The elementary visual art curriculum provided some experience with the principles of design. In the middle years, students will continue their study of the principles of design and will be encouraged to apply their understanding. They should learn how the organization of the elements relates to the effectiveness of the visual image.
The following outlines what the students should experience for the principles of design in the middle years:
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Balance Balance in visual art can be formal, informal and radial. Formal balance places equal or very similar objects on either side of a central axis. In radial balance, equal or similar objects radiate from a central point. Informal balance is a balance of unlike objects. Visual artists achieve informal balance by considering all the visual weight factors and arranging them carefully. The concept of visual balance is one that grows with experience. Some artists intentionally create unbalanced works. In the middle years, students will begin to understand how artists use balance to achieve different expressive qualities and how balance can be affected by placement of objects, use of colour, direction of line, use of pattern, etc. Possible examples of balance from the Saskatchewan Art Works slide kit are in slides #48, 54, 61, 63, 65 70 (formal), #47, 49, 50, 51, 57, 60, 67 (informal) and #52 (radial). Students in the middle years will:
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Rhythm (Movement/Time) Rhythm can be one of the most accessible principles of design because life is full of rhythmic images, events, sounds, etc. In the middle years, students will make connections between rhythm in other disciplines and visual art. Through this study, they will begin to understand that visual rhythms are often created through repetition and that the way the images are arranged or presented may imply meaning or express ideas and feelings. Possible examples of rhythm from the Saskatchewan Art Works slide kit are in slides #47, 48 (random), #50, 56, 58, 61, 62, 66, 70 (regular) and #55, 67 (irregular). Students in the middle years will:
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Emphasis Emphasis is the principle of design which causes one element or area of a work of art to be more important than the other parts. This is usually called the focal point. The sequence in which the viewer sees the parts of a work of art and the relative importance of each are controlled by emphasis. Contrast, isolation, location, convergence and the unusual can be used to create emphasis. Possible examples of emphasis from the Saskatchewan Art Works slide kit are in slides #60 (contrast), #51 (isolation), #49, 56, 62 (location), #55, 58 (convergence) and #48, 59 (unusual). Students in the middle years will:
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Variety Variety is a principle that artists use when they want to add interest to works of art, designs, advertisements, etc. It is important to point out that an art work does not have to have variety to be interesting. Some works are interesting in their simplicity. Variety is simply one thing an artist can think about when planning and creating. Some artists want to create works with various and complex relationships in them. To these artists, variety would be an important principle of design. Variety can refer to elements of art, such as colour and texture. Variety can also refer to the subject matter of a work of art. Possible examples of variety from the Saskatchewan Art Works slide kit are in slides #50, 58, 62 (simplicity) and #59, 60, 63 (more complex). Students in the middle years will:
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Contrast Contrast is another principle artists can use to emphasize, to provide variety and interest, or to create a certain feeling in the work. High contrast (black and white, for example) serves to emphasize differences. Low contrast (two shades of grey, for example) serves to de-emphasize differences. Possible examples of contrast from the Saskatchewan Art Works slide kit are in slides #47, 56, 60 (bold/subtle), #48, 55, 58 (straight/curved) and #52, 53, 59 (rough/smooth). Students in the middle years will:
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Proportion/Scale Proportion is the principle of design which deals with the size relationship of one part to another. Many artists use the correct proportions to depict realistic works, while other artists exaggerate and distort to express moods and experiences. Scale refers to the size relationship between an object and a standard reference, such as the human body. Scale of an object can be from minute to monumental, or scale of an object within a design can be correct or exaggerated depending on the impact or intention of the artist. Possible examples of proportion and scale from the Saskatchewan Art Works slide kit are in slides #47, 49, 57, 64 (proportion) and #50, 59, 61, 60, 63 (scale). Students in the middle years will:
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Harmony Harmony refers to ways similarities in a work are accented to create an uncomplicated, uniform appearance. For example, the use of similar colours would create a harmonious effect. Note that work does not have to be harmonious. Some works are interesting because of the artist's deliberate creation of a chaotic effect. Possible examples of harmony from the Saskatchewan Art Works slide kit are in slides #52, 55, 58 (images), #62 (colour -- monochromatic), #63 (colour -- analogous), #56, 67, 68, 70 (shape) and #50, 61, 62, 66 (space). Students in the middle years will:
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Unity Unity is perhaps the most important of the principles and the most difficult to define. If there were one statement a person could use to explain why many different kinds of arts works are good art works, he or she might say, "Because they have unity". Unity is the principle of design in which all the separate parts work together to make a complete whole. The elements, ideas, principles and media are combined in such a way that all are essential to the product. Students in the middle years will:
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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 might ask questions such as the following: