Title: Daily Lines
Level: K
Description: Students will create wonderful, varied action lines during this lesson. They will make connections between their actions and how they can draw lines on their papers, and see that different actions have different lines.
Materials:
|
Crayons |
12x18 paper |
| teacher example/demo | list of actions as support (draw me a line showing...) |
Objectives:
 | Students will be able to use materials in a safe and respectful manner. |
| Students will be able to visually show how they go about their day by using various types of lines |
| Students will be able to verbally describe their works of art |
Sequence: 1-2 days
Day One: (based on a 30 minute period day)
| Teacher demo drawing of their day... use a different color for different actions |
| "First I get out of bed" - draw line symbolizing movement out of bed |
| "Next I eat breakfast" |
| "Then I brush my teeth" |
| "Then I ride to school" |
| make all different lines... some thick and thin... change colors often |
| when done, students may color in sections of their paper (artistic choice) |
| allow time for students to narrate their pieces - maybe write a few down to put up for display? (may go into Day 2) |
|
I.
Understanding and
applying Media, Techniques, and Processes |
II.
Using knowledge of
Structures and Functions |
III.
Choosing and
Evaluating a Range of Subject Matter, Symbols, and Ideas |
IV. Understanding the visual arts in relation to history and cultures |
V.
Reflecting upon and
Assessing the Merits of their Work and the work of Others |
VI.
Making Connections
between Visual Arts And Other Disciplines |
|
| A | ||||||
| B |
|
select and use subject matter, symbols, and ideas to communicate meaning |
describe how people's experiences influence the development of specific artworks |
|
||
| C |
use different media, techniques, and processes to communicate ideas, experiences, and stories |
use visual structures and functions of art to communicate ideas |
|
|
|
|
| D |
use art materials and tools in a safe and responsible manner |
|
|
|
|
|