Drawing in Motion by Sara King

Title: Drawing in Motion

Grade Level: Grade 5

Task Description: Students will create four gesture drawings based on different poses acted out by individual students. The students will begin with an introduction to gesture drawing and how lines are used to create a sense of movement. This introduction will include types of line and examples of work by Keith Haring and a video of gesture drawing by a cartoonist. After a demonstration of gesture drawing by the teacher, four students will be chosen to each make a different pose one at a time. Students will create four gesture drawings based on these poses on one sheet of paper. After the drawings are completed, students will outline each figure in black and color them in with oil pastels, color pencils, or crayons.

Goals:

1. Creating Works of Visual Art: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art. 2. Using Structures and Functions: The student will use composition and the elements and principles of design to communicate ideas. 3. Exploring Content: The student will examine the content of works of visual art and use elements from them in creating his or her own works. 4. History and Culture: The student will understand the visual arts in relation to history and world cultures and the technologies, tools, and materials used by artists. 5. Interpreting Works of Visual Art: The student will analyze and assess the characteristics and qualities of his or her own works of visual art and those of others. 6. Making Connections: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.

Visual Arts Curriculum Standards:

1. Creating Works of Visual Art The student will:

VA5-1.1

Identify the materials, techniques, and processes used in a variety of artworks. (obj. 1)

VA5-1.2

Describe ways that different materials, techniques, and process evoke different responses in one who is creating or viewing artworks. (obj. 1)

VA5-1.3

Use a variety of materials, techniques, and processes to create artworks. (obj. 1, 3)

VA5-1.4

Select and use the most effective materials, techniques, and processes to communicate his or her ideas, experiences, and stories through works of visual art. (obj. 3, 4)

VA5-1.5

Use all art materials and tools in a safe and responsible manner. (obj. 5)

2. Using Structures and Functions The student will:

VA5-2.1

Select a work of art, analyze its composition, and discuss which elements of art and principles of design are used in the work. (obj. 1, 2)

VA5-2.2

Discuss the ways that the various elements and principles of design are used to communicate ideas. (obj. 1, 2)

VA5-2.4

Discuss the ways that specific elements and principles of design are used to communicate meaning in his or her own works of visual art. (obj. 2, 6)

3. Exploring Content The student will:

VA5-3.1

Identify and describe the content in a work of visual art. (obj. 1, 6)

VA5-3.3

Discuss the ways that choices of subject matter, symbols, and ideas combine to communicate meaning in his or her works of visual art. (obj. 4, 6)

4. History and Culture The student will:

VA5-4.1

Identify specific artworks and styles as belonging to particular artists, cultures, periods, and places. (obj. 1)

5. Interpreting Works of Visual Art The student will:

VA5-5.1

Identify and discuss purposes for the creation of works of visual art. (obj. 1, 6)

6. Making Connections The student will: VA5-6.1 Identify connections between the visual arts and content areas across the curriculum. (obj. 1)

Objectives:

1. Students will identify and demonstrate an understanding of line in gesture drawings through discussing artwork by Keith Haring and viewing a video by a cartoonist. (VA5 1.1, 5-1.2, 5-1.3, 5-2.1, 5-2.2, 5-3.1, 5-4.1, 5-5.1, 5-6.1) 2. Students will create a work of art using elements and principles of design. (VA5 2.1, 5-2.2, 5-2.3) 3. Students will skillfully use media techniques and processes to effectively communicate the concepts of movement lines and direction. (VA5-1.3, 5-1.4)

4. Students will successfully employ multiple processes and media while making effective compositional choices in communicating ideas on their own artworks and those of others. (VA5-1.4, 5-3.3) 5. Students will safely use materials, tools, and equipment in a respectful manner and will responsibly participate in clean-up and classroom maintenance. (VA5-1.5) 6. Students will reflect on their own work and the work of their peers and participate in critique of artwork. (VA5-1.2, 5-2.4, 5-3.1, 5-3.3, 5-5.1)

Time:

Two 45-minute class periods

Materials and Tools (for a class of 30):

Drawing paper Pencils Colored pencils, oil pastels, or crayons

Visuals and Resources:

PowerPoint with examples of lines, gesture drawings, artwork by Keith Haring Video by cartoonist Mike Weisner on gesture drawing Teacher sample

Vocabulary: Line Gesture Emphasis Outlines Contour lines Background and/or Instructional Context: Sketch lines Line personality Vertical lines Horizontal lines Diagonal lines

The focus of this instruction is the study of using lines to create movement and meaning. The teacher will lead a presentation on the various types of lines and gesture drawings, including examples of artwork by Keith Haring. Students will participate in discussing the role of lines and gesture in art. Students will explore motion through line by creating quick gesture drawings based on different poses done by classmates. Using the same piece of paper they will group the sketches in a composition of their choosing and use a dark outline to emphasize the lines of the drawings. To complete the gesture studies, they will use oil pastels, colored pencils, or crayons to fill in the figures and background. The students will hang their drawings side by side in the classroom and participate in a class critique of their gesture compositions.

Procedure:

Part 1: Overview of Lesson

1. The teacher will show a PowerPoint presentation about line types, gesture drawings and work by Keith Haring that demonstrates movement. Students will discuss the role of lines by identifying and describing how they create movement, direction, meaning and emotion in art. 2. To prepare for the lesson the teacher will compile images by artists as well as examples of line. All needed materials will be prepared beforehand and be ready to distribute. 3. Students will create four gesture sketches based on class poses. 4. Students will emphasize the lines of their sketches with a dark outline, and color in the figures and background.

Part 2: Criteria for Grading

1. Student will participate in class discussion and critiques on artists, line, gesture, and will use analytic interpretive reflection when justifying his/her conclusions. 2. Student will complete gesture drawing composition by effectively employing media, techniques, and processes.

3. Student will demonstrate skill using elements and principles of design and composition will be well-crafted. 4. Safe and correct use of materials, tools, and equipment, respectful classroom behavior and responsible participation in clean-up and classroom maintenance.

Part 3: Sequential Description of Steps

Step 1 - Introduction to Lesson and Discussion

1. The teacher will show PowerPoint presentation of different kinds of lines and how they are utilized in art. The presentation will then cover gesture lines and how they are used to imply motion, direction, fluidity or a feeling. Examples of Keith Harings work will used for discussing movement. The presentation will include a video by a cartoonist on drawing a figure in motion. 2. The teacher will lead a class discussion on the element of line and its importance as a basic building block of art. During the discussion, the teacher will call on students to think of some adjectives that volunteers will then try to translate into a line (ex. funny student could draw a loopy, loose line,) Step 2 Gesture Drawing

3. Four students will be chosen to perform four different poses for one-minute each. Students will have a minute to create a quick gesture drawing of each person. They will focus on the main lines of direction, then they will outline or fill in each figure to create a more realistic form. 4. Students will be reminded to focus on how the arms and legs bend and the direction of the body. Step 3 Emphasize and Color

5. Students will use a black marker to emphasize some or all lines, depending on their personal preference.

6. They will then use crayons, colored pencils, or oil pastels to complete their compositions. Students could choose to use either warm or cool colors for their gestures and the unchosen color group for the negative space surrounding them. Direct them to use three colors on each pose to give more volume and form. Explain how this is also for the purpose of creating contrast, which will further emphasize the figure in motion. Step 4 Critique

10. Students will display their gesture drawings by hanging them in a row. 11. Displaying the artworks in a row also implies a line full of motion made up by the compositions of the whole class. Students will evaluate how they and their peers approached this form of drawing by comparing and contrasting the various styles exhibited.

Clean-up:

1. The last 10 minutes of the class will be used as clean-up time. 2. All materials needed for the day will be set out before hand. 3. At the end of class, have students return materials they have been using to appropriate place neatly and rinse out any containers, brushes or other materials that need to be washed. 4. While students are cleaning areas, the teacher will check that all materials have been returned and are in appropriate places. 5. When students are done cleaning their area, they may sit back down until they are allowed to leave. 6. Each student is responsible for cleaning up his/her area including table, chair and floor before leaving the class.

Evaluation:

Teacher will use a graduated checklist aligned with the objectives and criteria to assess student performance.

Criteria: Student will participate in class discussion and critiques on artists, line, gesture, and will use analytic interpretive reflection when justifying his/her conclusions. Student will complete gesture drawing composition by effectively employing media, techniques, and processes. Student will demonstrate skill using elements and principles of design and composition will be well-crafted. Safe and correct use of materials, tools, and equipment, respectful classroom behavior and responsible participation in clean-up and classroom maintenance.

Accommodations:

Some students with special needs may have trouble holding a pencil. The teacher aide assigned to the student can assist or a more appropriate drawing instrument can be used (ex. an extra large marker or paper cutouts).

Extensions:

After completing this project, the teacher could extend this project by discussing line in relation to three-dimensional art. Advanced students could create a wire form sculpture based on a gesture drawing.

Sources:

Youtube, How to Draw People: Sketching a Gesture, http://www.youtube.com/watch?v=IDA3wdbu8Ko