Grade 10 - Visual Elements and Principles of Art and Design (Perceiving/Responding)

PRESCRIBED LEARNING OUTCOMES

The visual elements are: line, colour, form, space, shape, texture, value, and tone. The principles include: pattern/repetition/rhythm, balance, contrast, emphasis, movement, and unity/harmony.

It is expected that students will:

• use the vocabulary of the visual elements and principles of art and design in discussion and art criticism
• evaluate the use of the visual elements and the principles of art and design in their own images and in the images of others
• analyse how individual visual elements, the principles of art and design, and their physical qualities are used to create meaning and effect in images
• describe the influence that particular relationships of elements and principles of design have on personal preference
• compare the expressive and physical qualities of a selected element as employed:
  • in a variety of materials
  • with a variety of technologies
  • through a variety of processes
• recognize that there are different associations of particular elements and principles of art and design in different cultures

To view the prescribed learning outcomes for Visual Elements and Principles of Art and Design (Perceiving/Responding) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Students design art criticism pages for a newspaper (e.g., the school newspaper) or write articles of art criticism discussing a peer's work (emphasizing positive comment and constructive analysis).
• Identify for students two landmark works of art (e.g., by Canadian artists such as Emily Carr, Joe Fafard, David Blackwood, Bill Reid, or members of the Group of Seven) and have them:
• analyse the works' use of the visual elements and principles
• compare and contrast the physical use of those elements in the two works
• suggest how the artists' choices reflect a regional or historical-cultural outlook Analyses could be written up as essays or presented orally.
• Have students find works of art that they feel look particularly "obnoxious" (perhaps deliberately so) and analyse them with reference to the visual elements and principles.
• Have students write commentaries on (or create new works incorporating) the use of line in surface decoration. Use examples from different artists, media, and styles (e.g., a Picasso ceramic plate, a Franz Kline painting, a Lichtenstein "brushstroke" lithograph). Discuss how effectively the artists use their medium to express their intentions and how each use reveals the artist's style and culture.
• Research the use of ceremonial dress in a variety of cultures. Discuss the significance of colour schemes in each culture, and design clothing for specific cultures and ceremonies. A similar comparison could be done focussing on particular shapes (e.g., circle, cross), value, preference for Pastels or dark or bright colours, and so on.

SUGGESTED ASSESSMENT STRATEGIES

• Have students read a review of an art exhibition or work and write responses to the article, showing evidence of their understanding by noting the author's:
  • description of the use of the elements and principles of art and design
  • use of assessment and evaluation
• When students study an image from a Canadian artist, look for evidence that they:
  • understand how the artist used various image-development strategies
  • can discuss how the image illustrates the use of elements and principles of art
  • can evaluate the use of elements and principles of art in the work
• Have students tour their neighbourhood, observing the built environment. Ask them to write articles (or choose another form of representing, such as photo essays or series of annotated sketches and diagrams) that summarize their observations. In their articles, note the extent to which students have:
  • described how the built environment illustrates the use of the elements and principles of art
  • used appropriate vocabulary
  • analysed how designers have created meaning or effect
  • evaluated the use of elements and principles of art in the environment
  • noticed how the use of materials affects appearance (e.g., shape, form, colour, patterning) and reflects the time, culture, or place in which the environment was built
  • responded personally to the built environment

RECOMMENDED LEARNING RESOURCES

• Art and Design in Context
• Art From Many Hands: Multicultural Art Projects
• Art Images and Ideas
• Claywork - Form and Idea in Ceramic Design (Third Edition)
• Creating & Understanding Drawings
• Down Town
• Drawing Figures
• Exploring Art
• How to Plan Your Drawings
• An Introduction to Acrylics
• An Introduction to Drawing
• An Introduction to Oil Painting
• An Introduction to Pastels
• An Introduction to Watercolour
• Oil Painting Portraits
• Photographing the World Around You
• Portraits
• The Step-by-Step Guide to Photography
• The Visual Experience
• Watercolour Colour
• Watercolour Landscape
• Watercolour Still Life A World of Images

• Henry Moore: The Sculptor
• The Iconoclast
• Learning to Paint with Carolyn Berry
• Rodin
• Seurat: The Realm of Light

• The Art Pack
• Themes and Foundations of Art

Table of Contents

Province of British Columbia
Ministry of Education
Standards Department © 1995 Copyright

Maintained by: Fine Arts Coordinator - Visual Arts

Revised: March 13, 1996

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