Elements of Art | SHAPE
Facilitation Guidelines
HoMA presents Elements of Art, a video series examining the fundamentals of art through seeing, makingand talking about art. Each part of the series addresses a different element of art and has three sections(Art in Context: Seeing; Art in Practice: Making; and Art in Conversation: Talking), which can be experienced
together on a single day, or shared over a number of sessions, as fits the teaching schedule.
Each part of the series is geared toward a specific age group, but can be modified to accommodate multiple grades. We suggest
watching the videos in this order: Art in Context > Art in Practice > Art in Conversation, but the resources can work in a different
sequence, as well. Please preview the series prior to sharing with students.
Here’s how each section functions:
Section 1 – Art in Context: SeeingThis section surveys the key workings of the specific element utilizing an array of artwork curated from the museum’s collection.
Simple thought-provoking questions are peppered throughout, as a way to warm students toward engagement and discourse.
Pause the video at any time so that your group may reflect and respond.
Section 2 – Art in Practice: Making
In this section, a HoMA teaching artist leads the students through an art-making activity inspired by the element of art being
studied. As artists themselves, the students activate and apply awareness of the element in action. A simple supply list is provided.
Pause the video at any time so that your group may expand their making session, reflect and respond.
Section 3 – Art in Conversation: Talking
In this section, through the lens of a specific element of art, we look closely at two to three works of art in our galleries. A narrator
will offer questions for discussion. In addition, students are encouraged to think about the artwork that they made during the Art
in Practice section and how it relates to the artwork on view in the galleries. Pause the video at any time so that your group may
reflect and respond.
LINKS TO VIDEOS AND RESOURCES
Grades K–5
Elements of Art: Color

Elements of Art: Shape

Elements of Art: Texture

Art in Context (11 min. 41 sec.)

Art in Context (13 min. 42 sec.)

Art in Context (9 min. 27 sec.)

Art in Practice (10 min. 57 sec.)

Art in Practice (9 min. 27 sec.)

Art in Practice (13 min. 11 sec.)

Art in Conversation (7 min. 29 sec.)

Art in Conversation (7 min. 17 sec.)

Art in Conversation (8 min. 36 sec.)

WATCH HERE

WATCH HERE

WATCH HERE

Elements of Art: Line

Elements of Art: Space

Elements of Art: Form

Art in Context (14 min.)

Art in Context (13 min. 20 sec.)

Art in Context (8 min. 27 sec.)

Art in Practice (13 min. 44 sec.)

Art in Practice (10 min. 33 sec.)

Art in Practice (27 min. 3 sec.)

Art in Conversation (6 min. 18 sec.)

Art in Conversation (8 min. 5 sec.)Art in Conversation (9 min. 33 sec.)

WATCH HERE

WATCH HERE

WATCH HERE

Grades 6–12

Elements of Art | SHAPE
Facilitation Guidelines
ART ACTIVITY SUGGESTIONS AND RESOURCES: Notan
Expanding and Adjusting the Activity
Paper Shapes• Use different (regular/irregular) geometric shapes for your inner paper.
• How would an organic shape work as the inner paper for your design? (i.e. heart, head, etc.)

Colored / patterned papers• Use colored paper: 1 for the large paper, 1–2 for the small paper (if using two, stack both and cut design).
• Allow students to color or pattern in negative or positive spaces of design.
• Multipack variety of origami paper, wrapping paper, etc. any uniquely patterned paper sources. Handle paper with care if
thin or reinforce by adhering additional paper.
• How does the added element of color and/or pattern(s) affect how shapes appear in a Notan design?
»ACTIVITY RESOURCE: Notan Student Examples

Scale up
• Explore creating larger scale notans, more paper=more area to explore• Create a landscape scene, portrait, etc.

Text
• Use different languages-Letters, Kanji, Sanskrit, etc• Remember to thicken or bold any text (i.e. bubble letters)• How can we play with the shapes of text within our designs? (i.e. Letters with horizontal/vertical symmetry)»

ACTIVITY RESOURCE: Notan Student Examples (left, 4th)

Break the “Rules”• Notan within a Notan: Have students create complexity by forming notans within each other.
• Combine smaller individual notans into a larger arrangement.
• What happens if we sometimes apply symmetry and rearrange some parts? How can change the design with the all thepieces we have? How many unique designs can we make with the same pieces?
»ACTIVITY RESOURCE: Notan - A term that architectural illustrators should know»

ACTIVITY RESOURCE: Notan Example

Additional examples:»

Eller’s Artist»

Art Mash»Mrs. Herida’s Art Room

Elements of Art | SHAPE
Facilitation Guidelines
Supplies and Process Techniques
Paper• Start with black and white paper to practice, allows students to focus solely on design and shapes.
• Recommend black as the smaller square, hides pencil marks/erases better.
• Paper sizes: inner paper roughly 1/3 of the outer paper (i.e. 4”x4” & 12”x12”).
»

Allows enough space and border for finished designs.

»

Paper sizes are flexible, adjust dimensions or shift designs as needed.

Design• Simple-use one paper edge as line of symmetry, like a mirror (Grade K–2)
• Complex-use all of a shape’s edges as lines of symmetry• For a square, a student can divide it into 4 equal sections, either 4 triangles (diagonal lines) or 4 small squares(intersecting middle horizontal and vertical lines)»As students’ practice, they may change how much space each design element takes up.

• Encourage designs that are simple and decently sized at first, too small=difficult to cut and lots of tiny pieces

Cutting• Students may find scissors with shorter, pointed blades helpful in cutting certain shapes, curves, etc.
• Some shapes may require a craft knife to cut, usually shapes with no line connecting to a paper edge. Some options:»Encourage student to alter design or if they are willing, to create a cut to get to and cut the shape out.

»

Teacher/adult cuts out the shape with craft knife or makes a starting cut for students then finish with scissors.

»For older, capable students (Gr.6-12), offer craft knives & cutting mats. Allows for greater detail work.

Gluing• Use scrap paper larger than inner paper, ideally w/o ink print (might rub/transfer to work)• Have a moist paper towel to clean sticky glue fingers.

Elements of Art | SHAPE
Glossary
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Elements of art: The building blocks used by artists to create a work of art (line, shape, color, value, texture,space, form). These components can be isolated and defined.
1

Shape: Shape is a two dimensional area confined by an actual line or an implied line (an edge for example).
In drawing, shapes are created when the ends of lines are joined to enclose areas. The area that comprises a
shape can be defined by a line or a change in value, color, or texture. The shape boundary may be hard or soft.

2

Space: Space refers to the area between and around objects. The space around objects is often called
negative space; negative space has shape. Space can also refer to the feeling of depth. Real space is threedimensional; in visual art, when an artist creates the feeling or illusion of depth, we call it space.

3

Color: Color is our experience of light reflected, transmitted, or emitted from a surface. Color has three main
characteristics: hue (the name of the color we see), intensity (saturation: how bright or dull), and value (howlight or dark is its tonal variant). White is the absence of color, and black is the absence of light.

4Texture: Texture is the surface quality that can be seen and felt. Textures can be rough or smooth, soft orhard. Textures refer to the tactile qualities of a surface, either actual or implied. Textures do not necessarily
feel the way they look.

5Value: The degree of lightness or darkness in a color is its value. When a photograph, painting, or drawing
is made in black and white, varying degrees of value are the only thing that we see. In the colorless range of
black and white, each tone is a value.

6

Line: The path left by a moving point, where its length is greater than its width. Lines can be two or threedimensional, implied or abstract. Different types of lines include continuous, broken, jagged, vertical,horizontal, or diagonal. Lines are the foundation of drawing. A visual path of action.

7

Form: Forms are three-dimensional objects, or shapes that express length, width, and depth. Cylinders, boxes,balls, and pyramids are examples of forms. The illusion of a three-dimensional object on a flat surface can also
be described as having form.

Elements of Art | SHAPE
GlossaryTwo-dimensional: A two-dimensional surface is one that is flat. Having only two dimensions: length andwidth, a 2D work of art does not have measurable depth.
Picture plane: The flat, two-dimensional surface on which artists paint or draw.
Rectilinear: A shape bounded by straight lines or edges.
Geometric shapes: Geometric shapes are defined as shapes that have a precise regular appearance and are
generally seen in relation to mathematics and machine-made objects. The structures of snowflakes are a rareexample of geometric shapes found in nature.

EXAMPLES OF GEOMETRIC SHAPES:

CircleSquareRectangle

Oval

Triangle

HexagonOctagonTrapezoid

Lozenge

Pentagon

Curvilinear: A shape bounded by curved lines or edges.
Organic shapes: Organic shapes are defined as shapes that are irregular, uneven, or asymmetrical inappearance and tend to have a curvy flow to them. Nearly all shapes found in nature are organic in appearance.

EXAMPLES OF ORGANIC SHAPES:

CloudsPuddlesAnimal shapes

Tree limbs

LeavesFruitRocks

Elements of Art | SHAPE
Glossary
Biomorphic: A biomorphic shape is an organic, curvilinear one that feels strangely familiar, and seems to havethe appearance or qualities of a living thing, but is unrecognizable as one.
Portrait: A picture of a person or group of people.
Composition: The organization or arrangement of figures and objects within a work of art; or the organizationof the elements of art in a work of art.
Principles of design: The principles of design describe the ways in which artists use the elements of art in awork of art (balance, emphasis, movement, pattern, repetition, scale, rhythm, variety, unity, and contrast).
Pattern: Pattern refers to the repetition of a design element, which establishes a visual beat.
Contrast: Refers to the arrangement of opposing components in a work of art. It occurs when two or more
related elements of art are strikingly different. Contrast is an important principle of design and is used as a way
to create variety, visual interest, and tension.

EXAMPLES OF CONTRAST:

Organic versus
Geometric shapes

Large versus
Small shapes

Light versus
Dark colors

Smooth versus
Rough textures

Positive versus
Negative shapes

Symmetrical shapes: If a shape can be divided in half so that the two halves match exactly, this isa symmetrical shape. Something that is symmetrical is the same on both sides. All other shapes are
considered asymmetrical.

THE SPACES OF SHAPES:
Positive shape (figure shape) and negative shape (ground shape): In many forms of art shapes may beconsidered positive or negative depending on how they are used. Positive shapes are generally those which
are the subject matter within a work of art. Positive shapes are also known as figure shapes.
Negative shapes are those in the background or around the positive shapes. Negative shapes are also
known as ground shapes (the ground of the picture plane). By viewing images as silhouettes, it is sometimes
easier to locate the positive shapes and the negative shapes. Interactions between figure and ground shapes(or positive and negative shapes on a picture plane), are referred to as the figure-ground relationship.

Elements of Art | SHAPE
Supply List
Below is the suggested supply list to accompany the Elements of Art Shape art project.
Feel free to change and adapt the materials to fit the needs and abilities of your students.
• Large white papers• Small square black papers• A pencil and eraser• A ruler• Scissors• A glue stick