ELEMENTS CHALLENGE – Colour, Texture, Line, Shape

Students discover ways to work with Model Magic as they experiment with colour, line, shape and texture. 

Required Time

80 Minutes

Grade Level

Grade 1 to Grade 8

Subject

Art Techniques
Language Arts
Mathematics
Visual Arts

Vocabulary

colour composition contrast line non-objective design overlapping shape texture

Materials

Crayola Model Magic - Assorted colours Scissors Cardboard tracers of geometric shapes (square, circle, triangle, parallelogram) Garlic Presses Toothpicks Foam Core Board 15 cm X 15 cm (6"x6")

Shop Crayola Products

Model Magic Classpack, Assorted

Steps

ELEMENTS CHALLENGE – Colour, Texture, Line, Shape - Step One

Step One

  1. Think of 3 challenges for each element and fill out the Challenges form.
ELEMENTS CHALLENGE – Colour, Texture, Line, Shape - Step Two

Step Two

  1. Create a design on the foam core board by tracing around geometric (or other) shapes.
ELEMENTS CHALLENGE – Colour, Texture, Line, Shape - Step Three

Step Three

  1. Overlap some of the shapes to create new shapes.
ELEMENTS CHALLENGE – Colour, Texture, Line, Shape - Step Four

Step Four

  1. Use Model Magic to fill in each of the shapes in an interesting way.
ELEMENTS CHALLENGE – Colour, Texture, Line, Shape - Step Five

Step Five

  1. Remember your challenges.
ELEMENTS CHALLENGE – Colour, Texture, Line, Shape - Step Six

Step Six

  1. Repeat colours, textures, and lines to move the eye through the composition.
  2. Use contrast to add interest to the composition.
ELEMENTS CHALLENGE – Colour, Texture, Line, Shape - Step Seven

Step Seven

  1. Check to see if you have met all of your challenges.
ELEMENTS CHALLENGE – Colour, Texture, Line, Shape - Step Eight

Step Eight

  1. Explain how you met the challenges in your design.
ELEMENTS CHALLENGE – Colour, Texture, Line, Shape - Step Nine

Step Nine

  1. Allow the design to dry for 2 days.

Learning Goals

Students will be able to:

  1. Create colours, lines and textures with Model Magic;
  2. Recognize and use contrast in a composition;
  3. Recognize and use colour, texture and line in a composition;
  4. Demonstrate technical accomplishment and creative thinking; and
  5. Support their ideas with evidence found in the works.

Extensions

  1. Students use their completed square as inspiration for a story in which they shrink to a tiny person and land on the square. They describe their adventures as they travel through this unknown and strange land.

  2. Students work collaboratively to place their completed designs into a class quilt. Their stories are placed around the quilt and viewers are encouraged to guess which story goes with which square.

Prepare

  1. Prior to this lesson discuss the elements of design and display the posters available on this website.
  2. Download several images of abstract art from the internet. For example,
    Hofheinz-Doring
    Delaunay
    Jonah
  3. Have the masonite cut to size at the hardware store.

Introduction

  1. Ask students what they know about the elements of design.
  2. Write their responses on a piece of chart paper.
  3. Display an image of non-objective art. 
  4. Discuss how the artist has used shapes, colours and lines to create the work.
  5. Take note of how the colours move throughout the composition.
  6. Explain that they will be making a non-objective artwork using geometric shapes and Model Magic.

Activities

The Challenge

  1. Challenge yourself to create colours, lines and textures with Model Magic.
  2. Use contrast to draw attention to parts of your composition.
  3. Create and use different colours, textures and lines in your composition.
  4. Demonstrate technical accomplishment and creative thinking.
  5. Support your ideas with evidence found in the works.

The Process

  1. Demonstrate how to overlap shapes to create new shapes.
  2. Encourage students to repeat the same colour or texture in three different places not too close to each other on the design as they fill in the shapes. This will help balance the composition and move the eye through the picture plane.
  3. Demonstrate how to press the Model Magic onto the surface of the masonite board so it really sticks.
  4. After students have been working for about 15 minutes remind them to check to see how they are meeting their challeneges.

Sharing

  1. Ask students to work with a partner.
  2. Have tthem take turns discussing the completed works. Encourage them to find:
    - 3 things that interest them about how the work was made;
    - what the artist found challenging;
    - what the artist thought was easy; and
    - how the artist felt about making this project and why.
  3. Once everyone has had a chance to share ask students to report back to the whole class. Remind students tell what they learned about their partner’s work/process.

Assessment

  1. Observe students as they work  – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
  2. Observe students as they discuss the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience. Use the checklist to track progress. (Downloads - ELEMENTS_tracking.pdf)
  3. Have students complete the self-assessment portion of their challenge form. (Downloads - ELEMENTS_challenge.pdf) 

Downloads

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