Art-integrated+lessons

The curriculum includes a focus on the elements and principles of art, and on the roles that these play in developing visual communication. For example, the art in the caves of Lascaux shows that the Paleolithic humans revered animals. History has been documented in visual form, then in written form. First were the first cave drawings and paintings on stone, then the scrolls on paper, and finally European in masterpieces depicting upper class society. Whatever we know of our society’s politics, economics, and geography is manifested in art.  The primary focus for this section of the curriculum is to develop awareness and understanding of art as a visual language. Art can be linked or added to enrich the curriculum in all courses, and infused into different subject areas for all ages and grade levels.
 * Elements and Principles of Art **

**Seventeen Lessons on the Elements and Principles of Art ** Line  Shape  Colour  Value  Texture  Space Form Proportion and Relationships

**SEVENTEEN LESSONS ON THE ELEMENTS AND PRINCIPLES OF ART ** **LINE **
 * ART LESSON: LINE **

GRADE LEVEL: <span style="font-family: 'Arial','sans-serif';">Middle and Senior Years

<span style="font-family: 'Arial','sans-serif';">LESSON TOPIC: <span style="font-family: 'Arial','sans-serif';">Continuous Line Assignment – Geometric and Organic Lines

<span style="font-family: 'Arial','sans-serif';">INTRODUCTION TO LINE: <span style="font-family: 'Arial','sans-serif';">This lesson introduces line as an element of art that occurs naturally in the students’ environment.

<span style="font-family: 'Arial','sans-serif';">LEARNING OUTCOMES / OBJECTIVES: <span style="font-family: 'Arial','sans-serif';">– Students will develop an appreciation, sensitivity, and awareness of a variety of lines within their environments. <span style="font-family: 'Arial','sans-serif';">– They will learn the definitions of continuous lines, and the difference between geometric and organic line designs. <span style="font-family: 'Arial','sans-serif';">– They will produce continuous line drawings that are either geometric or organic.

<span style="font-family: 'Arial','sans-serif';">VISUAL RESOURCES: <span style="font-family: 'Arial','sans-serif';">– Magazine photo examples of line in our environment <span style="font-family: 'Arial','sans-serif';">– Previous students’ line art-work <span style="font-family: 'Arial','sans-serif';">– Other examples of line designs in the environment <span style="font-family: 'Arial','sans-serif';">– Search Internet sites for line examples and videos of continuous line drawings and handouts on drawing techniques <span style="font-family: 'Arial','sans-serif';">– Figures #1 and #2 are examples of geometric and organic continuous line drawings.

<span style="font-family: 'Arial','sans-serif';">OTHER LEARNING MATERIALS: <span style="font-family: 'Arial','sans-serif';">– 12” x 18” white paper <span style="font-family: 'Arial','sans-serif';">– Variety of pencils (HD for hard lines and soft leads for softer lines) <span style="font-family: 'Arial','sans-serif';">– Ink and feathers, brushes, or sticks (optional) <span style="font-family: 'Arial','sans-serif';">ACTIVATING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Ask students, “How many of you can draw?” Drawing is commonly thought of as the skill whereby one depicts a reasonable representation of a form such as an animal, person, or structure. Reassure students that they do not need to know how to “draw” in order to produce successful art assignments. <span style="font-family: 'Arial','sans-serif';">– Use your visual resources to introduce the concepts of geometric and organic lines. Geometric lines can be straight or circular. They have hard angles and create geometric formations. Geometric lines occur in man-made objects. Organic lines are fluid. They appear to grow and develop. Organic lines occur in nature.

<span style="font-family: 'Arial','sans-serif';">ACQUIRING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Show the lesson figures to students what a continuous line drawing looks like. It resembles a maze. There is no break in the line, and the line never touches or crosses itself. You can follow the line from beginning to end with your finger, no matter how complicated the design is. In a continuous line drawing, the various lengths and widths of the line are no more than a centimeter apart. <span style="font-family: 'Arial','sans-serif';">– Demonstrate the rules for continuous line in the examples. Are there any breaks in the line? Does the line touch or cross itself anywhere? Do the line sections maintain a consistent distance of about a centimeter? Discuss how violations of the rules enhance or detract from the visual appeal of each design. <span style="font-family: 'Arial','sans-serif';">– Help the students to identify the continuous line figures as geometric or organic. Figure 1 is a geometric design. <span style="font-family: 'Arial','sans-serif';">Figure 2 is an organic design. <span style="font-family: 'Arial','sans-serif';">– Examine other variations in the lines within the figures. Are they thick or thin, hard or soft, consistent, or a mixture? Discuss the quality of the lines and the visual impact that these variations produce. For example, Figure 1 has thicker sections for some angles and curves. In Figure 2, the lines appear to recede, because the lines are progressively lighter, creating the illusion of depth.

<span style="font-family: 'Arial','sans-serif';">APPLYING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Have students start drawing their own continuous lines in pencil. <span style="font-family: 'Arial','sans-serif';">– They may start their lines at any location on the page, so long as they fill the entire page. Tell them just to draw, with no preconceived image or design idea. They are to draw a variety of patterns, not objects or images. <span style="font-family: 'Arial','sans-serif';">– Remind students to follow the rules: there is only one line, the line does not touch or cross itself, and the line sections are no more than a centimeter apart. For this exercise, the students also need to choose between geometric and organic lines – they may not combine both in their single continuous line drawings. <span style="font-family: 'Arial','sans-serif';">– Encourage students to be imaginative in their drawings, and to vary the darkness and thickness of their lines by using different pencil leads and drawing techniques. In addition to using softer pencils, they may use the side of the pencil lead to create softer, thicker lines. Harder leads produce darker, thinner lines.

<span style="font-family: 'Arial','sans-serif';">REFLECTING / RE-FOCUSING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Have students reflect on trips that they have taken. When they trace their travels in a continuous line on a map’s roads and rivers, what design does the line make? Brainstorm a variety of ways to get from point A to point B. What other routes might they take another time and why? <span style="font-family: 'Arial','sans-serif';">– Make photocopies of a local map, and have the students experiment with creating different continuous route lines to travel between common points of interest. <span style="font-family: 'Arial','sans-serif';">– To apply this activity across the curriculum, use topical maps for geography, and blood vessel charts for health. <span style="font-family: 'Arial','sans-serif';">– Students may also enjoy experimenting with other ways to make a line, such as ink with feathers, brushes, or sticks.

<span style="font-family: 'Arial','sans-serif';">ASSESSMENT / ANALYSE LEARNING OUTCOMES: <span style="font-family: 'Arial','sans-serif';">– Students will show evidence that they have followed the instructions for their drawings: <span style="font-family: 'Arial','sans-serif';"> – there are no breaks in the line <span style="font-family: 'Arial','sans-serif';"> – there should be patterns only, no real objects or images <span style="font-family: 'Arial','sans-serif';"> – the entire page should be filled <span style="font-family: 'Arial','sans-serif';"> – there are no line crossovers <span style="font-family: 'Arial','sans-serif';"> – the line sections are no more than approximately one centimeter apart <span style="font-family: 'Arial','sans-serif';"> – the line is geometric or organic, not a mixture <span style="font-family: 'Arial','sans-serif';">– The art projects should demonstrate that the students understand geometric versus organic shapes. <span style="font-family: 'Arial','sans-serif';">– Students’ art-work will demonstrate that they have explored a variety of line combinations, incorporating various drawing techniques and seeing what else a pencil can do. <span style="font-family: 'Arial','sans-serif';">– Drawing skills start with experimentation, seeing what the medium can do, and then incorporating techniques as required in future drawings. <span style="font-family: 'Arial','sans-serif';"> Figure 1 Geometric Continuous Line <span style="font-family: 'Arial','sans-serif';"> Figure 2 Organic Continuous Line


 * <span style="font-family: 'Arial','sans-serif';">ART LESSON: CREATIVE DOODLING **

<span style="font-family: 'Arial','sans-serif';">GRADE LEVEL: <span style="font-family: 'Arial','sans-serif';">Middle and Senior Years

<span style="font-family: 'Arial','sans-serif';">LESSON TOPIC: <span style="font-family: 'Arial','sans-serif';">Creative Line Assignment – Creative Doodling

<span style="font-family: 'Arial','sans-serif';">CONNECTION TO LAST LESSON: <span style="font-family: 'Arial','sans-serif';">Students will develop creative line ideas and designs from the continuous line assignment, using geometric or organic line patterns or designs. This is the beginning of working with shapes, as the lines start to define shapes and combinations of shapes seem to find balance within the design.

<span style="font-family: 'Arial','sans-serif';">LEARNING OUTCOMES / OBJECTIVES: <span style="font-family: 'Arial','sans-serif';">– Doodling develops an appreciation, sensitivity, and awareness of patterns and designs in the everyday environment. <span style="font-family: 'Arial','sans-serif';">– A drawing is created through creative repetition of lines and multiple patterns in simple visually pleasing forms. <span style="font-family: 'Arial','sans-serif';">– Students will appreciate how combinations of designs and patterns evolve into coherent visual designs. <span style="font-family: 'Arial','sans-serif';">– They will produce a composition that consists of a group of line drawings or doodling.

<span style="font-family: 'Arial','sans-serif';">VISUAL RESOURCES: <span style="font-family: 'Arial','sans-serif';">– Magazine photo examples of our natural and social environment, including Aboriginal designs and patterns <span style="font-family: 'Arial','sans-serif';">– Previous students’ doodling examples and artist examples from Internet sites <span style="font-family: 'Arial','sans-serif';">– Examples of patterns in clothing and fabric materials <span style="font-family: 'Arial','sans-serif';">– Wire, string, sculptures <span style="font-family: 'Arial','sans-serif';">– Search Internet sites for doodling patterns, and videos and handouts on doodling techniques and designs <span style="font-family: 'Arial','sans-serif';">– Figures #3 and #4 are examples of doodling, using geometric and organic lines in a composition.

<span style="font-family: 'Arial','sans-serif';">OTHER LEARNING MATERIALS: <span style="font-family: 'Arial','sans-serif';">– 12” x 18” white paper <span style="font-family: 'Arial','sans-serif';">– Variety of pencils (HD for hard lines and soft leads for softer lines) <span style="font-family: 'Arial','sans-serif';">– White eraser and/or kneaded eraser <span style="font-family: 'Arial','sans-serif';">ACTIVATING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Creative doodling is a common pastime, when people are talking on the phone or relaxing. They may take a pencil or pen and start drawing on scrap paper or in the margins of books. This activity keeps their motor senses occupied. <span style="font-family: 'Arial','sans-serif';">– Students could think of occasions when they start doodling drawing and about their favourite doodling or patterns. <span style="font-family: 'Arial','sans-serif';">– Students could question their peers and parents about their favourite doodling or patterns. <span style="font-family: 'Arial','sans-serif';">– Students should observe the variety of line designs and patterns that they created in their continuous line drawings. This will extend the line concepts from the continuous line assignment. <span style="font-family: 'Arial','sans-serif';">– Visual resources will give students a wider perspective of line that an element of art. <span style="font-family: 'Arial','sans-serif';">– Consider student and artist examples used traditionally and commercially. <span style="font-family: 'Arial','sans-serif';">– Complimentary patterns and designs are created in a similar manner, generating the original art-works in designing logos and other commercial art-works. <span style="font-family: 'Arial','sans-serif';">– These examples will demonstrate how lines start to form shapes and patterns, giving students a visual direction while stimulating ideas of shapes.

<span style="font-family: 'Arial','sans-serif';">AQUIRING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Have students select a creative (or their favorite) area from their own continuous line drawing. Try pattern examples and sketch some ideas. Remember to keep it simple. <span style="font-family: 'Arial','sans-serif';">– Students can experiment with a variety of drawing methods used to create designs, learning more about the qualities and properties of line. <span style="font-family: 'Arial','sans-serif';">– Show how Figure #3 is an example of geometric line doodling, using geometric lines, – straight lines, circles, hard angles, geometric forms, as in “man-made objects.” <span style="font-family: 'Arial','sans-serif';">– Show how Figure #4 is an example of organic line doodling, using lines of nature. The lines grow and develop; they are not geometric.

<span style="font-family: 'Arial','sans-serif';">APPLYING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Have students start drawing by sketching creative lines or doodles and then putting their ideas together in a visually pleasing design or pattern. In addition to softer pencil leads, the side of the pencil lead may be used to create softer lines. <span style="font-family: 'Arial','sans-serif';">– Students may have a planned pattern or design in mind before they start. <span style="font-family: 'Arial','sans-serif';">– Students may share ideas and revise their creative designs. <span style="font-family: 'Arial','sans-serif';">– They may integrate geometric and/or organic shapes into their doodling designs.

<span style="font-family: 'Arial','sans-serif';">REFLECTING / RE-FOCUSING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Have students try contrasting ideas and techniques, for example, dark and light. <span style="font-family: 'Arial','sans-serif';">– Students may create geometric patterns, using organic line to enhance pattern areas. <span style="font-family: 'Arial','sans-serif';">– Brainstorm building-design ideas and pattern combinations.

<span style="font-family: 'Arial','sans-serif';">ASSESSMENT / ANALYSE LEARNING OUTCOMES: <span style="font-family: 'Arial','sans-serif';">– Students will show evidence that they have followed the instructions given for their drawings: <span style="font-family: 'Arial','sans-serif';"> – there are ideas or images in a design or pattern <span style="font-family: 'Arial','sans-serif';"> – the entire page is filled <span style="font-family: 'Arial','sans-serif';"> – the lines give a sense of surface pattern <span style="font-family: 'Arial','sans-serif';">– Students’ art projects should demonstrate that they understand the contrasting of geometric line (man-made objects) = straight lines, circles, hard angles, geometric forms) and organic line (lines of nature – growing, developing, not geometric). <span style="font-family: 'Arial','sans-serif';">– Students’ art-work will demonstrate that they have explored a variety of line combinations, using different lines and seeing what else a pencil can do – incorporating various drawing techniques. <span style="font-family: 'Arial','sans-serif';"> Figure 3 Geometric Shapes <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> Figure 4 Organic Shapes

=ART LESSON: DRAWING TREES=

<span style="font-family: 'Arial','sans-serif';">GRADE LEVEL: <span style="font-family: 'Arial','sans-serif';">Middle and Senior Years

<span style="font-family: 'Arial','sans-serif';">LESSON TOPIC: <span style="font-family: 'Arial','sans-serif';">Drawing Assignment – Drawing Trees in the Seasons

<span style="font-family: 'Arial','sans-serif';">CONNECTION TO LAST LESSON: <span style="font-family: 'Arial','sans-serif';">With the last two lessons, the students have gained some drawing skills and they have learned a variety of techniques for working with pencils.

<span style="font-family: 'Arial','sans-serif';">LEARNING OUTCOMES / OBJECTIVES: <span style="font-family: 'Arial','sans-serif';">– Students will develop an appreciation, sensitivity and awareness of trees in our environment. Trees serve an important function in our environment and they have many benefits for our quality of life and our society. <span style="font-family: 'Arial','sans-serif';">– Students who creatively study trees through the seasons in drawings will take note of the large variety of functions that they perform. <span style="font-family: 'Arial','sans-serif';">– Students will produce a series of tree line drawings, using organic line combinations.

<span style="font-family: 'Arial','sans-serif';">VISUAL RESOURCES: <span style="font-family: 'Arial','sans-serif';">– Magazine photo examples of trees in the seasons (winter, spring, summer, and fall) <span style="font-family: 'Arial','sans-serif';">– Previous students’ drawing examples of trees and artist examples of tree drawings <span style="font-family: 'Arial','sans-serif';">– Other examples of various tree shapes and designs, and their unique functions in different climates <span style="font-family: 'Arial','sans-serif';">– Search Internet sites for tree images and videos on trees and handouts on drawings of trees. <span style="font-family: 'Arial','sans-serif';">– Figure #5 is a photo example of a tree in the fall.

<span style="font-family: 'Arial','sans-serif';">OTHER LEARNING MATERIALS: <span style="font-family: 'Arial','sans-serif';">– 12” x 18” white paper <span style="font-family: 'Arial','sans-serif';">– 11” x 17” student sketch book <span style="font-family: 'Arial','sans-serif';">– Variety of pencils (HD for hard lines and soft leads for softer lines) <span style="font-family: 'Arial','sans-serif';">– Variety of smudgers and kneaded erasers <span style="font-family: 'Arial','sans-serif';">ACTIVATING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Brainstorm about the wide range of benefits of forests and trees, from producing the oxygen we breathe to supplying the materials to build our homes. <span style="font-family: 'Arial','sans-serif';">– Trees have natural functions to provide wind shelter or habitat for animals, birds, and insects. <span style="font-family: 'Arial','sans-serif';">– Their industrial uses include fruit and nut trees, lumber and pulp-and-paper trees, and sap such as in maple trees. <span style="font-family: 'Arial','sans-serif';">– Visual examples of trees will help students to recognize and understand the importance of trees in their lives.

<span style="font-family: 'Arial','sans-serif';">ACQUIRING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Show a variety of photographs of trees from magazines will start students talking about the individual characteristics of trees and their functions. <span style="font-family: 'Arial','sans-serif';">– Have the students select one individual tree (or portion of a tree) that they like at home or on their way to school. <span style="font-family: 'Arial','sans-serif';">– The tree should be one that they see on a regular basis, so they can observe the changes the tree takes as the seasons change. <span style="font-family: 'Arial','sans-serif';">– Show how the tree in Figure #5, noticing the general graduation of size of the branches from the truck of the tree, and how the quality of line changes as well.

<span style="font-family: 'Arial','sans-serif';">APPLYING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Have the students go out and draw parts of their trees, slowly becoming familiar and comfortable with drawing parts of a natural organic form. <span style="font-family: 'Arial','sans-serif';">– The trees could be first drawn early in the fall before the leaves change colour, then redrawn as the leaves change colour (values change), and perhaps when the leaves have partially fallen off. <span style="font-family: 'Arial','sans-serif';">– Then, once the leaves are all gone, the students will draw the skeleton of each tree: the trunk, branches, and twigs. After the long winter, they will draw the same tree from the same perspective as the leaves come into bud. <span style="font-family: 'Arial','sans-serif';"> – This series of student drawings represents the seasons of the tree, a year in the life of a tree.

<span style="font-family: 'Arial','sans-serif';">REFLECTING / RE-FOCUSING: <span style="font-family: 'Arial','sans-serif';">– Have students trace their family history – the family tree. Ask them to draw this tree, thinking of individual family members and what types of branches depict their characters and lives. <span style="font-family: 'Arial','sans-serif';">– Discuss forestry methods, such as clear-cutting and burning of rain forests, to emphasis the need to protect trees <span style="font-family: 'Arial','sans-serif';">– Talk about students’ favourite trees and stories of trees. Consider places where the students go to rest – do they include a tree or trees? <span style="font-family: 'Arial','sans-serif';">ASSESSMENT / ANALYSE LEARNING OUTCOMES: <span style="font-family: 'Arial','sans-serif';">– Students will show evidence that they have followed the instructions given for their tree drawings: <span style="font-family: 'Arial','sans-serif';"> – they demonstrate a variety of ideas or designs or patterns <span style="font-family: 'Arial','sans-serif';"> – the entire page is filled <span style="font-family: 'Arial','sans-serif';"> – the lines give a sense of tree surface bark patterns <span style="font-family: 'Arial','sans-serif';">– Student work should demonstrate a variety of lines, shapes, textures, and combinations of these elements, creating interesting designs and patterns that contrast the organic nature of the trees that have been selected as subject material. <span style="font-family: 'Arial','sans-serif';">– Students’ art projects should demonstrate that they have an understanding the organic line lines of nature, growing and developing, to visually communicate the story of the tree. Trees are not geometric – there are no straight lines in nature. <span style="font-family: 'Arial','sans-serif';">– Drawing projects will be displayed and talked about. Students should exhibit knowledge of some varieties of trees and notice the special shapes and designs that are as unique as their own individual art-works. <span style="font-family: 'Arial','sans-serif';"> Figure 5 Photo of a Tree in the Fall = =

=ART LESSON: STRING PRINTING=

<span style="font-family: 'Arial','sans-serif';">GRADE LEVEL: <span style="font-family: 'Arial','sans-serif';">Middle and Senior Years

<span style="font-family: 'Arial','sans-serif';">LESSON TOPIC: <span style="font-family: 'Arial','sans-serif';">Continuous Line Assignment – with String and Printing

<span style="font-family: 'Arial','sans-serif';">CONNECTION TO LAST LESSON: <span style="font-family: 'Arial','sans-serif';">This lesson uses string as a three-dimensional continuous line form, instead of pencil or ink, which were used to represent the lines of a tree in the previous lesson.

<span style="font-family: 'Arial','sans-serif';">LEARNING OUTCOMES / OBJECTIVES: <span style="font-family: 'Arial','sans-serif';">– Students will develop an appreciation, sensitivity, and awareness of line in our environment. <span style="font-family: 'Arial','sans-serif';">– Line is an important element of art. Students will learn through creative line how the simple three-dimensional forms are defined and designs are created. <span style="font-family: 'Arial','sans-serif';">– Students will create a three-dimensional continuous line design, using string and glue and then printing the continuous string design, thereby increasing the possibilities and directions of line assignments.

<span style="font-family: 'Arial','sans-serif';">VISUAL RESOURSES: <span style="font-family: 'Arial','sans-serif';">– Magazine photo examples of lines that create patterns and shapes in our environment <span style="font-family: 'Arial','sans-serif';">– Previous students’ string printing examples <span style="font-family: 'Arial','sans-serif';">– Other examples of line designs in the environment <span style="font-family: 'Arial','sans-serif';">– Search Internet sites for artist printing examples and handouts on printing techniques. <span style="font-family: 'Arial','sans-serif';">– Figure #6 is a printed example of a continuous string design.

<span style="font-family: 'Arial','sans-serif';">OTHER LEARNING MATERIALS: <span style="font-family: 'Arial','sans-serif';">– 8 ½ “x 11” card stock paper <span style="font-family: 'Arial','sans-serif';">– Some old newspapers or scrap paper <span style="font-family: 'Arial','sans-serif';">– White construction glue and string (glue may be diluted with water) <span style="font-family: 'Arial','sans-serif';">– Small plastic lids for glue <span style="font-family: 'Arial','sans-serif';">– Block ink and rollers <span style="font-family: 'Arial','sans-serif';">– 18” x 24” coloured construction paper (optional) <span style="font-family: 'Arial','sans-serif';">– Other colours of block ink (optional)

<span style="font-family: 'Arial','sans-serif';">ACTIVATING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Define and demonstrate continuous line with string, using the guideline rules. There are a variety of ways to connect two points rather than a straight line. Students should have fun, explore, and try new ideas. Variety is important in all designs. <span style="font-family: 'Arial','sans-serif';">– Repeat the rules for continuous lines: the line does not cross or touch itself, and the line segments should be no more than about one centimeter apart. <span style="font-family: 'Arial','sans-serif';">– For this assignment, students may choose to have a combination of organic and geometric line examples. <span style="font-family: 'Arial','sans-serif';">– To stimulate the students’ interest, show examples and demonstrate.

<span style="font-family: 'Arial','sans-serif';">AQUIRING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Brainstorm with the students selecting creative themes for their own continuous string designs. They should create patterns, sketching some ideas. Remember to keep it simple. <span style="font-family: 'Arial','sans-serif';">– Students can experiment with a variety of methods, using the string to help fashion the design, learning more about the qualities and properties of line while using an actual string as the line. <span style="font-family: 'Arial','sans-serif';">– This assignment helps students to build awareness of line as a three-dimensional form. At the same time, the printing returns the line to a two-dimensional line. <span style="font-family: 'Arial','sans-serif';">– Show how Figure #6 is a student example that uses organic line – a line of nature (growing, developing)

<span style="font-family: 'Arial','sans-serif';">APPLYING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Have students start the string line as a continuous line, which can include geometric and/or organic line. <span style="font-family: 'Arial','sans-serif';">– Remembering the rules. Do not draw anything (__no objects__), no preconceived ideas or images. Start the string at any point. Fill the entire page. Do not cross the string line at any time. Do not have any string sections more than about one centimeter apart. <span style="font-family: 'Arial','sans-serif';">– Students should explore, trying different lines, and seeing what else a string can do – varying techniques with the string. <span style="font-family: 'Arial','sans-serif';">– Allow approximately 12 hours for the glue and string to dry.

<span style="font-family: 'Arial','sans-serif';">REFLECTING / RE-FOCUSING: <span style="font-family: 'Arial','sans-serif';">– The printing of the continuous string design increases the possibilities and directions of this line assignment. <span style="font-family: 'Arial','sans-serif';">– Try simple printing techniques with block ink and a roller. After the glue and string are dry, students use a roller to apply ink to the string, being careful not to touch the paper. They then place a piece of paper over the inked string design and roll over top of it. <span style="font-family: 'Arial','sans-serif';">– Experiment with different colours of paper and ink. <span style="font-family: 'Arial','sans-serif';">– Have the students try printing their string designs in different directions on an 18” x 24” sheet of paper. Students use four prints of the string design on the same piece of paper. String designs may also be printed and overlapped, using different coloured inks.

<span style="font-family: 'Arial','sans-serif';">ASSESSMENT / ANALYSE LEARNING OUTCOMES: <span style="font-family: 'Arial','sans-serif';">– Students will show evidence that they have followed the instructions given for their string art: <span style="font-family: 'Arial','sans-serif';"> – they are not objects or images <span style="font-family: 'Arial','sans-serif';"> – there are no preconceived ideas or images <span style="font-family: 'Arial','sans-serif';"> – the entire page is filled <span style="font-family: 'Arial','sans-serif';"> – no lines cross <span style="font-family: 'Arial','sans-serif';"> – the line segments are no more than approximately one centimeter apart. <span style="font-family: 'Arial','sans-serif';">– Student work should demonstrate a variety of lines and line combinations that create interesting designs and patterns, contrasting geometric and organic shapes. <span style="font-family: 'Arial','sans-serif';">Figure 6 Continuous String Print **<span style="font-family: 'Arial','sans-serif';">ART LESSON: CLAY COILS **

<span style="font-family: 'Arial','sans-serif';">GRADE LEVEL: <span style="font-family: 'Arial','sans-serif';">Middle and Senior Years

<span style="font-family: 'Arial','sans-serif';">LESSON TOPIC: <span style="font-family: 'Arial','sans-serif';">Three-dimensional Line Assignment – Sculpting With Clay Coils

<span style="font-family: 'Arial','sans-serif';">CONNECTION TO LAST LESSON: <span style="font-family: 'Arial','sans-serif';">This lesson is a three-dimensional line construction that develops a three-dimensional form, rather than a two-dimensional print as in the string printing lesson.

<span style="font-family: 'Arial','sans-serif';">LEARNING OUTCOMES / OBJECTIVES: <span style="font-family: 'Arial','sans-serif';">– Sculpting with clay develops an appreciation, sensitivity, and awareness of the natural elements of our environment. <span style="font-family: 'Arial','sans-serif';">– Students will enjoy this creative individual project; clay is a plastic medium that is very forgivable and easy to work with. – Clay is an important medium in art. Through creating and working with clay and shaping with their hands, students create the first simple forms of art. <span style="font-family: 'Arial','sans-serif';">– Students will produce a three-dimensional coil pot or sculpture.

<span style="font-family: 'Arial','sans-serif';">VISUAL RESOURSES: <span style="font-family: 'Arial','sans-serif';">– Magazine photo examples of coil pots and sculptures <span style="font-family: 'Arial','sans-serif';">– Previous students’ clay coil pot and vase examples <span style="font-family: 'Arial','sans-serif';">– Examples of other coil shapes and forms such as grass baskets and bowls, and Hopi pottery <span style="font-family: 'Arial','sans-serif';">– Search Internet sites for videos on coil construction techniques and handouts on clay building techniques. <span style="font-family: 'Arial','sans-serif';">– Figures #7 and #8 are photographs of student coil pots.

<span style="font-family: 'Arial','sans-serif';">OTHER LEARNING MATERIALS: <span style="font-family: 'Arial','sans-serif';">– Boxes of premixed clay <span style="font-family: 'Arial','sans-serif';">– Canvas-covered boards to work on <span style="font-family: 'Arial','sans-serif';">– Used guitar strings to cut the clay <span style="font-family: 'Arial','sans-serif';">– Old kitchen knives and forks <span style="font-family: 'Arial','sans-serif';">ACTIVATING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– A short history of basket making and pottery gives students an appreciation of the past and a feeling for the development of very simple everyday items. <span style="font-family: 'Arial','sans-serif';">– Talk about how baskets were formed by using coils of grasses and reeds. <span style="font-family: 'Arial','sans-serif';">– Clay was first used to line the baskets so they would be more functional and not so porous. One story is that a basket lined with clay was left too close to the fire one day and the grasses burned, leaving a clay pot that kept the coil indentation of the basket that originally formed the clay. From then on, baskets were made from clay coils and then fired to make them less porous so they could hold water.

<span style="font-family: 'Arial','sans-serif';">ACQUIRING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Brainstorm with the students and sketching patterns and design examples for their coil pots. Remember to keep it simple. <span style="font-family: 'Arial','sans-serif';">– Students can experiment with a variety of coil building methods to create designs, learning more about the qualities and properties of line and the possibilities and limitations of the medium of clay. <span style="font-family: 'Arial','sans-serif';">– Students could view examples of a variety of pottery styles to develop an awareness and appreciation of traditional pottery in a historical context (such as simple basket and pottery techniques). <span style="font-family: 'Arial','sans-serif';">– Show examples of coil pottery such as the Hopi pottery in the United States.

<span style="font-family: 'Arial','sans-serif';">APPLYING STRATEGIES: <span style="font-family: 'Arial','sans-serif';">– Students work with clay to construct a three-dimensional object. <span style="font-family: 'Arial','sans-serif';">– The clay needs to be wedged to work out the air bubbles and give the clay body more plasticity. <span style="font-family: 'Arial','sans-serif';">– Students roll coils of clay, and then build layers of coils. <span style="font-family: 'Arial','sans-serif';">– They need to scratch and apply a little water to glue the coils together (which is called slip). An old tooth brush is the best tool to do the scratching.

<span style="font-family: 'Arial','sans-serif';">REFLECTING / RE-FOCUSING: <span style="font-family: 'Arial','sans-serif';">– Students may choose other ideas rather than functional pottery examples: bowls, plates, glasses, mugs, candle, <span style="font-family: 'Arial','sans-serif';"> stick holders, etc. <span style="font-family: 'Arial','sans-serif';">– Nonfunctional coil sculptures may also be constructed on a theme design, with a minimum height requirement. <span style="font-family: 'Arial','sans-serif';">– Students could incorporate combinations of slab construction techniques and coil techniques. <span style="font-family: 'Arial','sans-serif';">– Coil construction techniques could also be used for any circular form.

<span style="font-family: 'Arial','sans-serif';">ASSESSMENT / ANALYSE LEARNING OUTCOMES: <span style="font-family: 'Arial','sans-serif';">– Students will show evidence that they have followed the instructions given, and have applied design ideas and concepts from previous line lessons: <span style="font-family: 'Arial','sans-serif';"> – there are creative line ideas in the coil design or pattern <span style="font-family: 'Arial','sans-serif';"> – the entire pot is constructed of coils <span style="font-family: 'Arial','sans-serif';"> – the lines created by the coils give a sense of surface line pattern <span style="font-family: 'Arial','sans-serif';">– Students’ clay projects should demonstrate that they have an understanding of how to construct a form using clay coils. <span style="font-family: 'Arial','sans-serif';">– Student work should demonstrate a variety of coil shapes and combinations of line that create an interesting designs and patterns, perhaps contrasting organic and geometric shapes. <span style="font-family: 'Arial','sans-serif';">– The students’ clay forms should be self-supporting and aesthetically pleasing. <span style="font-family: 'Arial','sans-serif';">– Clay sculptures should have a plastic quality to them, not solid in construction. <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> Figure 7 Coil Pot Figure 8 Coil Pot

= LINE ASSIGNMENT IDEAS = = WITH PENCIL, BRUSH, PEN, STICKS, PIPE-CLEANERS, STRING, WIRE, ETC. =

<span style="font-family: 'Arial','sans-serif';">CONTOUR LINE <span style="font-family: 'Arial','sans-serif';">SECONDARY CONTOUR LINE <span style="font-family: 'Arial','sans-serif';">BLIND CONTOUR LINE <span style="font-family: 'Arial','sans-serif';">CONTINEOUS LINE <span style="font-family: 'Arial','sans-serif';">JESTURE LINE <span style="font-family: 'Arial','sans-serif';">EMOTIONAL LINE <span style="font-family: 'Arial','sans-serif';">CREATIVE DOODALING <span style="font-family: 'Arial','sans-serif';">CREATIVE SCRIBLING <span style="font-family: 'Arial','sans-serif';">LINE TO MUSIC <span style="font-family: 'Arial','sans-serif';">LINE TO DANCE <span style="font-family: 'Arial','sans-serif';">LINE TO RHYTHM <span style="font-family: 'Arial','sans-serif';">GEOMETRIC LINE <span style="font-family: 'Arial','sans-serif';">GEOMETRIC FORMS <span style="font-family: 'Arial','sans-serif';">ORGANIC LINE <span style="font-family: 'Arial','sans-serif';">ORGANIC FORMS <span style="font-family: 'Arial','sans-serif';">COMBINATIONS (GEOMETRIC ORGANIC) <span style="font-family: 'Arial','sans-serif';">TREE STUDIES <span style="font-family: 'Arial','sans-serif';">GRASS STUDIES <span style="font-family: 'Arial','sans-serif';">STILL LIFE STUDIES <span style="font-family: 'Arial','sans-serif';">LETTERS NUMBERS <span style="font-family: 'Arial','sans-serif';">STICK PEOPLE <span style="font-family: 'Arial','sans-serif';">CALIGRAPHY <span style="font-family: 'Arial','sans-serif';">NATIVE ART <span style="font-family: 'Arial','sans-serif';">POWER LINES PARALLEL LINES <span style="font-family: 'Arial','sans-serif';">FLOWING LINES <span style="font-family: 'Arial','sans-serif';">OPTICAL ILLUSIONS