“What is Art?”
High School
Art is a way of seeing. The Visual Arts are an integral part of the human experience. They are the visual expression
of the emotional, spiritual, cultural, social, and intellectual facets of humanity.
ENDURING UNDERSTANDINGS FOR THE VISUAL ARTS GRADES K-12
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The process of making art leads to a deeper understanding of ourselves and others. (973.03.b; 975.01.b)
Creativity and imagination are enhanced through the study and creation of art. (975.01.b)
The creation of art fosters self-discipline and perseverance. (975.01.b)
Artists communicate ideas and emotion in their work. (971.01.b; 975.03.b)
Artists develop their own unique style. (971.02.b; 975.01.b)
People interpret art in different ways. (973.01.b; 973.02.b; 973.03.b; 975.03.b)
Art portrays and transmits culture. (971.01.b; 971.02.b; 973.01.b)
The arts are essential to the human experience. (971.01.b)
ELEMENTS OF ART
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Line is a path through space that can convey emotions (975.02.b)
Shape is two-dimensional and can be generalized into organic and geometric categories. (975.02.b)
Form is a three-dimensional shape, either real or an illusion. (975.02.b)
Values are the lights and darks that create contrast in composition. (975.02.b)
Accurate representation of texture in art helps create visual interest. (975.02.b)
Knowledge of color can help artists communicate their ideas more effectively. (975.02.b)
The use of space in design helps define perspective and depth. (975.02.b)
PRINCIPLES OF DESIGN
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Balance creates a sense of stability, where no one part overpowers another. (973.01.b)
Emphasis attracts and holds the viewers attention. (973.01.b)
Movement is used by artists to guide the viewers eye through a composition. (973.01.b)
Unity is the effective blending of the elements to create a feeling of completeness. (973.01.b)
The use of contrast makes a work of art more visually interesting. (973.01.b)
Harmony is the repetition of an element to create unity. (973.01.b)
Visual Arts: PRINCIPLES OF DESIGN
ENDURING UNDERSTANDING
In a well balanced work of art, no ONE part
overpowers another.
Concept: BALANCE
ENDURING UNDERSTANDING
In works of art there are three kinds of balance.
ENDURING UNDERSTANDING
Balance creates a sense of stability
GUIDING CONCEPTS
When art work is
balanced it visually
weighs
the same on both
sides
FORMAL
BALANCE
One side is a
mirror image of
the other. It is
symmetrical.
INFORMAL
BALANCE
The two sides are
different but
visually weigh the
same. They are
asymmetrical.
RADIAL
BALANCE
The image spirals
around a central
point.
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Formal balance
gives a sense of
security, stability,
predictability and
solidity.
Informal balance
enhances tension,
excitement,
energy, and
playfulness.
Radial balance
can create a sense
of motion and
depth.
Upper level         
GUIDING QUESTIONS
1. CRITICISM: What type of balance did the artist use in this composition?
2. AESTHETICS: How did the artist’s choice of balance influence the meaning of the art work?
3. HISTORY: Compare and contrast the use of balance in artwork from two different art periods.
PERFORMANCE ASSESSMENT
Lower Level: Students will use color, line, shape and mass to create an abstract symmetrically balanced composition.
Upper Level: Students will use all the elements of design to draw an asymmetrically arranged still life.
Visual Arts: PRINCIPLES OF DESIGN
Concept: EMPHASIS, CENTER OF INTEREST
ENDURING UNDERSTANDING
ENDURING UNDERSTANDING
Emphasis is an area in a composition that visually stands out from the
rest of the composition.
Artists use the center if interest to attract and hold the viewers
attention.
GUIDING CONCEPTS
The use of contrast and variety can create and
area of emphasis or center of interest.
As the viewer's eye moves through the
composition, it usually starts and ends at the
area of emphasis.
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The more contrast used to create the focal point,
the stronger the emphasis.
Upper level         
GUIDING QUESTIONS
1. CRITICISM: How is the center of interest created in the pieces of art work? What elements are used to emphasize it?
2. AESTHETICS: Why have the artists chosen this particular area to emphasize?
3. HISTORY: How did Rembrandt use light and dark values to create a center of interest?
PERFORMANCE ASSESSMENT
Lower Level: Students will create a design for a block print using size and position to enhance an area of emphasis.
Upper Level: Students will draw a landscape using color intensity and texture to emphasize the center of interest.
Visual Arts: PRINCIPLES OF DESIGN
ENDURING UNDERSTANDING
Movement can be created using any one or a
combination of the elements of art.
Concept: MOVEMENT
ENDURING UNDERSTANDING
Movement is used by artists to guide the
viewer’s eye through a composition.
ENDURING UNDERSTANDING
Movement may create a variety of feelings.
GUIDING CONCEPTS
Movement is achieved
through the placement
of the elements* so
the eye follows a
certain path.
*The elements of art
are line,
shape, form, value,
color, texture
and space.
Movement helps make
Creating movement
certain that the main
through organic
parts of the artwork
shapes and curved
are noted.
lines can create a calm
feeling.
Creating movement
through the use of
geometric shapes and
straight lines may
create a feeling of
action and energy.
Spacing of the
elements may create
different moods.
Open = lonely,
isolated, calm.
Tightly compressed =
tension, pressure,
dissonance.
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Upper level         
GUIDING QUESTIONS
1. CRITICISM: How does the artist move your eye through this artwork?
2. AESTHETICS: What mood or message is conveyed through movement in this work of art?
3. HISTORY: Compare the use of movement used by 2 artists from two different periods in history.
PERFORMANCE ASSESSMENT
Lower Level: Students will use repetition of line and shape to guide the viewer’s eyes through an abstract ink drawing.
Upper Level: Students will use small squares of color to move the viewer’s eyes through a circular composition.
Visual Arts: PRINCIPLES OF DESIGN
ENDURING UNDERSTANDING
Unity is the effective blending together of the
elements and principles of art.
Concept: UNITY
ENDURING UNDERSTANDING
ENDURING UNDERSTANDING
Connecting the different elements of a
composition to make a complete whole creates
unity.
Unity is the goal of a successful composition
because it creates a feeling of completeness.
GUIDING CONCEPTS
The skillful application of the principles of art
unify the elements (line, shape, etc.).
Unifying the different elements may be
accomplished by overlapping, connecting, close
placement, and repetition, etc.
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When a piece of artwork demonstrates unity,
the artist’s message is more fully
communicated
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GUIDING QUESTIONS
1. CRITICISM: Does this piece of artwork demonstrate unity? How?
2. AESTHETICS: What mood or message do you get from this artwork?
3. HISTORY: Compare and contrast unity evident in a famous 2-D and 3-D piece of artwork.
PERFORMANCE ASSESSMENT
Lower Level: Students will use repetition of color and overlapping to create a cubist pastel drawing with a unified feeling.
Upper Level: Upper Level: Students will create a handmade paper collage using repetition of texture, color, and shape to
enhance it’s feeling of unity and completeness.
Visual Arts: PRINCIPLES OF DESIGN
ENDURING UNDERSTANDING
Contrast (variety) is the use of different
elements in a composition
Concept: CONTRAST / VARIETY
ENDURING UNDERSTANDING
Variety enhances the visual interest or appeal
of a composition
ENDURING UNDERSTANDING
The amount of contrast can contribute to the
mood and message of a composition
GUIDING CONCEPTS
Contrast can be found
in the natural
environment.
Contrast can be
created using a variety
of:
LINE
SHAPE
COLOR
VALUE OR
TEXTURE
(the elements)
Contrast and variation Variation can keep the
can create a center of viewer involved in the
composition
interest, which attracts
the viewer’s eye.
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Less contrast can
create a calm, quiet
mood.
More contrast can
create a sense of
excitement.
Too little contrast can
be visually boring
Too much variety can
create a feeling of
chaos and confusion.
Upper level         
GUIDING QUESTIONS
1. CRITICISM: What elements of design did the artist use to create contrast in this piece of artwork?
2. AESTHETICS: What mood or message is created with the use of contrast in this piece of artwork?
3. HISTORY: How do two different artists from different time periods use contrast?
PERFORMANCE ASSESSMENT
Lower Level: Students will draw a still life of a variety of geometric shapes of different sizes and values.
Upper Level: Students will complete a portrait drawing that has a sense of calm or excitement based on the use of
Variation of line, shape, and color.
Visual Arts: PRINCIPLES OF DESIGN
Concept: HARMONY
ENDURING UNDERSTANDING
ENDURING UNDERSTANDING
Harmony is created through the use of repetition, rhythm, and pattern.
Harmony can create a sense of unity in a composition
GUIDING CONCEPTS
Repetition: repeated use
of one specific element (
shape, color, line, etc.) of
art throughout the
composition
Rhythm: an organized
repetition of one or more or
the elements of art to create
a visual tempo or beat.
Pattern: Alternating
shapes or lines over and
over again.
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Different parts of a
composition are tied
together when they share
common elements
Harmony helps the
composition
make sense to the viewer.
Upper level         
GUIDING QUESTIONS
1. CRITICISM: Which elements of art does the artist use to create harmony in this painting?
2. AESTHETICS: What mood does the use of harmony bring to this piece of artwork?
3. HISTORY: Select a famous artist who uses harmony well, and explain why.
PERFORMANCE ASSESSMENT
Lower Level: Students will create an abstract composition based on repetition of several different patterns and colors.
Upper Level: Students will organize an non objective composition based on one wavy line which dissects the page.
Visual Arts: ELEMENTS OF ART
ENDURING UNDERSTANDING
Line can express emotion.
Concept: LINE
ENDURING UNDERSTANDING
Line may be used to show direction.
ENDURING UNDERSTANDING
Quality of line, determines the unique
character of any line.
GUIDING CONCEPTS
The specific
characteristics of
line can effect the
mood of a
composition.
General
characteristics
of line:
Curvy Jagged
Dashed Zig zag
Dotted
Horizontal
Vertical
Diagonal
Repetition of lines
can create implied
texture or pattern
Line can be used to
lead or direct the
viewer’s eye
through a
composition.
Lower level         
Line can be used to
create perspective
and depth.
Line variation, or
quality of line
describes the
thickness or
thinness, lightness
or darkness
of a line
Line quality can
be affected by the
motion of the
artist’s hand.
The tool or medium
used by the artist to
create a mark can
affect the
roughness or
smoothness of line
Upper level         
GUIDING QUESTIONS
1. CRITICISM: What mood is the artist trying to express through his or her choice of line?
2. AESTHETICS: Do you feel that the artist’s use of line conveys beauty?
3. HISTORY: How does the artists use of line compare to other works of art?
PERFORMANCE ASSESSMENT:
Lower Level: Students will create a composition based on 3 contour line hand drawings with an emphasis on
“quality of line”.
Upper Level: Students will create large scale pastel drawings using line to create a nervous, excited mood or a relaxed,
graceful mood.
Visual Arts: ELEMENTS OF ART
ENDURING UNDERSTANDING
Organic shapes differ from geometric shapes
Concept: SHAPE
ENDURING UNDERSTANDING
Shapes can be used together to create a
successful composition.
ENDURING UNDERSTANDING
Shapes and forms are closely linked
GUIDING CONCEPTS
Geometric
shapes are
precise and
manmade.
Organic shapes Most objects are Overlapping and Shapes can be
are often found
a combination repeating shapes
used to direct
in nature and are
can create
of geometric
the viewer’s eye
free formed and
pattern,
through the
and organic
irregular.
harmony,
and
shapes.
composition.
depth in a
design.
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A form is a
shape with 3
dimensions,
having mass
and volume.
Artists create
the illusion of
3-D form by
shading an
object with a
full range of
values.
The light
source
determines the
placement of
values.
Upper level         
GUIDING QUESTIONS
1. CRITICISM: Is this piece of artwork dominated by organic or geometric shapes?
2. AESTHETICS: How does shape influence the meaning of this artwork?
3. HISTORY: How did Cubist artists use shape in their compositions.
PERFORMANCE ASSESSMENT
Lower level: students will overlap organic and geometric shapes to create a successful abstract mixed media composition.
Upper Level: students will create a simple geometric design and fill in the shapes with 3 complex patterns
Visual Arts: ELEMENTS OF ART
ENDURING UNDERSTANDING
Value is the lightness or darkness in a
composition
Concept: VALUE
ENDURING UNDERSTANDING
Value can create contrast and form.
ENDURING UNDERSTANDING
Variation in value enhances visual interest
and mood.
GUIDING CONCEPTS
Shadows and
highlights are values.
Value in color is
created by mixing
white to lighten (tint)
and black to darken
(tone).
Shadows and
highlights need to be
consistent with the
light source.
Value can create
texture
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Most successful
compositions contain
a wide range of values
from dark to light.
3-D forms change in
appearance as the light
source moves.
The degree of contrast
in value determines the
dramatic impact of a
composition
Upper level         
GUIDING QUESTIONS
1. CRITICISM: How does the artist create value in this work? Where is the light source? How does value create texture
and pattern in this work of art?
2. AESTHETICS: What dramatic impact do the values create in this work?
3. HISTORY: Compare and contrast the use of value between Rembrandt and Monet.
PERFORMANCE ASSESSMENT:
Lower level: Students will draw a seven part value scale using three drawing techniques; crosshatch, straight shading and
scribble hatch.
Upper level: Students will complete a hard edge monochromatic painting.
Visual Arts: ELEMENTS OF ART
ENDURING UNDERSTANDING
Knowledge of the properties of color allows the
artist to mix colors successfully.
Concept: COLOR
ENDURING UNDERSTANDING
Artists use color to create special effects in
works of art.
ENDURING UNDERSTANDING
Knowledge of color can help artists
communicate their ideas move effectively
GUIDING CONCEPTS
An infinite
number of
colors can be
made by
combining
the primary
colors
( red, yellow
and blue)
with black
and white
Color has
three
properties:
hue color name
value lightness or
darkness
intensity brightness or
dullness
The color
wheel
organizes
color:
Primary red yellow blue
secondary orange green
violet
intermediate red orange
blue green, etc.
Colors can
be divided
into two
basic
groups:
WARM
And
COOL
Color
Effects:
colors change
in appearance
when placed
next to each
other.
Mono
chromatic
colors are
variations of
one color.
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An analogous
color scheme
used colors
next to each
other on the
color wheel.
Complimentary color
schemes use
colors across
from each
other.
Warm colors
suggest
specific
human
emotions:
happy,
energetic, or
angry.
Cool colors
suggest:
lonely,
distant, or
peaceful.
Some colors
have historic
symbolism:
purpleroyalty
green-envy
black-death
blue-wealth
white-purity
red-anger
A complimentary color
scheme can
communicate
conflict and
energy.
Analogous and
monochromatic
schemes can
communicate
unity and
harmony.
Upper level         
GUIDING QUESTIONS
1. CRITICISM: What color scheme is used in this artwork?
2. AESTHETICS: How would the mood of this image be affected if the artist had chosen a different color scheme?
3. HISTORY: How does the artist’s use of color reflect the time period or culture?
PERFORMANCE ASSESSMENT
Lower level: Students will paint a 12 part color wheel with intermediate colors lighter and matching in value.
Upper Level: Students will complete a complex acrylic painting that has a wide variety of colors.
Visual Arts: ELEMENTS OF ART
Concept: TEXTURE
ENDURING UNDERSTANDING
ENDURING UNDERSTANDING
ENDURING UNDERSTANDING
Texture is how something feels or
appears to feel
Texture may be conveyed through line
and shape.
Texture can be manipulated to create visual
complexity and interest
GUIDING CONCEPTS
All objects in our
environment have a
surface quality or
texture.
Texture is
understood in two
ways:
Touch - tactile
experience or
Sight - simulated
or visual texture
Texture can be
created by repeated
lines, shapes, and
spaces.
Artists use repeated
texture to add
variety and balance.
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Textures can be
implied through
various types of
media.
Artists use a variety
of methods to
create real and
implied textures
in 2-D and 3-D
works of art
Implied texture can
be created through
contour drawing.
Implied and real
texture can be used
to express natural
or human made
objects
Upper level         
GUIDING QUESTIONS
1. CRITICISM: How do you think the artist conveyed texture in this composition?
2. AESTHETICS: How do the textures created in the composition make you feel?
3. HISTORY: How has texture been employed in art throughout history?
PERFORMANCE ASSESSMENT
Lower Level: Students will create a pencil drawing of a simple still life arrangement of objects that have different textures.
Upper level: Students will create a self-portrait in colored pencil.
Visual Arts: ELEMENTS OF ART
ENDURING UNDERSTANDING
Shape takes up space
Concept: SPACE
ENDURING UNDERSTANDING
Space can exist in 3 dimensions
ENDURING UNDERSTANDING
There is a difference between positive and
negative space.
GUIDING CONCEPTS
In artwork, the
sky can be
observed
touching the
ground and
objects on the
ground.
Artists create
the illusion of
depth by
depicting
objects
overlapping
each other.
Objects appear
larger when
they are close
to us and
smaller when
far away.
Artists often
use space to
identify the
center of
interest or
focal point.
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Positive shapes
are those the artist
intended to draw.
Negative shapes
are those in the
background that
occur as a result
of the positive
shapes
Artists use
different
perspectives to
create space:
1 point, 2 point,
or birds eye
view, etc.
Space in
artwork can be
identified and
organized.
Threedimensional
space can be
created by using
a sculptural
process.
Upper level         
GUIDING QUESTIONS
1. CRITICISM: How has the artist used shape to fill the space?
2. AESTHETICS: Why has the artist chosen this balance of positive and negative space in the composition?
3. HISTORY: Is this a good example of how artists of this era utilize space in a composition?
PERFORMANCE ASSESSMENT
Lower level: Students will draw a surrealist composition that creates the illusion of deep space through the use of 1 point
perspective.
Upper level: Students will complete a realistic landscape in colored pencil which includes for-ground, mid-ground and background.
Visual Arts: ELEMENTS OF ART
ENDURING UNDERSTANDING
A form is an object with three dimensions,
either real or illusion.
Concept: FORM
ENDURING UNDERSTANDING
ENDURING UNDERSTANDING
Form is perceived through the interaction of light
and an object.
Form gives the illusion of realistic depth.
GUIDING CONCEPTS
There are organic
(natural) and
geometric
(manmade) forms.
Shapes and forms
are closely linked.
Forms have
volume, the
appearance of
mass.
Shadows appear
opposite the
light source.
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The edges of a
form can be drawn
by showing a
contrast in value,
light against dark.
The appearance of form
can be created on a flat
surface by using a variety
of drawing techniques:
blending, crosshatching,
stippling, etc.
When creating
forms, multi
perspective must
be taken into
consideration.
Upper level         
GUIDING QUESTIONS
1. CRITICISM: How is form used in this artwork?
2. AESTHETICS: How does the use of form affect the meaning of the work? How would the forms look different if viewed
from another perspective?
3. HISTORY: Compare and contrast how Greek and Roman sculptures use form differently than modern sculptors.
PERFORMANCE ASSESSMENT
Lower level: Student will use colored pencils to draw several apples lit with a strong light source, emphasizing dark and light
values that define form.
Upper Level: Student will draw a cube with transparent window sides, using 2 point perspective and shading to make them
appear three dimensional. Surrealist imagery will be drawn inside the cube