Lesson #1 - Drawing Movement

Objective

The student will associate qualities of movement with lines that imply motion. Children will create drawings that record definite paths of movement.

Focus Elements - line, space

Focus Principle - movement

Standards

(AP) Artistic Perception - Identify the elements of visual art. (1.3)

(CE) Creative Expression - Create original works of art. (2.4, 2.8)

(AV) Aesthetic Valuing - Analyze one's own and others' artwork. (4.1)

Open Court Themes

Look Who’s Reading Things That Go

Keep TryingAnimals

Capt. Bill Pinkney’s JourneyBeing Afraid

Our Neighborhood at WorkGames

HomesMachines in our Garden

Folk tales

Concept

There are many different types of line. Each type conveys a different feeling, and shows movement.

Resources

ADVENTURES IN ART: pp. 8-11

ART CONNECTIONS: pp. 14-29

ART EXPRESS: pp. 34-39

PORTFOLIOS: pp.2-3

Art examples:

Study of a Cat, Kuniyoshi

Last Night I Saw the Racing Egrets or Little Monkeys and Mummy, Wang Yani

Energy Fields, Tonita Montoya

Grus, Dan Christensen

Vocabulary

movementline

straight curvedwavy

curlthick

thinzig zag

smooth rough

horizontal vertical

diagonal motion

Materials

  • assorted musical selections and tape or CD player
  • markers or crayons
  • 12” x 18” drawing paper
  • 24” x 36” newsprint, chart paper

First Grade, lesson #1

DIRECTED LESSON

Get Set

Call on several children to demonstrate motions they can make with their bodies, ie. twirl, skip, hop, and walk slowly with one foot in front of the other. Each movement looks and feels differently. Have the class make arm, wrist, and finger gestures such as: slow as a snail creeping, a cloud floating, or a leaf fluttering. Then have them make rapid gestures such as: a ball bouncing, a bee buzzing, a bird swooping, or a car racing.

Focus

Discuss the fact that pictures and artwork can suggest motion. The diversity of lines helps to depict motion. Show art examples and chart the various kinds of lines. Have the children gesture various types of lines at your direction, using music as a stimulus.

Develop

  1. Explain that the children will create two drawings: lines that show slow motion, and lines that show fast motion.
  2. Play segments of various pieces of music, and have volunteers make movements around the room or in place.
  3. Describe, discuss, and draw. Show the path of motion that the music seems to describe.
  4. Optional: Color one or both drawings. Notice the shapes that are made by the crossing lines. Use appropriate colors for the mood and tempo of the music.

Evaluation

Compare and contrast the slow drawings with the fast ones. Observe and review the line qualities.

Summary

We can show movement with our artwork.

Journal writing prompt

In their journals, have students record the various types of lines and label them.

Extensions

  • HIST/SOC SCI - Have children draw a map of the path of movement from their desk to another location in the room. When finished, children could sort the pictures according to the type of lines used.
  • VA - Ask children to demonstrate their knowledge of various types of line by creating a drawing that includes at least 8 different qualities of line as part of the composition.

Assessment

(AP) I can name different kinds of lines.

(CE) My drawing shows movement.

(AV) I can talk about the lines in my drawing.