TABLE OF CONTENTS

Ghostcatching - Middle School Grades 6-8

This is Lesson One of the Ghostcatching Imagination Lesson Plan for middle grades 6-8.

The next four lessons, and other information, may be found in the Imagination Lesson Plan PDF ABOVE.

LESSON ONE: Exploring Lines and Creating Human Figures with Lines

Supplies:
White unlined 8.5 x11 paper (three for each student)
Pencils (one for each student)
Chenille sticks (two for each student)
Small pieces of plasticine or other soft molding clay (one for each student), or small pieces of Styrofoam (one for each student)
Small piece of Kraft paper or newspaper (one for each student)

Ac
tivity #1. Identifying and Drawing Different Kinds of Lines

Each student is given a piece of 8.5 x 11 unlined white paper and a pencil.

Ask students to look around the classroom and to silently and carefully observe, guided by the following question:

  • What different kinds of lines do you notice in the objects or architecture of our classroom? (Examples: Straight, curvy, zigzag, dotted, thick, thin, etc.)
Then, on chart paper posted on the wall, document a list of responses to your following questions:

  • Where do you see lines?
  • How would you describe the lines?
  • What are some of the names for these lines?
  • Are there any lines that do not have a formal name? What would you name them?
Ask students to select four different kinds of lines they see in the classroom and draw them on the paper provided.

Select two different student line drawings and, focusing on them one at a time, ask the following questions:

  • What do you notice in this drawing?
  • Do you notice any of the lines we wrote down earlier?
  • Are there any new lines we see that we would like to add to our list?
  • Do you notice anything new about the lines in the room now that you have drawn them?
  • Do any of the lines remind you of something else you have seen?
  • Looking closely at the shape of the lines, what sound might accompany one of the lines? Or, if that line could make a sound, what might it be?
NOTE: You can collect the line drawings or post them on the wall.

Activity #2. How Can Simple Lines Be Used to Draw Human Figures?

Ask one student to stand in an open area of the classroom and assume any kind of distinctive standing pose, paying particular attention to where he or she places arms, legs, body, and head.

Guide the class to look carefully at the pose and imagine drawing it using different kinds of lines.

Then, instruct students to trace the pose in the air with one finger, using only simple lines and paying close attention to each part of the body.

Ask:

  • What do you notice as you try to trace the pose using only lines?
  • What kinds of lines are you drawing to record the details of the pose?
  • Is there anything different about the lines you just traced in the air and the lines we listed and drew (in Activity 1)?
Each student is given two additional pieces of paper and asked to draw simple line drawings of the pose, paying close attention to the different kinds of lines he or she is using in the drawing to represent the different parts of the body.

This is repeated with another student, who takes a different pose while the rest of the class does the same kind of drawing on their other paper.

Activity #3. Creating Line Figures with Chenille Sticks

Each student is given two chenille sticks.

Ask them to reflect on one of the drawings they just made in Activity 2, and to use the chenille sticks to re-create the pose of their selected drawing. (The students who posed will only have one drawing.)

NOTE: Teachers and students may develop their own way of using the two chenille sticksto create a human figure. One suggestion is as follows: bend one of the chenille sticks in half. Twist the folded end once to create the head of the figure while the bottom two ends of the folded chenille stick become the legs. The second chenille stick is wrapped around the first chenille stick just below the head area to create the arms. The ends of the arms may be folded in to create the look of hands.

When students are done, they are given small pieces of plasticine or other soft molding clay to put onto a small piece of Kraft paper or newspaper, or small pieces of Styrofoam (one piece for each student) to serve as a base for their figure, placing the legs of their figure in the base.

All figures are then displayed on a table.

After the students have had an opportunity to observe all the chenille stick figures, ask:

  • What do you notice about the figures?
  • How would you describe the lines you see?
Instruct students to physically embody the pose and then ask:

  • Which lines did you notice in the figure that helped you to "become" the pose yourself?
  • Are you noticing anything new about the pose now that you are imitating it with your body?
NOTE: Keep chenille stick figures with each student’s name attached in preparation for Lesson Two.

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