Seattle, WAarts-impact.org/wp-content/uploads/2015/10/Moving-Line… · Web viewSoft washes and crisp lines in watercolor. ... Ask students to use a feeling word to title their

ARTS IMPACT LESSON PLANVisual Arts and Social Emotional Learning Infused Lesson

Moving Lines Authors: Beverly Harding Buehler and Carol Gould Grade Level: Primary

Enduring UnderstandingLine direction can imply specific moods and feelings. Active lines like diagonal, curved, and zigzag lines can convey a sense of excitement.

Lesson Description Students explore how diagonal, curved, and zigzag lines show different levels and kinds of emotions and connect them with the mood meter. Music is introduced as a stimulus for making active lines using brush and ink. Soft washes and crisp lines in watercolor are then added to active lines to create a complete composition.

Learning Targets and Assessment CriteriaTarget: Identifies and creates curved, diagonal, and zigzag lines to express feeling in Visual Art and Music.

Criteria: Makes slanted, curved, and zigzag lines to express emotion in a piece of music.

Target: Uses watercolor techniques. Criteria: Makes both crisp lines and soft washes with watercolor.

Target: Uses language effectively to express feeling or mood. Criteria: Creates a title for his/her painting that corresponds to a level of excitement

and energy.

Arts Impact Summer Conference 2017Beverly Harding Buehler and Carol Gould; Moving Lines

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VocabularySocial and Emotional Learning:CalmEmotionsEnergizedExcitementFeelingsMoodMood Meter

Arts:CurvedDiagonalHorizontalLine DirectionsWatercolorZigzag

MaterialsMuseum Artworks or Performance

Seattle, WASeattle Art Museum

Tacoma, WATacoma Art Museum

Music suggestions:George Winston, “The Dance” from Plains or any instrumental slow moving piece compared with Olympic Fanfare and theme, John Williams or Rachmaninoff’s Concerto No. 2, Opus 18, in C Minor or any up tempo music

MaterialsMood meter, Watercolor paper 9x12”, Blue painters tape, Art Mats, ink, Bamboo/Sumi brushes, Watercolor sets and brushes, Water containers, Paper towels, Class Assessment Worksheet

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Learning StandardsWA Arts State Grade Level Expectations For the full description of each WA State Arts Grade Level Expectation, see: http://www.k12.wa.us/Arts/Standards 1.1.1 Elements: Line Direction – horizontal, vertical 1.2.1 Skills and techniques: Watercolor 2.1.1 Creative Process 2.3.1 Responding Process 3.1.1 Communicates: Express Feelings, Present ideas4.2.1 Visual Arts and Social Emotional Learning Connection

Social Emotional Learning Standards1. Self-Awareness – Individual has the ability to identify and name one’s emotions and their influence on behavior.

Common Core State Standards (CCSS) in ELA For a full description of CCSS ELA Standards by grade level see:http://www.k12.wa.us/CoreStandards/ELAstandards/SL.CCR.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.


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Students Who Are College and Career Ready Students in Reading, Writing, Speaking, Listening, and LanguageDemonstrate independence.Build strong content knowledge.Comprehend as well as critique.Value evidence.

Early Learning Guidelines (Pre-K – Grade 3) For a full description of Washington State Early Learning and Child Development Guidelines see: http://www.del.wa.gov/development/guidelines/ (Age 4-5) 6. Learning about my world: Arts: Show an increasing ability to use art materials safely and with purpose; Use a variety of materials to represent people and things. (Age 5 and kindergarten) 6. Learning about my world: Arts: Learn ways to create artwork; share ideas and explain own artwork to others.

Seattle Art Museum images: Mount Rainier, Bay of Tacoma – Puget Sound, 1875, Sandford Robinson Gifford, 90.29

Anooralya (Wild Yam Dreaming), 1995, Emily Kame Kngwarreye, 2000.157

Tacoma Art Museum images:Point of Intersection, 1949, Mark Tobey

Pre-TeachIntroduce the concept of line directions – vertical, horizontal, diagonal, curved, and zigzag.

LESSON PREP: Tape down all four edges of the students’ painting paper to laminated art mats, capturing about ¼” of the paper under the tape and attaching the remaining width of tape to the art mat. This will keep the paper flat when the students paint their images and will leave a nice crisp white edge to the painting when you remove the tape after it is dry.

Lesson Steps Outline1. Introduce and guide art analysis of Mount Rainier, Bay of Tacoma – Puget Sound by Sandford Robinson Gifford from the Seattle Art Museum collection. Review the concept of line directions: horizontal, diagonal, curved, and zigzag. Notice the horizontal lines and how they can create a sense of calmness/stillness for the artist and viewer. Demonstrate and guide air-painting while listening to instrumental slow moving music such as George Winston, “The Dance” Plains (slow horizontal, calm lines). Criteria-based process assessment: Identifies line directions in art. Makes specific line motions with his/her arm and points them out in a work of art. Shows body movement that corresponds with still/calm reflected in visual art and music.

2. Introduce and guide art analysis of Anooralya (Wild Yam Dreaming) by Emily Kame Kngwarreye from the Seattle Art Museum collection and Point of Intersection by Mark Toby from the Tacoma Art Museum. Review the concept of line directions: diagonal, curved, and zigzag lines. Notice that these lines can create a sense of excitement and energy for the artist and viewer. Demonstrate and guide air-painting while listening to any marching music with a fast and fun tempo such as Olympic Fanfare and Theme, John Williams, or Rachmaninoff’s Concerto No. 2, Opus 18, in C Minor, (diagonal, curved and zigzag lines).


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ICON KEY: = Indicates note or reminder for teacher

= Embedded assessment points in the lesson

Explain that artists can use different directions of lines to create a sense of excitement and energy. Criteria-based process assessment: Identifies line directions in art. Makes specific line motions with his/her arm and points them out in a work of art. Shows body movement that corresponds with still/calm and energy/excitement reflected in visual art and music.

3. Demonstrate using sumi-ink and brush (black pastel can be substituted) in response to music and feeling of energy and happiness. Guide making active lines diagonal/curved and zigzag in response to changes in music. Criteria based teacher checklist: Draws slanted, curved, and zigzag lines to express emotion in a piece of music.

4. Demonstrate watercolor techniques and guide students to use watercolor to fill background with watercolor using both soft washes and crisp lines. Criteria based self-assessment and teacher checklist: Makes slanted, curved, and zigzag lines to express emotion in a piece of music. Makes both crisp lines and soft washes with watercolor.

5. Facilitate students reflecting and describing the lines in their compositions, and how it expresses the music and levels of energy and excitement they felt and heard. Ask students to use a feeling word to title their compositions. Criteria-based peer and self-assessment, and teacher checklist: Makes slanted, curved, and zigzag lines to express emotion in a piece of music. Creates a title for his/her painting that corresponds to a level of excitement and energy.


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LESSON STEPS____________________________________________1. Introduce and guide art analysis of Mount Rainier, Bay of Tacoma – Puget Sound by Sandford Robinson Gifford from the Seattle Art Museum collection. Review the concept of line directions: horizontal, diagonal, curved, and zigzag. Notice the horizontal lines and how they can create a sense of calmness/stillness for the artist and viewer. Demonstrate and guide air-painting while listening to instrumental slow moving music such as George Winston, “The Dance” Plains (slow horizontal, calm lines).

How are you feeling today? When we look at the mood meter, we see that our energy can feel high or low and many steps in between. We see that our feelings can be pleasant/happy or less than pleasant. Turn to your partner and tell them how you are feeling today. For example, I am feeling medium energy and very pleasant this morning.

Today we are going to think about our feelings and how we can see and hear different feelings and moods in art and music. We are also going to make our own art work to show what energy and excitement might look like.

First, let’s review the kinds of lines that we know. When a line is lying down straight and level we call it a horizontal line. Let’s paint invisible horizontal lines in the air.

Now, I’m going to play a piece of music (George Winston, “The Dance” or slow tempo piece) Let’s paint invisible lines to show how this music feels, to show the calm mood of the music. I think this music would be low energy but pleasant on the mood meter. What do you think?

Let’s look at a painting. This is Sandford Robinson Gifford’s painting of Mount Rainer, Bay of Tacoma – Puget Sound.

The Seattle Art Museum’s collection is available on-line at: http://www1.seattleartmuseum.org/eMuseum/code/emuseum.asp. To find the images in this lesson, enter the accession number for the work of art in the search box on the


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http://www1.seattleartmuseum.org/eMuseum/code/emuseum.asp

collections page of SAM’s website. Accession numbers for these works of art are listed in the materials box at the beginning of the lesson.

How do you feel when you look at these painting? Why? Notice how artists use different kinds of lines in their works of art and how those lines can create a feeling of either calm and stillness or excitement and energy. This painting has many horizontal lines and it feels peaceful and calm to me.

Criteria-based process assessment: Identifies line directions in art. Makes specific line motions with his/her arm and points them out in a work of art. Shows body movement that corresponds with still/calm reflected in visual art and music._______________________________________________________________________

2. Introduce and guide art analysis of Anooralya (Wild Yam Dreaming) by Emily Kame Kngwarreye from the Seattle Art Museum collection and Point of Intersection by Mark Toby from the Tacoma Art Museum. Review the concept of line directions: diagonal, curved, and zigzag lines. Notice that these lines can create a sense of excitement and energy for the artist and viewer. Demonstrate and guide air-painting while listening to any marching music with a fast and fun tempo such as Olympic Fanfare and Theme, John Williams, or Rachmaninoff’s Concerto No. 2, Opus 18, in C Minor, (diagonal, curved and zigzag lines).Explain that artists can use different directions of lines to create a sense of excitement and energy.

We call a line in art that is tipping over a slanted or diagonal line. Let’s paint invisible diagonal lines in the air. Notice how your body moves and how it feels.

We call a line that is like half a circle a curved line. Let’s paint invisible curved lines in the air. Now let’s try a ‘Z’ like line. This is called a zigzag.

Now let’s listen to another piece of music (Olympic Fanfare or Rachmaninoff) You can make active lines–diagonals, curves, and zigzags–that seem to move in the same ways that a piece of music moves. Let’s first air-draw active lines in response to the changes in the music we hear. What would this music look like on the mood meter?

Let’s look at Mark Tobey’s Point of Intersection and an Aboriginal painting called Wild Yam Dreaming, can you find diagonal and curved lines in these paintings?


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The Tacoma Art Museum’s collection is available on-line at:http://www.tacomaartmuseum.org/explore/collections

How do you feel when you look at these paintings? Why?

Notice that when we are dancing or running our bodies are full of curves and diagonal lines, when we smile and are excited our faces are full of curves.


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http://www.tacomaartmuseum.org/explore/collections

Artists put curved and diagonal lines together in a composition to make it look and feel exciting and full of energy. Where would you put the feeling that you see in Wild Yam Dreaming on the mood meter? How about Point of Intersection?

Criteria-based process assessment: Identifies line directions in art. Makes specific line motions with his/her arm and points them out in a work of art. Shows body movement that corresponds with energy/excitement reflected in visual art and music._______________________________________________________________________

3. Demonstrate using sumi-ink and brush (black pastel can be substituted) in response to music and feeling of energy and happiness. Guide making active lines diagonal/curved and zigzag in response to changes in music.

Now let’s head back to our seats. I’m going to play the music that we decided was full of energy again. While we listen we’ll make lines with brush and ink on our taped down paper. Watch me first as I carefully dip my brush in the ink, I drag the extra ink off my brush on the side of the cup before I draw with it on my paper. If my line starts to get rough (showing the paper underneath), I know it’s time to get more ink.

I’m listening for changes in the music and making lines that match how I think this music feels. Watch how I use diagonal, curved, and zigzag lines to show a level of energy and excitement. I’m being careful not to crowd my paper with too many lines because I want to have room for watercolor and I want to see each line.

Now it’s your turn!

This is a great point for a stretch, recess, or break while the ink dries. Criteria-based teacher checklist: Draws slanted, curved, and zigzag lines to express emotion in a piece of music. _______________________________________________________________________

4. Demonstrate watercolor techniques and guide students to use watercolor to fill background with watercolor using both soft washes and crisp lines.

Now we’re going to add watercolor to the background of our active line paintings. With watercolor, you can make a soft wash of paint by getting lots of water in your brush and painting it onto the dry paper or I can make crisp lines by using less water in my brush, and making sure I am painting in areas where there is dry paper or the paint I used earlier is dry.

First we’ll practice making both kinds of brushstrokes, and then we’ll play the music

again and paint both crisp and soft brushstrokes in our active line compositions.

When you want to change colors, circle your brush in the water, then drag it against the side of the water cup again to get the extra water out, and dab it on a paper towel to see if it is clean. If it’s not, make more circles in the water!

Ask yourself: “Did I use both soft washes and crisp brushstrokes of watercolor?”

Criteria based self-assessment and teacher checklist: Makes slanted, curved, and zigzag lines to express emotion in a piece of music. Makes both crisp lines and soft washes with watercolor. _______________________________________________________________________


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5. Facilitate students reflecting and describing the lines in their compositions, and how it expresses the music and levels of energy and excitement they felt and heard. Ask students to use a feeling word to title their compositions.

Notice where your neighbor used active lines to create a feeling of excitement and energy. Ask yourself, “How did I use curved, diagonal and zigzag lines in my painting to show the feelings of excitement and energy.

Now it’s time to find a feeling word or a sentence to use as a title for our compositions.

Criteria-based peer and self-assessment, and teacher checklist: Makes slanted, curved, and zigzag lines to express emotion in a piece of music. Creates a title for his/her painting that corresponds to a level of excitement and energy._______________________________________________________________________


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ARTS IMPACT LESSON PLAN Arts Infusion Moving Lines

CLASS ASSESSMENT WORKSHEET

Disciplines VISUAL ARTS AND SOCIAL EMOTIONAL LEARNING Total3Concept Line Direction and Emotion

Criteria

Student Name

Makes slanted, curved, and zigzag

lines to express emotion in a piece of

music.

Makes both crisp lines and soft washes withwatercolor.

Creates a title for his/her painting that corresponds to a

level of excitement and energy.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.27. TotalPercentage

What was effective in the lesson? Why?

What do I want to consider for the next time I teach this lesson?

What were the strongest connections between arts discipline and subject area?

Teacher: Date:


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ARTS IMPACT FAMILY LETTER

VISUAL ARTS AND SOCIAL AND EMOTIONAL LEARNING INFUSED LESSON: Moving Lines

Dear Family:

Today your child participated in an Arts and Social and Emotional Learning Infused lesson. We talked about the feelings of Calm and Excitement. We talked about how different directions of lines, especially diagonal, curved, and zigzag ones, can show a level of energy and excitement in a picture. We learned that you can listen for energy in music too. We made paintings using active lines (especially diagonals, curves and zigzags) in response to music. Then we painted both crisp lines and soft washes of watercolor paint in between our lines.

We discovered that artists can use horizontal lines to create a feeling of calm and that artists can use diagonal, curved, and zigzag lines to create a feeling of excitement and energy.

We made active lines – especially diagonals, curves and zigzags in response to movement in music.

We painted both crisp lines and soft washes of watercolor paint.

At home, you could look for lines that are horizontal, vertical, diagonal, and curved and talk about how we can show the feelings of calm and excitement with our words, bodies and in art.

Enduring Understanding

Directions of lines can imply specific moods and feelings. Diagonal, curved, and zigzag lines can convey a sense of excitement.


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Seattle, WAarts-impact.org/wp-content/uploads/2015/10/Moving-Line… · Web viewSoft washes and crisp lines in watercolor. ... Ask students to use a feeling word to title their

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