Name: Tashina Largo

Grade Level & Class Name: Middle School 6-8th

Number of Students in Class: 23

Lesson Duration: 1 hour
Lesson: Line

Unit: Elements of Art

1. Objective(s):
a) By the end of the lesson, students will understand what line is, the type of lines, and
ways artists use line within their work of art.
b) By the end of the lesson, students will create a work of art using adobe illustrator or
a type of digital tool that demonstrate their knowledge of line and how it is created.
Teachers:
c) By the end of the lesson, FLC teachers will be able to understand how to implement
technology into their art classroom.
d) By the end of the lesson, FLC teachers will be able to understand how to use blind
contour drawing technique to demonstrate students knowledge of line.
2. Colorado State Standards:
Content Area: Visual Arts
Standard: 1. Observe and Learn to Comprehend
Prepared Graduates: Explain, demonstrate, and interpret a range of purposes of art and
design, recognizing that the making and study of art and design can be approached from a
variety of viewpoints, intelligences, and perspectives.
-Recognize, articulate, and debate that the visual arts are a means for expression.
Concepts and skills students master: Knowledge of art vocabulary is important when
critically analyzing works of arts
Students can: a. Employ appropriate vocabulary of art categories such as realistic,
abstract, non-objective, conceptual, and others genres (DOK 1).
b. Use domain-specific vocabulary relating to symbolism, genre, and performance
technique in all arts areas (DOK-12).
Content Area: Visual Arts
Standard: 1. Observe and Learn to Comprehend
Prepared Graduates: Explain, demonstrate, and interpret a range of purposes of art and
design, recognizing that the making and study of art and design can be approached from a
variety of viewpoints, intelligences, and perspectives
Concepts and skills students master: 1. The characteristics and expressive features of art
and design are used in analyzing and synthesizing the meaning in works of art
Students can: c. Differentiate and implement characteristics and expressive features of art
and design in works of art. (DOK 1-3).
3. Learning Target(s): Student-friendly objective that can be written on the board.
I can define what line is, explain the different types of line, and how artists use line
within their works of art.
I can create a work of art using adobe illustrator that demonstrates line and blind
contour technique.

4. Assessment: The students will be assessed on a rubric that lists: Effort, Presentation/Craft,
Understanding of Line, Overall letter grade for assignment.

5. Materials: Mac computer, Adobe illustrator, or a PC computer, paint app for tablets/ipads,
construction paper, tape, and a picture they will recreate using the blind contour technique.

6. Introduction/Anticipatory Set:
Welcome the students into the classroom. (3-5 minutes)
Depending on the routine of how you start your class for example, I would start my class
with the students writing a journal entry. So, I will ask them to pick up their journals and
find a seat to begin the warm-up.
Warm Up (5 minutes)
Note: Before students walk into class, you will display an image of an artists who
uses line within their work of art. So, you may pick any artist you want.
I will display Van Goghs Starry Night onto the projector screen.
I will ask students if they know the art work/artist.
If they dont know, I will give them some background information.
I will ask the student to take a minute to look at the image, then I will ask them to answer
the question: How does Van Gogh use line within his work of art?
Then, I will ask my students to share their answers by cold-calling.
Note: you may choose popcorn style, or cold-calling. Popcorn style: students are open
to shout out and share. Cold-calling: You will pick a student to share. Limited 2 3
students.
Check for understanding: What are your questions on the warm-up?
7. Essential Questions or Big Picture Statement:
What is line? What are the different types of line? How does an artist use line within
their work of art?

8. ****Step-by-Step Lesson Process****

Diving into mini line lecture: (10 minutes)
**Note: Hand out notes and make sure students are following along.
Give the student a minute to brainstorm in their mind what is line? while you write it on the
board.
Then, you will open up a discussion/call on random students to share what they have
brainstorm in their mind.
Note: Call on about 2 students to share.
Then write the definition on the board and ask them to write it on their worksheet.

Line: A line is an identifiable path of a point moving in space. It can vary in width,
direction and length.
Next, you will ask, what are some different types of line?
Ask the students to shout out their answers on the types of line, while you write what they say
on the board.
Types of line: Broken, wavy/curly, vertical, straight, thick, thin, dotted, zig-zag, diagonal,
long, shirt, curved, horizontal, vertical, and spiral
Then, you will go over each type of line and give a drawing interpretation of how it looks.
Make sure students are caught up by circulating around the room, checking everyones
worksheet.
Checking for understanding: Thumbs up, thumbs down on your understanding of line. Thumbs
up: you can define line and explain/draw the different types of line

Direct instruction on activity: (10-15 minutes)

I will explain that the students will be creating a work of art that will demonstrate line using blind
contour drawing technique.
I will ask the students, as a reminder, what is blind contour drawing?
Blind contour drawing: Your eyes focus on the subject, while your hand is drawing.
Next, I will show examples of a blind-contour artist named, Ian Sklarsky.
I will display my example of the recreation of Starry Night.
Then, I will explain to the students that they will ALL recreate the same image of Van Goghs Starry
Night.
BUT BEFORE WE BEGIN,
I will need you to open up Adobe Illustrator and take about 3 minutes to familiarize yourself with the
mouse movements.
I will explain the directions of the activity.

1. Open up a new 8.5x11 document.

2. Tape the construction paper on the computer over the drawing area on Adobe
Illustrator
3. Get ready to draw.
Key points:

a. You are welcome to pick up your mouse.

b. You can change colors if you wish to, its an option.
**REMINDER: I will give you three chances to look back at your illustrator drawing to change
colors, or reposition your mouse.
At your seat, make a heart with your hands if you will look back at your drawing, so I can check
your name off to keep track of your chances.
Check for understanding on directions/reminders: What are your questions?

Guided Practice/Independent Practice: (20 minutes)

Reminder: the students will only have 20 minutes to recreate the drawing.
Students are drawing.
You will stand back, circulate around the room, and answer any questions students may have.
**Note: write students name on board to keep track of students who looked back at their
drawing
Closure: (5 minutes)
Give the students a minute to walk around the room looking at everyones work.
I will have the students talk with a partner about:
1. What types of line did they demonstrate within their work of art?
2. What was the point of the activity?
Have students share their answers popcorn style.
Wrap up: Make sure students print out their art work, or save it to print out later.

Name: ___________________________
Line
Definition of line:
______________________________________________________________________________

Types of line:
Name

Drawing