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This document discusses elements of art like color, line, shape, texture, and principles of design. It also compares characteristics of artworks from ancient, classical, and medieval periods. Symbols were heavily used in ancient Egyptian art to depict gods. Figures and hieroglyphics filled empty spaces in relief compositions arranged in horizontal lines. Gods were usually larger than humans. Greek classical art had more elaborate patterns and dramatic representation of movement. Roman art included monumental terra-cotta reliefs with continuous narrative scenes. Byzantine art's dominant themes were religious and everyday scenes with animals used symbolically. The document recommends ways to address difficulties in teaching art education.
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CPAR-Q3 Lesson 1.pptx
This document provides an overview of different types of art including visual arts like painting, sculpture, and architecture as well as performing arts like dance, music, and theater. It discusses contemporary art forms and styles such as collage, assemblage, mobile art, and performance art. The document also covers elements of art like line, shape, color, and principles of art including balance, rhythm, and emphasis. Philippine art traditions like ethnic, Spanish colonial, and contemporary art are described.
INTEGRATIVE ARTS AS APPLIED TO CONTEMPORARY ARTS.pptx
The document discusses integrative arts and their application to contemporary arts. It defines contemporary art as art produced in the present time ranging from the 1970s to today. The core elements of art are identified as line, shape, form, value, space, color, and texture and examples are provided for each element.
Elements Of Arts
The document discusses the key elements of dance including time, space, and force. It defines important concepts like rhythm, tempo, duration, and levels. It also outlines different choreographic forms such as theme and variations and rondo. Finally, it provides an overview of different dance styles including ballet, tap, jazz, and modern dance, highlighting characteristics of each style.
art&culture assigment
This document discusses various topics related to art, including:
- Liberal arts and how the term has evolved over time.
- Two-dimensional art which includes paintings, drawings and photographs that are observed based on length and width.
- Three-dimensional art like pottery and sculpture that can be observed based on height, width and depth.
- Elements of design such as line, shape, direction, size, texture, color, value and principles of design including balance, gradation, repetition, contrast, harmony, dominance and unity.
- Tempera painting which uses pigment ground in a water-miscible medium.
- Gesso which is a white coating applied to surfaces to provide a ground for
LESSON 2_CPASR_3RD QUARTER.pptx
This document discusses contemporary Philippine arts from its regions. It defines contemporary art as art created from the second half of the 20th century to today using various mediums such as painting, drawing, dancing, music, and sculpture. Contemporary art reflects today's culturally diverse and technologically advanced world. The document also outlines key elements of art like line, shape, color, and texture and principles of art including proportion, harmony, movement, and balance.
3. RVA ELEMENTS OF ARTS.pptx
This document discusses the elements of art including line, color, value, texture, shape, composition, space, perspective, and movement. It provides examples of each element in different art forms such as painting, architecture, and sculpture. Line is described as horizontal, vertical, and how it creates texture. Color aspects like hue, value, and saturation are explained. Texture can be physical or visual. Shape can be geometric, biomorphic, or freeform. Composition involves principles of organization. Space can be positive or negative. Perspective uses linear and aerial techniques. Movement implies rhythm and direction.
Grammar of Art (Language of Art) Presentation By Anuj Kumar Maurya
The language of art can be seen as the visual, auditory, or written vocabulary that artists use to communicate their ideas, emotions, and perspectives through their creative works. This language can take many forms, including:
Visual language: The use of colors, shapes, lines, and textures to create visual art that communicates ideas, emotions, or stories.
Auditory language: The use of sound and music to evoke emotions, create moods, or tell stories through film, theater, and other forms of performance.
Written language: The use of words and language to convey meaning, ideas, and stories through literature, poetry, and other forms of written art.
In addition to these specific forms of language, artists may also use symbolism, metaphor, and other techniques to convey deeper meanings and messages in their work. The language of art is a powerful tool for communication, expression, and creativity, and can be understood and appreciated by people of all cultures and backgrounds.
The elements of art are the basic visual components that artists use to create their works. They include:
Line: The basic building block of all visual art. Lines can be straight or curved, thick or thin, and can be used to create shape, texture, and movement.
Shape: A two-dimensional area that is defined by a boundary, such as a line or color. Shapes can be geometric (circles, squares, triangles) or organic (irregular shapes found in nature).
Form: A three-dimensional object or shape, such as a sculpture or a building. Forms can be created through the use of shape, light, and shadow.
Space: The area between and around objects in a work of art. Space can be positive (the objects themselves) or negative (the area around the objects).
Texture: The surface quality of an object, which can be rough, smooth, or somewhere in between.
Value: The lightness or darkness of a color. Value can be used to create depth, contrast, and mood in a work of art.
Color: The hue, saturation, and brightness of a color. Colors can be warm or cool, complementary or contrasting, and can be used to evoke emotion and mood.
By understanding and manipulating these elements of art, artists can create works that are visually engaging, thought-provoking, and emotionally impactful.
Concept of AestheticsOVERVIEWAesthetics is defined as an appre.docx
Concept of Aesthetics
OVERVIEW
Aesthetics is defined as an appreciation for beauty and a feeling of wonder. Teachers can help
develop children’s aesthetic senses by involving them in the arts through introduction to works
of art, music, dance, and literature. Children’s aesthetic sensibilities are enhanced by allowing
them to explore their environment in a manner that encourages divergent thinking. In discussing
art with children, basic elements such as line, color, form, space, and design are all appropriate.
Teachers can create aesthetic opportunities in the classroom by providing children with
materials, supplies, room décor, objects, books, visiting artists, and varied activities to stimulate
their aesthetic sense.
There are three basic ways to provide young children with developmentally appropriate
aesthetic experiences in the early childhood program:
Provide many opportunities to create art.
Provide many opportunities to look at and talk about art.
Help children become aware of art in their everyday lives.
Developing children’s aesthetic sensitivity is important because it improves the quality of their
learning and encourages the creative process.
KEY TERMS
aesthetic development
—
Teaching young children to appreciate art through everyday
experiences, play, and conversations
aesthetic experiences
—
Experiences involving an appreciation of the beauty of nature, the
rhythm and imagery of music or poetry, or the qualities of works of art.
aesthetic learning
—
Joining what one thinks with what one feels
Aesthetics Movement
—
Movement in the world beginning in early 1800 and lasting the
decade, emphasizing the “science of the beautiful” or the “philosophy of taste.”
aesthetics
—
An appreciation for beauty and a feeling of wonder. It is a sensibility that uses the
imagination as well as the five senses.
aesthetic sense —
One’s own specific taste or preference.
art appreciation
— Seeing and appreciating good artwork; learning to look at and learning to
create visual arts
art elements
—
Basic factors of art that can be used to describe art. These elements include
color, line, form or shape, space, and design.
balance —
The principle of design that deals with visual weight in a work of art
color/hue —
The color name
pattern —
When a particular shape, color, or motif is repeated in a rhythmic way
intensity —
The varied color when a hue’s complementary color, the color opposite it on the
color wheel, is added to the original color
language of art —
Expansion of the language of the early childhood classroom.
The words of
the language are the elements of art.
line —
A continuous mark on a surface
multicultural aesthetics —
A worldview of art which honors heritage, community, and tradition
multimedia artwork —
Integration of art such as walk-in sculpture environments; mixes of live
dance and films; and art exhibitions with drama, where actors move into the audience to engage
in the drama
primary colors —
Red, blue, and yellow.
Recommended
CPAR-Q3 Lesson 1.pptx
This document provides an overview of different types of art including visual arts like painting, sculpture, and architecture as well as performing arts like dance, music, and theater. It discusses contemporary art forms and styles such as collage, assemblage, mobile art, and performance art. The document also covers elements of art like line, shape, color, and principles of art including balance, rhythm, and emphasis. Philippine art traditions like ethnic, Spanish colonial, and contemporary art are described.
INTEGRATIVE ARTS AS APPLIED TO CONTEMPORARY ARTS.pptx
The document discusses integrative arts and their application to contemporary arts. It defines contemporary art as art produced in the present time ranging from the 1970s to today. The core elements of art are identified as line, shape, form, value, space, color, and texture and examples are provided for each element.
Elements Of Arts
The document discusses the key elements of dance including time, space, and force. It defines important concepts like rhythm, tempo, duration, and levels. It also outlines different choreographic forms such as theme and variations and rondo. Finally, it provides an overview of different dance styles including ballet, tap, jazz, and modern dance, highlighting characteristics of each style.
art&culture assigment
This document discusses various topics related to art, including:
- Liberal arts and how the term has evolved over time.
- Two-dimensional art which includes paintings, drawings and photographs that are observed based on length and width.
- Three-dimensional art like pottery and sculpture that can be observed based on height, width and depth.
- Elements of design such as line, shape, direction, size, texture, color, value and principles of design including balance, gradation, repetition, contrast, harmony, dominance and unity.
- Tempera painting which uses pigment ground in a water-miscible medium.
- Gesso which is a white coating applied to surfaces to provide a ground for
LESSON 2_CPASR_3RD QUARTER.pptx
This document discusses contemporary Philippine arts from its regions. It defines contemporary art as art created from the second half of the 20th century to today using various mediums such as painting, drawing, dancing, music, and sculpture. Contemporary art reflects today's culturally diverse and technologically advanced world. The document also outlines key elements of art like line, shape, color, and texture and principles of art including proportion, harmony, movement, and balance.
3. RVA ELEMENTS OF ARTS.pptx
This document discusses the elements of art including line, color, value, texture, shape, composition, space, perspective, and movement. It provides examples of each element in different art forms such as painting, architecture, and sculpture. Line is described as horizontal, vertical, and how it creates texture. Color aspects like hue, value, and saturation are explained. Texture can be physical or visual. Shape can be geometric, biomorphic, or freeform. Composition involves principles of organization. Space can be positive or negative. Perspective uses linear and aerial techniques. Movement implies rhythm and direction.
Grammar of Art (Language of Art) Presentation By Anuj Kumar Maurya
The language of art can be seen as the visual, auditory, or written vocabulary that artists use to communicate their ideas, emotions, and perspectives through their creative works. This language can take many forms, including:
Visual language: The use of colors, shapes, lines, and textures to create visual art that communicates ideas, emotions, or stories.
Auditory language: The use of sound and music to evoke emotions, create moods, or tell stories through film, theater, and other forms of performance.
Written language: The use of words and language to convey meaning, ideas, and stories through literature, poetry, and other forms of written art.
In addition to these specific forms of language, artists may also use symbolism, metaphor, and other techniques to convey deeper meanings and messages in their work. The language of art is a powerful tool for communication, expression, and creativity, and can be understood and appreciated by people of all cultures and backgrounds.
The elements of art are the basic visual components that artists use to create their works. They include:
Line: The basic building block of all visual art. Lines can be straight or curved, thick or thin, and can be used to create shape, texture, and movement.
Shape: A two-dimensional area that is defined by a boundary, such as a line or color. Shapes can be geometric (circles, squares, triangles) or organic (irregular shapes found in nature).
Form: A three-dimensional object or shape, such as a sculpture or a building. Forms can be created through the use of shape, light, and shadow.
Space: The area between and around objects in a work of art. Space can be positive (the objects themselves) or negative (the area around the objects).
Texture: The surface quality of an object, which can be rough, smooth, or somewhere in between.
Value: The lightness or darkness of a color. Value can be used to create depth, contrast, and mood in a work of art.
Color: The hue, saturation, and brightness of a color. Colors can be warm or cool, complementary or contrasting, and can be used to evoke emotion and mood.
By understanding and manipulating these elements of art, artists can create works that are visually engaging, thought-provoking, and emotionally impactful.
Concept of AestheticsOVERVIEWAesthetics is defined as an appre.docx
Concept of Aesthetics
OVERVIEW
Aesthetics is defined as an appreciation for beauty and a feeling of wonder. Teachers can help
develop children’s aesthetic senses by involving them in the arts through introduction to works
of art, music, dance, and literature. Children’s aesthetic sensibilities are enhanced by allowing
them to explore their environment in a manner that encourages divergent thinking. In discussing
art with children, basic elements such as line, color, form, space, and design are all appropriate.
Teachers can create aesthetic opportunities in the classroom by providing children with
materials, supplies, room décor, objects, books, visiting artists, and varied activities to stimulate
their aesthetic sense.
There are three basic ways to provide young children with developmentally appropriate
aesthetic experiences in the early childhood program:
Provide many opportunities to create art.
Provide many opportunities to look at and talk about art.
Help children become aware of art in their everyday lives.
Developing children’s aesthetic sensitivity is important because it improves the quality of their
learning and encourages the creative process.
KEY TERMS
aesthetic development
—
Teaching young children to appreciate art through everyday
experiences, play, and conversations
aesthetic experiences
—
Experiences involving an appreciation of the beauty of nature, the
rhythm and imagery of music or poetry, or the qualities of works of art.
aesthetic learning
—
Joining what one thinks with what one feels
Aesthetics Movement
—
Movement in the world beginning in early 1800 and lasting the
decade, emphasizing the “science of the beautiful” or the “philosophy of taste.”
aesthetics
—
An appreciation for beauty and a feeling of wonder. It is a sensibility that uses the
imagination as well as the five senses.
aesthetic sense —
One’s own specific taste or preference.
art appreciation
— Seeing and appreciating good artwork; learning to look at and learning to
create visual arts
art elements
—
Basic factors of art that can be used to describe art. These elements include
color, line, form or shape, space, and design.
balance —
The principle of design that deals with visual weight in a work of art
color/hue —
The color name
pattern —
When a particular shape, color, or motif is repeated in a rhythmic way
intensity —
The varied color when a hue’s complementary color, the color opposite it on the
color wheel, is added to the original color
language of art —
Expansion of the language of the early childhood classroom.
The words of
the language are the elements of art.
line —
A continuous mark on a surface
multicultural aesthetics —
A worldview of art which honors heritage, community, and tradition
multimedia artwork —
Integration of art such as walk-in sculpture environments; mixes of live
dance and films; and art exhibitions with drama, where actors move into the audience to engage
in the drama
primary colors —
Red, blue, and yellow.
Power point
The document discusses several elements of art including texture, color, tone, shape, size, and line. Texture refers to the surface quality of a work of art. Color pertains to hue, primary colors, secondary colors, and tertiary colors. Tone or value refers to the use of light and dark in a work of art.
1) Perform a detailed formal analysis of a single work of art .docx
1) Perform a detailed formal analysis of a single work of art shown above.
2) Any discussion of the artist's biography, historical context, or personal experience will not be counted towards the word count.
3) The essay should be 1500-2000 words. Use APA
4) The essay should include a discussion of all the elements and principles listed below, and Each element and principle should be addressed in three sentences.
Line
― Do you see any outlines which define objects, shapes, or forms? Are lines used to emphasize a direction (vertical, horizontal, diagonal)? Describe the important lines: are they straight or curved, short, or long, thick, or thin? How do you think the artist utilized to emphasize certain objects, forms, or people?
Light
― For a two-dimensional object, is a source of light depicted or implied? Is it a natural light source or artificial? Are the shadows created by the light true to life or does the artist distort them? How does the artist depict shadows? Through line or color? If a three-dimensional object, how does the object interact with the light in its setting? How do gradations of shadows and highlights create form or depth, emphasis, or order in the composition?
Color
― Which colors are dominantly used in this depiction? If the object is black and white, or shades of gray, did the artist choose to do this because of the media he was working or did it create a certain mood or effect? Color can describe by its hue and value (shades to tints). Does the artist's choice of color create a certain mood? Does the artist make use of complementary colors (red/green, violet/yellow, blue/orange)? Or analogous colors (those next to one another on the color wheel)? Does the artist utilize colors that are warm or cool? Where? Is atmospheric perspective utilized (in which blurred and cool colors appear to recede and create an impression of depth in the distance, while warm and clear colors fill the foreground)?
Texture
― What is the actual texture on the surface of the object? Is it rough or smooth? If a painting, is there impasto? What is the implied texture? Are patterns created through the use of texture?
Shape
― What shapes do you see? Are the objects in the work (for a painting or drawing) or are the objects themselves (for a sculpture or architectural work) flat or volumetric? Organic or geometric? For representations of people, how does shape lend character to a figure? Are these figures proud or timid, strong, or weak, beautiful, or grotesque? What is the size of all the forms and how do they relate proportionally to one another? Are they located in the foreground, middle ground, or background? Why do you think the artist placed them there?
Space
― How does the form created by shape and line fill the space of the composition? Is there a negative, or empty, space without objects? How does the artist create depth in the image (layering of figures/objects, linear perspective, atmospheric perspective, foreshortenin.
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Element of art, Transcreation and usions and overlapping and interrelated ele...jheramypagoyoiman801
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This document provides an introduction to art history, including definitions of key terms like art, history, and style. It discusses the purposes and functions of art, such as communication, spiritual sustenance, personal expression, and social/political influence. Fundamental techniques of interpretation like formal and contextual analysis are covered. The principles of design and style, including representational vs. abstract styles, are also introduced. Examples of seminal artworks are provided to illustrate concepts.
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This document discusses several principles of design that are important for organizing visual art elements. It covers harmony, balance, proportion, rhythm, and emphasis/subordination. Harmony is achieved through unity between elements and variety to avoid monotony. Balance can be formal/symmetrical or informal/asymmetrical. Proportion ensures parts are appropriately sized. Rhythm uses repetition of elements. Emphasis/subordination draws attention through prominent focal points. These principles help artists effectively structure compositions and experiences for viewers.
Elements and Principles of Fibre and Decorative Arts
The document discusses the basic elements and principles of fibre and decorative arts. The four elements are line, shape/form, colour, and texture. The three main principles are repetition/pattern, rhythm, and balance. These elements and principles are used like ingredients and binding agents to create finished artworks, similar to how ingredients and water/fire are used to make soup. Different types of rhythm such as random, regular, alternating, flowing, and progressive are also described.
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This document discusses various elements of visual art, including line, color, shape, texture, and value. It provides examples of how artists use these elements and defines key terms. Specific points covered include how line can delineate contours, direct eye movement, and simulate textures. Color is discussed in relation to its symbolic meanings and how it can be classified. Shape is defined as spaces enclosed by lines and how positive and negative shapes interact. Texture relates to both physical surfaces and simulated textures in artwork. Value concerns the lightness and darkness in tones and how a full tonal range adds complexity. Overall the document serves to define and illustrate fundamental design elements in visual art.
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The document discusses key elements and principles of art used in MAPEH (Music, Arts, Physical Education, and Health). It defines elements like rhythm, balance, emphasis, proportion, harmony, variety, and unity. It also describes art forms like relief sculptures, fresco paintings, mosaics, and stained glass. Additionally, it provides information about famous Renaissance artists like Leonardo da Vinci, Michelangelo, and Raphael. It discusses art movements like Realism, Cubism, and Surrealism. In the end, it recognizes Philippines' medal winners at the Tokyo Olympics and defines the role of Vitamin E in the human body.
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The document defines the elements and principles of art. The elements are line, shape, form, color, value, texture, and space. The principles are balance, emphasis/focal point, contrast, movement, variety, pattern/repetition, and unity/harmony. Examples are given for each element and principle to illustrate how artists use them in their compositions.
Arodelementsofart 101009211334-phpapp01
Art can be defined as a visual representation that communicates an idea, feeling, or design. It is created by artists who use their imagination and skills to express themselves visually. Applied art refers to functional objects that are also visually pleasing. An artist's perception and understanding of elements like line, color, shape, form, space, and texture allow them to interpret the world around them and incorporate these fundamentals into their work. Principles of design such as balance, emphasis, contrast, repetition, and unity are used by artists to organize the elements and create a sense of completeness or movement within a work of art.
p.e and health 3.pptx
This document provides an introduction to dance, including its history, elements, forms, and benefits. It discusses dance as an art form that can tell stories and express emotions through rhythmic body movements accompanied by music. The document then covers the history of dance from prehistoric to modern periods. It also outlines the four elements of dance - space, time, force, and body. Finally, it discusses characteristics of a good dance, choreographic forms, and the process of analyzing and evaluating dance performances.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Power point
The document discusses several elements of art including texture, color, tone, shape, size, and line. Texture refers to the surface quality of a work of art. Color pertains to hue, primary colors, secondary colors, and tertiary colors. Tone or value refers to the use of light and dark in a work of art.
1) Perform a detailed formal analysis of a single work of art .docx
1) Perform a detailed formal analysis of a single work of art shown above.
2) Any discussion of the artist's biography, historical context, or personal experience will not be counted towards the word count.
3) The essay should be 1500-2000 words. Use APA
4) The essay should include a discussion of all the elements and principles listed below, and Each element and principle should be addressed in three sentences.
Line
― Do you see any outlines which define objects, shapes, or forms? Are lines used to emphasize a direction (vertical, horizontal, diagonal)? Describe the important lines: are they straight or curved, short, or long, thick, or thin? How do you think the artist utilized to emphasize certain objects, forms, or people?
Light
― For a two-dimensional object, is a source of light depicted or implied? Is it a natural light source or artificial? Are the shadows created by the light true to life or does the artist distort them? How does the artist depict shadows? Through line or color? If a three-dimensional object, how does the object interact with the light in its setting? How do gradations of shadows and highlights create form or depth, emphasis, or order in the composition?
Color
― Which colors are dominantly used in this depiction? If the object is black and white, or shades of gray, did the artist choose to do this because of the media he was working or did it create a certain mood or effect? Color can describe by its hue and value (shades to tints). Does the artist's choice of color create a certain mood? Does the artist make use of complementary colors (red/green, violet/yellow, blue/orange)? Or analogous colors (those next to one another on the color wheel)? Does the artist utilize colors that are warm or cool? Where? Is atmospheric perspective utilized (in which blurred and cool colors appear to recede and create an impression of depth in the distance, while warm and clear colors fill the foreground)?
Texture
― What is the actual texture on the surface of the object? Is it rough or smooth? If a painting, is there impasto? What is the implied texture? Are patterns created through the use of texture?
Shape
― What shapes do you see? Are the objects in the work (for a painting or drawing) or are the objects themselves (for a sculpture or architectural work) flat or volumetric? Organic or geometric? For representations of people, how does shape lend character to a figure? Are these figures proud or timid, strong, or weak, beautiful, or grotesque? What is the size of all the forms and how do they relate proportionally to one another? Are they located in the foreground, middle ground, or background? Why do you think the artist placed them there?
Space
― How does the form created by shape and line fill the space of the composition? Is there a negative, or empty, space without objects? How does the artist create depth in the image (layering of figures/objects, linear perspective, atmospheric perspective, foreshortenin.
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Element of art:
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auditory
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Dance to visual
Arts/Performance art
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Numbers in the compositional structure Upper Sec
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Elements and Principles of Art.pptx
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Talented students in the visual and performing arts need curriculum that emphasizes art production, performance, as well as aesthetics, history and criticism. The arts are conceptually based and deal with abstract representation. Curriculum for talented artists should focus on skill development, artistic expression, and nurturing creativity and motivation. It is important for substantive content in the arts to go beyond teacher-directed activities to include authentic art production, assessment of higher-order thinking, and metacognition about the artistic process.
elements and principles of art.ppt
The document defines the elements and principles of art. The elements are line, shape, form, color, value, texture, and space. The principles are balance, emphasis/focal point, contrast, movement, variety, pattern/repetition, and unity/harmony. Examples are given for each element and principle to illustrate how artists use them in their compositions.
Arodelementsofart 101009211334-phpapp01
Art can be defined as a visual representation that communicates an idea, feeling, or design. It is created by artists who use their imagination and skills to express themselves visually. Applied art refers to functional objects that are also visually pleasing. An artist's perception and understanding of elements like line, color, shape, form, space, and texture allow them to interpret the world around them and incorporate these fundamentals into their work. Principles of design such as balance, emphasis, contrast, repetition, and unity are used by artists to organize the elements and create a sense of completeness or movement within a work of art.
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Q1.pptx
- 2. Discuss the contents, processes, and outcomes in Art Identify difficulties and concerns related to the teaching of arts Compare characteristics artworks during ancient, classical and medieval period Recommend ways of addressing difficulties and concerns in teaching Art Education.
- 6. ELEMENTS OF ARTS Help express feelings, mood and meaning through art symbols/work. Color- Light to dark, local color Line- horizontal, vertical, diagonal Shape/form Texture- tactile surface quality of artwork, ex. Thick brushstrokes Rhythm- an effect of ordered movement in a work Balance-pleasing harmony of various elements in a design Repetition/contrast Emphasis- (highlight) stressing in or outward appearance proportion
- 25. VENUS OF WILLENDORF MAY HAVE MYTHOLOGICAL OR RELIGIOUS SIGNIFICANCE
- 27. BUST OF NEFERTITI SYMBOLISM WERE HEAVILY USED TO DEPICT GOD EMPTY SPACE WERE FILLED WITH FIGURES OR HIEROGLYPICS RELIEF COMPOSITIONS WERE ARRANGED IN HORIZONTAL LINES MOST OF THE TIME, GODS ARE SHOWN LARGER THAN HUMANS
- 29. GREEK DISCOBOLOS MYRON MORE ELABORATE PATTERNS, MANNERED ARRANGEMENT OF FIGURES AND GROUPS EMPHASIS ON THE REPRESENTATION OF MOVEMENT FOR DRAMATIC EFFECT
- 30. ROMAN SARCOPHAGUS FROM CERVETIRI MOSTLY ARE MADE OF MONUMENTAL TERRA- COTTA RELIEF OF GREAT ROMAN TRIUMPHAL COLUMNS WITH CONTINUOUS NARRATIVE RELIEF
- 31. BYZANTINE BARBERINI DIPTYCH DOMINANT THEMES ARE RELIOGIOS EVERYDAY SCENES AND MOTIF FROM NATURE ANIMALS WERE USED AS SYMBOLS THAT CONTAIN GREAT THEOLOGICAL SIGNIFICANCE
- 33. MENHIR
- 35. Stonehenge
- 38. GREAT PYRAMID
- 46. ACTIVITY
- 47. ACTIVITY