Rhythm and Art: Elements of Art Part of the Unit: Rhythm and Art

Lesson Overview:

Students will learn about the three elements of art: line, shape, and color.

Length of Lesson:

One 45-minute period

Instructional Objectives:

Students will:

• understand how non-verbal language is manipulated to communicate a thought or an emotion (through the study of Torres-García's symbolism, Picasso's emotional use of color in his Blue and Rose Periods, and Abstract Expressionism).
• be able to dissect the relationships between elements and principles; specifically line, shape, and color, and their maximum and minimum contrast.
 

Supplies:

• postcards or magazine cut-outs of works of art that use line, shape, and color in their maximum and minimum contrast (see below in instructional plan for names of artists)
• posters that describe fundamental elements of design
• 3" x 5" index cards
 

Instructional Plan:

Days 1-2

This lesson is an overview of three elements of art: line, shape, and color. You may divide this lesson into three lessons (one for each element), explaining in detail the definitions and characteristics of each element.

Teach students the following new vocabulary words (to be printed on eight 3" x 5" cards):

organic line: a mark with length and direction that forms an irregular shape, or one that might be found in nature, rather than a regular, mechanical shape

inorganic line: a mark with length and direction that is straight and forms a geometric shape

shape: a form that refers to the distance or area between, around, above, below, or within an element or part of an element

geometric shape: any shape or form having a more mathematic than organic design. Geometric designs are typically made with straight lines or shapes from geometry, including circles, ovals, triangles, rectangles, squares, and other quadrilaterals

repetition: a principle of design; refers to a way of combining elements of art so that the same elements are used over and over again

rhythm: a principle of design; refers to a way of combining elements of art to produce the look and feel of movement, especially with a visual tempo or beat

pattern: a form or model proposed for imitation

color: an element of art with three properties:

1. hue or tint—the color name (e.g., red, yellow, blue, etc.)
2. intensity—the purity and strength of a color (e.g., bright red or dull red)
3. value—the lightness or darkness of a color

Show students postcards of works of art, separated by their use of lines, shape, and color in their maximum and minimum contrast. If you do not have postcards, use old magazines, cut-out images, or print images from the Internet (see Internet Resources section). Introduce each element, asking students to look carefully at the postcards, only two at a time. Explain to students that many of the vocabulary terms relate to math. Ask them to keep an eye out for geometric shapes in the works of art shown.

Some examples of artists whose works could be used to develop an in-depth understanding of the elements of art include:

• S.A. Jones, Willem de Kooning, Louis Morris, and Jackson Pollock, to represent the use of organic lines
• Stuart Davis, Vassily Kandinsky, Joan Miro, Louise Nevelson, and Georgia O'Keeffe (see O'Keeffe's Evening Star, specifically), to represent the use of shapes.
• Josef Albers, Ellsworth Kelly, and Alvin Loving, to represent the use of geometric shapes
• Helen Frankthaler and Robert Motherwell, for organic shapes
• For the repetition of shapes, show Alexander Calder, Vassily Kandinsky, and Andy Warhol (see Warhol's Marilyn Monroe, specifically)
• Umberto Boccioni, Stuart Davis, Henri Matisse, Jackson Pollock, and Vincent van Gogh, for rhythm (movement)
• Gustav Klimt, Larry Poons, Victor Vasarely, and Pre-Columbian textiles, for patterns
• Roberto Matta, Henri Matisse, Pablo Picasso, and Mark Rothko, for color
• Show Robert Delaunay, for color patterns.

Encourage students to respond by matching the new vocabulary cards with the postcards of the artworks. Place two postcards close to each other and tell students the names of the two artists as well as the titles of their works. Ask compare and contrast questions such as:

• Which one is a study of shapes?
• Which one has brighter colors?
• Which shows visual rhythm? Movement?
• Which shows repetition of lines? Shapes? Colors?
• Which has organic lines? Geometric shapes?
• Can you see repeated patterns? Where?

Have students visit the interactive art Web site The Artist's Toolkit. Have students explore the elements of line, shape, and color on the website, use the "Find" and "Create" tools, and discuss their results.

 

Assessment:

At the end of the unit, Making Connections Between Music and Art, evaluate student performance based on this Self-Assessment Guide.

 

Extensions:

Continue on to the second lesson in the Rhythm and Art unit: Gesture Drawing

 

Authors:

• Teresa Ghiglino, Studio Art - AP
  Bell Multicultural Senior High
  Washington, DC