Creative Expression-skill building

Lesson Title:

Creative Expression-Skill Building

Lesson Goal and Description:

Students will begin by identifying different types of line. Students will then further develop their knowledge of line through the completion of a line worksheet. Students will next apply their understanding of line and practice creating a series of (8) 2x2 cardboard relief studies incorporating line. Finally, the studies will prepare students for creating a cardboard relief portrait “Layered” in which they will utilize their understanding of line and the technical skills required to create the relief portrait.

Grade Level:

High School- AP

Time Frame:

1.5- class periods (3 Hours Total).

Exercise:

Objectives/Student Learning Outcomes:

Students will be able to:

Identify different types of line.
Create different types of line.
Confidently use x-acto knife

Art Materials:

Pencil
Pen and ink pen or fine point sharpie
Cutting board
X-Acto knife and blades
Masking Tape
Eraser
Cardboard
Ruler
Glue (Accommodation/Modification)
Scissors (Accommodation/Modification)

Instructional Resources:

Line worksheet (Students)
Completed Line Worksheet (Teacher)
Cardboard relief sample
Cardboard sample (Accommodation/Modification)
Smartboard
Artwork Reference images of Line

Procedures:

DAY 1

Anticipatory Set

Teacher explains that students will become familiar with line and begin to apply the use of line into a practice study. Explaining they will be using cardboard to create a line relief. The practice being in preparation the cardboard relief portrait they will create following the practice exercises.

Direct Instruction

Teacher begins showing students examples of different types of line. Teacher than provides further connection to line by exposing students to works of art utilizing various types of line in composition.
Teacher next discuss the use of line and incorporating it into a relief portrait again showing students examples of portraits created using cardboard and possessing a variety of line.
Teacher then shows students the materials and tools they will be using to create their line relief exercise.
Teacher reviews and emphasizes safety precautions for using scissors and X-Acto knives and demonstrates proper cutting techniques.
Teacher demonstrates relief line cut exercise on one 2X2 square and also provides an example of a modification.
Teacher provides students with a completed example of the exercise, showing them (8) 2x2 squares each with a different line relief.
Teacher provides students with a Line worksheet to be completed and reviewed by Teacher prior to beginning cardboard relief.
Teacher reviews instructions and expectations and answers any questions or concerns students have.

Guided Practice

Students begin working on their Line worksheet. Teacher walks around the room observing and answering any questions students may have.
Students approach teacher with completed worksheet for approval.
Students begin to create cardboard line relief exercise. Teacher continue to observe and assist if needed.

Independent Practice

Students work independently to complete cardboard line relief exercise. Students will be provided the ½ hour of next class to complete the exercise.

DAY 2

Independent Practice

Students are given the first 30 minutes of the class complete their cardboard line reliefs. Those who are finished are encouraged to continue to practice cutting the cardboard using scrap pieces.

Closure

Teacher asks students to review the different types of line discussed.
Teacher discusses with students any challenges they may have encountered while creating their line reliefs.
Teacher collects student’s cardboard line relief study and line worksheets.

Accomodations and/or Modifications:

English Language Learners: will be provided written instructions of assignments so that they made be ran through translation software.

Visual or Fine Motor Impairment: will be provided with worksheets with enlarged text. Will be paired with students to help and assist them with assignments. Modifications will be provided in terms of alternative project specifications. Students will also be provided with alternative tools to be used to complete assignments.

Multiple Intelligences:

Interpersonal: addressed through classroom discussion.

Intrapersonal: addressed though students working independently to complete assignments, giving students time to reflect and problem solve.

Linguistic: addressed through vocabulary and discussion.

Logical/Mathematical: addressed through the study of line and the creation of pattern and repletion through the use of line.

Bodily/Kinesthetic: Addressed through the hands-on learning and use of tools to complete the assignment.

Vocabulary:

Line: an element of art that is used to define shape, contours, and outlines, also suggests mass and volume.
Outlines: Lines made by the edge of an object or its silhouette.
Contour Lines: Lines that describe the shape of an object and the interior detail.
Gesture Lines: Lines that are energetic and catch the movement and gestures of an active figure.
Sketch Lines: Lines that captures the appearance of an object or impression of a place.
Implied Line: Lines that are not actually drawn but created by a group of objects seen from a distance. The direction an object is pointing to, or the direction a person is looking at.

Criteria for Assessment:

Did students:

Draw examples of line.
Apply knowledge of line to relief study.
Identify line using proper vocabulary.
Showcase craftsmanship in the completion of assignments.

Method of Assessment:

During studio time, as students work to complete their line worksheet and their line relief, the teacher will monitor students’ progress. Teacher will clarify instructions and assist in helping students to problem solve issues that may occur. Students will be evaluated on ability to follow instructions as well as craftsmanship.

California Visual Arts Standards:

Creative Expression

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

Procedure Photos:

1. Materials and Tools 2. Measure and Cut (8) 2x2 squares

3. Cut (8) 2x2 Squares 4. Using pencil, draw the line

5. Using X-Acto Knife cut along pencil line 6. Peel off top paper layer

7. Finished cut and cleaned line relief

Accomodation/Modification Procedure Photos:

1.Materials and tools 2. Measure (4) 3x3 squares

3. Cut (4) 3x3 squares and scrap 4. Draw lines on scrap and cut-out

5. Cut out different lines 6. Apply glue and place on square

7. Finished cardboard line study

Worksheet:

Line

Line is an element of art that is used to define shape, contours, and outlines, also to suggest mass and volume. It may be a continuous mark made on a surface with a pointed tool or implied by edges of shapes and forms.

Characteristics of Line are:

Width- thick, thin, tapering, uneven
Length- long, short, continuous, broken
Direction- horizontal, vertical, diagonal, curving, perpendicular, oblique, parallel, radial, zigzag
Focus- sharp, blurry, fuzzy, choppy
Feeling- sharp, jagged, graceful, smooth

Types of Line:

Outlines- Lines made by the edge of an object or its silhouette.
Contour Lines- Lines that describe the shape of an object and the interior detail.
Gesture Lines- Lines that are energetic and catch the movement and gestures of an active figure.
Sketch Lines- Lines that captures the appearance of an object or impression of a place.
Calligraphic Lines- Greek word meaning “beautiful writing.” Precise and elegant handwriting or lettering done by hand. Also artwork that has flowing lines like elegant handwriting.
Implied Line- Lines that are not actually drawn but created by a group of objects seen from a distance. The direction an object is pointing to, or the direction a person is looking at.