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Lesson #2

Topic:
The Elements of Art Emphasis of Line
Grade Level:
Intro. Level High School Course (9th-10th grade)
Length of Class:
80 minute block schedule
Learning Objectives:
- Students will understand the impact of line on an artwork through critique.
- Students will be able to describe the different types of line and why they are used
in a piece.
- Students will be able to create examples of line.
Content/Vocabulary:
- Line
- Abstract
- Realism
Standards:
- Anchor Standard #3: Refine and complete artistic work.
- RST.9-10.1 Cite specific textual evidence to support analysis of science and
technical texts, attending to the precise details of explanation or descriptions
- WHST.9-10.2 Write informative/explanatory texts, including the narration of
historical events, scientific procedures or technical processes
Resources/Materials:
- The Elements of Art: Line https://www.youtube.com/watch?v=BDePyEFT1gQ
- Parade Hoboken, New Jersey by Robert Frank
- Sunday Afternoon On The Island of Grade Jatte by Georges Seurat
- I am convinced art has much to do with madness Jean Dubuffet Paints A Picture
in 1952 By: The Editors of ARTnews
- The Art Book: New Edition by Phaidon Editors

Lesson Plan Sequence:


- We will start the lesson by discussing line. This will happen by viewing a video
on line and revisiting the concept map we have previously made. At the end of
class we can add onto the concept map anything they have learned about line that
has not already been included on our map. I will ask for the students to take notes
on what we are discussing about line and make notes on the concept map we
completed the class before.
- As a class we will view the 2 images from The Art Book. We will discuss the lines
that they see in these images. If they dont use the proper adjectives that I would
like to hear, I will add them in as we go. Saying that the end of these add ins,
you might want to make note of that, to indicate that it was an important
comment. This will also be when we talk about the topic of realism. The
photograph is a direct display of realism.
- After viewing the images and talking about line, we will read the Art News
article.
Students will read article individually. They will discuss with table groups
because the article is slightly complex. As a group we will talk about the main
ideas. I will also ask students to view the picture of Dubuffets pieces that are
included in the article. I will display these large on the board, so students have a
chance to really inspect the work.
- A group discussion will take place after the article has been read and the images
have been viewed on the board/overhead. Do you think this work is madness?
Why or why not? Are elements of design included in his pieces? What are they?
How does he use them to create an effective piece of work? Does his make them
quality work? Finally, do you like the work? This is important for them to form an
opinion about movements. The students will be able to start deciding what type of
work they enjoy viewing.
- Students will apply the questions asked during group conversation to the piece
Mortaruru with Red Overhead. This is an abstract piece by Willi Baumeister.
Students will quickly write down any elements they see in this piece. I will ask
them to make an emphasis on line at some point while writing. We will read the
description given for this piece from The Art Book, after they have individually
analyzed and given their opinion on the meaning behind its creation. I will ask
students to share out some of their observations of this piece. I will collect these at
the end of class.
- Students will be asked to draw examples of line after completing this analysis.
Students will be allowed to use any medium they want. They will be allowed to
use the art book to get ideas if they would like. I will give them about 15 minutes
to do this task, and then we will share out as a class. It will give students ideas
about what they could have done compared to their classmates and how well they
understand the idea of line. I will collect these at the end of class.
Assessment/Evaluation:
- Formative: Beginning of lesson when we discuss the line concept map after they
view the line video. See how close they were paying attention by whether they
add to the list. Also this will help me to see if they made any connections between
the information given and what we discussed previously.
- Formative: Questions asked after reading. Check for understanding.
- Formative: Ask them to analyze another piece in the same context we did as a
group/together. See what parts they thought were most valuable during discussion.
Check for understanding.
- Formative/Summative: Line drawing at the end of class. See if they understand
line in the way we have discussed throughout the whole class. Check for
understanding with class discussion.
Differentiation:
- Video
- Concept Map
- Large Visuals w/ Vocab
- Notes from previous class
- Cooperation with peers/partner
Literacy Strategies:
- Notetaking
- Note making
- Writing to Learn
- Question Answer
- Shared reading
- Think-Pair-Share

The notes portion of this lesson is to build on what the students have already learned in
the previous class. This time I would like them to have a set of notes to keep track of important
concepts. They will still have the word wall, but also have notes of their own opinions
regarding the elements and work. We did a shared reading as a class to make sure everyone was
reading and understanding the article. This was followed with questions to ensure they
understood or to see how they interpreted the texts in combination with the images. Writing to
learn through the questions is a great way for the students to think about how they really feel
about a piece. I teamed it up with think-pair-share because this element is new and the image is
somewhat hard to understand without multiple perspectives. I want the students to unearth the
meaning of this piece and how the artist used line to emphasize his ideas.

Literature Used:

BOOK RESOURCE- The Art Book: New Edition by Phaidon Editors,


2012

This book is a collection of what Phaidon considers to be great artists.


It ranges in medium; painting, pencil, chalk, mixed media, performance, etc.
The images from this book will be used to instruct students throughout the
semester. At the top of each page there is a 2-3 paragraph description of the
work. This summary will help students to understand the intent of the artist
and how they created the work the students are analyzing.
Deeping Understanding Through Text This will be used whenever a
piece from the book is used as a whole class critique. This extra information
given for each piece adds to the meaning of its creation. These will be given
to the students after critique, it helps them understand the pieces more than
what they have already gathered from the critique.
(All Lessons: pg. 12, 15, 19, 21, 25, 33, 36, 39, 42)

ONLINE TEXT ARTNEWS. COM


http://www.artnews.com/2016/01/08/i-am-convinced-art-has-much-to-do-with-madness-
jean-dubuffet-paints-a-picture-in-1952/

I am convinced art has much to do with madness Jean Dubuffet Paints A Picture in 1952
By The Editors of ARTnews 1/8/16
(Lesson #2: pg. 16)
Dubuffet was one leader of the Art Brut movement. His style was
complicated and confusing to some while others saw beauty in the madness.
This article is a first-hand account of Dubuffet and his craft. He talks about
his process of making and expression.
This article will help with the overall theme of my unit by giving the
students a different view point. I think the greatest thing that the articles I
give students this unit can do is challenge the way they originally thought of
an element. Encountering different perspectives is vital the more an
individual tries to understand their own opinion on a topic. This article will
cause students to consider the elements from a different angle.