Teaching Arts in Elementary Grades

Josephine Calisay-Bermudez

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 Table of Contents

Module 1. The Introduction to Teaching Arts

Introduction 1
Learning Outcomes 1
Lesson 1. The Legal Basis of the Teaching of Arts 1
Lesson 2. The Goals/Intended Outcomes for the Teaching of Arts 2
Lesson 3. The Standards for Art Teaching 3
Assessment Task 4
Summary 5
References 5

Module 2. The Concept of Art

Introduction 6
Learning Outcomes 6
Lesson 1. Definition of Art 7
Lesson 2. Objectives of Teaching Arts 7
Lesson 3. History of Arts 8
Assessment Task 9
Summary 9
References 10

Module 3. Elements of Arts

Introduction 11
Learning Outcomes 11
Lesson 1. Line 11
Lesson 2. Shape 12
Lesson 3. Form 13
Lesson 4. Space 14
Assessment Task 14
Summary 14
References 15

Module 4. Elements of Arts (Continuation)

Introduction 16
Learning Outcomes 16
Lesson 1. Color 17
Lesson 2. Value 18
Lesson 3. Texture 19
Assessment Task 19
Summary 19
References 20

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Course Code: ED 115

Course Description: This course deals with the educational foundations

of Art as these apply to teaching and learning in the elementary grades.
Various teaching strategies and assessment appropriate for each area shall
be given emphasis in the courses.

Course Intended Learning Outcomes (CILO):

At the end of the course, students should be able to:

1. Demonstrate in-depth understanding of the concept, elements and

principles of arts in the elementary grades.
2. Employ varied teaching strategies in teaching arts in the elementary
level.
3. Design assessment tools in assessing learning arts in the elementary
level.

Course Requirements:
▪ Assessment Tasks - 60%
▪ Major Exams - 40%
_________
Periodic Grade 100%

Final Grade = Total CS + Final Exam x 70% + 30% of the

Midterm

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 MODULE 1
THE INTRODUCTION OF TEACHING ARTS

Introduction

The arts belong to four separate subjects considered as one MAPEH. Each has a
separate Curriculum Guide with distinct goals, standards, competencies and content. But
the teaching of Art shares the same outcomes and approaches and are rooted on the same
philosophies. That is why they are discussed together here.
The concept of arts must be introduced to elementary students. Arts and its
appreciation is the essence of life since the forms of arts is best exemplified in the
recognition and love for this reality of life.

Learning Outcomes

At the end of this module, students should be able to:

1. Identify the Philosophy and Rationale For Arts;
2. Describe The Goals/Intended Outcomes for the Teaching of Arts; and
3. Determine the Standard for Art
Teaching

Lesson 1. Philosophy and

Rationale for Arts

The Arts has been present since the

beginning of civilization as it is an essential
means for man to live and communicate with
others. It has been used to enhance man’s life
and surroundings, to express his thoughts,
dreams, and spiritual beliefs, and to share his

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own and his community’s aspirations, celebrations, and events. Arts records, reflects, and
rearranges man’s life and existence.
The Arts is a visualization of a people’s history and uniqueness, a reflection of their
creativity and accomplishments, and a visible expression of their distinct way of thinking,
communicating, reasoning, and worshiping. It is expressed in a unique symbol system that
is visual, kinetic and tactile. Howard Gardner, an educator and psychologist, affirms that the
arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC
INTELLIGENCES” for the Arts develop a distinct way of seeing, thinking, communicating,
and creating in a person. Furthermore, Art develops and increases a person’s ability to
apply creative and new solutions, for new problems in our world. Schools, therefore, need to
develop the multiple intelligences of a student through the arts. The K12 Arts Curriculum
seeks to address these needs of our students for the 21st Century.
The 21st Century is a different world: it is highly visual, with a proliferation of images
seen not only in static media like magazines, books, paintings and posters. Now images are
kinetic and accessible in various media like television, outdoor advertisements, movies, cell
phones, and new technologies like iPads, iPods, DVD players, personal computers, and
tablets. Artists create, upload and share via the Internet, images, sounds, texts, films,
videos, pictures, artworks and designs. These are readily available and interactive, involving
the viewer to react, comment and utilize these visuals through the Internet. Teaching Art to
students is one way for them to process and interpret the barrage of images and sounds, in
a critical and intelligent manner.
The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and
HERITAGE, appreciating the diversity of our local artists, our arts, crafts, and indigenous
materials to strengthen the student’s identity of being Filipino, before he/she is introduced to
the art of other countries. The modules guide educators and provide our students with art
experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION of
difficulty and depth from Kindergarten to Grade 12.
The approach is CHILD-CENTERED and HANDS-ON in creating art using locally
available materials. It develops the student’s imagination and individual expression, and

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his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work,
the work of others and of artists from the Philippines and other parts of the world. It
culminates in connecting art to other subject areas and provides exposure and
apprenticeship to professionals in various art-related fields so the student can discover and
consider the different career opportunities in the arts.

Lesson 2. The Standards for Art Teaching (Corpuz  Salandanan,

2015)
Learning Area Standard for Art: The learner demonstrates understanding of basic
concepts and processes in art…. through appreciation, analysis and performance for his/her
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self-development, celebration of his/her Filipino cultural identify and diversity and expansion
of his/her world vision.
Key Stage Standards:
Kinder - Grade 3: The learner demonstrates understanding of fundamental
processes through performing, creating, and responding, aimed towards the development of
appreciation of art and acquisition of basic knowledge and skills.
Grade 4 - Grade 6: The learner demonstrates understanding of basic elements and
concepts through performing, creating and responding, aimed towards the development of
appreciation of… art and acquisition of basic knowledge and skills.

Assessment Task

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 1.Do all subjects contribute significantly to the development of cultural literacy and artistic
expression, the goals of Arts of teaching? Explain .
2. Submit a work of art using cartooning. You may choose any subject.

Summary
It's a declared policy of the state to "give priority to education, science and technology,
arts, culture, and sports to foster patriotism and nationalism accelerate social progress, and
promote total human liberation and development" (Article II, Section 17)
The Arts is the curricula focus on the learner as recipient of the knowledge, skills, and
the values necessary for artistic expression and cultural literacy… " Two things are expected
to be acquired by the Arts student after learning knowledge, skills and values in arts,
namely: artistic expression and cultural literacy.
Learning Area Standard for Art: The learner demonstrates understanding of basic
concepts and processes in art.

Reference
Corpuz, B.,  Salandanan, G.(2015). Principles of Teaching 2 (with TLE). Quezon City:
Lorimar Publishing, Inc.

MODULE 2
CONCEPT OF ART

Introduction

Interactions between the elements and principles of art help artists to organize
sensorial pleasing works of art while also giving viewers a framework within which to
analyze and discuss aesthetic ideas. Art is a highly diverse range of human activities
engaged in creating visual, auditory, or performed artifacts— artworks—that express the

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author’s imaginative or technical skill, and are intended to be appreciated for their beauty or
emotional power.
The oldest documented forms of art are visual arts, which include images or objects
in fields like painting, sculpture, printmaking, photography, and other visual media.
Architecture is often included as one of the visual arts; however, like the decorative arts, it
involves the creation of objects where the practical considerations of use are essential, in a
way that they usually are not in another visual art, like a painting. Art may be characterized
in terms of mimesis (its representation of reality), expression, communication of emotion, or
other qualities.

Learning Outcomes

At the end of this module, students should be able to:

1. Define what is art;
2. Describe the objectives of teaching art; and
3. Determine the History of art.

Lesson 1: Definition of Art (ThoughtCo., n.d.)

Art is a highly diverse range of human activities engaged in creating visual, auditory,
or performed artifacts— artworks—that express the author’s imaginative or technical skill,
and are intended to be appreciated for their beauty or emotional power. Art is generally
understood as any activity or product done by people with a communicative or aesthetic
purpose—something that expresses an idea, an emotion or, more generally, a world view. It
is a component of culture, reflecting economic and social substrates in its design.
Art is often examined through the interaction of the principles and elements of art.
The principles of art include movement, unity, harmony, variety, balance, contrast,
proportion and pattern. The elements include texture, form, space, shape, color, value and
line. The various interactions between the elements and principles of art help artists to
organize sensorial pleasing works of art while also giving viewers a framework within which
to analyze and discuss aesthetic ideas. The definition of art has generally fallen into three
categories: representation, expression, and form:
(1) Art as Representation or Mimesis. Plato first developed the idea of art as “mimesis,”
which, in Greek, means copying or imitation. For this reason, the primary meaning of art
was, for centuries, defined as the representation or replication of something that is beautiful
or meaningful.
(2) Art as Expression of Emotional Content. Expression became important during the
Romantic Movement with artwork expressing a definite feeling, as in the sublime or
dramatic.
(3) Art as Form. Immanuel Kant (1724–1804) was one of the most influential of the early
theorists toward the end of the 18th century. He believed that art should not have a concept

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but should be judged only on its formal qualities because the content of a work of art is not
of aesthetic interest.

Lesson 2: Objectives of Teaching Arts (SettlePi , n.d.)

Despite the fact that an artist may desire to create a work that says something
specific, there is often a significant disconnect between what an artist aims to say with a
work of art, and what the work of art ends up saying. Even though there are a great many
aims art can have, six that are particularly significant and influential are religious and
ceremonial, social commentary, storytelling, self-expression, beauty and emotion.
Religious Purposes - For centuries art has been created and used for religious or
ceremonial purposes. Among traditional societies past and present, art serves many
religious and ceremonial purposes. From prehistoric goddess images to Michelangelo’s
paintings in the Sistine Chapel, art has the ability to spur religious emotions and compel
people to contemplate the spiritual.
Social Commentary - Artists have used every medium to comment on societal norms, rules
and injustices. Truly great art has the ability to force people to re-examine their own moral
structure and way of looking at the world. For example, Harper Lee’s "To Kill a Mockingbird"
continues to have a profound influence on the way people view race relations in
contemporary America, as well as how the judicial system can be negatively manipulated.
Storytelling and Self-Expression - An aim of many artists is to tell a valuable story that will
stand the test of time and positively influence people’s thoughts, moods and actions forever.
Norman Rockwell, for example, is able to tell a clear and powerful story with a single image.
Also, many artists create simply for the satisfaction of building something they believe in.
Despite the fact that there are many motivations for an artist, some artists create for their
own personal satisfaction.
Beauty & Emotion - Something that’s beautiful is wonderfully easy to appreciate. Many
artists aim to capture the essence of beauty in their work. For example, Millet, a French
naturalist painter mostly known for painting peasants, was committed to depicting them with
great beauty. Also, many artists create in order to extract a specific emotion from their
viewer. For example, Turner’s “The Slave Ship,” a depiction of a shipwreck and punishment,
invokes a specific emotion from its viewers.

Lesson 3: History of Arts (Lumen Boundless Art History, n.d.)

According to H.W Janson, author of the classic art textbook, The History of Art, “...we
cannot escape viewing works of art in the context of time and circumstance, whether past or
present. How indeed could it be otherwise, so long as art is still being created all around us,
opening our eyes almost daily to new experiences and thus forcing us to adjust our sights?”
Throughout the centuries in Western culture from the 11th century on through the
end of the 17th century, the definition of art was anything done with skill as the result of

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knowledge and practice. This meant that artists honed their craft, learning to replicate their
subjects skillfully. The epitome of this occurred during the Dutch Golden Age when artists
were free to paint in all sorts of different genres and made a living off their art in the robust
economic and cultural climate of 17th century Netherlands.
During the Romantic period of the 18th century, as a reaction to the Enlightenment
and its emphasis on science, empirical evidence, and rational thought, art began to be
described as not just being something done with skill, but something that was also created
in the pursuit of beauty and to express the artist’s emotions. Nature was glorified, and
spirituality and free expression were celebrated. Artists, themselves, achieved a level of
notoriety and were often guests of the aristocracy.
The Avant-garde art movement began in the 1850s with the realism of Gustave
Courbet. It was followed by other modern art movements such as cubism, futurism, and
surrealism, in which the artist pushed the boundaries of ideas and creativity. These
represented innovative approaches to art-making and the definition of what is art expanded
to include the idea of the originality of vision.
The idea of originality in art persists, leading to ever more genres and manifestations
of art, such as digital art, performance art, conceptual art, environmental art, electronic art,
etc.

Assessment Task

Research about the History of Arts and make a timeline. Use pictures to represent the
events.

Summary
There is no one universal definition of visual art though there is a general consensus that
art is the conscious creation of something beautiful or meaningful using skill and
imagination. The definition and perceived value of works of art have changed throughout
history and in different cultures. Art is a highly diverse range of human activities engaged in
creating visual, auditory, or performed artifacts— artworks—that express the author’s
imaginative or technical skill, and are intended to be appreciated for their beauty or
emotional power. Art is often examined through the interaction of the principles and
elements of art. The principles of art include movement, unity, harmony, variety, balance,
contrast, proportion and pattern. The elements include texture, form, space, shape, color,
value and line. The various interactions between the elements and principles of art help
artists to organize sensorial pleasing works of art while also giving viewers a framework
within which to analyze and discuss aesthetic ideas.

References

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Lumen Boundless Art History (n.d.) https://courses.lumenlearning.com/boundless-
arthistory/chapter/what-is-art/

SettlePi (n.d.) https://education.seattlepi.com/six-aims-art-2097.html

ThoughtCo. (n.d.) https://www.thoughtco.com/what-is-the-definition-of-art-182707

MODULE 3
ELEMENTS OF ART

Introduction

The goal of this unit is to introduce students to the basic elements of art (color, line,
shape, form, and texture) and to show students how artists use these elements in different
ways in their work. In the unit, students will answer questions as they look carefully at
paintings and sculpture to identify the elements and analyze how they are used by different
artists.
The elements of art are the basic components of art-marking. It is impossible to
create a work of art without using at least one of the seven elements of art. Artworks can
also be analyzed according to the use of the elements in a work of art.

Learning Outcomes

At the end of this module, students should be able to:

1. Define the element of Art;
2. Describe the line, shape, form, space of Art; and
3. Determine the Elements of Art.

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Lesson 1: Line (Canvas Network , n.d.)

There are many different types of lines, all characterized by their length being greater
than their width. Lines can be static or dynamic depending on how the artist chooses to use
them. They help determine the motion, direction and energy in a work of art. We see line all
around us in our daily lives; telephone wires, tree branches, jet contrails and winding roads
are just a few examples. Look at the photograph below to see how line is part of natural and
constructed environments.
Actual lines - are those that are physically present. The edge of the wooden stretcher bar
at the left of Las Medinas is an actual line, as are the picture frames in the background and
the linear decorative elements on some of the figures’ dresses.
Implied lines - are those created by visually connecting two or more areas together. They
visually connect the figures.
Straight or classic lines - provide structure to a composition. They can be oriented to the
horizontal, vertical, or diagonal axis of a surface. Straight lines are by nature visually stable,
while still giving direction to a composition.
Expressive lines - are curved, adding an organic, more dynamic character to a work of art.
Expressive lines are often rounded and follow undetermined paths.
Outline, or contour line - is the simplest of these. They create a path around the edge of a
shape. In fact, outlines often define shapes.
Hatch lines - are repeated at short intervals in generally one direction. They give shading
and visual texture to the surface of an object.
Crosshatch lines - provide additional tone and texture. They can be oriented in any
direction. Multiple layers of crosshatch lines can give rich and varied shading to objects by
manipulating the pressure of the drawing tool to create a large range of values.
Line quality - is that sense of character embedded in the way a line presents itself. Certain
lines have qualities that distinguish them from others.
Calligraphic lines - use quickness and gesture, more akin to paint strokes, to imbue an
artwork with a fluid, lyrical character.

Lesson 2: Shape (Canvas Network , n.d.)

A shape is defined as an enclosed area in two dimensions. By definition shapes
are always flat, but the combination of shapes, color, and other means can make shapes
appear three-dimensional, as forms. Shapes can be created in many ways, the simplest by
enclosing an area with an outline. They can also be made by surrounding an area with other
shapes or the placement of different textures next to each other—for instance, the shape of
an island surrounded by water. Because they are more complex than lines, shapes are

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usually more important in the arrangement of compositions. The examples below give us an
idea of how shapes are made.
Geometric Shapes vs. Organic - Shapes can be further categorized into geometric and
organic. Examples of geometric shapes are the ones we can recognize and name: squares,
triangles, circles, hexagons, etc. Organic shapes are those that are based on organic or
living things or are more free form: the shape of a tree, face, monkey, cloud, etc.

Lesson 3: Form (Canvas Network , n.d.)

Form is sometimes used to describe a shape that has an implied third dimension.
In other words, an artist may try to make parts of a flat image appear three-dimensional.
Notice in the drawing below how the artist makes the different shapes appear three-
dimensional through the use of shading. It’s a flat image but appears three-dimensional.
When an image is incredibly realistic in terms of its forms (as well as color, space, etc.) such
as this painting by Edwaert Collier, we call that trompe l’oeil, French for “fool the eye.”
Form - an element of art, means objects that have three dimensions. I like to think of form as
a 3-D shape
Geometric forms have specific names associated with them and are typically man-made.
Organic forms do not have specific names associated with them and are often associated
with naturally occurring forms.

Lesson 4: Space (Canvas Network , n.d.)

Space is the empty area surrounding or between real or implied objects. Humans categorize
space: there is outer space, that limitless void we enter beyond our sky; inner space, which
resides in people’s minds and imaginations, and personal space, the important but
intangible area that surrounds each individual and which is violated if someone else gets too
close. Pictorial space is flat, and the digital realm resides in cyberspace. Art responds to all
of these kinds of space.
One-point perspective occurs when the receding lines appear to converge at a single point
on the horizon and used when the flat front of an object is facing the viewer. Note:
Perspective can be used to show the relative size and recession into space of any object,
but is most effective with hard-edged three-dimensional objects such as buildings.
Two-point perspective occurs when the vertical edge of a cube is facing the viewer,
exposing two sides that recede into the distance, one to each vanishing point.

Assessment Task

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 Create a poster about a "teacher" consisting of selected elements of arts: Line, Shape,
Form and Space.

Summary
The goal of this unit is to introduce students to the basic elements of art (color, line,
shape, form, and texture) and to show students how artists use these elements in different
ways in their work. In the unit, students will answer questions as they look carefully at
paintings and sculpture to identify the elements and analyze how they are used by different
artists. The word "value" is used a lot around this site and with good reason. Value is one of
the seven elements of art. Value deals with the lightness or darkness of a color. Since we
see objects and understand objects because of how dark or light they are, value is
incredible important to art. Artworks that exhibit a full range of value are generally
successful. It doesn't matter the type of art you are creating. As long as there are dark
values in harmony with light values, your artwork will most likely be aesthetically pleasing.

Reference

Canvas Network (n.d.) Retrieved from: https://learn.canvas.net/

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 MODULE 4
ELEMENTS OF ART
(Continuation)

Introduction

The goal of this unit is to introduce students to the basic elements of art (color, line,
shape, form, and texture) and to show students how artists use these elements in different
ways in their work. In the unit, students will answer questions as they look carefully at
paintings and sculpture to identify the elements and analyze how they are used by different
artists.
The elements of art are the basic components of art-marking. It is impossible to
create a work of art without using at least one of the seven elements of art. Artworks can
also be analyzed according to the use of the elements in a work of art.

Learning Outcomes

At the end of this module, students should be able to:

1. Define Element of Art;
2. Describe the Color, Value and Texture; and
3. Determine the Element of Art.

Lesson 1: Color (Canvas Network , n.d.)

Color is the most complex artistic element because of the combinations and
variations inherent in its use. Humans respond to color combinations differently, and artists
study and use color in part to give desired direction to their work. Color is fundamental to

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many forms of art. Its relevance, use and function in a given work depend on the medium of
that work. While some concepts dealing with color are broadly applicable across media,
others are not.
The full spectrum of colors is contained in white light. Humans perceive colors from
the light reflected off objects. A red object, for example, looks red because it reflects the red
part of the spectrum. It would be a different color under a different light. Color theory first
appeared in the 17th century when English mathematician and scientist Sir Isaac Newton
discovered that white light could be divided into a spectrum by passing it through a prism.
The study of color in art and design often starts with color theory. Color theory splits
up colors into three categories: primary, secondary, and tertiary.
Traditional Model- Traditional color theory is a qualitative attempt to organize colors and
their relationships. It is based on Newton’s color wheel, and continues to be the most
common system used by artists.
Color Mixing- Think about color as the result of light reflecting off a surface. Understood in
this way, color can be represented as a ratio of amounts of primary color mixed together.
Color is produced when parts of the external light source’s spectrum are absorbed by the
material and not reflected back to the viewer’s eye. For example, a painter brushes blue
paint onto a canvas.
Color Interactions- Beyond creating a mixing hierarchy, color theory also provides tools for
understanding how colors work together.
Monochrome The simplest color interaction is monochrome. This is the use of variations of
a single hue.

Analogous Color- Analogous colors are similar to one another. As their name implies,
analogous colors can be found next to one another on any 12-part color wheel.
Color Temperature- Colors are perceived to have temperatures associated with them. The
color wheel is divided into warm and cool colors. Warm colors range from yellow to red,
while cool colors range from yellow-green to violet. You can achieve complex results using
just a few colors when you pair them in warm and cool sets.
Complementary Colors- Complementary colors are found directly opposite one another on
a color wheel. Here are some examples: purple and yellow, green and red, orange and blue.

Lesson 2: Value (Canvas Network , n.d.)

Value (or tone) is the relative lightness or darkness of a shape in relation to another.
The value scale, bounded on one end by pure white and on the other by black, and in
between a series of progressively darker shades of grey, gives an artist the tools to make
these transformations. The value scale below shows the standard variations in tones.
Values near the lighter end of the spectrum are termed high-keyed, those on the darker end
are low-keyed. Artworks that exhibit a full range of value are generally successful. It doesn't

13
matter the type of art you are creating. As long as there are dark values in harmony with
light values, your artwork will most likely be aesthetically pleasing.
The word "value" is used a lot around this site and with good reason. Value is one of
the seven elements of art. Value deals with the lightness or darkness of a color. Since we
see objects and understand objects because of how dark or light they are, value is
incredible important to art.
In two dimensions, the use of value gives a shape the illusion of form or mass and
lends an entire composition a sense of light and shadow. The two examples below show the
effect value has on changing a shape to a form.

Lesson 3: Texture (Canvas Network , n.d.)

At the most basic level, Three-dimensional works of art (sculpture, pottery, textiles,
metalwork, etc.) and architecture have actual texture which is often determined by the
material that was used to create it: wood, stone, bronze, clay, etc. Two-dimensional works of
art like paintings, drawings, and prints may try to show implied texture through the use of
lines, colors, or other ways.

Assessment Task

Create a poster about a "teacher" consisting of selected elements of arts: Color,

Value, and Texture.

Summary
The goal of this unit is to introduce students to the basic elements of art (color, line,
shape, form, and texture) and to show students how artists use these elements in different
ways in their work. In the unit, students will answer questions as they look carefully at
paintings and sculpture to identify the elements and analyze how they are used by different
artists. The word "value" is used a lot around this site and with good reason. Value is one of
the seven elements of art. Value deals with the lightness or darkness of a color. Since we
see objects and understand objects because of how dark or light they are, value is
incredible important to art. Artworks that exhibit a full range of value are generally
successful. It doesn't matter the type of art you are creating. As long as there are dark
values in harmony with light values, your artwork will most likely be aesthetically pleasing.

14
 Reference
Canvas Network (n.d.). Retrieved from: https://learn.canvas.net/

MODULE 5
PRINCIPLES OF ART

Introduction

The principles of art (or the principles of design) are essentially a set of criteria which
are used to explain how the visual elements are arranged in a work of art. These principles
are possibly the closest thing we have to a set of objective criteria for analyzing and judging
art.
Art is a notoriously gray area when it comes objectively defining what is great and
what is not. An artist of one era may be mocked during his lifetime, yet revered after his
passing (such as Vincent van Gogh). The principles of art help combat this gray area to
some extent. They allow us to communicate what makes a great painting great with an
element of objectivity and consistency.

Learning Outcomes

At the end of this module, students should be able to:

4. Explain the concept of pattern in Art;
5. Describe the concept of balance in Art; and
6. Determine the concept of emphasis in Art.

Lesson 1: Pattern – Art Paint Academy , (2018) & Live About (2019).
Pattern is a very important design concept which refers to the visual arrangement of
elements with a repetitive form or intelligible sequence.
Pattern is not always obvious. It could be a simple underlying not a design which
dances between light and dark in some kind of sequence. Or it could be the use of similar
color patterns throughout your painting.

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 Pattern is the uniform repetition of any of the elements of art or any combination
thereof. Anything can be turned into a pattern through repetition. Some classic patterns are
spirals, grids, weaves.
For examples of different pattern types see the Artlandia Glossary of Pattern Design.
A popular drawing practice is Zentangles, in which an abstract or representational outline is
divided into different areas, each of which contains a unique pattern.

Lesson 2: Balance – Art Paint Academy (2018) & Live About (2019).
Balance is concerned with the visual distribution or weight of the elements in a work
of art. A painting is balanced if one half is of the same visual weight as the other half? Or,
you could have a small area of heightened significance which is balanced against a much
larger area of less significance, like in the painting below. In the painting below, notice how
the dark areas used for the boat and foreground appear balanced against the much larger
area of soft, tinted colors.
Balance refers to the visual weight of the elements of the composition. It is a sense
that the painting feels stable and "feels right." Imbalance causes a feeling of discomfort in
the viewer.
Balance can be achieved in 3 different ways:
1. Symmetry, in which both sides of a composition have the same elements in the
same position, as in a mirror-image, or the two sides of a face.
2. Asymmetry, in which the composition is balanced due to the contrast of any of the
elements of art. For example, a large circle on one side of a composition might be
balanced by a small square on the other side
3. Radial symmetry, in which elements are equally spaced around a central point, as
in the spokes coming out of the hub of a bicycle tire.

Lesson 3: Emphasis – Art Paint Academy (2018) & Live About (2019).
Emphasis is a way of using elements to stress a certain area in an artwork.
Emphasis is really just another way to describe a focal point in your artwork. In the painting 22
below, there is strong emphasis on the moon through the use of color contrast.
Emphasis is when the artist creates an area of the composition that is visually
dominant and commands the viewer's attention. This is often achieved by contrast.

Assessment Task

Create a digital art about a "family" consisting of selected principles of art: pattern,
balance and emphasis.

Summary
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 The principles of art (or the principles of design) are essentially a set of criteria which
are used to explain how the visual elements are arranged in a work of art. These principles
are possibly the closest thing we have to a set of objective criteria for analyzing and judging
art.

References
Art Paint Academy (2018). https://drawpaintacademy.com/principles-of-art/

Live About (2019). https://www.liveabout.com/principles-of-art-and-design-2578740

MODULE 6
PRINCIPLES OF ART (Continuation 1)

Introduction

The principles of art (or the principles of design) are essentially a set of criteria which
are used to explain how the visual elements are arranged in a work of art. These principles
are possibly the closest thing we have to a set of objective criteria for analyzing and judging
art.
Art is a notoriously gray area when it comes objectively defining what is great and
what is not. An artist of one era may be mocked during his lifetime, yet revered after his
passing (such as Vincent van Gogh). The principles of art help combat this gray area to
some extent. They allow us to communicate what makes a great painting great with an
element of objectivity and consistency.

Learning Outcomes

At the end of this module, students should be able to:

1. Explain the concept of contrast in Art;
2. Describe the concept of harmony and unity in Art; and
3. Determine the concept of variety in Art.

17
Lesson 1: Contrast – Art Paint Academy (2018) & Live About (2019).
Contrast is everything in art. Without it, an artwork would be nothing but a blank
surface. Contrast can come in many forms:
1. Texture contrast: A contrast between smooth and textured. Many of Vincent van
Gogh's paintings are great examples of texture contrast in action.
2. Color contrast: A contrast between light and dark, saturated and dull or
complementary colors (hue contrast). For example, in the painting below, the highly
saturated red contrasts against the relatively dull colors in the rest of the painting.
3. Detail contrast: A contrast between areas of detail and more bland areas, like in the
painting below.
4. Shape contrast: A contrast between different shapes (rectangles and circles). For
example, in the painting there are the curving shapes created by the winding paths,
water and trees contrast against the rectangular shapes of the buildings.
5. Interval contrast: A contrast between long and short intervals. In the painting below,
notice the variation in the lengths of the intervals between the trees. The interval
contrast can be used to create a sense of rhythm in your artwork.
Contrast is the difference between elements of art in a composition, such that each
element is made stronger in relation to the other. When placed next to each other,
contrasting elements command the viewer's attention. Areas of contrast are among the first
places that a viewer's eye is drawn. Contrast can be achieved by juxtapositions of any of the
elements of art. Negative/Positive space is an example of contrast. Complementary colors
placed side by side is an example of contrast. Notan is an example of contrast.

Lesson 2: Harmony and Unity – (Art Paint Academy , 2018)

Harmony is a bit vague compared to some of the other principles. Generally
speaking, it refers to how well all the visual elements work together in a work of art.
Elements which are in harmony should have some kind of logical progression or
relationship. If there is an element which is not in harmony with the rest of an artwork, it
should stick-out and be jarring to look at. Kind of like an off-note in a song.
Unity refers to some kind of connection between all the visual elements in a work of
art. Like harmony, this is a bit of a vague term which is difficult to objectively use to analyze
art. The painting below demonstrates a strong sense of unity through the use of a similar
hues used throughout the painting. Even though there is a strong contrast between the light
and dark areas, there is a sense of unity created through the use of similar hues (dark
yellows, oranges and greens are used in the foreground and light yellows, oranges and 25
greens are used in the background).

Lesson 3: Variety – Art Paint Academy (2018) & Live About (2019).
Variety refers to the use of differing qualities or instances of the visual elements.
Variety can be used to break up monotonous or repetitive areas.
You want your painting to feel unified such that all the elements fit together
comfortably. Too much unity creates monotony, too much variety creates chaos. You need
both. Ideally, you want areas of interest in your composition along with places for your eye
to rest.

18
 Assessment Task

Create a digital art about an "environment" which consists of selected principles of

art: contrast, harmony & unity and variety.

26

Summary
The principles of art (or the principles of design) are essentially a set of criteria which
are used to explain how the visual elements are arranged in a work of art. These principles
are possibly the closest thing we have to a set of objective criteria for analyzing and judging
art.

References
Art Paint Academy (2018). https://drawpaintacademy.com/principles-of-art/

Live About (2019). https://www.liveabout.com/principles-of-art-and-design-2578740

19
 MODULE 7
PRINCIPLES OF ART (Continuation 2)

Introduction

The principles of art (or the principles of design) are essentially a set of criteria which
are used to explain how the visual elements are arranged in a work of art. These principles
are possibly the closest thing we have to a set of objective criteria for analyzing and judging
art.
Art is a notoriously gray area when it comes objectively defining what is great and
what is not. An artist of one era may be mocked during his lifetime, yet revered after his
passing (such as Vincent van Gogh). The principles of art help combat this gray area to
some extent. They allow us to communicate what makes a great painting great with an
element of objectivity and consistency.

Learning Outcomes

At the end of this module, students should be able to:

1. Explain movement in Art;
2. Describe proportion in Art; and
3. Determine scale in Art.

Lesson 1: Movement – Art Paint Academy (2018) & Live About (2019).
One of the most effective techniques for creating movement in your painting is to use
bold and directional brushwork. By doing this, you can suggestively push your viewer
around the painting as you please. You could also suggest movement through repetition or
pattern.
Your paints cannot physically move, but you can arrange the paints in a way which gives
the illusion or suggestion of movement.
Movement is the result of using the elements of art such that they move the viewer's eye
around and within the image. A sense of movement can be created by diagonal or curvy
lines, either real or implied, by edges, by the illusion of space, by repetition, by energetic
mark-making.

20
Lesson 2: Proportion – Art Paint Academy (2018)
Proportion concerns the relationship between the sizes of different parts in an
artwork. For example, the width compared to the length, the area of the sky compared to the
land or the area of foreground compared to the background.
Some proportions are considered to be visually pleasing, such as the rule of thirds
and the golden ratio.
The painting by Giovanni Boldini, notice how the proportions of the female subject's
hands, face, feet and torso are all accurate. If Boldini painted the hand too large compared
to the rest of the subject's body, there would be an issue of proportion.

Lesson 3: Scale – Art Paint Academy (2018)

Scale refers to the size of an object compared to the rest of the surroundings. For
example, the size of a man compared to the tree he is sitting under or the size of a mountain
compared to the clouds. Scale is different to proportion in that scale refers to the size of an
entire object whereas proportion refers to the relative size of parts of an object. For
example, the scale of a man relative to the rest of the painting may be correct, but the
proportion might be wrong because his hands are too large.

Assessment Task

Create a digital art about "education" which consist of selected principles of art:
movement, proportion and scale.
29

Summary
The principles of art (or the principles of design) are essentially a set of criteria which
are used to explain how the visual elements are arranged in a work of art. These principles
are possibly the closest thing we have to a set of objective criteria for analyzing and judging
art.

References
Art Paint Academy (2018). https://drawpaintacademy.com/principles-of-art/

Live About (2019). https://www.liveabout.com/principles-of-art-and-design-2578740

21
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