Show various styles of line drawings and ask the children to describe what they see. Encourage their dialogue to increase their vocabulary in an engaged discussion. As a teacher guide the child’s learning eg. Van Gogh and his lines to show movement in his work etc.
Ask children what the difference between artists work is. Ask children how line could be used to express emotion eg. Van Gogh – children would tend to come to this conclusion by themselves. Ask which would cost the most money to purchase. Which do you prefer? Why? What makes one piece of art better than another? Comparison?
There are many tangents one could be lead by discussing line drawings.
Focus this discussion on particular works of art such as:
Have the children think of as many adjectives as possible focusing on this drawing.
Lesson Idea should be more than one lesson, perhaps in a sequence.
string, pastels, oil pastels, pens, photos of natural objects, camera, paper etc.
What vocabulary would I like my children to engage in?
– thick, thin, wavy, collection, environment
Children will understand the importance of lines in drawings and children will further develop their use of art vocabulary.
i can describe and talk about different types of lines
i can use lines in a variety of ways
I can use some of the terms used in art
Once I had shown the children my PowerPoint on the different art and have collected the materials needed for lines, I would engage in discussion
have them look at objects in the environment that show clear examples of line.
if they are small enough the could collect and bring back to the classroom or take pictures.
important however, to talk to them about lines first before going out. They must understand context.
Look for natural lines in the environment:
– where surfaces meet
– ripples in a pond
– line if footprints
– ask children questions about the lines
Using the knowledge gained from the walk
When the children are focused on the task ask them to draw a tree focusing carefully on the lines they can actually see. They should be encouraged to use a range of tools/materials to create their drawing. Alternatively, children could be asked to take pictures and gather objects of lines that they see on the guided walk outside. Choosing one of the images/objects found as a stimulus they can create their own line drawings. The advantages of going outside, engaging in discussion and observing lines in the environment, the children create intricate artwork different to that produced in the classroom without this discussion.
This is an example of using materials to create new lines. Here I experimented by arranging string into a variety of forms then seeing what lines could be created by manipulating the direction of light. See: Shadow Theatre
– a child can name, make lines and marks
– control lines of marks by using tools
– children can use lines in different ways
– children can talk and critique their work and other peoples work
Most importantly, listen to the children and their ideas throughout the discussion. They may lead you to new avenues of possible exploration allowing for a truly collaborative learning process. They will feel valued in having contributed to their own learning.