This document outlines a lesson plan for teaching high school visual arts students about the elements of art. Over three class periods, the lesson will introduce students to the elements of line, texture, shape, form, color, and value. On the first day, students will learn about line and texture and add examples of these elements to a class poster. The second day focuses on shape and form, with students adding examples to their posters. On the third day, color and value are introduced, with students again adding to their posters. Throughout the unit, students are expected to demonstrate their understanding of the elements through class discussion and by creating a self-portrait that incorporates three chosen elements. The goal is for students to effectively display their knowledge of

1. Elements of Art Unit (Day 1): Line and Texture
Grade (s): 9___________ Strand(s): Visual Arts________________________________
Curriculum Expectations:
A2. The Elements of Design: apply elements and principles of
design to create art works for the purpose of self-expression and
to communicate ideas, information, and/or messages
A2.1. explore elements of design, and apply them to create art
works that express personal feelings and/or communicate
emotions to an audience (e.g., explore the use of colour, texture,
and/or space to express specific emotions)
A2.2. apply elements of design to create art works that
communicate ideas and information (e.g., an informational public
service poster on a social issue such as bullying or protecting the
environment)
Learning Goal (s) in Student Language: Students will be able
to visually display their understanding of the elements of Design
by creating artwork that shows an effective and intentional
implementation of elements of their choosing.
Problem: Throughout the
unit students will be adding to
a poster that identifies all of
the elements in divided
sections. This will serve as a
part of the brainstorming
process for their final piece
and also inform viewers who
don’t already know or
understand the elements of
design. Students will then
create a final work of art that
intentionally incorporates 3
elements of their choosing.
The artwork must be a self-
portrait that conveys an
emotion whether that’s
abstract or grounded in
realism. (ex, anxiety,
happiness, sadness, confusion
etc.)
Success Criteria: Students successfully convey, identify, and
display (orally and visually) an understanding of the elements of
design through viewing artwork and creating art of their own.
(The first elements taught in this unit are line and texture)
Materials: Mixed media
paper, Markers, acrylic paint,
watercolor paint, led/color
pencils, charcoal/ oil pastels
1.
Getting
Started
By the end of the Getting
Started, students should
understand:
students should understand why
the elements of art are
important. Students will
specifically have an
understanding of what line and
texture is in an artwork and
how/why they can be used.
I will introduce what the elements of design are and
why they are important and inquire about any prior
knowledge students have. Introduce the two elements
(line and texture) and explain with examples of how to
use effectively use them. (20 min) (20 out of 75min)
Guiding Questions: why do you think the elements of
design are important? What are some elements you
know of already?

2. 2.
Working
on
It
Strategies and/or Thinking to
Look for
Look for students
collaborating with one
another to brainstorm and
problem solve.
3.
Reflecting
and
Connecting
By the end of the lesson,
students should understand:
Students will understand what
they believe is effective and
ineffective for displaying the
elements of line and texture
Explicit
Teaching
Accommodations:
- Students who may have difficulty with learning or mobility will be able to take
their posters home to finish them or work on it the next class
- If some students do not feel comfortable putting their work up or discussing their
work, they will not have to but instead they can speak to me or an individual
privately for feedback
Elements of Art Unit (Day 2): Shape and Form
Grade (s): 9___________ Strand(s): Visual Arts (virtual classroom) _
Curriculum Expectations:
A2. The Elements and Principles of Design: apply elements of
design to create art works for the purpose of self-expression and
to communicate ideas, information, and/or messages
A2.1. explore elements of design, and apply them to create art
works that express personal feelings and/or communicate
emotions to an audience (e.g., explore the use of colour, texture,
and/or space to express specific emotions that are personal to you
as an artist)
A2.2. apply elements of design to create art works that
communicate ideas and information (e.g., an informational public
service poster on a social issue such as bullying or protecting the
environment)
Problem: Throughout the
unit students will be adding to
a poster that identifies all of
the elements in divided
sections. This will serve as a
part of the brainstorming
process for their final piece
and also inform viewers who
don’t already know or
understand the elements of
design. Students will then
create a final work of art that
intentionally incorporates 3
elements of their choosing.
Students will create their poster and divide it into seven
sections for each element. They will then use the
information they have just learned and fill in the two
sections of line and texture. I will observe and walk
around to see if the students are demonstrating an
understanding of what line and texture is and assist if
needed. (40 min) (60 out of 75 min)
As a summary of what was learned this day the students
will hang their posters around the room, and we will all
take a walk around the room to see what was created
for future inspiration. We will have a conversation and
the students will point out what they liked about each
other’s work to build confidence to share in future
critiques. 15 min (75 out of 75 min)
Questions: What are some of the good things you
notice others have done and why do you think it is so
effective? How is the individual using the element?

3. Learning Goal (s) in Student Language: Students will be able
to visually display their understanding of the elements of design
by creating artwork that shows an effective and intentional
implementation of elements of their choosing.
The artwork must be a self-
portrait that conveys an
emotion whether that’s
abstract or grounded in
realism. (ex, anxiety,
happiness, sadness, confusion
etc.)
Success Criteria: Students successfully convey, identify and
display (orally and visually) an understanding of the elements of
design through viewing artwork and creating art of their own.
(specifically shape and form)
Materials: (color) pencils,
crayons, pens, highlighters,
paper
1.
Getting
Started
By the end of the Getting
Started, students should
understand:
Students should understand the
difference between shape and
form and differentiate geometric
shapes and forms from organic
shapes and forms.
2.
Working
On
It
Strategies and/or Thinking to
Look for
Students can utilize
technology to research more
examples of how to
effectively create art using
shape and form and recreate
it.
3.
Reflecting
and
Connecting
By the end of the lesson,
students should understand:
Students should understand
how to effectively use and
identify the elements of shape
and form and verbally convey
their understanding.
Explicit
Teaching
Accommodations:
- Students who may have difficulty with learning or mobility will be able to have
extra time to finish their work
- If some students do not feel comfortable putting their work up or discussing their
work, they will not have to but instead they can speak to me or an individual
privately for feedback
Introduce two elements of design (shape and form) and
display examples of artwork that utilize shape and form
(20 min) (20 out of 75min)
Guiding Questions: What are some examples of
organic shapes and forms? What are some examples of
geometric shapes and forms?
Students will add to their seven-section poster and use
the information that they just learned regarding shape
and form and practice in the quadrants. Assistance will
be provided if needed. (30 min) (50 out of 75 min)
As a summary of what was learned this day the students
will display their posters and the class will discuss what
they liked about each other’s work to build confidence
to share in future critiques. Students will also gain
inspiration from their peers work and be able to adapt
their future art. 25 min (75 out of 75 min)
Questions: What are some of the good things you notice
others have done and why do you think it is so
effective? How is the individual using the element?

4. Elements of Art Unit (Day 3): Color and Value
Grade (s): 9__________ Strand(s): Visual Arts (virtual classroom)
Curriculum Expectations:
A2. The Elements and Principles of Design: apply elements of
design to create art works for the purpose of self-expression and
to communicate ideas, information, and/or messages
A2.1. explore elements of design, and apply them to create art
works that express personal feelings and/or communicate
emotions to an audience (e.g., explore the use of colour, texture,
and/or space to express specific emotions that are personal to you
as an artist)
A2.2. apply elements of design to create art works that
communicate ideas and information (e.g., an informational public
service poster on a social issue such as bullying or protecting the
environment)
Learning Goal (s) in Student Language: Students will be able
to visually display their understanding of the elements of design
by creating artwork that shows an effective and intentional
implementation of elements of their choosing.
Problem: Throughout the
unit students will be adding to
a poster that identifies all of
the elements in divided
sections. This will serve as a
part of the brainstorming
process for their final piece
and also inform viewers who
don’t already know or
understand the elements of
design. Students will then
create a final work of art that
intentionally incorporates 3
elements of their choosing.
The artwork must be a self-
portrait that conveys an
emotion whether that’s
abstract or grounded in
realism. (ex, anxiety,
happiness, sadness, confusion
etc.)
Success Criteria: Students successfully convey, identify, and
display (orally and visually) an understanding of the elements of
design through viewing artwork and creating art of their own.
(specifically, color and value)
Materials: (color) pencils,
crayons, pens, highlighters,
paper
1.
Getting
Started
By the end of the Getting
Started, students should
understand:
Students should understand how
color influences viewers and the
different schemes that color is
used in. students should
understand that value conveys
depth and light source in an
artwork
2.
Working
On
It
Strategies and/or Thinking to
Look for
Students can utilize
technology to research more
examples of how to
effectively create art using
color and value and recreate
it.
Introduce two elements of design (color and value) and
display examples of artwork that utilize color and value.
(20 min) (20 out of 75min)
Guiding Questions: How do different colors make you
feel? What can value be used to convey in an artwork?
What is the difference between monochromatic and
polychromatic color schemes?
Students will add to their seven-section poster and use
the information that they just learned regarding color
and value and practice in the quadrants. Assistance will
be provided if needed. (30 min) (50 out of 75 min)

5. 3.
Reflecting
and
Connecting
By the end of the lesson,
students should understand:
Students should understand
how to effectively use and
identify the elements of color
and value and verbally
convey their understanding.
Explicit
Teaching
Accommodations:
- Students who may have difficulty with learning or mobility will be able to have extra
time to finish their work
- If some students do not feel comfortable putting their work up or discussing their work,
they will not have to but instead they can speak to me or an individual privately for
feedback
Elements of Art Unit (Day 4): Space and Portraits
Grade (s): 9 ___________ Strand(s): Visual Arts_________________________________
Curriculum Expectations:
A2. The Elements of Design: apply elements and principles of
design to create art works for the purpose of self-expression and
to communicate ideas, information, and/or messages
A2.1. explore elements of design, and apply them to create art
works that express personal feelings and/or communicate
emotions to an audience (e.g., explore the use of colour, texture,
and/or space to express specific emotions)
A2.2. apply elements of design to create art works that
communicate ideas and information (e.g., an informational public
service poster on a social issue such as bullying or protecting the
environment)
Learning Goal (s) in Student Language: Students will be able
to visually display their understanding of the elements of Design
by creating artwork that shows an effective and intentional
implementation of elements of their choosing.
Problem: Throughout the
unit students will be adding to
a poster that identifies all of
the elements in divided
sections. This will serve as a
part of the brainstorming
process for their final piece
and also inform viewers who
don’t already know or
understand the elements of
design. Students will then
create a final work of art that
intentionally incorporates 3
elements of their choosing.
The artwork must be a self-
portrait that conveys an
emotion whether that’s
abstract or grounded in
realism. (ex, anxiety,
happiness, sadness, confusion
etc.)
Success Criteria: Students successfully convey and identify
(orally and visually) an understanding of the elements of design
through viewing artwork and creating art of their own. (space)
-Students will begin to understand how to create a self-portrait
that is expressive while using the elements to create a portrait
Materials: Mixed media
paper, Markers, acrylic paint,
watercolor paint, led/color
pencils, charcoal/ oil pastels
As a summary of what was learned this day the
students will display their posters and the class will
discuss what they liked about each other’s work to
build confidence to share in future critiques. Students
will also gain inspiration from their peers work and be
able to adapt their future art. 25 min (75 out of 75 min)
Questions: What are some of the good things you
notice others have done and why do you think it is so
effective? How is the individual using the element?

6. 1.
Getting
Started
By the end of the Getting
Started, students should
understand:
students should understand the
difference between positive and
negative space in an artwork and
also understand that space, both
negative and positive can be
subjective.
2.
Working
On
It
Strategies and/or Thinking to
Look for
Look for students
collaborating with one
another to brainstorm and
problem solve.
3.
Reflecting
and
Connecting
By the end of the lesson,
students should understand:
Students will understand what
they believe is effective and
ineffective for displaying the
elements of space
Explicit
Teaching
Accommodations:
- Students who may have difficulty with learning or mobility will be able to take
their posters home to finish them or work on it the next class
- If some students do not feel comfortable putting their work up or discussing their
work, they will not have to but instead they can speak to me or an individual
privately for feedback
- Students will have the choice to identify negative and/or positive space
Elements of Art Unit (Day 5): Portraits Continued (Work Period)
Grade (s): 9___________ Strand(s): Visual Arts (virtual classroom)
Curriculum Expectations:
A2. The Elements of Design: apply elements and principles of
design to create art works for the purpose of self-expression and
to communicate ideas, information, and/or messages
Problem: Throughout the
unit students will be adding to
a poster that identifies all of
the elements in divided
sections. This will serve as a
part of the brainstorming
process for their final piece
Introduce the element of space and explain with
examples of how to effectively use them. Explain the
process of self-portraiture and the different ways of
making a portrait (abstraction/ realism) (15 min) (15
out of 75min)
Guiding Questions: What is the difference between
positive and negative space? What are some ways you
can represent emotions in a self-portrait using the
elements?
Students will complete their seven-section poster and
use the information that they just learned regarding
space (both negative and positive) and practice in the
quadrants. Assistance will be provided if needed. When
students complete the final quadrant, they can begin on
sketching ideas for their self-portraits keeping in mind
their knowledge of the elements. (35 min) (55 out of 75
min)
As a summary of what was learned this day the
students will hang their posters and sketches around the
room, and we will all take a walk around the room to
see what was created for future inspiration. We will
have a conversation and the students will point out
what they liked about each other’s work to build
confidence to share in future critiques. 25 min (75 out
of 75 min)
Questions: What are some of the good things you
notice others have done and why do you think it is so
effective? How is the individual using the element?

7. A2.1. explore elements of design, and apply them to create art
works that express personal feelings and/or communicate
emotions to an audience (e.g., explore the use of colour, texture,
and/or space to express specific emotions)
A2.2. apply elements of design to create art works that
communicate ideas and information (e.g., an informational public
service poster on a social issue such as bullying or protecting the
environment)
Learning Goal (s) in Student Language: Students will be able
to visually display their understanding of the elements of Design
by creating artwork that shows an effective and intentional
implementation of elements of their choosing.
and also inform viewers who
don’t already know or
understand the elements of
design. Students will then
create a final work of art that
intentionally incorporates 3
elements of their choosing.
The artwork must be a self-
portrait that conveys an
emotion whether that’s
abstract or grounded in
realism. (ex, anxiety,
happiness, sadness, confusion
etc.)
Success Criteria: Students will successfully create a self-portrait
that effectively displays an understanding of at least three
elements of design and explain the decisions they made. Their
artwork will successfully convey an emotion that is recognizable
to viewers.
Materials: (color) pencils,
crayons, pens, highlighters,
paper
1.
Getting
Started
By the end of the Getting
Started, students should
understand:
Students should understand all
of the elements and how they
plan to incorporate them into
their artwork.
2.
Working
On
It
Strategies and/or Thinking to
Look for
Look for students
collaborating with one
another to brainstorm and
problem solve.
Students should have their sketches completed from the
previous class and have experimented with the mediums
that they feel will best suit their artwork. Students will
be assisted with their work if requested. (10 min) (10
out of 75 min)
Guiding questions: Will the mediums I choose to work
with be effective?
Students will spend the remainder of the class working
on their projects until completion (60 min) (70 out of 75
min)

8. 3.
Reflecting
and
Connecting
By the end of the lesson,
students should understand:
Students should understand how
to reflect on their creative
process and understand how to
effectively use the elements in
their own artwork.
Explicit
Teaching
Accommodations:
- Students who may have difficulty with learning or mobility will be able to take
their posters home to finish them or work on it the next class
- If some students do not feel comfortable putting their work up or discussing their
work, they will not have to but instead they can speak to me or an individual
privately for feedback
Elements of Art Unit (Week 2: Day 6): Presentations
Grade (s): 9___________ Strand(s): Visual Arts_________________________________
Curriculum Expectations:
A2. The Elements of Design: apply elements and principles of
design to create art works for the purpose of self-expression and
to communicate ideas, information, and/or messages
A2.1. explore elements of design, and apply them to create art
works that express personal feelings and/or communicate
emotions to an audience (e.g., explore the use of colour, texture,
and/or space to express specific emotions)
A2.2. apply elements of design to create art works that
communicate ideas and information (e.g., an informational public
service poster on a social issue such as bullying or protecting the
environment)
Learning Goal (s) in Student Language: Students will be able
to visually display their understanding of the elements of Design
by creating artwork that shows an effective and intentional
implementation of elements of their choosing.
Problem:
Throughout the unit students
will be adding to a poster that
identifies all of the elements
in divided sections. This will
serve as a part of the
brainstorming process for
their final piece and also
inform viewers who don’t
already know or understand
the elements of design.
Students will then create a
final work of art that
intentionally incorporates 3
elements of their choosing.
The artwork must be a self-
portrait that conveys an
emotion whether that’s
abstract or grounded in
realism. (ex, anxiety,
happiness, sadness, confusion
etc.)
Success Criteria: Students successfully convey, identify, and
display (orally and visually) an understanding of the elements of
design through viewing artwork and creating art of their own.
Materials: Easel
If completed in this period students can begin to prepare
a reflection of their artwork and creative process (5
min) (75 out of 75 min)
Questions: What elements did you use to create your
artwork? Do you believe that you were successful in
creating an artwork and your utilization of the
elements? What would you change and how/why? What
was your favorite element that you used in your artwork
and why?

9. 1.
Getting
Started
By the end of the Getting
Started, students should
understand:
Students should be prepared to
present and understand the
presentation order
2.
Working
On
It
Strategies and/or Thinking to
Look for
Look for student participation
and meaningful and thoughtful
responses.
3.
Reflecting
and
Connecting
By the end of the lesson,
students should understand:
Students should understand the
process of presentation for
future reference and understand
how they could improve their
presentations in the future.
Explicit
Teachin
g
Accommodations:
- Students who feel absolutely uncomfortable with presenting will not have to. They
will be able to write a response to the prompt questions or present to myself and
one of their peers.
Students will be given time to create a script that
answers prompt questions that will assist them in their
presentation. While they do so, there will be a list for
them to choose the order that they would like to go. (10
min) (10 out of 75 min)
Guiding Questions: What elements did you use to
create your artwork? Do you believe you were
successful in creating an artwork and your utilization of
the elements? What would you change and how/why?
What was your favorite element that you used in your
artwork and why?
Students will begin to present one by one and give
constructive criticism and feedback to each other.
Students may feel shy to comment on other work so I
will comment after every presentation to allow students
to jump in on my comment.
(60 min) (70 out of 75 min)
I will allow students to spend the final five minutes of
the class to destress and relax after presentations which
may have caused stress or anxiety (75 out of 75)