A Kindergarten Unit

Shapes + Lines
By Hannah Twombly

In this two month unit plan, kindergarteners learning shape recognition will be able to
solidify their knowledge in the 3D world. The unit begins with an electronic assessment
identifying 2D shapes. Once assessed, students will gain confidence in drawing 2D shapes
with different types of line before moving on to sculpting 3D shapes. The end product will
result in a wire sculpture using mixed media to present our accumulated knowledge of
shapes and lines.

Shapes
Lesson 1/4, One Class Period
An interactive electronic assessment created to assess kindergarteners on shape recognition - followed
by a lesson on drawing three basic shapes and coloring them in.
Essential Question
How do shapes play a part in our Three Dimensional world?
Provoking Questions
Do we know our shapes?
Can we recognize shapes in a different context?
Can we draw shapes without tracing?
What are the differences between curved and straight lines?
Lesson Objectives
Students will take an assessment on shape recognition and identify areas to improve.
Using crayons students will practice drawing squares, circles and triangles.
Students will finalize the project by coloring in the shapes with primary colors.
DODEA Standards
Visual Arts Kindergarten
VA2a) The student identifies and discusses elements of art with special emphasis on line, shape/form or
color.
VA6a,c) The student identifies connections between the visual arts and other disciplines in the
curriculum. The student integrates what is learned in art with other curricular areas.
VA7a) The student acquires technical skills and vocabulary that are developmentally appropriate.
Materials
Part 1)
Smartboard
Smartboard Interactive Remotes (one per student)
Assessment on Shapes (see Appendix IX)
Part 2)
Paper (computer paper or scrap paper for practicing)
Pencils (HB #2, one per student, also provide wider pencils as a modification)
Crayons (red, yellow, blue)

Vocabulary
Shape- a form or outline
Curve- a smooth, rounded line
Straight- not having curves, bends, or angles
Direct Instruction
Part 1) Electronic Assessment
The teacher will
upload the assessment to the Smartboard.
distribute one interactive remote to each student.
show students how to press A or B on the remotes.
begin the assessment.
read the assessment, as the kindergarteners may not know how to fully read yet.
The students will
respect the remotes by holding them tight and keeping them below their shoulders.
participate in the assessment by listening to the instruction and choosing either A or
B for the answer.
Part 2) Drawing Shapes
The teacher will
distribute paper and pencils to students.
use either the Smartboard or whiteboard to demonstrate how to draw a square,
circle, and triangle incorporating two types of line: curve and straight.
check student work.
if time, students will color in their shapes with the three primary colors (see
Visual Provocation)
The students will
use pencil to draw a triangle, square, and circle on the piece of paper.
wait to color until the teacher has approved each shape before coloring.
if time for coloring, students will color in their shapes.
write their names on the back of the paper.
hand in work and put crayons away.

Examples of Student Artwork

(different levels of achievement)
Stuttgart Elementary
Modifications
The teacher could read the assessment questions for students who cannot.
The teacher could provide wide pencils.
The teacher could cut out stencils of a square, triangle, and circle for the drawing segment.
Visual Provocation

Shapes found on ekaterinasmirnova.wordpress.com

According to Kandinsky, a dull shape like a circle deserves a dull color like blue. A shape with
intermediate interest like a square deserves an intermediate color like red. A dynamic, interesting shape
like a triangle deserves an energetic, luminous, psychotic color like yellow.
(ekaterinasmirnova.wordpress.com)
Technology
Students will use the interactive Smartboard and remotes to take an assessment.
Instructional Resources
Basic Color Theory by Kandinsky. (2012, August 6). Retrieved January 10, 2016, from
https://ekaterinasmirnova.wordpress.com/2012/08/06/basic-color-theory-by-kandinsky-44/

Dziengel, A. (2014, August 21). Easy Art for Kids: Wire Sculpture - Babble Dabble Do. Retrieved January 9,
2016, from http://babbledabbledo.com/easy-art-kids-wire-sculpture/

Shapes
Lesson 1/4, One Class Period
-For a classroom without access to a SmartboardA three part lesson including a worksheet to assess kindergarteners on previous knowledge of shape
drawing; a lesson on drawing three basic shapes and coloring them in; and an interactive game on the
difference between flat and curved lines.
Essential Question
How do shapes play a part in our 3 Dimensional world?
Provoking Questions
Do we know our shapes?
Can we recognize shapes in a different context?
Can we draw shapes without tracing?
What are the differences between curved and straight lines?
Lesson Objectives
Students will take an assessment on shape recognition and identify areas to improve.
Using crayons students will practice drawing squares, circles and triangles.
Students will finalize the project by coloring in the shapes with primary colors.
DODEA Standards
Visual Arts Kindergarten
VA2a) The student identifies and discusses elements of art with special emphasis on line, shape/form or
color.
VA6a,c) The student identifies connections between the visual arts and other disciplines in the
curriculum. The student integrates what is learned in art with other curricular areas.
VA7a) The student acquires technical skills and vocabulary that are developmentally appropriate.

Materials
Part 1)
Worksheet (see Appendix I)
Pencils (HB #2, one per student, also provide wider pencils as a modification)
Part 2)
Chart (see Appendix II)
Expo marker
Whiteboard
Part 3)
Printer paper (cut in half long way - 11 x 4 )
Paper cutter
Ruler
Crayons (red, yellow, blue and black)
Pencil (for teacher to draw on cut paper)
Vocabulary
Shape- a form or outline
Curve- a smooth, rounded line
Straight- not having curves, bends, or angles
Direct Instruction
Part 1)
The teacher will
print out one worksheet per student.
hand out pencils.
The students will
write their name on the top of the worksheet.
in pencil mimic the shape shown in the box above in the space below.
complete the worksheet to the best of their ability.
flip the paper over when done and free draw until the whole class is finished.

Examples of Student Worksheets

(different levels of achievement)
Stuttgart Elementary
Part 2)
The teacher will
create the chart on the whiteboard (see Appendix II).
establish vocabulary of different line types (curved and straight).
demonstrate hand positions for whether the shape is curved or straight.
go down the list with the class determining if the shape consists of curved or
straight lines by asking them to use the hand signals instead of voices.
next, go down the list of how many sides each shape has.
have each student hold up their fingers based on how many sides the shape has instead of using
voices.
finish the list and have the students to refer to the list when drawing.

Completed Chart
Stuttgart Elementary
Part 3)
The teacher will
use pencil to divide the whole sheet of printer paper into three equal sections on
the vertical axis. Do one whole sheet of printer paper per two students.
use the paper cutter to cut the printer papers in half on the horizontal axis.
demonstrate to the class how to draw three shapes (one in each section).
The students will
find a black crayon in the box and write their name on the back of the sheet.

using the black crayon, outline the shapes by following the teachers demonstration.
color the shapes in with any color crayon when done.
clean up by putting crayons away and handing in work.
Modifications
The teacher could provide wide pencils and crayons.
The teacher could cut out stencils of a square, triangle, and circle for the drawing segment.
*See Lesson Plan 1, Electronic Assessment, for Visual Provocation and Instructional Resources.

Cutting Shapes
Lesson 2/4, One Class Period (may carry over)
Students will learn about the artist Henri Matisse
while learning how to use scissors and assemble collages.

Essential Question
How do shapes play a part in our 3 Dimensional world?
Provoking Questions
Can we recognize shapes in a different context?
How do shapes transform into an object when assembled?
Who is Henri Matisse and how did he contribute to the art world?
How do collages create accessible artwork to younger, or in Matisses case, older artists?
Lesson Objectives

Students will read the book Henri Matisse Drawing with Scissors by Keisha Johnson and Jane OConnor to
gain access into the artistic mindset of Henri Matisse.
Students will develop stronger (fine motor skills) cutting and gluing skills by cutting and pasting shapes.
Students will continue with their understanding of shape and apply it to creating a collage (that shows
recognizable objects)... how do we recognize shapes in visual world into objects interpretations you
cant control what peope see.
DODEA Standards
Visual Arts Kindergarten
VA1) Media, Techniques, and Processes: The student demonstrates understanding and can apply media,
techniques, and processes.
VA2a) The student identifies and discusses elements of art with special emphasis on line, shape/form, or
color.
VA5b) The student examines artwork and identifies reasons the artist may have had for creating that
work.
VA6) Connections to Other Disciplines: The student makes connections between the visual arts and the
other disciplines.
Materials
Scissors (one pair per student)
Colored paper with shape outlines (see Appendix III)
Pre-cut paper shapes in various colors and sizes
Glue sticks (one per student)
Double sided tape (as a modification)
White crayons (one per student)
Black construction paper
Henri Matisse Drawing with Scissors by Keisha Johnson and Jane OConnor
Direct Instruction
Part 1) Theory
The students will
watch the Henri Matisse video
discuss the term collage.
learn to use scissors.
cut out three shapes to add to the collage.
The teacher will...
print out the stencils on colored paper (see Appendix III)
play the Henri Matisse film.
conduct a VTS discussion based on two paper collages by Matisse (see Appendix IX)
show the students how to use scissors properly.
Part 2) Assemblage

The students will

in white crayon write their name on the back of the paper.
glue the three shapes previously cut out onto the black construction paper.
use the pre cut shapes to arrange a composition.
glue the shapes down.
clean up by capping glue tight, put extra shapes in their folder and sit collages on
the drying rack.
Modifications
Students could rely on pre-cut shapes for the completion of the collage.
Students could use two sided tape instead of glue.
Technology
Using the smartboard students will watch a short movie.
Visual Provocation

During the last decade of his life Henri Matisse deployed two simple materialswhite paper and
gouacheto create works of wide-ranging color and complexity. An unorthodox implement, a pair of
scissors, was the tool Matisse used to transform paint and paper into a world of plants, animals, figures,
and shapes. (MOMA)
Henri Matisse: The Cut-Outs. (n.d.). Retrieved January 14, 2016, from
https://www.moma.org/interactives/exhibitions/2014/matisse/the-cut-outs.html
Lesson 3/4 One Class Period

Students will experiment making three-dimensional forms by going through basic forms both in geometry
and real life. This is a practice lesson and because of limited materials there will be no concrete product
outcome for this lesson.
Essential Question
How do shapes play a part in our three-dimensional world?
Provoking Questions
Do we know our shapes?
Can we recognize shapes in a different context?
How many shapes can we sculpt out of clay?
What are some techniques to shaping the 3D forms?
Lesson Objectives
Students will use playdough to create a sphere, cube and pyramid to practice creating 3D forms.
Students will listen to and interact with a PowerPoint presentation about the definition of 3D and when
we see the forms in life.
Visual Art Standards
Kindergarten
VA1) Media, Techniques, and Processes
The student demonstrates understanding and can apply media, techniques, and processes.
VA2) The student identifies and discusses elements of art with special emphasis on line, shape/form, or
color.
VA6) Connections to Other Disciplines
The student makes connections between the visual arts and the other disciplines.
Standards for Mathematical Practice
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Vocabulary
Playdough A dough substance made of salt that we can mold like clay
Three-dimensional - having or appearing to have length, breadth, and depth
Cube A three-dimensional form with 6 sides and sharp edges
Sphere A three-dimensional form with no sides, is smooth and curved all around
Pyramid A three-dimensional form with a square base that comes to a point by four triangular sides
Materials
Playdough (one small palm-sized sphere per student)

Flat Surface
PowerPoint and Projector (see Appendix I for presentation)
Gloves as a modification
Model Magic as a modification
Direct Instruction
The teacher will
prepare the playdough by separating a section small palm size for each student.
acknowledge the potential messiness of the playdough and introduce this to the students.
ask the question: what is a 3D form (see Appendix I for presentation)
while going through the presentation stop at each form and instruct the students on how to
create it (see Appendix II).
Students will
follow the teachers instruction on how to make the three-dimensional forms out of playdough.
create a sphere, cube and pyramid.
once completed all the forms, experiment with the playdough for the rest of class.
put the dough immediately away in containers so it does not dry.
Modifications
Students can wear gloves.
Students can use model magic, a less odorous putty, to create the forms.
Technology
Students will view a PowerPoint presentation on three-dimensional forms.
Assessment
Once the students complete a three-dimensional form they will place it on the table in front of them. The
teacher will walk around to see that each student has completed the shape correctly. If not the teacher
will provide further instruction for the student. This lesson plan does not have a final product outcome, so
the whole lesson is an informal assessment that leads to the next lesson.
Visual Provocation

Kinder Learning Garden: Teaching 3D Shapes. (n.d.). Retrieved February 18, 2016, from
http://kinderlearninggarden.blogspot.de/2012/03/teaching-3d-shapes.html

Lesson 4/4 Two Class Periods

Students will finalize the shape unit with a wire sculpture that incorporates 2D and 3D forms with line and
minimal pattern.
Essential Question
How do shapes play a part in our three-dimensional world?
Provoking Questions
Do we know our two and three dimensional shapes?
Do we know how to create 3D forms using dough?
Are there different ways to make the same forms?
How is line incorporated into wire sculpture?
Lesson Objectives
Students will solidify knowledge of 3D forms by creating a sphere, cube and pyramid.
Students will apply previous knowledge of line to create different types of line with wire.
Students will create a small wire sculpture with the 3D forms to combine accumulated knowledge of the
shapes, line and 3D form unit plan.
Visual Art Standards
Kindergarten

VA1) Media, Techniques, and Processes

The student demonstrates understanding and can apply media, techniques, and processes.
VA2) Structures and Functions
The student demonstrates knowledge of structures and functions.
VA3) Subject Matter, Symbols, and Ideas
The student chooses and evaluates a range of subject matter, symbols, and ideas.
Standards for Mathematical Practice
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Vocabulary
Three-dimensional - having or appearing to have length, breadth, and depth
Cube A three-dimensional form with 6 sides and sharp edges
Sphere A three-dimensional form with no sides, is smooth and curved all around
Pyramid A three-dimensional form with a square base that comes to a point by four triangular sides
Space An element of art defined by a point moving in space. It may be two-or three-dimensional,
descriptive, implied, or abstract
Materials
Model Magic (one small package can produce enough for 6 students)
Wire (one 1.5 feet piece per student)
Markers (Crayola washable, a variety of colors for students)
Tag Board for mounting (one 5 x 5 square per student)
Masking Tape (to label names on the wire)
Beads for the in between patterns
Crayon or Marker to label the mounting board with student name.
Gloves for modification
Direct Instruction
Day 1

Outcome of Day 1

The teacher will

write student names on masking tape and tape them to the piece of wire.
hand out wires with name tag to students.
rip three small, marble sized pieces of model magic for each student.
refresh students on how to make a sphere, cube, and pyramid (see Lesson 3/4 for
more information on how to form the shapes).
The students will
create a sphere, cube and pyramid out of the three pieces of model magic.
string the beads gently on the wire.
set out in front of them to dry.
Day 2

Outcome of Day 2
The students will
use markers to color the dried shapes.
add 6 beads in between the shapes to add more color to the sculpture.
The teacher will
cut 5 x 5 pieces of tag board for mounting the projects.
place a small amount of model magic to the tag board and individually attach each
students wire creation to the tag board for hanging.
use sharpie or crayon to write student names on the projects.
Modifications
Students can use model magic to make any shape for the beads. They are not confined to cube, sphere or
pyramid.
Students can wear gloves when playing with the dough.
Assessment
Students will be assessed on the following criteria:
1
2

The beads slightly

resemble the 3D forms.
The beads are colored
with scribbles. The wire
is bent in some areas.
Some steps may be
missing.

The beads resemble

the 3D forms. The
beads are colored using
a design or pattern. The
wire is bent in more
complicated ways.

The beads closely

resemble the 3D forms.
The beads are colored
using a more complex
design. The wire is bent
in intricate ways.

Visual Provocation and Instructional Resources

Easy Art for Kids: Wire Sculpture - Babble Dabble Do. (2014). Retrieved February 18, 2016, from
https://babbledabbledo.com/easy-art-kids-wire-sculpture/

Zone, S. T. (n.d.). Toy Wooden Wire Bead. Retrieved from https://www.sjtoyszone.com.au/viga-toywooden-early-learning-educational-wire-beads.html

Alexander Calder
Wire Sculpture
CALDER FOUNDATION | WORK | BY CATEGORY. (n.d.). Retrieved February 18, 2016, from
http://www.calder.org/work/by-category/wire-sculpture

Appendix I
Presentation on 3D forms

Appendix II
How to form 3D Shapes

Sphere)

Students will roll the ball on the

table with palm in circular motion.

Final Result

Cube)

Students will form a sphere,

pinch 4 sides and tap on the
table to flatten the sides

Final Result

Pyramid)

Students will make a sphere,

Students will flatten
use the side of the palm and
bottom on the table
roll half of the sphere to a point

Final Result

As Fauve artist Henri Matisse aged he

lost the ability to paint. That did not

stop his artistic career though! Instead

he switched to cutting paper and
produced his famous cutouts.
Kindergarten classes both cut out and
added premade shapes to create
Matisse inspired collages. They used
white crayon to create scenery for
their creations.
Kindergarten classes worked with the
prompt:

How many different lines can

we create?

The term line is defined as the path of

a dot.
Line is an essential element to artistic
design.
Students pushed connect the dots to
the limit by investigating different
ways to create line.
Appendix I

Appendix II

Appendix III

Appendix IX
Shape Assessment

A. Circle x

B. Square

A. Hexagon B. Triangle x

A. Square B. Rectangle x

A. Trapezoid x B. Octagon

A. Rhombus x B. Square

A. Oval x B. Circle