Elements and Principles Project

Overview

Grade: 8th
Duration: 45 minutes
Class size: 25 students
Unit: Art Elements Unleashed (Lesson 8 of 8)
Lesson Title: Final Project: Integrating Elements and Principles

Learning Objectives (Aligned to Common Core)

Students will be able to:

CCSS.ELA-LITERACY.SL.8.4: Present information, findings, and supporting evidence clearly, concisely, and logically to support their artistic choices during their presentations.
CCSS.ELA-LITERACY.W.8.3: Write narratives to develop real or imagined experiences describing the process and choices in their artwork related to the elements and principles of art.
CCSS.ELA-LITERACY.L.8.6: Acquire and use accurately grade-appropriate general academic and domain-specific words (e.g., composition, balance, contrast) related to the elements and principles of art.
Visual Arts Standard:
- VA:Cr1.1.8a: Use multiple approaches to begin creative endeavors (sketches, mind maps, thumbnails).
- VA:Cr2.1.8a: Organize and develop artistic ideas for a final project incorporating the elements and principles of art.
- VA:Pr4.1.8a: Present artwork respecting the context and purpose and articulating choices.
- VA:Re7.1.8a: Reflect on how well artworks communicate intended meaning or purpose.

“I Can” Statements

I can apply the elements of art and principles of design to create a unique artwork.
I can plan and organize my ideas to develop a final piece.
I can explain my artistic choices clearly.
I can reflect on my artmaking process and the effectiveness of my design.

Materials Needed

Drawing/painting paper or canvas
Variety of drawing and painting supplies (pencils, charcoal, markers, acrylic paints)
Sketchbooks or planning sheets
Reflection handouts (dyslexia-friendly font, large print)
Presentation space (bulletin board or digital projector)

Lesson Breakdown

1. Introduction & Review (7 minutes)

Briefly recap elements of art (line, shape, form, space, color, texture, value) and principles of design (balance, contrast, emphasis, movement, pattern, rhythm, unity).
Show original student exemplars from previous projects highlighting integration of elements and principles.
I can goal review: highlight today’s project focus—applying what they've learned.
Display success criteria:
- Includes at least 4 elements of art and 3 principles of design.
- Artwork shows planning and effort.
- Able to explain their choices and reflect meaningfully.

Differentiation: Use a visual summary anchor chart and oral explanations to support all learners. Dyslexia-friendly handouts summarizing terms available for reference.

2. Planning & Sketching (10 minutes)

Students use sketchbooks/planning sheets to make 2-3 thumbnail sketches or mind map ideas for their final artwork, focusing on a clear composition using multiple elements and principles.
Prompt questions:
- What elements will dominate your piece?
- How will principles like balance and contrast create interest?
- What mood or message do you want to convey?
Teacher circulates to coach and prompt deeper thinking with targeted questions.

Differentiation: Provide sentence starters for students who struggle with writing. Offer graphic organizers for visual thinkers.

Success Criteria: Completed at least one clear sketch and plan that uses elements and principles thoughtfully.

3. Artistic Creation (20 minutes)

Students start creating their final artwork using chosen media (drawing, painting, or mixed media).
Encourage experimenting with layering elements and arranging principles for strong visual impact.
Teacher encourages students to self-monitor using a checklist:
- Have I used at least four different art elements?
- Can I identify three principles of design in my artwork?
- Does my work communicate my message or feeling?

Differentiation:

Provide adaptive tools (grip-friendly pencils, larger paintbrushes) for fine motor difficulties.
Allow more tactile or collaborative options for students who benefit (working with a partner on a section).

4. Presentation & Reflection (7 minutes)

Students present their piece to small groups or the class, describing:
- The elements and principles they used.
- Why they made key artistic decisions.
- What the artwork means to them.
Peers provide positive feedback using sentence frames (e.g., "I see that you used... which makes me feel...").
Students complete a short written or oral reflection assisted by dyslexia-friendly prompts:
- What was the most challenging element or principle to use?
- What are you proud of in your artwork?

Success Criteria: Ability to verbally or in writing express their use of elements/principles and personal reflections on the artwork’s meaning and process.

5. Extension Activities (If time permits or for advanced learners)

Create an artist statement expanding on their work’s narrative or emotional impact.
Begin a digital slide or photo portfolio documenting their artistic journey through the unit with captions using art vocabulary.
Explore a new element or principle in a mini-experiment for future projects.

Assessment

Formative: Observation during planning and creation, providing immediate feedback.
Summative: Evaluation of final artwork against rubric including use of elements/principles, creativity, effort, and presentation skills.
Reflection responses to demonstrate metacognitive understanding of concepts.

Notes for Teachers

This final project encourages student voice and ownership—balance guidance with freedom.
Use positive reinforcement and scaffold for varying skill levels.
Encourage students to use art vocabulary consistently throughout to deepen CCSS language objectives.
Ensure instructions and prompts are orally reviewed in addition to written, supporting dyslexic and ESL learners.

By blending rigorous application of Common Core literacy standards with creative art-making and inclusive teaching practices, this lesson ensures a meaningful, empowering closure to the unit that builds confidence in both artistic and communication skills.

Teaching Instructions