Koehler 1

How Can We Use Different Elements To Create Original Works of Art?

A Unit Plan
Developed for

The First-Grade Students

In Mrs. Onaka’s Class
At Honaunau Elementary School
Honaunau, HI

By: Malie Koehler

ITE 326, Visual Arts, Elementary

Institute for Teacher Education

College of Education
University of Hawai’i at Manoa
Summer 2015
 Koehler 2

Overview

This unit is designed for the first grade students at Honaunau Elementary School, whose class I
will be helping in during the Fall 2015 semester. This unit will also be implemented as a trial run
with my family during this Summer 2015 semester to see what additions or revisions I must
make prior to teaching it to the first-graders at Honaunau Elementary.

This unit explores three of the seven elements of art- line, shape, and color. During this unit, the
students will be engaged in active learning by discovering what these three elements are,
identifying different types of lines, shapes, and colors, and then creating their own original work
of art which will include these three elements.

We will explore the essential question, “How can we use different elements to create art?” We
will be engaged in the art production experience in three different stages by adding line, shape,
and color progressively. We will end up with a completed work of art containing all three of
these elements. The hope is that the students will be able to grasp the enduring understanding of
how to create art using these elements and that they can convey a message, idea, concept, or
feeling in their art using line, shape, and color.

I chose a first grade benchmark in the Visual Arts to promote using the art elements in a variety
of art media. The benchmark I chose for this unit is as follows:
FA.1.1.2-
Use the elements of line, shape, form, texture, color, and the principles of repetition and variety
in artwork using a variety of art mediums.

In the first lesson of this unit, the students will discover the element of line. They will view some
art work by artists who are famous for their use of line. Next, they will go on an “Art Walk”
around the campus to look for different types of line. Upon their return to the classroom, they
will begin their art work. They will be prompted to add at least three different types of lines to
their paper.

In the second lesson, the students will be introduced to the element of shape. They will again
view works of art by artists who utilized this element in their work. They will go on another “Art
Walk” looking for examples of shapes and inspiration to continue their artwork. Back at the
classroom, they will add shape, both geometric and organic, to their artwork.

In the third lesson, the students will experiment with the element of color. They will learn about
primary colors and secondary colors. They will go on a final “Art Walk,” and upon their return
to the classroom, they will discuss the types of colors that they saw.
 Koehler 3

In the final lesson, the students will view the work of artist’s who are famous for their use of
color and will experiment with mixing watercolors to create new colors. To wrap up the unit,
they will add color to their artwork and will share with the class what they have created.

As a formative assessment, I will monitor student progress during each lesson, based on how
well they are able to participate in discussions. I will look for accurate descriptions of the
elements. Depending on their understanding and progress, I will pair up specific students
(heterogeneously) during our “Art Walks” and art production time so that they can collaborate
with the intent of more quality understanding. As a summative assessment, I will evaluate each
student’s ability to meet the criteria of things to be included in their artwork. I will look to see
that they have included the appropriate types/amounts of line, shape, and color to complete their
piece. I will evaluate these criteria at the end of each lesson, as well as at the very end and make
adjustments to my instruction accordingly to insure that all children are learning how to
apply the elements of line, shape and color to their own artwork.

Objectives of this Unit Plan

The objective of this unit is for students to be able to…

 Understand and define the elements of line, shape, and color
 Analyze selected work of Geoff Slater
 Analyze the selected work of Pablo Picasso
 Analyze selected work of Henri Matisse
 Recognize elements of art found in nature
 Create original works of art including line, shape, and color
 Share their artwork
 Respond to the artwork created by members of the class

Enduring Understanding

Through the experiences in this unit, I hope that my students will develop the enduring
understanding that “we can use line, shape, and color in original works of art.”

Essential Question

The essential question for this unit is, “How can we use different elements to create original
works of art?”
 Koehler 4

Prior Academic Knowledge and Student Assets

This unit was designed for first grade students who live in Hawai’i, in the district of Honaunau.
The unit begins with discussion of the elements of art, specifically the elements of line, shape,
and color, and does not assume that the students have previous experience with the elements of
art or art vocabulary. This unit will introduce the students to selected works of Geoff Slater,
Pablo Picasso, and Henri Matisse. It will also introduce them to creating original works of art
using watercolor paper, pencil, sharpie, and watercolor paints.

Academic Language Demands

This unit introduces students to the academic language of the visual arts that includes the
elements of: line, shape, and color. In each lesson, students will be introduced to one new
element, and then given an opportunity use each element in their original works of art. Each
element will be introduced through the PowerPoint presentation created specifically for this unit.
Each element will be defined and analyzed in famous artists’ works of art, and observed during
“Art Walks” taken around their campus. Then, each element will be applied and practiced when
students have the opportunity to create their original works of art. The students will be required
to include the three elements of line, shape, and color in the finished works of art.

Hawai’i Teacher Performance Standards

The Hawaii Teacher Performance Standard that I selected that is evident in the implementation
of this unit is:

Standard 8- Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.

This unit plan demonstrates my ability to utilize a variety of instructional strategies which will
prompt students to develop an understanding of the visual arts, specifically the elements of line,
shape, and color. The students will be prompted to analyze famous works of art with these
elements in mind, learn to connect these elements to nature, and learn to use these elements in
their own original works of art through the lessons in this unit.

Performances:
 Koehler 5

8(e) The teacher provides multiple models and representations of concepts and skills with
opportunities for learners to demonstrate their knowledge through a variety of products
and performances.

8(g) The teacher engages learners in using a range of learning skills and technology tools
to access, interpret, evaluate, and apply information.

This unit plan demonstrates my ability to scaffold student learning through a variety of
instructional strategies and to engage students in the process of analyzing, interpreting, and
creating works of art with a focus on the elements of line, shape, and color. Students will
demonstrate their knowledge and skills by: identifying the elements of line, shape, and color in
works of art, in nature, and by including these elements in their own original works of art.

Essential Knowledge:

8(m) The teacher understands how multiple forms of communication (oral, written,
nonverbal, digital, visual) convey ideas, foster self-expression, and build relationships.

8(n) The teacher knows how to use a wide variety of resources, including human and
technological, to engage students in learning.

This unit plan demonstrates my ability to use multiple forms of communication to deliver
content. Students will learn about the elements of visual art through digital media by viewing the
PowerPoint I have created to accompany this unit. They will learn about the elements of art
through observing and analyzing works of art through the examples of Geoff Slater, Pablo
Picasso, and Henri Matisse. They will learn about the elements of art through observing nature
and identifying different types of lines, shapes, and colors in the world around them. And finally,
they will learn about the elements of art through inclusion of line, shape, and color in their own
original works of art. Also, this unit plan will foster self-expression and build positive
relationships by creating opportunities for the teacher and the students to share ideas and feelings
about art as well as express themselves through the creation of their own art. This will help build
relationships early on since this will be taught near the beginning of the school year.

Critical Disposition:

8(q) The teacher values the variety of ways people communicate and encourages learners
to develop and use multiple forms of communication.

During this unit plan, I will create multiple and varying opportunities for students to receive
information about the visual arts and to convey information about the visual arts. They will learn
 Koehler 6

about line, shape, and color through digital media, examples of famous artworks, and nature.
They will be given an opportunity to convey what they have learned through the use of different
media such as watercolor paper, pencil, Sharpie pens, and watercolor paints.

General Learner Outcomes

The General Learner Outcome that is evident in the implementation of this unit is:

GLO 4: Quality Producer- The ability to recognize and produce quality performance and quality
products
 Recognize quality in works of art
 Recognize quality in nature
 Produce quality work through the use of elements learned in unit plan

The students will demonstrate their ability to recognize quality in works of art and in nature
through classroom and small group discussion of elements observed in selected works of art and
observed during our “Art Walks.” The students will demonstrate their ability to produce quality
work when they will create their own pieces of original art including the elements of art.

Hawaii Content and Performance Standards in the Visual Arts, III

The Hawaii Content and Performance Standard, Benchmarks and Performance Assessments for
first grade that are evident in the implementation of this unit are:

Visual Arts Standard 1

Understand and apply art materials, techniques, and processes in the creation of works of art and
understand how the visual arts communicate a variety of ideas, feelings, and experiences.

Benchmarks

FA.1.1.1 Use various types of art media

FA.1.1.2 Use the elements of line, shape, form, texture, color, and the principles of
repetition and variety in artwork using a variety of art mediums
FA.1.1.4 Demonstrate how mixing primary colors can create secondary colors

Performance Assessments

FA.1.1.1 Students will use watercolor paper, pencil, pen, and watercolor paints to create
original works of art (See Assessment Tools).
 Koehler 7

FA.1.1.2 Students will include the elements of line, shape, and color in their original works
of art on watercolor paper, using pencil, pen, and watercolor paints (See
Assessment Tools).
FA.1.1.4 Students will experiment with the element of color in the third lesson, and will be
provided an opportunity to mix colors to discover secondary colors (See
Assessment Tools).

Assessment Strategies

(Evidence of Student Learning)

Assessment Tasks
During this unit of study, students will be provided opportunities to discuss and demonstrate
their ability to:
 Define the elements of line, shape, and color (discussion)
 Identify the elements of line, shape, and color in famous works of art, and in nature
(discussion)
 Use line, shape, and color in their original works of art (art production)
Assessment Tools
During this unit of study, the teacher will use the following assessment tool to measure the
success of each student’s learning:

Student Name: ____________________ can:

Target Criteria for Discussion

__ Define/ give an example of the element of line
__ Define/ give an example of the element of shape
__ Define/ give an example of the element of color
__ Recognize/ identify types of line in works of art/ nature
__ Recognize/ identify types of shape in works of art/ nature
__ Recognize/ identify types of color in works of art/ nature

Target Criteria for Art Production

__ Make use of the entire canvas
__ Include at least three different types of line
__ Include at least one organic shape
__ Include at least one geometric shape
__ Include at least two Primary colors
__ Include at least two Secondary colors
 Koehler 8

Instructional Strategies

This is an overview of each lesson that is a part of this unit plan. It will focus on active
student engagement to understand the elements of art and to use them in producing
quality, original artwork of their own.

Lesson One
We will begin by viewing the section of the PowerPoint presentation covering the elements and
more specifically, the element of line. We will discuss the different types of line. Next, we will
engage in a warm up activity I have decided to call, “Line Me.” Next we will look at a famous
work of art by Geoff Slater, and discuss his use of line. After this, we will embark on an “Art
Walk” around the campus, during which the students will look for examples of line in nature.
Upon returning to the classroom, we will discuss the types of line they saw. Finally, they will be
prompted to begin creating art using at least three types of line.

PowerPoint: Introduction to the Element of Line

Students will-
 Sit on floor
 Watch/ listen to teacher’s introduction of Line
Teacher will-
 Explain the elements of art
 Focus in and define the element of Line
 Explain different types of Line

Warm-Up Activity: “Line Me”

Students will-
 Form a circle (wherever space permits)
 Take turns saying their name around the circle
 Take turns saying their name while creating a type of line with their bodies
Teacher will-
 Prepare a space for the large circle of students
 Display an example of each step of the game for the students to follow

Content & Discussion

Students will-
 Learn about famous artist, Geoff Slater
 Analyze and identify the use of line in his work
 Go on an “Art Walk” around the campus (where it is permitted)
 Observe examples of Line seen in nature and environment
 Return to classroom and discuss types and examples of lines seen on “Art Walk”
 Koehler 9

Teacher will-
 Share about the work of Geoff Slater
 Lead discussion of the use of line in his work
 Prepare the students for their “Art Walk” by telling them what to look for- line, types of
line, and examples of line
 Upon return to the classroom, lead discussion about lines seen during “Art Walk”

Closing Activity: Art Production

Students will-
 Put their name on the back of their watercolor paper
 Create original works of art using line
 Include at least three different types of line
 “Draw Large”
 Stop and put away, as they will add to it later
Teacher will-
 Prepare pieces of watercolor paper
 Have pencils ready for use
 Explain criteria for artwork- three different types of line, draw large, pencil only, put
away to add on later
 Observe students working
 Remind them of criteria by asking them to listen to the directions to follow
along
 Collect art productions
Lesson Two
We will begin by viewing the next section of the PowerPoint presentation which covers the
element of shape. We will discuss the different types of shape. Next, we will engage in a warm
up activity similar to “Line Me.” I have decided to call it “Shape Me.” Next we will look at a
famous work of art by Pablo Picasso, and discuss his use of shape. After this, we will embark on
another “Art Walk” around the campus, during which the students will look for examples of
shape in nature. Upon returning to the classroom, we will discuss the types of shape they saw.
Finally, they will be prompted to add shape to their art work by including at least one organic
shape and one geometric shape.

PowerPoint: Introduction to the Element of Shape

Students will-
 Sit either on floor or at desks
 Watch/ listen to teacher’s introduction of Shape
Teacher will-
 Explain and define the element of Shape
 Koehler 10

 Explain different types of Shape (organic and geometric)

Warm-Up Activity: “Shape Me”

Students will-
 Form a circle (wherever space permits)
 Take turns saying their name around the circle
 Take turns saying their name while creating a type of line with their bodies
 Take turns saying their name while creating a shape with their bodies
Teacher will-
 Prepare a space for the large circle of students
 Display an example of each step of the game for the students to follow

Content & Discussion

Students will-
 Learn about famous artist, Pablo Picasso
 Analyze and identify the use of shape in his work
 Go on an “Art Walk” around the campus (where it is permitted)
 Observe examples of Shape seen in nature and environment
 Return to classroom and discuss types and examples of shape seen on their “Art Walk”
Teacher will-
 Share about the work of Pablo Picasso
 Lead discussion about the use of shape in his work
 Prepare the students for their “Art Walk” by telling them what to look for- shape, types of
shape, and examples of shape
 Upon return to the classroom, lead discussion about shapes seen during “Art Walk”

Closing Activity: Art Production

Students will-
 Write their name on the back of a new piece of watercolor paper
 Include at least one organic shape
 Include at least one geometric shape
 Stop and put away, to add more on later
Teacher will-
 Have watercolor paper ready for use
 Have pencils ready for use
 Explain criteria for artwork- one organic shape, one geometric shape, draw large, pencil
only, put away to add on later
 Observe students working
 Remind them of criteria
 Koehler 11

 Collect art productions

Lesson Three
We will begin by viewing the next section of the PowerPoint presentation which covers the
element of color. We will discuss the different types of color. Next, we will engage in a warm up
activity similar to “Line Me” and “Shape Me.” I have decided to call it “Color Me.” Next we will
look at a famous work of art by Henri Matisse, and discuss his use of color. After this, we will
embark on another “Art Walk” around the campus, during which the students will look for
examples of color in nature. Upon returning to the classroom, we will discuss the types of color
they saw. Finally, they will be given an opportunity to experiment with primary and secondary
colors on the artwork created in the first two lessons.

PowerPoint: Introduction to the Element of Color

Students will-
 Sit either on floor or at desks
 Watch/ listen to teacher’s introduction of Color
Teacher will-
 Explain and define the element of Color
 Explain different types of Color (Primary and Secondary)

Warm-Up Activity: “Color Me”

Students will-
 Form a circle around six pieces of fabric, or some kind of colored material (wherever
space permits)
 Take turns saying their name around the circle and pick a color (Ex. “My name is Malie
and I want to be Orange.”)
 Jump to the piece of fabric (or material) that they choose
 When everyone is on a color, the students will discuss in each group whether they are
primary or secondary and come to a conclusion
 Each group will say what type of color they are- primary or secondary (Ex. “Orange is
Secondary.”)
Teacher will-
 Prepare a space for the large circle of students
 Display an example of each step of the game for the students to follow

Content & Discussion

Students will-
 Learn about famous artist, Henri Matisse
 Analyze and identify the use of color in his work
 Go on an “Art Walk” around the campus (where it is permitted)
 Koehler 12

 Observe examples of Color seen in nature and environment

 Return to classroom and discuss types and examples of color seen on their “Art Walk”
Teacher will-
 Share about the work of Henri Matisse
 Lead discussion about the use of color in his work
 Prepare the students for their “Art Walk” by telling them what to look for- color, types of
color, and examples of color
 Upon return to the classroom, lead discussion about color seen during “Art Walk”

Closing Activity: Art Production

Students will-
 Trace artwork with pen
 Experiment with Primary and Secondary colors using watercolors
 Add color to their artworks of line and shape
 Use primary colors on their artwork of line
 Use secondary colors on their artwork of shape
Teacher will-
 Return artwork to students
 Have watercolor ready for use (paint, cups, paper towel, and paint brushes)
 Explain criteria for artwork- Use Primary colors on the artwork of line, use Secondary
colors on the artwork of shape
 Observe students working
 Remind them of criteria
 Collect art productions for drying

Lesson Four
This lesson will begin with a review of what we have learned so far. The class will discuss
what we know about line, shape, and color. Then, we will engage in a Warm-Up activity I
want to call, “Picture Me.” After this, we will go on one last “Art Walk” to get inspiration for
our final works of art. Upon our return to the classroom, we will create a final work of art
using all three elements of line, shape, and color.

Review
Students will-
 Sit either on floor or at desks
 Discuss what they learned about line, shape, and color
Teacher will-
 Lead discussion about line, shape, and color
 Koehler 13

Warm-Up Activity: “Picture Me”

Students will-
 Form a circle wherever space permits
 Pass around a big picture frame
 When a student gets the frame, they will say their name, acknowledge themselves as an
artist, and pose in the frame (Ex. “My name is Malie. Picture me as an artist.”)
Teacher will-
 Prepare a space for the large circle of students
 Display an example of each step of the game for the students to follow

Final Art Walk & Art Production

Students will-
 Go on an “Art Walk” for inspiration around the campus
 Return to classroom and create a final art production
 Write name on back of watercolor paper
 “Draw Large”
 Include three types of line, one organic shape, one geometric shape, two primary colors,
and two secondary colors
 Use pencil, pen, and watercolor paint on watercolor paper
Teacher will-
 Explain the goals for the “Art Walk”
 Upon return to the classroom, explain criteria for final art production
 Prepare pencils, pens, watercolor paints, watercolor paper, paint brushes, cups, and paper
towels for use
 Observe students’ art production
 Remind students of criteria

Final Presentation
Students will-
 Present their three pieces of art (show their progress)
 Give their final work of art a name/title
 Share with the class their minimum of three lines, two shapes, and four colors
 Share whether or not they enjoyed this process and why
 Share how it made them feel
 Compliment a peer’s artwork by saying something specific that they like about it
Teacher will-
 Lead students in presenting their artwork
 Prompt students to share about their use of elements
 Koehler 14

 Prompt students to share their feelings about the art experience

 Prompt students to complement their peers work

Exhibition Idea

The students will create a title for their final art productions and we will find space to display
their artwork either in a specific area of the classroom, at their desks, somewhere on campus, or I
will take a picture of each student with their work and create a collage/ group photo to display in
class.

Materials
Based on 25 students

__Laptop Computer
__Digital Projector and Screen
__PowerPoint Presentation
__Teacher created samples of all artwork
__50 sheets of 5.5” x 8.5” watercolor paper
__25 sharpened pencils
__25 sharpies (should they be fine tipped, regular, or fatter?)
__25 watercolor palettes
__2 rolls of paper towel
__50 cups for water
__25 paint brushes
__6 pieces of fabric (or other material) that can represent the primary and secondary colors
__1 large picture frame (can be cardboard, plastic, metal, etc.)
__25 sheets of 8.5” x 11” watercolor paper
Resources

 Geoff Slater, Line Paintings. The artist who paints with one single line. St. Andrews, NB
Artist. (n.d.). Retrieved June 20, 2015, from http://www.geoffslater.com/
 Girl Before A Mirror by Pablo Picasso. (n.d.). Retrieved June 20, 2015, from
http://www.pablopicasso.org/girl-before-mirror.jsp
 Paintings of Henri Matisse: 1943-1953. (n.d.). Retrieved June 18, 2015, from
http://www.henri-matisse.net/paintingssectionfour.html
 Koehler 15

Teacher-created Artwork Samples

This is an example of the first art production students will produce in my unit plan. It is
composed of three different types of lines and the primary colors.
 Koehler 16

This is an example of the second art production students will produce in my unit plan. It is
composed of one organic shape, one geometric shape, and the secondary colors.
 Koehler 17

This is an example of the final art production students will create in my unit plan. It is composed
of at least three different types of lines, at least one organic shape, at least one geometric
shape, at least two primary colors, and at least two secondary colors. I was kind of hoping the
colors would be more vibrant, so I may change the media.

Implementation of the Unit Plan

To implement this Unit Plan during this Summer semester, I taught the four lessons of this unit
to my mother. Originally I was going to have my dad and my hanai brother participate as well,
but they were un-willing. Luckily, my unit plan was designed to have three completed art
projects upon completion, so just teaching it to my mother turned out to be sufficient and more
convenient anyway. To briefly describe my mom, she is 43 years old, a high school and college
graduate. She is of Hawaiian, Chinese, and Korean ancestry, but English is her first language. In
elementary school she was more of a trouble-maker, but was always advanced academically. She
has always been very bright, and she picks things up quickly and with ease. Below is her artwork
created through this unit.

Student-created Artwork Samples

 Koehler 18

This is the first art production my student produced in my unit plan- made with three different
types of lines and the primary colors.
 Koehler 19

This is the second art production my student produced in my unit plan- made with at least one
organic shape, one geometric shape, and the secondary colors.
 Koehler 20

This is the final art production my student created. It is composed of at least one geometric
shape, at least two primary colors, and at least two secondary colors. I was kind of hoping the
colors would be more vibrant, so I may change the media.
 Koehler 21

Assessment of Student Work Using the Assessment Tools I Created

Student Name: Dawn Koehler

Target Criteria for Discussion

_X_ Student is able to define/ give an example of the element of line
_X_ Student is able to define/ give an example of the element of shape
_X_ Student is able to define/ give an example of the element of color
_X_ Student is able to recognize/ identify types of line in works of art/ nature
_X_ Student is able to recognize/ identify types of shape in works of art/ nature
_X_ Student is able to recognize/ identify types of color in works of art/ nature

Target Criteria for Art Production

_X_ Student makes use of the entire canvas
_X_ Student includes at least three different types of line
_X_ Student includes at least one organic shape
_X_ Student includes at least one geometric shape
_X_ Student includes at least two Primary colors
_X_ Student includes at least two Secondary colors

This student proved to be successful in this art unit by displaying her cognitive
understanding of the concepts and elements taught and practiced in this unit. She was able to
accurately define and give examples of the elements of line, shape, and color. She was able to
recognize and identify types of lines, shapes, and colors in artwork and in nature. And finally,
she was able to meet all of the criteria of the art projects. For the first project, she was able to
meet the criteria of creating a work of art that included three different types of line and included
all three of the primary colors. For the second project, she was able to successfully include the
requirements of one organic shape, one geometric shape, and the secondary colors. For both of
these projects she lacked to “draw large” and completely fill her canvas, but upon teacher
feedback, she was able to improve during the last project, in which she met all of the
requirements. She successfully filled her canvas and included three different types of line, at
least one organic shape, one geometric shape, at least two primary colors, and at least two
secondary colors.