Visual Arts Elements: Preparation and Publication of a Resource
Emphasis
By:
Jessica Chapman
Miranda Boyd
Dianna Monteith
Katie Brennan
Nikki Belanger
Tom Richards
The following six lessons are designed for upper elementary students. They focus on teaching
the art of and the application of emphasis in art.
Visual Arts Lesson #1: Exploration of Emphasis - Upper Elementary
Purpose: The purpose of this lesson is to introduce Emphasis as one of the Principles of Design
through a PowerPoint. The students will learn the importance emphasis, where it can be found
and different ways to use it.
Outcomes:
Visual Arts:
 Demonstrate how the elements of art, e.g., colour, line texture, shape, can be manipulated
to create unity and variety.
 Describe visual properties and qualities in the world around them.
Materials:
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Emphasis Powerpoint
Classroom Setup:
 Student will be facing the board with easy access to the Smartboard (if you have one)
Lesson Outline (15-20 minutes):
Directions: Below is the list of PowerPoint slides to introduce Emphasis as one of the Principles
of Design. The students will learn the importance emphasis, where it can be found and different
ways to use it. Feel free to add or subtract to the presentation depending on grade level, subject
interest or time limits.
Slide 1: Title slide- Emphasis
Slide 2: What is the first thing I see?
(Students to begin questioning there the emphasis is in artworks)
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Slide 3: Explaining emphasis through simple synonyms.
Dictionary definition: Emphasis is a principle of art which occurs any time an
element of a piece is given dominance by the artist. In other words, the artist makes
part of the work stand out, in order to draw the viewer's eye there first.
Frequently, emphasis is achieved by means of contrast. Obvious contrasting elements
create focal points, meaning: places to which one's attention cannot help but be
drawn.
All worthy works of art employ emphasis for, lacking this principle, a piece seems
monotonous and boring to the eye.
Slide 4: Brainstorm why someone might add emphasis to their artwork.
Slide 5-10: List of ways to incorporate emphasis into artwork. Have students come up to the
board and select one from the list using the markers.
Slide 11: Begin questioning students on where they can find emphasis in everyday life.
Advertisements are a large source for examples.
Slide 12: Certain cartoon characters have accentuated features. Try and pick them all out using
the smart board markers.
Slide 13: Looking at Kandinsky’s abstract painting have the students guess where the main point
of emphasis is and how it was created.
Slide 14: Answer for Kandinsky.
**For your information:
Wassily Wassilyevich Kandinsky was a Russian painter, printmaker and art theorist. One
of the most famous 20th-century artists, he is credited with painting the first modern
abstract works.
Slide 15: Look at Goya’s painting and ask the students where the emphasis is and how it was
created.
Slide 16: Answer to Goya.
**For your information:
The Third of May 1808 is a painting completed in 1814 by the Spanish master Francisco Goya.
In the work, Goya sought to commemorate Spanish resistance to Napoleon's armies during the
occupation of 1808. The painting's content, presentation, and emotional force secure its status as
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a groundbreaking, archetypal image of the horrors of war. Although it draws on many sources
from both high and popular art, The Third of May 1808 marks a clear break from convention.
Diverging from the traditions of Christian art and traditional depictions of war, it has no distinct
precedent, and is acknowledged as one of the first paintings of the modern era. According to the
art historian Kenneth Clark, The Third of May 1808 is "the first great picture which can be called
revolutionary in every sense of the word, in style, in subject, and in intention"
Slide 17: Nature artist Andy Goldsworthy’s nature art show students a way to create emphasis in
their own backyard.
**For your information:
Andy Goldsworthy (born 26 July 1956) is a British sculptor, photographer and
environmentalist living in Scotland who produces site-specific sculpture and land art
situated in natural and urban settings. His art involves the use of natural and found
objects, to create both temporary and permanent sculptures which draw out the character
of their environment.
Resources:
http://graphicdesign.spokanefalls.edu/tutorials/process/designprinciples/designprinciples.htm#
http://www.usask.ca/education/coursework/skaalid/theory/cgdt/emphasis.htm
Dictionary: http://arthistory.about.com/cs/glossaries/g/e_emphasis.htm
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Visual Arts Lesson #2: Exploration of Emphasis - Upper Elementary
Purpose: The purpose of this lesson is to allow students to explore the principle of emphasis in
visual arts by creating a magazine collage.
Outcomes:
Visual Arts:
 Create an art work, independently, based on memory, observation, imagination, fantasy,
mood and in response to expressive art forms, e.g., dance, drama, music and literature
 Describe visual properties and qualities in the world around them.
You and Your World:

Grade 4: B1) Apply the principles of healthy eating and physical activity to their daily lives.
Materials:
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A variety of magazines (mainly focus on food)
Scissors
White or clear glue/ glue stick
Pencils, markers
Colors/Paint/Pastels
Paint brushes
Water
Paper towel
Flip Chart
Vocabulary:
- Emphasis
- Texture
- Healthy Habits
- Color
- Shading
- Unhealthy Habits
- Shape
- Nutritional foods
Classroom Setup:

The class is divided into an even number of small groups. Each group goes to a station
where there is a sheet of flip chart paper. All materials will be together and placed within
reach of their workspace.
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Lesson Outline: (45 min.)
1.) Set up room (5 minutes).
2.) Provide instructions to the students. The students will be asked and encouraged to express
all that comes to mind in terms of the benefits of attaining a good health. What is health?
What are the components of health? What does it mean to be healthy? What are the
short-and long-term benefits of being healthy? What influences our health? This project
will make it meaningful to the students as they can incorporate their own items, drawings,
into their art through the process of learning healthy benefits. Working in groups, they
can share ideas and use their imagination on creative ways to emphasis unhealthy habits.
The teacher will clearly state the specific art making assignment and final presentation.
Students will be creating a magazine collage on healthy and unhealthy habits,
emphasizing the unhealthy elements. Once their project is completed, the groups will be
presenting their art work to their classmates where they must answer a few questions
pertaining to their work. They will also have to name their collage.
3.) On a large piece of paper, each group will trace an outline of their bodies, without
internal or external details.
4.) Students will look through their assortment of magazines and cut or tear out pictures,
elements, and words of everything the body needs to be healthy. They will place them to
the side, continuing to go through the magazine until they feel they have gathered enough
pictures to represent a healthy image. They must also have a variety of food elements
from all food groups.
5.) On the inside of the outline, students will fill in their body with everything the body
needs to be healthy. This can be done with pictures, drawings, words, and descriptions.
Everything that helps achieve health will be included in this space. Getting enough sleep,
types of physical activity, washing and eating well are all examples of healthy activities.
6.) The students may arrange the cut out pictures over the inside of the outline, however they
feel. Once they have spread out the pictures, they may apply glue to the back of each
element (one at a time) with a glue stick or paint brush. They must press down firmly
and smooth out any air bubbles. They should immediately wipe off any excess glue with
a damp paper towel.
7.) To fill in the gaps, the students will be asked to emphasis unhealthy habits. They will
follow the same procedure (steps 2-4), focusing on the negative habits. As they have
learned in the previous art lesson, there are numerous ways of emphasizing art. The
teacher will guide them in using color, texture, shape, shading, etc to create emphasis on
the unhealthy elements they have chosen.
8.) They may build layers of different wording, gluing them on top of each other, or design
different patterns. Emphasis doesn’t have to be done on only one element of an
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unhealthy habit. The students must use their imagination and their knowledge on how to
create emphasis into their art work. They will be able to use a variety of items, such as
paint, pastel, colors, and pencils to emphasis their elements.
* The students do not have to use magazine cut-outs to demonstrate unhealthy habits.
They can try to exaggerate elements, making them bigger or deformed to emphasize their
importance or create a sense of humour.
9.) After the students have finished, and the surface has dried, they will be asked to step back
and have a look at their completed project.
Response: (20 min.)
The teacher will ask specific questions pertaining to the magazine collage they have just
finished.
Students will be displaying their art work and talk about it using these following questions:
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What do you see?
Where are you focused at the moment? / Is this your emphasis area?
What do these pictures mean to you?
What are you going to name the collage?
How is this good representation of both the healthy and unhealthy habits?
How did you feel while doing the collage- happy, sad, hungry, confused?
Clean-up. (5 min.) Once the assigned groups have finished their magazine collage, the students
are to clean-up their stations and put away all materials at their proper destination.
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Visual Arts Lesson #3: Exploration of Emphasis - Upper Elementary
Purpose: The purpose of this lesson is to allow students to explore the principle of emphasis in
visual arts by creating a Storybook Tableaux.
Outcomes:
Visual Arts:
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Demonstrate how the elements of art e.g. colour, line, texture, shape, can be manipulated
to create unity and variety.
Describe visual properties and qualities in the world around them.
Drama:
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To acquire knowledge of self and others which results from reflecting on dramatic play.
-Grow in self-confidence
-Experience the feeling of success and acceptance
-Develop sensory awareness
-Develop a capacity for imaginative and creative thought
-Explore, control and express emotions
-Develop respect for others--their rights, their ideas and their differences
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To develop competency in communication skills through drama
-Develop an awareness of the body and voice as tools of communication
-Develop an ability to discuss and share experiences
-Give form and shape to ideas and experiences
Materials:
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M is For Maple: A Canadian Alphabet by Mike Ulmer and illustrated by Melanie Rose
Possible objects to be used as props (paper, books, pencils, etc.)
Classroom Setup:
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The classroom should be set up so that students can sit comfortably to listen and see the
book being read but should also allow for some open space to perform tableaux. Desks
may have to be moved for this portion of the activity.
Lesson Outline:
1.) Set up classroom. (5 minutes)
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2.) Students will listen as the teacher reads M is For Maple: A Canadian Alphabet aloud. (10
minutes)
3.) Afterwards the teacher will lead a discussion about how emphasis was conveyed through
the text and illustrations of this book. Questions to begin this discussion could be as
follows:
- What parts of the illustrations were emphasized?
- The illustrations were painted so what techniques were used to draw audiences
to the focal point? (Brushstrokes? Colour? Texture? Shape? Line? Placement?
etc…)
- Looking at emphasis beyond illustration, how did the author use words to
emphasize something on each page?
Allow the discussion to continue so most students have a chance to speak and contribute.
(10 minutes)
4.) Next have students form groups (5 or 6 students in each) and have them design a tableaux
inspired by this text. They will need to decide on a page as their focus and choose
something from this scene to emphasize through silent still-life. (10 minutes)
5.) When all groups have had a chance to prepare their tableaux have each group present
their scene to the class. After each performance have a small discussion about the scene
and what was emphasized.
- Did they use any props to guide viewers to their focal point?
- What was different (or similar) from their scene to what was seen in the book?
(20 minutes)
6.) Wrap up this activity with a final discussion about what they learned about emphasis
today.
- In what ways can emphasis exist in text?
- Do they know of any other stories that use emphasis in some way?
(5 minutes)
* This also counts as the assessment.
7.) Put classroom back. (5 minutes)
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Visual Arts Lesson #4: Exploration of Emphasis - Upper Elementary
Purpose: The purpose of this lesson is to allow students to explore the principle of emphasis in
visual arts by constructing sculptures with modeling clay.
Outcomes:
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Choose from a variety of art media to express a feeling, to communicate a message and
represent people, places, and objects.
Demonstrate how the elements of art, e.g., colour, line, texture, shape can be manipulated
to create unity and variety.
Create an art work, independently, based on memory, observation, imagination, fantasy,
mood and in response to expressive art forms, e.g., dance, drama, music and literature.
Describe visual properties and qualities in the world around them.
Describe art work using appropriate vocabulary.
Materials:
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Pictures of sculptures of animals that model emphasis
Modelling clay and tools
Paint and brushes
Classroom Setup:
 The desks will be covered with newspapers for sculpting. Clay and tools (popsicle sticks,
tooth picks, rolling pins) will be placed on the groups of desks. A special table will be set
up with paint for sculptures that are dry enough to paint. If students are working well and
quietly, it may be fun to play some inspiring music.
Lesson Outline:
1.) Set up classroom. (5 minutes)
2.) To begin this activity, students will have a chance to view some pictures of animal
sculptures that illustrate the use of the principle of emphasis in visual art. As a class, we
will explore each picture and discuss how the artist has applied emphasis in their art
work. (15 minutes)
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3.) After students will be given the opportunity to use modeling clay to sculpt one of their
favourite animals. Students will be reminded about how to properly use modeling clay
and paint. Students will be encouraged to apply emphasis to their sculptures. They can
choose one trait or aspect about their animal which they will make the focal point or
emphasis. (e.g. make zebra`s stripes purple, give their giraffe a twisty neck, or give their
elephant a really long or really short trunk). Students will be provided with a rubric
indicating how their piece will be evaluated by a partner. (10 minutes instruction time, 30
minutes to work, 5 minutes clean up)
*Some people may not be ready to paint during this lesson, so they will have the option
of coming in during their breaks, complete the painting if they finish their work early in
another subject class or staying after school to finish.
4.) After students have finished their piece, they can brainstorm a title that would represent
their sculpture.
Resources:
 Pictures of animal sculptures that have traits that are emphasized taken from Google and
made into a slide show presentation.
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Visual Arts Lesson #5: Exploration of Emphasis - Upper Elementary
Purpose: The purpose of this lesson is to allow students to explore the principle of emphasis in
visual arts by critiquing sculptures made out of modeling clay.
Outcomes:
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Discuss simple compositional elements in their art work and the art work of others, e.g.,
horizontal line, area of emphasis, symmetrical balance, repeating shapes.
Recognize that a response to art involves feelings, understandings and knowledge, e.g.,
medium, subject matter, and composition.
Describe how people may have different responses to an art work.
Recognize different styles among classmates’ and artists’ artworks.
Materials:
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A stool and a spotlight
Sculptures the students made in previous class
Classroom Setup:
 Tables will be pushed aside and a circle will be formed of chairs. There will be a stool in
the centre with the spotlight shining on it. Students will sit in the chairs and should be
able to see the sculpture clearly.
Lesson Outline:
1.) Set up the classroom as outlined above. (5 minutes)
2.) Explain to students that they will be critiquing other students’ sculptures. It is important
to tell them that they are not allowed to say anything negative and should try to use the
art vocabulary that they know to critique the sculpture. Provide examples such as “I
like…” and “I would like to see more of…” The art vocabulary words that they know
should be written on the board, Smartboard or on the Art Wordwall. Each student must
comment about each sculpture. Students may also ask questions instead of critiquing if
they choose. These may include: Why did you choose to emphasise______? Or Why did
you choose to emphasize ____ that way? (5 minutes)
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3.) Place one sculpture on the stool at a time. Make sure that each sculpture is critiqued.
Allow around 5 minutes per sculpture.
4.) Put the classroom back. (5 minutes)
Assessment:
Did students use the vocabulary words correctly? Did they provide only positive comments?
Peer Assessment: (To be completed by every student in pairs. Allow 5 minutes to complete.)
Name: ___________________
Partner:_____________________
Rubric
Please rate your partner on a scale from one to three for each of these questions.
(1 = no not at all, 2 = somewhat, 3 = yes)
1.)
Is at least one part of the sculpture emphasized?
2.)
Is the piece completely finished?
3.)
Was either shape or color used to add emphasis to the sculpture?
4.)
Is the sculpture painted with care?
Please answer the following questions with complete sentences.
1.)
What is emphasized in this piece?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2.)
Write a comment about what you like about this piece.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Visual Arts Lesson #6: Exploration of Emphasis - Upper Elementary
Purpose: The purpose of this lesson is to complete a final assessment of whether students
understand the principle of emphasis in visual arts.
Outcomes:
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Choose from a variety of art media to express a feeling, to communicate a message and
represent people, places, and objects.
Demonstrate how the elements of art, e.g., colour, line, texture, shape can be manipulated
to create unity and variety.
Create an art work, independently, based on memory, observation, imagination, fantasy,
mood and in response to expressive art forms, e.g., dance, drama, music and literature.
Describe visual properties and qualities in the world around them.
Describe art work using appropriate vocabulary.
Materials:
Resource Boxes:
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Collage: White and coloured paper, marking tools, scissors, glue, magazines, newspapers,
fabrics.
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Sculpture: Clay, scoring and shaping tools, brushes and paints
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Drawing: Paper and marking too
Classroom Setup:
 Set-up based on what the students choose as their project and what materials they will be
using.
Lesson Outline:
Now that the students have been lead through the steps of recognizing emphasis and have
worked with some different ways of implementing it in their own art, we want to discover what
they have learned about it. This final project will give them an opportunity to use emphasis on a
work of art in a medium of their own choice.
1.) Tell the students that they will be creating an art piece of their choice (collage, painting
or sculpture). Allow the students to come up with the subject for their work of art. Some
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suggestions would be their favourite meal, an animal, a place they have visited recently,
or a job they are interested in. Once they have this idea in their heads, ask the students to
visualize their choice. Prompt them with questions: if they are thinking of the meal,
what are some of the details you want to include? What is the meal? What kind of plates
is it served on? What colours, textures, shapes, contours and lines are you noticing? How
is it arranged? What goes with it? ( 3 minutes)
2.) Now, ask the students to think of something that they want to emphasize about their
subject. Maybe they want to pick something that is in the center of the focus; maybe they
want to emphasize a peripheral element. Prompt them with more questions: think about
what is already dominant -- do you want to further emphasize that or make it less
important by emphasizing something else? Do you want to pick more than one aspect to
emphasise? Will one of them be more dominant than the other? (3 minutes)
3.) Next, have the students think about HOW they want to add emphasis. Prompt them:
Think about all the ways we have been learning that things can be emphasized …
colours, shapes, lines, textures, repetition … and pick at least one of those methods. (2
minutes)
4.) Students can have a choice of what medium they will use for their final project: it could
be a collage, a drawing, or a piece of sculpture. Allow them to choose one resource box
(collage, sculpture or drawing). Each box will contain what they need for their project.
They should have several classes to work on their art work. Set up the classroom
appropriately. (7 minutes)
5.) Allow them several classes to complete their piece of art.
6.) Clean-up after each class. (5 minutes)
Assessment:
Did they understand what they were emphasizing? How many different techniques did they use?
If they chose to create a sculpture, did it stay together? If there was paint involved, was paint
used properly and was it well done? Did they put effort into their creation?
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