Katie Thomason

Lesson #7 of 10
Field Study Teacher:

School:

Grade Level: High School

Unit:
Day, Date, and Time of Lesson:

Number of Students in Class: 15

Lesson Duration: 1 hour

1. Objective: The students will illustrate their knowledge of shape and line to create
a pen and ink magazine collage piece by the end of the week.
2. Colorado Academic Standards: Content area: Visual Arts
Standard 1: Observe and Learn to Comprehend
Substandard: Visual art has inherent characteristics and expressive features
Evidence Outcome: Investigate and articulate the value of the characteristics and
expressive features of art and design in diverse and disparate works of art (DOK
1-3)
Standard: 3. Invent and Discover to Create
Substandard: Assess and produce art with various materials and methods
Evidence Outcome: Skillfully use a variety of techniques and media to create
works of art (DOK 1-4)
3. Learning Target: I can identify where line and shape are used in a piece of
artwork and create my own artwork using line and shape.
4. Assessment: The assessment will be a questioning/cold-calling of students on
where line and shape are used in artwork as well as their pen and ink magazine
collage.
5. Materials:
Students sketchbooks
Fine tip sharpies
Magazines
Scissors
Glue sticks
Bad Hair Day Project instructions
Images of artwork, some using line and shape, some that do not
6. Introduction/Anticipatory Set: Since the students have had an introduction to
the elements of art and design, I will let them know that we will be focusing on
line and shape this week. I will then write the learning target on the board. This
will give the students an idea of where the lesson will go. (3 minutes)
7. Step-by-Step Lesson Process:
I will then show images on the projector that have a good use of line and
shape and some that do not. The students will get in groups of four to rate
which images they think have the best use of line and shape on a scale of
one to ten. The groups will write their ratings on the board. We will then
go over what people rated each piece and why. (20-25 minutes)

Next, I will hand out the Bad Hair Day project instructions. We will
read through them as a class. Modeling (5 minutes)
To check for understanding I will ask, What questions do you have?
and give 5 minutes for question and answer about the project.
The students will then begin to work on their projects for the rest of the
class period and I will be walking around to help the students if they need
support. Guided Practice and Independent Practice
(20 minutes)
As closure, I will let the students know that they have until the end of the
week to complete the project so taking time outside of class may be
necessary.
The rest of the week, the students will be working on their projects during
class.
8. Differentiation: In order to accommodate all students, I will have an extra
graphic organizer for those who need help with comprehension. Time extensions
can be made if necessary. If a student needs a challenge, they may write an artist
statement on this project.

Bad Hair Day

1. Find a good quality image of a persons face and possibly shoulders
too.
2. In sketchbook, create 3 thumbnail sketches of the composition and
type of hair style.
3. Precisely cut out the person using scissors with EXCELLENT
CRAFTSMANSHIP
4. Glue the portrait to the paper using EXCELLENT craftsmanship.
5. Draw the outline of the hair using pencil.

6. Break up the INSIDE of the hairstyle into corresponding shapes using

pencil. For example, if the hairdo is geometric, then the shapes inside
need to be geometric (best way to easily determine if students
understand the difference between geometric and organic).
7. Trade in pencil for a fine sharpie. Use a thick line weight to outline
the hairdo, and a medium line weight to outline the shapes inside.

8. Begin line designs inside the shapes- though the lines also need to be
corresponding with geometric or organic. Use different line weights if
desired, but should use the ultra fine sharpie OR a pen works great,
too!

9. The background should be broken into the OPPOSITE shapes (if hair is
geometric, the background should be organic). Using medium line
weight, outline in sharpie. (The only outline that is a thick line weight is
the outline of the hair.
10. The background shapes should be filled in with corresponding lines
types using a light line weight in ultra fine sharpie or pen.