Kindergarten Element of Line line, pattern Objective The student will understand how different materials create different line qualities. The student will listen to and follow several verbal instructions which guide them in creating different line qualities. Ask your teacher to read Harold and the Purple Crayon to the students sometime before your lesson. Materials –Book - Harold and the Purple Crayon by Crockett Johnson. –White paper 12x18 –No. 2 pencil (sharpened) –eraser (white) –Crayons, thick color markers, color pencils –18” rulers Set Ups –Before class, Class Periods - 1 ★ Make sure the students put their name and date on every project!

Paul Klee contour line drawing of himself

Procedure (print this page and the next two pages to teach from) Step 1: (slide 2) Talk about the Elements of Art - they are the building blocks to create a work of art. Just like you need the ABC’s to create words. You need DO, RE, ME, etc. to create music. The element we will work on today is LINE. LINE is a mark that is longer than it is wide. They can be horizontal (laying down), vertical (standing up), diagonal (slanted), straight or curved, thick or thin. (Demonstrate these on the board as you name them.) Dots or dashes in a row can make a line. Step 2: While showing slide 3, 4 and 5, talk about how a Contour drawing is a line drawing that defines the outer surface edges of a person or object. There is no shading (dimension.) Step 3: Show slide 4 (Paul Klee’s drawing) Paul Klee (who is a famous artist) said that “...a line is a dot going for a walk” (Slide 6) Recall the story of Harold and the Purple Crayon. Talk about how Harold had a wonderful imaginative stroll with his purple crayon as he drew his adventures.. Step 4: Encourage the class to recall all of the things Harold drew (i.e. the forest with one tree, the dragon, the ocean, the picnic, etc.) Today we will take dots for walks to create many types of lines and line qualities. While we won’t be drawing off any grand adventures, we will learn to see how different materials (markers, crayons, pencils) affect the quality of the lines we draw.

Step 5: (slide 7) Paper should be horizontal - names on back. Have the students draw three descriptive lines horizontally across the paper, using a different drawing material each time. (Show the examples of different types of lines) Towards the top - draw a zigzag line with a crayon In the middle - draw a wavy line with a thick marker Towards the bottom - draw a dotted line or a straight line with a pencil. Step 6: Point out how the quality of the line changes with each drawing material. (slide 8) Trace around each of the lines, top and bottom, using a different drawing material or a different color to fill the page with colorful lines. Encourage them to change the Shape and width of each line. Ex. - thick crayon line and thin crayon lines. Use the angled side of the marker to get a very thick line. Many of the children will want to call their work finished before the entire page is filled. Encourage them to keep on until the entire page is filled with a variety of lines. Conclusion: Review the definition of a line, a dot going for a walk. Encourage the children to notice how the lines are different from one another. Especially the lines that are the same shape but that are drawn with different materials.

vocabulary Elements of Art - they are the building blocks to create a work of art (posters hanging up in the classroom) line - a mark that is longer than it is wide pattern - the repetition of anything contour line - a line that represents (shows) the inside and outside (interior and exterior) surface shapes of an object horizontal - laying down vertical - standing upright