Visual Arts
Rain's Rustle By Leonid Afremov
Six Elements of Visual Art:
Line
A line is mark drawn with a pointed, moving tool or the path of a dot through space. Although lines can vary in appearance, they are considered one-dimensional and are measured by length. A line is used by an artist to control the viewer’s eye movement and to create shapes. There are five kinds of lines: vertical, horizontal, diagonal, curved, and zigzag.
Task – You May use markers, pencils, colored pencils, etc. to make and label five different lines. Begin and end each line at the edge of your paper, and vary lines in terms of width, direction, etc.
Shape
A shape is a two-dimensional area clearly designated in some way, generally by one or more of the other five visual elements. Although a form has depth, a shape has only width and height. Shapes are either geometric or organic (free form).
Task – Cut out three geometric and three organic shapes and glue them in an interesting arrangement on your paper.
Task – Cut out three geometric and three organic shapes and glue them in an interesting arrangement on your paper.
Texture
Texture is how things feel, or look as if they might feel, if touched. Texture is perceived by touch and by sight. Objects can have innumerable versions of rough or smooth textures and matte or shiny surfaces. Visual texture produces the illusion that something would feel rough smooth, or soft if touched.
Task – Use interesting lines to create at least five shapes or spaces on your paper. In the shapes of your design, create five textures using dots, lines, crosshatching, etc. If you have more than five spaces, you may create more textures, or repeat some textures to create balance, rhythm, or emphasis.
Color
Color is what the eye sees when light is reflected off an object. The sensation of color is aroused in the brain by the eyes’ response to different wavelengths of light. Color has three properties: hue, value, and intensity.
Task – Make a simple color wheel using water-colors of the three primary colors – red, yellow, and blue, and then mix those colors in the lid/tray of the paint container to create the secondary colors of orange, green, and purple. (Hint: If you imagine a clock face, the primary colors would be at 12, 4, and 8:00 and the secondary colors at 2, 6, and 10:00.)
Value
Value is the lightness or darkness of an object. Value depends on how much light a surface reflects. Value is also one of the three properties of color. When black or white are added to a hue, the results will be a tint (white), tone (gray), or shade (black).
Task – Make a value scale that shows five values. Begin by using a straight-edge to draw a rectangle 1” X 5” on the small pieces of paper at your table and then divide the rectangle into 1” squares as shown below, then mix black and white and one other hue of paint to create 5 values from black to white.
Space
Space is the emptiness or area between, around, above, below, or within objects. Shapes and form are defined by these spaces. Positive space is the area within an object and negative space is the area around the objects. Space is also the illusion created on a two-dimensional picture plane that objects and the picture plane have three dimensions.
Task – Look at the art cards at your table to see how the artists use the space to make some things look close and some far away. Create a design or picture that has three indicators of space: overlapping (things in front/on top = closer), height in the picture plane (higher = farther away), and relative size (larger = closer).
Visual Arts Warm-up Activities:
Do You See What I Say?
Directions: First tell students the following:
1) You need a pencil, paper and a book or notebook to use as a hard drawing surface.
2) Find a partner, decide who is person “A” and person “B”, then sit back-to-back
Tell the class that they will each have a turn to be a describer and an artist. The describer will come look at a word/thing/item you have written on a piece of paper and will then return and use general terms (lines, directions, shapes, locations) to describe the thing for the artist to draw. No specific terms (leaf, window, wheel, etc.) may be used. If necessary the artist may ask the describer clarifying questions.
Round 1 - Invite the first describer from each team to come see the word (I usually ask person “B” to be the first describer). This word/thing should be simple and iconic – house works well. Write the word clearly on a piece of paper and hold it so the describers can see it but the artists cannot.
The describers return and begin describing without looking at what the artist is drawing. As soon as the artists know what they are drawing they may raise their hands – after a minute or so – let them announce what they have drawn.
Round 2 – Repeat with person “A” as the describer, keep the word/thing fairly simple at first, working to get to more difficult “things” (e. g. helicopter).
Discussion: What did we learn? What happened with more practice? Why are good descriptions important in writing (and other areas)? Why was it easy/hard to figure out how to describe/draw the “thing”? Why do we say, “A picture is worth a 1,000 words”? Etc.
Blind Contour Drawing
Directions: The students will need a pencil and piece of paper. Briefly discuss the meaning of contour (The outline of a figure, body, or mass. A line that represents such an outline.), and blind contour drawing (drawing the outline of something without seeing/looking at it). In addition to not looking at the paper, the students may not lift the pencil off the paper after they have begun drawing. They will look at an object – their own hand works well – and begin to draw it including as many details as possible as they go along. Allow them to draw for about one minute initially – then discuss what happened. Have them repeat the exercise multiple times, each time striving for more accuracy and detail.
Resources:
5. Symmetry Space 6. The Power of Mistakes
(https://i.pinimg.com/originals/da/f7/71/daf77138fdc903ee9417e5d39e553ad5.jpg)
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