Lesson plan includes...
Lesson Plan
Lesson 1: The Element of Line
60 minutes | Suitable for Grades: 5 - 6A 60-minute lesson in which students will investigate how lines are used to define objects, add detail and express emotion in visual arts.
This lesson plan includes the following resources:
Lesson Plan
This lesson contains a link to an external video. Please watch the video prior to presenting this lesson to ensure that the content is appropriate for your students.
Tuning In
- To activate and assess the students’ prior knowledge, write the phrase ‘Elements of Art’ on the board. Ask the class to share their ideas about what this phrase might be referring to. Record the students’ responses on the board as a mind map.
- Watch the All About Lines video on YouTube. After watching, ask the students:
- What are the seven elements of art?
- What types of lines are there?
- How can artists use line to communicate through their artworks?
Teacher Instruction
- Display and discuss slide 5 of the Visual Arts Elements Line PowerPoint – Upper Years presentation. Explain to the students that:
- art is a visual language
- art can express ideas, feelings and stories
- artists use tools and techniques to help them create artworks.
- Display and discuss slides 6–11. Ensure the students understand that:
- a line is a dot that keeps going
- a line may connect with other lines to form shapes
- shapes become the parts of a work of art.
- Display slides 12–20. As a class, discuss how line is used to create particular effects within an artwork. Some of these techniques include:
- hatching and crosshatching
- leading lines
- implied lines.
Guided/Independent Learning
- Discuss the use of lines to express emotion, as outlined on slide 21, then read through the group activity on slide 22.
- Place the students into small groups or pairs. Provide each group with a copy of the Line and Feelings Sorting Activity. Explain that the aim of the activity is to sort the cards by matching the feelings cards with the sample line cards. Ensure that the students understand that there are no wrong answers for the activity – it has been designed to promote discussion about how line can be used to communicate emotion in artworks.
- Complete the activity, following the instructions provided. Monitor and support the class as required.
Wrapping Up
- Gather the class together and ask each group to share their matches. Encourage the students to provide justifications as to why certain decisions were made, e.g. We matched the thick black line with strong, willful and determined because the line looks very sturdy and powerful.
Differentiation
Extending Students
- Using this activity as a basis for investigation, students requiring extension may like to develop lines that reflect other types of emotion.
Supporting Students
- Support students by allowing them to perform the activity in a group situation that suits their learning and communication styles.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
National Curriculum Curriculum alignment
- Key Stage 2 (KS2) – Upper
Key Stage 2 (KS2) - Upper covers students in Year 5 and Year 6.
- Art and design
Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught: to create sket...
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