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Do Something about…
School Violence Art Curricula Unit
Day 7: Conversations and Arguments with Lines


Art, Social Studies  


9, 10, 11, 12  

itle – Do Something about…
School Violence Art Curricula Unit
Day 7: Conversations and Arguments with Lines
By – Do Something, Inc. /
Primary Subject – Art
Secondary Subjects – Social Studies
Grade Level – 9-12

Do Something about…
School Violence
Art Curricula
15-Day Unit

The following lesson is the seventh lesson of a 15-day
School Violence Art Curricula Unit from Do Something, Inc.
Other lessons in this unit are as follows:

Day 1: Shape and Feeling
Students explore the use of abstract shapes and the feelings they evoke
Day 2: The Emotional Aspects Of Color
The students learn about the emotional and physiological affects of color
Day 3: Jackson Pollack – Lines Convey Emotion
Jackson Pollack – Students explore the use of line to convey emotion
Day 4: Goya and Picasso – Shapes And Composition
Goya and Picasso – The students w explore two paintings and their use of shapes
Day 5: Power Of Language
Students will explore the power of words in art
Day 6: Tree Of Decisions
Students explore different choices and outcomes and use the branching pattern
Day 7: Conversations And Arguments With Lines
(See lesson below.)
Students learn to use visual language to have a conversation
Day 8: Keith Haring Figures Part I – Conflict Resolution
Students work together to create a mural modeling cooperation and conflict resolution
Day 9: Keith Haring Figures Part II
Day 10: Keith Haring Figures Part III
Day 11: Keith Haring Figures Part IV
Day 12: Safe Carriers Part I
Students use modern packaging materials to create a safe place
Day 13: Safe Carriers Part II
Day 14: Safe Carriers Part III
Day 15: Final Project
Students create artwork based on their knowledge of line, shape, color, words and emotion


More student resources for this cause are at:


For more Service-Learning Curricula check out:

Day 7: Conversations and Arguments with Lines


    Students will learn to use visual instead of verbal language to have a conversation.


  1. Pair the students off and hand out three pieces of paper and two pencils to each pair.
  2. The students will do three timed exercises with their partners. There is no talking during this time. Tell the students that you will let them know when each exercise is over.
  3. For the first exercise, ask one of the students to select straight and angular lines, the other will work with curvilinear lines. When you tell them to begin, they will take turns making lines on the page and having a “conversation” between the two types of line, but the two types of line will never cross over one another. Ask them to fill the whole page and be sure to tell them to have the two sets of lines converse. Time them for a minute and a half or two minutes.
  4. For the second exercise: they must have a conversation, but this time their lines can intersect and cross one another and either student can use either type of line.
  5. The third exercise will ask the students to use either type of line and to have an argument between each other. After a minute, ask the students to resolve the argument. They must come to a mutually satisfactory conclusion in the next minute.
  6. Ask the students which type of line felt more aggressive? How did they have a conversation without language? Which type of line did they want to use when they were arguing? When they were trying to come to a resolution? How did their lines change when they were conversing versus arguing? Or when they were trying to resolve things? Did the lines say things to each other without words?
  7. Ask the students to think about whether there are other ways to say things without verbal language? What other kinds of language are there? What about body language? How does body language come into play with bullying, emotional abuse and violence? How can you use your body to send negative messages? To exclude someone? To threaten someone? Are there ways to use body language to include someone, to make them feel protected or on their side?ffect these choices? How can they use these drawings to make others aware of the choices they have?

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