Sunshine H.

DAE 315
Rachel Van Dyke
Feb. 20, 2013

Standard Based Lesson Plan Format

Line and Movement
Second Grade
I. Outcome:
The students will learn about movement using line art. Line Art, is art
created with a
pencil, paintbrush, or in this case marble, that never
leaves the paper. They will also
learn about primary colors.
II. Benchmark:
Standard:
Content Standard 1: Apply skills and knowledge to perform in the arts
ART.VA.I.2.1
ART.VA.I.2.2

Identify and use various material and techniques using a

sequential process.
Demonstrate the safe use of a variety of materials, tools, and
processes with environmental awareness.
Standard 2: Apply skills and knowledge to create in the art

ART.VA.II.2.2

Combine the use of elements of art and principles of design to

communicate ideas.

III. Objectives
Students will learn to use motor skills to manipulate the materials to
make a design (art work) using line, color, and movement. They will
understand how a line can be used to create movement.
IV. Anticipatory set/Motivation:
Students will have already learned the importance of line, color, and
movement. They will also understand that line, color, and movement
are used as elements and principles in the design process. They will
already be pre-informed about artist and shown art works that only use
one line to make artwork and will have discussed the use of line to
create movement.
V.

Model the Process:

Criteria:
Students will complete this assignment in one 45 minute class period.
They will be given the choice of three different simple objects printed

on a piece of paper (paper already sized for project). They will also
receive 4 marbles, shoebox and the preprinted papers with the design.
Each table will already be set 4 small bowls of paint (red, blue, green,
and yellow), 4 spoons, and will already have newspaper or craft paper
spread out. The students will then place the preprinted paper in the
shoebox. Next they will take a marble and place into the first color they
have chosen. Then putting a marble into the shoe box with the design,
they will use the shoe box to manipulate the marble (using both hands
on the outside of the shoebox) tilting the box back and forth, TRYING to
control the line of the paint that is created by the marble to replicate
the object on he paper. After they will have the oppurtunity to repeat
this process with other colors.
Step 1. Prepare materials and prep tables with newspaper before the
students arrive.
Step 2. Prepare students with the knowledge of line, movement, and
color. Show examples of line art.
Step 3. I will demonstrate the assignment.
Step 4. Give students the materials
Step 5. Students will then place paper in box.
Step 6. Then place marble (after they use spoon to dip in one color of
paint) into box
Step 7. Have students TRY to paint the design with the marble using
their hands placed outside of shoebox to tilt and manipulate the
direction it will go.
Step 8. Hang on wall to dry and clean the area.
Step 9. Gather students by the artworks and have discussion on what
they liked about this assignment and reiterate line and movement.
Materials:
Piece of paper with simple objects (tree, flower, or smiley face)
4 marbles
4 Shoebox
bowls of paint and spoons (per table)
Vocabulary:
design, movement, line, and primary colors
VI.

Check for Understanding:

What are we going to do with the marbles?
Are you going to put a marble in one color then put the same marble
into another color?
What are we going to do with the printouts of the tree, flower, or
smiley face?
What is Line Art?
What is design?
How does line create movement?

VII.

Monitor and Adjust:

Walk around and help the students understand any part that they do
not comprehend
and reiterate line and movement. Change paint if
the colors are mixed.
VIII.

Accommodations:
When teaching a child with A.D.H.D., I would accommodate them by
sitting the child near the front, as close to me as possible (giving them
special tasks to keep them busy and involved). I would reiterate and
redirect their attention back to the assignment. I would also give this
student a break and allow them to stand when needed.
Accommodations for the child with hearing disabilities would be to
sit the child in front of room, so the child could read lips and make sure
to talk loud and clear. Also give student a list of written instructions.

I would also have blank paper for children who finished early
to experiment on their own with the marbles in the shoebox.
IX.

Clean up:
Wash the bowls, marbles, and children then remove and dispose of the
newspaper lining the
tables.
X. Closure and Assessment:
Closure discussion of works and then assess the children
understanding on how line
and movement played a key role in the
assignment.