THE LANGUAGE OF ART AND DRAWING. What learners will know by the end of the unit

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1 Learning Unit Title THE LANGUAGE OF ART AND DRAWING Class Subjects involved Number of lessons 1 st ART TEACHING AIMS Including Culture Language Communication cognition 10 h What learners will know by the end of the unit LEARNING OUTCOMES What learners will be able to do by the end of the unit What learners will be aware of by the end of the unit Learners will know the use of the basic elements of visual language and the characteristics and expressiveness of the dot and line as basic visual marks, dotting techniques; pointillism. Learners will be able to identify, classify, analyze, synthesize and evaluate visual elements as dots and lines. They will be able to use the technique of dots and lines. Learners will be aware of the fact that in art, signs and lines are as important as colours to express emotions and impressions. Content Concept of point, dot, pixel, line, texture, pattern. The characteristics of and expressiveness of the dot and line as a basic visual mark, the dotting technique. Pointillism. Communication Language of learning Oral interaction, oral and written comprehension, written production. Vocabulary related to the language of art and drawing. Specific vocabulary like: alignement, arrangement, casualness, rhythm, depth, hollow,relief and tridimensionality, Definition of point, dot, line, texture and pattern. Comparatives and superlatives, prepositions of place, colours, simple present, imperative, can, passive form, vocabulary related to emotions and feelings. Connectors: so, like, in this way... Language for learning Talking about personal opinion in front of a work of art. Expressing opinions and tastes. Materials and resources Computer, interactive whiteboard.

2 LESSON PLAN UNIT 1 : TIMING 10 H SUBJECT: ART THE LANGUAGE OF ART AND DRAWING Aims: To improve student knowledge about the visual language To improve student ability at realizing a picture To learn new specific vocabulary To develop their critical attitude towards visual language To develop in them an understanding of basic concepts relating to colours and techniques Transferable skills: To use ICT to access information To take notes To read a picture and understand the characteristics of its visual language To use a dictionary to find words related to the topics Learning Outcomes: Students will know the use of the basic elements of visual language. the characteristics and expressiveness of the dot and lines as a basic visual mark dotting techniques pointillism. Students will be able to identify, classify, analyze, synthesize and evaluate visual elements s a dot. And a line. use the technique of dots and lines Students will be aware of the fact that in art, signs and lines are as important as colours to express emotions and impressions. 2

3 A. Content: the basic elements of visual language characteristics and expressiveness of the dot as a basic visual mark, dotting techniques, pointillism. B. Cognition: identifying, classifying, analyzing, synthesizing and evaluating visual elements as a dot C. Communication: Language of learning Vocabulary related to the topic/ Grammar associated with the topic (imperative, simple present, can, comparatives and superlatives, adjectives, colours). vocabulary related to tastes and opinion: I like, I don t like, I prefer Connectors: so, therefore, so that, in this way Definition of texture, line, point, dot, texture, ink, tempera, thickness, aggregation. Language for learning Talking about personal reactions in front of a work of art. Expressing opinions and tastes. D. Culture: Learners will be aware of the fact that in art, signs and lines are as important as colours to express emotions and impressions D. Assessment Criteria 3

4 What is it? DOTS AND POINTS. Is it a point / a pixel / a dot / a full stop? Complete these definitions : 1.In art a.. Is the first and primary visual mark. It is a key element for lots of abstract painters. 2. The term.is actually short for picture elements. It s the basic unit of images on a computer monitor. 3. At this we are ready to start. 4. A is a mark of punctuation. 4

5 . FULL -STOP PIXEL POINT DOT That s all for today. 02/06/2016

6 WHAT IS A POINT? A point is a coordinate without any dimensions, without any area. We can t actually draw a point, what we can draw is a dot. WHAT IS A DOT? Dot is the smallest element of the visual language. In fact dots are the building blocks of everything else. In art we produce a dot when a tool (pencil, brush, needle, felt-tip, pricker, finger, crayon..) meets a surface leaving a mark. Every different tool produce a different mark. The result depends on the material on which it is left Any other mark we make can be seen as one or more dots in combination. While we often think of dots as circular in nature, they don t have to be circular. The most important thing is the proportion of the dot and the space around it and the position of the dot within that space. Dots centrally placed within a composition create symmetry and are neutral and static. Dots placed off center create asymmetry. They are dynamic 6

7 ALIGNEMENT ARRANGEMENT DEPTH CASUALNESS REGULAR RHYTHM IRREGULAR RYTHM 7

8 Match definitions and characteristics. DOTS HAVE: ALIGNEMENT Same dimension but they have no direction and are drawn in a casual order ARRANGEMENT A variation of dimensions, no direction and irregular order CASUALNESS The same dimension and they are arranged in a regular pattern. They are perceived as horizontal and vertical lines REGULAR RYTHM different dimensions but they are lined up in a regular grid in a irregular order IRREGULAR RHYTHM Same dimension and a direction: they are aligned DEPTH Different dimension but the same direction and they follow the same sequence 8

9 Irregular rythm Depth Alignement Arrangement Regular rhytm Casualness 9

10 DOTS AGGREGATIONS ACCUMULATION RAREFACTION If lots of dots are near one another, you get an effect of.. If dots are far from, one another, there is an effect of. 10

11 Images are perceived through the eyes, by the effects of accumulation or of rarefaction of tiny dots: thick or thin aggregations of dots create effects or tridimensionality. If dots are closely drawn they create light/dark areas that look like shadow and hollows. If dots are thinning out drawn they create light/dark that give the idea of light and reliefs 11

12 Can you match these words and pictures? Thin out dots Closely drawn dots Hollow Relief 12

13 Using coloured dots aligned with regular rythm You can obtain decorative effects, like this aboriginal Painting. What kind of visual element is used? What shapes does it form? What colours are there? Can you see a hidden natural element? What is it? Is it represented in a realistic way? 13

14 PATTERNS AND TEXTURES Structures, specifically patterns and textures, are used to differentiate one form from another and a form from its surrounding space. They also add interest, depth, and a sense of realism to your design. They can be added to individual forms or to the space around forms and they are created through organized or random structuring of dots, marks or lines. Any time we place two or more objects on a surface in relation to each other they form a structure. Patterns are structures with a geometric quality. When objects are arranged in a recognizable and repeatable structure they form a pattern. A pattern is a visual element that repeats. Textures are structures with irregular surface activity. When objects are arranged in a random or varying pattern they form a texture. 02/06/2016

15 02/06/2016 Textures are organic and natural. The size of the objects dots, marks or lines forming the texture may vary. The distance between them may vary. The density of the structure may vary.

16 The author is. The author is.. Consider the two images depicting Vincent Van Gogh s bedroom in Arles, one by Roy Lichtenstein and one by Van Gogh himself The Lichtenstein image uses pattern and the Van Gogh image uses texture. Both images while strikingly similar in composition are also strikingly different in their use of structures and the feeling they convey. Can you recognize the author of the two paintings? 02/06/2016

17 What is a line? A line is a series of points adjacent to each other, where a point has no dimension, a line has one dimension: a length When it is created by a graphic tool (pen, felt-tip, brush..) it reproduces the movement of the hand that is drawing it, that s why a line is a dynamic element. A line expresses its author s personality. An artist chooses the marks of his picture according to the kind of message he wants to give. 17

18 A horizontal line gives a message of calm, a vertical one of upward movement, Calm and immobility Upward movement Dynamism and instability a slanted line gives a message of dynamism and instability, a tangled line a message of confusion and a circular line a message of tidiness Confusion Tidiness 18

19 A line leads somewhere, your eye moves along it, seeking one or both of its endpoints ENDPOINT Where dots are about position, lines are about movement and direction.. This movement and direction makes lines dynamic. A line is not attracting you to a point in space. It s directing you toward and away from points in space 02/06/2016

20 The movements of a line give different sensations. For example a soft wavy line gives a sense of calm and harmony A varied line gives a sense of dynamism, regular variations of directions give the idea of rythm. RHYTHM HARMONY DYNAMISM 20

21 Lines not only connect elements, they can also separate elements. They can connect an element to space or separate it from space. Lines separate and join both spaces and objects A line connects or separates 02/06/2016

22 THICKNESS As lines become thicker they begin to be perceived as planes or surfaces and they gain mass. To maintain their identity as lines they must increase in length as they increase in width THIN LINE A THICK LINE MUST INCREASE IN LENGTH AS IT INCREASE IN WIDTH 02/06/2016

23 If a line continues to get thicker without also getting longer at some point it ceases to be a line and becomes a surface or plane. 02/06/2016

24 Changing the thickness or weight of lines and the intervals between lines creates a sense of depth. Lines that appear closer together have more tension between them and advance to the foreground. Lines further apart have less tension between them and recede into the background. Less tension Lines further apart recede into the background 02/06/2016 Lines closer together and thicker advance to the foreground

25 THICKNESS and CLOSENESS What do you notice? Is the thickness and closeness of lines important in art? What effects can you create with lines? 25

26 JUST USING LINES AND DOTS, WRITE HOW YOU CAN CREATE EFFECTS OF: DEPTH Thin out dots and lines LIGHT Dots accumulation DARK Thick or thin aggregation of dots HOLLOW Dots rarefaction RELIEF Closely drawn dots and lines THREE-DIMENSIONALITY Different sizes of dots and lines 26

27 RHYTHM As the interval between a series of lines and the width of those lines varies, a rhythm is created. Changing the color or value of the lines can add more complexity to that rhythm. (different effects) 02/06/2016

28 The Relationship Between Line and Line When two lines join they create an angle between them. When the angle between lines is acute (less than 90 degrees) the movement and change in direction is perceived to be rapid. 02/06/2016

29 ABOUT LINES - USEFUL WORDS If you put lines together, you can have different combinations of lines.

30 There are different kinds of lines. Take a look at these lines and match each line with its name.

31 assessment Lines Use lines, colours and dimensions to represents the following adjectives: explosive furious calm confused tidy Write a description of your lines, then in turn read them to your teacher.

32 assessment The sea Look at these pictures about the sea. They show two different way of representing it. Describe the two pictures to your teacher.