Understanding the Principles and Elements of Art And Design
By Dorothy B. Smith K-12 Art Education Major Appalachian State University, USA 24 April 2018 CI 2300-105 Teaching and Learning in the Digital Age
Dorothy Smith - Instructor K-12 Art Education
Objective Statement This lesson is intended for high school students proficient in Visual Art. The students will review the Principles and Elements of Art and Design terms. They will demonstrate their knowledge by analyzing Crochet by Dorothy B. Smith and identifying features of the illustration as they relate to each term. *See Media Description and Integration section for full detail.
After a review of the terms and analyzing Crochet the student will demonstrate understanding of each principle and element of art and by including them all within one unified composition. The student should be able to identify line, shape, form, color, space, texture, balance, pattern, repetition, proportion, and emphasis thus creating the final principle of unity within their own work.
Overview of Student Learning Experience
Describe how students will actively engage in the learning experience, including critical or creative media integration.
Written overview clearly describes how students will actively engage in the learning experience, including critical or creative media integration. Response should be two or more paragraphs with specific examples and details.
This lesson and activity will attract the students’ attention in exploring art and design principles and elements within the sample, Crochet, raising awareness and appreciation. By reviewing the twelve Principles and Elements of Art and Design within Crochet the students will have a better understanding of the work and will begin to understand how to identify features and elements regarding the work as it relates to appreciation and analyzing further. The students will, then, demonstrate their understanding by creating a composition featuring the Principles and Elements.
A Review of the Principles and Elements of Art and Design:
Line: A defined path between two points. Lines can be straight or curved and may define the edge of a horizon, form, or shape. Lines guide the viewer’s eye.
Shape: A defined two-dimensional area;
For example: Triangle, square, circle, oval, etc.
Form: A three-dimensional shape, i.e. sculpture; A shape with value of shading giving a perceived third dimension.
For Example: Pyramid, cube, sphere, etc.
Color: A hue of pigments seen when light touches an object and reflects back to the eye.
Primary colors are pure and can be combined to make other colors.
Red, Yellow, Blue.
Secondary colors are made when two primary colors are mixed.
Orange, Green, Violet.
Complementary colors are two colors that are opposite on the color wheel.
Red/Green, Blue/Orange, Yellow/Violet.
Triadic colors are three colors that are equally-spaced on the color wheel.
Orange/Green/Violet (secondary), Red/Yellow/Blue (primary), and combinations of three equally-spaced tertiary colors.
Tertiary colors are made when a primary and secondary color is mixed and retains both names.
Tent is the addition of white to a hue, where Shade is the addition of black to a hue, and Neutralizing a hue is adding its Complement.
Visible Light Spectrum: Black is the absence of all colors of light, and White is the presence of all colors of light within the spectrum of RGB (red, green, blue). RGB is used for digital media on a screen.
Space: The area around defined shapes or objects; Positive space is the active space within the composition, while negative space is the passive space within the composition.
Texture: The physical look of a surface area, be it rough or smooth.
Balance: The perceived weight of arranged objects and space in a composition; positive space carries more weight than negative space.
Emphasis: The focus area or object within the composition.
Pattern: The repetition of defined shapes or objects in a regular arrangement.
Repetition: The recurrence of shapes or objects with or without a regular arrangement; may also be referred to as Rhythm.
Proportion: The relationship of size between objects often relating to scale.
Unity: The combination of principles and elements of design in harmony within a composition.
Incorporating NC Standards Teaching and Learning Standards:
Provide the specific standards to which your video hook applies, listing them from the state or national standards website. Then, write a brief statement that describes how you meet the standards in your lesson and questions activity, employing quotes from the standards and clear examples of how the media and technology are actively used in teaching and learning.
P - Proficient High School StandardsV - Visual Literacy
P.V.1 Use the language of visual arts to communicate effectively.
P.V.1.1 Use art vocabulary to analyze compositions.
P.V.1.2 Understand the relationship between personal expression and design
P.V.1.3 Recognize contemporary styles, themes, and genres in art.
P.V.1.4 Evaluate the use of the Elements of Art and Principles of Design in art.
NC Standards Statement: The North Carolina Essential Standards are met by use of proper vocabulary when analysing the sample work, discussing how design may influences artistic expression, discussing contemporary styles, themes, and genres in art, and demonstrating use of the Principles and Elements of Art and Design by drawing examples of each within a composition.
Question Sets
Question Sets with Model Student Answers (how teachers will guide/engage students)
Includes three or more thoughtful, open-ended, higher order thinking question sets that guide students’ learning experience.
Each question set includes detailed model student answers.
Question Set 1: General Examples of the Principles and Elements of Art and Design
In review of the Principles and Elements of Art and Design, what are some seasonal traditional uses? (HOTS - analyzing culture and traditions in USA)
During Winter we may think of the complementary colors of Red and Green, and the shape of stars, gingerbread men, and angels.
During Summer we may think of the 4th of July with Patterns of Stars (shape) and Stripes (line) and the Repetition and Pattern of Red, White, and Blue (color).
During Spring we may think of the proportion of baby animals to their mother, the space between Easter Eggs, the emphasis placed on a golden egg, and the balance of candy and eggs within a basket.
During Fall we may think of the triadic colors orange, green, and purple. We may also recall the texture of Halloween costumes and the various forms candy.
What is a historical use of Proportion, also referred to as Scale, in America? How? (HOTS - remember historical references, understand scale, apply knowledge, analyze and evaluate answers)
Any grand monument could demonstrate scale. Mount Rushmore would be a great historical example of proportion and scale in the United States of America because it is a group of human faces cut into the side of a mountain at a larger-than-life sized scale, though they are within proportion to one another.
Thinking deeper about Emphasis, what are some simple ways we can draw attention to an object or area? You may use objects in the room to show an example. (HOTS - apply understanding of remembered definitions of the Principles and Elements of Art and Design; Evaluate surroundings to analyze or create art)
To create emphasis in a line of repeating or similar objects we could move one outside of the row to draw attention to it.
To create emphasis in a photograph we can decrease the depth of field creating atmospheric perspective where things that are closer to us appear sharper and things in the distance become faded the further back they get.
To create emphasis on a malleable surface, like clay, we can create texture in a certain area (space) to draw attention to it.
Question Set 2: Principles and Elements of Art and Design within Crochet illustration.
In review of the Principles and Elements of Art and Design, how does the illustrator use Line in Crochet? What are some simple ways and what are more complex ways? (HOTS - evaluate and analyze the illustration)
A simple use of Line In the illustration Crochet are the lightly colored lines in the background, like a grid. The curved lines of the loose yarn are also used to guide our eyes across the composition. Lines are used in the scissors and the needle. Line are also used in several directions within the rolls of yarn, and in a single flowing direction within the hat. A complex use of line would be the implied line from object to object that guides our eyes around the composition.
Being a two-dimensional work of art how is Form and Texture represented in Crochet?(HOTS - evaluate and analyze the illustration thinking critically)
When we think of Form it’s usually a sculpture that we can walk around to view from many angles. We also think of texture as something we physically feel. In Crochet, however, form and texture are implied through adding shading with layers of marker to create depth and by adding texture with color pencils.
Does Crochet represent Unity as a composition? Why or why not? (HOTS - evaluate and analyze the illustration, and apply knowledge of terms to express an answer)
Crochet does represent Unity through use of all of the Principles and Elements of Art and Design in harmony. The color and texture work well together in a natural way. The use of color, space, line, rhythm, pattern, and balance keep the viewer’s eye moving across each element of the composition tying it together in harmonious unity.
Question Set 3: Applying the Principles and Elements in Creating a Composition. Activity.
Create a composition through a simple sketch to show what you have learned. How does your art show the relationship between space and emphasis? (HOTS - create and evaluate)
The relationship between space and emphasis is that there is usually more space around a point of interest so that the viewer will be compelled to look in that area.
Looking at your art, how can we determine the effect of space on balance? (HOTS - create and evaluate)
If there are more elements or objects in one area of my work the effect would be that positive space is in that area. The work would be more “heavy” in that active area and there would be an asymmetrical balance. If there are evenly spaced elements in my composition there would be symmetrical balance.
Evaluate your work. Are there any principles or elements missing? If so, continue sketching until your work has achieved unity. (HOTS - create and evaluate)
I have used space, emphasis, and balance within my composition even if I have only sketched one object. I could add a patterned border of shapes and lines. I can also spend more time on my initial object and give it form by adding value of shading and highlights. Within my shading I can create texture by cross-hatching, or create rhythm by making the shade with repetition of dots. Line can be achieved simply by implying it between two objects, or by drawing an actual line. I can further create emphasis with my color choice. Proportion can be expressed in the shapes I choose in the border by observing their relationship in size. If I choose to make a second subject proportion can be expressed by looking at the relationship of size between the two subjects. In using the Principles and Elements together in a harmonious way I can create unity in my composition.
Media and Description of Integration
Crochet (2014) is a marker and Prismacolor illustration on vellum paper by Dorothy B. Smith. This illustration includes all twelve Principles and Elements of Art and Design. Line is shown in the gridded background of the fabric, the loose yarn, the direction of each element, and the yarn rolls and hat. The line of the loose yarn as well as the positioning of the objects cause our eyes to flow around the composition. Shape is shown on the flat fabric background which is gridded, showing square shapes. Form is given to the rolls of yarn, the hat, the strings, scissors, and needle by adding value of shading and highlight from layers of marker. Color is represented, specifically the complementary color of the orange and blue yarns. Space is used throughout the composition having used positive space around the outer area at the top of the composition, with more negative space in the inner and lower areas of the work. Texture is implied within the shading of the rolls of yarn through the addition of the Prismacolor pencils and layers of marker. The physical texture of the work is smooth. Asymmetrical Balance is achieved in both color-use and in position of the objects, having more blue and more objects on the right side than the left. Emphasis can be debatable and viewed differently by the viewer. One may argue that the emphasis can be placed on the orange yarn because the color is bright. Others may believe that the emphasis can be placed on the hat because it seems to have more of an outline on the top side and the needle and scissors point towards it. Pattern is shown by the grid in the cloth background with a regular repetition of the lines to create squares in a grid. Repetition and Rhythm are shown in the waves of the loose strands of yarn across the composition, as well as in the rolls of yarn, themselves, without a regular occurrence of movement. Proportion is shown in the relationship of scale in the needle, hat, and rolls of yarn when compared to each item within the composition. Unity is achieved within this composition specifically with the use of line guiding the viewer’s eye around the entirety of the work. There is a harmony of the Principles and Elements of Art and Design within this composition, creating unity.
References
Smith, D. B. (2014). Crochet [orange, navy, and light blue yarn with the start of of a crochet hat, a crochet needle, and scissors on a gridded fabric]. Retrieved on 15 March 2018, from https://dboutonsmith.weebly.com/marker-illustration.html.
Public Schools of North Carolina, State Board of Education, & Department of Public Instruction. (n.d.). North Carolina Essential Standards Beginning Visual Arts. “9-12 Visual Art Standard: P.V.1 Use the language of visual arts to communicate effectively.” Retrieved 15 April, 2018, from http://www.ncpublicschools.org/docs/curriculum/artsed/scos/new-standards/arts/visual/912.pdf