PROJECT: LINES AND PATTERNS

TEACHER: MICHELLE MORVANT

SCHOOL: THIBODAUX ELEMENTARY SCHOOL

CONTENT: Math

GRADE LEVELS: Kindergarten

OBJECTIVES:
The student should be able to:

 •The learner will extend and create a wide variety of patterns. (Synthesis)

• Recognize, copy, name, create, and extend repeating patterns using concrete objects, shapes, numbers and sounds.

• Recognizing, creating and extending the use of patterns, relations and functions in other strands and in real life situations.

• Interpret and explain the elements of curvilinear and rectilinear lines through various works of art.  (Evaluation)

• Use art vocabulary and the elements and principles of design to convey the language of art.

• View works of art and express observations about how the elements and principles of design are used in the works.

TIME: 60 minutes

MATERIALS
Visual Art Works
PowerPoint on Rectilinear and Curvilinear Lines
Rectilinear Handout
Curvilinear Handout
Markers
Scissors
Construction Paper
Colored Pencils
Crayons
Rectilinear and Curvilinear Sign Visual
Labeling Paper
Wallpaper Samples
Checklist

INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will show the first slide of the PowerPoint which displays a dot, and a combination of intersecting lines.  The teacher will begin a discussion with the students about the elements of art to include line using visuals as works of art.   The teacher will ask the students to describe what they see.   She will emphasize terminology when discussing a piece of art, such as color, direction and descriptive words. 

ACTIVITY:
Teaching/Modeling: The teacher will lead a discussion with the students about lines to include:
What is a line?  How do lines begin? Are lines thick?
Are lines thin? Do lines have to be straight?
Do lines have to be curvy? Together they will explore and develop the concepts of each.

The teacher and the learner will view and discuss a PowerPoint on Lines to include rectilinear and curvilinear examples.

Guided Practice: The learner will identify both the rectilinear and curvilinear line on the handout. They will then trace both the rectilinear and curvilinear line using markers. They will then cut on the line in the rectilinear or curvilinear fashion. The teacher and the learner will identify wallpaper as having either a rectilinear or curvilinear pattern. The learner will then use these sample squares to make simple abab, aab, or aabb patterns. The teacher and learner will view and discuss elements in a PowerPoint of abstract art to identify both rectilinear and curvilinear lines in each example.

Independent Practice: The learner will draw a page of each different type of line on a white page mounted on construction paper using color pencils, crayons, and markers. The learner will label each page as a rectilinear and curvilinear project. 

Closure: The projects will then be collected and the learner will develop rectilinear and curvilinear abab, aab, or aabb patterns using the independent practice project.

EVALUATION/ASSESSMENT:
The teacher will assess students’ performance and comprehension of terms of objectives 1 and 2 through observation, questioning, and redirection throughout the lesson.  The teacher will observe and record observations throughout each lesson with pictures, anecdotal notes and a checklist.

ART CONTENT/CONCEPTS:
In addition to the designated curriculum area, this lesson plan incorporates the following content area:
ELA-4-E1 (GLE35)  Imitate and sustain normal conversation on a specific topic with the teacher.
ELA-4-E2 (GLE35)  Give and follow one and two step verbal and nonverbal directions without interrupting.
ELA-2-E3 (GLE 23)  Create simple test using prior knowledge by writing developmental spelling through the use of classroom resources such as word walls, teachers, and peers to support the writing process.

COMPREHENSIVE CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Benchmarks/GLE(s):
P-1-E:  Recognize copy, name, create, and extend repeating patterns using concrete objects, shapes, numbers and sounds.

P-3-E:  recognizing, creating and extending the use of patterns, relations and functions in other strands and in real life situations

VA-CE-E3:  Use art vocabulary and the elements and principles of design to convey the language of art.

VA-CA-E1:  View works of art and express observations about how the elements and principles of design are used in the works

P-1-E:  Recognize, copy, name, create, and extend repeating patterns using concrete objects, shapes, numbers and sounds.

P-3-E:  Recognizing, creating and extending the use of patterns, relations and functions in other strands and in real life situations.

The learner will interpret and explain the elements of curvilinear and rectilinear lines through various works of art.  (Evaluation)

MODIFICATIONS | ACCOMODATIONS:
Developmentally delayed children will receive additional assistance from peers or teacher in identifying the rectilinear and curvilinear lines. Advance learners may be asked to develop more complex patterns using both rectilinear and curvilinear lines. Culturally diverse Learners will be asked to identify both curvilinear and rectilinear lines speaking their native language. 

TEACHER'S REFLECTION:
Through class discussions and student performance there was an increase in skill attainment.  The checklist shows that before material was presented all the students were able to draw a line but they were unable to express if they were rectilinear of curvilinear types of lines.   After lesson presentation 80 % of the children were able to identify and express both types of lines discussed.  This shows a growth of 80 %.

Student performance was also measured with pattern creation.  60 % of the children were able to extend patterns and 40 % of the children were able to create patterns.  After lesson presentation, 100 % of the children were able to extend patterns and 95 % of the children were able to create patterns.  This shows a growth of 55 % in creating patterns. 

Student involvement and teacher direction increased the planned time from 60 minutes to 180 minutes to complete all activities.  The lesson went as planned but because the lesson was only 60 minutes there was definitely a need to extend the lesson into a unit.  This was evident through student interest and excitement.  Time on task was also an issue.  Many students remained on task and needed minimal redirection. 

This lesson could also be extended to the component of English -Language Arts with handwriting.  Children need to be aware of types of lines when doing formal handwriting and this would be a great way to begin before introducing letter formation.  The children would be able to identify straight or curved letters and writing formation would follow.

This lesson would also be great by extending it to beyond the classroom.  A partnership with the local high school art club could be established to share and exhibit their work by expressing to the younger children the interest and value of understanding art.  By sharing projects and discussing their projects, the older students would be serving in the teaching capacity as well.  A field trip could culminate the partnership by visiting a museum together.  This would be beneficial to both groups of children.

RESOURCES:
Louisiana Department of Education (2004).  Grade-Level Expectations (GLE) handbook Mathematics.  Baton Rouge, LA: Division of Student Standards and Assessments.

Arts Education State and National Content and Achievement Standards (2006).  Lafourche Parish School Board.  Thibodaux, LA.  August 2006.

Elements of Visual Arts Lesson Plan   http:/www.carearts.org/lessons/elements_of_visual_art.html

PowerPoint was developed through a Google images search using target subjects to include visual arts, abstract, line, rectilinear and curvilinear.
 
PowerPoint was developed through a Google images search using targets of artists such as Janet Sobel, John Sennhauser, Charles Arnoldi, Konrad Cramer, and Claudia Fernandez.

TO DOWNLOAD PRE-POST TEST FOR THIS LESSON, PLEASE CLICK HERE

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