ELEMENTS OF ART
The following elements are the building blocks that contribute to the creation of a piece of artwork. All artists rely on these elements not only in making their art, but also in describing the art that they see.
LINE - Are there thick, thin, curvy, jagged, or straight lines?
VALUE - Is there a range of tones from dark to light? (Squint your eyes). Where is the darkest value? The lightest?
COLOR - What colors have been used? What kind of color scheme do you see (many colors, only one or two, light colors, dark colors, etc)? Describe the colors in terms of their harmony or contrast with each other.
SHAPE - Do you see geometric or organic shapes? Do positive shapes, such as objects, dominate the composition, or are there more negative shapes that represent voids? Is there one principle shape or is it composed of interrelating combinations of shapes?
SPACE - Is the space deep or shallow? How has the artist created a sense of space? (By overlapping objects, position on the picture plane, linear perspective, atmospheric perspective, other ways?)
TEXTURE - Do you see the illusion of textures within the image? Is there an actual texture on the surface of the image?
PRINCIPLES OF DESIGN
These are the concepts used to organize or to arrange the structural Elements of Art.
EMPHASIS. - Close your eyes. When you open them and look at the image, What is the first thing that you notice? Why? What does the arrangement of the parts of the picture or sculpture draw your attention to in the image?
CONTRAST - Are there strong visual contrasts-lights and darks, textures, solids and voids, etc.?
REPETITION/RHYTHM/PATTERN - Repetition of visual elements can create unity-a sense of order or wholeness that holds the work together visually. What elements are repeated? Do they form a strong visual rhythm? Do they form a pattern? Do they contribute to a sense of unity?
MOVEMENT - How does your eye move around the format? How do rhythms and patterns contribute a sense of visual movement?
VARIETY - Variety creates interest. Can you see a variety of visual elements such as different values, different shapes, textures, etc.?
BALANCE - Is the visual weight on one side of the image about the same as the other? How about the top to bottom and diagonally? Is the work symmetrical or asymmetrical?
UNITY - Does the work hold together as an overall entity, or is it pleasing in parts yet unsatisfactory as a whole? (Or pleasing as a whole in spite of less successful parts?)
Using a CREDIT LINE
When looking at a photo of a work of art in print or online, a credit line can be very beneficial in helping us understand much more about the work of art. Most credit lines have the following facts to help us further our research on the piece we are viewing.
-Name of the artist.
-Title of the work. This usually appears in italics.
When the word detail follows the title, it means only a part of the work is show in the photograph.
-Year the work was created. A c before the date indicates that the work was made approximately the year given.
- Materials or medium the artist used.
- Size of the work. The first number is the height, the second is the width. If the work is three-dimensional, the third number will be the depth.
- Location of the work. This tells where the work of art can be seen, as in gallery, museum, or collection. The names of the donor might also appear.
Classroom Expectations and Good Practices
The following set of guidelines are presented to remind students of the positive behaviors that are expected of them in Art Classes throughout the year.
-Be your best and do your best!
Many supplies and projects will be new to you this year and you are not expected
to be perfect the first time you try. Try your hardest to succeed in the things you
find most difficult. Never say “I canʼt!”
-Keep your work area, tools, and materials clean.
-Do not use art supplies to paint/draw on yourself or to intentionally cut
or ruin clothing.
-Stay in your seat unless you have permission to leave and raise you hand to speak.
-Always listen when others (both teachers and peers) are speaking.
-Keep your hands, feet, and art materials to yourself at all times.
Do not use your hands or feet to solve conflicts in the art room.
Never steal, ruin, or write on someone elseʼs work.
-Use kind, respectful words when speaking to others or about their artwork.
-Use art materials appropriately.
Never throw art items, including trash, in the art room. Do not stab erasers with
pencils, carve in the tables, spin scissors, use a ruler or scissors as a weapon,
intentionally break supplies, or damage any other property in the art room.
-Keep the art room clean.
If there is a spill, have another student notify the art teacher for help, promptly.
Do not walk away from your spill. Throw all garbage in recycle bins or trash.
Clean tables and floors when finished.
1. Verbal warning for breaking a rule from above.
2. Second verbal warning for breaking a respect rule and a small, quick private
conference to help motivate student towards appropriate behaviors.
3. Student receives a “behavior check”. Student is relocated to a “reflection” area of the classroom to finish the rest of his or her work, and given a behavior form, to be signed by a parent or guardian, and returned the next school day. Failure to return the signed form will result in a parent/student conference.
Whenever a student has to be reminded of the art room respect rules (and a note is sent home), I make a mark on my quarterly behavior chart. Students are allowed 3 marks in one quarter in art, before their behavior/effort grade is lowered to a ʻ2ʼ. After 6 marks in one quarter, the grade is lowered to a ʻ1ʼ in the behavior/effort category on the student report card.