This lesson was made for one of my mixed classes. It is my advanced art class which is made up of Art 2 and Art 3 students. Instead of separating all the lessons I chose to combine them so we learn the same concepts and challenges at the same time but then do different projects at the end to reflect what they have learned or put into practice. This class is all about understanding and using the elements of art and principles of design to make better decisions and judgements when creating and viewing art.
This powerpoint goes along with my separate Rhythm and Pattern lesson papers. It starts out with a class critique with a very abstract painting (forcing students to ignore imagery and focus on how elements and principles and ratios are being used. I then talk about the new concepts one at a time. With pattern I show both examples of planned and organized pattern vs irregular pattern and talk about the psycological impact of using irregular. I give a hand full of examples looking at more art and nature. In discussing rhythm I give several examples first of types of rhythm ranging from soft to high contrast and chaotic. I discuss Jackson Pollock for a few slides talking about how he mades his paintings, why he was making such weird paintings and how important they were for art history. I Discuss using these new concepts of pattern and rhythm in a ratio mentality. I use the examples of a song or a cake. In order for the song or cake to work you must have a cohesive unity of different things coming together to form a beautiful whole. In order for that to work you need some things to stand out, some to help, and others to be faintly be playing their part. The main idea is that ALL of them are significant. I discuss this for several slides and give some good visual examples of exactly what this means in terms of artwork.
I always have students critique several artworks to prove that they have absorbed the new concepts and can use them in an educated way. I have included three paintings in which they are supposed to critique the artists use of rhythm and pattern but can also use the other elements and principles to describe what is working or what is not working within each piece.
The Art 2 project that I have my students complete is a themed pattern painting in acrylic. I used to give them the choice wether they wanted to do their project like Andy Warhol or create something more original but I no longer give them the choice. I included examples and the requirements for the Andy Warhol version of the project just in case you would like to do it in your classroom but what I have found in my years of teaching is that when Students repeat the same image over and over in sections like Warhol did, they do not learn compositional skills. In fact, they do not think at all. haha They simply create the same image over and over with different color schemes. SO, I force my Art 2 students to do a themed pattern painting. They pick a theme of anything they would like (I have included several good examples of student-designed paintings revolving around themes such as birtbikes, halo, computers, and the avengers) and then shatter the theme into lots of connected things within the theme. Example: Ocean theme: shells, pearls, seaweed, turtles, coral, etc. The student then must design their composition using the things off of their list while creating patterns. They also must choose their color scheme based on one single photo also of their choosing. They will select the photo and then pinpoint all of the exact colors within that one photo that they are going to use in their project. They must learn a lot about color mixing and matching to be able to use this so it gives them a lot of experience in figuring out how to break down the recipe of a color.
For the Art 3 students we do a more psychological project. I have them select a song and then make a visual representation of that song (the mood, feeling, message, etc). In this project I talk about how the lyrics and music of a song are both very powerful and should both be used to form their artwork. I always hand out lyrics and listen to a little of a couple songs to give examples of how they should go about forming their ideas. (Hawk Nelson's 36 Days, Nothing More's Mr. MTV, any other good songs that have different styles and good imagery in their lyrics) I give many examples of artworks that my students have made to represent their songs. This is always a student-pleaser! They have a lot of fun figuring this one out because most students are very passionate about their favorite style of music.