Jenna Onstot

Template link: https://www.cps.edu/globalassets/cps-pages/sites/department

-of-arts-education/arts-best-practices/instructional-resources/standards-toolkit/cps-arts-education
-lesson-plan-template.docx

Link to slideshow: https://docs.google.com/presentation/d/1wuDbU-JtbrC

_t8Smvjw8hfJOdiC1RPy6HpdLHJBy0Y0/edit#slide=id.p

Lesson Title: Line’s in an Artwork

Class: Middle School Art
Grade level: 7th Grade Art
Time period: 8 - 8:42
Artistic process:
Creating
Performing/presenting/producing
Responding
Connecting

Standard:
1. [VA: Cr 1.2.7a]
a. Develop criteria to guide making a work of art or design to meet an identified
goal.
2. https://www.nationalartsstandards.org/sites/default/files/Visual%20Arts%20at%20a%20
Glance%20-%20new%20copyright%20info.pdf - link for the iowa core standards

I CAN STATEMENT!:
- I can identify types and usage of lines to later create an original artwork using lines.

Objectives:
1. Be able to identify usage and types of lines in an artwork.
2. Develop criteria to guide making a work of art or design to meet an identified goal.

Lesson Assessment: Google form about the lines and their usage, after the lesson and before the
closer. https://docs.google.com/forms/d/1bGbCgWa9SVxA44E0Z3nOnDTMJoiDaceGuQOhr
XIU9BE/edit

Materials: My computer, students computer, sketchbooks, something to draw with,

Vocabulary: Hatching, Cross hatching, Dotting, Scribbling, Circle’s, Straight, Wavy, Curvy,
Diagonal, thick, thin, dash, parallel, perpendicular, vertical, horizontal, zig zag, leading lines,
Thin to Thick to Thin, Thick to Thin to Thick, Thin to Thick, Thick to Thin, Just Thick, Just
Thin, Paint brushes, Marker’s, Pen’s, Colored Pencils, Chalk, Oil Pastel, Crayons, Tape,
Scissors, String, Paint strokes, Shading, One and two point perspectives, Shapes and forms,
Textur, Motion, lead your eyes, patterns, small details, elements of design, one point perspective,
color theory.

What Students Already Knows: one point perspectives, colored pencils, grid drawing, clay stuff,
shadows, previous art classes when younger,

What Students Skills They Have: colored pencils, drawing with grid, shadows, light source,
color matching, 3d drawing, clay stuff, previous art classes when younger

Differentiation:
1. Accommodations
- Larger print on assessment and hopefully larger enough on slides:
- I read the slides out loud so there is no reading:
- printed out assessment for students who don’t like reading on chromebooks:
- added visuals for the lesson
- Just making sure that the text is big enough to read and my talking is clear enough

2. Modifications
- No students with needs to apply
Describe The Lesson In Full Detail:
(not part of my lesson: daily routine) They start off coming into the classroom, grabbing
their sketchbook and sitting down. They look at the board and write down the word of the week,
then they draw the drawing prompt in their sketchbook. When the announcement ends and I am
ready I will greet the students with a hello and a reminder of who I am.
I will tell them about the lesson we will be doing today and opening the slideshow.
Look at the standard and the I can statement and the objective on the first slide (just say the I can
statement). Then go over the plan for the day, “1. Go over types, tools, weight, usage and
definition of line in art. 2. Look at the connection you can make. 3. Look at artwork and point
out lines, and their type and usage. 4. Have a small assessment over the lesson. 5. Then a closer
to the lesson.”
Lead into the definition and types of lines. For student participation I will ask them for
types of lines they know and or use, (they will raise their hands or I will pick). Then some
pictures about the types of lines. Cross hatching, hatching, straight, wavy, curvy, dotting, etc.
Usage of lines, for students participation I will ask about how or when or where they
have used lines; Coming up with their own list along with some already listed lines. We will talk
about why we used lines. Then we will look at some pictures and how they used lines. For
student participation I will have them point it out as well, with some help and or guidance. I will
also talk about the connection between one point perspectives and lines, (lines where used for
measuring the area).
The next slide would be about tools and weight of line ( I would name a few and give
some examples). Then lead into the connections they can make during the lesson, color and line
in one point perspective project they did on another slide, (this slide has examples on it).
Then I will have the students look at some photos and identify usage or types of line used
in a piece of artwork individually or with the tables. Then they will share with the class about
what they see. This will be as a class, (I will either take volunteers or I will pick).
I will tell the students about the assessment and explain it will be simple and over the
lesson, and I will be able to help. I will have the students go into google classroom and finish the
assessment. I will have them then close their computers when done and then will be able to draw
a drawing prompt given in their sketchbooks.
If they finish with that they are required to do something creative and not talk, this is
because people are technically taking a “test”.
When most students are done I will end the lesson with a “Thank you” (or something
around that), then say this will probably connect to a lot further forward in some art classes. And
the bell rings and they leave.