Grade: 8 Strand: Visual Arts Elements of Design: Line, Value, Colour, and Space Principle of Design: Movement Length:What Will You Teach?Expectations

D1.2 Demonstrate an understanding of composition, using multiple principles of design to create narrative art works D2.2 Analyze ways in which elements and principles of design are used in a variety of art works to communicate a theme or

message, and the effectiveness of their use D2.3 Demonstrate an understanding of how to read and interpret signs, symbols, and style in art works D42.4 Identify and explain their strengths and areas for improvement as creators, interpreters, and viewers of art

Learning Goal I am learning to explore movement as a principle of design so that I can create a “freeze frame” and showcase implied or actual

action in my art work using the elements of design: line, value, colour, and spaceSuccess Criteria

I can use a variety of lines to create selective focus and guide the attention of the viewer I can create movement by using line, value, colour, and or shape I can identify implied and actual action in art works I can give and receive constructive feedback

Materials and/or Resources White paper, pencils, erasers Crayola Air-Dry Clay (optional) Various sport trophies

Artworks from Museum London’s Visible Storage Collection (accessed through http://visiblestorage.ca/)

Pacific Breakers, British Columbia September Green A Canadian Winter Scene 3 The Covent Garden Market, Autumn Leaves London, Ontario -- Jeff Willmore – Paul Peel -- Paul Peel -- Paul Peel-- Frederic Marlett Bell-Smith

Important Terminology/Word Wall Words

Freeze frame, implied action, actual action, sculpture

How Will You Teach This?Minds On!Begin the class with some active drama techniques to get the students moving. In this process, students will learn about actual action. This activity is called “Emotion Walk.” The exercise will get the students thinking about how they move their bodies and how they move in various situations. First, brainstorm with the students the variety of ways that we can move our bodies through space: walk, crawl, roll, hop, skip, jump, leap, gallop, etc. Each student finds a personal space around the room. The teacher will act as the caller who will shout out the corresponding movement for students to follow. After 30 seconds, stop the class to reflect on how we can change the movement (size: high, low, narrow, wide; time: slow, fast; weight: light, heavy; direction: straight, diagonal, horizontal; and tension: loose and relaxed, tense and