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Grade 8: Visual Arts
Grade 8: Visual Arts
ELEMENTS OF DESIGN
ELEMENTS OF DESIGN
• Line: directional lines; one- and two-point perspective to create depth; contour drawings of figures
• Line: directional lines; one- and two-point perspective to create depth; contour drawings of figures
• Shape and form: various visual “weights” of forms (e.g., large, light-coloured forms can seem to have less weight than smaller, dark forms); complex three-dimensional constructions and motifs; gradation in size
• Shape and form: various visual “weights” of forms (e.g., large, light-coloured forms can seem to have less weight than smaller, dark forms); complex three-dimensional constructions and motifs; gradation in size
• Space: one and two-point perspective or foreshortening to create illusory space; informal converging lines in an image creating the illusion of space; adult human figures that are seven to eight heads in height; alternative systems for representing space (e.g., layered images in medieval art; disproportionately small images of people within a vast landscape in Chinese art to show the smallness of humans in relation to nature; images seen from several points of view simultaneously in Egyptian and cubist paintings)
• Space: one and two-point perspective or foreshortening to create illusory space; informal converging lines in an image creating the illusion of space; adult human figures that are seven to eight heads in height; alternative systems for representing space (e.g., layered images in medieval art; disproportionately small images of people within a vast landscape in Chinese art to show the smallness of humans in relation to nature; images seen from several points of view simultaneously in Egyptian and cubist paintings)
• Colour: tertiary colours; contrast of colour; absence of colour
• Colour: tertiary colours; contrast of colour; absence of colour
Note: In creating multimedia art works, students may need some understanding of different colour models, such as RGB and CMY(K), and websafe colours.
Note: In creating multimedia art works, students may need some understanding of different colour models, such as RGB and CMY(K), and websafe colours.
• Texture: real and illusory textures that appear in the environment
• Texture: real and illusory textures that appear in the environment
• Value: cross-hatching to suggest volume and shadows; variation and increased range of gradation in value
• Value: cross-hatching to suggest volume and shadows; variation and increased range of gradation in value
PRINCIPLES OF DESIGN
PRINCIPLES OF DESIGN
• Movement: actual lines to lead the viewer’s eye (e.g., solid lines, dotted lines); subtle or implied “paths” using shape, value, and/or colour (e.g., an invisible path created by leading the eye from large shapes to small shapes, from shapes in dark colours to shapes in lighter colours, from familiar shapes to unfamiliar shapes, from colour to no colour); actual action (e.g., kinetic sculpture, animation); implied action (e.g., an invisible path created by an arrow, a gaze, or a pointing finger; the “freeze frame” effect of an object in motion, such as a bouncing ball suspended in mid-air or a runner about to take the next step)
• Movement: actual lines to lead the viewer’s eye (e.g., solid lines, dotted lines); subtle or implied “paths” using shape, value, and/or colour (e.g., an invisible path created by leading the eye from large shapes to small shapes, from shapes in dark colours to shapes in lighter colours, from familiar shapes to unfamiliar shapes, from colour to no colour); actual action (e.g., kinetic sculpture, animation); implied action (e.g., an invisible path created by an arrow, a gaze, or a pointing finger; the “freeze frame” effect of an object in motion, such as a bouncing ball suspended in mid-air or a runner about to take the next step)
Nature Journaler: @billiejooutdoors
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling: I Notice..., I Wonder...?, It Reminds me of...
Nature Journaling is an incredible tool for students to look for movement, texture, space and colour in their natural surroundings . Their nature journal allows them to write/draw their observations helping to cement the concepts being taught.
Nature Journaling is an incredible tool for students to look for movement, texture, space and colour in their natural surroundings . Their nature journal allows them to write/draw their observations helping to cement the concepts being taught.
At this age all three prompts "I notice..., I wonder...?, and It reminds me of..." become very intuitive. However the statement "I wonder..." becomes very important at this age all the way up to 18 years as students deepen their understanding of the world around them. Encourage students to begin writing using single words, simple sentences, lists, point form, paragraphs and even poetry. Please note that spelling is not the focus in a nature journal. At this age you may start to see art fears - ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link below for tips on giving feedback. Using a combination of words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
At this age all three prompts "I notice..., I wonder...?, and It reminds me of..." become very intuitive. However the statement "I wonder..." becomes very important at this age all the way up to 18 years as students deepen their understanding of the world around them. Encourage students to begin writing using single words, simple sentences, lists, point form, paragraphs and even poetry. Please note that spelling is not the focus in a nature journal. At this age you may start to see art fears - ensure you are re-iterating it is not about a pretty picture. It is about their observations. Please see the link below for tips on giving feedback. Using a combination of words, pictures and numbers allows the students multiple tools to document their observations. With permission Bethan Burton has allowed us to link to her website as she has written a blog post for Teaching nature journaling at all ages.
Here are some more ideas to get you started.
Engage the fives senses (whenever possible)
Make leaf prints ( paint the leaf and press the print into the journal)
Make leaf rubbings
Trace the items they are looking at
Add items into the journal using tape
Here is a downloadable lesson from John (Jack) Muir Laws and Emilie Lygren book: How to Teach Nature Journaling. All resources shared with permission. "I Notice..., I Wonder...?, It Reminds me of..."
GIVING FEEDBACK here is a fantastic resource from Jack and Emilie
NOTE: You are encouraged to spend time in the outdoors Nature Journaling. However, you can also bring nature inside, look out your wonder window, have a refrigerator Safari or even observe a house plant or pet.
Photo by: @baxterperson
Flower Fun
Flower Fun
Find a space to explore that will allow you to see flowers. These can be flowers in a garden, wild flowers on a lawn, trail or in a forest, flowers in pots in your home, or flowers you find in a book or magazine. Don't have any flowers or plants? Look for leaves, pine cones, seeds or even blades of grass!
Find a space to explore that will allow you to see flowers. These can be flowers in a garden, wild flowers on a lawn, trail or in a forest, flowers in pots in your home, or flowers you find in a book or magazine. Don't have any flowers or plants? Look for leaves, pine cones, seeds or even blades of grass!
Start with one flower. Can you draw one of the petals of the flower using a pencil and paper? Can you draw the whole flower? If you prefer paint or creating a model of the flower try that instead. Try this activity a number of times to add to or focus your drawing by considering the following ideas:
Start with one flower. Can you draw one of the petals of the flower using a pencil and paper? Can you draw the whole flower? If you prefer paint or creating a model of the flower try that instead. Try this activity a number of times to add to or focus your drawing by considering the following ideas:
Line: use two-point perspective to create depth by placing your plant in the space where both vanishing points start
Colour: use the absence of colour to highlight places where the light is reflecting off your flower or plant, example: use an eraser to leave white space/lines where there are reflections present
Texture: use real and illusory textures that appear in the environment to make your plant more pleasing to the eye
Movement: lead the viewer’s eye to your plant by the use of actual lines, example: solid lines, dotted lines OR use subtle or implied “paths” using shape, value, and/or colour, example: an invisible path created by leading the eye from large shapes to small shapes, from shapes in dark colours to shapes in lighter colours, from familiar shapes to unfamiliar shapes, from colour to no colour OR use implied action, example: an invisible path created by an arrow, a gaze, or a pointing finger
Curriculum Link:
See Number Sense & Numeration -Planting
See Measurement - Planting
See Data Management & Probability - Planting
See Writing - Planting
NOTE: This can be used with the Nature Journaling activity at the top of the page.
Photo by: S. Moye
Group of Seven - Landscapes
Group of Seven - Landscapes
Click on the Library icon to the left. Select Intermediate/Senior level.Click on the Canada in Context icon.In the search bar type in Group of Seven.The reference article was written in 2009 and titled Group of Seven.
Read through the above article about the famous Group of Seven artists from Canada who are known for their paintings of natural landscapes from across Central and Western Canada starting in the early 1900’s. Each artist has a different background and special techniques to painting their masterpieces. One common element is their love of Canada’s unique landscape and their desire to create thoughtful pieces of art.
- From your previous research, compare their work - specifically landscapes of nature. Consider textures, space, shape, and lines within the art work.
Line: lines for expressive purposes; diagonal and converging lines to create depth of space; repetition of lines to create visual rhythm
Shape and form: various shapes and forms, symbols, radial balance
Space: use of blue or complementary colours in shadows and shading to create depth; one and two point perspective;
Texture: textures created with a variety of tools, materials, and techniques (e.g. use of texture in a landscape work)
Can you tell which artist belongs to which art based on their techniques or styles? What do you notice about the differences?
2. Now, try a unique landscape piece of your own. Find a spot outside or close to a window. Focus on the landscape you see and use the lines, textures, shapes and shades within that space to create a work of art.
2. Now, try a unique landscape piece of your own. Find a spot outside or close to a window. Focus on the landscape you see and use the lines, textures, shapes and shades within that space to create a work of art.
Using materials you have at hand try to recreate one of your favourite landscape pieces. Remember every piece of art is influenced by the artist's perspective and abilities.
Curriculum Links:
See Reading
Making Natural Paint Brushes
Making Natural Paint Brushes
Start by watching this video about how to make your own paint brushes by using natural materials. You will also learn the importance of respectfully harvesting live plants. Once you have made your paint brushes it is time to get creative!
Start by watching this video about how to make your own paint brushes by using natural materials. You will also learn the importance of respectfully harvesting live plants. Once you have made your paint brushes it is time to get creative!
Materials:
Materials:
White glue
Yarn, twine, string or any other materials similar to this that you have
Acrylic paint
Scissors
Paper (thicker) to paint on
NOTE: This can be used with the Nature Journaling activity at the top of the page.
Nature Photography
Nature Photography
Photography is an incredible way to look closely at the natural world around you and express your creativity!
Photography is an incredible way to look closely at the natural world around you and express your creativity!
What are the benefits of "looking closely?
It allows you to slow down and take time in nature
It allows you to notice things you may not otherwise, for example if you look at the pictures on the left; the snapping turtle has moss growing on its shell, or their eyes have yellow in them. The second picture, of the flower, allows you to see that the plant grows in an amazing repeating pattern.
It also allows you to be creative with how you are capturing and framing your photographs
For this activity you will need the following materials:
Any device, phone, tablet or camera that will take a photo
If you have access to a macro lens that attaches to one of your devices this can add a whole new element of fun but it is NOT essential
Here are some tips to remember when using a device for photography:
Focus picture by tapping the screen
Keep device steady (helpful to place one end against something sturdy, i.e. the ground)
Get down to eye-level with the subject for a better perspective and to portray nature in its own habitat. Look straight up or down to discover beautiful natural patterns in plants and trees - the view up a tree-trunk or down, to show repeating patterns in plants.
Photographing from below will make things look larger
Slow down and take time to think about composition
Look for bold colours, striking patterns or exciting action to create stunning photos.
When photographing animals - focus on the eyes, or other body parts, remember to ALWAYS give them space and use the zoom to get a closer picture.
Experiment with composition by moving your subject away from the centre and using the rule of thirds
Activity
Head outside, look out your window or photograph items inside your home.
You may also want to think about a project or theme for your pictures for example:
Flowers/Trees/Clouds
Family/Neighbourhood
Insects/Animals
Geometric shapes
Take photos of things really close up and get others to guess what they think the picture is actually of when zoomed out. The book series "Looking Closely" is a great resource! Here is an example of what the inside of the book looks like.
Get really creative and try some forced perspective photos examples can be found here!
Any other theme you choose or it can be just for fun
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