Unit 1
What is art?
Objectives:
By the end of this unit, you should be able to…
…Identify the purposes of art.
…Identify sources and ideas that lead to artistic inspiration
…Name the six elements of art.
…Identify the principles of art.
…Identify the four steps of a zentangle.
…Create a parody of a famous artwork using zentangles, the
elements and the principles of art.
Name: ________________Notes with Answers__________________
Studio Art Period ________________________
1
Chapter 1, Lesson 1: What is Art?
 Visual art includes:
o drawing
o crafts
o printmaking
o graphic arts
o sculpture
o industrial & commercial design
o architecture
o video
o photography
o computer arts
o filmmaking
o fashion design
 Art is communication.
o PERCEIVE: to become deeply aware through the senses of the
special nature of a visual object.
 The Purposes of Art:
1. PERSONAL: Artists create art to express personal feelings, such
as family tragedies.
2. SOCIAL:
To reinforce and enhance the shared sense of identity of those in a family,
community or civilization; family portraits, costumes, band uniforms, floats, and dances
3. SPIRITUAL: To express spiritual beliefs about the destiny of life
controlled by the force of a higher power
4. PHYSICAL: Artists and craftspeople create functional art; cars,
architecture, furniture, etc.
5. EDUCATIONAL: used to teach; symbols painted on signs to
impart info. to people who cannot read.
2
Chapter 1, Lesson 2: Why Do Artists Create?

ARTIST: creative individuals who use imagination and skill to
communicate in visual form.
 Where do artists get their ideas from? (Give an example below each
INSPIRATION CATEGORY.)
1. Nature

Hudson River School got their influence from the Hudson River in NY.
2. People and Real World Events

Great Depressions, wars, presidents, famous celebrities
3. Myths and Legends

Borrow ideas from famous works of literature; Ancient Greek mythology
4. Spiritual and Religious Beliefs

Objects and images used to express their religion; masks for ceremonies
5. Creative Techniques

New and trending art movements; abstract, cubism, realism, etc.
6. Artists of the Past

Artists learn from those who came before them.
7. Ideas Commissioned by Employers

Artists hired by individuals/companies to create specific works of art; designing
a business card
 Why does an artist keep a sketchbook?
Artists keep a sketchbook to record images, jot down ideas, practice
skills and techniques, and many other things. Often times inspiration
may strike when you least expect it. Keeping a sketchbook with you
at all times gives you an opportunity to write those ideas down
before you forget them.
3
Chapter 1, Lesson 3: The Language of Art
 THE ELEMENTS OF ART: the basic visual symbols in the language of
art; the building blocks of art.
Name of Element
Definition
The path of a moving point; can be straight, curved,
Line
zig-zag, boxy, dotted, dashed, etc.
A 2-D area defined in some way and is measured by
Shape
height and width. Can be geometric or organic.
The area in or around an object. Positive space is an
Space
object that takes up space. Negative space is the area
around an object.
An element of art that is derived from reflected light;
Color
color has three properties: hue, value and intensity.
The darkness or lightness of an object; value depends
Value
on how much light a surface reflect.
How an object feels (actual texture), or appears to feel
Texture
(implied texture); it is perceived by touch and sight.
Can be smooth, rough, matte, shiny, etc.
A 3-D area defined in some way and is measured by
Form
height, width and depth. Can be geometric or
organic.
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 PRINCIPLES OF ART: the rules that govern how artists organize the
elements of art in an artwork.
Name of Principle
Definition
Pattern is a visual repetition of line, shape, color, etc. Rhythm
Pattern/ Rhythm
is when a pattern creates movement in an artwork.
Equalizing the visual forces in an artwork; can be symmetrical,
Balance
asymmetrical or radial. If it has visual balance, the viewer feels
satisfied. Visual imbalance makes the viewer feel that the
elements need to be rearranged.
Creates the look and feeling of action in an artwork; also used
Movement
to guide the viewer’s eyes throughout the work of art.
The quality of wholeness or oneness that is achieved through
Unity
effective use of the elements and principles of art; unity is
created by simplicity, repetition and proximity.
Concerned with showing a difference between the elements.
Variety
Artists may use a variety of different lines and shapes, for
example, to create an excited mood.
A technique for creating a focal point by using differences in
Contrast / Emphasis
elements; contrast shows the difference (usually opposites)
between objects. Emphasis is when one part of a work of art is
dominant over the other parts; the important part of the
artwork.
The size relationship between two objects. Objects can be in
Proportion
proportion to each other or non-proportional (i.e. a human
drawn larger than a house in the same picture plane).
5
Elements & Principles of Art Infographic
1. Fold the page in your sourcebook in half towards the binding.
2. Measure seven (7) even spaces down both sides of the fold, and cut strips.
3. On the outside of each strip, creatively illustrate the word of each element.
4. On the inside of each flap, draw examples of each element.
5. On the other half of the paper near the flap, write the definition.
6. Repeat on the next page for the principles of art using seven (7) spaces.
Element/Principle:
Illustration of Word
Definition of Word
Examples of Word
Line
Shape
Form
Space
Color
Value
Texture
Pattern / Rhythm
Balance
Movement
Unity
Variety
Contrast / Emphasis
Proportion
Total of Each Column:
_____________ / 168 points
4 = Excellent development and understanding, uses art language well; uses creativity to
the fullest extent; includes multiple examples.
3 = Good development and understanding, ok use of art language; uses creativity,
includes two examples.
2 = Limited development and understanding, minimal use of art language; tries to use
creativity, some is copied from another source; includes one example.
1 = Poor development and understanding, no use of art language; no creativity, no
examples.
0 = Incomplete
6
Zentangle Vocabulary:
1. Zentangle: Zentangles are miniature pieces of unplanned, abstract, black and white art
created through a very specific method of structured patterns; artist meditation; meant to
be completed in 15 minutes or less.
2. Pattern: repetition of lines, shapes, spaces, colors, etc.
3. Tile: The traditional 3 ½” square paper that a zentangle is completed on.
4. Border: The first step to drawing a zentangle; the artist creates an outline around
the edge of the tile to create a frame; does not have to be perfectly straight.
5. String: A free-form line drawn starting and ending on the border in which the
“tangles” are then drawn inside.
6. How to Draw a Zentangle:
1. 1. Draw a border outlining the shape of your zentangle. Create a light dot about ¼” from the corners
2.
3.
4.
5.
of your tile. Draw a line from dot to dot. They do not need to be perfectly straight lines! It is very
common to use a square shape, but a zentangle border can be any shape you want.
2. Draw strings. Strings are lines that divide the shape into individual sections. Use a variety of lines to
separate your sections.
3. Fill one section with a repetitive pattern. Don't spend too much time planning the pattern, just draw.
Use the patterns on the next page or the designs or stylization packets for inspiration.
4. Repeat with each section. Change the pattern with each section. Fill each space.
5. Add color and value.
In the space below, draw a zentangle, starting with a border.
7
Afterglo
Beeline
Bucky
Corner Box
Ahh
Black box
Bulb Lantern
Cubine
Arrowheads
Black eyed peas Blooming-butter
Cadent
Cyme
DL Sunray
Drupe
Efilys
Feathers
Fescu
Finery
Hybrid
Hollibaugh
Ambler
Huggins
Centrifuge
Bales
Bowties
Chard
Beelight
Btl Joos
Chemystery
Daggerly
Dex
Ennies
Eye-Wa
Fans
Flukes
Flutter Tile
Hurry
Inapod
Florz
Hurikan
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Labyrinth
Jonqal
Kandysnake
Keeko
Knitting
Laced
Lightning Bolt
Munchin
Nzeppel
Netting
Onomato
Pokeleaf
Pokeroot
Rosewood
Scrumble
Linked
MSST
Opus
Pane
Puf
Punch
Rain
Shattuck
Squares
Squid
Stacks
Striping
Strirples
Swarm
Swirls
Tagh
Tipple
Twisted Rope
Unyun
Up and Across
Verdigogh
Vortex
Vorter
Weave 2
SEZ
Paradox
Pina
Raindotty
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Zentangle Parody Project
 Choose a famous painting to recreate using zentangles. Look through
various art books to get ideas.
 Draw a thicker zentangle border around the edge of your paper to
draw your parody in.
 Carefully and lightly sketch your painting in pencil within your frame.
 The outlines of the objects within the original painting become
the “string” of your zentangle. Make these lines a bit thicker than all
of your individual zentangle lines.
 Be sure to create a unified parody!
o Think principles of art!
 Add value or color.
o When using color, do so sparingly…if you use too much color, it
will take away from the overall effect of the zentangle.
 Use thick and thin black Sharpies for the zentangles.
 Add value in your individual zentangle designs using pencil.
 You may use the colored markers provided by the teacher, but please
take care of them and return them back to the package at the end of
class! These are professional grade markers!
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Parody
Zentangle
Elements of
Art
Line, shape, form,
space, value, color,
& texture.
Principles of
Art
Rhythm, pattern,
unity, variety,
movement,
emphasis, balance,
& proportion
Contrast
Creativity
Craftsmanship /
Presentation
4
3
2
Student chose and
excellently recreated
a famous painting
using zentangles.
Original painting is
still recognizable from
the drawing.
Has a border (frame),
an appropriate string
(drawn painting), and
more than 8
zentangled
patterns/designs.
Used all of the
elements of art to
create an interesting
artwork.
Student chose and
recreated a famous
painting using
zentangles. Original
painting is still
recognizable from the
drawing.
Has a border (frame),
an appropriate string
(drawn painting), and
7-8 zentangled
patterns/designs.
Student chose and
attempted to recreate
a famous painting
using zentangles.
Original painting is
somewhat
recognizable.
Has a border, a string
(drawn painting), and
5-6 patterns/designs.
Student did not
choose a famous
painting to
recreate, however
they did create a
final zentangled
project.
Very straight and
boring border;
somewhat visible
string, and 3-4
patterns/designs.
Student merely
covered page
in zentangles;
no
recognizable
objects.
Used 5-6 of the
elements of art.
Used 3-4 of the
elements of art.
Used 2 elements of
art.
Only used line
as an element
of art.
Patterns are varied
and unique; created
unity through
repetition of patterns;
emphasized the
appropriate part of
the original painting.
Patterns are varied;
attempted to create
unity by using similar
types of patterns.
Patterns somewhat fit
the shape of the
string.
Patterns are
somewhat varied;
attempted to fit
appropriate patterns
in the string shape.
Patterns used are
very similar in
style; no unity.
Patterns don’t fit
well within the
shape of the string.
No patterns
used.
Uses excellent and
precise contrast in
lines and patterns;
thick, medium and
thin lines. Uses the
full value scale (8
gradients) and
shading techniques to
add shading. If color
is used, it adds to the
design and does not
distract from it.
Student has taken the
technique being
studied and applied it
in a way that is totally
his/her own. The
student's
personality/voice
comes through.
Everything is original.
Utilized time
appropriately.
Artwork is created
and maintained in a
professional manner.
No tears, smudges, or
stray marks. Artwork
is neatly signed in the
appropriate spot.
Uses good contrast in
lines and patterns;
thick, medium and
thin lines. Uses the
full value scale (7-8
gradients). If color is
used, it adds to the
design appropriately.
Uses OK contrast in
lines and patterns;
thick and thin lines.
Attempts to use full
value scale (4-5
gradients). If color is
used, it is not used
appropriately and
slightly distracts from
the design.
Uses minimal
contrast in lines
and patterns. Uses
bare minimum of
value scale (2-3
gradients). If color
is used, it is
overwhelmingly
used.
No contrast in
lines and
patterns. Does
not use value
scale.
Student has taken the
technique being
studied and has used
source material as a
starting place. The
student's personality
comes through in
parts of the painting.
Everything is original.
Utilized time
appropriately.
Artwork is created
and maintained fairly
neatly. No tears,
minimal smudges or
stray marks. Artwork
is neatly signed in the
appropriate spot.
Student has copied
from another source.
There is little
evidence of creativity,
but the student has
done the assignment.
Student has not
made much
attempt to meet
the requirements of
the assignment. A
majority of the
assignment has
been copied from
another source.
Did not utilize time
well. Artwork is
poorly created and
maintained.
Artwork is torn,
smudged, or has
stray marks that
distract from the
image. Artwork is
sloppily signed.
No creativity
attempted.
Artwork is a
direct copy
from another
source.
Could have utilized
time better. Artwork
is created and
maintained with an
attempt at neatness.
Artwork may be torn,
smudged or have
stray marks. Artwork
is signed.
________ / 28 points
11
1
0
No border; no
string; less
than 3 patterns
/ designs
throughout.
Artwork is not
finished, was
folded,
crumpled up,
ripped, etc.
No signature
on artwork.