Overview

Teacher’s Name: Megan Many

Date: February 12, 2018

Lesson Title: Element of Art: Line

Grade Level/Subject: 9-12/Art

Duration: One 80 minute class period

Central Focus: Students will learn the seven elements of art and seven principles of design and

be able to apply them to their artwork. The purpose of this unit is for students to understand that

the elements of art and principles of design are the basic concepts of art and provide the tools for

visual expression throughout all artwork. Students will be able to self-monitor their progress in

the completion of their artwork and the correct application of the necessary elements of art and

principles of design in their artwork. This lesson plan discusses the first element of art, line, and

builds a base of content knowledge in which other elements in the unit that will be introduced

that use line, as well as principles that include the element of line.

Student Learning Goals/Objectives

SWBAT identify and define the element of line. SWBAT discuss and describe how line is used

in art. SWBAT discuss and describe the different types of lines, such as curved, diagonal,

vertical, zig zag, and horizontal. SWBAT sketch examples of the different types of lines in the

workshop that focuses on line. SWBAT complete a zentangle worksheet utilizing different types

and combinations of line. SWBAT critique their own artwork verbally to ensure the proper use
of the element of line in their artwork. SWBAT identify how the element of line is seen in daily

life and used in other artworks. SWBAT create a drawing using pencil and paper that focuses on

the use of line.

Academic Standards

NJCCCS – Visual and Performing Arts

 1.1.2.D.1 – Identify the basic elements of art and principles of design in diverse types of

artwork.

 1.1.2.D.2 – Identify elements of art and principles of design in specific works of art and

explain how they are used.

 1.1.5.D.1 – Identify elements of art and principles of design that are evident in everyday

life.

 1.3.P.D.1 – Demonstrate the safe and appropriate use and care of art materials and tools.

 1.3.P.D.3 – Use vocabulary to describe various art forms (e.g., photographs, sculpture),

artists (e.g. illustrator, sculptor, photographer), and elements in the visual arts.

 1.3.P.D.4 – Demonstrate a growing ability to represent experiences, thoughts, and ideas

through a variety of age-appropriate materials and visual art media using memory,

observation, and imagination.

 1.3.P.D.5 – Demonstrate planning, persistence, and problem-solving skills while working

independently, or with others, during the creative process.

  1.3.2.D.1 – Create two- and three-dimensional works of art using the basic elements of

color, line, shape, form, texture, and space, as well as a variety of art mediums and

application methods.

 1.3.2.D.3 – Employ basic verbal and visual art vocabulary to demonstrate knowledge of the

materials, tools, and methodologies used to create and tell visual stories.

 1.3.2.D.4 – Explore the use of a wide array of art mediums and select tools that are

appropriate to the production of works of art in a variety of art media.

 1.3.2.D.5 – Create works of art that are based on observations of the physical world and

that illustrate how art is part of everyday life, using a variety of art mediums and art media.

 1.3.8.D.1 – Incorporate various art elements and the principles of balance, harmony, unity,

emphasis, proportion, and rhythm/movement in the creation of two- and three- dimensional

artworks, using a broad array of art media and art mediums to enhance the expression of

creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern).

NJCCCS – Technology

 8.1.5.A.1 – Select and use the appropriate digital tools and resources to accomplish a

variety of tasks including solving problems.

 8.1.P.C.1 – Collaborate with peers by participating in interactive digital games or activities.

NJCCCS – 21st Century Life and Careers

 CRP4 – Communicate clearly and effectively and with reason.

 CRP8 – Utilize critical thinking to make sense of problems and persevere in solving them.

 CRP11 – Use technology to enhance productivity.

NJCCCS – English Language Arts

 NJSLSA.R7 – Integrate and evaluate content presented in diverse media and formats,

including visually and quantitatively, as well as in words.

Enduring Understandings

Understanding the element of line and how it works together with the elements of art and

principles of design to provide the tools for visual expression. Being able to identify the element

of line in any given piece of art.

Essential Questions

How do I use the element of line to create effective artwork?

How is the element of line seen in our daily life?

Assessments

As a formative assessment, students will be able to discuss how line is used in daily life and how

it is used in artwork through class discussion and turn-and-talk discussions with their peer. As a

summative assessment, students will be able to utilize the element of line correctly in their

completion of the zentangle worksheet using different types of line.

Academic Language:

Identified Language Demands Planned Language Supports

Participate in class discussion of vocabulary Worksheet with definitions of vocabulary

(line, vertical, horizontal, diagonal, zig zag,

curved, zentangle)

Draw different types of line Examples of types of lines on whiteboard

Draw a zentangle using different types of line

Instruction Strategies and Learning Tasks (Procedures):

Anticipatory Set: Ask students where we see “lines” in our daily life. Have students give

examples of different types of lines. Are there lines in art?

Input: Students watch a YouTube video on line and how it is used in art, called “All About

Lines – Understanding the Elements of Art and Design.” Then, students watch a YouTube video

on different types of line and how we can vary those lines, called “Expressive Line Types.”

Students are instructed to take out their sketchbooks and begin to divide a page in their

sketchbook to create six boxes. The teacher demonstrates this on the whiteboard by creating six

boxes. The teacher labels each box: “vertical, horizontal, diagonal, zig zag, curved, free draw.”

The students replicate this on their page. Referencing the video about different types of line, the

teacher begins to demonstrate two examples of how to vary the line in each box as well as talk

about the qualities of each type of line. Students work individually to create examples of

different types of line in each box on their page in their sketchbooks, while self-monitoring their
progress and their artwork to ensure they are creating the lines correctly. When students finish,

they watch a YouTube video about zentangles called “20 Easy Zentangle Patterns.” Students are

handed a worksheet in which examples of zentangles have been started, and students work

independently to complete the pattern and finish the zentangle using different types of lines,

referencing their examples of types of lines in their sketchbooks. Students again self-monitor

their progress and their artwork to ensure they are creating varied lines in their zentangle. The

teacher additionally passes out printed out examples of zentangle patters for students to share at

their table. Students were then able to use thin Sharpie markers to trace over their pencil lines

when they completed their zentangle worksheet.

Modeling: The teacher demonstrates the creation of the six boxes the students are required to

make in their sketchbooks. The teacher labels each box: “vertical, horizontal, diagonal, zig zag,

curved, free draw.” Referencing the video about different types of line, the teacher begins to

demonstrate two examples of how to vary the line in each box, as well as talk about the qualities

of each type of line. Teacher also models zentangle examples on the whiteboard by varying

types of lines and creating patterns. The teacher further models zentangles by passing out

printed out examples of zentangle patters for students to share at their table. The teacher models

self-monitoring strategies throughout the lesson.

Check for Understanding: After instruction, the teacher facilitates discussion by asking where

we see each type of line. While students are working on creating their examples of different

types of lines in their sketchbooks, the teacher walks around and views each students’ progress,

giving more examples if a student is not understanding, or giving constructive critiques if a

student is incorrect. After watching the zentangle video, the teacher again asks the class if they

can give an example of a pattern they could include in their zentangle. Again, while students are
working on creating zentangles on their worksheet, the teacher walks around and views each

students’ progress to ensure comprehension.

Guided Practice: The students practice the first example of vertical lines in their sketchbook

alongside the teacher’s example on the whiteboard. Additionally, the students begin their first

pattern on their zentangle worksheet while the teacher gives an example on the board.

Independent Practice: As previously mentioned, students create examples of different types of

lines in their sketchbook independently. Additionally, students create their zentangles on their

worksheet independently. Students are self-monitoring their progress and artwork

simultaneously.

Closure: At the end of class, the teacher asks the students “what types of lines do we see in daily

life?” The teacher also asks “how do we see those types of lines in art?”

Accommodations & Modifications

Students who did not complete their zentangle worksheet were given extra time to complete at

home, or complete the next day at the end of class. Student K and Student L were given markers

of different colors to easily distinguish between different types of lines, as their physical

disabilities make it tougher for them to express differences of lines with a pencil. Student F was

given frequent breaks during independent work time.

Materials/Instructional Technology

Materials: YouTube videos (“All About Lines – Understanding the Elements of Art and Design,”

“Expressive Line Types,” and “20 Easy Zentangle Patterns”), sketchbooks, pencils, erasers,

rulers, zentangle worksheet created by teacher, zentangle print out sheet, Sharpies
Content enhancements: Zentangle print out sheet that offers examples of zentangle patters, and

rulers to provide students the ability to draw straight lines

Learner Centered Technology: The YouTube videos (“All About Lines – Understanding the

Elements of Art and Design,” “Expressive Line Types,” and “20 Easy Zentangle Patterns”)

which were used for instruction are available for student review. These can be used as refreshers

and give examples of how line is used in art. Students with physical disabilities use pencil grips.

Homework/Assignment for Next Class

Students who did not finish their zentangle worksheets were assigned to complete the worksheets

at home.