Lesson Objectives By the end of the lesson
Lesson Objectives By the end of the lesson you should all be able to: • Demonstrate an understanding of the visual elements from previous learning. • Develop the ability to differentiate and categorise types of line. • Begin to apply knowledge of line through sketchbook practice
What is Line? Can anyone remember from their visual elements table from last lesson? (No looking in your books yet!)
“A line is a dot that went for a walk. ” Paul Klee - artist Paul Klee, ‘Temples by the water’ - 1972 Task (2 mins) On your tables discuss what you think each of these 6 types of line are called. Are there any you can think of that are not included below? Straight Dotted Dashed Wavy Curved Zig zag
Reference Image A visual which an artist looks to for information and inspiration. For example I have used this picture of a leaf to gain information to help me to accurately draw it using lines. What type of line is this? Outline An outline shows the essential features of something but not the detail.
Looking at my reference image what type of lines do I need to add to my outline now to make it more detailed?
Stick title here In this section of your page copy across the 18 types of line from the example I’ve given you into your sketchbooks. Don’t over think it and have fun – it doesn’t matter if it doesn’t look exactly like mine! If it still matches its description that’s all that matters.
If you finish your 18 line examples super quickly… Extension task 1 Create your own version of the title using as many of your lines as possible. “A line is a dot that went for a walk. ” Paul Klee - artist Paul Klee, ‘Temples by the water’ - 1972 Extension task 2 In the empty spaces surrounding your line examples take some dots for a walk around your page.
What your page might look like! Did you think of any other lines not on the sheet? How could the lines be combined together? Where are you likely to see each type of line?
Playing with our lines… If you have finished all 18 line examples and both extension tasks. You can have a go at filling a leaf outline with as many lines as possible from your line example page. If you don’t want to have a go at drawing your own outline I have printed some out for you that you can stick in your books next to your line page.
Time for You are all back at home talking to me remotely on a zoom call. Your camera has suddenly stopped working though which means that I now can’t see any of the fantastic work you’ve just done in your books. For the next 3 minutes do the following: • Discuss on your tables how you would go about describing one type of the different lines you’ve drawn to me. (1 minute) • After that look closely at your work decide together one thing each of you has done well and one thing you think could be improved. How could you show me this without me being able to see your work? (2 minutes) Be prepared to share it with the rest of the class.
Prep for next lesson 1) We’re looking at tone next so familiarise yourself with its definition. Write it in your own words if it helps you to remember. 2) Find and print: an example of tone on an object. Write down on the same piece of paper how you think the addition of tone changes how the object appears. Does it look 2 D or 3 D? Does where the light hits the shape change its tone? Does it look like a solid object or a flat shape?
When searching for images online use terms such as: • Tonal Drawings • Tonal Artwork • Shading Objects • Object Tonal Art • Shading Shapes
Example: For this image I would write that: • The light source seems to be from the front left of the pear. • The way in which the tone was added to the shape shows the contours of the pear. • It looks like a solid 3 D object, despite it being 2 D and drawn onto paper. Wednesday 7 th October
- Slides: 14