Lesson 1:  Thinking with a Line-Cardboard Line Printing (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.
Enduring Understanding:  Children using the process of line printing often form constructions that they might not be able to draw or write, or might not consider drawing or writing.  Children just entering the stage of representational drawing sometimes make a huge leap when offered line printing as a tool for composing pictures, letters and designs.  Those individuals struggling with developing fine motor skills will find a new fluent means of expression and a tool for constructing knowledge. By repeating a single line with the edge of a small rectangle of cardboard dipped into paint, children discover they can print vertical, horizontal and diagonal lines. They also discover ways to extend, cross and space their lines. They find when lines connect they can form shapes.  By combining lines and shapes children begin creating complex structures such as letters, alphabets, patterns and designs, trees and plants, machines and vehicles. 
~Thinking with a Line (TWAL)Visual arts tell stories with mood and emotion through images.
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art?
Assessment: Kindergarten grading RUBRIC
Materials Needed:  sketchbook, pencil, found object for drawing ritual, 3"x3" and assorted cardboard scraps for printing including "U" shapes from cut cardboard tubes,  one dark color of tempera paint in a small tray for dipping,  
18"x24" newsprint, newspaper
Vocabulary:  line, pattern, printing or printmaking
Activities

1. "In short, we've progressed from a society of farmers to a society of factory workers to a society of knowledge workers.  And now we're progressing yet again-to a society of creators and empathizers, of pattern recognizers and meaning makers."
   ~Daniel H. Pink, A Whole New Mind
    
2. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Only look down to reposition your pencil. When finished,  put the date under the drawing.
3. Explore Thinking With A Line (TWAL) Website 
    
4. Use a 3"x3" cardboard scrap for this next print. Have newspaper under the newsprint and a tray of tempera.
    
5. Children should put their names on the lower right corner of their papers.
    
6. Open the Thinking With A Line (TWAL) Website and click "Sample Pages."  You may watch the sample video and begin by printing the Basic Lines on the sample page 1.  Look at sample pages 2 and 3.  Click "Outline" to explore Part 1: the geometric shapes, letters, patterns and beginning buildings. (You may take another class period to explore radial designs.)
    
7. We are experimenting and making LINES with our cardboard and paint.  What is a LINE?   A line is a mark with length and direction. Do all lines have to be straight?  Can they curve?
    
8. We are also PRINTING.  Do you remember another project where we printed?  Our Circles Galore project! 
    
9. Has anyone created PATTERNS?  Do you remember what a PATTERN is?  We've made PATTERNS before from other art projects.  It is a repeated line or shape.
    
10. Now pass out other shapes such as paper towel or toilet paper  tubes cut  in half lengthwise to create a "U" shape and cardboard tubes cut in the middle widthwise forming a circle. Have other smaller  flat cardboard scraps handy for experimentation as well.  Let them form their own constructions.  They may also turn their papers upside down and sideways. They may connect lines to form shapes and place shape on top of shape.
     
11. Clean Up:  Place the painting in the proper place to dry.  Throw out all used cardboard scraps and dirty newspapers.  Rinse and dry paint trays.
     
12. So far, so good!  We will continue with cardboard line printing next art class.

Differentiation
Support: 
Extension:Thinking with a Line is a interactive CD-ROM and Teacher's guide.  More concept and ordering information at Thinking With A Line (TWAL) Website
Click "Outline." Children may explore architecture, branching structures in nature, machines, radial designs and snow crystals.  They may use colored papers and change colors for added interest. Under :"Sample Pages" page 5 children recreated The Parthenon using cardboard lines then added tempera paint. Radial designs may also be explored.

Lesson 2:  Creating with a Line-Cardboard Line Printing (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.
Enduring Understanding:  Creating with a Line builds upon line explorations in Part One.  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world.
~Thinking with a Line (TWAL)
Essential Questions:  How can I communicate my ideas thoughts and feelings effectively through art? 
Assessment: Kindergarten grading RUBRIC
Materials Needed:  sketchbook, pencil, found object for drawing ritual, 3"x3" and assorted cardboard scraps for printing including half-circles,  one dark color of tempera paint (OR black acrylic paint for "Cities in Art" lesson) and a small tray for dipping,  
16"x22" white paper, newsprint for practice, newspaper
Vocabulary:  line, pattern, printing or printmaking, balance
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Only look down to reposition your pencil. When finished,  put the date under the drawing. 
    
2. Look at the Thinking With A Line (TWAL) Website.  Click  "Student Gallery" for two great lesson ideas:  Cities in ART and Kindergarten Letter Designs.
    
3. Use a 3"x3" cardboard scrap plus assorted scraps for this next print. Have newspaper under the newsprint and a tray of tempera or black acrylic paint.
    
4. Children should put their names on the lower right corner of their papers.
    
5. Kids can practice their constructions first on the newsprint. When they feel ready they can begin on the large white paper. Name should be written on lower right corner.
    
6. Continue printing, changing cardboard as necessary and building shape on shape until the constructions are complete.  Is there room for any more shapes?  Is one side empty?  If there is too much blank space left in one area, the picture may be unbalanced.  Like a balance scale, if there are too many weights on one side the balance will drop to one side.  It is  the same way in art: if there are too many things on one side of the picture and not enough on the other, one side will feel too heavy and the picture will be unbalanced.  How can you BALANCE  your picture?
    
7. Clean Up:  Place the painting in the proper place to dry.  Throw out all used cardboard scraps and dirty newspapers.  Rinse and dry paint trays.
8. We will finish our line constructions by adding color next time.        

Differentiation
Support: 
Extension: Thinking with a Line is a interactive CD-ROM and Teacher's guide.  More concept and ordering information online.   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:  Creating with a Line-Cardboard Line Printing (Part 3)
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.
Enduring Understanding:  Creating with a Line builds upon line explorations in Part One.  Using line as a tool for analyzing structure is a way to look at, discuss, and make sense of the world.
~Thinking with a Line (TWAL)
Assessment: Kindergarten grading RUBRIC
Materials Needed:  sketchbook, pencil, found object for drawing ritual, prints from last class, assorted materials from the "Student Gallery" lesson plan of choice (primary colored watercolors or tempera paints), paint brushes, water containers, newspaper, paper towel, 18"x24" black construction paper for mounting
Vocabulary:  line, pattern, printing or printmaking, balance, primary colors, secondary colors, review geometric shapes, artist Fernand Leger
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil.  When finished,  put the date under the drawing.  
    
2. Look at Thinking With A Line (TWAL) Website Click "Student Gallery" to continue one of the two great lesson ideas:  Cities in Art or Kindergarten Letter Designs.
    
3. Finish up with some primary watercolors or tempera paints.  The students can mix their primary colors to make secondary colors if they desire.
    
4. You know what your primary colors are by this time.  Do you remember what your secondary colors are?  Who can tell us? 
5. Are your pictures BALANCED?
    
6. Discuss some of the shapes and constructions that were formed. Review some geometric shapes.
    
7. Here is an artist who created an interesting city using lines, shapes and patterns. Look at Fernand Leger's The City 
   What shapes did he use for his city?  Can you find some patterns?  Does this city look real or unusual?  Can you find some of the same shapes Leger used in his painting and your print?  Did you use similar patterns?  You may use this site to read his biography and to look at more paintings.
    
8. Your teacher will mount the art on construction paper when it is dry.
9. Display the Line Constructions outside the art room for all to enjoy!      

Differentiation
Support: 
Extension:Thinking with a Line is a interactive CD-ROM and Teacher's guide.  More concepts and ordering information at  Thinking With A Line (TWAL) Website
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 4:  Line Art- A Unique Drawing Experience
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.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  What makes a piece of artwork good?
Assessment: Kindergarten grading RUBRIC
Materials Needed:  sketchbook and pencil, still-life objects for drawing ritual, 9x12 light construction paper, 10x13 black construction paper for mounting, thick and thin markers, images from Paul Klee, Wassil Kandinsky, Joan Mio
Vocabulary:  line, patterns, edge, primary and secondary colors, line artists Klee, Kandinsky, and Miro
Activities

1. "In short, we've progressed from a society of farmers to a society of factory workers to a society of knowledge workers.  And now we're progressing yet again-to a society of creators and empathizers, of pattern recognizers and meaning makers."
   ~Daniel H. Pink, A Whole New Mind
2. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil.    When finished,  put the date under the drawing.
    
3. Preface this line art lesson with a student demonstration of types of lines on the board: such as straight, curved, spiral, broken, ORGANIC (a mark with length and direction that may form an irregular shape or one that may be found in nature), PATTERN (the repetition of anything-lines, shapes, or colors),  etc.  Kids love to use colored chalk and show what they know on the board! See the KinderArt site for lesson plan.  
   
   
   TIP:  You may add more shapes besides circles as in this lesson.  Add Primary and Secondary colors as well. Do not show works from the artists until AFTER students have created their own line art.
    
4. Admire each other's work!  Great job!  Who drew a PATTERN? What shapes did you make? Point to an EDGE of your paper. How many edges does your paper have? Name the primary color you used.  What about a secondary color?  Who can name ALL three primary colors?  Who can name all three secondary colors?
    
5. Look carefully at the LINE Art of  Klee, Kandinsky and Miro.  Compare the lines of the masters' art to the children's work.  Observe the similarities and differences. 
    
6. Staple or glue the work onto black construction paper. Write your name and grade on the lower right corner.
    
7. Clean Up:  put all markers away where directed.
    
8. Display the line art outside the art room for all to see!

Differentiation
Support: Explore the Interactive Tool to explore line. 
Extension: Explore the Line Project Idea and the Line Types site. 

Lesson 5:  Under the Sea Line Foil Relief (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.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  What makes a piece of artwork good?
Assessment: Kindergarten grading RUBRIC
Materials Needed:  sketchbook and pencil for drawing ritual, still-life objects, under water sea pictures of fish, coral, plants...etc. OR use another theme, 9x12 poster board, white glue
Vocabulary:  contour lines, patterns, relief, 3-D, sculpture, background, line artists Klee, Kandinsky, and Miro
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information. This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil.    When finished, put the date under the drawing.
    
2. Review various lines from the last lesson on a white board. Review pattern. The kids can come up to the board and show what they know!
    
3. Follow this Foil Relief Lesson Plan. This was used for first grade but can easily be used for kindergarten.
   TIP: Keep the CONTOUR LINE drawings SIMPLE with ONE main fish or thing in the center of the board.  Kids can add a sea floor and some other sea things, but the shapes should not be too small or the glue will smudge when applying on the small shapes.  Add interesting detail with white glue in the BACKGROUND area (the area BEHIND the objects) using lines and PATTERNS like dots, criss-cross marks, swirls...etc.
    
4. Ask questions from the last lesson:  who remembers the name of one of the artists from last class?  What was so unique about his art?   He used many LINES.  Did he use any patterns?...etc. The three artists were Klee, Kandinsky and Miro.  Here is the website for review if you desire: LINE Art of  Klee, Kandinsky and Miro
    
5. When the glue lines are complete, place the art in safe area to dry.
    
6. Clean Up:  Wipe the glue bottles with a wet paper towel and close it, put all materials away in the designated areas.
    
7. We will continue our Foil Relief next class.

Differentiation
Support: Keep the image SIMPLE.  Place ONE sea creature on center of board large enough to fill much of the space.  Make sure glue flows smoothly out of bottle. Continue to experiment with lines and patterns in the background with glue.  Use the Interactive Toolkit to explore line.

Extension:  

Lesson 6:  Under the Sea Line and Foil Relief (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.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  What makes a piece of artwork good?
Assessment: Kindergarten grading RUBRIC
Materials Needed:  sketchbook and pencil, still-life objects for drawing ritual, dried glue pictures from last class,  12"x14" pieces of heavy foil to cover the sea pictures, rubber cement, fine grade steel wool pads, India ink, brushes, water containers, paper towels, newspaper, Kandinsky, Miro, and Klee pictures
Vocabulary:  contour lines, patterns, relief, 3-D, sculpture, background, line artists Klee, Kandinsky, and Miro
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil.   When finished, put the date under the drawing.
    
2. Review types of lines and patterns. You can look at some of the children's work in the background area. You may also use works from Kandinsky, Miro, and Klee to find types of lines, shapes and patterns. Where is the background of your picture?
    
3. Pass out the sea pictures. Now that the glue is dry feel the raised areas where the glue has dried.  The cardboard is not flat or 2 Dimensional anymore but is now a SCULPTURE and 3 Dimensional.  Remember the sculptures we made out of recycled junk?  They were 3-D as well. This Under the Sea Sculpture is a special kind of sculpture that has a special name.  It is called a RELIEF sculpture because it is raised above the background.  It is rather low so we call this a Low Relief or Bas-Relief. Do you know what common thing we use every day that is a low relief?  A Coin!
    
4. Cover the tables with newspapers. Pass out water containers, brushes and India ink.
    
5. Continue the Lesson Plan.
    
6. Put your reliefs in safe place to dry for next time.

Differentiation
Support: Help student fold the foil over the cardboard neatly. Use the Interactive Toolkit to explore line.
Extension:  

Lesson 7:  Under the Sea Line and Foil Relief/Texture Rubbings (Part 3)
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.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  What makes a piece of artwork good?
Assessment: Kindergarten grading RUBRIC
Materials Needed:  sketchbook and pencil, still-life objects for drawing ritual, dried glue pictures from last class,  fine steel wool pads,  newspaper, 10x13 black poster board for mounting sea reliefs, 10x13 manila or white paper and crayons (with paper removed) for texture rubbing, glue stick, 11x14 black construction paper for mounting rubbings.
Vocabulary:  contour lines, patterns, relief, 3-D, sculpture, background, texture.
Activities:

1. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil.  .  When finished,  put the date under the drawing.
    
2. Review some types of lines and patterns. You may use works from Kandinsky, Miro, and Klee to find types of lines, shapes and patterns.
    
3. Pass out newspapers and steel wool.  Finish the Sea Line and Foil Relief Lesson.
    
4. Glue the back of the finished sea picture with white glue and press onto the black poster board.
    
5. Your teacher will write your name and grade on the lower right corner.
    
6. With time left over, students can create some texture rubbings of their reliefs using manila or white paper and crayons. Quickly review TEXTURE. Remember that texture is the "feel" of an object, it's smoothness, roughness, softness, etc. Sometimes textures are suggested by an artist to make an object look like it has a feel to it.  Use the SIDE of the crayons to rub on top of the paper placed on the foil relief.  Experiment with overlapping of colors with the crayons.  Remind the students of primary and secondary colors from the last unit with questions. Choose the best texture rubbing to mount onto the black construction paper using a glue stick (which will not bubble the paper like white glue). 
    
7. If there is time, add crayon detail to the black border of the texture rubbing using lines and patterns.
    
8. Display the Sea Reliefs and Texture rubbings side by side from each student outside art room for all to enjoy!

Differentiation
Support: Use the Interactive Toolkit to explore line.
Extension:You can try:  Line Sculptures in Paper Lessons.

Lesson 8:  Gustav Klimt Drawing
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.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  What makes a piece of artwork good?
Assessment: Kindergarten grading RUBRIC
Materials Needed: sketchbook, pencil, found object for drawing ritual, magazines, 9"x12" black construction paper, gold and silver paint markers, scissors, 12"x14" gold paper for mounting, glue stick
Vocabulary:  pattern, background,  Gustav Klimt
Activities

1. "In short, we've progressed from a society of farmers to a society of factory workers to a society of knowledge workers.  And now we're progressing yet again-to a society of creators and empathizers, of pattern recognizers and meaning makers."
   ~Daniel H. Pink, A Whole New Mind
2. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Only look down to reposition your pencil.    When finished,  put the date under the drawing.
    
3. The students have been forming patterns in many art lessons thus far.  You may have the children come up to the board and demonstrate some interesting patterns with colored chalk or white board markers to motivate them for this next pattern drawing.
   Here is the lesson: Gustave Klimt Drawing
    
4. Pass out magazines to look for people that can be cut out.
   TIP: Children should cut far around the edges of the head and arms first. Then they can begin to trim closer to the body parts without cutting directly on the edge.
    
5. Once the head and arms are cut out, glue the head and arms in various positions on the page; the head can be tilted,  the arms may be glued pointing upwards,  the black paper can be held horizontally and the figure can be reclining...
    
6. Children are to draw a border along the edges of the paper with a metallic marker. They may use a ruler if they'd like, or they may make a wavy border line instead.
    
7. Begin with one color marker and create patterns for the clothing. 
    
8. Where is the background? The background is the around your person. Children can then switch to another color like silver and draw some background patterns. Be creative!
    
9. When the kids are finished the background they may switch back to the first color to create patterns in the border area.  Write your name on the lower right corner of the page.
    
10. When finished the kids can look at the wonderful patterned art of Gustav Klimt. These paintings are appropriate for the children to view. TIP: Show the works of Klimt AFTER the children have completed the lesson to encourage individuality and not copying.

Differentiation
Support: The student can roughly cut out the person's head and arms from the magazine; stay away from the edges.  Then you can help trim closer to the body parts.
Here is a simple Pattern caterpillar lesson:  Caterpillar Art Lesson  These are pattern art designs that can be printed and filled in: Pattern Recognition Activities. 
There is an interactive Pattern Worksheets
Here are some simple Pattern Designs to be printed and colored in.    CHECK LINK
Extension:   Students can use many other metallic colored paint markers to create their patterns. 
                   Try these printable  Geometric Turkish Tiles and a Triangle Grid Worksheet
                   Students can create their own pattern designs in these simple to complex Snowflake Templates

Lesson 9:  Building Klimt Patterns (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.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  What makes a piece of artwork good?
Assessment: Kindergarten grading RUBRIC
Materials Needed:  sketchbook and pencil, found object for drawing ritual, 9x12 pre-painted gold construction paper for background, strips of  white, black, and gold construction paper, glue stick,  scissors
Vocabulary:  pattern, edge, contrast
Activities

1. "In short, we've progressed from a society of farmers to a society of factory workers to a society of knowledge workers.  And now we're progressing yet again-to a society of creators and empathizers, of pattern recognizers and meaning makers."
   ~Daniel H. Pink, A Whole New Mind
2. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil. When finished,  put the date under the drawing.
    
3. You have seen some of the work of Gustav Klimt in our last lesson.  Do you remember what some of his work looked like? Describe his art.  He used many patterns and shapes along with the color gold.  We are going to take a look at more of Klimt's art after we finish our next pattern project.
    
4. Use the KinderArt Klimt Lesson plan. This is a more complex lesson than the previous one involving cut papers as well.
   TIP:  Show the works of Klimt AFTER the children have completed the lesson to encourage individuality and not copying.
    
5. Pass out painted gold paper and strips of black, white, and metallic gold paper for the collage and glue sticks.  The kids need to write their names on the back of their paper.
    
6. The kids  may hold their papers horizontally or vertically. Begin the cutting and pasting of black and white squares and rectangles (working on gluing them in a straight line and occasionally inside of one another) according to your directions alongside the left edge of the paper.  What is an edge?  (The line or border at which the paper ends.)  Point to the left edge of your paper.
    
7. Finish cutting and gluing the squares and rectangles on top of each other. Does it make sense to glue a black square on top of a larger black rectangle?  Why not?  You wouldn't be able to tell the difference between the shapes because the colors are the same.  We need CONTRAST, or a big difference in colors so we can see the shapes better!  Make sure you are gluing a different color on top of the first color so you have CONTRAST between the shapes.
    
8. Write your name on the lower right hand corner of your paper.
    
9. Clean Up:  Save the long strips of paper and place them in the scrap box.  Throw away all tiny scraps from your table and under your chairs. Put away all other materials.
    
10. Next art class we will finish up with patterns and markers, and we will take a look at more art from Gustav Klimt.

Differentiation
Support: These are pattern art designs that can be printed and filled in: Pattern Recognition Activities. Here are  Pattern Worksheets
http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/5_Patterns/index.html Pattern animation Check LINK
Here are some simple pattern designs to be printed and colored in:  http://www.kinderplans.com/content.cfm?pageid=138  CHECK LINK
Extension:  Students can create their own pattern designs in these wonderful Snowflake Templates, and also printable Geometric Turkish Tiles and a Triangle Grid Worksheet to print out and color.
 

Lesson 10:  Building Klimt Patterns (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.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  What makes a piece of artwork good?
Assessment: Kindergarten grading RUBRIC
Materials Needed:  sketchbook and pencil, found object for drawing ritual, 9x12 pre-painted gold construction paper from last class,  glue stick, brown, black, purple, pink, and green markers, scissors, 11"x14" black construction paper for mounting, gold paint marker
Vocabulary:  pattern, edge, contrast
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly. Only look down to reposition your pencil.    Put a date in the sketchbook.
    
2. Complete the KinderArt Klimt Lesson plan.
   TIP:  Show the works of Klimt AFTER the children have completed the lesson.
   Glue the finished project onto the black construction paper. Write your name on the lower right hand corner of the picture using a gold paint marker.
    
3. Discuss the finished shapes and patterns in the pictures. The kids can look at the wonderful Patterned Art of Gustav Klimt. These paintings are appropriate for the children to view.
   TIP:  Show the works of Klimt AFTER the children have completed the lesson to encourage individuality and not copying.  Are there any similarities between your art and Klimt?  Can you point our some of Klimt's patterns?  Did you make any patterns?  Are any of your patterns similar to Klimt's patterns?  Did you use similar colors as Klimt?  What are they?
4. Display the artwork outside the art room for all the see and enjoy!

Differentiation
Support: These are pattern art design that can be printed and filled in: Pattern Recognition Activities.  Here are Pattern Worksheets.  http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/5_Patterns/index.html Pattern animation Check LINK

Students can create their own pattern designs in these wonderful Snowflake Templates, and also printable Geometric Turkish Tiles and a Triangle Grid Worksheet to print out and color.
Extension: Here is another Biography of Klimt and some images that can be enlarged. 

Lesson 11:  Paper Weaving with Patterns (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.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  What makes a piece of artwork good?
Assessment: Kindergarten grading RUBRIC
Materials Needed:   sketchbook, pencil, found object for drawing ritual, 9"x12" black construction paper, 9"x12" colored construction paper,  glue stick or white glue, rulers, scissors
Other materials MAY include:  precut aluminum foil strips, precut wallpaper strips (from discarded wallpaper books), precut thin fabrics and ribbons.
Vocabulary:  pattern, warp (loom), weft (the strips to weave through)
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information.  This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Only look down to reposition your pencil.    Put a date in the sketchbook.
    
2. Follow the instructions in the Paper Weaving Lesson. For this weaving, make sure children use paper strips alternating 2 colors to create a pattern. 
   TIP:  Do not cut lines in the black paper too thin.
   You may also use other materials to weave such as aluminum foil, thin fabrics, wallpaper strips.  Make sure kids create repeated patterns by placing assorted materials in order on the table first.
   Here is another idea:
   Use 12x18 black paper and fold lengthwise or widthwise. Begin on the fold and cut irregular cuts as in the lesson above.  Do not cut to the edge of the black paper.  Leave about an inch border. When weaving paper or fabrics through the warp, child may have some materials extend beyond the black edges, if desired, and some trimmed up to the edge.

Differentiation
Support: Help guide child when cutting the paper, or have paper already cut. Another idea is to have alternating strips of two colors stapled or glued onto a one inch frame on the top and    bottom of the warp to make a two colored loom.  It will be easier for the child to weave a strip of paper OVER the same color.
The child may also explore the Pattern Interactive Games. 
Extension: If child has mastered the idea and use of pattern, then he/she may use many different materials for the weft.  Make sure to repeat patterns. 
Here is a great variation to the paper weavings:  use assorted fabric strips only. 
Begin with a rectangular or square piece of cardboard as the base. Have 1/4" slits cut into  the top and bottom of the cardboard warp (about 1" apart.  The children can wind a long strand of fabric from behind the top left of the board through the top left slit, down to the 1st bottom slit, behind the cardboard and through 2nd bottom slit, over the front of the cardboard, up to and through the 2nd top slit, behind the cardboard, through the 3rd top slit, down over the cardboard, to and through the 3rd bottom slit, behind the cardboard and through the 4th bottom slit...When finished tie the two ends of the fabric together in the back. The children will need a helper for this step.
Then, the kids can alternate two colored or patterned strips of fabric (about 10" long) to weave through the warp.  Let the strips hang loosely off the sides, or trim some if desired.

Lesson 12:  Paper Weaving with Patterns (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.
Enduring Understanding:  People and cultures communicate through visual arts.
Essential Questions:  What makes a piece of artwork good?
Assessment: Kindergarten grading RUBRIC
Materials Needed:   sketchbook, pencil, found object for drawing ritual, 9"x12" black construction paper, 9"x12" colored construction paper,  glue stick or white glue, rulers, scissors
Other materials MAY include:  precut aluminum foil strips, precut wallpaper strips (from discarded wallpaper books), precut thin fabrics and ribbons. 
Vocabulary:  pattern, warp (loom), weft (strips to be woven through)
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information. This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Only look down to reposition your pencil.    Put a date in the sketchbook.
    
2. Continue the Paper Weaving Lesson. You may also use other materials to weave such as aluminum foil, thin fabrics, wallpaper strips.  Make sure kids create repeated patterns. Here is another idea:
   Use 12x18 black paper and fold lengthwise.  Cut irregular cuts as in lesson above.  When weaving paper or fabrics through cuts, child may have some material extend beyond black edges, if desired, and some trimmed up to the edge.
    
3. When paper and other materials are glued into place, kids may take oil pastels or gel pens to decorate on top of black construction paper, if desired.  Be sure to repeat small patterns and colors.

Differentiation
Support:  Explore the Pattern Interactive Games.
Extension: If the student has mastered the idea and use of pattern,  then he/she may use many different materials making sure to repeat patterns.

Here is a great variation to the paper weavings:  use assorted fabric strips only.  Begin with a rectangular or square piece of cardboard as the base (warp). Have 1/4" slits cut into  the top and bottom of the cardboard about 1" apart.  The children can wind a long strand of fabric from behind the top left of the board through the top left slit, down to the 1st bottom slit, behind the cardboard and through 2nd bottom slit, over the front of the cardboard, up to and through the 2nd top slit, behind the cardboard, through the 3rd top slit, down over the cardboard, to and through the 3rd bottom slit, behind the cardboard and through the 4th bottom slit...When finished tie the two ends of the fabric together in the back to complete the warp. The children will need a helper for this step.
Then, the kids can use two colored or patterned strips of fabric to alternate through the strips.  Let the strips (weft) hang loosely off the sides, or trim some if desired.

Lesson 13: Crayon Etchings with Lines and Patterns
Duration:  1-2 class period(s)
     
Enduring Understanding: 
Essential Questions:  
Assessment: Kindergarten grading RUBRIC
Materials Needed:   sketchbook, pencil, found object for drawing ritual, bristol or poster board, crayons, popsicle stick, paper clip or wood etching tool, larger paper for mounting finished etching
Vocabulary:  pattern
Activities

1. Drawing Ritual- Look at the Goshen Education Website for information. This is a 5 minute drawing in your sketchbook.  Choose an object and place it in front of you. Pretend an ant is sitting on it. First, draw the object  in the air. Use your finger to follow 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 the sketchbook. As your eyes follow the ant, your pencil follows your eye movements exactly.  Only look down to reposition your pencil.    Put a date in the sketchbook.
2. Follow this simple lesson: Crayon Etching.
3. Glue the wonderful crayon etching on larger bristol or poster board or paper to make a frame.
4. Display the etching outside the art room for all to see and enjoy!

Differentiation
Support: 
Extension: