Lesson Title:
Artistic Perception

Lesson Goal and Description:
Students will learn about the elements and principles of design in Diego Rivera’s artwork. The lesson will begin with a discussion of the ways that various elements and principles of design are present in the art. Students will be practicing “slowing the looking down”, to focus on what they can see happening in the painting, without applying judgement. The students will participate in a matching activity to reiterate the importance of looking at the physical characteristics of the artwork, before interpreting narrative or symbolism. During the activity, students will use their art vocabulary to describe the work of art in terms of the elements and principles of design. The focus elements and principles will be written on the board for the students to reference during the activity. The students will have a take-home worksheet as homework to reiterate the main points of the in-class discussion and activity.

Grade Level:
High School - Beginning Level

Time Frame:
1 - 2 hour class period

Focus Artwork:

Diego Rivera (1886-1957), *The Flower Carrier*, 1935, oil paint

Objectives/Student Learning Outcomes:
Students will be able to…

Analyze a piece of art using the elements and principles of design.
Demonstrate a broad and appropriately used art vocabulary.
Describe the aesthetic and/or physical characteristics of a work, without interpreting meaning.
Work collaboratively in groups to solve an art puzzle.
Practice the art observation strategy of “slowing the looking down”.

Instructional Resources:

Readings - from duvalschools.edu
Worksheet - Analyzing the Elements and Principles of Design
Activity images, Diego Rivera’s Flower Carrier
LCD Projector
Whiteboard
Whiteboard markers

Procedures:
DAY BEFORE
Anticipatory Set
Independent Practice

Students will be given reading handouts as homework to come to the next class prepared to talk about the elements and principles of design.

DAY 1:
Direct Instruction

Teacher gets students ready to review the elements and principles of design in Diego Rivera’s The Flower Carrier. The painting will be projected onto the whiteboard for the students to see. (5 minutes).
As a class, the students and teacher will discuss various elements and principles of design. The teacher will stress the art vocabulary the students read about in the readings, writing the vocabulary on the board. (40-45 minutes).
The teacher will ask questions to get the students talking about the various elements and principles demonstrated in the painting. The students will lead the discussion, while the teacher guides them to new insights.
During the discussion, teacher will use the whiteboard to further illustrate various elements and principles of design by circling them or adding emphasis with whiteboard markers.
Teacher will explain the activity and break students into groups of 6 to complete the puzzle activity (10 minutes).

Guided Practice

In their groups, students will complete the art puzzle activity (described following lesson plan) (50 minutes).
Teacher will check in on the groups as needed to make sure all are staying on task, or if students have questions.

Closure

Clean up at the end of class and hand out homework assignment (10 minutes).

Independent Practice:

Students will complete another analysis worksheet of the elements and principles of design in Diego Rivera’s painting Flower Festival: Feast of Santa Anita, 1931. If students do not finish in class, they will work on this worksheet as homework.

Accommodations and/or Modifications:

English language learners may be offered additional handouts of the vocabulary words to take home and study, as well as reference during the activity. Handouts may be written in their native language.
Visually or hearing impaired students may be given handouts of the vocabulary to have at hand during the activity.
Students with special needs or learning disabilities can be placed in groups with gifted students so that they may be more encouraged to participate.

Multiple Intelligences:

Visual/Spatial - students will use their visual and spatial intelligences to look at and analyze the artwork using only the elements and principles of design.
Intrapersonal - students will collaborate in groups to discuss the physical characteristics of the artwork.
Linguistic - students will be introduced to new vocabulary through lecture and effectively describe their analysis of the aesthetic qualities of a work.

Vocabulary:

Line - (noun) is a mark on a surface that describes a shape or outline. It can create texture and can be thick and thin. Types of line can include actual, implied, vertical, horizontal, diagonal and contour lines.
Shape - (noun) is a 2-dimensional line with no form or thickness. Shapes are flat and can be grouped into two categories, geometric and organic.
Color - (noun) refers to specific hues and has 3 properties, Chroma, Intensity and Value. The color wheel is a way of showing the chromatic scale in a circle using all the colors made with the primary triad. Complementary pairs can produce dull and neutral color. Black and white can be added to produce tints (add white), shades (add black) and tones (add gray).
Color Scheme - (noun) a group of colors that make a pleasing arrangement. Can be complementary, split complementary, analogous, or monochromatic.
Value - (noun) is the degree of light and dark in a design. It is the contrast between black and white and all the tones in between. Value can be used with color as well as black and white. Contrast is the extreme changes between values.
Rhythm - (noun) is a movement in which some elements recurs regularly. Like a dance it will have a flow of objects that will seem to be like the beat of music.
Space - (noun) refers to variations in the perspective, and proportions of objects, lines or shapes. There is a variation of sizes in space of objects either real or imagined.
Balance - (noun) is a feeling of visual equality in shape, form, value, color, etc. Balance can be symmetrical or evenly balanced or asymmetrical and un-evenly balanced. Objects, values, colors, textures, shapes, forms, etc., can be used in creating a balance in a composition.
Unity - (noun) brings together a composition with similar units. If your composition was using wavy lines and organic shapes you would stay with those types of lines and not put in just one geometric shape.
Contrast - (noun) brings together a composition with similar units. If your composition was using wavy lines and organic shapes you would stay with those types of lines and not put in just one geometric shape.
Texture - (noun) brings together a composition with similar units. If your composition was using wavy lines and organic shapes you would stay with those types of lines and not put in just one geometric shape.

Criteria for Assessment:
Did students…

Analyze a piece of art using the elements and principles of design?
Demonstrate a broad and appropriately used art vocabulary?
Describe the aesthetic and/or physical characteristics of a work, without interpreting meaning?
Work collaboratively in groups to solve an art puzzle?
Practice the art observation strategy of “slowing the looking down”?

Method of Assessment:

During the lecture and class discussion, the teacher will ask students questions to ensure understanding and address any student concerns (formative assessment).
The teacher will check in on the students during their group activity to make sure the students are successfully executing the assignment and on track (formative assessment).
Students will turn in worksheets that convey their understanding of the elements and principles of design in a related artwork. (summative assessment).

California Visual Arts Standards:

1.0 Artistic Perception
- Develop Perceptual Skills and Visual Arts Vocabulary
  - 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
  - 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination.
- Analyze Art Elements and Principles of Design
  - 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
- Impact of Media Choice
  - 1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
5.0 Connections, Relationships, and Applications
- Careers and Career Related-Skills
  - 5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician).

For a PDF version of the Artistic Perception Lesson, click here.

For handouts associated with the Artistic Perception Lesson, click here.