UNIT Visual Arts
1
Unit 1 Elements of Art
Unit Overview
In this unit, students will explore the elements of art (line, shapes, forms, space,
colour, texture and value) and use them to make a variety of 2 and 3dimentional
artworks. The learning activities in the unit provide opportunities to use these
concepts when making art and reflecting on art.
Learning outcomes and indicators
Creating and
Presenting
VA.CP.1 Applies knowledge of elements of art in art making
with some understanding
line:
a. Makes contour line drawings (e.g., draw all the edges of
crumpled paper, pair of shoes, a bird or an aeroplane from a
photograph)
b. Makes gesture drawings of simple objects (e.g., making fast
sketches of everyday objects such as boxes, bottles, chairs etc)
c. Uses implied lines for movement and depth
d. Identifies and use cross hatching in art making
shape and form:
e. Identifies symmetrical and asymmetrical shapes and forms in
letters/ alphabet and image
f. Identifies free-standing forms “in the round” (e.g. ) and “bas relief
sculpture” (e.g., masks)
g. Identifies the changes in shapes from different angles and
viewpoints (e.g., view from the top, side, bottom)
colour:
h. Explores the use of warm and cool colours in art making (e.g.,
mixes primary and secondary colours to create a range of warm
colours and cool colours and use them to make a painting)
i. Describes ways of how colour combinations are used to
communicate emotions and symbolic use (e.g., red means
anger or stop)
texture:
j. Identifies other elements of art as components of texture (e.g.,
use of line in creating the bark of a tree or use of flat colour to
show a smooth surface)
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Exploring Creative Arts, Teacher’s Guide, Grade 5
k. Uses texturing techniques such as embossing, piercing,
pinching, pressing, scoring, scraping in artworks
value:
l. Uses gradation of value to create illusion of depth with different
shading techniques (e.g., cross hatching)
space:
m.Demonstrates shading and cast shadows of simple objects (e.g.,
ball) to create the illusion of depth
n. Investigates artist’s use of space to create different perspectives
in their art works
VA.CP.3 Create art works based-on observations, personal
ideas, feelings, imagination, memories, experiences and
interests
a. Uses a visual journal to sketch ideas for images including
feelings, observations, memories and imagination
b. Records observed details in a drawing (e.g., draw a section of a
school grounds with an emphasis on all the different natural and
man-made patterns and textures)
c. Expresses their responses to real experiences in visual art
works (e.g., after a discussion about the symbolism of colour,
create a visual arts work in mixed media which expresses a
mood or emotion)
d. Creates images to communicate an idea (e.g., joy, peace and
fear) or/and imagination (e.g., create an imaginary character,
animal or place)
VA.CP.4 Create two- and three dimensional artworks using a
range of materials, technologies and process
drawing:
a. Uses a variety of media and effects in drawing (e.g., use and
experiment with a variety of drawing media and tools such as
brush and ink, water soluble crayons)
collage:
b. Uses collage to produce an image or represent an idea (e.g.,
use found objects, fabric and papers to create a fantasy
creature)
mixed media:
c. Uses a combination of media to create visual art works (use
coloured pencil and ink in a fantasy drawing to build texture)
painting:
d. Uses paints of different consistencies in producing art works
(e.g., use transparent and opaque washes of colour in a
painting)
Unit 1: Elements of Art
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printmaking:
e. Uses the techniques of simple printmaking (e.g., create a
monoprint print by drawing onto an inked Perspex sheet and
then pressing sugar paper onto the inked surface)
fabric & fibers:
f. Applies selected sewing and weaving skills (e.g., glue and stitch
different fabrics and beads onto felt to create a design)
models & crafts:
g. Creates 3D objects using a variety of available materials (e.g.,
create a diorama on a theme, or cut, fold, tear, curl or weave, to
create a work such as a kite)
digital media:
h. Uses digital media and software programs as a tool in visual arts
making (e.g., use different software to make a digital drawing)
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Reflecting,
Responding
and Analysing
VA.RA.1 Apply the critical thinking strategies to analyse, reflect
on and respond to a variety of artwork and art experiences
a. Interprets a variety of art works and identifies the feelings,
issues, themes, and social concerns that they convey (e.g.,
sort and classify a variety of art images to determine common
subjects or themes)
b. Discuss the use of elements and principles of art within a piece
of artwork (e.g., packaging designs that use contemporary
colours create an impression different from that created by
packages that use other colour themes; the use of colour, line,
and geometric shape in Alexander Calder’s mobiles and Piet
Mondrian’s paintings to create an impression of movement)
c. Identifies and explains their strengths, their interests, and areas
for improvement as creators, interpreters, and viewers of art
(e.g., use of appropriate terminology in talking about their own
art work; discussion of others’ ideas with sensitivity and respect;
provision of reasons for their artistic choices in a diary entry in
their art journal or sketchbook)
Exploring
History and
Cultural context
VA.HC.1 Understand a variety of artforms, describe the arts in
their historical, social, and cultural contexts
a. List and discuss reasons people make and use visual art (e.g.,
for beauty and enjoyment, to communicate an idea, to decorate
a functional item, to express a memory, to express cultural
identity, for advertising)
b. Compare two or more works of art from a variety of cultures,
times and places (e.g., the use of traditional art and craft
patterns/ motifs in contemporary art to support cultural
revitalization)
Exploring Creative Arts, Teacher’s Guide, Grade 5
c. Demonstrates an understanding of how to read and interpret
signs, symbols and style in art works (e.g., Picasso’s cubist
portraits use stylistic features from African masks; tiger is used
in Asian art to signify bravery, eagle associated with the idea of
power and privilege in some artworks)
Unit 1: Elements of Art
5
Topic 1: Lines
Contour line drawing
Students will practise making contour line drawings (e.g., draw all the edges of
crumpled paper, pair of shoes, a bird or an aeroplane from a photograph)
Resources: blinders for each student, sample artworks of blind contour drawings
of students and artists (e.g., Five Views of an Onion, 1950s by Andy Wahol, wire
sculptures: Acrobat (1929), Elephant (1928), Circus Scene (1929) by Alexander
Calder. “Artist”, “TV man” Wire sculptures by Steve Lohman)
Procedure:
• Begin the lesson by showing students some sample contour line drawings done
by students, and finally some artworks by real artists. Discuss with the students,
why it is important for artists to practise contour line drawings.
• Highlight and display some important points student need to keep in mind, when
doing contour line drawings:
contour line drawings are made up of only lines, NO shading
lines should follow the contours of your object(s)
for added interest you can modify the thickness of the line - darker lines for major
lines, lighter lines for soft implied edges
contour drawing is a great way to practice and improve your drawing technique
whether you are a beginner or already a skilled artist
• Have students practise several blind contour drawings. They may choose to
draw a person in different poses, or a familiar object(s). Vary the time from 1-3
minutes.
• Let students choose one from the list: crumpled paper, pair of shoes, a bird or
an aeroplane from a photograph for their contour drawing. Start the activity after
completing 5 blind contour drawings of the chosen object. Students may choose
to make their contour line drawing using oil pastels on black construction paper.
• Have students reflect with a partner on how effectively they recorded what they
saw. Did they find it useful? Was it easier to make their drawing after the blind
drawings? Would they do it again?
• Display their artwork for everyone to see. Wrap up the lesson by asking the
students to say something they have learned in the lesson. Teacher can refer to
these questions:
What is contour line drawing?
What are contour lines used for?
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Exploring Creative Arts, Teacher’s Guide, Grade 5
ASSESSMENT
Look for the ability to draw the inside and outside contour line of the object(s) from
direct observation or by looking at a photograph. Listen for language use (appropriate art
vocabulary) by students to describe their artwork.
In Praise with Gesture
Students will create an artwork based on gesture drawing.
Resources: pictures of gesture drawings by students and artists (e.g., Galloping
Rider and other figures, 1503–1504 by Leonardo Da Vinci, A gesture drawing, two
women with a child by Rembrandt Harmenszoon van Rijn, Sketch of a Spanish
Dancer, 1879 by John Singer Sargent), artwork of Keith Haring,
Student book pages 7-9
Key competencies: Understanding and Managing self (managing time and being
responsible for own learning), Thinking critically and creatively
(open-ended discussions, create an original artwork)
Procedure:
• Begin by showing some sample artworks of gesture drawings by students
(available on google image) and by real artists. Have students look at and talk
about the artwork, ‘Galloping Rider and other figures (1503-1504)’ by Leonardo
Da Vinci. Discuss how Leonardo da Vinci used gesture lines to show the fast
movement of the horse and the people. Ask them to describe the types of lines
used. Do you think its drawn slowly or is it a fast sketch? Let students discuss
in pairs: What is a gesture drawing? Why do artists like Leonardo da Vinci
make gesture drawings? What activities or subject matter do they usually draw
using gesture drawings? What tools do they think would work best for gesture
drawing?
• Show ‘A gesture drawing, two women with a child’ by Rembrandt Harmenszoon
van Rijn. In pairs or small groups let the students discuss the question given:
What effects do you think is created by varying the thickness and weight of the
lines?
• Then show the artwork ‘Sketch of a Spanish Dancer (1879)’ by John Singer
Sargent
• Provide students with the artworks of page 7 and 8. Have students paste them
in the spaces provided. Now compare the two artworks on student book page 8.
Brainstorm and discuss the questions: What types of lines do you see in each
artwork? What feelings are created with the use of those lines in each artwork?
Unit 1: Elements of Art
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• Demonstrate to the students: Have a model pose, point out the position to the
students, and trace the main line (action line) of the model in the air. Then trace
the wrinkles in the fabric of the model’s clothing. Using the side of a marker,
quickly record your “air drawing” onto paper. Remind the students to look before
they draw. Then have the model take a new pose, point out the lines of the
body position, and ask the students to draw it quickly. (Give them 30 seconds.)
Remind them of these points:
No outlines or details.
Observe the model’s pose.
Notice the proportion of the head to body, arm, and leg length.
Draw with the side of your pencil.
Make the line of action first, then draw the head. Next, draw in the folds and
wrinkles of the clothes.
• Ask students to number their drawings. They should try to improve their
observation skill as they practice their drawing. Have students take turns
modeling. Ask the models to twist, turn, and extend arms and legs in all
directions so that their poses are interesting from all points of view.
• Monitor the students’ progress.
• Show some works of art by Keith Haring. Discuss the style Haring used in
his artwork. Have students create an artwork in the style of Keith Haring by
following the instructions on student book page 9. Allow time to display and
talk about their gesture drawings and their final artwork. Compare their gesture
drawings with their final artwork. Encourage students to share positive feedback
with one another and ask questions about the finished artworks.
• Wrap up the lesson by asking students to say one thing they have learnt in the
lesson. Teacher can focus on questions such as:
What is a gesture drawing?
Why do artists create gesture drawings?
ASSESSMENT
Students can be assessed on their ability to use line quality, proportion, division of
space, balance, compositional planning and colour choice in their artwork. Listen for the
use of visual arts language to describe and explain the ideas and messages in images
and works of art.
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Exploring Creative Arts, Teacher’s Guide, Grade 5
Implied lines
Students will create an artwork to show implied lines.
Resources: Belgica Blue Field (1989) by Carl Andre (for each student), images of
implied lines,
Student book page 10-12
Key competencies: Thinking critically and creatively (open-ended discussions,
create an original artwork)
Procedure:
• Begin by showing the artwork, Belgica Blue Field (1989) by Carl Andre. Discuss
with students about the artist and his artwork. Do the cubes in the artwork lead
your eyes along a line? How many lines can you see in this artwork? Describe
how the artist has created movement and depth?
• Have students paste the artwork in the space provided. Explain to students what
implied lines are by showing sample images on page 11.
• Have students choose a message from the list given on student book page 16,
get them to do the activity on the page. Students may search the internet to find
symbols related to their message.
• Have students create an artwork by following the instructions on student
book page 12. Teacher should observe students’ explorations of line to create
movement and depth.
• Have students share their artwork to a partner, and explain how they created
movement and depth in their artwork. Encourage them to share positive
feedback with one another and ask questions about the finished artworks.
• Final wrap up the lesson by asking students to say something new they have
learned and what do they want to learn more about?
ASSESSMENT
Students can be assessed on their ability to create an implied name design to show
movement and depth. Listen for the use of visual arts language to describe and explain
the ideas and messages in their own and others artwork.
Unit 1: Elements of Art
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Topic 2: Shapes, Forms and Space
Awesome Symbols
Students will create symmetrical name design.
Resources: Coloured Alphabet (1959) by Jasper Johns (for each student),
Student book page 13-15
Key competencies: Understanding and Managing self (managing time, being
responsible for their own learning), Thinking critically and
creatively (open-ended discussions, create an original artwork)
Procedure:
• Begin the lesson by talking about letters and numbers. Ask them if they think
letters and numbers can be used to create an artwork? Explain to them that
letters and numbers are everywhere. We see them on signboards, on vehicles,
on shop windows and on packages. Some artists get inspired by them. One
such artist is Jasper Johns. Introduce students to the artist by showing a slide
show presentation, share with them about some general information of him and
show them the artwork, Coloured Alphabet (1959) by Jasper Johns. Create
an open-ended discussion about the artwork, How did the artist organise the
letters? Are they in order or placed randomly? What type of colours are used?
Talk about the technique Jasper Johns used. Ask students if they think the
technique used is effective or not.
• Have students paste the artwork in the space provided.
• Read through the activity on page 14, have students complete the activities.
• Let students create a symmetrical name design following the instructions on
page 15.
• Wrap up the lesson by asking students to say one thing they have learnt in the
lesson. Which part of the activity did they enjoy the most? Which part of the
activity was the most challenging? How did you solve it?
ASSESSMENT
Students can be assessed on their ability to create a design using letters which is
symmetrical. Listen for the use of visual arts languageto describe and explain their own
and others’ artwork.
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Exploring Creative Arts, Teacher’s Guide, Grade 5
Sculpture in Low Relief
Students will create a relief tile by adding forms to a Styrofoam tile.
Resources: A group of animal bas reliefs (1952) by Matchett Herring Coe (for each
student),
Student book page 16-19
Key competencies: Understanding and managing self (being responsible for their
own learning, managing time), Thinking critically and creatively
(open-ended discussions, create an original artwork)
Procedure:
• Have students look at some examples of bas relief or low-relief sculptures,
including tombstones in Maldives. Explain to them that these types of sculptures
are called Bas relief sculptures. “Bas Relief” is a French term that translates to
“Low-raised work.” Bas Relief or low-relief sculptures are three-dimensional in
depth, but are meant to be viewed from only one side. Often they are used as
architectural decoration or as functional objects.
• Give out the artwork, A group of animal bas reliefs (1952) by Matchett Herring
Coe, an American artist. Have students look at it and discuss in pairs or small
groups, the questions given in the ‘Think like an artist’ box. Let 2-3 pairs/ groups
share their answers with the whole class.
• Create an open-ended discuss about the artworks given on page 17 (go one by
one), use the questions given. And let them complete the activity on page 17.
• Next explain the step by step activity on page 18-19. Have students create their
own low-relief tile. Let students share and present their work to the class. Have
them explain to their classmates, the various lines and shapes in their artwork.
Discuss how is it different from their classmates’ artwork.
• Allow time for them to combine all the tiles. Arrange them side by side and fix
them on a wall to make a mural!
• Wrap up the lesson by asking,What part of the art lesson did you enjoy the
most? What is something new you learned? What was the greatest challenge
with the low-relief sculpture? Do you think you could teach someone else how to
build a low-relief sculpture? What do you want to learn more about?
ASSESSMENT
Look for age-appropriate construction skills, responsibility with materials and safety with
tools. The artwork is an original design that was created with intent. The work is 3-D and
a low-relief form. Listen for the use of age-appropriate visual arts language by students
as they describe their artwork and talk about others’ artwork.
Unit 1: Elements of Art
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Sculpture in Round
Students will create a free standing mini sculpture which can be viewed from all
sides.
Resources:
Student book page 20-24
Key competencies: Understanding and managing self (being responsible for their
own learning, managing time), Thinking critically and creatively
(open-ended discussions, create an original artwork)
Procedure:
• Begin the lesson by asking what is a sculpture? How is a 2-dimensional artwork
different from a 3-dimentional one? Introduce the word ‘Sculpture in round.’
Show a sample artwork of sculpture in round. Ask students how are they
different from a low relief-sculpture? How are they meant to be viewed?
• Ask students to look at the images of Dhondheeni sculpture from Addu on
student book page 20. Have students look at it and discuss in pairs or groups of
three, the questions given in the ‘Think like an artist’ box. Let 2-3 pairs/ groups
share their answers with the whole class.
• Explain to students that, Sculptures are displayed in public areas for people to
look at and enjoy. We can walk around a sculpture and it can be viewed from
different angles. When a sculpture is viewed from different angles, it seems
to change its form. Explain the activities on page 21 and 22. Have students
complete the activities.
• Explain the main activity on page 23 and 24. Get students to create their mini
sculpture by following the step-by step instructions. Remind them that their mini
sculpture needs to be a ‘sculpture in round’, meaning a free standing form which
can be viewed from all sides.
• Have students share their artwork with their classmates. Share with them their
experience of creating the mini sculpture. Ask them if they think they were
successful? Why or why not?
• Wrap up the lesson by asking students:
What is a sculpture in round?
What can sculptures be used to represent?
Name some materials that can be used to create sculptures.
ASSESSMENT
Look for age-appropriate construction skills, responsibility with materials and safety with
tools. The artwork is an original design that was created with intent. The work is 3-D
and a free standing form. Listen for the use of age-appropriate visual arts language by
students as they describe their artwork and talk about others’ artwork.
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Exploring Creative Arts, Teacher’s Guide, Grade 5
Still life with space
Students will create a realistic still life drawing from observation using shading and
cast shadows to create the illusion of depth.
Resources: Still life with seven apples (1878) by Paul Cezanne (for each student),
Student book page25-27
Key competencies: Understanding and managing self (being responsible for their
own learning, managing time), Thinking critically and creatively
(open-ended discussions, create an original artwork)
Procedure:
• Begin the lesson by asking what is a still-life? How is still life different from a
portrait or landscape? What types of objects are used by artists to create a still
life?
• Give out the artwork, Still life with seven apples (1878) by Paul Cezanne. Have
students paste the artwork in the space provided. In pairs or small groups,
discuss the questions given in the ‘Think like an artist’ box. Let each group swop
one member to share the group’s answers with another group.
• Explain to students the importance of adding shading to a drawing makes it look
more realistic. Shading adds shadow, highlights, shape and form. This helps
to make the object look three-dimensional. When shading an object, make
sure that the pencil lines follow the shape of the object to show the 3-D form
better. To create darker values, we can draw lines closer together or overlap
more lines. With the students, read through student page 26 and have students
complete the activities on the page.
• Explain the main activity on page 27. Have students create a realistic still life
drawing from observation following the step-by step instructions. Remind them
to use shading and cast shadows to create the illusion of depth.
• Have students share their artwork with their classmates. Ask them to share
with your classmates how you feel about your artwork. Do you like your still life
drawing? Why or why not?
• Wrap up the lesson by asking students:
What is a still life?
How can we create the illusion of depth using shading?
ASSESSMENT
Check for students understanding and use of an interesting composition, proportion
(scale in size in comparison to each other) and space (overlapping, positive and
negative space), effective use of shading techniques to create a three dimensional
realistic effect, use a range of values (dark, highlights, mid tones), effective use of
shadows, attention to detail, effective use of media and craftsmanship. Listen for the use
of appropriate visual arts language by students as they describe their artwork and talk
about others’ artwork.
Unit 1: Elements of Art
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Topic 3: Colours
Colour and mood
Students will create an artwork using colours to convey a mood.
Resources: Café terrace at Night (1988) by Vincent van (for each student), colour
wheel showing warm and cool colours,
Student book page 28-31
Key competencies: Making meaning (colour and meaning, expressive use of
colour)
Understanding and managing self (managing time and
resources, being responsible for their own learning)
Procedure:
• Give out the artwork, Café terrace at Night (1988) by Vincent van Gogh. Ask
students to look closely at the artwork for about 35 seconds, noticing as many
details as they can. Invite students to share their observations about the
painting:
What do you see?
• Assist students in analyzing the painting:
What is the focal point? What did you notice first and why?
What details has the artist included in the painting
What do you notice about the artist’s use of colour?
What is the overall mood of the painting?
What do you see that helps create that mood?
• Complete the activity on page 28. Revise warm and cool colours. Read through
page 29, have a group discussion about the artworks of Muaviath Ali.
• Explain the main activity on student book page 30-31, let students create an
artwork to convey the selected mood.
• Students share their ideas about the mood that is expressed in their classmates’
artworks, referring to evidence in the works.
• Wrap up the lesson by reflecting on what they have learned in the lesson.
Describe warm and cool colours.
How do warm and cool colours make you feel?
What is a mood? How can we create a particular mood in an artwork?
ASSESSMENT
Look for the ability to create an original artwork. The artwork shows effective art making
skills, with appropriate choice of colours, materials and tools. Listen for the use of
appropriate visual arts language by students as they describe their artwork and talk
about others’ artwork.
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Exploring Creative Arts, Teacher’s Guide, Grade 5
Expressive Colours
Students will create an artwork using colours to convey a mood.
Resources: Old Beggar with a Boy (1903) by Pablo Picasso (artwork for each
student), colour wheel,
Student book page 32-36
Key competencies: Making meaning (colour and meaning, expressive use of
colour)
Understanding and managing self (managing time and
resources, being responsible for their own learning)
Procedure:
• Give out the artwork, Old Beggar with a Boy (1903) by Pablo Picasso. Ask
students to look closely at the artwork to notice as many details as they can.
Invite students to share their observations about the painting:
What do you see?
• Assist students in analyzing the painting:
What is the focal point? What did you notice first and why?
What colours did Picasso use the most?
Why do you think he used these colours?
• Explain about the colour scheme used by Picasso during the Blue Period.
Provide the artworks of page 33. Ask students to paste them in the space
provided. Go through page 33 with the students. Have a group discussion about
the artworks and have students complete the activities.
• With the students go through the notes on Colour and meaning on page 34. In
pairs, have students discuss the questions given. Have students work in small
groups, to search the internet and find out more about colour and meaning/
colour symbolism. Share/ present their findings to the whole class using a
graphic organizer.
• Explain the main activity on student book page 35 - 36, have students create
a still life or a portrait painting to represent a mood or feeling. Let them choose
a ‘mood word’ and decide on the colours they would use to evoke the selected
mood.
• In pairs, let students compare their artworks and discuss how the dominant
colours used evoke different moods. Why did you choose these colours? What
mood did you wish to set in your artwork? How did you decide on the dominant
colour
• Wrap up the lesson by reflecting on what they have learned in the lesson.
How do artists choose the colours for their artwork?
List some colour schemes used by artists in their work.
Will everyone experience the same emotion(s) when they look at a painting?
Why? Is that all right?
Unit 1: Elements of Art
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ASSESSMENT
Look for the ability to create an original artwork. The artwork shows age-appropriate use
of materials, tools and techniques. Listen for the use of appropriate visual arts language
by students as they describe their artwork and talk about others’ artwork.
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Exploring Creative Arts, Teacher’s Guide, Grade 5
Topic 4: Texture
Fine Detail
Students will create an artwork of an everyday object showing the different values
and textures.
Resources: Student book page 37-41
Key competencies: Understanding and managing self (managing time and
resources, being responsible for their own learning), Thinking
critically and creatively (open-ended discussions, create an
original artwork)
Procedure:
• Have students carefully observe the artwork given by the teacher. Paste them
on student book page 37. In pairs, or small groups have them discuss the
questions in the “Think like an Artist” box: How has the artist created visual
texture in this sketch?
• With the students read through page 38-39 to learn about the different
techniques of shading by discussing with the students the artworks by Muaviath
Ali and Afzal Shaafiu.
• Demonstrate these shading techniques to students one by one. Next, have
students experiment these techniques using different medium (pencils, pen,
colour pencils, chalk and crayons, in their sketch book. Do the activity on
page 40 using the different shading techniques they have learned.
• Explain the main activity on student book page 41. Have students do the activity
following the step-by-step instructions given.
• Have students share their artwork with a partner. Ask them to explain how the
different textures and values were created.
• Wrap up the lesson by reflecting on what they have learned in the lesson.
What is visual texture?
Why do artists use visual textures and values?
What are some of the techniques that we can use to create visual textures and
values?
Unit 1: Elements of Art
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