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Elementary [1st-5th] Lesson Plan

Traveling Llamas

Created on January 29, 2018 by StephieArtTeacher

Elementary students will learn how to draw a step by step drawing of a llama with luggage on their backs. They will learn about proportions, color, smooth lines, overlapping shapes, and create a backstory for their llama and where he is going.

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3 sessions; 45 minutes per session

1. SWBAT draw an animal by setting up a form as a base and taking care of proportions.
2. SWBAT make overlapping shapes.
3. SWBAT add their own creative elements using the elements of art as a guide.
4. SWBAT create a backstory for their llama drawing.

1. Drawing paper (11x18 or bigger)
2. Drawing pencils
3. Erasers
4. Sharpies
5. Crayons
6. Colored pencils
7. Protractor (optional)
8. Markers

Need these materials? Visit Blick!

1. Start out by explaining how some artists create a series of circles and lines to create a shape that helps get the body of a character into proportions.
2. Draw two large circles in the middle of your paper (papers should be vertical) about 1 1/2 inches each, and 2 inches apart. ( I demonstrate on my paper using an Elmo and projector, you can do this on the board or on the table with kids too) students can freehand circles or you can use a protractor.
3. Have them draw a line connecting the circles on top ( this will become the llamas back)
4. Draw a long neck coming up from the circle on the right, making sure the neck is just as wide as that circle.
5. Draw a head pointed up and ears. ( this is the only part my kids needed extra help with. )
6, Bring a line down from the left circle just a bit and close up the body.
7. Add the legs, remind them they should all be the same size and length.
8. Have students add decorative straps, tassels, and assorted suitcases on the back. We used pictures of Peruvian llamas.
9. Have students draw the horizon line in the back, clouds, and a field of grass and flowers.
10. Have them trace their pencil marks in sharpie ( make sure they have gently erased the initial circles to make the shape) anything still showing after tracing erase.
11. Students may neatly color in with crayons or colored pencils.
12. Optional: they can trace pencil marks with colored markers too instead of sharpie.
13. Have the students come up with a story for their llama and why he is carrying luggage. The kids can get really creative with this!

Students will be assessed on their ability to follow directions and have all elements that were requested, such as the complete llama using the circles, accessories on luggage on the llama, neatly tracing with markers and having smooth lines, and coloring neatly in the same direction. Also in taking their time to make it look very nicely done.

My students from third grade to fifth grade did this llama and we had a blast doing it. Llamas are really popular right now and the whole time we did it we talked about how we liked the shapes we are making, told the stories we were creating for them, and everyone had a really good time.


Visual Arts Standard 1:
Understanding and applying media, techniques, and processes

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students know the differences between materials, techniques, and processes
[K-4] Students describe how different materials, techniques, and processes cause different responses

Visual Arts Standard 2:
Using knowledge of structures and functions

[K-4] Students use visual structures and functions of art to communicate ideas
[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas
[K-4] Students describe how different expressive features and organizational principles cause different responses

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and 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

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others

[K-4] Students understand there are various purposes for creating works of visual art
[K-4] Students understand there are different responses to specific artworks
[K-4] Students describe how people's experiences influence the development of specific artworks

Visual Arts Standard 6:
Making connections between visual arts and other disciplines

[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
[K-4] Students identify connections between the visual arts and other disciplines in the curriculum

Folk Art

Balance, Color/Value, Contrast, Emphasis, Form, Line, Movement, Proportion/Size, Texture

Colored Pencil, Crayon, Drawing, Marker, Pencil