Elementary School Kindergarten – 6th Grade

Grade 3

Title: Nine Lines /3 Line Positions

in Nature

Type II

Standard 3.0 Student will choose

and evaluate a range of subject

matter, symbols and ideas.

Create Domain

Pre-Post

Student Population/ 3 classes Approx. 75 Students 7 Special Education Students

The objective: Students created a warm and cool line design composition.

Pre-Students were first instructed to identify the three line positions, horizontal, vertical and diagonal, and reintroduced to the 9 different types of lines. The teacher demonstrated all of these lines on the white board. The term parallel was introduced and demonstrated for the students to integrate into their line designs. Using 12”x18” paper, students set their paper horizontally and with crayons drew a horizontal line dividing their paper into two equal parts. Students freely drew warm crayon lines above the horizontal divide and cool crayon lines under creating a design composition of all 9 lines and 3 line positions. After drawing, the students were instructed to carefully paint over the crayon lines with watercolors in the appropriate warm/cool pigments. This project took 2 classes.

Post- The objective: construct the image of a natural landscape using 9 lines, 3 line positions with a fall (warm and cool) color theory. Based on the color theory and examples of landscapes by Vincent Van Gogh, students were led through the painting process of making choices using brighter/darker colors in the foreground and lighter/muted colors in the background. Students drew a vertical tree in their horizontal landscape, in addition to diagonal hills, branches, and the curving top of their tree (fall leaves) form. Students chose a figurative pose which was photographed, printed, and collaged. Then students assembled a pop sickle stick fence to interact with their own photo pose. Hand drawn fall elements were collaged into their October compositions. Fall is the perfect time of year to teach the natural elements of color and line as they appear in our visual world. Executing a different feature in the fall landscape each week reinforced the way lines are seen everyday. This project took 3-4 classes.

PRE- SCORE 3 POST- SCORE 4

PRE- SCORE 3 POST- SCORE 4

Pre-Test: Score- 3 Students had a limited knowledge differentiating diverse types of lines, line directions, the proper use of paint mediums, techniques and processes. Students began to experience an understanding of the art elements of line, color, and personal craftsmanship.

Post-Test: Score- 4 Student created realistic space on a 2-dimensional surface using horizontal, vertical, and diagonal elements along with natural warm and cool colors. With a limited knowledge and experience in painting a natural landscape, students achieved the ability to observe and articulate the natural appearance of our visual world while developing individual craftsmanship.

PRE- SCORE 3 POST- SCORE 4

PRE-SCORE 3 POST- SCORE 4

Pre-Test: Score- 3 Students had limited knowledge in differentiating line, line directions, the proper use of paint mediums, techniques and processes. Students began to experience an understanding of art elements and personal craftsmanship.

Post-Test: Score- 4 Student created realistic space on a 2-dimensional surface using horizontal, vertical, and diagonal elements along with the natural warm and cool colors of Fall. With a limited knowledge and experience in painting a natural landscape, students achieved the ability to observe and articulate the natural appearance of our visual world while developing individual craftsmanship. A score of Post- 5 was given to a student who used effective natural landscape colors.

PRE- SCORE 3 POST- SCORE 5

PRE- SCORE 3 POST- SCORE 4

Pre-Test: Score- 3 Student had a limited knowledge in differentiating line, line directions, the proper use of paint mediums, techniques and processes. Students began to experience an understanding of art elements and personal craftsmanship.

Post-Test: Score- 4 Student created realistic space on a 2-dimensional surface using horizontal, vertical, and diagonal elements along with natural warm and cool colors. With a limited knowledge and experience in painting a natural landscape, students achieved the ability to observe and articulate the natural appearance of our visual world while executing individual craftsmanship. . A score of Post- 5 was given to a student who used effective natural landscape colors.