Elements of Art and Principles of Design ReviewActivities & Teaching Strategies
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.
Learning Objectives
- 1Analyze how specific elements of art are manipulated by an artist to achieve particular principles of design in a chosen artwork.
- 2Compare and contrast the application of at least three principles of design within two different artworks by Canadian artists.
- 3Identify and classify the primary elements of art and principles of design present in a provided visual artwork.
- 4Construct a visual analysis of an artwork, articulating the relationship between its elements and principles.
- 5Critique the effectiveness of an artist's use of elements and principles in conveying a specific message or mood.
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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.
Prepare & details
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.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
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.
Prepare & details
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.
Setup: Tables with large paper, or wall space
Materials: Concept cards or sticky notes, Large paper, Markers, Example concept map
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.
Prepare & details
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.
Setup: Tables with large paper, or wall space
Materials: Concept cards or sticky notes, Large paper, Markers, Example concept map
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.
Prepare & details
Analyze how artists manipulate the elements of art to achieve specific principles of design.
Setup: Tables with large paper, or wall space
Materials: Concept cards or sticky notes, Large paper, Markers, Example concept map
Teaching This Topic
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.
What to Expect
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.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring 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.
What to Teach Instead
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.
Common MisconceptionDuring 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.
What to Teach Instead
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.
Common MisconceptionDuring 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.
What to Teach Instead
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.
Assessment Ideas
After the Gallery Walk, present students with a projected image of an artwork. Ask them to write on a sticky note: one element of art they see and one principle it helps create. Collect and review for accuracy and specificity.
During the Small Group Critique Circle, provide each group with a different artwork and assign a specific element to focus on. Ask them to discuss: 'How does the artist use [element] to create [principle] in this piece?' Have groups share their findings with the class to assess their ability to connect elements to principles.
During the Individual Sketch Challenge, have students swap sketches with a partner and ask their partner to identify: which principle is shown and which elements were used to create it. Partners provide one suggestion for improvement, assessing both analysis and application skills.
Extensions & Scaffolding
- Challenge early finishers to create a digital collage demonstrating three principles of design, using only geometric shapes and a limited color palette.
- Scaffolding for struggling students: Provide sentence stems like 'The artist used [element] to create [principle] because...' to structure their responses during the Gallery Walk.
- Deeper exploration: Have students research an artist known for intentional use of elements and principles, then present how one artwork exemplifies these concepts.
Key Vocabulary
| Elements of Art | The basic visual components artists use to create artworks, including line, shape, color, texture, form, space, and value. |
| Principles of Design | The ways artists organize the elements of art in a composition to create visual interest and communicate ideas, such as balance, contrast, and unity. |
| Visual Analysis | The process of describing and interpreting an artwork by examining its formal qualities, including the elements of art and principles of design. |
| Emphasis | A principle of design that uses contrast, color, or placement to draw the viewer's attention to a specific area or object within an artwork. |
| Unity | A principle of design that refers to how well all the parts of an artwork work together to create a sense of wholeness and harmony. |
Suggested Methodologies
More in The Curator's Eye
Constructive Critique Techniques
Students will learn and practice methods for providing specific, actionable, and respectful feedback on artworks, focusing on description, analysis, interpretation, and judgment.
2 methodologies
Understanding Artist Intent
Students will explore how understanding an artist's intentions, context, and background can deepen their critique and appreciation of an artwork.
2 methodologies
Principles of Exhibition Design
Students will learn about the practical considerations and aesthetic principles involved in curating an art exhibition, including layout, flow, and lighting.
2 methodologies
Creating an Exhibition Narrative
Students will practice grouping artworks to create a cohesive narrative or thematic experience for an audience, considering visual connections and interpretive texts.
2 methodologies
Accessibility and Inclusivity in Art Spaces
Students will discuss how to make art spaces and exhibitions accessible and inclusive for diverse audiences, considering physical, intellectual, and cultural access.
2 methodologies
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