Elements and Principles

Overview

In this first lesson of Seeing Through Drawing, students build a shared visual-art vocabulary and examine how artists organize visual information. They then apply line, shape, form, space, value, and a principle of design in an intentional composition, documenting their reasoning for submission in Canvas.

Learning intentions

Students will be able to:

• Identify and define key elements of art: line, shape, form, space, and value.
• Recognize principles of design such as balance, contrast, emphasis, movement, pattern, rhythm, and unity.
• Analyze how visual choices are emphasized, minimized, or omitted in different artistic examples.
• Create and explain a drawing that uses at least three types of line, two shapes, and one principle of design.
• Present visual evidence and reasoning clearly in a brief written reflection.

Success criteria

• I can correctly identify at least four elements of art and two principles of design in visual examples.
• I can use at least three types of line and two shapes in my composition.
• I can organize my drawing intentionally using one principle of design.
• I can label my choices and explain how they affect the viewer.

Curriculum links

• Reading Literature: Analyze how a subject or key scene is represented in two different artistic mediums, including what is emphasized or absent.
• Speaking and Listening: Present findings, reasoning, and evidence clearly and logically for a purpose and audience.
• Speaking and Listening: Use visual and digital media strategically to enhance understanding.
• Writing: Organize ideas, distinctions, concrete details, and examples to explain a topic.

Lesson structure (60 minutes)

1. 0–10 min · Video and visual vocabulary notes. Teacher opens the Elements and Principles introduction deck and plays the 10-minute Canvas mini-lesson, pausing at key definitions; distribute the visual vocabulary notes and drawing study sheet and model concise notes for line, shape, form, space, value, and principles of design. Students record definitions, sketch a quick example beside each term, and mark one term they want to use in their drawing.

2. 10–25 min · Visual analysis. Teacher displays two contrasting artworks or design examples in the comparison and analysis slides and asks: “What do you notice first? What has the artist emphasized, and what is absent or less noticeable?” Students work in assigned groups of five, identify at least three elements and one principle in each image, and cite visible evidence using the worksheet prompts.

3. 25–30 min · Demonstration and task setup. Teacher uses the drawing study instruction slides to demonstrate varied line weight and direction, geometric and organic shapes, overlapping for space, value changes, and one organizing principle such as contrast or balance; explain that the work is a study, not a realistic finished picture. Students choose a principle, lightly plan a composition, and check that their plan includes three line types and two shapes.

4. 30–50 min · Independent drawing study. Teacher circulates through the room, conferences briefly with students, and uses the slide checklist to give feedback on intentional organization, required elements, and clear labeling. Students create a composition on drawing paper or in their sketchbook using pencil, ruler, eraser, and optional colored pencils; they add labels or a small key identifying the line types, shapes, and principle used.

5. 50–57 min · Gallery check and revision. Teacher directs students to place work on desks or hold it visibly, then displays the peer-feedback questions in the critique and revision slides: “Where does your eye go first?” and “What visual choice creates that effect?” Students quietly view several classmates’ drawings, write one specific observation on their worksheet, and make one purposeful revision or clarification to their own work.

6. 57–60 min · Upload and reflection. Teacher displays the submission and reflection slide and reviews the Canvas directions: photograph or scan the work clearly, include labels, and submit the artwork and reflection. Students complete the reflection: “I used ___, ___, and ___ to create ___; my principle of design is ___, which affects the viewer by ___,” then photograph or scan and begin uploading before dismissal.

Resources

• Canvas mini-lesson video
• Elements and Principles introduction deck
• visual vocabulary notes and drawing study sheet
• Canvas assignment and submission area
• Sketchbook or drawing paper
• Pencils, erasers, and rulers
• Optional colored pencils
• Student devices for viewing Canvas and photographing work
• Projector or interactive display
• Timer and visible cleanup directions

Assessment

• During notes and analysis, check student definitions and question groups about the visual evidence supporting their identifications.
• During drawing, use a quick conference checklist: three line types, two shapes, one principle, intentional organization, and labels.
• Review the uploaded artwork and reflection for accurate vocabulary, visible application of requirements, and a logical explanation of how the design choices affect the viewer.

Differentiation

• Provide a partially completed vocabulary example, a visual word bank, and sentence starters: “I notice ___ because ___,” “The artist emphasizes ___ by ___,” and “My use of ___ creates ___.”
• Seat students where the display is clearly visible, provide printed copies of essential slides, and allow speech-to-text or dictated reflection for students with writing accommodations.
• For students who need additional structure, offer a composition plan divided into sections or let them select from balance, contrast, or pattern before drawing.
• Challenge students to combine two principles, create a deliberate focal point, or explain how changing one element would alter the composition.
• For multilingual learners, pair each term with a simple icon and teacher-modeled gesture or sketch; accept labeled diagrams and brief, clearly organized explanations as evidence of understanding.