LEARNING MODULE

PROGRAM OUTCOMES:
In pursuance of the above-stated mission, the objectives of the Bachelor of Elementary Education are as
follows:

1. acquire basic level literacy, communication, numeracy, critical thinking, learning and ICT skills
needed for lifelong learning;
2. demonstrate deep and principled understanding of the learning processes and the role of the teacher
in facilitating these processes in their students;
3. manifest a meaningful and comprehensive knowledge of the subject matter they will teach;
4. cultivate direct experience in the field/classroom (e.g . classroom observations, teaching assistance,
practice teaching);
5. demonstrate and practice the professional and ethical requirements of the teaching profession;
6. facilitate learning of diverse types of learners, in diverse types of environment, using a wide range
of teaching knowledge and skills; and
7. show creativity and innovative thinking of alternative teaching approaches and evaluate the
effectiveness of such approaches in improving student learning.

COURSE TITLE: TEACHING ARTS IN THE ELEMENTARY GRADES

COURSE DESCRIPTION: This course deals with the educational foundations of Arts as these apply to
teaching and learning in the elementary grades. Various teaching strategies and assessment appropriate for
each area shall be given emphases in the course.

COURSE OUTCOMES:

In this course, you should be able to:

1. develop art experiences that stimulate visual awareness, personal expression, self-evaluation, and
ease in using art media.
2. compare own designed output through a most advanced product of arts;
3. utilize art media to covered with activities classified in order of difficulty: clay, collage, crayon,
drawing, masks, mobiles, painting, paper, stitchery, three-dimensional art, weaving and etc. Other
practical resources include tools and materials necessary for a complete art program;
4. discuss the characteristics of a well-conducted art class and to ways for motivating and evaluating
student’s experiences with art;
5. describe artworks produced by the students.
 Module 2

INTRODUCTION TO ELEMENTS OF ARTS

Introduction:

The elements of art is also called elements of design. It can be thought as the things that make up a
painting, drawing, photograph, etc. Most artwork has most if not all of the elements (Line, Shape, Form,
Color, Texture, Space, Value)

Module Learning Outcomes:

In this module, you should be able to:

1. analyze types of elements used in various works of art to help students understand how artists use them
to convey movement and mood;
2. create an abstract line art piece based on an activity they enjoy to do;
3. aid the students in the important need for developing individual creativity;

Lessons

Line, Shape, Form, Color, Texture, Space, Value

I. Learning Outcomes:

In this lesson, you should be able to:

1. develop individual creativity through art experiences the abilities toward visual awareness,
personal expression, self-evaluation, and ease in using art media;
2. identify and describe a variety of lines ,shape, form, color, texture, space, and value;
3. create personally satisfying artwork using a variety of artistic processes and materials;
4. develop a work of art based on observations of surroundings;
5. use art vocabulary to describe choices while creating art;
6. analyze the elements of art of a famous artist.

Pre – Assessment:
 A. “Agree or disagree”/ “Now I Know/I Already Knew That”
Instruction: Read the following questions, beside each question are boxes for you to check
whether you agree or disagree and if you already knew it or you know it just now.

I Already I Know
Agree Disagre Knew That It Just
e Now

1.Is line was the first visual element in an artwork?

2. Are diagonal lines look like they are falling or

getting up?

3. Are zigzag lines give the feeling of excitement?

4. Is thin line expresses strength?

5.Are vertical lines suggest distance and calm?

B.

1. A plan for selecting colors for a composition is also known as a ________.

A.    Color spectrum
B.    Color Wheel
C.    Color Scheme
D.    Color Mix

2. The circular chart used to remember color relationships is a ________.

A.    Color Scheme
B.    Color Wheel
C.    Color Ray
D.    Color Circle

3. Secondary colors are obtained by mixing two ___________ colors.

A.    Neutral colors
B.    Complementary colors
C.    Primary colors
D.    Intermediate or Tertiary colors

4. Colors are said to be contrasting if they are _____________.

A.    different in lightness and darkness.
B.    light in value.
C.    dark in value.
D.    bright and intense.

5. Contrast can be created by using ____________.

A.    smooth and rough textures.
B.    large and small shapes.
C.    Plain areas against areas of patterns.
D.    all of the above.

6. Cool colors are ______________.

A.    Orange, green and purple (or violet).
B.    Blue, green and violet (or purple).
C.    Yellow, blue and red.
D.    White, black and brown.

7. Warm colors are____________.

A.    yellow, red, and orange.
B.    yellow, red and blue.
C.    yellow, green and blue
D.    orange, purple and green

8. The art element that refers to the sense of touch is___________

A.    Value
B.    Pattern
C.    Texture
D.    Shape

9._______refers to the lightness or darkness of a color.

A.    Value
B.    Pattern
C.    Texture
D.    Shape

10. ___________may be geometric or organic.

A.    Value
B.    Pattern
C.    Texture
D.    Shape

II. Module Map:

 Introduction to Elements of Art

MPLE

Elements of Art

Shape Space
Line
Value

Form Texture

Color

III. Core Content:

ENGAGE: (Starts with Verb + ing)

Activity 1 (Instruction)
EXPLORE:(Starts with Verb + ing)

Activity 2: Color and fill-in empty areas

https://www.youtube.com/watch?v=1rCBFV6ttjo

A.
B.
C.
D.
EXPLAIN:(Starts with Verb + ing)

Activity 3 (Instruction)
1. LINE =are marks moving in a space between two points whereby a viewer can visualize the stroke
movement, direction and intention based on how the line is oriented. Lines describe an outline,
capable of producing texture according to their length and curve.
1.1. TYPES OF LINES
2. SHAPE=is an enclosed space, a bounded two-dimensional form that has both length and
width. Shapes are one of the seven elements of art, the building blocks that artists use to create
images on canvas and in our minds.
3. SPACE =refers to the area within, around, above or below an object or objects. It is important to
creating and understanding both two dimensional or three dimensional works of art. With three
dimensional art the space things occupy is real as is the space around object.
4. TEXTURE- is the perceived surface quality of a work of art. It is an element of two-dimensional and
three-dimensional designs and is distinguished by its perceived visual and physical properties. Use
of texture, along with other elements of design, can convey a variety of messages and emotions.

5 . Value is a basic element of art that refers to the gradual change of lightness or darkness of a color. It is
created when a light source shines upon an object creating highlights, form shadows and cast shadows.
In painting, value changes can be achieved by adding either black or white to the chosen color.
6. FORM =is an artist's way of using elements of art, principles of design, and media. Form as
an element of art is three-dimensional and encloses space. Like a shape, a form has length and
width, but it also has depth.
 7. COLOR= is the element of art that is produced when light, striking an object, is reflected back to
the eye: that's the objective definition. But in art design, color has a slew of attributes which are
primarily subjective.

Elements of Art – Color

Color: Color is described by three different characteristics: hue, value and intensity.
Hue: Hue is the name of the actual color. So, for example, Blue is a hue.
Value: Value refers to how light or dark a color is. We call the darker values Shades, which we create by
adding some black to the hue. We call the lighter values tints, which are created by adding white to the
hue. So a Dark Blue is a shade of blue, Light blue is a tint of blue, these are two different values of the hue,
blue.

Intensity: Intensity refers to the purity or brightness of a color. A High Intensity Blue is the pure hue right
out of the tube. We can diminish it’s intensity by adding a small amount of that particular hue’s
complement to it. So if we add a very small amount of orange (the complement of blue) to blue, the blue
will become duller. We will have created a Low Intensity Blue.

Primary Colors: Red, Yellow and Blue are the Primary Colors. They are the three basic, fundamental
colors which we can mix together to create the other colors. However, we cannot mix other colors to create
these colors. In other words when we run out of green (a secondary color) we can use blue and yellow to
create more green, when we run out of blue, we have to go to the store and buy more blue.
Secondary Colors: Orange, Green and Violet are the secondary colors, which we make by mixing two
primary colors together. Blue and Yellow are mixed together to create green, Yellow and Red are mixed
together to create Orange, and Red and Blue are mixed together to make Violet.

Warm Colors: The warm colors are Red, Orange and Yellow. These colors can give a painting a sense of
physical warmth, such as in the desert or by a fire. They can also be used to portray intense emotions such
as anger or love.

Cool Colors: Green, Blue and Violet are the cool colors. They can be used to convey a sense of cooler
temperatures, or to represent the calmer, more internal emotions (such as sadness(not a lesser emotion,
rather an emotion dealt with internally, unlike anger which is generally directed more outwardly). Such
emotional connections to color are well ingrained in us, such as, “She’s sad/she’s feeling blue.”

Color Schemes
Monochromatic: A painting using only tints or shades of a single color.
Analogous: Using at least two, but no more than three colors which all share a common color. These
colors are adjacent to each other on the color wheel. Example: Orange, Red and Violet are all analogous, as
they all share a common color: Red. Red-violet and Red-orange would also fit in this color set.

Complementary: Using any two colors directly opposite each other on the color wheel. When used
together a color’s complement help bring  it out. When a little of a color’s complement is added to it, it
neutralizes the color somewhat, reducing the intensity of the color. When too much is added it creates a

muddy or neutral color.

Why Are the Elements of Art Important?

The elements of art are important for several reasons. First, and most importantly, a person can't create art
without utilizing at least a few of them. No elements, no art—end of story. And we wouldn't even be
talking about any of this, would we?

Secondly, knowing what the elements of art are enables us to:

1. describe what an artist has done

2. analyze what is going on in a particular piece
3. communicate our thoughts and findings using a common language

Musicians can talk about the key of "A," and they all know it means "a pitch relating to 440 oscillations per
second of vibration." Mathematicians may use the very basic word "algorithm" and feel confident that most
people know they mean "a step-by-step procedure for carrying out computation." Botanists world-wide will
employ the name "rosa rugosa," rather than the much longer "that old-fashioned shrub rose - you know, the
one that leaves hips in the fall - with the five-petaled flowers that can be yellow, white, red or pink." These
are all specific examples of a common language coming in handy for intelligent (and shortened) discourse.

So it is with the elements of art. Once you know what the elements are, you can trot them out, time after
time, and never put a wrong foot forward in the art world.

Does your instructor want you to write a few words and/or pages on a painting of your choice? Choose
wisely, and then wax euphoric on form, lines, and color.

Have you found an unidentified work in your great-aunt's attic/toolshed/outhouse? It is helpful when
describing the piece to someone who may be able to supply you with further information, to throw in some
of the piece's elements of art along with: "It's an etching. It's on paper."

Stumped for conversation at a gallery show? Try "The artist's use of ________ (insert element here) is
interesting." This is a much safer course than attempting to psychoanalyze the artist (after all, you may be
standing in a clump of people that includes his or her mother) or using words which leave you a bit
uncertain of exact meanings and/or pronunciations.

The elements of art are both fun and useful. Remember line, shape, form, space, texture, value and color.
Knowing these elements will allow you to analyze, appreciate, write and chat about art, as well as being of
help should you create art yourself.

EXTEND: Understanding the Seven Elements

Activity 4

In this lesson, you learned about the seven

elements that make up visual art. This is a great
starting point for you to explore visual art further
on your own using one or more of the prompts
below.
Deep Dive
Here is a challenge for you: choose an artist whose art you really enjoy. Look at one or more works of art
that they have created and think about that art in relation to the seven elements. In a journal entry or essay,
explain which elements that artist uses. Are there any that they do not use? How do those elements come
together to create great art? If you were working with the artist, how would you apply the seven elements
differently?
Example: A journal entry about Yayoi Kusama's use of colour, shape, and value.

Instruction: Create Your Own

Choose an artistic medium that you feel comfortable with. This could be sculpture, painting, drawing,
digital art, collage, or any number of other art forms. As you create a new work of art, think about which
elements you apply and which you leave out. Challenge yourself to create art using all of the elements, or
using only one or two. Get outside your comfort zone and see what you can create!
Use the space provided:
EVALUATE: (Starts with Verb + ing)

Activity

Art Self-Evaluation-How well did you do?

Instruction: I can list 3 things that I did well and things that I need to improve on my artwork.

1. I think I did 3 things well:

1.______________________________________________________________________________
________________________________________________________________________________
________________________________________________________
2.______________________________________________________________________________
________________________________________________________________________________
________________________________________________________
3.______________________________________________________________________________
________________________________________________________________________________
_______________________________________________________

2.Here is an idea for how I can do better:

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
I can do this by
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3.This is what I learned from doing this activity
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. My artwork is : (describe your output)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

IV. Post - Assessment:

Picture analysis: Analyze and describe the elements of art in this painting of Gustave Caillebotte .

Instruction: Celebrate your knowledge and see how much you have already learned! Encircle the letter
that correspond to your answer.

1. The degree of lightness or darkness in a work of art is _____________________.

a. color b. shape c. value d. form

2. This refers to the way something feels, or looks as if they might feel like something.
a. line b. space c. value d. texture

3. Is an area determined by line, value, or any other combination of art elements, may be positive or
negative
a. color b. value c. shape d. texture e. unity

4. Pick the best answer to describe SHAPE.

a. A principle of art that deals with height and width
b. An element that refers to the area between, around, and/or within things
c. Triangles, squares, cylinders, rectangles, ovals, and circles
d. An element that is concerned with depth; and that encloses space

5. Which one of these is an element of art?

a. line b. rectangle c. painting d. pottery

6. Which of the following is not an element of art?

a. space b. line c. red c. color

7. Which element of art is concerned with reflected light?

a. contrast b. value c. color d. pattern e. texture

8. Texture is…(Hint: there might be more than one correct answer)

a. An element of art that is hard most of the time

 b. An element of art that is easy most of the time.
c. How something feels or how it looks like it would feel
d. Not something that you see, but rather something that you feel
e. Something that Mr. Maurer often has his students experience during his Fear Factor
lessons. (A reference to Walt Morey Middle School's Drama teacher.)

9. _________________ is an element of art that refers to lightness and darkness in an artwork.

a. color b. value c. shape d. form

10. Which element of art refers to the distance or area between, around, or within things?
a. emphasis b. texture c. contrast d. space e. rhythm

11. Form is... (Hint: You will choose more than one answer for this one.)
a. An element of art that has depth
b. A principle of art that has depth.
c. Two dimensional, meaning it has two dimensions
d. Three dimensional, meaning it has three dimensions
e. Something you learned to create this year during the Stack Ups project and the one point
perspective drawing

12. The degree of lightness or darkness in a work of art is _____________________.

a. color b. shape c. value d. form

13. The response of vision to wavelengths of light is

a. color b. line c. shape d. space

14. A symbol of direction: the boundaries of shape is

a. form b. line c. texture d. value

15. A 2-D area enclosed by a line that establishes contour is __________________

a. space b. form c. color d. shape

16.A shape that has or appears to have volume or looks 3-D is ___________________.
a. line b. form c. space d. shape

17. The way an artwork feels or appears to the touch is _______________________.

a. texture b. space c. value d. color

18. Anything that is around and between forms, shapes and lines is
a. texture b. space c. shape d. color

19. The primary colors are __________________.

a. red, yellow & orange
b. green, orange & violet
c. red, yellow & blue
d. green, orange & blue

20. The secondary colors are ______________.

a. red, orange & yellow
b. green, blue & orange
c. green, blue & violet
d. red, yellow & blue
21. Colors on the color wheel that are opposite each other are called
a. primary b. secondary c. intermediate d. complimentary
22. Which of the following is NOT an example of texture
a. rough b. smooth c. running d. bumpy

23. Colors that are made by mixing primary and secondary colors together are called ____________
a. primary b. secondary c. intermediate d. complimentary

24.What is it called when you mix white with a color?

a. a tan b. a tint c. a tent d. a shade

25. When you mix black with a color it is called __________________.

a. a tan b. a tint c. a tent d. a shade

V. Topic Summary:
VI. References:

Books:
(Author’s family name first, then initials (Date of Publication). Title of material. Publisher.
Place of Publication. Use APA style.)

Fong, S.E. (2017). Exposition 11. Miriam College. Quezon City.

From the Web:

(Author, A. (Date of Publication). Title of Article. Title of Online Periodical. Volume number
(issue number if available). Retrieved from URL. Retrieved 28 July 2016.)

Berstein, A. (2017). 10 tips on writing the living web. A List Apart: For People Who Make
Websites. Retrieved from http://www.alistapart.com/articles/writeliving. Retrieved 28 July
2018.

-End-

https://www.nytimes.com/2016/10/13/learning/lesson-plans/analyzing-the-elements-of-art-
seven-ways-to-think-about-texture.html