TOPIC: Line Drawing Landscapes

Date: Friday November 21, 2014

Subject: Art 3/4

Intentions/Objectives/Outcomes:
Assessment:
Grade 3/4 Art:
Formative comments during the art process
(Component 10(iii).A.10-Use simple methods to
Assessment of learning on a rubric
indicate depth or perspective; e.g., increase details
in the foreground, use lighter tones or values in the
background, large objects in foreground.
(Component 10(iii).A.2Use drawing tools to make
a variety of lines extending beyond Level One into
character and directionpassive, vertical,
horizontal, diagonal, parallel
(Component 10(i)Purpose 1.ADetails, patterns or
textures can be added to two-dimensional works.
(Perspective, warm and cool color families, line
movement and variety, landscapes)
Social Studies 4:
4.1.2.2 What are the major geographical and natural
vegetation regions, landforms and bodies of water in
Alberta (e.g., prairie region, forests, rivers, hoodoos,
Rocky Mountains, oil sands)? (LPP)
4.1.3.2 What geographical features make Alberta unique
(e.g., hoodoos, Rocky Mountains, foothills, oil sands)?
(LPP, ER)
Time(~
Teaching Points
Notes
1h)

Anticipatory Set:
(~3min) -Show pictures of the regions of Alberta students have explored so far (Rockies,
Foothills, Grassland), having students take note of the landscapes and their defining
features.
(~3min) Learning Activities:
(~6min) -Show examples of art project (see link) on the SMARTboard.
Instruction:
-Point out and discuss features like:
line spacing (horizontal, vertical, and diagonal)closer together is better than
further apart; whole page is filled.
layering (foreground and background)suggest students begin with the
foreground and work backwards. *discuss the significance of this (objects
behind others are hidden)
Perspective (note that the trees in the foreground are bigger than the ones in
the background)number of trees (odd numbers, as our eyes like the
appearance of 3 or 5 objects); placement of objects (trees are not placed on
top of the line of the arch of the hill, but in the middle)
(~40mi
Make note of breaking landscape up into smaller sections and switching color
n)
or line patterns to create more of a contrast between the layers
Warm and cool colors
-Hand out paper. Students will choose to make their landscape either horizontally or
vertically on the page.
-Students will use pencil to draw outline of landscape first, followed by pencil crayons
to draw in the colored lines tight to the edge of each layer; will be encouraged to
choose one of the three regions to represent in their landscapes
-Students will choose to make the land using either warm or cool colors, and do the
opposite for the sky
-once lines are done (whole page is filled), students will use black marker to add in
silhouettes of objects (odd number) in the foreground and background, paying
attention to appropriate size and perspective and placement in relation to the arch
lines of the landscape

Tips:
-use smaller
sections
-watch for
opposite use of
warm and cool
colors for
sky/landscape!
-lines tight
together
-whole page is
filled
-objects in
proportion to
distance
-odd number of
objects
-placement of
objects

References

(text or electronic)

Art Program of Studies

http://drawthelineat.blogspot.ca/2012/04/i-pinnedidea-like-this-sometime-over.html

Displays/Materials
-Blog website
-Alberta landscape photo displays
-8x11 white cardstock paper (1 per student)
-

Name: ____________________________

Date: ________________________ Project: _________________________

Concepts, Elements and Skills used in this project ____________________________________________________________________________

Mediums Used in this project
______________________________________________________________________________________________
ACHIEVEMENT

Excellence

Success

Developing skills at
grade level (as per
exemplars when needed)

Produces high quality, creative

work

Produces quality work

Understanding and
application of Art
Concepts

Applies all concepts, especially

those stressed for the project

Use of Materials

Craftsmanship / Skill /
Consistency

Effort / Perseverance

Success with Support

Not Meeting Exp.

Produces acceptable work

Produces work of inconsistent

quality

Makes an effort to apply skills,

especially those stressed for the
project

Apply some of the skills expected

for the project

Rarely apply the expected skills

for the project

Uses materials appropriately

with no reminders

Uses materials appropriately

with little reminding

Need some reminding on proper

material use

Needs a lot of reminding on

proper material use

Artwork was beautifully and

patiently done; it was as good as
hard work could make it

With a little more effort, work

could have been outstanding;
lacks the finishing touches

Artwork was of average

craftsmanship; adequate, but not
as good as it could have been, a bit
careless

Project was below average in

craftsmanship, showed lack of
pride in finished project.

Worked hard to complete the

project, but with a little more
effort it might have been
outstanding.

Finished the project, but it could

have been improved with more
effort; knew how to do the project
but didn't finish; or chose an
easy project and worked carelessly

Completed the project with

minimum effort.

The project was continued until

it was as complete as could
make it, gave effort far beyond
that required, and took pride in
going well beyond the
requirement.

EFFORT

EXEMPLARY

SATISFACTION

NEEDS IMPROVEMENT

Participation

Always uses time well

Mostly uses time well

Usually uses time well

Behavior

Always follows classroom rules

and never causes classroom
disturbances

Usually follows classroom rules

and very rarely causes
classroom disturbances

Sometimes follows classroom rules and occasionally cause s classroom

disturbances

Am usually sensitive to the

feelings of others,

Sometimes am sensitive to others,

Group Cooperation /
Attitude

Was sensitive to the feelings of

others,