Keith Haring LINE Figures

Objectives:
Students will:
• establish their own design utilizing a similar composition to Keith Haring.
• integrate their drawing skills in creating a Haring inspired figures.
• utilize strong vertical, horizontal, diagonal, curved, and zigzag lines within their compositions.
Vocabulary:
• Elements of Art: the basic parts and symbols of an artwork. The elements of art are line, color, value, shape, texture, form, and space.
• Line: is the path of a point moving through space.
• Line Quality: the special character of any line.
• Vertical Lines: run up and down like a flagpole or a giant redwood tree.
 Horizontal Lines: run from side to side, like the horizon where the ocean meets the sky.
• Diagonal Lines: slant, as though they are leaning.
• Zigzag Lines: are slanted lines that move in different directions and come together at sharp angles.
• Curved Lines: change direction without sharp angles, like a twisting path across a field.
• Contours: the edges of an object.
• Actual Lines: are real lines that can actually be seen.
• Implied Lines: are lines that are imagined rather than seen.




Materials:
• Display Keith Haring Samples on the board
• white drawing paper
• Pencils
• Erasers
• Markers
• Ruler
• Art Book
What You Do:
1. Read about Line pgs. 8,9,15-18
2. Watch Keith Haring Video
3. Take quiz over video
4. Pass out paper, pencils and erasers.
5. Do 3 different sketches of Keith Haring figures
6. Pick the best one
7. Draw final project on white drawing paper
8. Use different types of lines to create their own pattern in their figures
9. Use Marker & Rulers to make the figures really pop and to make them interesting
10. Do a written critique over this art project

Modification - Students who are more advanced drawers can get as complex as they would like with this project. Students with special needs should be encouraged to establish basic compositions - offering any necessary assistance.

Evaluation/Assessment
• Did the student use strong diagonal, horizontal, vertical, curved, and zigzag lines in his/her design?
• Did the student establish an understanding about the use of different types of LINES?