Saturday School: 1-2nd Grade

Katherine Vogel, Taylor Roby, Emma Schmeling, Natasha Torno, Brianna Cripps

1. Theme: Body Movement & Discovering Line

a. First & Second Grade, two hour block
2. Goals:
a. NE K-12 Fine Arts Standards:
i. FA 2.2.1.b Create artworks that express unique student interpretation.
ii. FA 2.2.1.d Explore elements of art and principles (glossary) of design to brainstorm
visual possibilities. (e.g., use color and shape to create pattern).
iii. FA 2.2.2.a Present an artist statement (glossary) through formal or informal
communication (e.g., written, verbal).
Students will understand the definitions of ten vocabulary words pertaining to movement
b.
and be able to apply them through their artwork.
c. Students will create a piece of artwork by using their knowledge of movement, shape,
and color to create a unique piece.
d. Students will be able to present their artwork to classmates and be able to explain their
artmaking process.
3. Concepts:
a. Movement is not only in reference to the human body and physical motion, but also
through the way lines and shapes move throughout artwork.
b. Movement can be interpreted in a number of ways through line and shape.
4. Adaptations:
a. Possible adaptations include: changing the seating area, changing the easels to be flat to
make it easier to watercolor, colored crayons during project or black paper underneath
white paper in order to visualize better, tracing lines on the dry erase board behind the
model, playing music while students are walking, and providing bigger or wider brushes
to paint with.
5. Vocabulary Words:
a. Movement: the path the viewer's eye takes through the artwork, often to a focal area
b. Line: an identifiable path created by a point moving in space. It is one-dimensional and can vary
in width, direction, and length.
i. Horizontal: type of line; straight across
ii. Vertical: type of line; up and down
iii. Diagonal: type of line; from one corner to opposite corner
c. Curved line: Curved lines are softer than straight lines. They sweep and turn gracefully between
end points. They are less definite and predictable than straight lines. They bend, they change
direction. Curved lines express fluid movement. They can be calm or dynamic depending on how
much they curve. The less active the curve the calmer the feeling.
d. Color wheel words:
i. Warm colors: vivid or bold colors; examples: red and orange
ii. Cool Colors: calm or soothing in nature; examples: white, gray, blue, green
iii. Secondary colors: green, purple, orange
iv. Primary colors: red, blue, yellow
6. Cultural Exemplar:
a. We will model different poses during the lesson to demonstrate the lines and shapes that
can be seen on the human body through movement.
b. We will demonstrate the wet on wet watercolor technique before the students try it for
themselves.
c. We will provide students with examples of our color terms as well as a color wheel.
d. We will discuss Georgia OKeeffe and her use of line, color, and shape while doing
watercolor.
7. Aesthetics/Criticism:
a. Five open-ended questions about the elements and principles
i. Where do you make lines and shapes in your everyday life?
ii. Why did you pick the colors you did in your watercolor project?
iii. Can you find movement in artwork even if its still art?
iv. What elements of art did we talk about in this lesson?
v. Do all colors work together? Why doesnt the white oil pastel show up on the
white paper?
b. Five open-ended questions about the subject matter
i. What movements can you do with your body? =jump, skip, etc.
ii. Where do you see lines in your everyday life?
iii. Do all things move?
iv. What movement do you associate with a color?
v. What are different types of movements?
8. Art Making Materials:
a. Oil pastels, crayons, approximately 22 pieces of white paper, easels for each student,
watercolors, cups of water, paper towels, paint brushes, rags for wiping down papers
9. Scope and Sequence:
a. 5 mins: Hook: Movement Dance video (all dance with kids)
b. 5 mins: Talking about unit goals/objectives (Brianna lead)
c. 7 mins: Presentation: Vocabulary with examples on Notability (Katherine lead)
d. 10 mins: Activity: Model poses in front of room; have students show lines on body;
examples of walking and what lines would look like on white paper
i. (Natasha lead model activity)
e. 10 mins: Introduce Project: Watercolor Project: Kids walk in line anyway they want;
draw it on white paper with white oil pastel; end project: draw over lines with watercolor
so lines show up (Emma lead)
i. 10 mins: Restroom Break; Brain Break
f. 10 mins: Artist Talk: Talking about Georgia OKeefe and her use of movement through
lines, shapes in her watercolor paintings (Katherine lead)
g. 10 mins: Color presentation: talking about warm/cool colors, complimentary colors,
color wheel, have kids choose what colors they want to use when watercoloring (Brianna
lead)
i. 5 mins Color Wheel Worksheet- Students fill in blank color wheel (Brianna
lead)
 h. 20 mins: Wet to Wet technique; watercolor pictures (Natasha and Katherine lead)
i. Watercolor Project: Kids walk in line anyway they want; draw it on white paper with
white oil pastel; end project: draw over lines with watercolor so lines show up

ii.
i. 10 mins: Cleanup
j. 10 mins: Evaluation/Critique (Every teacher will have a group of students of five students
for small group critique; then come back together as a class and have students volunteer
to share to whole class; Emma lead)
i. Ending Questions: Emma lead
k. 5 mins: Try it! Activity: movement game: play music, students freeze when it turns off,
have to individually tell you where their lines are on their body (Emma lead)

10. Evaluation:
Reflection:
We will reflect on the structure of our lesson after we teach to see if it was truly
effective.
We will reflect on the answers given to us from the open-ended questions by the
students in order to see if the information was comprehended.
We will reflect by completing the reflection paper after the presentation.
Observing Student behaviors:
Well observe student behaviors by walking around to answer questions and
provide feedback.
Assessing art projects:
Critique: Five small groups
Students will tell each other about their watercolor paintings in their
small groups
We will then come back together as a class and ask for volunteers to
show their artwork to the whole class.
Determining whether unit goals were met:
Whole group discussion, the critique, and the artmaking will all help to determine
if unit goals were met.