3 sessions; 40 minutes per session

1. SWBAT identify and discuss different kinds of lines and shapes in a variety of works from art history.
2. SWBAT use vocabulary words to describe the lines and shapes they observe- line, shape, organic, geometric, horizontal, vertical, etc.
3. SWBAT use a variety of lines and shapes in the creation of an artwork of their choice.
4. SWBAT identify and describe their use of lines and shapes.

1. Paper
2. Pencils/Erasers
3. Crayons
4. Paint/Brushes
5. Collage papers
6. Glue
(Whatever materials you have available will work- give students as many choices as you are comfortable with)

Need these materials? Visit Blick!

1. Introduction/Discussion
-Explicitly teach or review line and shape vocabulary
-Show many examples from art history representing different artists, styles, time periods, subject matter, etc. (Check Mondrian, Kandinsky, Klee, Hokusai, Lichtenstein, Picasso, van Gogh, Escher...)
-Students observe projected images of artwork or other reproductions.
-Call on students to find and identify lines and shapes until you have sufficiently discussed the artwork and the artist's use of the elements
2. Talk about what artists can do with lines and shapes- create patterns, build larger shapes and pictures, show movement, create texture, etc.
3. Students create artwork of their choice using lines and shapes
4. Students identify and describe their use of lines and shapes in their project verbally or in a written artist statement

Did students use both lines and shapes in their artwork?
Did the student use proper vocabulary to describe their use of lines and shapes?

1. http://www.pinterest.com/katiemorris/shape-gallery/
2. http://www.pinterest.com/katiemorris/lines/
3. http://www.pinterest.com/katiemorris/organic-in-art/

I collected a pool of images categorized for lines, organic shapes, and geometric shapes using Pinterest. It was an easy way to quickly pull up different images for discussion.
I wanted to see if the students (my 1st graders) could take knowledge of lines and shapes and use them to make artwork in their own way instead of every student making a picture of basically the same thing. I was pleased with their efforts!

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

[K-4] Students use visual structures and functions of art to communicate ideas

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning

[K-4] Students explore and understand prospective content for works of art

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

[K-4] Students identify connections between the visual arts and other disciplines in the curriculum

[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

M.C. Escher, Vincent van Gogh, Katsushika Hokusai, Wassily Kandinsky, Paul Klee, Roy Lichtenstein, Piet Mondrian, Pablo Picasso

Line, Shape

Math