Art

Purpose: Active Learning Projects bring visual concepts to life. For this project, you need to complete an original, physical work of art, specifically for this class. The visual concepts that should be showcased in this project include the principles of design found in Chapter 1. They include Chapter 1.6 - Unity, Variety, and Balance. Chapter 1.7 - Scale and Proportion. Chapter 1.8 covers emphasis and focal point. Chapter 1.9 explores pattern and rhythm.

Module 3 – Active Learning Project develops the following lesson learning goals.

Lesson Learning Goal (Course Outcome 3): Identify and describe the principles of design by creating an original art project.

Lesson Learning Goal (Course Outcome 3): Evaluate your knowledge of the principles of design by completing a reflection on your original art project.

Lesson Learning Goal (Course Outcome 4): Analyze a work of visual arts in terms of the principles of design completing a reflection on your original art project.

1. Select one active learning project to create from the provided list.

2. Create and document, either with photos or videos, your completed art project. All images must be uploaded as either a jpeg. or png. file. All videos must be uploaded as MP4 files. These are the only excepted formats for this course.

3. Write a minimum 300-word response that connects what we have been learning in this module with the work you created. The written response must be uploaded as a word document. No other document forms will be accepted.

Option 1-Pattern. Traditional quilt designs often use repetitive patterns to create a design. These patterns are set into squares that have been subdivided into a grid of nine smaller squares. The nine smaller squares in their turn are then divided in various ways to create a pattern. Using a 6 × 6-in. white paper square and 9 black 2-in. squares create a checkerboard pattern. Take the leftover black squares and divide them in two, cutting from corner to corner. Now remove the whole black squares and create a pattern with the half-squares. How many combinations can you create when you orient the half-squares? What advantages would the designer of a simple quilt have if he or she limited the shape of the components? What different ideas and moods are conveyed by the different designs?

Option 2- Proportion. Proportion is especially noticeable when we view images of the human form. We are so familiar with human physical proportions that we notice even slightly pronounced facial features, such as a large nose or ears. Take a photo of yourself and make three, color photocopies. Each copy should be enlarged or reduced from the original. Cut out facial features from all three, such as the nose, ears, eyes, mouth, and head, and reconstruct your face using select features from each copy. How do you react to the distorted proportion of your face? Find an example where an artist has changed the facial proportion in their work, and attach an image of the work. Why do you think he or she did so?

Option 3- Emphasis. Sometimes an entire work of art is emphasized to bring attention to the whole. Works created in this way can bring a new emphasis on the materials and techniques used by the artist. Create an 8 × 8-in. paper square and fill it with marks. These can be dots, lines, strokes, etc., made with any kind of marking or drawing tool. Fill the space so that there is little of the white paper still visible. What kind of mark did you use? Do you think a viewer could interpret your mood from the way that you filled the space? Does the order, or disorder, of the marks that you created reflect anything about your personality?

Option 4- Unity. When an artist unifies a design, he or she places elements with similar characteristics into a visual relationship. The simple act of organizing your desk can create unity in the visual space of your desktop. Even making a list is a way of creating a visual unity that organizes information. Collect sixteen small objects of varying shapes and colors, each of which will fit in the palm of your hand. On a clean sheet of white paper, lay them out in a way that seems regulated and harmonious. Take a picture of the completed composition. What kind of system did you use? Are there patterns that you see now that you may have overlooked before? Why do you prefer the arrangement you created?

Your art project must be created specifically for this course. No work created previously will be accepted.

To create your art project, you may need to:

· Take a photo and print it.

· Locate color pictures.

· Use basic art supplies to draw, highlight, or cut.

· Use basic art supplies to create shapes and arrange them.

· Create a video.

Remember that your project should demonstrate an understanding of the principles of design found in Chapter 1. They include Chapter 1.6 (Unity, Variety, and Balance); Chapter 1.7 (Scale and Proportion); Chapter 1.8 (Emphasis and Focal Point); Chapter 1.9 (Pattern and Rhythm).

When your project is complete, you will need to take a photo or video of your project and submit the file to Assignment Box. All image files must be submitted as jpeg or png. files only. All videos must be submitted as an mp4 file. Any other image or video file types will not be accepted and will result in a zero grade.

After you have created your art project, reflect on what you have learned. Prepare a 300+ word response that:

· Answers all the questions posed in your selected option.

· Examines how your project brings specific artistic elements/principles to life.

· Connects what you have learned from your project with the material we studied or that you have seen elsewhere.

· Your reflection must be submitted as a Microsoft Word document.

Your response should be free of grammar and spelling errors. Make sure that your writing is college level, proofread, and uploaded as a word document. If you use any sources – including our textbook and course materials – you’ll need to demonstrate academic integrity by applying MLA in-text and MLA end citations. Consult the OWL at Purdue MLA Formatting and Style Guide.

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