The students will understand that a line is an element of art and identify differences of all kinds of lines through visual and physical modeling displays.
A variety of color illustrated/black and white photos of lines, resources of photos where different lines are viewed, and worksheets 1) with labels of the name of the lines; 2) worksheets with a matching exercise identifying the name of the line and a description of the character of the specific lines will be provided with different kinds of lines and examples and non-examples, a digital camera; still snap shots and video camera.
Phase 1: Identifying different kinds of lines: straight, curvy, wavy, and zig-zag, horizontal, vertical, broken, bent, thick, wide and freehand lines. The teacher defines what a line is. A line is a trace of a moving point. A line is a mark or drawing that refers to a direction in length. Lines are used to make shapes, forms and spaces. The representation of a volume, edges, movement and patterns can all be designed using lines. Lines create 2- dimensional and 3-dimensional objects and figures.
The teacher demonstrates drawing a lines with a pencil or marker on a board.
The teacher presents a brief Power point presentation featuring different kinds of lines. (The students will examine and discuss the different kinds of lines and their characteristics.)
The teacher illustrates the lines in a physical motion with participation of students. (The desk are removed from the classroom seating floor plan to one side of the classroom.) The students will be required to use the open space. The teacher divides the students into small, middle, or large groups to model the different kinds of lines. The students will use their full body statues in assorted positions; knees, elbows, etc, their arms, hands, feet and/or legs. All of the body movements that illustrate/display the different examples of lines are photographed using still snap shots and a video camera by the teacher. as they take place in the separated groups. At the end of class the students will view and identify the still snap shots and video of configurations using labels of the name of the different kinds of lines.
The students in each group will have a set given amount of time (seconds) to configure different kinds of lines directed by the teacher or a group leader. Each group will take her/his turns in the order of the commands in sequences of configuring the different kinds of lines introduced.
Phase 2: Exercise 1- Order of instructions- Group 1, 2, 3 etc. configure a straight line with your bodies; all other groups will be observing the formations as they take place. The next group configure a straight line with their bodies; the next group configure a straight line with their bodies. Each group must use a different position of a line; side of the body, front, back, angle of the body position viewing straight line.
Exercise 2, 3, 4, 5, 6 and 7- The commands announced in sequences by the teacher or a group leader continues; straight lines through zig-zag lines.
Commands announced: "Configure a line using the whole body, the hands, arms, legs or feet. Use creativity using all of your body and its parts in a given amount of time.(seconds)
Exercise 8, 9, 10- The commands announce lines "Configuring lines into 1- dimensional, 2-dimensional and 3-dimensional." Students will group together creatively using their body and its parts to illustrate actual dimensions: 1, 2, and 3 together.
Phase 3: Affective Expressive Activity- Review, recall, talk and discuss the still snap shots and video movement of the different kinds of lines designed with the body and its parts.
Phase 4: Assessment-Through the brief discussion; orally, the teacher asks the students how they learn concepts and was the presentation of different lines beneficial? The teacher ask the students to design a concept map showing hte characters of the lines. The teacher ask the groups to categorize, compare, and contrast the different kinds of lines.