Pipelines
Rebecca Lindblade
Email: [email protected]
Date: February 2014
Grade Level: 6th grade
Time to Complete: 4-45 minute class periods
Lesson Description/Overview: Students will use the knowledge they have gained about line types and styles to create a Becky Joye-inspired pipeline.
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 such as line type, direction, character, and location to their own works of art.
-Students will discuss the art element of line through 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 “Becky Joye” inspired pipeline activity on 12” x 18” drawing paper.
-The student will be able to discuss the use of the element line in the works of Becky Joye and her techniques.
-The student will be able to explain the use of line through their final factory land production activity.
Expressive Outcomes:
- The students will each create their own pipeline based on the knowledge they have gained on the element of Line and Becky Joye’s work.
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
- Vertical- height, stability, strong
- Horizontal- calm, balance, rest
- Curved- relaxed, graceful, movement
- Diagonal- action
- Jagged- wild, nervous, angry
- 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:
- Scissors
- Glue
- Construction Paper
- Ruler
- 12” x 14” 60lb drawing paper
-Graphite Pencils
-Sharpie Markers
Procedures:
-Preparation: Prior to class, the teacher will need to cut the drawing paper to size. All materials such as rulers and constructions need to be ready to pass out.
1. Students will come in and complete the warm-up activity: “What is one type of line that we discussed last class? Define it.” (5 minutes)
2. The teacher will begin by reviewing last class’ lesson by a class discussion/review (5 minutes)
3. The teacher will then present and demonstrate the final production activity by the examples of Becky Joye’s work and discuss the use of line used within her artwork. (15 minutes)
4. Before the students are given their final paper, they will have to show the teacher a sketch of their pipeline on 8 ½” x 11” paper.
5. Student will have 4 class periods to complete their own personal pipeline.
6. Give time in the second class period to give students Line assessment (20 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:
See attached rubric
Accommodations:
Allow extra time for students with disabilities
Allow students with disabilities to partner up as necessary
Lesson Visuals and Resources:
See attached power point presentation
Examples of Becky Joye’s work
Click here for Student examples