Lines on the Move

Overview

Students explore fundamental sketching techniques inspired by The Invention of Hugo Cabret by using line and shape to draw simple objects around the classroom. They practise identifying three line types and apply them in short sketch challenges, building toward a 6-lesson unit of sketching “journeys” through art.

Learning intentions

Students will:

• identify and use fundamental sketching techniques using line and shape
• apply at least three line types (straight, curved, zigzag) in their sketches
• document their practice by completing quick “technique attempts” and short reflections

Success criteria

Students can:

• create sketches that include straight, curved, and zigzag lines
• use line weight (light and darker marks) to show shape and form
• keep their sketches clear by using outlines first, then details

Curriculum links

• Students experiment with, document and reflect on ways to use a range of visual conventions, visual arts processes, and materials through sketch practice and reflection.
• Students use visual conventions and visual arts processes to plan and create artworks that communicate ideas and meaning using line, shape, and composition (starting with observational sketches).
• Students select and present documentation of visual arts practice by adding a simple record of techniques they used and what they noticed.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and visual hook. Teacher shows a short, visually rich video clip of sketching motion/lines and displays 3 large examples: straight, curved, zigzag. Students do a quick “thumbs signal”: thumbs up when they see a straight line, one finger when they see curved, two fingers when they see zigzag.

2. 5–12 min · Direct teaching: Line toolkit (CPA). Teacher introduces “line toolkit” using Concrete → Pictorial → Abstract:

• Concrete: teacher draws straight/curved/zigzag on the board with a marker (fast gestures).
• Pictorial: students repeat with their pencil on a scrap page, copying the three line samples.
• Abstract: students choose one line type to practise without copying (they create their own pattern). Teacher explicitly closes vocabulary and writing gaps with sentence starters on the board:
• “I used straight lines to draw…”
• “I used curved lines to show…”
• “I used zigzag lines to show…”

3. 12–16 min · Modelling: Sketching a simple object in 3 steps. Teacher models one object (e.g., a pencil cup or classroom chair) using “3-step sketch method”:

• Step 1: light outline (shape)
• Step 2: correct line type (straight/curved/zigzag)
• Step 3: darken some lines to show form (line weight) Students watch and then mark “Step 1/2/3” on their practice page as teacher speaks.

4. 16–28 min · Guided practice: Technique stations (round-robin). Teacher sets up 3 stations with common objects (e.g., plant leaf, book corner, desk leg). At each station students complete a 2-minute “Technique Attempt” using one line type as the focus, then spend 1 minute adding details with any line type they choose. Students rotate when the timer rings and record on a small sketch-log box:

• Station object: ______
• Line type used: Straight / Curved / Zigzag
• One thing I noticed: ______

5. 28–38 min · Independent challenge: Hugo-style micro-sketch journey. Teacher explains: “Hugo noticed details as he moved—today you’ll capture a small journey on one page.” Students select ONE object from around the classroom and create one micro-sketch that includes all three line types. They start with light construction outlines, then add zigzag details (texture or edges), curves (round parts), and straight lines (structure). Teacher circulates using a checklist: line types included, clear outlines, and line weight used.

6. 38–45 min · Share, self-assess, and exit ticket. Students do a quick gallery walk (or sit and show by turning their page toward a partner). Each student gives one “Glow” (what worked) and one “Grow” (what to try next) using sentence starters:

• “My straight lines…”
• “My curved lines…”
• “My zigzag lines…” Exit ticket (quick and dyslexia-friendly: tick boxes + single word responses):
• I included straight lines (Yes/No)
• I included curved lines (Yes/No)
• I included zigzag lines (Yes/No)
• Today I found it easiest to draw: straight / curved / zigzag

Resources

• Pencil, eraser, sketchbook or A4 art paper per student
• Scrap paper for warm-up line practice
• Visual cards showing straight/curved/zigzag line examples
• Timer (visible to students)
• 3 object stations (e.g., pencil cup, book corner, desk leg, plant leaf)
• Teacher whiteboard markers (or overhead)
• Sentence starter strip and sketch-log templates
• Dyslexia-friendly option: high-contrast worksheets and minimal text recording

Assessment

• Formative during stations: teacher listens for correct identification of line types and checks sketch-log recording
• Checklist during independent challenge: includes all three line types and uses light-to-dark to show form
• Exit ticket ticks: verifies success criteria alignment quickly

Differentiation

• Support: provide “line starter frames” (three boxes already printed with faint line guides) so students focus on adding their line types; offer sentence starters and one-word recording choices.
• Support for learners with writing gaps: allow oral recording while teacher or student writes a single word; use a sticker system for self-assessment (Straight = line sticker, Curved = arc sticker, Zigzag = zigzag sticker).
• Extension for advanced learners: add a fourth line type (wavy or dotted) and include simple shading using hatching lines; challenge students to create a “texture note” (e.g., zigzag for metal/ridges).
• EAL support: use gesture and visuals for each line type; keep instructions short and model twice; provide a picture-based sketch-log (icons for each line type).