Students identify horizontal and vertical lines in art then construct meaning by thinking about what they see. Discussion centers on how vertical and horizontal line direction can make a still life picture seem calm or peaceful. Students observe and draw a still life using contour lines in pencil, then fill their whole compositions with color using chalk pastels. Students reflect on and title their picture using an adjective to describe the quiet energy of the composition. Designed to be taught in a sequence, this is lesson two of three: 1) Line Qualities, 2) Calm Lines, 3) Implied Texture.
Students analyze examples of Asian art and note how calligraphic flowing line and gesture can express emotion or information about character. Mudras, hand gestures expressing aspects of the Buddha, and proportion of the human hand are also explored. Students then experiment with making different hand gestures, and select one that expresses something about them. Students make one hand sketch in the chosen pose, then refine and redraw it using calligraphic lines. Last, students write the beginning of a story about the imaginary owner of the hand and what the gesture depicted implies. Designed to be taught in a sequence, this is lesson two of three: 1) Contour Lines, 2) Calligraphic Line, 3) Complementary Colors.
Students develop key events in a story and record them on the “Narrative Volcano” worksheet which shows the introduction, problems, climax, resolution, and conclusion. Then, students work in small groups to rehearse and present the events. The lesson culminates in students writing a narrative story incorporating descriptive words and phrases enacted in the drama. This lesson is part 1 of 2 and the other lesson title is “Creating Transitions.”
Students identify geometric shapes (circle, square, rectangle, oval) in, art and their own bodies. Next, using a wooden mannequin as a reference, students draw, cut, and label geometric shapes for each body part. The class then discusses character action shown through gesture, and observes, in art and teacher demonstration, how body position in space communicates clues about what a person is doing. Next, student pairs express and interpret gestures. Last, each student selects a specific gesture to represent–then positions and attaches their cut out shapes to show that gesture.
Students explore big, medium, and small size. They identify patterns in the room (e.g. AAB, ABC, ABB) and clap and stomp an AAB pattern. With a small group, students use shapes in different sizes to perform patterns. The audience responds by recreating the patterns with sounds. Students build their patterns with math manipulatives and describe them verbally.