art elements manual_kasfinal

1

Museum-in-the-Classroom

Art Elements Manual

Napa Valley Museum

P.O. Box 3567

55 Presidents Circle, Yountville, CA 707 944-0500

www.NapaValleyMuseum.org

Table of Contents

I. About the Program Page 2 II. Presentation Methods Page 4 III. About Art Elements Page 7 IV. Artifact Inventory 3 V. Art Lessons Page 15 VI. Teacher Activity Guide Page 25 VII. Additional Resources Page 37

http://www.napavalleymuseum.org/

2

I. About the Program a. Art Program Mission Statement

The mission of the Art Program is to teach students about the elements of art and apply them to their own artwork. Docent will present and explain the art elements to students and show examples. The classroom teacher will select one creative art project for the students to complete which will focus on one or more of the elements of art. Program sponsored by:

b. Museum-In-The-Classroom FAQs i. What is a MITC presentation?

Developed over 32 years ago, the Museum-in-the-Classroom (MITC) program is Napa Valley Museum’s vanguard program, designed to bring museum artifacts into classrooms, after-school programs and other immobile public audiences. Originally called the Trunk Program, MITC is presented volunteer docents who are responsible for the transportation and presentation of the artifacts. MITC content supports California academic curriculum standards for grades K-7 and supports California Common Core values. Information about all the MITC programs can be found in the Additional Resources section of this manual.

ii. How much does a MITC presentation cost? 1. $50 per presentation. 2. Docents can accommodate up to three presentations per day. 3. Reduced fees and full scholarships are available to schools with a

student population of 40% or higher who are considered socioeconomically disadvantaged.

iii. How can a teacher or educator reserve a MITC presentation?

1. Download a reservations form at www.NapaValleyMuseum.org 2. Call 707.944.0500 x.106 3. Email [email protected]

iv. What happens after a teacher submits a Reservation Form?

1. Director of Education contacts the docent. 2. It is the responsibility of the docent to contact the teacher via

phone or e-mail within 48 hours of receipt of the request. 3. Once the docent has confirmed the presentation, the Director of

Education is notified and sends the appropriate Receipt of Presentation Confirmation and a MITC Teacher’s Activity Guide to the requestor.

4. After the presentation, the Director of Education submits the billing information to the bookkeeper and the school is billed.


mailto:[email protected]

3

v. Responsibilities & Training

1. Training a. Training Session with Director of Education (3 hours) b. Read & comprehend the manual & related activity guide (1

hour) c. Observe at least two presentations (2 hours) d. Co-present at least two presentations (2 hours) e. Present, with staff or docent support (1 hour)

2. Responsibilities/Skills needed a. Attend training sessions b. Have an active email account that you check on a daily

basis c. Have basic computer skills including Microsoft Word, e-

mail and Internet familiarity. d. Check in with Director of Education after each presentation

(email or phone) e. Have knowledge of current museum programs and

exhibitions f. Respond to teacher presentation requests within 48

business hours. g. Be prompt for all scheduled classroom visits. h. Dress business casual and use appropriate language in

the classroom and school environment. i. Maintain the highest level of cultural and social sensitivity

when discussing politics, ethnicity, gender and religion. j. Give an Evaluation Form to each teacher to find out ways

to improve our methods. k. If items in your presentation become worn or broken,

complete an Artifact Repair Form and submit to the Director of Education

vi. Presentation Procedure

1. Arrive at the school at least 30 minutes prior to the presentation. 2. Go to the office, sign in and get a visitor badge. Confirm room

location and secure the room key, if necessary. 3. Set up the artifacts and prepare for class arrival. 4. At the end of the presentation, pack up the suitcase (s) and

double check for any forgotten artifacts, posters or bags. 5. Clean up or wipe off any artifact debris on the tables and replace

any moved furniture 6. If needed, turn off room lights and lock presentation room. 7. Report to the office, return the room key and sign out.

4

II. Presentation Methods a. Educational Presentation Philosophy

The MITC experience uses a museum model of exhibition often referred to “Meaning-Making” which goes beyond the traditional Show-and-Tell. Docents often ask viewers the question, “What do you see and why”? This innovative model of presentation allows the viewer to be an active participant in the learning process and allows the role of the docent to go beyond lecturer and become a learning facilitator. The presentation becomes a communal learning experience as different members of the audience contribute to the group discussion. Through question and answer, personal viewer perception and shared discussion, the meaning of the artifact is discovered. Docents can further refine the utility of an object with demonstration, facts and historical context. Our goal is to inspire a new generation of life-long learners.

b. Communication Skill and Docent Training Articles

i. Words on Words Taken from Tour Talk Our culture is not so far removed from traditional oral cultures. We still enjoy being part of an audience listening to a skilled communicator. Even as we have moved to a literate culture, we have retained two major forms of oral communication – education and religion. We like to learn by having instructors speak to us, and we like to worship by being preached to. In many ways, a good tour or interpretive program combines the setting and style of educational and religious experiences. As we change from an oral culture to a literate culture, our listening and speaking behaviors also change. To begin with, the credibility of the spoken word suffers. People do not believe something until they see it in writing therefore, speakers have to work harder to create and maintain credibility in the eyes of the listeners.

Our listening attention span diminishes as we de-emphasize our listening skills.

Next, our listening attention span diminishes as we de-emphasize our listening skills. Gone are the days when we would sit in front of a radio listening to dramas for hours on end. Finally, with an emphasis on the written word, our spoken language loses its energy and variety. Words strike us differently in print, and the sounds that words make when spoken are not important when we read them. We lose the storytelling, rhymes, metaphors and vivid language we use to make descriptions come alive with words. In sum, our visitors are drawn to the oral experience we offer, but less equipped to make it pay off. Visitors are growing accustomed to passive entertainment as listeners. They like the show, but lack the skills to learn from the experience. In oral traditions, communicators had to pass on the entire accumulated knowledge of the culture to the next generation, so they were skillful at helping listeners remember what they

5

said. They used legends, songs, poetic style and audience response to help listeners remember. Use Techniques from Oral Traditions The stories, sounds, language and repetition used in oral traditions are techniques that we can adapt to our modern day communication strategies and techniques. Here is how:

1. Tell Stories. You do not have to develop elaborate myths and legends, just simple human-interest kinds of stories about real people.

2. Use your voice for drama and emotion. Keep your voice alive and musical by changing your volume, rate of speaking, and pitch. A lively voice helps visitors listen.

3. Use vivid language, metaphors and powerful statements to make your tour sound interesting and important. There are at least a quarter million words in the English language. Use them.

4. Build redundancy into your tour. Approach important ideas from a variety of perspectives. Preview, view and review each idea or exhibit.

Watch Yourself

It was not long ago that Walter Cronkite ruled the airwaves and his simple, sincere communication style was the model for those who wished to communicate to the American people. Those simple days are gone. Instead of three networks, our televisions have dozens of channels, while videos, faxes, computer networks and even newsletters like Tour Talk compete for your attention. The visitors on your tours see so many excellent communicators every day that their expectations of docents are much higher than they were even a few years ago. Visitors will not stand in one place listening to someone drone on about any topic. Like it or not, you are being compared to the entertainers, broadcasters, and other media figures the visitors see and hear every day.

Visitors will not stand in one place listening to someone drone on about any topic.

Audiences expect a fast-paced, dynamic presentation, and they will mentally zap you with their remote control station changer if you do not deliver. Understanding that pressure, media pros hire consultants to tell them what to say, how to say it, and how to look their best while doing so. Speak with Feeling Unlike talking-head newscasters trying to sound sincere and passionate about every story they read, docents are able to generate real sincerity and passion about topics they really care about. However, a docent’s genuine sincerity and passion about the collection isn’t enough to keep visitors interested. You need to communicate that sincerity and passion in your tours. When I teach Public Speaking courses at San Francisco State University, I bring in tapes of newscasters, politicians and cooking show hosts to show my students the variety of styles speakers use for different purposes. I find the best use of these tapes is to view them with the sound off. Students can see how much communication takes place beyond the words we say. The same strategy works when I videotape the speeches the students present. I have them observe their performance with the sound off. Then we talk about the importance of putting energy and emotion into their speeches.

6

ii. The following articles in the Additional Resources section of the manual will help you learn more about presenting a compelling and engaging program.

1. Interpretative 101: The Management Model for Training in History Museums

2. Themes are Substance: Minds in Motion 3. Capture Your Entire Audience 4. Object Knowledge: Researching Objects in the Museum

Experience

7

III. Content: Elements of Art

What are the Elements of Art and why are they important:

The elements of art are the building blocks of all works of art from ancient times to the present.

All artists must have an understanding of these elements and know how to use them in their

artwork. The elements of art are: line, shape, form, color, value, texture and space. These

elements combine together to create the qualities that allow us to describe and contrast works

of art.

This museum-in-the-classroom program is designed to teach the elements of art to elementary

school students. It consists of ten art lessons. In these lessons students will see examples of art

work, discuss the elements of art, witness a demonstration and create their own art projects.

Each lesson will focus on one or more of the art elements. The classroom teacher will select

which lesson and project she wishes the docent to present that day.

There are many reasons to teach art to elementary students. Art is an important part of our

lives. Art is the creative expression of human thoughts and emotions. It is part of our history and

culture. Art sparks the imagination, seeks to answer deep questions and adds meaning and joy

to the lives of both the artists and the observers. The earlier students begin to study art the

more beneficial it will be for them. Art helps students to develop fine motor skills as well as

make unconscious emotional connections. It is important to begin by studying the elements of

art because they are the foundation on which the visual arts are built.

When studying the elements of art students will develop an understanding for these building

blocks of art. Like atoms are the building blocks of chemistry, the elements of art combine

together to form building blocks of all the visual arts. Not every work uses every element, but at

least two are always present in every work of art. For example a sculpture has both form and

space because it is a three-dimensional artwork. The sculpture may also have texture, but may

or may not have color depending on the style and medium that the sculptor has chosen.

Paintings and drawings are two-dimensional artworks, but they can have implied space and

form by the use of shading, overlapping and perspective. Most paintings use the element of

color but could be done in black and white, in which case they would have value but not color.

Students will learn to identify the elements of art in various works of art. By being able to identify

these elements, students will be able to develop their visual vocabulary and discuss works of

art. They will learn to apply these to their own artwork and will have a foundation of knowledge

for future art studies. In this unit the docent will also discuss the principles of art, various art

mediums, art tools and art history.

8

Line

Line is the path of a point moving through space. A line has a width, direction and length. A

line’s width is sometimes referred to as its thickness. Line is used to define space, contours,

outlines, and/or to suggest mass and volume. It may be a continuous mark made on a surface

with a pointed tool or implied by the edges of shapes and forms. Lines can be straight, curved,

thick, tin, light, or dark. The characteristics of the lines in the artwork help to define the style and

feeling of the art.

Shape

Shape is an enclosed two-dimensional space that can be defined by edges. Shapes are defined

by other elements of art such as line, form, space, value, color and texture. Shapes can be

geometric (square, circle, hexagon, etc.), or organic (puddle, blob, leaf, flower, etc.). Different

types of shapes can be combined and overlapped to create realistic or abstract compositions

with the illusion of depth, space and form on a two-dimensional surface.

Form

Form is a three-dimensional shape with depth, length and width, also referred to as volume.

Three-dimensional artworks usually refer to sculptures or ceramic pieces. Two-dimensional art

can achieve the illusion of form with the use of shading, value and perspective techniques.

Color

Color that we see is produced when light, striking an object, is reflected back to the eye. All

colors come from the three primary colors (red, yellow, and blue) and black and white. Black is

the absorption of all light rays and white is the reflection of all light rays. Color has three

properties: hue, value and intensity. Hue refers to the name we give to each color (red, yellow,

blue, green, etc.). Value refers to the lightness or darkness of the color. Intensity refers to the

vividness or color saturation of the hue.

Value

Value is the lightness or darkness, and is perceived in terms of varying levels of contrast. Value

can be the lightness or darkness of a certain hue or black and white. Tints of a color are made

by adding white. Shades are made by adding black. Value creates depth and contrast in art.

9

Texture

Texture refers to the tactile qualities of a surface, such as actual texture that you can feel by

touch. Texture can also be implied by visual representations on a two-dimensional surface to

create the illusion of actual texture.

Space

Space is the area that the artist creates within the artwork. Space includes the background,

middle ground and foreground, and refers to the distance or area around, between and within

the objects in the artwork. In a two-dimensional artwork the artist can create the illusion of space

and depth by using overlapping and perspective.

Unity

Unity is a principle of art. This is defined by the feeling of oneness or wholeness to an artwork.

Unity is achieved when the components of a work of art are perceived as harmonious, giving the

work a sense of completion.

Balance

Balance is a principle of art. Balance is the impression of equilibrium in a picture or sculpture.

Balance can be symmetrical, asymmetrical, or radial. In symmetrical balance both sides are

equally balanced.

Rhythm

Rhythm is a principle of art. Rhythm refers to the movement or suggestion of motion through the

use of various art elements.

Proportion

Proportion is a principle of art. Proportion is the size relationships of the various objects in the

artwork. Scale refers to relating size to a constant measurement.

10

Pattern

Pattern is a principle of art. Pattern refers to the repetition or reoccurrence of a design element,

exact or varied, which establishes a visual beat.

Emphasis

Emphasis is a principle of art. Emphasis refers to the created center of interest, the place in an

artwork where your eye first lands.

Art History

Art history is the study of artworks in their historical development and stylistic contexts. This

includes the arts of painting, sculpture, and architecture as well as ceramics, furniture, and other

decorative objects. Art history examines the historical, cultures and geographical contexts of the

artwork as well as the biographical history of the artist.

Drawing

Drawing is a form of visual art where a small amount of material is released onto a two-

dimensional surface, leaving a visible mark. Drawings can be done by any number of drawing

instruments to mark a two-dimensional medium. Instruments used include pencils, pen and ink,

inked brushes, color pencils, crayons, charcoal, chalk, pastels, markers, and various metals

(such as silverpoint). The most common support for drawing is paper, but other materials, such

as cardboard, canvas, and board, may be used.

Painting

Painting is the practice of applying paint, pigment, or other medium to a surface. The medium is commonly applied to the surface with a brush but other implements, such as knives, sponges, and airbrushes, can be used. In art, the term painting describes both the act of painting and the finished product. Paintings may be on such surfaces as walls, paper, canvas, wood, glass, clay, or concrete.

11

Sculpture

Sculpture is the three dimensional branch of the visual arts. Sculptural processes originally used

carving (the removal of material) and modelling (the addition of material, as clay). Sculptures

were traditionally done in stone, metal, ceramics, marble and wood. In modern times sculptors

have great freedom with the materials and styles they may use, such as found art sculptures.

Ceramics

Ceramics is the three-dimensional art of pots and other articles made from clay hardened by heat. Ceramic sculpture and dishes have been existed for many thousands of years and have been used by many cultures.

Printmaking

Printmaking is the process of making artworks by printing, normally on paper. Prints are created

by transferring ink from a block, metal plate or through a prepared screen to a sheet of paper or

other material.

Primary Colors

Red, yellow and blue; these are the basic colors from which all other colors can be mixed.

Secondary Colors

Green, orange, violet; these colors are mixed from two of the primary colors. Example: yellow

and blue combine together to make green.

Tertiary Colors

Red-orange, yellow-orange, red-violet, blue-violet, yellow-green, blue-green; these colors are

mixed from one primary color and one secondary color.

Warm Colors

Red, yellow, orange, red-orange, yellow-orange; colors found in the sun, create a warm feeling.

12

Cool Colors

Blue, green, violet, blue-green, blue-violet; colors create a cool and relaxed mood in an artwork.

Complementary Colors

Complementary colors are two colors found across from each other on the color wheel. An

example is red and green, which are opposite colors. Complementary colors create contrast in

an artwork.

One-Point Perspective

A one-point perspective drawing means that the drawing has a single vanishing point, usually

directly opposite the viewer's eye and usually on the horizon line. All lines and objects in the

drawing converge at the vanishing point giving the two-dimensional drawing the illusion of depth

and space.

13

IV. Artifact Inventory

Animal drawing worksheets

These worksheets provide students with step by step method for simple and fun animal

drawings. This lesson focuses on the elements of line and shape.

Geometric/ Organic Shape collage

In this project students compare and contrast geometric and organic shapes. This lesson

focuses on the art element of shape.

Color Wheel

In this lesson students will learn about the primary, secondary and tertiary colors. They will learn

to mix colors by combining the three primary colors (red, yellow and blue). This lesson focuses

on the art element of color.

Value Scale and Value collage

In this lesson students will learn about the art element of value. They will to mix black and white

paint to create varying shades of grey. They can also create a shape collage from the shades in

the value scale to create a black, white and grey artwork that is based on value.

Mosaic Design

In this lesson students will create a mosaic design from colored construction paper onto black

background construction paper. Students will cut, collage and glue small pieces of paper to

create their designs. This lesson focuses on the art elements of texture, shape and color.

One Point Perspective Drawing

In this lesson students will learn about the art element of space. They will learn to create a one

point perspective drawing that creates the illusion of space and depth in a two-dimensional

artwork.

14

Color Paper Masks

In this lesson students will create masks from colored construction paper. They will learn about

the art elements of shape, color (warm, cool, complementary), the principle of balance and

cultural significance of mask making.

Pen and Ink Still Life Drawings

In this lesson students will create still life pen and ink drawing from objects brought into the

classroom, (sea shells, flowers, vases, toys, etc.) In this lesson students will use the elements

of line, value and texture to create their drawings. These are examples of pen and ink drawings.

Watercolor Painting examples

In this lesson students will learn to use color and texture in a painting using watercolor paints.

This artifact is an example of watercolor paintings.

Pictures from Art History

Various pictures and posters that show examples of famous art from are history and how the art

elements are used in them.

Art -making tools

Graphite pencil set, colored pencil set, easers, paint brushes, watercolor set, etc.

Sketch book

This is an example of an artist’s sketch book.

.

Ceramic pot and/or sculpture

This is an example of a three-dimensional work of art that shows form.

Animal Sculptures

These three-dimensional artworks are examples of found art sculpture and show form.

15

V. Art Lessons

Lesson One: Animal Drawing

Lesson Objectives:

Students will learn to identify the elements of art and discuss them in selected artworks.

Students will learn to use the elements of line and shape in their own drawing projects.

Students will learn use pencils, paper, markers, etc. to create animal drawings.

Students will develop their visual arts vocabulary and be able to discuss the art elements

with emphasis on line and shape.

Grade Level: This lesson is appropriate for grades Kindergarten through third grade.

Lesson Activity:

The docent will explain the elements of art and show examples of how they are used in various

works of art. The docent will show example of different types of lines and shapes and explain

how these elements are used in art. She may do this by showing example from artist and by

drawing examples on the board. Then the docent will show how lines and shapes can be used

to create simple animal drawings. She will demonstrate this to students, pass out drawing

materials and allow the students to draw with her. Students will select their best drawing to color

for their final project.

Materials:

Drawing paper, pencils, markers, crayons, colored pencils, animal drawing step-by-step

worksheets

16

Lesson Two: Geometric and Organic Shape Collage

Lesson Objectives:


Students will learn to use the element of shape in their own collage projects.

Students will learn use pencils, paper, stencils, scissors and glue to create collages.

Students will develop their visual arts vocabulary and will understand and define

geometric and organic shapes.

Grade Level: This lesson is appropriate for grades Kindergarten through third grade.

Lesson Activity:


works of art. The docent will show example of different types of shapes and explain the

difference between geometric shapes and organic shapes (nature shapes). She may do this by

showing examples and by drawing examples on the board. Then the docent will show how

different shapes can be collaged together to create an artwork. She will demonstrate this to

students, pass out materials and allow the students time to create their own creative collages

using geometric and organic shapes. Students will cut out shapes from colored construction

paper using pencils, stencils to draw them and scissors to cut them out. Then they will arrange

them and glue them on to a black piece of construction paper.

Materials:

Colored construction paper, black construction paper for background, pencils, stencils for

geometric shapes, scissors, and glue

Famous Artists: Paul Gauguin and Pablo Picasso for their use of shape in their paintings

17

Lesson Three: Color Theory

Lesson Objectives:


Students will learn to use the element of color in their own painting and collage projects.

Students will learn mix paint from the primary colors (red, yellow and blue) to create

secondary and tertiary colors.

Students will develop their visual arts vocabulary and will understand and define

primary, secondary, tertiary, warm, cool and complementary colors.

Grade Level: This lesson is appropriate for grades first through fourth grade.

Lesson Activity:


works of art. The docent will show examples of different types of colors and explain primary,

secondary, tertiary, warm, cool and complementary colors. She may do this by showing a color

wheel and examples from art showing different color schemes. Then the docent will show how

the color wheel works. She will demonstrate to students how to mix colors by using the primary

colors. Then she will pass out materials and allow the students time to create their own color

wheels. Students will mix paint using the three primary colors and paint their color wheel. If

there is extra time students can then make a color collage from construction paper and

magazine clipping that show a warm, cool or complementary color scheme.

Materials:

Red, yellow and blue tempera paint, paper for color wheel, paint brushes, cups for water, paper

towels, colored construction paper, magazines, pencils, scissors, and glue

Famous Artists:

Georgia O’Keeffe, Mary Cassatt, Claude Monet and Paul Gauguin for their use of color in their

paintings

18

Lesson Four: Value Scale

Lesson Objectives:


Students will learn to use the element of value in their own painting and collage projects.

Students will learn mix black and white paint in varying shades of grey to create a value

scale and value collage.

Students will develop their visual arts vocabulary and will understand and define value,

tint, shade and contrast.

Grade Level: This lesson is appropriate for grades first through fourth grade.

Lesson Activity:


works of art. The docent will explain the difference between color and value and how each are

used in art. The docent will show and explain what a value scale is and explain how artists use

tints and shades to create depth and contrast in an artwork. She will do this by showing a value

scale and examples from art and art history. She will demonstrate to students how to mix

varying shades of grey by using black and white tempera paint. Then she will show students

how to draw and paint a value scale. Then she will pass out materials and allow the students

time to create their own value scales. Once students have created a black and white value

scale, they can select a color and by adding black and white create tints and shades to make a

value scale of that color. If there is extra time students can then make a value collage from one

of their dry value scales and construction paper by cutting out shapes and collaging them

together.

Materials:

Black and white tempera paint, paper for value scales, paint brushes, cups for water, paper

towels, black, white and grey construction paper, ruler, pencils, scissors, and glue

Famous Artist: Pablo Picasso and his painting Guernica

19

Lesson Five: Paper Mosaic Design

Lesson Objectives:


Students will learn to use the elements of shape, color and texture in their own paper

mosaic projects.

Students will learn use pencils, paper, scissors and glue to create a mosaic design.

Students will develop their visual arts vocabulary and will understand and define shape

and texture.

Grade Level: This lesson is appropriate for grades second through fifth grade.

Lesson Activity:


works of art. The docent will show examples of different mosaic designs from art history. She

will explain how mosaics are created by collaging together small pieces of stone, glass,

ceramic, paper or other materials to create a design that has varying shapes, colors and

textures. Then the docent will show how different small shapes and colors of paper can be

collaged together to create a mosaic. She will demonstrate to students how to draw a design on

black construction paper using a white colored pencil, then how to cut, collage and glue small

pieces of colored paper to create a mosaic. Then she will pass out materials and allow the

students time to create their own mosaic designs. Students will first draw their designs on a 4”

by 4” square piece of black construction paper, then cut out small shapes from colored

construction paper, collage and glue these pieces to create a design. Then they can select a

colored 6” by 6” piece of construction paper for a frame background to glue their design onto.

Materials:

Colored construction paper, pre-cut black construction paper for backgrounds, pre-cut colored

construction paper for frames, white colored pencils, scissors, and glue

20

Lesson Six: Paper Mask Design

Lesson Objectives:


Students will learn to use the elements of shape and color in their own paper mask

projects.

Students will learn use pencils, paper, scissors and glue to create a paper mask.

Students will develop their visual arts vocabulary and will understand and define shape,

cool colors, warm colors and complementary colors.


Lesson Activity:


works of art. The docent will show examples of different mask designs from art history. She will

explain how masks are created and some of the cultural reasons various societies use masks,

for example festivals and religious ceremonies. She can do this by showing pictures of different

cultural masks and talking about how and why they are used. Then the docent will show how to

create a mask using different layers and shapes of colored construction paper. She will

demonstrate to students how to draw a design on white paper to create a stencil for the mask

that they will then trace and cut out of colored/ black construction paper. She will explain how

different shapes and color schemes (cool, warm and complementary) can be used to create a

mood in their mask designs. She will show examples of paper masks with different color

schemes and moods. Then she will pass out materials and allow the students time to create

their own masks. Students will first draw their layered mask designs onto white paper. Then

they will trace and cut layers of their mask onto colored/black construction paper, arrange and

glue their mask design.

Materials:

Colored construction paper, black construction paper, white drawing paper for design stencils,

pencils, white pencils, rulers, shape stencils, scissors, and glue

21

Lesson Seven: One-Point Perspective Drawing

Lesson Objectives:


Students will learn to use the elements of line and space in their own drawing projects.

Students will learn use pencils, paper, rulers, and easers to create one-point perspective

drawings.

Students will create the illusion of space and depth by using one-point perspective.


with emphasis on line, space and depth.


Lesson Activity:


works of art. The docent will explain how artists create the illusion of space and depth in a two-

dimensional artwork by using the drawing method of one-point perspective. She may do this by

showing examples from art history, for example Leonardo da Vinci’s The Last Supper. Then the

docent will show how to create one-point perspective by using a ruler and how all lines in the

drawing converge at the vanishing point. She will demonstrate this to students on the board

using a large ruler. Then she will pass out drawing materials and allow the students time to

create their own one-point perspective drawings. Students will select their best drawing to color

for their final project.

Materials:

Drawing paper, pencils, rulers, easers, crayons, colored pencils, one-point perspective step-by-

step worksheets

Famous Artists: Leonardo da Vinci for his use of perspective in his artwork including his

painting The Last Supper

22

Lesson Eight: Pen and Ink Still Life Drawing

Lesson Objectives:


Students will learn to use the elements of line, shape, texture and value in their own

still life drawing projects.

Students will learn use pencils, paper, easers, pen and ink, to create still life drawings.


with emphasis on line, shape, texture and value.

Grade Level: This lesson is appropriate for grades fourth through eighth grade.

Lesson Activity:


works of art. The docent will show examples of different types of lines and how line can be used

to create shading, value and texture in art. She may do this by showing examples from artists

and by drawing examples on the board. Then the docent will show examples of pen and ink

drawings and explain how line is used to create a still life drawing that has realistic shape, depth

and textures. She will demonstrate this to students, pass out drawing materials and allow the

students time to draw their own still life using pencil first, then pen and ink. The docent will have

a collection of still life objects (sea shells, flowers, vases, bones, toys, etc.) for student to select

from to draw. Students can also bring in their own objects from home to draw. Students will

select their best drawing to glue to pre-cut black construction paper frame.

Materials:

Drawing paper, pencils, pen and ink or fine tip black markers of varying widths, easers, black

construction paper for background frames, still life objects to draw, and glue sticks

23

Lesson Nine: Watercolor Painting

Lesson Objectives:


Students will learn to use the elements of color and texture in their own watercolor

paintings.

Students will learn watercolor painting techniques of wet on wet, wet on dry painting and

how to use salt in watercolor to create implied texture.

Students will develop their visual arts vocabulary and will understand and define warm,

cool and complementary colors schemes, texture and implied texture.

Grade Level: This lesson is appropriate for grades third through eighth grade.

Lesson Activity:


works of art. The docent will show examples of different types of color schemes in painting and

explain the effects these color schemes have in the artworks. She will show examples of

different color schemes in watercolor painting and salt texture in watercolor paintings. She will

demonstrate to students how to transfer a drawing onto watercolor paper using a light box. She

will demonstrate to students how to paint in watercolor using wet on wet, wet on dry and how to

use salt to create implied texture. She will explain the difference between real and implied

texture. The docent will have a variety of photos and/or still life objects for the students to select

from to draw and paint. Then she will pass out materials and allow the students time to create

their own watercolor paintings. Students will draw a picture of their own design based on photos

or still life objects. Then they will transfer their drawings onto watercolor paper. Students will

then use the different watercolor painting techniques demonstrated to create their own painting.

Materials:

Watercolor paint sets for each student, drawing paper, watercolor paper, paint brushes, cups for

water, paper towels, table salt, pencils, black fine point markers, still life objects, photos,

watercolor painting examples, light box, masking tape

Famous Artists: Georgia O’Keeffe and Claude Monet for their use of color in their paintings

24

Lesson Ten: Animal Sculptures

Lesson Objectives:


Students will learn to use the element of form in their own animal sculptures.

Students will learn use toilet paper rolls, construction paper, scissors, glue, markers and

other objects to create an animal or bird sculpture.

Students will develop their visual arts vocabulary and will understand and define shape,

form, sculpture and three-dimensional art.

Grade Level: This lesson is appropriate for grades first through fifth grade.

Lesson Activity:


works of art. The docent will show examples of different sculptures from art history. She will

explain how three-dimensional art is different than two-dimensional art. She will explain the

different ways sculptures are created and why they are important in different cultures and

societies around the world. She can do this by showing pictures of different sculptures. She may

want to focus on animal sculptures, such as Native American totem poles and explain what the

animal representations mean to these people. Then the docent will show how to create an

animal sculpture using toilet paper rolls and shapes of colored construction paper. She will

demonstrate to students how to draw a design on their toilet paper roll, how to draw animal

parts on paper, and how to cut and glue their animal parts and decorations on to their

sculptures. Students will first draw their design and animal parts. Then they will cut them out

and glue them to their sculptures. Then they will add colors, eyes and other decorations to

complete their sculptures.

Materials:

Toilet paper rolls for each student, colored construction paper, black construction paper,

drawing paper, pencils, rulers, shape stencils, scissors, glue, glitter glue, eyes, and other

decorations

25

Museum-in-the-Classroom (MITC) Program

Teacher Activity Guide

Thank you for booking our Museum-in-the-Classroom (MITC) program. We encourage you to

use this guide to enhance your students’ learning experience. The Teacher Activity Guide

includes lesson plans and pre and post visit activities designed to assist you in preparing your

students for a visit from the Napa Valley Museum.

All of our presentations and the information in this guide address specific curriculum objectives

in history, language arts, earth science and visual arts for grades K-6. All curricular connections

are based on California State Curriculum Standards and can be integrated as interdisciplinary

teaching tools. Our history, language and visual arts standards apply to K-6; however,

vocabulary word choice may vary depending on the particular grade level and/or classroom.

Because museums are special places containing valuable and delicate objects, a discussion

about appropriate museum behavior and the handling of museum objects prior to our visit will

be helpful.

Napa Valley Museum offers teacher workshops several times a year. For workshop dates and

times, and to learn more about our programs, please visit our website at

www.NapaValleyMuseum.org.


26

Introduction

Mission

Napa Valley Museum is dedicated to providing unique experiences that enrich the cultural fabric

of our community through changing and permanent exhibitions and educational programs. The

Museum places the Napa Valley in a worldwide context by inspiring residents and visitors to

learn about the arts, environment and history of our region.

Commitment to California Common Core Standards

Napa Valley Museum has been cultivating and nurturing life-long learners since 1985. Our

educational outreach programs focus on project-based learning to engage student intellectual

curiosity by asking the questions who, what, where, when, how and why? Our presentations

invite audience participation that leads to collaborative, lively discussions. The Museum-in-the-

Classroom presentations provide a positive learning experience for a student that begins in the

classroom and soar far beyond school walls.

Museum-in-the-Classroom (MITC)

Napa Valley’s art, history and natural sciences come alive as students explore our Valley’s

heritage through hands-on, participatory activities. All you need is a large room and some tables

for artifacts – we provide the rest! A short time for questions and answers follows each 50-

minute presentation.

History

Napa Valley Museum was founded in 1972 by individuals concerned with preserving Vintage

Hall in St. Helena. This dedicated group of citizens realized that Napa was one of the few

counties in the state lacking a museum focused on its regional heritage, and so one was

created which would celebrate Napa Valley’s art, history and the environment.

Book a Program

Museum programs are offered for $50 per presentation. Our teachers can accommodate up to

three presentations per day. To book one of our educational programs, use the online request

form or contact Pat Alexander at 707-944-0500, ext. 106. Reduced fees and full scholarships

are available to schools with a student population of 40% or higher who are considered

socioeconomically disadvantaged.

27

Teacher Activity Guide – Art Elements

I. Content

The Art program teaches students the elements of art and how to apply them to their own artwork. Docent will present and explain the art elements to students and show examples. The classroom teacher will select one creative art project for the students to complete which will focus on one or more of the elements of art. Not all standards listed will be covered in every lesson, but all listed standards will be covered in the Art Program Unit (all ten lessons).

II. California Curriculum Standards

Kindergarten Visual Arts Standards

1.2 Name art materials.

1.3 Identify the elements of art.

2.1 Use lines, shapes/forms, and colors to make patterns.

2.3 Make a collage with cut or torn paper shapes/forms.

2.6 Use geometric shapes/forms in a work of art.

4.1 Discuss their works of art, using appropriate art vocabulary.

First Grade Visual Arts Standards

1.2 Distinguish among various media when looking at works of art.

1.3 Identify the elements of art in objects in nature, the environment and in artworks.

2.1 Use texture in two-dimensional works of art.

2.2 Mix secondary colors from primary colors and describe the process.

2.4 Plan and use variations in line, shape/form, color and texture to communicate

ideas or feelings in works of art.

2.7 Use visual and actual texture in original works of art.

4.1 Discuss works of art created in the classroom, focusing on selected elements of

art.

Second Grade Visual Arts Standards

1.2 Perceive and discuss differences in mood created by warm and cool colors.

1.3 Identify the elements of art in objects in nature, the environment, and in artworks.

28

2.1 Demonstrate beginning skill in the use of basic tools and art making processes,

such as printing, crayon rubbing, collage and stencils.

2.2 Demonstrate beginning skill in the use of art media, such as oil pastels,

watercolors, and tempera paint.

2.3 Depict the illusion of depth/space in an artwork, using overlapping shapes,

relative size, and placement within the picture.

2.5 Use bilateral or radial symmetry to create visual balance.

3.2 Recognize and use the vocabulary of art to describe art objects from various

cultures and time periods.

4.4 Use appropriate vocabulary of art to describe the successful use of an element of

art in an artwork.

Third Grade Visual Arts Standards

1.2 Describe how artists use tints and shades in a painting.

1.3 Identify and describe how foreground, middle ground and background are used

to create the illusion of space.

1.4 Compare and contrast two works of art made by the use of different art tools and

media (e.g. watercolor, tempera, and computer).

1.5 Identify and describe elements of art in works of art, emphasizing line, color,

shape/form, texture, space and value.

2.2 Mix and apply tempera paints to create tints, shades and neutral colors.

2.4 Create a work of art based on the observation of objects and scenes in daily life,

emphasizing value changes.

4.1 Compare and contrast selected works of art and describe them, using

appropriate vocabulary of art.

Fourth Grade Visual Arts Standards

1.3 Identify pairs of complementary colors and discuss how artists use them to

communicate an idea or mood.

1.5 Describe and analyze the elements of art (line, shape, color, texture, space, and

value), emphasizing form, as they are used in works of art and found in the

environment.

2.8 Use complementary colors in an original composition to show contrast and

emphasis.

29

Fifth Grade Visual Arts Standards

1.1 Identify and describe the principles of design in visual compositions, emphasizing

unity and harmony.

2.1 Use one-point perspective to create the illusion of space.

2.6 Use perspective in an original work of art to create a real or imaginary scene.

5.1 Use linear perspective to depict geometric objects in space.

III. Learning Outcomes and Objectives


Students will learn to use the elements of art in their own creative art projects.

Students will learn identify and use various art materials, tools and media.

Students will develop their visual arts vocabulary and be able to discuss, compare and

contrast different works of art.

IV. Pre Visit Classroom Activities

Vocabulary Words

V. Post Visit Classroom Activities

Completed art project

Art Element Vocabulary Quiz

Looking at paintings: language arts activity

30

Vocabulary Words

Line

Line is the path of a point moving through space. A line has a width, direction and length. A

line’s width is sometimes referred to as its thickness. Line is used to define space, contours,

outlines, and/or to suggest mass and volume. It may be a continuous mark made on a surface

with a pointed tool or implied by the edges of shapes and forms. Lines can be straight, curved,

thick, tin, light, or dark. The characteristics of the lines in the artwork help to define the style and

feeling of the art.

Shape

Shape is an enclosed two-dimensional space that can be defined by edges. Shapes are defined

by other elements of art such as line, form, space, value, color and texture. Shapes can be

geometric (square, circle, hexagon, etc.), or organic (puddle, blob, leaf, flower, etc.). Different

types of shapes can be combined and overlapped to create realistic or abstract compositions

with the illusion of depth, space and form on a two-dimensional surface.

Form

Form is a three-dimensional shape with depth, length and width, also referred to as volume.

Three-dimensional artworks usually refer to sculpture or ceramic pieces. Two-dimensional art

can achieve the illusion of form with the use of shading, value and perspective techniques.

Color

Color that we see is produced when light, striking an object, is reflected back to the eye. All

colors come from the three primary colors (red, yellow, and blue) and black and white. Black is

the absorption of all light rays and white is the reflection of all light rays. Color has three

properties: hue, value and intensity. Hue refers to the name we give to each color (red, yellow,

blue, green, etc.). Value refers to the lightness or darkness of the color. Intensity refers to the

vividness or color saturation of the hue.

Value

Value is the lightness or darkness, and is perceived in terms of varying levels of contrast. Value

can be the lightness or darkness of a certain hue or black and white. Tints of a color are made

by adding white. Shades are made by adding black. Value creates depth and contrast in art.

31

Texture

Texture refers to the tactile qualities of a surface, such as actual texture that you can feel by

touch. Texture can also be implied by visual representations on a two-dimensional surface to

create the illusion of actual texture.

Space

Space is the area that the artist creates within the artwork. Space includes the background,

middle ground and foreground, and refers to the distance or area around, between and within

the objects in the artwork. In a two-dimensional artwork the artist can create the illusion of space

and depth by using overlapping and perspective.

Unity

Unity is a principle of art. This is defined by the feeling of oneness or wholeness to an artwork.

Unity is achieved when the components of a work of art are perceived as harmonious, giving the

work a sense of completion.

Balance

Balance is a principle of art. Balance is the impression of equilibrium in a picture or sculpture.

Balance can be symmetrical, asymmetrical, or radial. In symmetrical balance both sides are

equally balanced.

Rhythm

Rhythm is a principle of art. Rhythm refers to the movement or suggestion of motion through the

use of various art elements.

Proportion

Proportion is a principle of art. Proportion is the size relationships of the various objects in the

artwork. Scale refers to relating size to a constant measurement.

Pattern

Pattern is a principle of art. Pattern refers to the repetition or reoccurrence of a design element,

exact or varied, which establishes a visual beat.

Emphasis

Emphasis is a principle of art. Emphasis refers to the created center of interest, the place in an

artwork where your eye first lands.

32

Art History

Art history is the study of artworks in their historical development and stylistic contexts. This

includes the arts of painting, sculpture, and architecture as well as ceramics, furniture, and other

decorative objects. Art history examines the historical, cultures and geographical contexts of the

artwork as well as the biographical history of the artist.

Drawing

Drawing is a form of visual art where a small amount of material is released onto a two-

dimensional surface, leaving a visible mark. Drawings can be done by any number of drawing

instruments to mark a two-dimensional medium. Instruments used include pencils, pen and ink,

inked brushes, color pencils, crayons, charcoal, chalk, pastels, markers, and various metals

(such as silverpoint). The most common support for drawing is paper, but other materials, such

as cardboard, canvas, and board, may be used.

Painting

Painting is the practice of applying paint, pigment, or other medium to a surface. The medium is commonly applied to the surface with a brush but other implements, such as knives, sponges, and airbrushes, can be used. In art, the term painting describes both the act of painting and the finished product. Paintings may be on such surfaces as walls, paper, canvas, wood, glass, clay, or concrete.

Sculpture

Sculpture is the three dimensional branch of the visual arts. Sculptural processes originally used

carving (the removal of material) and modelling (the addition of material, as clay). Sculptures

were traditionally done in stone, metal, ceramics, marble and wood. In modern times sculptors

have great freedom with the materials and styles they may use, such as found art sculptures.

Ceramics

Ceramics is the three-dimensional art of pots and other articles made from clay hardened by heat. Ceramic sculpture and dishes have been existed for many thousands of years and have been used by many cultures.

Printmaking

Printmaking is the process of making artworks by printing, normally on paper. Prints are created

by transferring ink from a block, metal plate or through a prepared screen to a sheet of paper or

other material.

33

Primary Colors

Red, yellow and blue; these are the basic colors from which all other colors can be mixed.

Secondary Colors

Green, orange, violet; these colors are mixed from two of the primary colors. Example: yellow

and blue combine together to make green.

Tertiary Colors

Red-orange, yellow-orange, red-violet, blue-violet, yellow-green, blue-green; these colors are

mixed from one primary color and one secondary color.

Warm Colors

Red, yellow, orange, red-orange, yellow-orange; colors found in the sun, create a warm feeling.

Cool Colors

Blue, green, violet, blue-green, blue-violet; colors create a cool and relaxed mood in an artwork.

Complementary Colors

Complementary colors are two colors found across from each other on the color wheel. An

example is red and green, which are opposite colors. Complementary colors create contrast in

an artwork.

One Point Perspective

A one-point perspective drawing means that the drawing has a single vanishing point, usually

directly opposite the viewer's eye and usually on the horizon line. All lines and objects in the

drawing converge at the vanishing point giving the two-dimensional drawing the illusion of depth

and space.

34

Language Arts:

Looking at Paintings

1. What do you see? Make a list of some of the things you see in the painting.

Vocabulary List

1.

2

3.

4.

5.

6.

2. What art elements do you see in the painting? What effect do these

elements have in the painting?

3. Do you see any emotions or feelings in the painting? How does the

painting make you feel?

4. What did the artist do to give the painting emotion?

5. Do you like the painting? What do you like or dislike about it?

35

Looking at Paintings

Compare and Contrast Two Artworks

1. What do you see in each painting? Make a list of some of the art elements

you see in the paintings.

Painting 1 Painting 2

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

2. What effects do these elements have in the paintings? Do they have some

of the same elements? In what ways are the two paintings similar?

3. How are the two paintings different? How do the artists use the art

elements in different ways to achieve different effects?

4. Do you see any emotions in the paintings? How do the paintings make you

feel? What did the artists do to give the paintings emotion?

5. Which painting do you prefer? What do you like or dislike about each?

36

Art Elements Quiz

1. What are the seven art elements?

2. What are three types of line?

3. What are organic shapes? What are geometric shapes?

4. What are the primary colors? What are the secondary colors?

5. What are warm colors? What are color colors?

6. What is texture? What is implied texture?

7. What are three ways to create the illusion of space in an artwork?

37

Additional Resources

What Are the Elements of Art?

This is an article on the elements of art. It explains what they are and how they in art. http://arthistory.about.com/cs/reference/f/elements.htm

Elements & Principles of Art This article defines the elements and principles of art and shows visual examples of each one. http://www.projectarticulate.org/principles.php Elements of Art

This article lists the definitions of the elements of art. http://en.wikipedia.org/wiki/Elements_of_art California Visual Arts Content Standards K-5

This is a list of the California State Content Standards for the visual arts in grades Kindergarten through fifth grade. http://www.cde.ca.gov/be/st/ss/ Basic Color Schemes: Introduction to Color Theory

This is an explanation of color theory. It defines the different colors and types of color schemes. http://www.tigercolor.com/color-lab/color-theory/color-theory-intro.htm How to Draw Animals Hamm, J. (1982). How to Draw Animals, New York: The Putnam Publishing Group, Perigee Books The Role of the Arts in Brain Development and Maintenance

Sylwester, R. (1999). The Role of the Arts in Brain Development and Maintenance, Oregon Department of Education; Office of Curriculum, Instruction and Field Services

http://arthistory.about.com/cs/reference/f/elements.htm

http://www.projectarticulate.org/principles.php

http://en.wikipedia.org/wiki/Elements_of_art

http://www.cde.ca.gov/be/st/ss/

http://www.tigercolor.com/color-lab/color-theory/color-theory-intro.htm

art elements manual_kasfinal

Documents

presentation email

mitc presentation cost

classroom mitc program

teacher presentation

presentation methodspage

mitc programs

elements of art

mitc content