Explain the difference between geometric and organic lines.
Geometric lines are usually very structured and mathematical. Organic lines can be free-flowing and irregular.
Show the following artworks as examples that include organic and geometric designs.
Teacher: Which pieces of art have geometric lines? Where do you see organic lines?
Teacher: We are going to practice drawing geometric and organic lines while learning about soil and rocks.
On a piece of paper, or in a sketchbook, have the children divide their paper in half, then on one side draw three more lines dividing one half into four equal rectangles. Point out to students that they have used geometric lines to divide their paper. This is also a good time to review math terms and fractions.
In the bottom box, have the students draw big rocks that fill the space. Explain that this is bedrock which is the bottom layer of soil containing large pieces of rock and very little water.
In the next box up, have the students draw medium size rocks that fill the space. This is subsoil. It contains broken pieces of rock.
In the next box, draw little tiny circles. This represents topsoil or the top layer of the soil. It contains sand, clay, and humus which gives nutrients to the plants.
In the top box, shade it with a side of the pencil. This represents organic matter or humus. Organic matter is decomposed plants and organisms.
Talk about the various layers of soil as you draw and discuss their different properties.
On the other “half” of the page have the students draw a circle. Choose to focus on one of the following concepts and standards and have the students write and sketch on the paper:
Teacher Preparation:
Discuss how to unify art by using repeating elements of line, shape, texture and color.
For more information on these elements and principles of design, review the following resources:
https://www.getty.edu/education/teachers/building_lessons/elements_art.pdf
https://www.getty.edu/education/teachers/building_lessons/principles_design.pdf
Teacher models the following:
Instruct students to pick out a piece of mat board. Have students create art using the rocks available in the room. This is messy, but fun. Remind students to put the glue on their picture at the table before they go to the different tubs to put the rocks, gravel, or sand on the glue. Check each student’s artwork as they are working and help them individually with self-assessment.
Makes suggestions to help students create artwork that applies the elements and principles of design discussed earlier in the lesson.
When students finish their artwork, have them place the mat boards on a drying rack. Once the project is dry, these can be hung on a display panel with Velcro.
This lesson can be used to meet standards in many grades and subject areas. We will highlight one grade’s standards to give an example of application.
Image 1: Elizabeth Sampson.
Images 2, 3: Rachel Gonthier.
Image 4: Pot: "Hopi Tewa Pot" by Mathers Museum of World Cultures is licensed under CC BY-NC 2.0.
Image 5: Rug: https://commons.wikimedia.org/w/index.php?title=Special:Search&limit=50&offset=0&profile=default&search=navajo+rug&advancedSearch-current={}&ns0=1&ns6=1&ns12=1&ns14=1&ns100=1&ns106=1#/media/File:Navajo_blanket_or_rug,_Honolulu_Museum_of_Art,_4420.1.JPG.
Image 6: Petroglyph: https://www.flickr.com/photos/bondomania/514271224.
Image 7: Beaded Strap: https://upload.wikimedia.org/wikipedia/commons/5/59/Native_American_Loom-Woven_Beaded_Strap.jpg.
Image 8-10: Elizabeth Sampson
www.education.byu.edu/arts/lessons