I. Curricular Framework

Concept:

Expression

Essential Question:

How are our brains engaged through movement?

Bridge:

Movement Metaphors

Content:

Line and Movement

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To create line and design through physical experience.

Activity: (Need magic markers and construction paper.) One child is asked to walk across the room in a straight line. The other children are asked to draw a representation of the line they saw. Another is asked to walk across the room in a jagged line. Again the children draw what they see. Repeat with a variety of lines. Then ask the children to draw a nervous line, a galloping line, a sliding line, a pushing line, and a windy line.

Assessment: Student engagement and enjoyment.

2. Attend: Attending to the Connection

Objective: To enhance the children's ability to examine experience.

Activity: Discussion of what happened. Was it hard to draw the lines you saw when Tom and Mary moved across the room? What is a line?

Assessment: Student contribution to the group discussion.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To add to the student's understanding of the concept of line and movement.

Activity: Ask the children to do the following with their bodies: Can you show how a snowflake would move in a soft, gentle snow? Now show me a hard, blowing snow!
Can you show how a marshmallow would melt in a cup of hot chocolate? In groups of four, can you show me how a plant would sprout and grow in springtime? Can you show how a drop of rain falls from the sky and hits the ground in a light rain? In a heavy rain? Can you walk this shape? Do it another way. Can you show me how a cricket would move if s/he had the hiccups? Show me how a ping pong ball bounces. Show me how a ship would sail on a calm day. How would it sail on a stormy day? Can you do a movement sequence to this pattern?

Assessment: Student participation and ability to follow directions.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To develop the concept of movement in line.

Activity: Teacher explains: Lines and movements create shapes. When lines are put together they create shapes. Lines can create things we recognize that are found all around us. Vocabulary: creative imagine design line nervous jagged sliding pushing windy

Assessment: Teacher verbal check for understanding.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To give practice in creating shapes from lines.

Activity: Have some of the children form rectangles, then circles, then triangles, then squares with their bodies. Have the other children draw the shapes they see. Exchange places: doers and drawers.

Assessment: Students ability to model and draw the shapes presented to them.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To combine lines and shapes and emphasize contrasts.

Activity: Have the children combine two shapes to make something new. Tell them the new shape must look "heavy." Repeat the exercise, except this time the new shape must look "light and fluffy." Repeat the exercise, except this time the new shape must look "sharp and jagged." Repeat one more time, except this time the new shape must look "smooth."

Assessment: Quality of student representations.

7. Refine: Refining the Extension

Objective: To plan and complete an art activity. To form shapes from lines.

Activity: Ask the children to select several colors of paper. Then ask them to cut lines of different types and widths. Have them arrange their lines on a large piece of paper and paste them on. Remind them that the arrangements of their lines will create shapes on their papers.

Assessment: Student and teacher reaction to creations.

8. Perform: Creative Manifestation of Material Learned

Objective: To add movement to shape. To translate movement on a two-dimensional surface to their own bodies.

Activity: Now have the children paint people or lines on their papers. People who are moving through, under, over, or into the shapes they have already created. Pick some of the simpler ones when the children have finished and ask them to interpret through movement the content of the pictures.

Assessment: The enjoyment of the children. Free them from worrying about the product. Let them enjoy the process and product will improve. Promote exploration, expansion, excelling.

Assessment, Phase Five,Performance, Creative Use of Material Learned: