EXACT COLLEGES OF ASIA

Suclayin, Arayat, Pampanga

Tel. No. 0925-870-1013
Email address: exact.colleges@yahoo.com

BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION

Course Module in
Second Semester A.Y. 2022-2023

COURSE CODE :
COURSE TITLE : METHODOLOGY 1
UNITS : 3
MODULE 1 : VISUAL ART

Objectives:
At the end of this module, you are able to:
1. Compare lines and shapes; color and texture; shape and size;
2. Analyze and examine principles of design through visual examples;
3. Create a doodle art incorporating all elements of art;
4. Device an art activity that lets the kids achieve various competencies; and
5. Develop a visual arts vocabulary to describe art making, tools and techniques used to
produce art, its elements, and principles of design.

LESSON 1: In Visual Arts-LITERACY

In Visual Arts, students develop knowledge and understanding, skills, values and attitudes in
Making and Appreciating by engaging with the concepts of artists, works of art, audiences and
the world. They learn how to explore the world through selected subjects (e.g. people, objects,
places and spaces) and work with forms (e.g. painting, drawing, digital works) in an expressive
way.

Visual arts learning is most effective when learning experiences in making and appreciating are
integrated into a planned and sequential teaching and learning process.

Teaching and learning experiences may begin with a focus on making, appreciating, the subject
matter, the form, specific artists, selected works of art, audiences or the world. All of these offer
valuable approaches to the teaching and learning of visual arts and should be varied across the
entire program.

Making provides students with opportunities to make artworks about different examinations of
the world. Teachers play a vital role in assisting students to focus on subjects and related
concepts that interest them and the visual arts. The study of different techniques and Module 1:
Visual Art Overview

Lesson 1: Visual Art—Literacy Module Objectives Course Materials 2 the use of tools provide
valuable ways to understand how artworks are made and offer students a range of ways to
explore the subject matter. Students seek to make connections between how they interpret
subject matter, and how their ideas are developed within the form or forms using particular
techniques.

ELEMENTS OF ART

1. Line is the path of a moving point through space. It may indicate direction, texture, contours
and movement. The teacher can talk about the different kinds of lines – straight, angled, curly,
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Suclayin, Arayat, Pampanga
Tel. No. 0925-870-1013
Email address: exact.colleges@yahoo.com

etc. He/she can also introduce the words horizontal (when a line runs side to side, like the
horizon), vertical (when a line runs up and down) and diagonal (when a line runs on an angle)
and have the students draw different types of lines on their papers using oil pastels. Do this by
saying out loud the type of line and the direction to draw the line. When each line is complete,
ask the children to switch to a new color to get ready for the next line. Once the lines have been
drawn, children fill in the spaces between the lines using brightly colored tempera paints.

Further reading:
Greutman, H. (2018, February 18). 10 Hands-On Ways to Practice Pre-Writing Lines. Growing Hands-On
Kids. https://www.growinghandsonkids.com/hands-on-waysto-practice-pre-writing-lines.html

2. Color is defined by hue, value, and intensity. It is the range of visual light in the spectrum and
properties of the pigments used in making visual art. An art’s color may be categorized by the following:

Hue is the name given to different wave lengths of light from the visual spectrum.
Value is the degree of lightness or darkness. Intensity is the amount of pigment or saturation. The bright
a color the more pigment it contains.

3. Space is the area occupied by an object or the area formed by the absence of an object/s.

Something about seeing "space around an object" can be very difficult for students to
understand. When students progress through the various phases of drawing development, they
continue to see things in new ways. When their sense of awareness changes, so does their capacity to
work with the new perception in the art room.

4. Texture is used to describe the surface quality of the work, referencing the types of lines created by
the artist.

Texture literally means how something feels when it is touched. If you touched a piece of
marble, you could feel smooth and cold. A piece of wood is going to feel rough. A piece of fabric or a
tapestry may feel rough or smooth.

For better or worse, kids want to touch everything. You can take advantage of this inherent
excitement to show your child all the beautiful textures that surround us. Experimenting with texture by
thoughtful play offers a strong basis for schooling in many ways. It teaches children about science and
analysis, how to analyze and predict, and also incorporates new vocabulary.

The following are some ideas that you may consider in teaching different kinds of texture to kids:
Source: Siemsen (2020)

• Slippery Materials: Soap or cooking oil on tin foil, wet ice, banana peels, lotion. Activity ideas: Have
your child lotion up their hands and try to turn a doorknob. If you have more than one kid, they can race
ice cubes down a makeshift ramp.

• Grainy Materials: Salt, sugar, or sand in a tub.

Activity ideas: The children can run the grains through their fingers and hands, write their names or
draw pictures in it, or try to separate it into two equal piles.

• Fluffy Materials: Cotton balls, animal fur, feathers, bubbles (bubble bath). Activity ideas: Have your
children close their eyes and place a group of cotton balls into their hands. See if they can guess how
many they are holding before looking. Toss different fluffy items into the air and see which fall to the
ground the most slowly (this would serve as a great introduction to the differences between rain and
snow).

Squishy Materials: Marshmallows, water balloons, play dough, pillows. Activity ideas: Experiment with
changing the size and shape of the object (can it be squished flat? Into a ball? Does it retain its shape or
bounce back?)
 EXACT COLLEGES OF ASIA
Suclayin, Arayat, Pampanga
Tel. No. 0925-870-1013
Email address: exact.colleges@yahoo.com

• Rough Materials: Tree bark, sandpaper, scouring pad. Activity ideas: Have your child softly touch the
materials and ask if they think it would hurt to touch it a lot. The children can use the scouring pad to
scrub crayon marks off of a plate and then try to do the same thing with a silky piece of material.

• Smooth Materials: Paper, tabletops, polished stones or pebbles, marbles. Activity ideas: Have the
children roll the marbles over smooth surfaces and then over a rough or bumpy surface. Multiple
children can race marbles or toy cars over smooth surfaces.

• Bumpy Materials: Rocks, bubble wrap, Legos. Activity ideas: Have your children close their eyes and
count the bumps on a Lego or scrap of bubble wrap. Try rolling bumpy rocks along with smooth rocks
and talk about the difference in movement.

5. Form is three dimensional (length, height and depth of volume) shapes.

• Shadows tend to create depth and shape images as well. • Practice drawing curved lines to display
unique features-round balls, berries.
• Draw abstract shapes;
• Create three-dimensional shapes: cubes, pyramids, spheres by applying perspective and shading.
• Practice a one-point view where the boxed form fades into the distance and meets the horizon line at
a point called the vanishing point. Turn these boxes into house structures, leaving all vertical lines up
and down.
• Continue the perspective by drawing buildings on either side of the street, both lines converging to the
horizon line.
• Practice changing the horizon line and painting it in various shapes.
• Draw from a two-point view with two vanishing points. Build a house like this.

6. The difference in values may be called as contrast as it pertains to the scale from darkest, or black, to
lightest, or white.

• Use pencil, charcoal, and pen and ink drawings to concentrate on value and shading.
• Another art idea to investigate Value as an element of art is to use one color to create a color map,
beginning with the saturated color at the top of the page, and eventually changing its value by adding
white, a tiny portion at a time. Paint each new color under the previous one.
• These colors could be painted on two separate cards and turned into a game in which one child makes
a monochromatic card and gives it to another child.
• Use these monochromatic colors to render a portrait/photo.
• Paint 6-7 containers white and use these to make a still life arrangement. Draw them on a gray paper
with black chalk, using white for highlights.
• Use a light source on this or another set of objects to create shadow and use this as an arrangement to
paint with a monochromatic scale.
• Take a part of a photograph or picture, enlarge it and use it as a model to copy. The children should
not be able to identify the object they are copying. Look especially at the dark and light patterns. Then
show the children what the complete photograph or object was.
• Copy a photo upside down. Focus on light and dark forms only.
• Analyze the work of several artists and their use of light and shade. (Cezanne, O'Keefe)

7. Shape is the area enclosed by a line or other shapes. It may be geometric like triangle and square or it
may have organic or natural character such as trees, clouds and rocks.

Identifying shapes is one of the first math principles that preschoolers master. They continue to
differentiate between the various shapes and categorize the form of the objects. They study the names
and features of the forms. They see shapes in everyday things.

Arts may be complex with all these terminologies but children already have the first instrument:
imagination. Teaching them to draw a simple line may be a step to help them grasp the concept of art.
As it goes on and create shapes then be colored, the teacher may be able to even understand the
thought process of a child.
 EXACT COLLEGES OF ASIA
Suclayin, Arayat, Pampanga
Tel. No. 0925-870-1013
Email address: exact.colleges@yahoo.com

As you may have guessed, the total package of all visual arts is a complex mind and brain process. We
think most about whatever is meaningful to us. It may also show the child’s everyday visual preference
as it is the main data embedded to them.

Further readings: Cooper, S. (2020, January 30). How to Teach the Elements of Art to Preschoolers.
Teaching 2 and 3 Year Olds. https://teaching2and3yearolds.com/how-to-teach-the-elements-of-artto-
preschoolers/

Elements of Art - teaching one element at a time. (n.d.). Design Your Homeschool. https://www.design-
your-homeschool.com/Elements-of-Art.html#form

PRINCIPLES OF DESIGN

1. Rhythm o when one or more elements of design are used repeatedly to create a feeling of organized
movement.

A visual tempo, a rhythm is the design principle, which refers to the frequent reproduction of the
elements of art in order to create the look and sound of action. There are 5 different methods for
displaying rhythm; Alternating, Flowing, Progressive, Random and Regular.

Alternating rhythm uses 2 or more interchangeable patters or designs that are repeated throughout a
piece. In this piece, the same design is used, but the use of different colors creates an alternating
rhythm.

Flowing rhythm is a rhythm in which movement is shown, most often with organic shapes. This piece
displays flowing rhythm because the waves (organic figures) are shown to be moving repetitively
throughout the piece.

Progressive rhythm shows a sequence of motifs/forms through a progression of steps. This piece
displays progressive rhythm because the American flag grows smaller and smaller within the piece.

Random rhythm is when a picture has no pattern whatso-ever. This picture fits because everyone is set
randomly, and not following a known pattern.

Regular rhythm is a regular arrangement of parallel lines; it has identical motifs and equal amounts of
space between; it has a steady beat, and it can be boring is overdone.

Source: Rhythm. (n.d.). Principles of Design. https://hhsartdesignprinciples6.weebly.com/rhythm.html

2. Proportion
the measurement of the size and quantity of elements within a composition

Scale and proportion are also structural features related to height. Scale is the size of an object in
comparison to other objects in a pattern or an artwork. Proportion refers to the proportion of the pieces
of the object in contrast to the other parts of the same object. Throughout the years, artists have used
size and proportion to represent or detract from the ideal.

Proportion is a design factor that refers to the relative size of the components that make up the
product. Again, the human body is the basis by which people measure proportions. For example, the eye
should be narrower than the face, and the shoulders of a man should be larger than his hips.

If you see a disproportionate object, it is going to grab your eye. Cartoons of bigheaded characters, for
example, grab your eye. An apparent exaggeration could also tickle your funny bone. "The Head" by Eric
Fogel is a clear example of this:

Further reading: Crew, T. (2014, March 4). Lessons on Principles of Design: Scale and Proportion.
KidCourses.Com. https://kidcourses.com/principles-design-scale-proportion/

3. Emphasis
making a certain part stand out.
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There is further focus on something that stands out from other objects in the architecture. In addition to
using resources such as colour, form and positioning to illustrate superiority, the artist can want to
further isolate the dominant part of the design. For example, in "A Room of Illusions III," the artist Alan
King puts the dominant element, the white sphere, at the center of the scene.

By putting the second most critical components next to the main one, the designer informs you where
to look next. Perhaps the outline of the target points to the direction your eye can take. In this painting,
the abstract forms in the foreground appear to point to the sphere.

Further reading:

Crew, T. (2018, March 30). Lessons on Principles of Design: Dominance and Emphasis.
KidCourses.Com.https://kidcourses.com/principles-of-design-dominance-andemphasis/

4. Unity
gives off the appearance of oneness or resolution. It may refer in an art where all circles are of the same
size or same color.

Unity occurs as all the concepts of design converge into a complete piece of art. It encompasses line,
form, shape, color, texture and space. Harmony is the manner in which all the elements contribute to
each other in order to effectively create a cohesive whole. In a good concept or artwork, the unity of all
the elements is greater than that of all the combined components.

The artist's purpose is expressed by organizing visual objects into a single whole. In Pieter Brueghel's
Landscape with the Fall of Icarus, all the events take place amid the fall of Icarus demonstrate the
relative lack of significance of the single occurrence.

Some of the ways that a designer or artist achieves unity include:

• the use of similar shapes
• the use of similar patterns
• harmonizing colors
• the use of space
• the use of a single background

In the art of Icarus, all the green tones harmonize to create a feeling of peace that echoes the curved
outlines of the sails, the sheep and the coastline. Distant, craggy peaks add a touch of risk, but they are
far from the serenity of the foreground. Together, these elements convey the artist's idea that the
universe should be separated from the tiny drama of a child falling from the sky.

5. Balance
arranging elements without overpowering another. It can also be achieved through asymmetry.

Since this ability to balance is necessary to manage the gravity-bound universe, humans instinctively
seek balance. It is an instinctive way to bring order to life. Balance, like harmony, is an attribute that you
naturally search and recognize when you see a concept or a piece of art. The work that lacks harmony
makes you feel uncomfortable and dissatisfied.

To achieve balance, the designer equally distributes the visual weight of items in the design. The type of
balance in a particular work can be: • Horizontal: to the left and right of a center line (like a see-saw) •
Vertical: above and below a center line • Radial: radiating from a center point, like a sunburst (this
creates a strong central focal point) • Crystallographic: allover repetition of like objects with no distinct
focal point (like a chessboard or quilt)

To get a better picture of horizontal balance, see a vertical line that separates "View of Arles" by Vincent
Van Gogh: The centerline will lead to the trunk of the middle tree. Additional trunks to the left and right
complement the middle of the tree. The groups of houses, while not the same, often have a horizontal
balance.
 EXACT COLLEGES OF ASIA
Suclayin, Arayat, Pampanga
Tel. No. 0925-870-1013
Email address: exact.colleges@yahoo.com

Further reading:

Crew, T. (2017, August 11). Principles of Design: Balance | kidCourses.

KidCourses.Com. https://kidcourses.com/principles-of-design-balance/

6.Pattern
o showing consistency with colors or lines

Patterns are an innate aspect of art that draws and mesmerizes the spectator.
Identifying trends in paintings may have a stimulating psychological influence on the
spectator. Pattern identification is a central feature of the human brain. It helps us to take care
of and easily understand our surroundings. As a consequence, art patterns satisfy and intrigue
us, whether these patterns are easily recognizable or not.

"Art is the imposing of a pattern on experience, and our aesthetic

enjoyment is recognition of the pattern."—Alfred North Whitehead
(British Philosopher and Mathematician, 1861–1947)

The principle of art and the world itself, the pattern, is an element (or collection of
elements) that is replicated in a piece of work or in an associated set of works. Artists use
patterns as decoration, as a technique of composition, or as a whole piece of artwork. Patterns
are diverse and effective as a guide that draws the interest of the spectator, whether they are
subtle or quite obvious.
EXACT COLLEGES OF ASIA
Suclayin, Arayat, Pampanga
Tel. No. 0925-870-1013
Email address: exact.colleges@yahoo.com
EXACT COLLEGES OF ASIA
Suclayin, Arayat, Pampanga
Tel. No. 0925-870-1013
Email address: exact.colleges@yahoo.com
EXACT COLLEGES OF ASIA
Suclayin, Arayat, Pampanga
Tel. No. 0925-870-1013
Email address: exact.colleges@yahoo.com
EXACT COLLEGES OF ASIA
Suclayin, Arayat, Pampanga
Tel. No. 0925-870-1013
Email address: exact.colleges@yahoo.com
EXACT COLLEGES OF ASIA
Suclayin, Arayat, Pampanga
Tel. No. 0925-870-1013
Email address: exact.colleges@yahoo.com