Line and shape - these are the first two elements of design. Students were first asked to make a line drawing (lines could be diagonal, horizontal, veritcal, zigzap, curved, etc.).
GUIDELINES:
Lines had to begin on one side of the page and end on the other.
Lines had to begin thin, grow in thickness, and then become thin again.
After they sketched their ideas, they began dot drawings. Much like the line drawings, the dot drawings had to start on one end of the page and end on the other. The designs could be a bit more liberal, though, which allowed for a variety of cool responses!
After students developed their line and dot drawings, they combined them and altered them to ensure that their designs flowed seamlessly with two other classmates' designs.
I was amazed by the collaborative efforts of most students, but noticed that the lesson definitely flowed better with the smaller Visual Arts class (9 girls) than the larger (23 mixed) (as all the teachers in the room go..."yeah, duh it did!"). In the larger class, despite working with partners for extended periods of time, there were still students who flipped their designs over or drew them backwards (so they no longer fit seamlessly into the whole-class design). I couldn't quite understand how this happened, so I have to deduce that the confusion associated with working on the floor (we couldn't string 23 desks together) was what did it. We can't wait until we can start working in the art cabin with tables! :)
GUIDELINES:
Lines had to begin on one side of the page and end on the other.
Lines had to begin thin, grow in thickness, and then become thin again.
After they sketched their ideas, they began dot drawings. Much like the line drawings, the dot drawings had to start on one end of the page and end on the other. The designs could be a bit more liberal, though, which allowed for a variety of cool responses!
After students developed their line and dot drawings, they combined them and altered them to ensure that their designs flowed seamlessly with two other classmates' designs.
I was amazed by the collaborative efforts of most students, but noticed that the lesson definitely flowed better with the smaller Visual Arts class (9 girls) than the larger (23 mixed) (as all the teachers in the room go..."yeah, duh it did!"). In the larger class, despite working with partners for extended periods of time, there were still students who flipped their designs over or drew them backwards (so they no longer fit seamlessly into the whole-class design). I couldn't quite understand how this happened, so I have to deduce that the confusion associated with working on the floor (we couldn't string 23 desks together) was what did it. We can't wait until we can start working in the art cabin with tables! :)
Thank you, KinderART, for the lesson plan idea!