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Assignment 10: Exploring Lines
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| Basic Information:
Date:
Subject: Art
Grade: 2
Activities Breakdown: · Explain lines & have students repeat · Show example and explain activity · Work time |
Formative Assessments:
· Informal Observation · Line art work
Instructional Teaching Strategies: Direct Instruction: · Structured overview · Listening and viewing
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| Targeted Learning Objective(s):
CP2.8 Create art works using a variety of visual art concepts (e.g., secondary colours), forms (e.g., collage, drawing, painting, sculpture, mobile, traditional art), and media (e.g., paper, found objects, paint, crayons). CR2.1 Examine arts expressions to determine how ideas for arts expressions may come from artists’ own communities. |
Targeted Learning Indicator(s):
· 2.8 Classify a large variety of lines using own words (e.g., wavy, jagged) and apply in own work.
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| Brief Overview
Set: (10 minutes) 1:30 Show examples of various artists who use line and shapes in their work, for example, Jessalyn Brooks, and landscape artist, Prudence Heward. While showing these images, discuss the different lines and shapes being used.
Explain and practice different lines, and have students repeat on loose leaf. Explain that we are going to draw a picture together using as many different lines as we can. We are going to draw this picture together in steps.
Development: (15 minutes) 1:45 Ask students to get out a pencil and then hand out piece of paper. Tell students that they can use their loose leaf full of different lines if they need ideas. First we are going to draw grass at the bottom of our paper using the zig zag line..
Conclusion: (5 minutes) 1:55 Students will hand in their line art work to the side table and clean up their area.
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Teacher Notes:
Materials Needed/ Preparation: · Loose leaf · Drawing paper · Pencils
Reflective Notes: – Go through the steps using the drawing activity as a reference. Do each step with the students and let them choose what lines to add to their art work. |
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| Prerequisite Learning:
· Basic drawing skills
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| Adaptive Dimension:
· I will participate in the line drawing activity in order to help students understand.
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https://www.gallery.ca/collection/artist/prudence-heward
|
Assignment 10: Exploring Lines
|
||
| Basic Information:
Date:
Subject: Art
Grade: 2
Activities Breakdown: · Explain lines & have students repeat · Show example and explain activity · Work time |
Formative Assessments:
· Informal Observation · Line art work
Instructional Teaching Strategies: Direct Instruction: · Structured overview · Listening and viewing
|
|
| Targeted Learning Objective(s):
CP2.8 Create art works using a variety of visual art concepts (e.g., secondary colours), forms (e.g., collage, drawing, painting, sculpture, mobile, traditional art), and media (e.g., paper, found objects, paint, crayons). CR2.1 Examine arts expressions to determine how ideas for arts expressions may come from artists’ own communities. |
Targeted Learning Indicator(s):
· 2.8 Classify a large variety of lines using own words (e.g., wavy, jagged) and apply in own work.
|
|
| Brief Overview
Set: (10 minutes) 1:30 Show examples of various artists who use line and shapes in their work, for example, Jessalyn Brooks, and landscape artist, Prudence Heward. While showing these images, discuss the different lines and shapes being used.
Explain and practice different lines, and have students repeat on loose leaf using the “lines” handout for ideas.
Explain that we are going to draw a picture together using as many different lines as we can. We are going to draw this picture together in steps.
Development: (15 minutes) 1:45 Ask students to get out a pencil and then hand out piece of paper. Tell students that they can use their loose leaf full of different lines if they need ideas. First we are going to draw grass at the bottom of our paper using the zig zag line..
Conclusion: (5 minutes) 1:55 Students will hand in their line art work to the side table and clean up their area.
|
Teacher Notes:
Materials Needed/ Preparation: · Loose leaf · Drawing paper · Pencils
Reflective Notes: – Go through the steps using the drawing activity as a reference. Do each step with the students and let them choose what lines to add to their art work. |
|
| Prerequisite Learning:
· Basic drawing skills
|
||
| Adaptive Dimension:
· I will participate in the line drawing activity in order to help students understand.
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