The Shape of Things
Objectives:
*Students will explore “what is art”?
*Students will understand the difficulty in defining “art”
*Students will develop vocabulary base in regards to a visual language
*Students will explore and understand the elements of art: shape/form, color, positive, and negative space
*Students will explore and understand the principle of design: rhythm
*Students will explore and understand the concept of composition
Description: A seven day lesson
Art History: Students will explore DADA art and view examples of modern minimalist art and look for examples of shape/form, space, color, and rhythm
Studio: Students will complete three designs using the Elements of Art and Principles of Design listed in Principles of Design listed in objectives
Aesthetics: Range of discussions on three branches with small group work culminating in informational posters/presentations on each of 3 main branches.
Criticism: Students will explore how successful designs are in incorporating Elements of art and Principles of design into interesting visual compositions. Compare and contrast the impact of all ten design compositions. Discuss how the design components affect everyday visual imagery such as textile and building design?
Process:
Day 1-3: What is Art? Class discussions and small group work on general characteristics of art, functions of art, western perceptions on value of art (aesthetic philosophy) and art criticism. Culminates on day three with a philosophical chairs activity on whether Marcel Duchamp’s “Fountain” is art or not art.
Day 4: How do the Elements of shape/form, color & space affect visual compositions? Intro Shape, Composition cheat sheet, and Space via cornell notes. Have students design original shape by “doodling” to music for 5 min.s. Discuss shapes with each student and have them choose one dynamic shape. They will create a template out of file folders or index card material and use to create original design in one of the 5” x 5” boxes. Students will trace two other 5”x 5” boxes over original design composition to obtain three of the same design. See requirements for first 3 designs.
Day5-6: Intro info on color via cornell notes. Studio to complete first 3 designs.
Day 7-10: Intro info on Rhythm via cornell notes. Have students design a contrasting shape to original shape and create template. Design alternating rhythm composition, using original shape and contrasting shape, in 4th 5” x 5” box. Trace the composition onto boxes 5-8. See requirements for boxes #4 -8. Studio to complete designs.
Day 11-14: Intro 3-D techniques and have students create a template (out of cardboard) for one of 2 shapes used in 2-D designs. Follow requirements for Designs #9 & 10.
Problem to Solve: How can you create eight 2-Dimensional and two 3-Dimensional compositions based upon one shape/form?
Requirements:
*Must design original shapes
*Must use the following Elements of Art: shape/form, space (positive & negative), and color
*Must use the following Principles of Design: Rhythm
*2-Dimensional designs must be 5”x5”
*3-Dimensional designs must be at least 8” in height
*Design One:
2-D
Same shape, same size
Shapes are positive, Background is negative, Random rhythm
*Design Two:
2-D
Same shape, same size
Shapes are negative, Background is positive, Random rhythm
*Design Three:
2-D
Same shape, same size
Shapes are positive and negative, Random rhythm
*Design Four:
2-D
Same shape + New Shape: same size, monochromatic color, alternating rhythm
*Design Five:
2-D
Two shapes, same size, analogous color, alternating rhythm
*Design Six:
2-D
Two shapes, same size, complementary colors, alternating rhythm
*Design Seven:
2-D
Two shapes, same size, split complementary colors, alternating rhythm
*Design Eight:
2-D
Two shapes, same size, triad, regular rhythm
*Design Nine:
3-D
Same shape, different sizes, random rhythm, must use at least 12 shape repetitions
*Design Ten:
3-D
Same shape utilized at least once
Progressive Rhythm: Evolution of shape at least 12 times
Vocabulary:
Shape:
Space:
Positive Space:
Negative Space:
Form:
Harmony/Unity:
Rhythm:
Color:
Monochromatic:
Analagous:
Complementary Colors:
Split Complementary Color:
Triad:
Grading Rubric:
Assignment: line design
Goals and/or Concepts / 0-4 / 5-9 / 10-14 / 15-19 / 20Originality of composition
Meets all requirements for Elements/Principles
Creativity
Process
Effort/Attitude
Point Assessments:
0= Did not meet criteria
5= Little to no criteria met
10= Adequate amount of criteria met
15= Good amount of criteria met
20= Excellent amount of criteria met