Media Arts 12 - Visual Elements and Principles of Art and Design

• evaluate how the visual elements and principles of art and design are manipulated to:
  • convey a message
  • create an effect
  • influence personal preference
• analyse symbolic and cultural associations of visual elements and principles of art and design in media arts
• predict the impact of altering visual elements and principles of art and design in selected media artworks

• use a variety of media arts technologies to create a series of images that demonstrate the qualities of particular visual elements and principles of art and design
• manipulate and justify selection of visual elements and principles of art and design in order to:
  • alter the meaning or effect of images
  • reflect cultural and stylistic influences
  • achieve a specific emotional response

To view the prescribed learning outcomes for Media Arts 12 - Visual Elements and Principles of Art and Design in Grade 11 click on the icon below.

• Ask students to study their facial expressions, select one expression, and create a self-portrait. Have them scan their portraits and manipulate one element (e.g., contrast, brightness, intensity, colour) in a variety of ways. Discuss with the class the effect of each change on the expressive qualities of the portrait.
• Invite students to research how design elements and principles need to be altered in order to sell a product in a different culture. Have them design packaging for a specified product to reflect symbolic and cultural differences.
• Ask students to examine layouts created for specific purposes (e.g., brochure, home page). As a class, discuss how colour; negative and positive space; and arrangement of text, logo, and image capture interest.
• Have students analyse a 30-second music Video segment that has a strong message. Challenge them to suggest ways to alter the effect by changing speed, sound, size, or colour.
• Encourage students to analyse their use of visual elements and principles of art and design in the work in their presentation portfolios.
• Suggest that students explore movement by Video taping a scene, first with subject moving and camera static; next with subject static and camera moving; then with both subject and camera moving; and finally with both subject and camera static. Have them discuss the differences.
• Ask students to each select a personal work and predict the effect of changing speed, light, or size to its opposite (e.g., light to dark). Have them make the changes and discuss their predictions.

• Have students view current movies and then summarize their observations in articles, photo essays, series of annotated sketches, diagrams, or other formats. Note the extent to which they:
  • describe the use of visual elements and principles of art and design
  • use appropriate vocabulary
  • analyse how meaning and effect were created
  • evaluate the use of visual elements and principles of art and design
  • notice how the use of materials affects appearance (e.g., shape, form, colour, patterning) and reflects the time, culture, or place
  • respond personally
• Ask students to develop presentations to elicit specific emotions. Have them develop a feedback form to gather comments and suggestions from classmates or others. For example, they might invite response to:
  • overall effect
  • mood
  • colour, tone, and pattern
  • execution of specific techniques
• When students explore movement by experimenting with the relationship of the camera to the subject, assess their abilities to:
  • create several different combinations of sequences
  • describe which combinations of sequences had the desired effect
  • describe which combinations were least effective
  • explain and support opinions and personal preferences
• Work collaboratively with students to develop guidelines for evaluating their use of the visual elements and principles of art and design. As they present their work, note the extent to which they are able to communicate their thinking and describe some of the processes used. The teacher might conduct brief conferences with each student. Students might want to add copies of the teacher's notes to their working collections or portfolios.

• Color, Second Edition
• Design Principles and Problems, Second Edition
• Design Synectics
• For the Love of Simple Linework
• Living With Art, Fourth Edition
• The Photographic Eye
• Photography, Fifth Edition

• Computer Careers for Artists
• Gasping for Air
• Portable Video Production

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