Line Lesson 1 - Grades 9-12

Objective

In this Lesson we will explore how line is used in art.  We will be addressing a portion of High School Arizona Art Anchor Standard #1 (A) - Organize and Develop Artistic Ideas and Work. We will begin to explore line and how it can create movement and depth within an art work.

Paolo Ceric's One Line Drawing

Methodology

Line is considered to be the most basic element of art.  It can be called a moving dot and it has an endless number of uses in art.  It can control your eye and move you through a space.  It can describe edges in different ways. Line can add value and shape to a picture.  It can add texture and form. There are different kinds of lines...vertical, horizontal, zig zag, diagonal, curved.  Lines can carry different weight, texture, width & length.  For example, Paolo Ceric's drawing above is created by one single line, there is no picture behind or laid over top.  He uses different line weights and directions to create the form and depth.

Introduce students to the vocabulary they will be using within this project and final critique.  Have them write these down in their sketchbooks.  Let them know they will be expected to use two of these terms during a self evaluation and peers will draw from this list when critiquing.

Vocabulary:
Line- An element of art defined by a point moving in space. Line may be two-or three-dimensional, descriptive, implied, or abstract.
Value- The lightness or darkness of tones or colors.  White is the lightest value: black is the darkest.
Shape- An element of art that is two-dimensional, flat, or limited to height and width.
Texture- An element of art that refers to the way things feel, or look as if they might feel if touched.
Form- An element of art that is three-dimensional and encloses volume; includes height, width and depth (as in a cube, a sphere, a pyramid, or a cylinder). Form may also be free flowing.
Depth- The apparent distance from front to back or near to far in an artwork. 

During the first half of class we will watch videos and view presentations on line.  We will explore different artists who use line similar to our project.  Encourage students to write down the names of artists they like so they may google them at home.  You can even have them start a file or Pinterest board dedicated to artists who inspire them. (This could lead to an interesting classroom discussion at a later time where students share their inspiration boards.)

Now it is time for students to get out their sketch books and micro sharpies.  I used an art activity from Julianna Kunstler for this lesson plan.  She has many free lesson plans on her site. Click here for the step by step. 

Assessment

I did not create a rubric for this assignment since it is a series of warm up activities leading to a final piece of work in a line series.  Check for completeness and craftsmanship.

Evaluation

Students will keep this activity in their sketch books.  After our line series is over (probably three or four more activities) they will include it in their portfolio to critique as a whole.  Students will come to class prepared to showcase their art work.  They will reflect on their piece explaining how they chose certain features and why they used them the way they did.  They will be required to use two vocabulary words discussed in the lesson plans.  They will also need to speak about one way they were influenced by the art work shown during the lesson plans.  During peer reflection they will be encouraged to use the art vocabulary they learned about in the lesson and NOT use adjectives like cute, pretty and cool unless they can back it up with a substantial reason why.