Gr.9 Value Intro

     

This week we are continuing to explore the elements of art by looking at value. Value is involved in every work of art, in every work of architecture, in every fashion design, every interior, every sculpture, and even every performance...Value is one of the most important elements of art!!! But what is value in visual arts? It is not referring to how much something is worth...or how much something costs, or even our personal values...like honesty, or integrity...So, then, WHAT IS VALUE????

Quite simply put, value is lightness or darkness. Value is integral to how we see the world. We know the leather boots are leather because of value, we know the teapot is shiny because of value. We can tell the table is cracked because of value, even the shape of our nose is perceived because of value!

Many people think these details are related to line or colour, but NO!! It is value that tells us about surface textures, or changes in elevation. Because value has to do with how light is reflected from any surface...and how shadows are cast.  It is value that tells us the windows on a building are set deep in the walls, or protruding from the surface. It is value that tells us the texture of anything we look at, or that the sidewalk is cracked, or smooth, or that the tennis ball is fuzzy while the golf ball is dimpled. By looking at value shifts, we easily perceive forms--like the moon being spherical, or a dinner plate being flatter, a square versus a cube, or even a set of stairs. In this blog you will see some examples for you consider how light and dark helps you to "know" what you are looking at!

Gr 9: Real vs. Implied, Geometric vs. Organic

Today we discussed the element of line in terms of its relationship to the element of shape, and developed an understanding of the difference between real and implied lines. Further to our lesson was an appreciation of what constitutes geometric (lines and shapes), and organic (lines and shapes).

BLOG: Be sure to make notes (written and visual where appropriate) in your blog about the following:
a) What do we mean by elements in art? Explain.
b)  How line and shape are related;
c) How shape and form are related;
d) Define and provide visual examples of real and implied lines;
e) Define and provide visual examples of geometric and organic lines/shapes, including the idea that organic shapes are typically found in nature (with some exceptions), and geometric shapes are typically human made (with some exceptions). Be sure to cite a couple of examples of the exceptions!!

Grade 9 Kinds/Varieties of LINE (Handout)

In case you are away, or lose your original, you can access a copy of the LINE handout here. Be sure to use a RULER when you are completing this handout--!

Grade 9 Questions: LINE

Today you have been asked to read the ArtTalk Textbook (the red one, by R. Ragans) from page 70 to 78.

This sounds like a lot of reading, but believe me, it is mostly images and diagrams explaining how line works in art. To begin with, I would like you to answer these 5 questions in a blog:

1.  How does the author define "line"????

2.  What is required to make line? (This must be pretty important if it is so closely linked to line!!)

3.  What is "dimension"???

4.  List many ways that artists create line.

5.  Define an "outline" and an "implied" line.

Remember: If you can, it really helps to provide visual examples. For instance, when answering these questions, you might provide an example of an implied line next to a real line. (You know what they say: A picture is worth a thousand words)!!!!

Grade 9: Education, Art as Language... & Line

   

Today's class brought us together to learn--that is to learn by thinking, discussing, (sometimes arguing), and reconsidering our original thoughts, and then sharing IDEAS ABOUT ART AS A LANGUAGE.

We talked about what language is made up of, how different artists (visual artists, musicians, dancers, or even chefs) express their ideas in their different modes.

We focused briefly on the basics of communication: an idea, a sender, a receiver, and a "vehicle" or mode of communicating the idea (which in our case is an art piece).      
        

We looked at many images containing line, and you were able to "Walk the Line" with a partner to assess several of the works. You saw how line appears in artworks--either as real lines, edges, or implied by proximity of shapes or values. Line is one of the most fundamental elements of all six that artists use.

Line is one of the basic elements of art. These "elements" are the essential vocabulary of the artist. S/he uses the elements to share meaning with viewers. The list of six elements includes Line, Shape (or Form in 3D), Colour, Value, Texture, and Space. Your focus on line begins by asking you to finish the sentence:                        "A LINE IS..." 

We enjoyed a practical experiment with line by using markers on newsprint to "interpret" various lines: Angry lines, Happy lines, Confused lines, Boring lines, etc. We showed that a simple line by itself can share an idea.

You are asked to blog your notes from this classroom studio experience, without copying any words directly from the wwweb. I prefer to read your own ideas and thoughts!