Blind Contours
Rebecca Lindblade
Email: [email protected]
Date: February 2014
Grade Level: 6th grade
Time to Complete: 1-45 minute class period
Lesson Description/Overview: Students will gain knowledge on the components of line and the types of line used in art. Students will look at artists Franz Kline and Bridget Riley to see the use of line throughout different styles of artwork. Students will begin to understand the use of line by a series of blind contour line drawings.
Goals:
-Students will be discovering how several professional artists use line within their artwork and apply it to their own.
-Students will be given the opportunity to gain knowledge of the art element line through various drawing activities.
-Students will be applying the line techniques they have learned throughout the lesson such as line type, direction, and outline to their own works of art.
Standards Targeted: Grade(s)
VA6-1.1 Identify the materials, techniques, and processes used in a variety of artworks.
VA6-2.1 Identify the elements and principles of design used in a particular work of visual art and describe the ways in which these characteristics express the artist’s ideas and affect the viewer.
VA6-3.2 Select and use subject matter, symbols, ideas, and the elements and principles of design to communicate meaning through his or her art making.
VA6-4.3 Demonstrate visual literacy by deconstructing works of visual art to Identify and discuss the elements and principles of design that are used in them.
Instructional Objectives:
-The student will be able to demonstrate their knowledge of the element line with techniques and skill through a line type drawing activity on 12” x 18” drawing paper.
-The student will be able to discuss the use of the element line in works of Franz Kline and Bridget Riley and their techniques.
-The student will be able to explain the use of line in their blind contour line drawing activity.
Expressive Outcomes:
- The students will create a line type activity based on the knowledge they gained from today’s lesson.
Vocabulary:
- Line is used to represent space and outlines (can also be used for mass or volume.)
- Line measure-refers to the length and width of a line
- Line type- curved or angular
- Line direction- where the line appears to be going
- Location- the placement of a line (is the line unified or divided)
- Character- the overall representation of line
- Blind Contour- one continuous line drawing without lifting your pencil and looking at your paper.- Outline- a line that describes the outer edges of shapes and appears flat.
- Implied line- the missing portion of the line is “implied” and continues by it visually completed by the observer as the line appears again
- Contour line- the line/s that define the edges and surfaces of forms (which vary in thickness and darkness).
- Cross-Contour line- the line that crosses and defines the surface to the outermost edges of objects
- Line is used to represent space and outlines (can also be used for mass or volume.)
Materials, Tools, and Equipment:
- 12” x 18” 60lb drawing paper
- Graphite pencil
- Eraser
Procedures:
- Preparation: Cut drawing paper (if needed) prior to class. Get materials ready to hand out or have on tables.
1. The class will begin with a warm-up question: “Where do you see line in everyday life?” (5 minutes)
2. The class will then discuss the warm-up as a class. (5 to 10 minutes)
3. After discussion, the class will learn the components of line and types of line through a power point presentation using visual examples and works of art by Franz Kline and Bridget Riley. (10 minutes)
4. The class will discuss the vocabulary terms they learned and connect them to the works of Franz Kline and Bridget Riley. (5 minutes)
5. The teacher will then lead the class into the blind contour line activity (5 minutes)
6. The students will then use the rest of the class period to finish the blind contour line activity as a class with creating a blind contour line drawing every 5 minutes for the remainder of class. (10-15 minutes)
Clean Up:
Allow the students at least 5 minutes at the end of class to clean up supplies and collect production activities.
Assessment/Evaluation: Grading rubric
Accommodations:
Allow extra time for students with disabilities
Allow students with disabilities to partner up as necessary
Lesson Visuals and Resources:
See attached sample power point
Rebecca Lindblade
Email: [email protected]
Date: February 2014
Grade Level: 6th grade
Time to Complete: 1-45 minute class period
Lesson Description/Overview: Students will gain knowledge on the components of line and the types of line used in art. Students will look at artists Franz Kline and Bridget Riley to see the use of line throughout different styles of artwork. Students will begin to understand the use of line by a series of blind contour line drawings.
Goals:
-Students will be discovering how several professional artists use line within their artwork and apply it to their own.
-Students will be given the opportunity to gain knowledge of the art element line through various drawing activities.
-Students will be applying the line techniques they have learned throughout the lesson such as line type, direction, and outline to their own works of art.
Standards Targeted: Grade(s)
VA6-1.1 Identify the materials, techniques, and processes used in a variety of artworks.
VA6-2.1 Identify the elements and principles of design used in a particular work of visual art and describe the ways in which these characteristics express the artist’s ideas and affect the viewer.
VA6-3.2 Select and use subject matter, symbols, ideas, and the elements and principles of design to communicate meaning through his or her art making.
VA6-4.3 Demonstrate visual literacy by deconstructing works of visual art to Identify and discuss the elements and principles of design that are used in them.
Instructional Objectives:
-The student will be able to demonstrate their knowledge of the element line with techniques and skill through a line type drawing activity on 12” x 18” drawing paper.
-The student will be able to discuss the use of the element line in works of Franz Kline and Bridget Riley and their techniques.
-The student will be able to explain the use of line in their blind contour line drawing activity.
Expressive Outcomes:
- The students will create a line type activity based on the knowledge they gained from today’s lesson.
Vocabulary:
- Line is used to represent space and outlines (can also be used for mass or volume.)
- Line measure-refers to the length and width of a line
- Line type- curved or angular
- Line direction- where the line appears to be going
- Location- the placement of a line (is the line unified or divided)
- Character- the overall representation of line
- Blind Contour- one continuous line drawing without lifting your pencil and looking at your paper.- Outline- a line that describes the outer edges of shapes and appears flat.
- Implied line- the missing portion of the line is “implied” and continues by it visually completed by the observer as the line appears again
- Contour line- the line/s that define the edges and surfaces of forms (which vary in thickness and darkness).
- Cross-Contour line- the line that crosses and defines the surface to the outermost edges of objects
- Line is used to represent space and outlines (can also be used for mass or volume.)
Materials, Tools, and Equipment:
- 12” x 18” 60lb drawing paper
- Graphite pencil
- Eraser
Procedures:
- Preparation: Cut drawing paper (if needed) prior to class. Get materials ready to hand out or have on tables.
1. The class will begin with a warm-up question: “Where do you see line in everyday life?” (5 minutes)
2. The class will then discuss the warm-up as a class. (5 to 10 minutes)
3. After discussion, the class will learn the components of line and types of line through a power point presentation using visual examples and works of art by Franz Kline and Bridget Riley. (10 minutes)
4. The class will discuss the vocabulary terms they learned and connect them to the works of Franz Kline and Bridget Riley. (5 minutes)
5. The teacher will then lead the class into the blind contour line activity (5 minutes)
6. The students will then use the rest of the class period to finish the blind contour line activity as a class with creating a blind contour line drawing every 5 minutes for the remainder of class. (10-15 minutes)
Clean Up:
Allow the students at least 5 minutes at the end of class to clean up supplies and collect production activities.
Assessment/Evaluation: Grading rubric
Accommodations:
Allow extra time for students with disabilities
Allow students with disabilities to partner up as necessary
Lesson Visuals and Resources:
See attached sample power point