LESSON PLAN TEMPLATE ED 3601(F) Spring 2018

ART EDUCATION LESSON PLAN

Grade: ___9____ Lesson Title: __________Movement of Line___________ Lesson Duration (mins): _60 ___

Overview of lesson

Lesson 1: Movement of Line

“Today we will be starting a new unit about composition. We will start by looking at how artists use line
within their work. We will do this by brainstorming the types of lines you can use, we will then look closely
at how the well-known artist Kandinsky used line in his abstract artwork, this will lead into the creation of
our own compositions! We will then wrap up class with a reflection in our sketchbooks.”

Alberta Program of Study – Visual Art

Goals and Objectives (Drawing, Composition, Encounters)

Investigate Concepts
A. A consideration of balance and contrast may be applied to drawings that depict forms in nature.
B. Repetition of shape in nature can suggest patterns and motifs.

DBAE
Give an overview of the learning taking place in the four areas: Creative Production, Art Criticism, Art
History, Aesthetics

Art History – Each lesson begins with the introduction of an artist that helps ground the information.
Aesthetics – Following each lesson looking at the art history aspect, students are given prompts which
focus on the aesthetic quality of the artwork presented. Students are also asked to do reflections that are
focused on the aesthetics of their work and the work of their peers.
Creative Production – Students make art in each class. This production varies between experimental
activities and fully designed works of art which are submitted for grading.
Art Criticism – Following each art-making lesson, students are given the opportunity to circulate the room
to analyze the work of their peers. A larger critique is organized following the completion of the final
performance task where students are given criteria to help evaluate their work and the work of the peers.

Critical Questions

Inquiry Question: How can you use composition to balance your work?
Guiding questions for the lesson: How can you use different types of line to move the eye?

Learning Objectives
Students will:
1. Brainstorm different kind of lines
2. Generate a list of different kinds of lines
3. Explore how artists use line to develop a composition
4. Develop a composition using line
5. Reflect on the successfulness of their compositions with respect to that of their peers

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Assessments
Formative:
Observation/Anecdotal
Brainstorming - Students will create a visual
brainstorm of ways in which you can create
movement using different lines. This activity
will allow students to experiment, therefore
will not be taken in for marks.
Student reflection - At the end of the class,
students are asked to either write a reflection
in their sketchbooks. They all have one overall
purpose – to promote student reflection.
These observations might prove useful when
creating their final compositions.
ED 3601(F) Spring 2018
Summative:
There will be no summative assessment tasks during this
lesson. This lesson is meant to prime students for the
following lessons, where there will be summative
assessment tasks.
These activities will help inform instruction for the next
class. During class discussion and as I circulate the room,
I will gauge students’ understanding. I can determine if I
must provide additional scaffolding in subsequent
lessons.

Learning Resources
Resource #1: PowerPoint Presentation

Material and Equipment

List:
Sketchbooks
Drawing material
Large scale paper

Lesson Procedures
Introduction (10 min.):
Hook/Attention Grabber:
A large sheet of paper will be set up in the center of the classroom. Students will then work together to
make as many different kinds of lines as they can think of.

Assessment of Prior Knowledge (Diagnostic)

As a class, we will review the lines the students made, then list all the different kinds on a post paper. Post
this on a classroom wall for students to look back to during this lesson.
Along with the types of lines, we will make a list of vocabulary words that help describe how to use lines.
Example: repetition, contrast, opaque, translucent, large, small…

Advance Organizer/Agenda: Today we will be starting a new unit about composition. We will start by
looking at how artists use line within their work. We will do this by brainstorming the types of lines you
can use, we will then look closely at how the well-known artist Kandinsky used line in his abstract artwork,
this will lead into the creation of our own compositions! We will then wrap up class with a reflection in our
sketchbooks.

Expectations for Learning and Behavior: During the PowerPoint, I want to see everyone taking notes in
their sketchbooks. We will be looking at these particular artists for the next couple of weeks.

Transition to Body: In your table groups, discuss what composition is. How can line influence composition?
Be prepared to share your ideas with the class. After we share, keep these thoughts in your mind as we go
through a PowerPoint which highlights how artists use composition in their work.

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LESSON PLAN TEMPLATE ED 3601(F) Spring 2018
Body (45 min.):
Indicate the steps/scaffolding and transitions in lesson. Indicate timing of each section. Identify teaching strategies, organization
of class etc.

Instruction (20 minutes):

1. Show class a PowerPoint about Wassily Kandinsky. Go through the history behind abstract
expressionism.
2. Pause at Kandinsky’s Composition 6, 1913 and ask students to give examples of the type of line they can
see throughout the image.
3. Ask students if they see any movement within the composition. Why are some sections more active
than others? Does line affect their perception of movement?
4. Go through a couple pieces and describe how artists use line to move their viewer’s eye across their
composition.
5. Assignment (25 minutes): Students will create a visual brainstorm of ways in which you can create
movement using different lines. Encourage students to create different types of movement within the
same frame. How can you use this to draw the eye of the viewer?

Peer-assessment: At the end of class, have students set up their work at their desks and begin a gallery
walk. Students go around the room and post post-it notes with arrows on them showing where their eye
moves around the frame. For example, if student notices their eye following a set of lines from the bottom
left corner of the page to the top right, the student would post their post-it note next to the line, with the
arrow pointing to the top right of the page.

Closure (5 min.):
Consolidation Learning: Sketchbook Reflection (exit slip): Once students have circulated the entire room,
ask students what they liked about other people work. Was there something that stood out to them? Was
there a line that best drew their attention? Have students record their findings in their sketchbook. These
observations might prove useful when creating their final compositions.

Transition to Next Lesson: Next class, we are going to look more closely at how artists use colour to affect
their composition. We will also be looking at how color can affect mood. So, start thinking about how color
makes you feel. Does bright red influence you the same way that dark blue would?

Indicate clean up protocol, material management etc. Students hand in their sketchbooks to the
designated drop box, pack up the rest of the material used, and ensure desks are clean.

Professional Reflections:

What went well? Modifications needed? Other considerations…