Best Order to Go Through the Elements and Principles Elementary Art

A series of simple design exercises to further understanding of the Principles of Design and how each can exist developed within a structured limerick.

By Ruth Hand [Ruth is an fine art educator at Eye School in Emmetsburg, Iowa]

Objectives:

Students will:

• Review the bones Principles of Pattern (rest, unity, motility, rhythm, pattern, contrast and emphasis).
• Understand each principle more completely.
• Provide "aerobic exercise" for the correct side of their brain.

What You Need:

• Video "Principles of Design (Brommer")
• Elements and Principles of Design affiche sets (Crystal Video Productions ph: 516-928-4420)
• viii ane/2″ ten eleven″ white typing paper (cut into 4 1/4″ x v 1/two″ rectangles)
• Variety of colored pencil indicate magic markers
• Classical Music CDs and CD actor (optional during class)

What Yous Do:

View the video. Students may take notes if desired. Afterwards, review the data discussed by having groups of ii-3 students accept one of the seven principles posters and present it to the class emphasizing two or three important points talked most in the film.

Pass out 15-25 small-size sheets of the white typing paper for each serial of designs that students will be working on. They can place their own sheets by using pencil to mark initials on the back side. Make sure each student has, or can share, at least iv-six colored pencil point markers for multifariousness. (Large markers are too clumsy and do not brand every bit neat a design.)

Do a quick review of the elements of design (specifically line, color, space). Explain to students that they will be creating a series of designs, start using dots, then lines, and finally, a combination of both. Each design should illustrate at least three or more of the principles they have discussed. Stress that, while designs demand non necessarily fill the unabridged paper, they must be complete and well developed every bit infinite is an important consideration. Also, all designs must be totally abstract; no recognizable objects, shapes, letters, numbers, symbols, etc. are allowed.

Discuss and constitute some basic criteria for each grouping of designs. The following piece of work well for DOT DESIGNS (define a dot as the beginning of a line, regardless of its size):

• use only two colors per design (continue information technology simple).
• dots must be round and colored solid.
• dots inside each design should vary in size (change can be sudden or gradual merely is of import for providing contrast, thereby fugitive "chicken tracking").
• dots may "follow the leader," bear upon, overlap, stack on top of each other, run off the edge of the paper, etc.

Dot Pattern Examples

Basic criteria for LINE DESIGNS might include the following:

• utilise but two or three colors per blueprint.
• lines should begin thin, grow in thickness and return to a sparse line again…or run off the paper (so they remain lines instead of condign shapes).
• lines should vary in length (short, medium, long) and may expand/contract in whatever form or direction.
• lines may be directly, curved, zigzag, twist; cantankerous over, build on top of or weave under and through each other, etc.

Line Design Examples

All of the above criteria apply to DOT/LINE Blueprint combinations. Limit each design to three colors to ensure that the designs do not become more about colour than about pattern. Make sure students understand that this is a form of brainstorming and at that place is no "right/incorrect." Designs that appear to be incomplete can always have something added. Encourage them to relax and permit their right brain accept over. Explicate that, often, our best ideas come when we "infinite out" or fantasize while doodling.

Dot/Line Blueprint Examples

Tell students to look for new ways that dots and/or lines tin can be drawn or interact with each other and notwithstanding remain dots and lines. If they exercise come up with something new, for instance, dots passing through each other, have a round tabular array give-and-take to reach consensus that information technology still meets basic criteria. These discussions can grow into interesting exchanges as students take positions and offer differing opinions/explanations as to why they believe some designs may or may not pass muster. Focus on constructive criticism.

As designs are completed, they should exist laid out on the tables in front of students for continual reference. Midway through each class, allow students to take a break, not simply to balance their right brain, simply also so they may walk around and observe the piece of work of others. This provides opportunity for "thought building," specially for those students who get "stuck in a heat." Stress the fact that if they see another pattern they actually like, they can create a similar 1 by changing or adding to information technology rather than copying.

Original design and expanded ideas created from original

When each design series is completed, have students choose what they consider to be their best designs to correspond each principle and lay them out in divide marked areas. Again, have round table discussions as to the merits of various designs. Students should proper noun the principles they see illustrated and comment on what might be lacking in some designs, for example, no unity or contrast, unbalanced components, etc. Emphasize that the best designs may show all seven principles.

Ask students to point out designs which show:

• unity between all parts of the design.
• formal (symmetrical), informal (asymmetrical) and radial balance.
• areas of movement and rhythm.
• several different kinds of contrast.
• any obvious patterns.
• a focal point or eye of interest.
• all 7 principles due to outstanding organization of the bones elements inside the design.

Permit students to select their all-time designs for putting upwards in a big display expanse. Ask for volunteers or cull students to plan the arrangement and put it all together.

Follow upwards Action:

Innovate students to the abstract styles of several different artists including Margo Hoff (Marathon, Street Music ), Piet Mondrian (Composition with Cherry-red, Yellow and Blue), Jackson Pollock (Full Fathom V, Autumn Rhythm), Mark Tobey (Universal Field), and Henri Matisse (L'escargot, Beasts of the Bounding main, The Vino Printing, Sorrows of the King). After viewing and discussing examples of each, have them create their own more than complicated abstract design composition using geometric also as organic lines and shapes and unlimited color choices. Provide a variety of medium, such as charcoal, Bharat ink, colored pencil, oil pastels, tempera paint, and an assortment of dissimilar kinds of paper. Encourage students to use a combination of several of these. Take students write an evaluation of their completed piece of work using what they learned from studying the Principles of Pattern.

Dot Line Examples

Dot/Line Design Examples

Resources:

Principles and Elements of Design

Elements of Design

Principles of Design

donovanarmishath.blogspot.com

Source: https://kinderart.com/art-lessons/drawing/principles-elements-art/

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