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 o=f art and principles of design to make better decisions and judgements when creating and viewing art.
This powerpoint starts off with discussing each concept separately with lots of examples and visuals of what to look for and what makes a stronger use or composition. All of the power points I made for this class rely on students joining in on discussions and critiquing art based on the elements and principles in the lesson. I talk about how to use line to split up composition or give variety and also how to use lines to direct the viewers attention in a subtle way.
When discussing shape I talk about having a variety but splitting that variety up into a ratio or recipe. Amounts should not be even; instead split into a large, medium small concept. I give examples of negative space and reminding them not forget how their placements of main players split up the leftover space of a composition.
I give multiple examples of the ratio concept when dealing with space so compositors have a variety of uses. I remind students of the three perspective theories (linear, visual, and atmospheric).
When talking about balance I talk about the visual weight of a work of art. This goes back into the ratio concept of having something that grabs your attention, kind of competes, and all the way down to the things you overlook entirely. I discuss the differences in using symmetry vs asymmetry.
I always have the students, after our class discussions, critique 3 works of art using the key concept vocabulary from the lesson to check understanding. I always try to mix them up so they must critique realistic illusions as well as abstract or non-representational works.
After the class has joined together for the discussion and critiquing section of the lesson we break and art 2 go one way for their project and art 3 go another way. Art 2 will be going through graphic design to design an album cover for the musician/performer of their choice. I discuss graphic design in its basics; using both sides of the brain to creatively solve analytical problems. I use some good examples from multiple companies. I show a picture of a band and give basic information and ask what styles would fit, fonts, images, etc. and then go on to show their first album and lead a discussion on why it sends the right visual images to go along with the music style. I show more visuals on the graphic design process (starting with lots of small sketches of many ideas and slowly refining the stronger more original ones until you are left with the finished product) I use pictures of an example I did for the third book cover in a trilogy. I end the Art 2 section with a group of examples of what students have designed in the past to meet the requirements fro the project.
For Art 3 students I put together a little section on Chinese Paper Cuts. It was an ancient skill to sit down with a paper and a blade and go on to carve a very detailed picture into the paper leaving it as an intricate piece of lace when finished. This is what art 3 students will be doing in layers. Images must be broken down into layers as well as positive and negative space so that when they are stacked on top of each other they form the complex image/composition. I include lots of student examples and even include some works from a famous paper cutter Chris Natrop.
I have included a game going along with he graphic design section. It is all about recognizing logos. I have included 72 numbered company logos and students are to see who can recognize the most! Have students write all of them down and then go over answers in the end to see who wins and gets a prize!
There us also an abstract section at the end of the powerpoint as a separate project. I always have "story time" with cookies and milk as a read a toy to them as if they were little kids. The two stories I always use are about loosening up your concept about what is considered "good" art and creating freely. I stress that a lot of people think you must be good at photo realism to be considered a talented artist but what it really comes down to is using the elements and principles in a well-educated artistic way. I give multiple examples of works students have created and talk about materials used and composition. We always critique several of them just for the extra practice (their use of color, line, texture, etc).