The Elements Explored

---

Curriculum Context

Subject: Art and Design
Year Group: Year 7
Time: 45 minutes
Curriculum Area: The lesson aligns with the UK National Curriculum for KS3 Art and Design, focusing on the Elements of Art. Students will develop foundational knowledge in identifying and applying the elements of art in their work. This contributes to developing their creativity and understanding of visual literacy.

---

Lesson Objectives

By the end of the lesson, students will be able to:

• Understand the seven elements of art (line, shape, form, colour, value, texture, and space).
• Identify examples of the elements through observation and discussion of reference artworks.
• Begin applying their understanding to create a collaborative visual mind map.

---

Materials Needed

• A3 paper sheets (enough for group work, approx. 10 sheets per table)
• Coloured pencils/markers
• Small tactile objects (e.g., rough fabric, foil, smooth pebble, cotton wool)
• Printed handouts showing artwork with clear use of art elements (e.g., Van Gogh’s Starry Night, Mondrian’s Composition with Red, Blue, and Yellow)
• Whiteboard and markers

---

Lesson Structure

1. Starter Activity (5 minutes)

Objective: Introduce students to the concept of "elements of art" in a relatable way.

• Begin with an analogy: Compare the elements of art to ingredients in cooking – just as a great recipe combines ingredients to make something delicious, art combines elements to create something meaningful.
• Write the seven elements (line, shape, form, colour, value, texture, space) on the board, asking students if they can guess what each one means in the context of art. Keep this fast-paced to engage curiosity but don’t go into detailed explanations yet.

---

2. Interactive Exploration (15 minutes)

Objective: Develop familiarity with the seven elements through observation and discussion.

Activity 1: Artwork Analysis (8 minutes)

• Divide students into groups of 4–5 (large enough to encourage teamwork but small enough for everyone to participate). Distribute reference artwork to each group. For example:
  • Group 1: Van Gogh (Starry Night) → Focus on line and texture.
  • Group 2: Mondrian (Composition with Red, Blue, and Yellow) → Focus on colour and shape.
  • Group 3: David Hockney landscapes → Focus on value and space.
  • Group 4: Sculptures (printed photo of Barbara Hepworth (Sphere with Inner Form)) → Focus on form.
• Give each group prompt questions such as:
  • What stands out the most to you?
  • Can you see lines that guide your eye? Or shapes that repeat?
  • How do the colours make you feel?
  • What kind of textures can you imagine if you touched this artwork?
• Groups briefly discuss their observations while a group leader jots down ideas.

Activity 2: Element Hunt (7 minutes)

• Rotate the printed artwork between groups. Each group is challenged to identify a new element in a piece they haven’t seen yet. They write their observations using coloured markers directly on a large A3 sheet provided to each group. This builds a collaborative mind map of the elements of art.

---

3. Tactile Challenge - Get Hands-On! (10 minutes)

Objective: Solidify understanding of the elements by engaging additional senses.

• Place small tactile objects (e.g., rough fabric, smooth pebbles, foil) at a “tactile station.” Call up groups one at a time to examine the objects. Ask:
  • Does the texture of this object remind you of something you’ve seen in art? (e.g., rough like Van Gogh’s brushstrokes, smooth like sculpture).
  • What shapes or forms does this object resemble?
• Students can jot down their thoughts in their sketchbooks, accompanied by a quick sketch of the object inspired by their observations.

---

4. Individual Reflection and Quick Sketch (10 minutes)

Objective: Begin to integrate learning creatively and individually.

• Ask students to choose one element of art they want to explore further (based on today’s exploration). On a blank sheet in their sketchbook, they will:
  1. Write the name of the element at the top of the page (e.g., "Line").
  2. Create a 5-minute sketch inspired by that element – e.g., lots of expressive lines for "line," bold shapes for "shape," blending colours for "colour."
• Encourage students to experiment and not worry about perfection. Actively circulate around the room to offer feedback, asking guiding questions like:
  • “How are you focusing on your chosen element here?”
  • “Have you thought about different ways you can represent this element?”

---

5. Plenary - Art Charades! (5 minutes)

Objective: Reinforce the day’s learning in a fun and memorable way.

• End the lesson with an art-related game of charades. Pick a few students to volunteer and silently act out one of the elements (e.g., drawing in the air for “line,” mimicking shaping clay for “form”). Other students shout out their guesses.
• Wrap up by reinforcing that these elements will be key building blocks for all their art projects this year.

---

Assessment Opportunities

• Observe group discussions and mind maps for understanding of the elements.
• Evaluate individual sketches to see if students can apply their chosen element creatively.
• Listen to responses during the tactile activity and plenary for evidence of engagement and comprehension.

---

Differentiation

• For higher-achieving students: Encourage them to analyse how multiple elements interact within a single artwork.
• For students who need additional support: Provide more direct prompts during group activities and offer a simpler tactile object they can connect with easily.
• For EAL students: Use translated keywords or visual prompts (pictures/icons) to aid understanding.

---

Homework (Optional)

Ask students to look around their home or local environment and photograph something that represents one of the seven elements. They should bring their photo to the next lesson to discuss how their chosen subject embodies that element.

---

Key Vocabulary

• Line
• Shape
• Form
• Colour
• Value
• Texture
• Space

---

This lesson not only introduces the foundational concepts of art but also engages students with hands-on, sensory experiences to solidify their learning. It’s dynamic, collaborative, and age-appropriate, leaving students inspired to explore art independently.