different line quality each item. Does each drawing “speak to you” differently?

Enduring Understanding

Varying line quality can describe the surface and shape of objects and convey meaning.

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