Objectives (5 minutes)

1. To introduce students to the basic concepts of visual art, specifically the meaning and importance of color, line, and point in an artwork.

2. To facilitate the exploration and recognition of these building blocks through hands-on activities that encourage creative expression and problem-solving.

3. To foster students' understanding of how color, line, and point can be used to communicate ideas and feelings in their own artistic creations.

Students will be introduced to these concepts and skills in a fun and interactive way that promotes engagement and facilitates knowledge retention.

Introduction (10 - 15 minutes)

1. The teacher will begin the lesson by reminding students about the basic concepts of visual art that they have already studied. This will include a short review of what art is, why it is important, and the role of art in society.

2. Next, the teacher will present two problem-solving scenarios that will challenge students to think about how color, line, and point are used in art.

   i. The first scenario could involve presenting a monochromatic artwork and asking students to explain what the artist might be trying to communicate through the absence of varied colors.

   ii. The second scenario could ask students to imagine how they could portray a specific emotion (such as happiness or sadness) using only line and point.

3. The teacher will emphasize the importance of these elements in visual art, explaining that color, line, and point are the "tools" that artists use to create their work. It may be helpful to show examples of well-known artworks that make effective use of these elements.

4. To introduce the topic further and pique students' interest, the teacher can share some fun facts or stories related to the use of color, line, and point in art.

   i. For example, the teacher could talk about how different cultures throughout history have used color to express specific emotions (such as the color black often being associated with mourning in Western culture).

   ii. Another interesting fact to share would be to discuss how famous artists, such as Piet Mondrian, used line and primary colors in innovative ways to create abstract artworks.

5. Building on these fun facts and problem-solving scenarios, the teacher can then transition into the hands-on portion of the lesson where students will have the opportunity to explore and experiment with color, line, and point in their own artistic creations.

Development (20 - 25 minutes)

In this stage, the teacher can choose between three playful activities that provide an opportunity for students to learn about color, line, and point in a hands-on way, involving games and/or play. It is important to have students work in small groups to facilitate collaboration and peer learning.

Activity 1: Creating Art with Color Blind Identification

1. In this activity, students will be blindfolded. They will be presented with a set of crayons or paints without being able to see them.

2. They will have to choose a random color, guess what that color is, and then use their chosen material to draw a line or a dot on a piece of paper.

3. After removing the blindfold, they will be able to check if they guessed the color correctly.

4. The challenge is to do this process multiple times until they create an abstract image using only dots and lines.

5. In the end, they will have to explain their artwork to the rest of the class, justifying the color, line, and point choices they made.

Activity 2: Visual Arts Pictionary

1. Prepare index cards with different art-related concepts written on them, such as specific types of lines (wavy, straight, zig-zag), dot patterns, or specific colors.

2. In turns, groups will pick a card at random and have to represent the concept on a piece of paper, using crayons or paint, but without speaking.

3. The rest of the class will then try to guess the concept being represented.

4. After the concept is guessed (or the time to guess runs out), the artist group will discuss their choice of colors, lines, and points to portray the concept.

Activity 3: Collage Making

1. After dividing the class into groups, the teacher will give each group pieces of colorful paper, as well as a blank piece of construction paper.

2. The students will then be challenged to create a collage using the pieces of colorful paper to represent a specific image or scene. They can only use small pieces of paper and glue them onto the blank sheet.

3. Throughout the activity, students will be encouraged to think about color, line, and point in relation to the piece of art they are trying to create.

Whichever activity the teacher chooses, students should be given ample time to both execute and discuss the activity. At the end of the hands-on activities, there should be a group debrief with the students to assess what was learned, making explicit the different combinations they can make with color, line, and point and how these choices can affect the expression of their ideas and feelings in their art.

Closure (10-15 minutes)

1. Having concluded the hands-on activities, the teacher will gather students in a circle for a discussion to reflect on what was learned.

2. Each group will briefly present their work, explaining the choices they made in terms of color, line, and point, how these choices related to the solutions or conclusions they found for the problem-solving scenarios presented, and what they learned in the process.

3. The teacher will then facilitate a group discussion, asking questions to encourage students to reflect on their experiences.

   i. For example, the teacher could ask: "How did it feel to try to express an idea or feeling using only color, line, and point? Was it easy or difficult? Why?"

   ii. Another question could be: "What were some of the things you discovered when experimenting with different combinations of color, line, and point? Did you notice any patterns or rules?"

4. The teacher will also take this opportunity to reinforce the connection between the theory presented in the introduction and the hands-on activities the students did.

   i. For instance, the teacher could highlight how students applied the principles of using color, line, and point when creating their artworks and how this practical experience helped deepen their understanding of these concepts.

5. To conclude the lesson, the teacher will ask students to reflect on what they have learned.

   i. The teacher can ask two simple questions for students to consider:

    a. "What was the most important thing you learned about visual art today, and why?" 
   
    b. "How can you apply what you learned today the next time you create your own artwork?"
   

6. Students will be given a minute to think about their answers before sharing with the rest of the class. The teacher can conclude the lesson by reinforcing the key takeaways of the day and encouraging students to continue exploring and experimenting with color, line, and point in their future artistic creations.

Conclusion (5-10 minutes)

1. To wrap up the lesson, the teacher will revisit the most important concepts covered throughout the lesson to reinforce students' learning. The teacher will remind students about the importance of color, line, and point in building visual art and how these elements can be used to express feelings, emotions, and ideas.

2. The teacher will draw a connection between theory and practice, highlighting how the hands-on activities allowed students to explore and experiment with color, line, and point. The teacher will emphasize how students applied the principles of using color, line, and point when creating their own artworks and how this practical experience helped deepen their understanding of these concepts.

3. To help students continue developing their knowledge of visual arts, the teacher can suggest some supplemental materials for students to explore at home. These materials could include art books for children, educational online videos about elements of art, or even visits to local museums.

   i. Some examples of books that could be suggested are "Art: A Child's Guide to Drawing" by Rosie Dickins, "The Big Book of Art for Children" by Yuval Zommer, and "The Usborne Introduction to Art" by Rosie Dickins.

   ii. As for videos, they could be directed to fun and educational Youtube channels that teach about art, such as the "Art for Kids Hub" channel.

4. Finally, the teacher will explain to students how the knowledge they acquired in class can be applied in their everyday lives. The teacher can mention how understanding the elements of visual art can enhance their appreciation and understanding of artworks in museums, books, or other contexts. Additionally, the teacher can reinforce that the ability to use color, line, and point to express ideas and feelings is a valuable tool for communication and personal expression.

5. As a final thought, the teacher can emphasize that art is not limited to what is taught in the classroom. The teacher can encourage students to continue exploring and creating their own artworks, using the techniques they learned, at home or in any other environment. The important thing is that they continue practicing, exploring, and creating, as art is a universal language that everyone can learn to use to express their ideas and emotions in a unique and personal way.