Elements Art Map

Overview

A self-contained two-lesson practical sequence for Year 7 students. Students explore line, shape, colour, texture, pattern, space and form, then use at least five elements to create an abstract “Elements Art Map”. No specialist art knowledge or wet media is required.

Learning intentions

• Students will explore and describe seven elements of visual art.
• Students will experiment with visual language using simple drawing and colouring techniques.
• Lesson 1 WALT: We are learning to recognise and practise the elements of art.
• Lesson 2 WALT: We are learning to deliberately combine at least five elements in an abstract composition.
• Students will explain how their choices affect the viewer’s experience.

Success criteria

• I can identify line, shape, colour, texture, pattern, space and form.
• I can create examples of the seven elements using basic materials.
• I can make an abstract artwork that deliberately uses at least five elements.
• I can label my choices and reflect on what worked.

Curriculum links

• Experimenting with visual language and the elements of art.
• Developing and refining ideas through making.
• Creating artworks that communicate ideas and viewpoints.
• Responding to artworks using visual arts language and explaining choices.

Lesson structure (140 minutes)

1. 0–10 minutes – Prepare, settle and introduce Before class, place paper or visual diaries, pencils, erasers, rulers, black markers and colouring materials on tables. Display or open the Elements Art Map introduction slides. Say: “Today we are making a map without places. Our map will show ideas through lines, shapes, colours, textures and spaces.” Explain that abstract means an artwork does not need to look like a recognisable object. Students write their name and the date.

2. 10–25 minutes – Teach the seven elements Use the relevant slides and model quick examples on the board:

• Line: a mark that travels; it can be straight, curved, thick, thin, jagged or flowing.
• Shape: a flat enclosed area, such as a circle, triangle or irregular shape.
• Colour: the hues and colour choices that create mood, contrast or focus.
• Texture: how a surface looks or feels, such as rough, smooth, dotted or scratchy.
• Pattern: a repeated line, shape, colour or texture.
• Space: areas around, between and inside forms; space may look crowded or empty.
• Form: the suggestion of three-dimensional volume, using shading, overlap or contour. Prompt: “What might a crowded space feel like? How could a line show energy?” Students may answer verbally, point, or sketch.

3. 25–60 minutes – Lesson 1 guided exploration Distribute the Elements Art Map practice and planning sheet. Students divide a page into seven labelled sections, or use the worksheet boxes. Model each task, allowing about five minutes per element:

• Draw five different lines.
• Fill spaces with geometric and organic shapes.
• Make a warm or cool colour group.
• Invent three visual textures using dots, hatching, zigzags or repeated marks.
• Create a repeating pattern.
• Show crowded, balanced and mostly empty space.
• Make a flat shape look three-dimensional using gradual shading. Say: “There is no single correct answer. The goal is to test possibilities.” Circulate and ask, “Which element are you showing? What could you change?”

4. 60–70 minutes – Lesson 1 reflection and pack-up Students circle their strongest experiment and complete: “The element I used most successfully was… because…” Invite two or three volunteers to share. Pack-up routine: stop on the signal, place tools in the centre of each table, return unused materials, put artworks in the class drying/flat-work area, check the floor, and remain seated for dismissal.

5. 70–80 minutes – Lesson 2 launch and design brief Reopen the composition brief and example slides. Say: “Your finished map must be abstract and must deliberately use at least five elements. It should guide the viewer’s eye across the page.” Students review their practice sheet and lightly sketch two thumbnail ideas. They choose one and label at least five intended elements. A low-risk alternative is to use ruler-made grids, repeated shapes, magazine pieces, or traced household objects instead of drawing freehand.

6. 80–120 minutes – Create, refine and annotate Students lightly divide the page into connected “map zones”, then develop one composition. They should add varied lines, overlapping shapes, colour choices, textures, patterns, space and suggested form where appropriate. Once satisfied, they trace important lines with black marker and colour with coloured pencils or crayons. Optional magazine pieces may be cut and glued if available. Remind students: “Work from light to dark, leave some space, and make at least one deliberate contrast.” During the final ten minutes, students add a small legend or labels identifying five elements and complete the sentence: “My artwork communicates…”

7. 120–140 minutes – Peer response, reflection and pack-up In pairs, students place artworks side by side and discuss: “Where can you see five elements?”, “Where does your eye travel first?”, and “What is one effective choice?” Students complete the reflection questions on the Elements Art Map practice and planning sheet: “Which element is most visible?”, “How did you use space?”, and “What would you change with more time?” Finish with the same silent stop, tool return, artwork storage and floor-check routine.

Resources

• A4 paper or visual diaries
• Lead pencils, erasers and rulers
• Black markers
• Coloured pencils or crayons
• Optional magazines, scissors and glue
• Board and visualiser for teacher modelling
• the Elements Art Map introduction slides
• the Elements Art Map practice and planning sheet
• A timer and clearly stated stop signal

Assessment

• Checklist during Lesson 1: identifies and experiments with all seven elements; uses art vocabulary when discussing choices.
• Checklist during Lesson 2: abstract composition is complete; at least five elements are deliberately visible; artwork includes labels or a legend.
• Reflection evidence: student explains one successful choice, use of space and a possible improvement.

Differentiation

• Provide a seven-element word bank with simple definitions and visual examples; read instructions aloud and give one step at a time.
• For dyslexia-friendly access, use large sans-serif text, high contrast, uncluttered slides, short instructions, verbal repetition and the option to respond orally or by pointing. Do not require copying lengthy definitions.
• Support students with pre-drawn boxes, shape stencils, tracing objects, a limited colour selection, or a partner scribe. Permit collage, ruler grids or repeated marks as a low-risk alternative to free drawing.
• Extend confident students by using all seven elements, creating stronger foreground/middle-ground/background space, developing a visual focal point, or writing a short artist statement explaining mood and audience impact.