The Arts · Grade 8

Active learning ideas

Elements of Art and Principles of Design Review

Active learning works well for this topic because students solidify their understanding by physically interacting with art elements and principles. Moving through real examples, manipulating materials, and discussing visual choices helps them connect abstract concepts to concrete experiences, making the review meaningful and memorable.

• Ontario Curriculum Expectations
• VA:Re7.1.8a
• VA:Cr1.2.8a

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 35 min · Pairs

Gallery Walk: Elements Hunt

Display 8-10 artwork reproductions around the room. Students in pairs visit each, noting one prominent element and supporting principle on sticky notes with sketches. Conclude with whole-class sorting of notes into a visual anchor chart.

Analyze how artists manipulate the elements of art to achieve specific principles of design.

Facilitation Tip

During the Gallery Walk, post clear definitions of elements and principles near each artwork to anchor student observations and reduce off-task conversations.

What to look for

Present students with a projected image of an artwork. Ask them to write down on a sticky note: one element of art that is prominent and one principle of design it helps to create. Collect and review for understanding.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Concept Mapping
• 30 min · Pairs

Partner Redesign: Principle Boost

Pairs exchange quick sketches lacking a chosen principle, like emphasis. Each partner adds elements to strengthen it, then discusses changes. Share one redesign per pair with the class.

Differentiate between various principles of design in a given artwork.

Facilitation Tip

For Partner Redesign, provide a checklist of principles and elements to guide students as they manipulate the design, ensuring they intentionally apply concepts.

What to look for

Divide students into small groups and provide each with a different artwork. Pose the question: 'How does the artist use [specific element, e.g., color] to create [specific principle, e.g., contrast] in this piece?' Have groups share their findings with the class.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Activity 03

• Concept Mapping
• 40 min · Small Groups

Small Group Critique Circle: Unity Check

Groups of four analyze a shared artwork using a checklist for all principles. Each member leads discussion on one principle's role. Groups present key insights to the class.

Construct a visual analysis of an artwork, identifying its key elements and principles.

Facilitation Tip

In the Small Group Critique Circle, assign each group a specific principle to focus on to ensure all principles are covered and discussions stay focused.

What to look for

Students create a quick sketch demonstrating one principle of design. They then swap sketches with a partner and identify: which principle is shown, and which elements of art were used to create it. Partners provide one suggestion for improvement.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

Activity 04

• Concept Mapping
• 25 min · Individual

Individual Sketch Challenge: Rhythm Creation

Students create a thumbnail sketch emphasizing rhythm through repeated lines and shapes. Self-assess using a rubric, then pair to compare techniques before submitting.

Analyze how artists manipulate the elements of art to achieve specific principles of design.

What to look for

Present students with a projected image of an artwork. Ask them to write down on a sticky note: one element of art that is prominent and one principle of design it helps to create. Collect and review for understanding.

• Understand
• Analyze
• Create
• Self-Awareness
• Self-Management

A few notes on teaching this unit

Teaching this topic works best when you model how to analyze artworks using a think-aloud approach, showing students how to name an element and connect it to a principle. Avoid overloading students with all concepts at once; instead, reinforce one pair at a time and revisit throughout the activities. Research suggests that hands-on manipulation and peer discussion lead to deeper retention than passive review, so prioritize opportunities for students to create and respond rather than simply listen.

Successful learning looks like students confidently identifying elements and principles in artworks, explaining how they interact, and applying this analysis to their own creative decisions. They should articulate artistic intent using specific vocabulary and support their ideas with evidence from the visual examples presented.

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Watch Out for These Misconceptions

• During the Gallery Walk, watch for students who confuse elements and principles, such as calling 'balance' an element instead of a principle. Redirect them by asking, 'Is this a building block you can see and touch, or is it a way the artist arranged the blocks?' and have them refer to the posted definitions.

  During the Partner Redesign activity, give students a set of mixed-up element and principle cards. Ask them to sort the cards into two piles, then discuss how each element can be used to achieve a principle, using their redesign as a visual example.

• During the Small Group Critique Circle, some students may assume every artwork must show all principles equally. Listen for generalizations like 'This piece doesn't have rhythm.' Redirect by asking, 'Which principles do you see most strongly here? How does the artist make those stand out?' to focus their analysis on intent rather than completeness.

  During the Individual Sketch Challenge, ask students to intentionally emphasize one principle in their sketch while including at least three elements. Then, have them explain their choices to a peer, reinforcing that artists select principles purposefully.

• During the Gallery Walk, students may limit texture to physical touch, overlooking implied textures in paintings or photographs. Provide rubbing plates with different textures to hold while examining artworks, prompting them to notice both types of texture.

  During the Partner Redesign activity, give students a sheet of paper with swatches of different textures. Ask them to choose one and use line and color to create an implied texture in their redesign, then explain how their choices affect the viewer's experience.

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Methods used in this brief

• Gallery Walk
• Concept Mapping