Expressive line composition
Activity:
Students will create expressive line compositions that show different emotions
and movements by using various types of lines with black glue. After the black
glue lines are dried, students will apply colors that represent their emotions
with chalk pastel. Wassily Kandinsky will be introduced to the students as
inspiration.
Age: Grade 1
Materials:
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12 x 18 white drawing paper
Pencils
Black glue (white glue mixed with black tempera powder)
Power-point presentation
Chalk pastel
Objectives:
Students will:
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Be able to identify various types of lines in artwork.
Be able to discuss how the artists use lines in their artwork.
Explore how the lines are integrated into the emotions and movements.
Gain basic skills in using chalk pastel and black glue.
EAGLES:
1. Empowered to…take risks, to imagine and to innovate
2. Adaptable…problem solvers, negotiators and collaborators
3. Global minded citizen who…embrace diversity with compassion,
empathy, and acceptance of others; respect and support family and
community
4. Literate individuals who…communicate articulately through reading,
writing, speaking, listening, and artistic expression; can analyze
information to create new knowledge and develop understandings
5. Ethical human beings who…demonstrate integrity and honesty to
themselves and others in words and actions
6. Skilled inquirers who…apply content knowledge and skills to authentic
situations
Procedure:
1. Powerpoint presentation
Show the students the powerpoint presentation of Wasily Kandinsky.
Discuss the following questions:
 What colors and lines do you see in the picture?
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How do those colors and lines make you feel when you look at
the picture?
When you want to express being happy, what kind of lines and colors
would you use?
When you want to express being sad, what kind of lines and colors
would you use?
2. Line drawing with black glue
To clarify and emphasize the expressive qualities of Kandinsky’s lines, put
up a large piece of paper that the class can see, as they look at the
Kandinsky painting. Discuss with the students what kind of lines they can
identify in Kandinsky’s painting (zigzag, wavy, thin, thick, etc.) The teacher
will reproduce the lines on the big piece of paper to list the various types of
expressive lines.
Each student will use pencil to draw lines on their piece of paper. This will
be a guideline for them to go over with black glue. They should think about
what kind of emotions they want to express. When they go over the pencil
lines with black glue, the students should be given the flexibility to stray
from the pencil lines. It is fine if they don’t follow the pencil lines perfectly
with glue. There is a lot of opportunity for “happy accidents.”
2. Coloring
The teacher should show a demonstration of using chalk pastels. After
coloring in a shape with pastel, you can spread the color with fingers. You
can also blend coolers with chalk pastels.
The students can use warm or cool colors for their composition, or use
both.
3. Fixative
After the artwork is colored in, the teaching assistant will spray fixative or
hairspray on top of the artwork.
Vocabulary
Line, movement, emotions, warm and cool colors, mixing colors
Curriculum standards
Standard 1: Practicing and applying media, techniques, and processes.
Standard 2: Using knowledge of structures and functions
Assessment:
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Did the student show his/her ability to identify lines and colors in
artwork?
Did the student successfully use variety of lines to show movement in
his/her picture?
Did the student successfully use colors to express their feelings?
Did the student work to the fullest of their ability?
Rubric
1-Area
Concern
of 2-Progressing
3-Meeting
Expectations
4-Meeting
Expectations with
Excellence
Student sometimes
demonstrates
beginning skills in
the use of basic tools
and art-making
processes
_______________
Student demonstrates
beginning skills in the
use of basic tools and
art-making processes
Student always
demonstrates
beginning skills in
the use of basic tools
and art-making
processes
_______________
Example:
Student is unable to
properly use materials
(pencil, black glue,
pastels) to create a
line composition.
Example:
Student is sometimes
able to properly use
materials (pencil,
black glue, pastels) to
create a line
composition..
Example:
Student is able to
properly use materials
(pencil, black glue,
pastels) to create a line
composition.
Example:
Student always shows
proper and creative
use of materials
(pencil, black glue,
pastels) to create a
line composition.
Student does not
work cooperatively in
a classroom setting
_________________
Student sometimes
works cooperatively
in a classroom setting
_________________
Student works
cooperatively in a
classroom setting
__________________
Student often times
works cooperatively
in a classroom setting
________________
Example:
Student is unable to
focus on their work.
Example:
Student is sometimes
able to focus on their
work.
Example:
Student is able to
focus on their work.
Example:
Student is always
able to focus on their
work.
Student does not
demonstrate simple
understanding of
various visual
structures and
function.
_________________
Student sometimes
demonstrate simple
understanding of
various visual
structures and
function.
_________________
Student demonstrates
simple understanding
of various visual
structures and
function.
__________________
Student often times
demonstrates simple
understanding of
various visual
structures and
function.
_________________
Student does not
demonstrate
beginning skills in the
use of basic tools and
art-making processes
_________________
________________
Example:
Student is unable to
create a variety of
lines
in
his/her
artwork.
Example:
Example:
Student is able to
Student sometimes is create a variety of
able to create a lines
in
his/her
variety of lines in artwork.
his/her artwork.
Student does not
use visual structures
and functions of art
to communicate
personal feelings
and experiences.
________________
_
Student does not
use visual
structures and
functions of art to
communicate
personal feelings
and experiences.
________________
_
Student does not use
visual structures and
functions of art to
communicate
personal feelings
and experiences.
________________
__
Example:
Student did not
have interest in
using lines and
colors to show
emotions and
expressiveness in
the line
composition.
Example:
Example:
Student had interest
Student sometimes in using lines and
had interest in using colors to show
lines and colors to
emotions and
show emotions and expressiveness in the
expressiveness in
line composition.
the line
composition.
Example:
Student is excellent
to create a variety of
lines
in
his/her
artwork.
.
Student does not
use visual
structures and
functions of art to
communicate
personal feelings
and experiences.
________________
_
Example:
Student was always
interested and
engaged in his/her
use of lines and
colors to show
emotions and
expressiveness in
the line
composition.