Students know the differences between materials, techniques, and processes Students describe how different materials, techniques, and processes cause different responses Students use different media, techniques, and processes to communicate ideas, experiences, and stories. Students use art materials and tools in a safe and responsible manner

Standard 5. Reflecting upon and assessing the characteristics & merits of their work and the work of others

Achievement Standard:

Students understand there are various purposes for creating works of visual art. Students describe how people's experiences influence the development of specific artworks. Students understand there are different responses to specific artworks.

Students will:

• develop a deeper understanding of line
• begin to see and create line with an objective eye
• produce decorative textile patterns and individual motifs

• The Cooper Hewitt National Design Museum Collection
• power point presentation + projector
• sound compilation (CD/MP3)

• pencils of various type
• erasers
• string
• chalk
• pencil sharpeners
• drawing paper of various size and texture
• colored drawing tools (i.e. markers, conte crayons, pencils)
• ruler
• t-square
• compass and triangle
• pick-up sticks (not necessary, but a good tool to engage students)
• silly string (not necessary, but a good tool to engage students)

• Analysis
• Exploration
• Process
• Design*
• Line*
• Motif
• Pattern
• Textile
• Wallcovering

*Students will be asked to define these terms in their own words.

Warm up:

Have the students familiarize themselves with the tools in front of them. Ask them to create as many different kinds of line as they can with the tools available. Give them about 5 minutes, but be flexible depending on the group dynamic and skill level.

Once their time is up, have them put their solutions aside while you begin the presentation.

Introduction:

Use the projector to present an outline/timeline of the workshop.

Discuss vocabulary and explain the goals and process of the lesson to the students so they know what to expect from the lesson.

Ask the students to analyze and discuss the use of line, its purpose, and its functionality during the presentation. Show images including urban landscapes, maps, architecture, wallcoverings, textiles, product design, graphic design, as well as recognizable images like the ubiquitous UPC symbol, road surface marking, a photo of a contrail, and perhaps lines of a suspension bridge. Images of work in which artists use line as a primary medium should also be shown (i.e. Sol Lewitt).

Before you begin the main assignment, take some time to reflect on what  was created during the warm up. Ask what the students noticed about using the different tools and their approach to the exercise. Encourage the use of some new vocabulary during the discussion period.

Main Assignment:

Step One: To be worked on independently.

What sound does a line make?

Use with accompanied CD of sound waves and a range of sound clips, both recognizable and abstract.

Begin the CD. As each sound plays, students create a line to represent that sound, culminating in a layered composition of line. They should be encouraged to use the material that best suits the sound they hear, and their line should express the personality of the sound.

Presentation, Discussion:
Students present material and discuss the challenges, obstacles and enjoyment in the process.

Step Two: To be worked on independently.

Students choose their favorite line solutions from step one and combine them together to create a motif.

Step Three: To be worked on in small groups of 3-5.

Students use their individual motifs to create a collaborative design pattern for wallcovering and furnishings.

Demonstrate by showing a selection of relevant slides from the museum collection.

Presentation and Discussion:
Students present material and discuss the challenges, obstacles and enjoyment in the process.

Q&A: Students are invited to ask questions and the instructor should use the following sample questions to engage students in dialogue.

• What are the limitations of line?
• How can line evoke concept, idea, emotion, or personality?
• What else could be created using line?