Lesson: Elements of Art – Journal Artwork
Classes: Form 2
Duration: 8 double periods (40 minutes per period).
Materials: Small white sketchbook/journal, artist pencils, watercolour pencils, crayons, gouache
paints, paintbrushes, assorted coloured paper, white copy paper, found material, glue and scissors
Objective:
1. Students will use their knowledge of the Elements of Art/Design to design and produce
drawings, abstract paintings and collages.
2. Students will learn Creative Thinking skills and apply them to their art-making process.
3. Students will develop an understanding of the art-making process by experimenting with art
materials and techniques.
4. Students will develop their own personal way of expressing themselves visually.
5. Students will learn how to write a critically analysis of artworks using their knowledge of the
Elements of Art and art terms taught.
Activities:
Class 1 – Review the lesson/topic for the term. Review the elements with the students. Review art
vocabulary (terms) that will be used such as:
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Elements of Design – Line, Shape, Form, Colour, Value, Texture and Space
Medium
Realistic
Abstract
Collage
Tone
Design
Animation
Mood
Effect
Format
Teacher explains how to write a Critical Analysis of an Artwork. Students are expected to view an art
work and then write an analysis following a step by step guide:
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Describe
Interpret
Analyse
Evaluate
Teacher shares rubric (see below) with students.
At the beginning of each class Teacher will review the respective Element of Art/Design and have an in
depth discussion with students about how artists use them to plan and produce artwork.
Teacher shows students the following:
1. Power Point Presentation – on each of the Elements of Design
 Line
 Shape
 Form
 Colour and Value
 Texture
 Space
2. Videos on You Tube – to be shown at the beginning of class. Discussion about the video and how
the artist used the element of art/design in their work. The purpose of showing the video is to
encourage students to use their imagination to create their artwork.
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The boy with Nails in his eyes LEGENDADO by Tim Burton
A line and a dot (Line, Texture and Colour)
Vincent – Tim Burton Short Animation 1982 (Value)
Heavenly Sword Animated Story (Colour)
Pixar one Man Band (Colour and Texture)
Shaun the sheep-of the baa (Form and Texture)
Instruct students that each Activity will be completed in the small white sketchbook/journal.
Class 2 – Review Line
Line Activity – On a page draw eight squares, create a chart using the following kinds of lines in a very
creative way (see Power Point on Line):
 Crosshatched
 Thin
 Hatched
 Broken
 Curved
 Angular (Zigzag)
 Thick
 Straight
On another page draw four 7.5cm x 5cm rectangles. Make marks (lines) that express these words
(choose one from each group):
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A descriptive word: - elegant, harsh, wiry, frantic, dreamy, weird, turbulent.
An action word: - tumble, jump, skip, roll, flow, attack
A feeling or mood: - excitement, conflict, passion, rage
The name of something like: - (your choice)
Look at your classmates work and ask yourself – are your marks similar to your classmates?
Homework: Art Criticism Step by Step – A Japanese Ukiyo-e Artwork. Artist Kitagawa Utamaro, Hana –
Ogi of Ogi-Ya, 1794, Woodcut print, Barney Burstein Collection/Corbis.
Class 3 – Review Shape
Shape Activity – Move a 35mm slide mount or 2.5cm x 3cm frame over realistic art work chosen from
the internet. Find small abstract designs to record in your sketchbook/journal. Note what you like about
each one: for example values, colours, arrangement of shapes, line quality. You might also devise
designs of your own, arranging geometric shapes or “scribble” designs in your sketchbook.
On another page in your sketchbook/journal draw four different formats – square, circle, rectangle and
triangle. Choose four different abstract designs and trace them into these formats. Choose which shapes
you want to be negative shapes (fill those with black paint) and which shapes you want to be positive
(leave blank - colour of the paper).
Class 4 – Review Form
Form Activity – Using stag blank (thick paper) construct a sculpture using geometric forms which are
angular or squarish, and have straight edges.
Draw an animal on a piece of paper (for example turtle) to make a two-dimensional drawing of an
organic shape. With a piece of clay model the same animal into a three-dimensional form. This animal is
an organic form.
Homework: Art Criticism Step by Step – A Contemporary Metalwork. Artist Chunghi Choo, Orb in Cradle,
1998, Aluminium sculpture, acrylic urethane paint.
Class 5 – Review Colour
Colour Activity - Pick one of your designs that you made in the Shape Activity. Assign one or more
descriptive words to it – something you would like to express using the design. Choose a colour scheme
that support the idea or feeling you want to convey. You control the expression in the design by the
elements you choose. Make a colour sketch or painting (using your watercolour pencils or your gouache
paints).
Class 6 – Review Value
Value Activity – Make three thumbnail sketches (in squares that measure 5cm x 5cm) of a still life using
strong value contrast. Reverse the value scheme in another sketch, changing darks to lights and vice
versa. For example:
 Objects - mid tone, background – white/light tone, table – dark tone
 Objects – dark tone, background – white/light tone, table – mid tone
 Objects – white/light tone, background – dark tone, table – mid tone
Use pencils of different weights to achieve the different values.
Homework: Art Criticism Step by Step – A Contemporary Surrealist Painting. Artist Ellen Lanyon, The
Green Heart, 1998, Acrylic on canvas
Class 7 – Review Texture
Texture Activity – Create a texture collage by making rubbings with a crayon or different coloured
papers, smooth papers painted to look like textures, add sand, leaves, twigs, weeds, string, yarn, thread,
seeds, or suitable found materials (medium). Cut and glue the medium into shapes to make a landscape
collage.
Homework: Art Criticism Step by Step – An Expressionist Landscape. Artist Vincent van Gogh, The
Poplars at Saint-Remy, 1889, Oil on fabric, Cleveland Museum of Art.
Class 8 – Review Space
Space Activity – Create four collages that illustrate the following examples of Perspective:
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Atmospheric
Overlapping
Size
Placement
Homework: Art Criticism Step by Step – An American Abstract Landscape. Artist Georgia O’Keeffe, My
Backyard, 1937, Oil on canvas, New Orleans Museum of Art.
Class 9 – End of Term Test
Students will be given a theory exam based on the Elements of Art/Design.
Visual Arts Curriculum Learning Domains:
Creating: explore the visual and tactile qualities of selected materials, media, and techniques in
 the creation of works of art and craft;
 manipulate materials in creating works of art and craft;
 create works of art and craft based on observation, memory, and imagination;
Knowing: demonstrate knowledge of the elements of design;
 understand how the elements of design are interrelated in the development of works
 of art and craft;
 communicate using the specialized language of the visual arts;
Responding: talk about their work and that of their classmates;
 use suitable terminology and make appropriate references when analysing artwork;
 analyse works of art and craft with a view to informing their own practice;
Assessment:
Students will be assessed based on the following:
a.
b.
c.
d.
e.
f.
Effort in Classroom
Effort made with Homework
Design/Composition – show evidence of a knowledge of the elements of art and how they are used to plan artwork.
Craftsmanship – show the ability to use suitable materials and techniques to complete work.
Creativity – show a personal style.
Critical Analysis skills – show that you are able to write a critique about an artist work using the jargon/ art terms taught.
Rubric:
CATEGORY
Time /Effort
Homework –
Timeliness
Homework –
Organization
5
Master Artist
4
Professional Artist
3
Semi-Professional
Artist
2
Apprentice
1
Elementary Art
Student
0
Remedial Artist
Every moment of class
time was used wisely.
Great amounts of time
and effort went into the
planning and design of
the work.
Submitted
independently before
the due date
Very readable
Picture(s) used to
represent
artwork/artist.
Completed all four
steps of the critical
method with no major
errors
Class time was used
wisely. Much time and
effort went into the
planning and design of
the work.
Class time was used on
most days. Student
could have put more
time in to making made
the work stronger.
Class time was not used
wisely. Student could
have needed to put
more time in to make
the work stronger.
Class time was not used
wisely. Student wasted
their time and rushed to
finish by the deadline
Student did nothing
during class
Submitted slightly ahead
of due date
Submitted on the due
date
Submitted slightly late
upon request
Submitted as makeup
work
Readable
Picture used to
represent artwork
Completes the
assignment with few
major errors and some
minor errors
Sloppy but readable
Picture used but not
clear or placed in wrong
place on the page.
Completes the
assignment with many
major errors and many
minor errors
Difficult to read
No picture
Incomplete with many
major and minor errors.
Submitted late after
several requests or very
late
Difficult to read
No picture
Incomplete – student
does not seem to
understand the topic.
Unreadable
No work was submitted.
Score
CATEGORY
5
Master Artist
Design/Composition Student applies Design
Principles with superb
skill
Excellent use of
materials and media.
Student shows
wonderful control of
media and experiments
freely. The artwork was
beautiful and patiently
done; it was good as
hard work could make it.
Excellent choice of
materials and media.
Design/Composition Student applies
Elements with superb
– Use of the
skill.
Elements of
Craftsmanship –
Use of media and
presentation
Art/Design
4
Professional Artist
3
Semi-Professional
Artist
2
Apprentice
1
Elementary Art
Student
0
Remedial Artist
Student applies Design
with good skill
Student applies Design
Elements with fair skill
Very good use of
materials and media.
Student shows control of
media and experiments
a little. However with a
little more effort, the
work could have been
outstanding. Very good
choice of materials and
media.
Average use of materials
and media. Student
knows the basics but has
not “branched” out.
Adequate craftsmanship,
however not as good as
it could have been, a bit
careless. Fair choice of
materials and media.
Student tries to apply
Design Elements but has
not accomplished a
pleasing composition
Below average use of
materials and media.
Lack of pride in finished
work. Student needs to
improve control. Poor
choice of materials and
media.
Student does not appear
to be able to apply
Design Elements to his
or her work
Poor use of materials
and media. Evidence of
laziness or lack of
understanding. Students
need to work on control
of materials and media.
Student did not attempt
to complete an artwork.
Does not know what
design elements are
Student did not attempt
or complete artwork.
Does not know how to
use the materials or
techniques.
Student applies
Elements with very good
skill
Student applies
Elements with good skill
Student tries to apply
Elements but has not
accomplished a pleasing
composition
Student does not appear
to be able to apply
Elements to their work.
Student did not submit
or complete the
assignment successfully
for Teacher to
determine if they know
how to apply the
Elements to their
artwork
Score
CATEGORY
Originality –
Experimentation
and original
thought/ideas
5
Master Artist
4
Professional Artist
3
Semi-Professional
Artist
2
Apprentice
1
Elementary Art
Student
0
Remedial Artist
Student explored
several choices
before selecting
one, generating
many ideas; tried
unusual
combinations or
changes on several
ideas; made
connections to
previous
knowledge;
demonstrated
understanding
problem solving
skills.
Student tried a few
ideas for selecting
one; or based
his/her work on
someone else’s
idea; made
decisions after
referring to one
source; solve the
problem in a logical
way.
Student tried an
idea and it worked
out adequately, but
it lacked originality;
substituted
“symbols” for
personal
observation; might
have copied work.
Student fulfilled the
assignment, but
gave no evidence of
trying anything
unusual.
Student showed no
evidence of original
thought
Student not submit,
nor complete the
assignment.
At the end of the Topic Students will be given a
Score