* Mnemonic Devices

in the Fine Arts

Michaela Schnetzer
TCH-520
May 5, 2016
Mnemonics, which is Greek for to remember, are used
to recall information that is not related or specific
patterns and rules (Sousa, 2012). There are two types of
Mnemonics a teacher can implement:
Rhyming an example of a rhyming mnemonic would be In 1492, Columbus
sailed the ocean blue. When reciting, if the information is incorrect, the
rhyme does not work!
Reduction mnemonics reduce large
amounts of information using
letters combined in to a made-up
word or simple sentence. A popular
reduction mnemonic to help
remember the colors of the
rainbow is a fictional name!

*What is a Mnemonic Device?

Mnemonics are primarily used for recall purposes, whether for an exam 24 hours
after the information was originally learned, or for the long-term. Mnemonics
arent for everyone, and different mnemonics work for different learning
situations. It is key that instructors insure the device is appropriate for the
learning task and material (Putnam, 2015).

Applying Mnemonics in the Fine Arts:

The fine arts are a very visual and hands on experience, however, there are
many terms, artists, dates, and movements that are critical for an overall
understanding. One important concept Visual Arts students must know and learn
at the beginning of their studies is the Elements and Principles of Art.
* Line A continuous mark made by a moving point.
* Shape an enclosed space defined by a closed line.
* Color The three primary colors are red, yellow, and blue. They are
used to make ALL other colors. Artists use color to create mood.
* Value is the lightness and darkness of a color. Artists use value to
shade images and add light and shadows.
* Form is three-dimensional and encloses volume; includes height,
width AND depth (as in a cube, a sphere, a pyramid, or a cylinder).
Form may also be free flowing.
* Texture means surface quality. Visual texture is texture you can see
like in a drawing or painting. Tactile texture you can actually feel,
such as when you run your hand over a rough surface.
* Space The empty area around, above, below us. Artists who paint or
draw create the illusion of space on a flat surface. Sculptors create
work using physical space.

*The Elements of Art

* Pattern - repeating elements like shape, color, and texture.
* Emphasis When an artist purposely directs the viewers eye to
important parts of a picture.
* Contrast Creating tension by pairing opposites: big and little,
complimentary colors, organic and geometric shapes.
* Unity - the relationship among the elements of a visual that
helps all the elements function together. Unity gives a sense of
oneness to a visual image.
* Balance a sense of equal weight.
* Movement shows action and directs the viewers eye throughout
the entire work of art.
* Rhythm - A principle of design that indicates movement, created
by the careful placement of repeated elements in a work of art to
cause a visual tempo or beat.

*The Principles of Art

For most students, remembering the 14 Elements and Principles of Art can be tricky,
especially on the Navajo Nation where students are not introduced to formal Fine Arts
until high school.

To help with the memorization of the Elements an Principles of Art, the following
reduction mnemonic devices were created:

Leroy (Line) Picky (Pattern)

Says (Shape) Ethyl (Emphasis)
Cousin (Color) Cooks (Contrast)
Velmas (Value) Unusually (Unity)
Frybread (Form) Bland (Balance)
Tastes (Texture) Mutton (Movement)
Salty (Space) Ribs (Rhythm)

Leroy says cousin Picky Ethyl cooks unusually bland mutton

Velmas frybread tastes ribs!
salty!
* Navajo culture revolves around community
and food. By creating two distinct
reduction mnemonic devices based on two
staples in Navajo culture, frybread and
mutton, students will more easily recall the
mnemonic device and therefore better
retain the information being taught.
* It is also important to note that showing
images that correlate with the mnemonic
devices will also help with retention, due
to the strong cultural association. Above: Thomas
Builds-the-Fire, a
character in
Sherman Alexies hit
film Smoke Signals,
sporting a Frybread
Power shirt
 * When presenting the Elements and
Principles, only cover 2-3 daily.
* Strategies for Working memory cannot function to
the best of its ability when
Teaching overloaded with information.
* Provide pictures and examples of
each Element and Principle
throughout instruction. Visual
connections often help students
remember concepts, especially
during an oral presentation (auditory
memory).
* After each introduction, provide a
kinesthetic-based activity to
reinforce learning.
ex. After introducing line, challenge
the students to draw an animal
using only one continuous line. Do
not let them pick up their
pencils! Pablo Picasso loved this
drawing game.

(Willis, 2006)
*Make it fun!
When beginning the lesson, tell students that there are two
mnemonic devices they will use to help them remember the
Elements and Principles.
After each Element and Principle is covered, conclude the class
with the corresponding word for the mnemonic device.
Students get a kick out of predicting what the silly sentence
will be each day!
* Review Step 1: and
the Elements
Principles, as well as explain
how to identify each in a
work of art.
* After teachers have
reviewed the Elements and
Principles, display Van
Goghs Starry Night and
ask them (in groups) to
identify as many of the 14
Elements and Principles as
possible. They may not use
notes or lists of the
Elements and Principles to
help! Record the number of
correct identifications.
Step 2:
* Teach the Mnemonic devices.
* Once teachers seem to have
mastered the two devices,
again display Van Goghs Starry
Night and have the educators
once again identify all 14
Elements and Principles. This
time, teachers may have the
Mnemonic devices in front of
them, but no notes or lists of
the Elements and Principles.

*Teaching Teachers:
A professional development activity
After introduction to the mnemonic device, correct identification
of the 14 Elements and Principles within Van Goghs Starry Night
will have increased because the brain was able to chunk the
information, therefore making it easier to remember!

It is pertinent that educators use strategies such as chunking and

mnemonic devices to help students with their memory and
retention. The brain is a marvelous organ that should always be
taken in to high consideration when planning instruction.

*The Results
 References
Miller, J. (2008, July). Frybread. Smithsonian Magazine.
Retrieved May 6, 2016, from
http://www.smithsonianmag.com/arts- culture/frybread-
79191/?no-ist
Ocvirk, O. G., Stinson, R. E., Wigg, P. R., Bone, R. O., &
Cayton, D. L. (2002). Art Fundamentals (9th ed.). New York, NY:
McGraw-Hill.
Putnam, A. L. (2015). Mnemonics in education: Current
research and applications. Translational Issues in Psychological
Science, 1(2),130-139. Retrieved May 6, 2016.
Sousa, D. A. (2012). How The Brain Learns (4th ed.). Thousand
Oaks, CA: Corwin Press.
Willis, J. (2006). Chapter 1. Memory, Learning, and Test-Taking
Success. In Research-Based Strategies to Ignite Student
Learning. Association for Supervision and Curriculum
Development.