| Subject/Grade: Arts Ed. 3 Lesson Title: Line and Shape Plants Teacher: Tadyn Martinook | |
| Stage 1: Identify Desired Results | |
| Outcome(s)/Indicator(s): CP3.8 Create art works using a variety of visual art concepts (e.g., contour lines), forms (e.g., drawing, sculpture), and media (e.g., pencils, pastels, found objects).a.Observe visual details, and include details to enhance depictions of animals, people, and objects.b. Apply understanding of contour lines to form the outline of an object.f. Recognize circles, squares, triangles, and rectangles as geometric shapes and apply this knowledge to art work. | |
| Key Understandings: (‘I Can’ statements) I can identify what a contour line is.I can identify the difference between geometric and organic shapes.I can identify plants within my environment. | Essential or Key Questions: What are contour lines?What are geometric and organic shapes?How can I use different types of lines and shapes within my artwork? |
| Prerequisite Learning:Using cross curricular lessons, students should be able to analyze the interdependence among plants, individuals, society, and the environment (PL 3.2).Students should have a basic understanding of what a collage is.basic understanding of 2-D shapes (Demonstrate understanding of 2-D shapes (regular and irregular) including triangles, quadrilaterals, pentagons, hexagons, and octagons including: describing, comparing, sorting (SS3.5)). | |
| Instructional Strategies: Demonstrate the different types of lines and shapes through a powerpoint slide, providing examples of where artists might use them. Walk around and answer questions that students may have while they are working.Prompt questions about the students artwork, for example, what types of geometric shapes did you use in your work? What types of lines did you use? | |
| Stage 2: Determine Evidence for Assessing Learning | |
| Once students take part in the lesson and finish their artwork, they will be able to identify different types of lines and shapes, as well as where they might see some of these shapes and plants within the environments they live in. | |
| Stage 3: Build Learning Plan | |
| Set (Engagement): Types of Lines and shapes Length of Time: 5 mins(Get their attention! And then tell them what you are going to learn through this lesson)Use this google slides I have created for this discussion: https://docs.google.com/presentation/d/1N1lnLlFeVl5ZwprpzKsirDR65GuIZVO3QHf_6trf29Q/edit?usp=sharing What are lines?One of the seven key building blocks of elements of art are “lines”.Ask students if they “can name any different types of line?”There are three main types of lines:Horizontal lines (sideways)Vertical lines (up and down)Diagonal lines (between horizontal and vertical)Do lines need to be straight? -NoThey can be zig zag, wavy, jagged, or curved.Lines can be thick and thin.What are contour lines?A contour line: in art it is a line that defines an edge or form– better known as the “outline” of which most beginners start their work, and is the outermost edge of a form. This website describes and shows examples of contour lines in art: https://study.com/academy/lesson/contour-line-in-art-definition-drawing-examples.html What are shapes?Shape is a closed space made when a line connects to itself.What is the difference between geometric and organic shapes?Geometric shapes: any shapes and based on math principles; for example, a square, circle, and triangle.Organic shapes: often curvilinear in appearance, that are similar to those found in nature, such as plants, animals, and rocks.Can we think of some examples of organic and geometric shapes?Document used to describe what shape and different types of shapes are, as well as activities that can be done: https://www.lwsd.org/uploaded/Website/Get_Involved/Art_Docent/3rd_Grade/3-Shape-GeometricVSOrganic.pdf Ask students about what types of shapes and lines they have seen in their environments, such as within the classroom, their homes, outside, etc. Development: Line and Shape Plants Activity Length of Time: 15-18 minutes(Remember, everything you do here needs to align with the identified O’s and I’s and support the students in answering the key questions as well as reaching the ‘I can…’ statements).Beginning by asking students what some different types of plants they have seen are? Where have they seen these types of plants? Allow students to create their own plants by using different types of line and shapes to create a collage.Have students use different coloured paper to create organic and geometric shapes that resemble parts of plants. For example:Rip pieces of paper to create organic shapes that may resemble the pedals of a flower or leaves on a tree. Use scissors to cut out geometric shapes such as circles and rectangles to resemble the center of a flower or the truck or stem of the tree.Once students have created all the pieces to their plants, direct students plan out how they are going to collage the pieces together to create the plants on a white piece of paper. Once this step is complete, begin to glue the pieces in place. Explain to students how to use black markers to create contour lines around shapes they want to stand out within their artwork. Allow students to use colored markers to add different types of line within their plants to identify patterns they may see or detail within plants in the environment around them. Learning Closure: Share and Discuss Length of Time: 5 minsProvide students with the chance to share their artworks and generate a discussion around them.Ask students to identify the types of lines they included within their art works.Ask students if they can identify the types of geometric and organic shapes that are within their artworks.Ask students where in the environment they might see the plants they created? In their backyards, house, in a field, on a farm, etc. Ask students what kinds of shapes they can identify within the classroom.Take the time for the students’ artwork to be displayed within the classroom. | Materials/Resources:A computer or device with zoom technologyWhite paper A few pieces of coloured paper in different colorsScissorsGlue stickMarkersBlack fine tip marker or sharpie Possible Adaptations/Differentiation:If the lesson is being taught in person, use the board to demonstrate different types of lines and shapes; rather than just pictures in a powerpoint. Rather than using coloured paper to create shapes, students could use more white paper and use coloring utensils to color them in.Use different materials such as pastels, paint, charcoal to add lines and shapes to their artwork.If the lesson is done in person, take the students outside beforehand to observe shapes and lines they may see and look at different plants that are in the environment. Management Strategies: Use the white board, smartboard and activity to keep the students attention.Play nature noises and music in the background to create a calming environment.Offer positive feedback |