First graders are starting their new year by learning about line(s).
Line: a dot on a walk, a continuous mark, or the path of a moving point
Lines: straight, thick, thin, curved, wavy, zig-zag, dotted, dashed
We started out the lesson with a card matching game. Students worked together at their table to match the correct line to it’s name. This was a pre-assessment, or way to gauge student knowledge of different types of line. The students actively participated and worked well together. The only issue I ran into was my observation of their group work. I was so busy getting the seating chart made that I didn’t pay enough attention to individual work. The majority of cards were matched correctly at each table, but I failed to I observe the conversations that took place during the group work.
After the matching game, I brought students to the floor in order to get a closer look at two paintings. I had the students compare and contrast the lines in a Kandinsky painting and a Paul Klee painting. The students were very intrigued by the different types of lines.
Finally, in the next lesson I did a demonstration on drawing different types of line with a crayon. I demonstrated different ways to hold or mark with your crayon depending on the type of line. Students were given the opportunity to practice making these lines. Then, when they made all the different types of lines we had talked about I gave them the option of creating or inventing new types of lines. They had a lot of fun with this! I could hear students telling each other what kinds of lines they “invented”!
Some of them claimed to have invented the swirly line….(hah!)
Our next lesson was about using the paint brush. Of course students mostly focused on the fact they got to “paint today!”, but I really emphasized the responsibility of using a brush and using it like a real artist does. I also tried to keep them thinking about the difference between drawing lines and painting lines. Some students said it was easier painting lines because you could use the tip of the brush to paint a thin line. Then, other students thought it was more difficult using a brush. They felt they had less control.
I was very happy about their discussion!
I also reviewed color mixing with them. We discussed which primary colors make certain secondary colors. They were very knowledgeable and were able to jump right into mixing the colors!
Finally, for the last lesson we once again compared the Kandinsky and Klee painting. However, instead of discussing the differences I asked the students to tell me what similarities they saw. They instantly recognized how both paintings had many different colors in them. Therefore, I described how we were going to combine our knowledge of lines with color, by filling the negative space between our lines with many different colors.