Lesson 1: Rectangles, Squares, Triangles, Circles and Ovals-Shapes in My City -Cardboard Line Prints (Part 1)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC
Materials Needed: sketchbook, pencil or charcoal, bent wire for drawing ritual, 3"x3" and assorted cardboard scraps for printing including half-circles and full circles from paper towel tubes,  black tempera paint in a small tray for dipping, 18"x24" newsprint for practice, newspaper, paper towels,18"x22" black construction paper for mounting, watercolors are optional 
Vocabulary:   Lines, Geometric shapes:  circle, square, rectangle, triangle, oval, half-circle, arch

Activities

1. Begin with an Art Ritual in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.
2. Explore the Thinking with a Line website. Click "Outline" on the left side. You will find printed Basic Lines, Patterns, Geometric Shapes, Beginning Buildings and more.
3. Let's experiment with making LINES-a line is a mark that has length and direction.  Place some newspaper under your tray of paint.  Use newsprint and a cardboard scrap. Dip your cardboard into the paint and press onto the paper making lines: Repeat, criss-cross, and PATTERN them. 
4. The teacher will hold up some precut shapes such as a circle, square, triangle, rectangle and oval.   Do they have sides and corners? How many?
5. Let's make some SHAPES:  Begin putting some lines together to form a SQUARE. How many sides does this square have?  How would you make a RECTANGLE using this same piece or cardboard?  What other shapes can you make?  Can you make a CIRCLE with this straight piece of cardboard?  Use the circle from the paper towel tube.
6. Keep printing new shapes.
7. Have the students locate some of these shapes around the room.  Did some of you print these shapes when using your cardboard?  If not, try printing them. Write your name on the lower right corner of your  print and put it in an area to dry.
8. Clean Up:  Throw away all used cardboard scraps.  Put your paint tray where designated. Wipe up your table with a wet paper towel and dry.
9. Next class period we are going to construct a city using cardboard scraps including half-circles and full circles. Use the  Cities in ART Lesson Plan: Click "Student Gallery" on the left.
10. If there is time at the end of class, let's look at a city that is close by; this is a short video of the city of Denver (2:23 minutes long): www.youtube.com Type in: City of Denver eVideo.  Look for some geometric shapes that you would like to use in your city. Shapes are everywhere!

Differentiation
Support:  Pass out some scrap drawing paper and black markers.  Play Let's Draw Our Shapes Song while kids draw the shapes with their markers.
Extension: For more of this cardboard printing look at this wonderful Cityscape lesson plan in the TWAL Website.  Click "Student Gallery" on the left.
For more lesson ideas  Click "Outline." Children may explore architecture, branching structures in nature, machines, radial designs and snow crystals.  They may use colored papers and add more colored paints for added interest. Under :"Sample Pages" page 5 children recreated The Parthenon using cardboard lines then added tempera paint. View the Samples.

Lesson 2: Rectangles, Squares, Triangles, Circles and Ovals-Shapes in My City -Cardboard Line Prints (Part 2)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  sketchbook, pencil or charcoal, bent wire for drawing ritual, 3"x3" and assorted cardboard scraps for printing including half-circles and full circles from paper towel tubes,  black acrylic paint in a small tray for dipping, 18"x24" newsprint for practice, newspaper, paper towels,18"x22" black construction paper for mounting, watercolors are optional 
Vocabulary:  Lines, Geometric shapes:  circle, square, rectangle, triangle, oval, half-circle

Activities

1. Begin with a five minute drawing ritual in your sketchbook. Look at Art Ritual in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.
2. Use large white paper and hold it horizontally or vertically.  Write your name on the lower right corner. Put newspaper under your picture and tray. Use clean cardboard scraps and put a variety in front of you including large and small straight scraps, and half-circles and circles from paper towel tubes. Add black paint to your tray if you need to.
3. We saw so many shapes when we watched the Denver video last time we were together.  Can you recall some shapes you saw?  What kinds of buildings did you see in our nearby city?
4. We are going to construct a city using cardboard scraps. Use the  Cities in ART Lesson Plan: Click "Student Gallery" on the left.
5. View the Sample Photos. You may begin by creating one straight line across the bottom of the page if you would like to show a street.  Dip your straight cardboard scrap into the paint and press.  Keep dipping and pressing until all the short lines are connected to form one long line.  Your buildings can begin on this line if desired.
6. Build your shapes one on top of each other. Use larger cardboard scraps to make the larger rectangle or square shapes to begin your city, and smaller scraps for the smaller shapes and details. Build structures next to each other as well.
7. Try to use other cardboard scraps like the half-circle and put together straight lines with half-circles on top forming an ARCH.  Keep experimenting creating small building designs.
   Continue printing, changing cardboard as necessary and building shape on shape.  Are you adding windows and doors on your buildings?  Any bridges? Is there a sun or moon? 
   Be creative!
8. You may add watercolors on top of this print when the paint is dry, or you may keep it as black and white.
9. Mount the cardboard line print city onto a piece of black construction paper. Excellent!
10. Display the artwork outside the art room for all to enjoy!

Differentiation
Support:  Pass out some scrap drawing paper and black markers.  Play Let's Draw Our Shapes Song while kids draw the shapes with their markers.
Extension: For more of this cardboard printing look at this wonderful Cityscape lesson plan in the TWAL Website.  Click "Student Gallery" on the left.
For more lesson ideas  Click "Outline." Children may explore architecture, branching structures in nature, machines, radial designs and snow crystals.  They may use colored papers and add more colored paints for added interest. Under :"Sample Pages" page 5 children recreated The Parthenon using cardboard lines then added tempera paint.

Lesson 3: A Geometric Picture Collage (Part 1)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  sketchbook, pencil or charcoal, small found object for the drawing ritual, geometric shape cut-outs for review,  cut paper shapes in assorted colors: circles, ovals, squares, rectangles, triangles, semi-circles and sticks (long thin rectangles), diamonds, parallelograms, etc. (enough that each student has at least one of each), scrap colored paper to cut out more shapes if desired, scissors, glue stick, 12"x18" white paper OR black paper, a damp sponge or paper towel 
Vocabulary:   Artists Paul Klee and TA-Coumba Aiken, geometric shapes, collage

Activities

1. Begin with a 5 minute drawing warm up in your sketchbook called a Drawing Ritual- use the instructions for the Wire Drawing. (No blinder card is necessary for this age.) Use thick wire bent into an odd shape. Pretend an ant is sitting on the wire. First, draw the wire in the air. Use your finger to follow the ant SLOWLY around the wire until he reaches the starting point. Next, fix your eyes on the ant on the wire and position your pencil on the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on your paper while drawing.  Put a date in the sketchbook.Drawing Ritual in sketchbook- use the Goshen Education Site.  
   This is a 5 minute drawing time.  Choose an OBJECT to place in front of you. Pretend an ant is sitting on the top of the object.. First, draw the object in the air with your finger and follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Only look down on your paper to reposition your pencil.   Put the date in your sketchbook.
2. Let's look at an artist who uses shapes to make his design: Watch the TA-Coumba Aiken Video and learn how he creates art using only shapes. 
   Discuss what shapes he used.  What did he make? You can use these same shapes to design your city as well. 
3. If you'd like, you may look at the city of Denver again for inspiration:   video of the city of Denver (2:23 minutes long): www.youtube.com Type in: City of Denver eVideo.
4. In our last lesson we created our own shapes by printing them with cardboard.  For this lesson we will use precut geometric shapes like TA-Coumba:  A Geometric Picture Lesson Plan
   (This is a better image of Cityscape with Yellow Windows ) What geometric shapes did Paul Klee use in his painting Cityscape with Yellow Windows? Does this painting actually look like a city?  Is it realistic?  Or does it remind you of a city?  How so?
5. Follow  A Geometric Picture Lesson Plan using cut shapes. You may cut out more shapes using colored construction paper and you can also change the size of the cut shapes to add to your COLLAGE.
6. Clean Up:  Put larger scraps in the scrap box. Throw away tiny scraps and make sure you check under your table as well. Put away all other materials.
7. When everything is cleaned up look at Paul Klee's geometric shapes paintings:  Castle and Sun, Red bridge, Cityscape with Yellow Windows .

Differentiation
Support: 
Extension: This is another great Paul Klee Geometric Idea using acetate, oil pastels and black paper: Click "Paul Klee" on right side of the page for this lesson plan.
Here is a biography and other paintings by artist Paul Klee if you would like more information.

Lesson 4: A Geometric Picture (Part 2)
Duration: 1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  sketchbook, pencil or charcoal, small found object for drawing ritual, geometric shape cut-outs for review, Cut paper squares, circles, ovals, rectangles, triangles, semi-circles and sticks (long thin rectangles), diamonds, parallelograms, etc. (enough that each student has at least one of each), glue stick, 12"x18" white paper, a damp sponge or paper towel 

Activities

1. Art Rituals in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.

2. Finish the city using oil pastels. You may add more geometric shapes inside your shapes and also around your cut shapes.
3. Glue this picture onto colored construction paper.
4. Use the oil pastels to create a border design using patterns of lines and shapes.
5. Clean Up:  Put away your drawing. Put away all your supplies. Make sure to look under your table as well. You have completed a beautiful Geometric City! Bravo!
6. End the class with a Paul Klee montage of paintings  http://www.youtube.com  Paul Klee-Paintings
   Look for geometric shapes, lines and patterns.
7. Hang up the work outside of the art room for all to enjoy!

Differentiation
Support: 
Extension:  Here is a biography and other paintings by artist Paul Klee if you would like more information.

Lesson 5: Shapes in My City-Primary and Secondary Cityscapes (Part 1)
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC  
Materials Needed: sketchbook, pencil or charcoal, small found object for drawing ritual, geometric shape cut-outs for review, 16"x22" white paper

Activities

1. Art Rituals in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.

2. Let's review our geometric shapes. You can use the cut-outs or the children may come up to the board and draw shapes using colored chalk. They love to show what they know!
3. You have seen the city of Denver.  Here it is again if you'd like to take another look: www.youtube.com Type in: City of Denver eVideo. Look for some geometric shapes.
4. Now let's look at a larger city: www.youtube.com Type in:  New York City Manhattan Impressions.  Look for some geometric shapes. They are all over the place!
5. Follow the Primary and Secondary Colored Cityscapes lesson  
   TIP: The Saxarts lesson requires the use of primary colors only. But your students will mix the primary colors together to create the secondary colors and add this to their paintings as well.
6. Today, you will only need your pencil and your drawing paper.  Write your name on the back.
7. Begin your drawing.  You used cardboard lines to make your shapes in the last project, but this time you will use your pencil. Hold your paper vertically or horizontally. You may begin with a foreground line low on the page from one side of you paper to the other.  You can make this a street or river...Remember some of the buildings you looked at in the videos?  Design a cityscape using some geometric shapes that you saw. Begin your shapes that sit on top of this foreground line. Begin with large shapes. Vary the heights and widths of the buildings.
8. Can the tops of some buildings have different shapes besides a square or rectangle? Can you combine shapes to make a totally new shape for some of the rooftops?  Do all the sides of the buildings have to come straight down or can some slant?  Be creative!  Add some outlines of doors and windows.  Don't make these details too small since you will be painting next time.
9. We will continue our drawings next art class.

Differentiation
Support: 
Extension:  

Lesson 6: Shapes In My City-Primary and Secondary Cityscapes (Part 2)
Duration: 1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  sketchbook, pencil or charcoal, small found object for drawing ritual, geometric shape cut-outs for review, 16"x22" white paper, red, yellow and blue tempera paints, cups, brushes, water containers, newspapers, paper towels 

Activities

1. Art Rituals in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.

2. Let's go over our shapes from last class. We've looked at cityscapes of Denver and Manhattan. Did you see geometric shapes in those cities?  What were they?
3. Have the children continue the  Primary and Secondary Colored Cityscapes lesson.
   Before painting, outline all lines with a black sharpie.
4. The Painting:  Have red, blue, and yellow in separate cups. Have extra small cups available for color mixing.  Dip the brush in red and put some of this paint in another cup. Wipe the red brush with paper towel before rinsing.  Rinse the brush in water and dry again with a paper towel. Now dip the brush in another primary color and mix this into the red.  You can use this secondary color in your painting. Repeat this process creating the three secondary colors.
5. Finish your painting.
6. Clean Up:  Put the painting away where designated to dry.  Rinse brushes, empty water containers, ask your teacher what to do about your paint cups. Throw away dirty newspapers.
7. The next class we will outline our cities with oil pastels and mount them on black paper.

Differentiation
Support: You may need to help your student mix the primaries to form the secondary colors.  Once they are all mixed into the cups the child can paint inside the shapes.
Extension: Try the City at Night Collage: In addition to your rectangle buildings, cut out other shapes for the rooftops, windows...etc. Then, add details with oil pastels.

Lesson 7: Shapes in My City-Primary and Secondary Cityscapes (Part 3)
Duration:  1 class period
     
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Materials Needed:  sketchbook, pencil or charcoal, small found object for drawing ritual, geometric shape cut-outs for review, project from last class, oil pastels, 18"x24" black construction paper for mounting
Activities

1. Art Rituals in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.

2. You may look over the works in progress and talk about the wonderful shapes that were created.
3. Continue the  Primary and Secondary Colored Cityscapes  lesson. View the Sample.
   Finish with a black oil pastel.  Press hard alongside all edges.
4. If there is extra time, you may overlap your primary and secondary paint colors with the same colored oil pastels.  The effect is very nice.
5. Glue your finished pictures on top of the black construction paper. 
6. Write your name and grade on the lower right corner.
7. Display the wonderful cityscapes outside the art room for all to enjoy!

Differentiation
Support: 
Extension: 

Lesson 8: Shapes In My City-The Skyline (Part 1)
Duration: 1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explain personal likes and dislikes about works of art.
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  sketchbook, pencil or charcoal, found object for drawing ritual, 2 large sheets of paper, a pair of scissors and either oil pastels or colored chalk, and paper towel, scrap paper
Vocabulary: skyline

Activities

1. Art Rituals in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.

2. We've used  our  basic shapes that we've  learned, such as rectangles, squares, triangles. to make our building designs. 
3. We have been exploring shapes and making shapes of our city. Now we will explore Skylines. A skyline is the where the buildings hit the sky and it can creates a dramatic outline. Here is another video.  This is great footage of the Denver skyline (19 seconds) www.youtube.com  Type in: Denver Skyline. Here are some great photos of the Skylines across America: www.youtube.com  Type into the search: Skylines of America. Observe the simple geometric shapes of some of the buildings and also some unusual shapes.  You will see some arched bridges (remember the arch?) and pointed roofs.  Not all rooftops are flat, not all of the buildings are rectangular. There are also buildings in front of buildings.  Some cities sit on the river, some have trees and mountains...etc.  What else do you notice?
4. You will be making your own Skyline and filling in your shapes for your city. See the Cityscape Lesson Plans. View the Sample.
   TIP:  Students should create their own skylines using posterboard.  Be creative!

Differentiation
Support: Have the skyline already drawn and cut out for the student.
Extension: Here is another  Cityscape lesson using chalks.

Lesson 9: Shapes In My City-The Skyline (Part 2)
Duration: 1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC
Materials Needed:  sketchbook, pencil or charcoal, found object for drawing ritual, 2 large sheets of paper, a pair of scissors and either oil pastels or colored chalk, and paper towel, scrap paper
Vocabulary: skyline 
 
Activities

1. Art Rituals in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.

2. You will finish your cityscape filling in your shapes for your city. See the Cityscape Lesson Plans.  Be creative!
3. Glue your finished picture on larger black paper for a frame and  write your name on the lower right corner.
4. Display your city outside the art room for all to see. Wonderful!

Differentiation
Support: Have skyline already drawn and cut for the student.
Extension:  Here is another  Cityscape lesson using chalks.
 

Lesson 10: City at Night Collage
Duration:  1-2 class periods
Materials:
     
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC
Materials: pencil, sketchbook, found object for the drawing ritual, 12"x18" black paper, white and warm color tempera paints in a tray or egg carton, brush, water container, newspaper placed under the painting, cityscape images for reference, scissors, glue
Vocabulary: skyline, skyscraper, tint 

Activities

1. Art Rituals in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.

2. View these Cityscape Images for inspiration. Notice the rooftop shapes of the structures.
3. Here is a Deep Space Sparkle Lesson . Begin with the sky: Paint white swirls on the black paper to create stars or comets, moons or whatever you wish. Rinse and dry your brush. Now add a WARM color like red, orange or yellow swirls over some of the white. Some of the pure warm color will mix into the white. When white and a color are mixed together you form another kind of color- a TINT. Do not mix your pure color into the white so that you can't see it anymore. We want to be able to see some white, some  of your pure color, like orange, and your mixed tint, light orange. For example: Swirl white where you'd like it into the sky area. Then add some red swirls on top of some of the white areas, but don't cover ALL your white. Did you make a new color? That would be PINK, red and white mixed together which is a TINT. Simple!
4. Follow the rest of the lesson, only be creative with your rooftop shapes; all the buildings don't have flat rooftops! Be creative!
5. Glue your large shapes onto the black paper. Then add smaller details with cut papers on top of your construction paper.
6. When you are finished glue this on top of a larger colored piece of paper as a frame. Display the work outside the art room for everyone to enjoy!

Differentiation
Support: 
Extension:   This is a more advanced and wonderful City at Night Skyline lesson.  In addition to your rectangle buildings, cut out other shapes for the rooftops, windows...etc. Then, add details with oil pastels.

Lesson 11: City and Community Art-A Cityscape Mural
Duration: 1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC
Materials Needed: sketchbook, pencil or charcoal, found object for the drawing ritual 

Activities

1. Art Rituals in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.

2. There is a Cityscape Mural Activity along with other interesting city lesson plans.  http://www.hsv.k12al.us/schools/art/dixon/architecture.htm check link Click: Cityscape Mural
   TIP:  Children can use crimped paper for some of their buildings as well.  This paper is colorful and textured.  They can turn the texture horizontally and vertically for different effects.
   Here is an sample of of a Crimped Paper Building -just scroll down the page to find La Boca House collage.  You will also find some other great cityscape ideas.

Differentiation
Support: 
Extension:  

                                                                          

Lesson 12: City and Community Art-A Cityscape in 3-D
Duration:  1 class period
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art? 
Assessment:  First Grade Grading RUBRIC
Materials:  sketchbook, pencil, small found object for drawing ritual, cereal boxes or light weight boxes (tissues, cracker, or cookie boxes, scissors, white glue, tempera paints or acrylic paints, paintbrushes, container of water and rags, brushes
pencil
 
Activities

1. Art Rituals in the Classroom. This is a 5 minute drawing warm up using a found object. Pretend an ant is sitting on the object. First, draw the object in the air with your finger by following the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant on the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. DO NOT look down on paper while drawing. Put the date in your sketchbook.

2. Follow this Cereal  Box buildings Lesson.

Differentiation
Support: 
Extension:  

Lesson 13:  City and Community Art-A Cityscape in 3-D
Duration:  1 class period
Materials:
     
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Enduring Understanding:  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world. Visual arts inform us about our culture, history and society. 
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment:  First Grade Grading RUBRIC
Materials:  sketchbook, pencil, small found object for drawing ritual, cereal boxes or light weight boxes (tissues, cracker, or cookie boxes, scissors, white glue, tempera paints or acrylic paints, paintbrushes, container of water and rags, brushes
pencil 

Activities

1. Drawing Ritual in sketchbook- use the Goshen Education Site.  
   This is a 5 minute drawing time.  Choose an OBJECT to place in front of you. Pretend an ant is sitting on the top of the object.. First, draw the object in the air with your finger and follow the ant SLOWLY around the object until he reaches the starting point. Next, fix your eyes on the ant sitting on top of the object and position your pencil on your sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Only look down on your paper to reposition your pencil.   Put the date in your sketchbook.
2. Continue  this Cereal  Box buildings Lesson.

Differentiation
Support: 
Extension: