Creative Arts Methods, ARE 361-001

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Lesson Plan __1___ Name and date: Jeremy Wiegand

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Presenter: Jeremy Wiegand

Lesson title: Constructing Elements of Meaning

Age range: 3rd 5th Grade

Medium: Watercolor, Ink, Pencil, Marker

A. Description: The Elements of Art and the Principles of Art are considered two foundational
or basic concepts when learning about art. Its important that students know specific exam-
ples of each and what categorizes something as an element vs. a principle of art. This lesson
will enable students to identify and utilize the elements and principles of art to begin to cre-
ate their own meaningful and expressive artwork.

B. Enduring ideas/essential questions:

What are Elements of Art?
What are Principles of Art?
Why do we need both in art?
How can I make meaningful art?

C. Objectives (the participant will):

Create and identify elements of art.
Identify elements of art in childrens book illustrations and identify how the illustrator
used principles of art to organize and create meaning with the elements of art.
Create their own meaningful artworks utilizing both elements and principles of art.

D. Arizona Visual Arts Standards:

Anchor Standard #1. Generate and conceptualize artistic ideas and work.
Anchor Standard #2. Organize and develop artistic ideas and work.
Anchor Standard #3. Refine and complete artistic work.
Anchor Standard #7. Perceive and analyze artistic work.
Anchor Standard #8. Interpret intent and meaning in artistic work.
Anchor Standard #9. Apply criteria to evaluate artistic work.
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to
make art.
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E. Instructional approach:
Cooperative Learning: Students will be exposed to and interact with the ele-
ments and principles of art. Then, students will think, pair, and share their obser-
vations and discoveries to develop/grow their understanding of elements and
principles of art (identifying specific examples of each and the determining the
characteristics that classify them as an element or principle of art.)

F. Vocabulary:
Elements of Art
o Line, shape, color, value, Texture, Space, Form

Principles of Art
o Balance, Contrast, Emphasis, Pattern, Unity, Movement, Rhythm

G. Materials/resources:
Elements of Art Recording Sheet (11x14 or similar size blank paper)
The Principles of Design and Elements of Art Handout
Colored Pencils, Ink pens, markers, watercolor, brushes
Childrens book text set (books that demonstrate Principles of Art organizing the ele-
ments of art to convey meaning)
o Ex: A book that uses selective coloring (element) demonstrates the principle of
emphasis.
H. Activities/sequence:

Activity/Sequence Time
Pre-Instruction

1. Arrange class into tables of about four students per table. Place art
materials and text set in center of each table for accessibility.

Instruction

2. Pass out recording sheet to each student. Have students fold the re- 3 min
cording sheet into fourths. (four squares front, four squares back, 8
squares/boxes total.) Label one box, The Elements of Art. Label
the seven remaining boxes as an element of art. (Line, Shape, Color,
Value, Texture, Space, Form)
3. Students will fill each box with as many examples of an element of 5 min
art as possible (ex: Line box could have straight, zig zag, swirly lines)
It is ok to leave boxes blank.
4. Students will share their examples and thoughts with group mem- 5 min
bers and add any ideas they like from their peers.
5. Small Group Discussion: 3 min
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a. Would you consider the elements of art, as art themselves?

Why or why not?
b. If not, is there a way to use them to make art?
6. Students will select a book from their text set and identify elements 3 min
of art in the illustrations.
7. Students will share in their group 1-2 elements of art that they iden- 2 min
tified.
8. Small Group & Class Discussion: 2 min
a. What is different about the elements of art on the recording
sheet and the elements of art in the illustrations?
9. Reiterate to the class that Elements of Art are the building blocks of 1 min
art, while the Principles of art, are the tools artists use to organize
the elements to make meaningful and expressive artwork.
10. Have students look through their book a 2nd time to identify any 3 min
principles of art.
11. Pass out Elements & Principles of Art handout. Have students look 8 min
through it and have students share the principles of art that they
identified in their texts. As a class try and identify at least one exam-
ple from the text illustrations for each of the principles of art.
12. Using the elements and principles of art have students begin con- 15-20 min
structing an expressive artwork with the provided materials.

Using the elements and principles of art.

Possible Prompts:
-- Illustrate a memorable scene from your life

-- Recreate an illustration you saw from your text

--Create a collage that expresses a relationship with a family mem-

ber or friend
Closure
13. Clean up work space 1-2 min
14. Students will have an informal assessment by writing on a note card 1-3 min
at least one principle of art they utilized in their artwork and handing
in their Elements of art recording sheet.
55 60 min

I. Accommodations:
providing handout on elements and principles of art so student focus can be placed on
material rather than taking notes.
J. Enrichment activities:
providing students with the opportunity to collaborate on different elements and princi-
ples of art to discover ways and participate in creating their own meaningful and expres-
sive artwork.
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K. Assessment procedure:
Students will have an informal assessment by writing on a note card at least one principle
of art they utilized in their artwork and handing in their Elements of art recording sheet.

L. (Please attach pictures of instructor sample, set-up, and participant work)

M. Notes/additional reflections during or after teaching the lesson:

Dedicate more time to introducing and understanding vocabulary

Perhaps introduce and discuss fewer elements and principles of art at a time. Introduce
more of them over multiple lessons as not to overwhelm students with content.
Provide more applicable and attainable prompts for art assignment. Students felt the
current prompts were too broad and felt overwhelmed.
Make sure to pay attention more to student comprehension, needs, and modify to meet
current needs.
Think of more mays to tie the concepts to students funds of knowledge to make mate-
rial more applicable and engaging.