Goal-directed Instructional Design Plan - Line and Movement in Visual Art (4th
Grade)
Author - Brian Walker
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Problem or need – The goal that will be addressed in this lesson will be to show students
how certain kinds of line (an art element) can create the appearance of movement (an
art principle) in a work of art.
Real-world performance – Artists who are equipped with the knowledge of the elements
and principles of art/design are able to create works of art that are likely to be better
received/interpreted by someone viewing their art. This knowledge will also assist artists
in discussing their with other artists and the art viewing public. It should be noted that
line is only one of the 7 art elements and movement is only one of the 9 art principles.
Other goal directed instructional lesson plans addressing knowledge of the other elements
and principles would more than likely have the same or a similar real world performance
statement.
Instructional objectives
a. Identify different lines that do and don’t create the appearance of action/movement
in a work of art.
b. Create a non-objective (abstract) water color painting that uses lines to create the
appearance of movement in a work.
A set of essential content –
a. Movement (Art Principle): The appearance of action in a work of art and/or the
path that a viewer’s eye travels on throughout a work of art.
b. Line (Art Element): The path of a moving point. When explaining this one to
elementary aged students I indicate to them that the “point” could be the tip of a
pencil, crayon, marker or paint brush and a line is what happens when you move that
painting/drawing tool across a sheet of paper. Lines can be described in terms of their
quality or their direction.
- Line qualities: thick, thin, long, short, light, dark, solid, broken, colored,
straight, curved, “zig-zag”, “wiggley” etc.
- Line directions: vertical, horizontal, diagonal.
- Line and Movement: Lines that are curved, diagonal, “zig-zag” and “wiggley”
tend to suggest movement in a work of art. Vertical and horizontal lines tend not
to suggest movement.
c. Non-Objective/Abstract Art: Art that has no visual reference or minimized visual
reference to things in the real world.
Michigan State University, Educational Technology Programs
http://edutech.msu.edu
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An evaluation consisting of a test or observation –
a. Students will view a series of works of art, identify what kinds of lines are used within
them and determine to what extent the work of art creates the appearance of action/
movement. The works of art will be presented to the class in a Power Point presentation.
b. Students will create a non-objective/abstract watercolor painting based on the work of
Wassilly Kandinsky that uses line to show the appearance of action/movement.
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Methods to help participants learn –
a. Power Point presentation (Line and Movement): This presentation, which will be
presented in front of the entire class at the beginning of the period, will contain images of
some famous, and perhaps not so famous, works of art by different artists that either do
or don’t create the appearance of movement using line. This presentation will also contain
examples of water color paintings created by former students who participated in this
same lesson during previous school years to help show the current students the kind of
water color painting they’re being asked to create.
b. Water color demonstration: Though most students in this class have been students
of mine for a few years up to this point and have used water color paints in my classroom
before, it is worthwhile to review a few things about the proper use of this painting
medium. This demonstration is also beneficial for any students who are new to my
classroom and may not have the same knowledge of the medium that their classmates
have.
c. Hands-on art creation: The students will follow the steps I demonstrated for them
and create their own non-objective water color painting. This portion of the lesson will
continue in following class periods until the work is completed (2-3 sessions). As the
students work I’ll monitor their progress as I move about the classroom offering input and
suggestions when needed.
Michigan State University, Educational Technology Programs
http://edutech.msu.edu
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Motivation:
○ Meaningfulness – The exploration of the content and activities in this lesson will
have some short term as well as long term benefits. The ability to more fully
understand, discuss and apply the elements and principles of art will have benefits
for them at there current stage of development as artists as well as at any further
stage they may reach beyond their current classroom. Even if a student doesn’t
pursue a career as a fine artist, the knowledge they acquire here will help them
understand and appreciate the art they encounter in their lifetime and therefore, in
a small way, have a richer, more exciting life experience.
○ Pleasant consequences – Completed paintings from this lesson will be displayed
in the hallways of the school building. Select pieces will possibly be exhibited in
the school districts K-12 Festival of the Arts which occurs every school year in
the month of May. Such displays of student work tend to inspire and motivate
students since they generally perceived this as a gesture of confidence in their
abilities to create good works of art in class.
○ Novelty – The use of Power Point to show samples of art work in the elementary art
room can be quite a novelty. When it is presented to an entire class with the use
of a projector and a screen, the art work gets a little bit of an extra “wow” factor.
With the work projected large onto a screen in a darkened room, the students
ability to not only see the work but focus on it significantly improves. Looking at
art samples with the aid of posters and prints displayed on a bulletin board are
not without their merit. Students can still learn from them and, in the event of a
technology failure, can help the teacher proceed with the lesson plan as intended.
Socialization - As with most lessons in the art classroom, students are encouraged to
talk to their classmates about the assignments that they are engaged in. Opportunities to
do this are numerous during any given class session.
Audience –
○ Age - 9-10 years (Fourth Grade)
○ Skill level - (see prerequisite knowledge below)
○ Prerequisite knowledge - The majority of students who will be participating in this
lesson will have been enrolled in this school since they were in kindergarten or first
grade. Because of this, they will have been art students in my classroom during all
that time. They already should have a solid understanding of what the elements of
art are since that content is introduced during the earlier grade levels. They should
also have a good working knowledge of how to use water color paints (How to hold
the paint brush, manage a palette, mix colors, dilute paint with water, clean up
spills, etc.).
Technology Needs –
1. Laptop computer with the Power Point presentation loaded.
2. Media projector
3. Extension cords and connection cables/adaptors
4. Movie screen
Michigan State University, Educational Technology Programs
http://edutech.msu.edu