Level 3: ART 309 & Student Teaching

MOVEMENT
Central Focus
Grade Level
Class Size
Time
Class Demographics

movement through music and gesture

3rd
8
9:00-10:50
diverse

National Visual Arts Standards Addressed

VA:Cr1-3 b. Apply knowledge of available resources, tools, and technologies to investigate own ideas through the art-making process.
VA:Ca10-3 a. Develop a work of art based on observations of surroundings.
VA:Re8-3 a. Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood.
Common Core State Standards Addressed
Use http://www.corestandards.org/ELA-Literacy to copy and paste the codes and standard text for the level-specific Common
Core State Standards this lesson will address. 4th grade lesson example:

Engage effectively in a range of collaborative discussions

(one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.3.1.C: Ask questions to check understanding of information

presented, stay on topic, and link their comments to the remarks of others.

CCSS.ELA-LITERACY.SL.3.1:

Forms
Frames
Conceptual
Framework

2D
Cultural
Artwork

Subjective

3D
Structural

4D
Postmodern

Artist

Audience

World

LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
1. Orally describe at least 2 characteristics of Italian Futurism.
2. Given an 8x11 sheet of drawing paper, students will be able to demonstrate gesture by drawing subject
matter using blind contour.
3. Given information on two main artists students will be able to create a Venn Diagram listing at least 3
similarities and 3 differences on the artists work and representation of line.
4. Given 3 different styles of music, students will create a life size gesture drawing that shows their
understanding of line in relation to music.
5. Students will demonstrate their understanding of symmetry by mirroring with both hands to draw at least 3
different shapes on an 8x11 sheet of paper.

string

Pencil

TEACHER MATERIALS

large (XxX) paper

charcoal

large crayons

drawing

trifold

STUDENT MATERIALS

Paper
ARTISTS IN CONTEXT

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

powerpoint
teacher example
previous kinetic
vocab sheet
heather hansen

Charcoal

Level 3: ART 309 & Student Teaching

Key Artists

Tony Orrico
Heather Hansen
Egon Shiele
Daumier

Key Artworks

Tony Orrico

8 Circles (40x26)

Egon Shiele

Key Critical Questions

Heather Hansen

Egon Shiele

Heather Hansen

Tony Orrico

Vocabulary

Language Functions
Language Demands

Language Tasks and

Activities
Language Supports

Self Portrait, 1913

Harmonious Series
Describe what you see
What does the face say? Is he happy? Sad?
How do the lines feel? Frantic? Energetic?
Who is the intended audience?
Describe what you see
This pictures are large, would they be different if they were smaller?
What material do you think is being used?
How is her body movement changing the piece?
Do the drawings look like anything specific?
Describe what you see
Compare/contrast these drawings to Heather Hansen
What are the similarities?
Name some of the differences?
Do the drawings evoke any emotion or feeling?
If the lines could talk, what would they be saying?

VOCABULARY AND LANGUAGE ACQUISITION

symmetry
line
gesture
movement
italian futurism
kinetic
analyze, compare/contrast, critique, describe, interpret, question,
Discourse
students will use
vocabulary terms to define in
their own words what they have
learned
Students will write a short story based on the concept of line
Participation in discussion using the artistic language/vocab throughout the lesson
Describe their own artwork using artistic language to their peers
Powerpoints including text, images, and video
Vocab Board
Books
Syntax
students will write a
story based off of a line drawing
made in class

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 3: ART 309 & Student Teaching

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

Launch
Instruction Methods
Teacher is ask students to give examples of fast movement, slow movement,
Direct Instruction
movement they experience on the way here.. etc.
Group Work
teacher will ask students about line:
-what it looks like
-definition
-different type
-what it is used for etc.
Instruction
Teacher instructs students through line is a dot that went for a walk
Teacher has students draw a line on the paper that connects to different images
Students then write a story that goes with the drawings form the line they made.
Teacher debriefs activity discussing with students about:
-how lines have a purpose or story
-energy and movement through line
-how body movement may be similar to line
-how they drawings reflect the previous topics

Instruction Methods
Direct Instruction
Group Work
Individual

Teacher refers to powerpoint and presents to students what line is and its
properties.
Teacher then plays different genres of music and instructs students to make a line
based on the music they are hearing.
While students are drawing teacher questions
-what it feels like
-how the music is changing their movements
-discuss how different lines change depending on the environment
Teacher discusses with students about their experience with the line drawing
exercise.
Teacher refers back to powerpoint and introduces Italian Futurism
Teacher talks to students about the importance of:
-movement and body of line in Italian Futurism
-how fast pace time is reflected in paintings
Teacher analyzes artworks with students
Teachers then model quick poses for students to practice gesture drawing
Teachers refers to powerpoint and discuss the meaning and characteristics of
gesture drawing.
Teachers analyze artworks or contemporary artists and how they apply to line,
movement and gesture.
Teachers shows powerpoint and introduce symmetry to students.
Teachers instruct students to make three different shapes with both hands on an
8x11 sheet of paper that are symmetrical to each other.
Students are instructed to make life size gestural drawings
students will draw a life size drawing while listening to a type of music the teacher
puts on.
EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 3: ART 309 & Student Teaching

students will draw a life size drawing on top of the previous one listening to a
different type of music the teacher put son.
students will draw a life size drawing on top of the previous two while listening to a
different type of music that the teacher puts on.
Teacher gives each students a large amount of string.
Students tie string to a central point in the room
students are instructed to walk around the room and tangle the string up in whatever
place they see fit.
Students take sting out of the classroom and tie it to the top of the staircase before
they leave.
Closure
Teachers asks students about lesson:
-What was their favorite part
-What they learned
-What artists were talked about
Review concepts
Symmetry
Gesture
Italian Futurism
string simulation

Instruction Methods
Direct Instruction
Whole Group

ACCOMMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations
Teachers will use several activities for students of different learning styles
-

Visual: powerpoints and teacher examples

Verbal: lecture and direct instruction of material
Social: group work and collaboration on art making activities

Enrichment and Extensions

For students who are more advanced, they will be asked to create an abstract blind contour drawing of themselves.
Activity for Early Finishers
Early finishers could perform three more gestural drawings using their non dominant hand.
OBJECTIVE-DRIVEN ASSESSMENTS
Students orally described how movement and line shape Italian Futurism.
Given an 8/12x11 sheet of drawing paper students demonstrated an understanding of gesture by drawing subject matter using
blind contour.
Given information on four artists students orally describe one similarity and one difference on artists representation of line.
Given 3 different styles of music, students created a life size gesture drawing that shows their understanding of line in relation
to music.
Students demonstrated their understanding of symmetry by mirroring with both hands to draw at least 3 different shapes on an
8x11 sheet of paper.
INTERDISCIPLINARY CONNECTIONS

math
dance
theatre

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12

Level 3: ART 309 & Student Teaching

REFERENCES
http://www.heatherhansen.net/current-exhibition/2014/12/10/jizeuzz31ens7dy0ze7gjgsu8394gs\
http://www.theartstory.org/movement-futurism.htm
http://tonyorrico.com/
https://www.khanacademy.org/humanities/art-1010/wwI-dada/art-great-war/a/italian-futurism-an-introduction
* Developed and written by (Leah Kuhn and Anna Jahncke), Art Education, Illinois State University, 2014 *

EE = Early Elementary grades K-3 LE = Late Elementary grades 4-6 MS = Middle School grades 6-9
EHS = Early High School grades 10-11 LHS = Late High School grade 12