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K–12 teaching and learning · from the UNC School of Education

"Long and Tall"

Teacher and students discuss how some objects are very tall, and some objects are very long. Using long, narrow pieces of paper, students will draw two long objects and two tall objects. This lesson is intended to help children observe what is around them, judge size, and "fill" the page from top to bottom with the intended object.

A lesson plan for grade 1 Visual Arts Education

By Jan Kimosh

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Learning outcomes

This is a beginning lesson to help students use their “whole” piece of paper when they draw. The concept of tall and long helps them think in terms of size and how objects of different sizes fit on a drawing area.

Attention is also paid to their motor skills of holding a crayon and putting their hand all the way to the top or edge of a piece of paper to start and stop their drawing.

Teacher planning

Time required for lesson

45 minutes

Materials/resources

paper 3″ x 12″
crayons
To stimulate discussion, a few photos or real objects may be shown of long and tall things to get them talking and making associations.

Technology resources

None

Pre-activities

Teacher should cut 4 paper strips for each child (allow extras for mistakes). Gather photos or objects or tall/long things such as: giraffe, snake, ice cream cone, tree, etc.

Activities

  1. Begin discussion of size. Some things around us are very “tall”. Have children name some things they think are tall, show your examples if needed to get them talking. Repeat discussion using “long” objects.
  2. Show children the long/tall paper you have for them to draw on. Explain how they are to think of two “tall” things, and two “long” things to draw.
  3. Pass out one strip of paper to each child with a crayon for each.
  4. Have them picture in their minds the first long or tall object they are going to draw. Instruct children to place their crayon at the top or the far edge of the paper to begin their drawing and begin. Instruct children to move across paper with their drawing and have it end at the bottom or far edge of the paper.
  5. Encourage children to use many colors and add detail to their pictures. Stress careful work and taking their time.
  6. Repeat process and hand out paper as needed.

I find that giving them all 4 pieces at the beginning tends to make them rush to get finished. Handing them out individually also lets me circulate through the room and talk with them about their pictures. I like to carry a “sharpie” pen with me and label their pictures with what they tell me is the name of the object.

Assessment

Students will have achieved the objective if they have filled a page from top to bottom, or edge to edge with a long or tall object.

At this age I like to let the students have an “Art Gallery Walk” if time allows. They walk carefully throughout the room, “not touching,” but looking at their classmates’ ideas and drawings.

Supplemental information

None

Related websites

N/A

Comments

None

North Carolina Curriculum Alignment

Visual Arts Education (2001)

Grade 1

  • Goal 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.
    • Objective 1.04: Discuss and examine familiar objects and literature to inspire imagery.
    • Objective 1.05: Carefully observe and examine the world around them.
  • Goal 3: The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements.
    • Objective 3.05: Begin to explore more than one solution during the problem solving process.