Creating Landscapes with Lines

Overview

This four-part art lesson is designed for Kindergarten students and will take place over four weeks (50 minutes per session). Students will review types of lines, create a landscape artwork incorporating various line types, practice fine motor skills through coloring with paint, and learn the importance of careful craftsmanship. The lesson aligns with National Core Art Standards (NCAS) for Visual Arts, specifically targeting the Kindergarten level. Emphasis is placed on exploration, creativity, and skill-building.

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Lesson Objectives

Students will learn:

• The different types of lines (e.g., straight, wavy, zigzag, curved, dotted, spiral).
• How artists use lines to design and structure artwork.
• The importance of line quality, neatness, and taking their time while working.

By:

• Engaging in hands-on exploration of lines and applying them in a landscape drawing.
• Using paint to color their landscapes, focusing on staying within the lines and using craftsmanship.

In order to:

• Develop critical fine motor skills and principles of neatness in art.
• Understand how lines form the foundation of artwork and gain experience with new art materials.

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Standards Addressed

• VA:Cr2.1.Ka (Creating): Through experimentation, build skills in various media and approaches to art-making.
• VA:Re.7.2.Ka (Responding): Describe what an image represents.
• VA:Pr4.1.Ka (Presenting): Select and explain why they have chosen a particular artwork for display.

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Materials Needed

• 9x12 or 12x18-inch heavy-weight drawing paper
• Black crayons or markers (to draw line designs)
• Tempera cake paints or watercolor paints
• Paintbrushes (small for precision)
• Water cups and paper towels for cleaning brushes
• Aprons (optional)
• Examples of famous artworks that highlight line use (e.g., Van Gogh’s “Starry Night,” Hokusai’s “The Great Wave”)
• Visual diagrams of different line types (reference posters or worksheets)

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Day 1: Introduction to Lines

Objective:

Students will learn different types of lines by exploring line examples, practicing them on paper, and identifying them in famous artwork.

Procedure:

1. Warm-Up Activity (5 minutes):

   • Open the lesson with a question: "What is a line, and where can we find them?” Guide students in a discussion about how lines are everywhere—in nature, buildings, and art!
   • Briefly show images of famous paintings that emphasize lines (e.g., "Starry Night").

2. Direct Instruction (10 minutes):

   • Use a whiteboard to introduce seven key line types: straight, zigzag, wavy, curved, dotted, spiral, and broken.
   • Demo drawing each line slowly while students watch.
   • Discuss how artists use variations of lines to convey movement, texture, and emotion.

3. Practice Activity (20 minutes):

   • Distribute white practice paper to students.
   • Ask students to experiment by drawing two rows of each type of line using crayons or markers.
   • Walk around the class and provide individual feedback on line quality and neatness.

4. Reflection (5 minutes):

   • End with a whole-group activity where students "air draw" each type of line with their hands as you call it out.

5. Clean-Up (10 minutes):

   • Assist students with tidying their workstations and ensure materials are properly stored.

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Day 2: Designing a Line Landscape

Objective:

Students will create a landscape using the lines learned on Day 1 to form hills, trees, mountains, or rivers.

Procedure:

1. Review/Intro (5 minutes):

   • Begin by reviewing the seven line types. Ask, “Can anyone name one type of line we drew last time?”
   • Explain how the task for the day is to use those lines to design their very own landscapes.

2. Demonstration (10 minutes):

   • Show a sample "line landscape" where wavy lines form a river, zigzags are used for mountain peaks, and curved lines create rolling hills.
   • Demonstrate starting with a horizon line, then layering additional elements piece-by-piece using black crayon.

3. Guided Work Time (25 minutes):

   • Hand out drawing paper and black crayons or markers (whichever medium worked best for Day 1).
   • Encourage students to draw designs for landscapes, incorporating at least four types of lines. (e.g., wavy for water, zigzag rocks, spiral tree trunks).
   • Circle the room and guide students who may need help sparking ideas.

4. Clean-Up (10 minutes):

   • Collect student work and store safely for future use.

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Day 3: Painting with Precision

Objective:

Students will paint their landscapes using tempera or watercolor paints, practicing neatness by staying inside the lines and intentionally picking colors.

Procedure:

1. Review Lines (5 minutes):

   • Briefly display their uncolored drawings and highlight how lines can separate areas for different colors.

2. Demonstration (10 minutes):

   • Show best practices for painting:
     • Carefully loading a brush with paint.
     • How to clean the brush between colors.
     • Staying inside the lines for neat results.

3. Work Time (25 minutes):

   • Allow students to select two to three colors to begin painting their landscapes.
   • Remind them to take their time and focus on craftsmanship.
   • Circulate to assist with technique and ensure brushes are cleaned properly.

4. Reflection (5 minutes):

   • Gather the class to discuss what they found easy or hard about painting within the lines.

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Day 4: Finishing Touches and Reflection

Objective:

Students will complete their landscape paintings, reflect on the work they’ve done, and share their artwork with the class.

Procedure:

1. Finish Painting (20 minutes):

   • Distribute unfinished work and allow students to complete their pieces.
   • Encourage the use of new colors to bring variety to the landscape.

2. Gallery Walk (10 minutes):

   • Set up an impromptu class "gallery" by displaying finished student artwork around the room.
   • Give students time to walk around quietly and admire each other's work.

3. Classroom Discussion (10 minutes):

   • Prompt students to share what they enjoyed most and what they found challenging.
   • Use positive reinforcement to highlight their use of different lines and craftsmanship.

4. Clean-Up and Conclusion (10 minutes):

   • Help students pack up, clean brushes, and reflect once again on how lines are a part of our everyday lives.

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Assessment

• Observation of student engagement in line practice.
• Evaluation of completed landscapes for incorporation of various line types, neatness, and careful painting.
• Class discussion and student reflection to assess understanding of concepts.

This project encourages both creativity and skill-building while emphasizing the importance of care and effort in producing thoughtful artwork. Students will leave this lesson with a deeper understanding of how fundamental lines are in the creation of art.