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Unit 1: Line & Shape
Unit 1: Line & Shape
Grade Level: Kindergarten
Duration: 1 quarter(ish)
Description:
Description:
In the "Line & Shape" unit, Kindergarten artists will embark on a captivating exploration of foundational elements in visual art. This unit is thoughtfully designed to introduce students to the basic building blocks of art—lines, shapes, and colors—allowing them to develop a keen understanding of how these elements work together to create visually engaging compositions. Through hands-on activities, creative projects, and interactive discussions, students will cultivate their artistic skills and cultivate an appreciation for the expressive power of visual language.
Meaning:
Meaning:
Established Goals: (Content Standards)
Established Goals: (Content Standards)
Recognize Reasons to Create Art:
Cn 11.1 Identify a purpose of an artwork.
Pr 5.1 Explain the purpose of a portfolio or collection.
Find Meaning in art and art concepts:
Re.7.2 Describe what an image represents.
Re 8.1 Interpret art by identifying subject matter and describing relevant details.
Make connections:
Cr 3.1 Explain the process of making art while creating.
Re 7.1 Identify uses of art within one’s personal environment.
Cn 10.1 Create art that tells a story about a life experience.
Produce Artwork:
Cr 2.1 Through experimentation, build skills in various media and approaches to art-making.
Cr 2.2 Identify safe and non-toxic art materials, tools, and equipment.
Transfer Goals:
Transfer Goals:
Create Art: Create art and music, exploring different mediums and instruments.
Present Art: Share the meaning and inspiration behind their art and music, confidently discussing their work with others.
Respond to Art: Analyze and understand art and music as an expression of cultures, historical periods and worldviews.
Develop Artistic Literacy: Use appropriate vocabulary, concepts, and techniques when discussing, presenting, and analyzing art and music to better understand the fine arts.
Collaborate and Reflect: Work collaboratively on projects and use the reflective process to continually improve.
Understandings:
Understandings:
The 1-3 big ideas of the unit - students will understand that…
Artists use lines and shapes as building blocks to create meaningful and expressive works.
Art can communicate ideas, emotions, and stories.
Safe and effective use of tools and materials is essential in creating art.
Essential Questions:
Essential Questions:
Questions that ask about the 1-3 big ideas of the unit are…
How can we use lines and shapes to make art?
What stories can our artwork tell?
Why do artists create art?
How do lines and colors make us feel?
Aquisition:
Aquisition:
ESO Focus
ESO Focus
Biblical Application:
(Truth) Man is a creative being, he shares in the creative power of God. We cannot create as God does, that is, ex nihilo, out of nothing. But we can reshape the stuff of the world into new and wondrous forms, in imitation of the Creator of all things. In our creativity we mirror the created world, we accentuate the mark the Creator has left on His creation, we highlight the spiritual relationship that still exists between God and man.
Know
Know
Students are expected to know…
Lines and shapes are basic elements in art.
Different colors and lines can express emotions or ideas.
Art can be used for different purposes (e.g., selling, telling stories).
Safe ways to use tools and materials to create art.
Skill
Skill
Students are expected to be skilled at…
Create artworks using various types of lines, shapes, and colors.
Explain the subject matter and details of their own and others' artwork.
Identify the purpose of their artwork.
Use safe and non-toxic materials and tools in art-making.
Evaluative Criteria:
Evaluative Criteria:
(Refers to the various types of criteria that students will be evaluated on.)
Students identify how different types of lines can create patterns like grid, checker board, stripes, and polka dots
Students create drawings by using simple shapes and lines.
Students identify which colors are associated with which emotions.
Students identify lines that communicate emotion.
Assessment Evidence:
Assessment Evidence:
Evidence for learning will be collected by...
Performance Task(s):
Students will show that they really understand by evidence of . . .
Students will create several art pieces that demonstrate their understanding of lines, shapes, and colors. These include:
A Romero Britto-style dog drawing with patterns and colors.
A Geometric Shape Robot collage using various shapes.
A Line and Color Monster illustrating emotions through lines and colors.
Other Evidence:
Students will show they have achieved Stage 1 objectives by . . .
Learning vocab songs
Group critiques and discussions about their own and others’ artwork.
Oral explanations of the purpose behind their artwork.
Participation in the safe and effective use of tools and materials during art-making activities.
Students will discuss their art with peers, sharing what their artwork represents and how they used lines and shapes.
Students will reflect on the colors they chose and how these colors relate to their feelings or ideas.
Key Learning Events & Instruction:
Key Learning Events & Instruction:
Lesson 1: Romero Britto Dogs
Objective: Students will learn about artist Romero Britto and discuss one purpose of art: selling and advertising. They will explore lines and shapes while creating colorful patterned dogs.
Materials:
Visuals of Romero Britto’s artwork
Drawing paper
Black markers
Crayons or colored pencils
Learning Activities:
Introduction (10 min): Show examples of Romero Britto's artwork. Discuss how his art is used in advertising and selling products.
Guided Drawing (15 min): Lead the students in a step-by-step dog drawing using basic shapes (circles, triangles, etc.).
Pattern Creation (15 min): Students will add their own patterns to the dog using lines and shapes.
Independent Work (15 min): Students color their drawings using bright colors, just like Britto.
Closing Discussion (5 min): Students share their work with the class and explain what patterns and shapes they used.
Lesson 2: Geometric Shape Robots
Objective: Students will collaborate to identify and create different geometric shapes and apply these shapes to design a robot.
Materials:
Shape templates
Scissors
Construction paper
Glue sticks
Markers
Learning Activities:
Shape Discovery (10 min): In small groups, students identify and name different geometric shapes (circle, square, triangle, etc.).
Shape Critique (10 min): As a class, discuss a pre-made robot and find all the shapes used.
Robot Creation (20 min): Students trace and cut out shapes using the templates to create their own robots.
Collage Activity (20 min): Using construction paper, students assemble and glue their robots, creating a collage version.
Gallery Walk (10 min): Students walk around and observe each other’s robots, identifying the shapes in each.
Lesson 3: Line & Color Monsters
Objective: Students will explore the emotional qualities of color and line by creating a monster character using painted paper.
Materials:
The book The Color Monster by Anna Llenas
Large paper
Black markers
Tempera or watercolor paints
Brushes
Scissors
Glue
Learning Activities:
Read-Aloud (10 min): Read The Color Monster and discuss how different colors represent different emotions.
Line Creation (15 min): Students draw different types of emotional lines (zig-zag, curvy, wavy) on their papers.
Painting (15 min): Students paint between their lines with colors that match their emotions (e.g., red for anger, blue for sadness).
Monster Creation (20 min): Once dry, students cut out monster shapes from the painted paper and add facial features (eyes, mouth) to give their monsters expression.
Discussion (10 min): Students share their monsters and explain the emotions they represent through colors and lines.
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