Lesson #2 - Drawing Movement

Lesson #2 - Drawing Movement

Objective

The student will associate moods and feelings with implied motion in artworks. TSW create drawings using lines to show motion.

Focus Element - line

Focus Principle - movement

Standards

(AP) Artistic Perception - Identify the elements of visual art. (1.1, 1.3)

(CE) Creative Expression - Create original works of art. (2.2)

(HCC) Historical and Cultural Context - Understand the place of art in history and multicultural studies. (3.1, 3.2)

(AV) Aesthetic Valuing- Analyze one's own and others' artwork. (4.1, 4.3, 4.4)

(CRA) Connections, Relations, Applications - Make connections among the art forms.

Integrate art into other curriculum areas. (5.1)

Open Court Themes

Sharing Stories Fossils

Kindness Courage

Look Again Our Country and Its People

Concept

Lines can create the feeling of motion.

Vocabulary

line

movement

motion

Resources

*ADVENTURES IN ART: pp. 10&11 *Lesson inspired by this text.

ART CONNECTIONS: pp. 20&21

ART EXPRESS: pp. 18&19

PORTFOLIOS: pp. 70&71

Art example:

Grus, Dan Christensen

Energy Fields, Tonita Montoya

Materials

crayons
sentence strips OR paper used for calculators, lengths about 3" x 24", 2 per child

Second Grade, Lesson #2

DIRECTED LESSON

Get Set

Review the kinds of lines covered in the previous lesson. Have a volunteer pantomime motions, such as a person skipping, a rocket soaring, a bird darting, or a worm creeping. Have another volunteer draw lines on the chalkboard showing the path of movement of the object in motion. Provide the first model by watching the child who skips and then drawing dashes (_ -_ -_-_) on the board to illustrate the movement. Explain that lines in artwork can suggest many kinds of motion.

Focus

Show Grus and Energy Fields. Have children make arm and hand gestures that echo the lines in the artworks. Call on children to describe the line qualities and suggest feelings or moods that are suggested by the movements. Chart feeling and mood words for each piece of artwork. Use the phrase, "The lines make me feel..."Discuss the kind of motion shown in each artwork and the types of lines used by the artist (thick, thin, curved, zig-zag).

Develop

Explain that children will fold over a square at one end of the strip of paper. On the square, they will draw an object or animal that moves. Students should keep their drawings secret and turn their papers over as soon as they are done.
Next, the children will draw lines on the other side of the paper that show the path of movement of the object or the creature. Draw a simple example on the board. Have children brainstorm more examples (a snake slithering, a snail creeping, a duck waddling).
Have children draw a different kind of animal or object on each of the two papers. Remind them to draw lines that suggest how their subject moves.

Evaluation

Ask a volunteer to hold up a strip of paper so that the class cannot see their folded back square, only the lines. Ask students to pantomime the motion in the lines while others try to guess the object that was drawn. (If no one guesses correctly, you may have students give a hint, such as the first letter of the animal or object's name.)

Summary

Artists use line to imply movement in artwork.

Journal writing prompt

Identify the subject of your drawing, and the kind of movement it makes. What kinds of lines did you use to show the movement?

Extensions

DANCE - Have children relate terms for movement in dance to terms that describe actual or implied motion in the visual arts.
HIST/SOC SCI - Have each child draw a map that shows a path of movement from his or her seat to a location in the classroom (flag, closet, library corner, etc.)
READING - Read Plane Song, Diane Siebert.
READING - Read the poem, Jump or Jiggle , by Evelyn Beyer. Chart the kind of motion made by each animal in the poem. Draw lines to illustrate the movement.

Assessment

(AP) I can identify kinds of lines in works of art and y environment.

(CE) I can use lines to show movement.

(AV) I can talk about lines that show movement.

(CRA) I can identify mood suggested by lines in an artwork.