Lesson #2 - Drawing Movement
Objective
The student will associate moods and feelings with implied motion in artworks.
TSW create drawings using lines to show motion.
Focus Element - line
Focus Principle - movement
Standards
(AP) Artistic Perception - Identify the elements of visual art. (1.1, 1.3)
(CE) Creative Expression - Create original works of art. (2.2)
(HCC) Historical and Cultural Context - Understand the place of art in history and
multicultural studies. (3.1, 3.2)
(AV) Aesthetic Valuing- Analyze one's own and others' artwork. (4.1, 4.3, 4.4)
(CRA) Connections, Relations, Applications - Make connections among the art
forms.
Integrate art into other curriculum areas. (5.1)
Open Court Themes
Sharing Stories
Kindness
Look Again
Fossils
Courage
Our Country and Its People
Concept
Lines can create the feeling of motion.
Vocabulary
line
movement
motion
Resources
*ADVENTURES IN ART: pp. 10&11 *Lesson inspired by this text.
ART CONNECTIONS: pp. 20&21
ART EXPRESS: pp. 18&19
PORTFOLIOS: pp. 70&71
Art example:
Grus, Dan Christensen
Energy Fields, Tonita Montoya
Materials
 crayons
 sentence strips OR paper used for calculators, lengths about 3" x 24", 2
per child
Second Grade, Lesson #2
DIRECTED LESSON
Get Set
Review the kinds of lines covered in the previous lesson. Have a volunteer
pantomime motions, such as a person skipping, a rocket soaring, a bird darting,
or a worm creeping. Have another volunteer draw lines on the chalkboard
showing the path of movement of the object in motion. Provide the first model by
watching the child who skips and then drawing dashes (_ -_ -_-_) on the board
to illustrate the movement. Explain that lines in artwork can suggest many kinds
of motion.
Focus
Show Grus and Energy Fields. Have children make arm and hand gestures that
echo the lines in the artworks. Call on children to describe the line qualities and
suggest feelings or moods that are suggested by the movements. Chart feeling
and mood words for each piece of artwork. Use the phrase, "The lines make me
feel..."Discuss the kind of motion shown in each artwork and the types of lines
used by the artist (thick, thin, curved, zig-zag).
Develop
1. Explain that children will fold over a square at one end of the strip of
paper. On the square, they will draw an object or animal that moves.
Students should keep their drawings secret and turn their papers over as
soon as they are done.
2. Next, the children will draw lines on the other side of the paper that show
the path of movement of the object or the creature. Draw a simple
example on the board. Have children brainstorm more examples (a snake
slithering, a snail creeping, a duck waddling).
3. Have children draw a different kind of animal or object on each of the two
papers. Remind them to draw lines that suggest how their subject moves.
Evaluation
Ask a volunteer to hold up a strip of paper so that the class cannot see their
folded back square, only the lines. Ask students to pantomime the motion in the
lines while others try to guess the object that was drawn. (If no one guesses
correctly, you may have students give a hint, such as the first letter of the animal
or object's name.)
Summary
Artists use line to imply movement in artwork.
Journal writing prompt
Identify the subject of your drawing, and the kind of movement it makes. What
kinds of lines did you use to show the movement?
Extensions
 DANCE - Have children relate terms for movement in dance to terms that
describe actual or implied motion in the visual arts.
 HIST/SOC SCI - Have each child draw a map that shows a path of
movement from his or her seat to a location in the classroom (flag, closet,
library corner, etc.)
 READING - Read Plane Song, Diane Siebert.
 READING - Read the poem, Jump or Jiggle , by Evelyn Beyer. Chart the
kind of motion made by each animal in the poem. Draw lines to illustrate
the movement.
Assessment
(AP) I can identify kinds of lines in works of art and y environment.
(CE) I can use lines to show movement.
(AV) I can talk about lines that show movement.
(CRA) I can identify mood suggested by lines in an artwork.