Title: Various Lines and Colours
This art lesson will require two 40-minute days to complete. It is intended for grade 1 students, and was used in a diverse classroom of 26 students; four of these students were English learners of a second language. Students will incorporate lines, shapes and colours to create a mandala, which is a mural. Students will be introduced to different kinds of lines such as broken, jagged, curved, and straight. By producing these lines on a circle, they will form various shapes. The students will use crayons to fill in the shapes and emphasize the lines. At the end of the activity, students will be asked to reflect orally on one or two things that they learned using vocabulary from the lesson, and write one or two sentences in their journal.
Visual Arts Grade 1
- use correct vocabulary and the elements of design (colour, line, shape) in appropriate ways for this grade
- describe different kinds of lines (ie. jagged, broken, straight, and curved)
Language Grade 1
- (writing): communicate ideas (thoughts, feelings, experiences) for specific purposes
- write simple but complete sentences using proper punctuation (i.e., periods)
- use words from their oral vocabulary as well as less familiar words from class displayed word lists
- (oral and visual communication): communicate messages, and follow basic instructions and directions
- listen and react to stories and recount personal experiences
- use linking words such as and, then, and but to connect ideas in speech
- present ideas in speech in a coherent sequence
- listen to and comment positively on the contributions of others in group and class discussions
- whole class during carpet discussions (day 1 and 2)
- individual work at desks (day 1 and 2)
- day 1: carpet/desks
- day 2: carpet/desks/carpet/desks
a) The teacher will bring students to the carpet and have a group discussion about what students know regarding lines.
b) Teacher will show students some flashcards for each type of line to see and discuss. The teacher will have students trace the lines with their fingers and will ask insightful questions such as, “What are the names of these lines?”
c) While facilitating group discussion, teacher will invite students to name and draw as many kinds of lines as they can think of on the flip chart. Students will also be invited to draw other objects depicted in the room that portray characteristics of lines.
d) Teacher will now use line flashcards to build the students visual and verbal vocabularies. Teacher will show the line flashcards with the names and have the students name them as a group. In addition, teacher will show the students the unlabelled side of the line flashcards and have them name them individually.
e) An activity will be given to the students to practice what has been discussed. To accommodate ESL students a modified activity sheet will be provided. The students will now go back to their desk and complete the activity sheet.
f) The teacher will assess the activity sheet.
g) The following day, on the carpet the teacher will do a quick review (orally and visually) on the different kinds of lines with the whole class.
h) The teacher will model how to draw four different kinds of lines, using crayons on the whole circle for the students to observe. In addition, the teacher will show the students how to fill in the shapes and emphasize the lines, using crayons.
i) Supplies will already be on the students’ desks.
j) Students will go back to their desks and start the activity.
k) When students are done, they will display their mandalas on their desks. As a class, have a walk around the room and observe the different mandalas and prepare to tell something interesting about them.
l) Students will come to the carpet again, and will orally reflect on one or two things about the activity.
m) As a class, discuss what students learned (develop a list of descriptors). The teacher will record this information on the flip chart paper.
n) Students will now incorporate art vocabulary and language by writing outcome sentences about what they learned from this activity into their journals.
o) Students go back to their desk and begin their journals.
- teacher assesses worksheets, mandalas, oral discussions and journals
- pair up stronger students to help lower level students (buddy/peer support)
- ESL "buddies" speaking the same language or pairing up with a native English speaker to assist (partnering)
- ability grouping
- provide more time and extra clarification if needed
- visuals (concrete/hands on materials)
- monitoring noise level
- adapting handouts by providing examples
- modeling how to colour
- note taking assistance
- working with students individually or small groups
- gesture cues/visual cueing
- large size font
- processing time allowed
- line flashcards
- flip chart
- markers (teacher)
- background music during activity (if class is working quietly)
- activity sheet
- model of a mandala
- line vocabulary: to be used with the students during lesson (for teacher)
Submitted by: Vittoria La Neve & Hun-Sun Ng