Appendix A
Elements of Art and Principles of Design

The following outlines what the students should experience for the elements of art and principles of design in the middle years. These concepts should be reinforced and applied throughout the year.

The Elements of Art

Colour Colour is an element of art which can be the most expressive but can also be the most difficult to describe. Students in the middle years should further their study of colour in the environment while learning about many relationships between colour and themselves. Through an exploration of different colour schemes and techniques, students should develop an understanding of some of the expressive qualities that can be achieved through colour. The teacher should continue to provide activities that require the students to explore a variety of media and tools and to use colours in a variety of ways. A colour wheel can be a good resource for the students to use to understand and organize colours (see Appendix B). Possible examples of colour in art works from Saskatchewan Art Works are in slides #48, 54 (high intensity), #67, 74, 82 (primary), #47, 62 (monochromatic), #49, 52, 53, 58, 60, 69, 78 (complementary), #63, 65, 81 (analogous), #72 (split complementary), #51, 59, 61 (value), #55, 56 (tint), #60, 62 (shade). Students in the middle years will: Grade 6 Grade 7 Grade 8 further the study of colour in the natural and constructed environment and study the effects different colours and colour combinations have upon the individual further the study of colour in the natural and constructed environment and reflect upon how artists have used colour to express different ideas and experiences further the study of colour in the environment and understand how artists use colour to express different ideas and experiences

Texture Texture in visual art deals with the real or the imitated sense of touch on a surface. In the students' study of texture, they should understand that every surface has a texture, that artists often use texture to reinforce different concepts, and that the kind of surface often may imply different ideas or meanings. Students should continue to create many different "real" textures, as well as, the "illusion" of texture in their own works. Teachers should provide experiences which enable students to explore texture through a variety of methods, materials and techniques. Possible examples of texture in art works from the Saskatchewan Art Works are in slides #47, 48, 49, 50, 52, 56, 59, 63, 66 and 67. Students in the middle years will: Grade 6 Grade 7 Grade 8 become more aware of tactile experiences usually taken for granted explore various ways of creating or manipulating surfaces in their own art works explore various ways of creating or manipulating surfaces in their own art works reflect on how the surface or the texture of an object may influence the impact or meaning of the object

Shape A shape is a two-dimensional area. Students have been using and recognizing shape since the first days of their lives and throughout their school years. In the middle years, the shapes they make and describe will be more sophisticated and complex. The teacher should provide experiences which promote an awareness and appreciation of shapes and an understanding of how these shapes inter-relate within a visual image. Possible examples of shape in art works from Saskatchewan Art Works are in slides #49, 50, 55, 56 58, 61 and 70. Students in the middle years will: Grade 6 Grade 7 Grade 8 begin to examine how artists use shape, both positive/negative and organic/geometric, and apply these understandings to their own compositions explore how artists use shape, both positive/negative and organic/geometric, and apply these understandings to their own compositions understand how artists use shape, both positive/negative and organic/geometric, and apply these understandings to their own compositions

Form Forms are objects which have three dimensions: width, length and depth. Architecture, sculpture, ceramics, weaving and jewellery are all three-dimensional art forms. Middle years students should experience and build various kinds of form; for example, open and closed forms, active and stable, freestanding and relief, holograms, etc. Through numerous experiences with form, students will begin to understand the impact that different forms may have and begin to use their understanding to analyse and interpret meaning in art works. At this time, students will be curious about how artists create the illusion of form on a two-dimensional surface. Many students will value the ability to produce images which appear to be correct. Concepts relating to the creation of the illusion of depth on a two-dimensional surface are easily introduced at this time. Possible examples of form in art works from Saskatchewan Art Works are in slides #50, 51, 52, 64, 66, 68 and 70. In addition, students in the middle years will: Grade 6 Grade 7 Grade 8 become aware of a variety of forms and begin to apply their understanding of three- dimensional form to their own art work begin to examine a variety of forms and apply their understanding of three-dimensional form to their own art work explore a variety of forms and apply their understanding of three- dimensional form to their own art work become aware of how the illusion of form can be created on a two-dimensional surface explore how the illusion of form can be created on a two-dimensional surface understand how the illusion of form can be created on a two-dimensional surface become aware that the form of an object often suggests different interpretations and often depends upon the materials' limits and limitations understand that the form of an object often suggests different interpretations and often depends upon the materials' limits and limitations

Evaluation

When assessing a student, the teacher should listen to the student's discussions and observe how the student purposefully uses these concepts in his or her own expressions. The teacher may ask questions such as the following:

• To what extent did the student investigate ways that he or she and others use line to express ideas and experience in art works of all kinds?

• To what extent did the student study colour in the environment and understand the effects of various colours and colour combinations upon the individual?

• To what extent did the student reflect upon how artists use colour to express various ideas and experiences?

• Has the student reflected upon how the surface of an object can affect how he or she reacts to the object?

• To what extent did the student understand how artists use shape in their compositions and then apply this understanding to his or her own work?

• Has the student become aware of how the form of an object depends upon the limitations of the material?

• To what extent did the student begin to understand how the illusion of form can be created on a two-dimensional surface?