Description:
We learned about the elements and principles of design through student friendly definitions and filled out multiple sheets where we practiced using them appropriately. The sheets included practice examples such as boxes where you could do shading, different lines, color, patterns, etc. We then found each of the elements and principles in everyday life and photographed them. We got to then collaborate with a partner to create a presentation where we could share these with our classmates. My partner, Lydia, and I created flash cards, appropriate for grades 3-5th. On the front of the flashcards we included both my photos and hers to give multiple examples, along with an explanation of each term on the back. These 5 images were my favorite of my own photos used for our flashcards:
Color- Color is made up of light, as there must be late to see color. The whiter the light, the truer the color. Color has three properties, hue- which is the name of the color, value- which is the lightness or darkness of the hue, and intensity- which is the purity of the hue.
My photo shows multiple colors in the roses to give a clear idea of the differences in color variation.
Line- Is a mark made by pointed tool/brush and is often defined as a moving dot. It has length and width but it’s with is very small. It often suggest movement in a drawing/painting.
My photo shows that a line can be short and cut, or a connected line can create shape, as well as be simple dots.
Unity/Variety- h when all elements in art look like they belong together, you achieved unity. Visual unity can be developed by clustering elements or by placing them close together. A dominant color, repeated textures, shapes, and edges, as well as consistent techniques can also create a sense of unity, where as A different element, color, shape, or line can create variety.
My partner and I both chose a photo to represent one of the two either unity or variety. My photo was to represent variety. The pattern of the shower curtain is random but the paint splatters work well together and create a work of art.
Texture- The surface quality, whether stimulated or actual, actual texture can be felt physically. Stimulated texture shows how something might feel.
My photo shows the texture of my cats fur very easily, so when looking at the photo you can imagine exactly what it would feel like to pet the fluffy cat.
Movement/Rhythm- Visual movement of elements directed along lines, edges, shapes, and color. The visual equivalent to a musical beat.
My partner and I both chose different photos to represent the differences between literal movement in a photo and implied movement in art. Her picture of her painting showed movement in the lines and mine shows literal movement in the cat jumping forward.
Extension Activity:
An activity idea that I would use in my classroom, along with the use of the elements and principles flashcards that we created, would be used after the students have studied the flashcards and have an idea of the elements and principles. Since our flashcards were based for students grades 3-5, my activity will be as well. I believe older students are capable of doing projects such as this one and since I like this idea, I would instead adapt it so that my students will learn about these elements and principles as vocabulary words, and then go on their own scavenger hunt and use their devices to take photos to represent of one of the elements designated to them, and then use those to create posters to hang in the classroom so that they can remember these different principles throughout the school year.
