Curriculum Overview and Timeline

Art Is Creative Language: The Basic Elements of Art

Grade(s): Adaptable to 1-6

Number of Residency Classes: 6-8
Art Form: Visual Art
Duration of each Class: 45 - 60 min

The goal of this curriculum to introduce the basic elements of art to students with little to
no visual arts learning experiences in their school curriculum. The sequential lesson are
designed to show students how artists use the elements of art, and to give students
hands-on arts based learning experiences to create their own artwork using the
elements of art.

Lesson 1: Line 60 min

Background
There are many types of lines: think thick, horizontal, vertical zigzag, curly, spiral, dotted
etc. Lines are basic tools for artists though they arent always obvious in a work of art.
Artists make lines with various mark-making tools such as paint brushes, ink pens, and
graphite to express different things.

Curriculum Connections
Language Arts: I can analyze/describe/express how lines create the mood of an image
Performing Arts: I understand movement as a form of expression
Maths: I understand how repeated lines create patterns
Science: I understand how the movement of a line shows speed or velocity

Big Idea:
Lines can overlap to show depth in space.
Lines can show what we observe and create visual interest.

Vocabulary Materials

composition Smart board or computer with

curved line ability to project images and
depth video
interior contour line Pencil, eraser, black marker
interrupted line Newsprint paper
line pattern 9x12 white drawing paper
observation
overlapping
shape
space
straight line
template
Lesson Objectives:
Understand how line functions as a basic element of art
Compare, analyze and discuss how line creates mood in two different art works
Combine art materials and artistic processes to create an artwork that illustrates
overlapping, contours and pattern.

Look at and talk about line in art: 15-20

Featured Art Works:

Franz Marc: Tiger
Matisse: Woman Sitting in a Yellow Chair
Traditional Henna hand Temporary tattoos

Art Making Activity:

Warm-up (10 min)

Observe your hands, then place one hand over the other. What happens?
When on hand covers the other this is called overlapping and this shows depth in
space with on hand closer and the other further away.
Use your hand as a template to create a shape by placing your non drawing/
writing hand palm down on your sheet of paper. With a drawing/marking tool of
your choice trace slowly round your hand.
Repeat, but this time position your hand palm up so that it overlaps the first
shape
Observe the shapes and find the lines you need to erase to show overlapping

Practice making curved, straight, zigzag, and interrupted lines

Make 3 or more repeating patterns of combined types of lines

Lesson Steps
1. Composition: How will fill the space of your paper - think about your artistic
composition, then draw around your twice (as in the practice) first palm down,
then palm up so that they overlap.
Draw slowly and use your pencil lightly to trace a contours of the overlapping
templates

2. Observation: observe the palm of your hand closely. What do you

notice?!
Flex your hand and fingers: Notice where all of the parts bend and move.
Keenly observe and draw the interior (inside) contour lines to show the lines you
see on your palm and fingers where you fingers bend and on the palm of your
hand (using light pencil lines on white drawing paper).
3. Mark-Making Tool: Set your pencil aside and use pen only to complete
drawing.
Trace your lines in pen by carefully drawing over the outlines and the inside
contours of your hands.

4. Aesthetic Choice: Think about creative patterns you will add.

Thoughtfully add (in pen) a variety of line patterns in each of the shapes within
the palm and fingers of your closest hand
Fill all of the shapes to make your composition interesting visually!
Add patterns to shapes in ways that make the interior contours and shapes of
your palm and fingers stand out

Student Self Assessment 5 MIN

Can you point to a place where you have overlapping in your drawing?____

Did you observe closely and draw the inside contour lines in your palm and fingers?___

Did you fill the inside hand shapes with least three different repeating patterns of
lines? ___

Class Assessment Checklist

Space Contour Line Line Pattern Vocabulary

Students Positions and traces Observes Fills shapes Applies

hand twice to show and draws with 3 + concepts and Total Points
one in front of the interior repeating vocabulary
other contour lines sequences
of the hand of lines

Clara
4
Kamunde X X X X

_________________________________________________
Lesson 3 & 4: Shape

Background
Everything has shape, but what is shape exactly? Shape is formed whenever the ends
of continuous lines meet. Artists use both geometric and organic (or biomorphic)
shapes. Geometric shapes such as circles ,squares etc. are have regular (symmetrical)
uniform measurements and arent seen very often in nature. Organic or biomorphic
shapes such as leaves, rocks, animals etc. are asymmetrical and associated with
nature.

Curriculum Connections
Language Arts: I can observe and talk about which shapes and symmetry in art
Performing Arts: I can show symmetry and balance using body poses
Maths: I can classify and compose with shapes & partiton shapes into parts with equal
area.
Science/Nature: I understand balance and symmetry. I can classify organic and
biomorphic shapes.

Big Idea:
Making and placing shapes in mirror reflection create formal balance in composition

Vocabulary Materials

background Smart board or computer with

character ability to project images and
collage video
complementary Scrap/recycle bin paper
composition Astro bright 8.5x11 color copy
congruent paper
craftsmanship scissors
fold Glue sticks, glue books
formal balance color wheels for each student
fraction
geometric shape
organic/bio
horizontal
informal balance
polygon
quadrilateral
quarter
symmetry
technique
triangle
vertical
Featured Art Work:
Ta Coumba Aiken: Composition
Diego Rivera: El Venedor
Judy Onofrio: Found Objects

Lesson Objectives:
Understand how shape functions as a basic element of art
Identify formal balance in composition
Compare, analyze and discuss shape and symmetry in different art works
Combine art materials and artistic processes and craftsmanship to create a collage

Look at and talk about shape in art: 15-20

Warm-up:
Define and show symmetry (formal balance) as a class with both hands or full
body
poses

Warm Up Questions (featured art) 15-20 Min

What shapes do you recognize?
What shapes do you notice?
Where do we see lines of symmetry in the featured art?
Can you identify what shapes are symmetrical?
Find different kinds of geometric shapes

Art Making Activity: 45-55 Min

Lesson Steps
1. Students observe a demonstration of folding scrap paper in three different
ways to create four rectangles equal in area: Students then choose one way and
fold and cut one piece of scrap paper into equal quarters.

Can we create fourths, or equal parts of the same size rectangle in different ways?
Choose technique #1, #2 or #3
#1 You can line up edges and fold vertically, then line up edges and fold
horizontally
OR
#2 You can fold a vertical rectangle in fourths using just vertical folding to make
four (skinny) equal fourths/quarters
OR
#3 you can fold a horizontal rectangle in fourths using just vertical folding to make
four equal fourths/quarters.
Practice craftsmanship in cutting by smoothing folded paper open, opening
scissors wide, keeping your thumb facing up, and making long smooth cuts along
the folds all the way across the paper to divide it into equal fractions.
Using a scrap paper quarter folded again (in half), show how symmetrical
polygon (straight sided, closed shapes can be cut by cutting from the fold for a
single shape
Hold the folded edge with the hand you do not cut with. If you are cutting a single
symmetrical shape be sure to cut your shape by starting on the folded side: use
straight cuts to make a polygon
Did you make a quadrilateral? Triangle?

Using another scrap paper quarter folded again (in half), students observe how
two separate matching polygons can be made through folding, and cutting
through two thicknesses of paper
This time cut through both thicknesses of folded paper using straight cuts to make
two matching (congruent) polygons.
What is an easy way to cut triangles? (cut off corners of the folded paper)
Rectangles or squares? (use edges of the folded paper for polygon sides).
Try a rhombus or trapezoid...Since they will be creating characters, ask students to
think about shapes for head,ears,eyes, nose or mouth a rhombus or trapezoid...

Since you will be creating characters, think about shapes for head,ears, eyes,
nose or mouth.
When you think about the face or the body of a symmetrical character, how many
of each part will you need? Head? Eyes? Nose? Mouth?

2. Keep one quarter and put the rest in a collective pile of different size and colors
of quarter sheet paper for your student group to share.

3. Students then choose a full size sheet for a collage background color and three
more different color quarters cut by other students in their group.
Choose a background paper color.
Think about shapes you need to make your imaginary symmetrical character
.
4. Demonstration of the techniques practiced for cutting one symmetrical polygon using
a fold as line of symmetry or cutting through two thicknesses for matching shapes. Use
quarter size sheets for the biggest shapes and cut other paper shapes in symmetry
using folded paper to create a balanced character:
Use the folding techniques to make symmetrical shapes for head, ears, eyes etc...
Use craftsmanship: Care and precision!

5. Demonstration of arranging all of the paper shapes in symmetry for a character.

Fill your whole paper with shapes! Check your work: Talk to a neighbor about
symmetry of shape and color. Is your work formally balanced or symmetrical?
Have you used polygons?

6. Demonstration of gluing with craftsmanship.

 Turn each shape over one at a time on a scratch paper/or glue book and run the
glue stick over the edges of the shape. Rub the shape down so that it is flat and
stays in place.

7. Students display and reflect on creative character art work as a group.

Point to and name polygons Describe challenges in creating symmetry
Notice and describe different ways of showing bodies,faces, details and
expressions

Student Self Assessment 5 MIN

Point to the line of symmetry seen in art.

Describe how shapes show symmetry (formal balance) in your own art and others.

Did you use folding and cutting techniques to make symmetrical straight sided shapes
(polygons)

Did you cut shapes carefully and glue them down so they are flat and do not fall off?

Class Assessment Checklist

Formal Balance Polygon Craftsmanship Vocabulary
Shapes
Students
Identifies Uses folding Cuts cleanly (within Applies Total
and makes and range concepts and Points
line of cutting to of motor skills) and vocabulary
symmetry and make glues
arrangement of one flat and securely.
shapes an symmetrical
d colors in symmetry. and/or two
matching
(congruent)
straight
-
sided shapes

Clara
4
Kamunde X X X X

________________________________________
Lesson 5 & 6: Color 60 min each

Background
Complementary colors make both colors seem brighter and more intense. They seem to
vibrate and pop out to the viewer. Warm colorsreds, yellows, oranges, and red-violets
are those of fire and the sun. They appear to project. Cool colorsblues, blue-
greens, and blue-violetsare those of ice and the ocean. They appear to recede.

Curriculum Connections
Science: I can connect the color wheel to the color spectrum

Big Idea:
Using two techniques, complementary colors (to create emphasis) and overlapping (to
create depth) in a landscape.

Vocabulary Materials

background Pencils,
blend Newsprint practice
complementary colors paper,
composition Oil pastels,
contrast 9 x 12 white drawing paper
depth
emphasis
foreground
horizon line
layer
overlapping
setting
space
primary colors:
red, yellow and blue
secondary
colors: orange,
green and violet

Lesson Objectives:
Use complimentary colors to create contrast in art
Compare, analyze and discuss color in different art works
Identify and use primary and complementary colors
Use complimentary colors to create contrast and emphasis
Create depth in a landscape with overlapping shapes
Use oil pastel techniques to blend color

Look at and Talk About Color in art: 15-20

Featured Art Work:
Paul Gauguin: Tahitian Landscape & Harvest Scene
Unknown Artist: Lakota Beaded Vest

Introduce primary colors and explain/review color mixing if needed

Introduce Paul Gauguin with brief bio.
Describe the colors you see.
Which colors stand out most?
Where do you see contrast? harmony?
Are they real or imaginary setting colors?(or both?)
Do you see a place where the land meets the sky: the horizon line?

Art Making Activity:

Guide practice (pencil on newsprint) drawing
horizon lines edge to edge:
Focus on landforms: Mountains, hills, valleys, plateaus,canyons...
Horizons are where land meets sky. Think about different kinds of land forms and
the different kinds of lines that could form a horizon showing them: jagged,
smooth?

Guide practice (pencil on newsprint) drawing all different kinds of foreground

landscape elements: trees, rocks, flowers...
Look outside. What are some simple shapes for
leaves, trees, flowers, rocks, buildings? Think big, bold and simple!

1. Each student gets a color wheels to. Review by finding primary and secondary
colors on the color wheel. Introduce complementary colors to create maximum
contrast.
Artists have studied color just like scientists.
Complementary colors are directly opposite each other on the color wheel.
Complements create contrast: (Red/green, yellow/violet, and orange/blue)Look for
complementary colors combined in signs, sports uniforms, buildings and printed
materials.
2. Analyze and discuss Gauguins paintings as a class.Identify complementary
colors in paintings and notice how they create contrast.
Find a place that really jumps out in the painting.
Were complementary colors placed next to each other?

3. Facilitate student pairs selecting(from a shared box

of pastels) the three sets of complementary colors
that match the color wheel then closing the box.
Choose red/green, yellow/violet, and orange/blue.
Check your work: Make sure your pairs of pastels match complements on the
color wheel.
4. Students observe a demonstration/guide of lightly drawing an interesting
horizon line from edge to edge in the upper 1/3 of the paper (pencil on white
drawing paper).
Use a light whisper pencil line to draw a beautiful horizon line of craggy
mountains, rolling hills, plateau or valley...
5. Students observe a demonstration/guide of thoughtfully drawing(pencil on
white drawing paper) at least one foreground (in front) elementa big, bold...tree,
flowers, rocks, fence, building that overlaps the horizon line.
Now draw at least one foreground element: Make it really big so it overlaps the
horizon.
Can you see something close and the distant horizon in your picture?

6. Students observe a demonstration/guide of tracing foreground and horizon

lines using the complementary pastels pairs (oil pastel on white drawing paper)
Go over your pencil lines with color. Dont worry about being realistic: make your
landscape an enchanted magical place.

This is a wildly colorful imaginary landscape and complementary colors need to

be placed next to each other for contrast.

Your sky might be yellow, or violet or red, and your flowers green.Where can you
make sure complements are together? A purple flower next to a yellow hill? A red
tree next to a green sky?

Check your work: Check and point to a place where you have placed complementary
colors (opposite on the color wheel) next to each other for contrast

Students observe a demonstration of blending pastels using layering, tissue or

finger to move color and create new colors

(Optional:Students can use all colors in pastel box

while still keeping focus on imaginary color)
Make sure you have filled in all of the white space in your picture,even the sky.
Blend colors, and make new colors by overlapping.

7. Display art, reflect as a group.

Guide self-assessment using the questions below.
Where do you see depth: where foreground looks very close, and horizon very
far away?
Describe a place where complementary colors jump out in a landscape (yours or
others).
Student Self Assessment 5 min

Trace the horizon line of your picture. Point to where the closest foreground shape in
your picture overlaps the horizon line.
Check the color wheel:Point to a place where you created contrast by placing
complementary colors together. What colors are they?

Did you blend pastel colors by layering or rubbing color?

Class Assessment Checklist

Space Color Skills & Technique Vocabulary

Students Landscape Places Blends pastel by Applies

foreground complementary layering or concepts and Total
overlaps colors rubbing/moving vocabulary Points
horizon line. next to each color.
other for contrast
and
emphasis.

Clara
4
Kamunde X X X X

______________________________________________

Lesson 7: Texture 60 min

Background
Everything, including works of art, has a texture or surface. Texture is the look and feel
of a surface. Texture can be rough, bumpy, slick, scratchy, smooth, silky, soft, prickly,
the list is endless. Texture can be real/tangible - how it feels to touch; or implied/
intangible - how it looks or how artists create the illusion of texture with paint, wood,
stone and clay. Texture in works of art is determined by the materials the artist chooses
this is called aesthetic choice. Artists use may techniques ways to create different
textures in painting: everything from tiny pointed brushes to flat, wide brushes or other
tools and media such special knives, sponges, sand, straw etc.

Curriculum Connections
Language arts: I can use different adjectives to describe the properties of textures
World Studies: I understand that all people and cultures make art and art is a universal
language.

Big Idea:
Texture is the look and feel of a surface. Lines and patterns can suggest surface
texture.

Look at and Talk About Texture in Art: 10 -15 Min

Featured Art Work:
Toyin Oduotola: Afternoon Tea
Artist Unknown: New Guinea Eating Pot
Vincent Van Gogh:

What are some of the ways the artists use texture?

Brain storm words that describe texture?

Lesson Objectives:
Understand texture as an element of art and apply it to create a work of art

Use a range of textures in collage

Apply techniques and processes from previous lessons

Art Making Activity: 40-45 Min

Lesson Steps
1. Background on the cultural significance of the jaguar in Aztec and Maya
cultures.
Review techniques and processes from previous lessons to be used in this
lesson.
2.Take yellow paper and fold it in half.
3.Draw half of the jaguaruse all your space.
4.Cut it out.
5. Discuss creating the texture of the fur of this cat. The medium length lines should be
going in one direction.
6. Discuss blending the colors (putting one on top of the other)
7. After the fur is created, scrap paper will be used to create the spots.
8. Discuss "organic" shapes to create these spots. The colors consist of orange on
black.

Student Self Assessment 5 Min

Did you use make thoughtful artistic choices such as the choice of colors you will use
and the use of texture? _____

Did you use techniques from other lessons such as blending your pastels by layering or
rubbing color, or cutting for symmetry using the folding line?____

Did you use good craftsmanship skills such cutting and gluing carefully?____
 Class Assessment Checklist
Elements Organization Technique

Students Art Texture: Color: uses Shape: Balance: Craftsmanship:

concepts: combines properties cuts organizes cuts and glues Total
points out drawing tools of colors irregular shapes in shapes Points
use of paper, shapes symmetry or carefully
texture, materials and and asymmetry
color, shape techniques geometric
and balance shapes
in art works

Clara
6
Kamunde X X X X X X

______________________________________________