Basis For This Lesson:
of Lesson to the Unit, Major Concepts to be Learned:
This lesson is the
second of our three part still life series within the larger Unit,
The Language of Art. This lesson will introduce the design principles
of repetition and pattern. The lesson is designed to help the students understand
that artmakers use the principles of design to manipulate and organize the
art elements in creating visual images. In this lesson, the students will
focus on the element of color as they add color to their still life object
drawings, and the principles of repetition and pattern as they create a wallpaper
background for their still life compositions. Inspired by the rich patterning
of Matisse, the students will learn how to incorporate line, shape and color
in creating a repeating design.
lesson is important for the students because it increases their knowledge
and understanding of the ways in which visual imagery is created. In learning
how the elements of art are manipulated using the principles of design, the
students are experiencing the ability to organize information in a contextual
to Lesson/Unit (reflecting NYS standards, & targeted learning areas. See
Abbreviation Key at end):
- Increase awareness
of the elements of art and the principles of design (AC, AP. Std.
1 & 3)
- Develop an
awareness of how artists manipulate the elements of art using the principles
of design to create visually effective compositions (AP, AC, Std.
1 & 3).
- Develop appreciation for the
art form of still life and increase understanding of how the elements and
principles are seen in everyday surroundings (AC, AE, Std. 3).
- Increase descriptive language
skills (AC, AE, Std. 3, A/C).
- Develop critical and reflective
thinking skills (AC, AE, Std. 3).
- Improve collaborative working
skills (AP, Std. 1, S).
- Develop perceptual and fine
motor skills (AP, Std. 1, M/P).
- Develop mental processes of
sequential thinking and planning (AP, Std. 1, A/C).
- Develop memory recall skills
for Observational Assessment (reflecting goals):
will be able to:
- Recall the four basic elements
of art: line, shape, color and texture. Goal 1, 9
- Recall/define the two basic
kinds of shapes: geometric and free-form. Goal 1, 9
- Define the term still life.
Goal 1, 9
- Define the design principles
of pattern and repetition. Goal 1, 2, 3, 9
- Discuss properties of pattern
and repetition as seen in exemplars. Goal 1, 2, 9
- Identify at least two examples
of pattern and repetition in our environment. Goal 3
- Describe how pattern is created
in teacher exemplars of still life drawings. Goal 2, 6, 9
- Practice creating pattern by
repeating basic elements on scrap paper. Goal 2, 5, 8
- Create a wallpaper pattern background
in still life image by: Goals 2, 5, 8
- deciding on line layout
for wallpaper design (horizontal, vertical, diagonal)
- using oil pastels to draw
a pattern of line, shape color above the table line
- create a pattern that contains
at least two art elements
- use at least two different
colors in the wallpaper pattern
- Use oil pastels to color in
drawn still life objects. Goal 8
- Use scissors to cut out objects.
- Assist with clean up as directed.
- Recall/define the principles
of art/design (how we put the elements of art together to create images).
Goal 1, 2, 9
- Recall principles of repetition
and pattern and describe the ways in which they are created. Goal
Tools Needed For
- Pattern: A
design created by repeating the elements.
To repeat elements- line, shape, color or texture.
- Principles of Design:
The ways we put the elements of art together to create images; the methods
we use to organize the elements, to put them together in a way that looks
good to the eye.
three unfinished pattern exemplars for wallpaper design (1 horizontally,
1 vertically and 1 diagonally oriented); elements and principles chart;
teacher product of finished still life.
- Art Resources:
artworks that show principles of pattern and repetition such as those by
Matisse, Cezanne, African Adinkra cloth, Hopi pottery; still life objects.
- Large drawing pad and black
- Oil pastels
- Straight edges (rulers) for
drawing wallpaper lines
- Black sharpies
- Manila paper for practice and
- 14x18 blue and/or purple construction
paper for still life with pre-drawn table line, app. 1/3 of the way up from
the bottom edge
- Masking tape
- Thick lead drawing pencils
- Wet wipes, scrubby sponges (to
remove oil pastel) and buckets
1. Lead teachers open with the
Hello Song, and a recall of the four basic elements of art: line,
shape, color and texture.
2. Lead teachers have students
recall/define the two basic kinds of shapes: geometric and free-form, and
last week’s drawing activities that focused on line to create shape.
3. Lead teachers recall/define
the term still life as seen in art exemplar.
4. Lead teachers define the principles
of design- the ways we put the elements of art together to create images.
As an example, the lead teachers point to the students’ line collages
posted around the room, having children recall that they used ideas and principles
of repeating and overlapping to make their designs look good; that they were
“seeing with the eye of an artmaker”, and making good artistic
decisions about their designs. Lead teachers reinforce that the elements are
what we use to make designs and pictures, and the principles are how we use
the elements to make the designs look good.
5. Teachers present the art exemplars,
recall the artist, Henri Matisse, and show ways pattern is created: by using
repetition. Students are asked to point out and describe how Matisse and others
formed the patterns in their images (using which elements and principles).
6. Teachers ask the students to
find/name examples of pattern and repetition that they see in their everyday
lives (around the room, in our clothes, in nature, etc.)
7. Teachers suggest that we can
use pattern today by creating a wallpaper design for the background of our
still life pictures. Teachers show unfinished wallpaper pattern exemplars
(1 vertically, 1 horizontally and 1 diagonally oriented) and have students
point out the ways pattern was created. Students will also be asked to discuss
how the patterns should be completed (which elements should be repeated)?
8. Teachers ask students to recall
the three directions the patterns are oriented (vertical, horizontal and diagonal).
9. Teachers suggest that we are
now ready to create our own patterned wallpaper backgrounds for the still
life drawings we started last week.
10. Everyone proceeds to work areas
and S/T’s distribute scrap paper for students to practice creating pattern.
S/Ts check and make sure that all the children understand pattern before proceeding
to their good paper.
11. Students begin creating their
wallpaper patterns by deciding on a layout: horizontal, vertical or diagonal.
They can use rulers if necessary to draw in background lines. Students then
begin drawing/repeating their patterns with oil pastels. S/T’s remind
the students that they should begin their patterns above the pre-drawn table
12. S/T’s should remind students
that their patterns should contain at least 2 basic art elements, including
2 different colors.
13. S/T’s reinforce the components
of pattern as the student’s wallpaper designs progress, until the entire
background is covered.
14. In addition to having the students
create their wallpaper patterns, any students who did not finish last week,
will continue working on their still life object drawings from last class.
These should also be cut out.
15. When finished, students will
aid S/T’s in the clean up of materials. Students can clean their hands
with wet wipes and scrubby sponges if necessary. Work will be hung for closing
16. All reconvene in the front
of the class. Lead teachers have children recall the use of the principles
of repetition and pattern, and how they are created.
17. Lead teachers have children
recall that principles are how we put the elements of art together, which
18. Leaders give preview of next
week’s lesson on spatial relationships and overlapping as we place out
still life objects “on the table
19. Nametags are collected, and
everyone sings the Good-bye Song.
In addition to observation of Performance
Objectives described above, questions to ask might include:
- Do the images represent an understanding
of how pattern is created?
- Do the patterns go beyond basic
requirements by varying lines, shapes and colors, and/or by incorporating
more than one pattern?
This lesson can be incorporated
with other disciplines such as Music. Students can look for the principles
of design while exploring various sounds and melodies. Students can also look
for repeated components and patterns, and overall balance or unity in a piece.
NYS Standards for the Arts:
|AH = Art History
||Std. 1 = creating, participating in art
|AC = Art Criticism
||Std. 2 = knowing art materials and processes
|AE = Aesthetics
||Std. 3 = responding to works of art/artists
|AP = Art Production
||Std. 4 = knowing cultural dimensions of art
|Needs Assessment Areas for Developing Skills and Abilities:
|A/C = academic/cognitive
||M/P = motor/perceptual
|| E = emotional
|C = communicative status
||W/S = work/study habits
|| S = social
|Pre-V = prevocational skills
|| L = living skills
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