In visual arts, artists use a sketchbook to make notes, brainstorm design ideas, and experiment with different techniques, materials, and styles.

You will be using a sketchbook throughout this visual arts course to record your visual ideas and your art pieces. Your sketchbook is an invaluable resource as you create your evaluated portfolio pieces.

An ideal sketchbook is 20 cm by 25 cm, and has blank paper that can be used for mixed media, such as drawing and painting with acrylic. Materials you need to complete your sketchbook activity will also be listed. It is strongly recommended that you use the suggested art supplies to complete your artwork. If you are unable to use the suggested materials, consider using alternative art supplies or explore a digital art option.

When you encounter a Notebook icon like this one, you will be invited to answer questions from the learning activity. A notebook can be a paper or digital document—or maybe both! You’ll use your notebook to:

• record notes and key ideas from the learning activities
• respond to questions and prompts to support your learning
• analyze art using methods of art criticism
• develop responses to reflect on course topics

Notebook questions and prompts will not be assessed. Often, sample answers will be provided to help you self-assess your learning.

Your notebook will also be used for brainstorming, researching, and notes that you will refer to when you are completing your written portions of your portfolio and assessed art assignments. You may decide to use the same book as your sketchbook. When you are adding to your notebook, it is a best practice to note down the date, the unit, and the learning activity to keep track of your answers.

You will also be using your notebook to record a glossary of art definitions for each unit!

Take some time to set up your notebook now.

Adding to your notebook glossary

As you work through your course, you will be creating a glossary of art definitions. A glossary is a list of words and their definitions. In your notebook, create a section to record a glossary for each of your units. Each time you find a new definition, add the word and its definition to your notebook.

Before you start your next unit, create a glossary in your notebook. Label your glossary with the title ‘Unit 1 Glossary of Art Definitions.’ It is also recommended that you label which learning activity you find a definition in so you can refer back to the learning activity if you want to review more information. You can decide if your glossary is written sentences or bullet point notes.

For example, you may write entire sentences.

Or you may prefer to take bullet point notes.

The elements of art are the basic attributes, ideas, and parts of artwork that are used to create an artwork.

The principles of design are ways to organize or arrange the elements of art in a work of art. The principles of design are also used to analyze an art piece.

A line is the path left by a moving point, such as a pencil or a digital drawing tool. A line may be a continuous mark made on a surface with a pointed tool or implied by the edges of shapes and forms. Line can be used to define shape and outlines, and also to suggest volume and depth.

A line is used as a mark, a guide, or a boundary that leads the audience’s attention in an artwork. Diversity in the type, orientation, and/or quality of lines can be used to suggest a variety of ideas, shapes, or emotions.

Let’s get started with a line sample!

For your first sample, you are going to create a sample box with a variety of lines. Remember to label the box. You can also consider including extra notes such as the unit and learning activity number, and keywords that relate to your art sample.

Creating your line sample

1. Start by drawing a 5 cm by 5 cm square box using a hard pencil (like an HB drawing pencil) and a ruler.
2. Fill the sample box with at least three kinds of lines.
3. Underneath the box, label which element of art it is, and what kind of lines you included.
4. Label your sketch with the unit and learning activity number.

When a line crosses itself or intersects with other lines to enclose a space, it creates a shape. A shape is two-dimensional. It has height and width, but no depth. A shape’s boundary can be created by line, value, colour,and/or texture. Shape may be geometric or organic and may be positive or negative.

Check out the following video entitled Elements of Art - Shape by Make a Mark Studios to learn more about how artists create different types of shapes.

Geometric shapes include circles, squares, rectangles, and triangles. You can find them in mathematical applications, architecture, and manufactured items with straight edges.

Organic shapes include leaves, seashells, and flowers. You can find them in nature; they are free-flowing, informal, and irregular.

Organic shapes and geometric shapes

For your shape samples, draw two 5 cm by 5 cm boxes. Fill your first box with organic shapes. Fill your second box with geometric shapes. Remember to label each box!

Creating your shapes samples

1. Start by drawing two 5 cm by 5 cm square boxes using a hard pencil (like an HB drawing pencil) and a ruler.
2. Fill your first box with organic shapes.
3. Fill your second box with geometric shapes.
4. Underneath your boxes, label the elements of art you’ve included.
5. Label your sketch with the unit and the learning activity number.

Form is the three-dimensional shape and dimensions of an artwork, or of objects within an artwork. Form has height, width, and depth. Form can also mean the illusion of a two-dimensional object being three-dimensional, and appearing to have length, width, and height by using shading and/or perspective. Forms can be geometric or organic.

Choose a shape to make into a form!

For your form sample, you are going to create a sample box with a form. Remember to label the box. You can also consider including extra notes such as the unit and learning activty number, and keywords that relate to your art sample.

Creating your form sample

1. Start by drawing a 5 cm by 5 cm square box using a hard pencil (like an HB drawing pencil) and a ruler.
2. Fill the sample box with a shape of your choice.
3. Use your pencil to turn your shape into a form. You can consider adding extra lines to show it has height, width and depth. You could also consider using a softer pencil, such as a 2B drawing pencil, to add shading to your chosen form. Check out the previous examples for inspiration!
4. Underneath the box, label which element of art it is, and whether you chose an organic form or a geometric form.
5. Label your sketch with the unit and learning activity number.

Space can be the area around, inside, or between parts of an artwork. Space can be a physical distance between objects. It also refers to the area in which the artwork exists.

Space can also be an illusion of distance in a two-dimensional piece. The illusion of space can be created by a variety of techniques, including overlapping parts, a variety of sizes, changing value or colour, the use of detail, and perspective.

A composition is how an artwork is arranged. The organization and arrangement of the elements of design in an artwork is carefully created by an artist to create a desired layout.

Access the following video entitled Six Ways to Create the Illusion of Space by Miriam Paternoster to learn more about how artists can create the illusion of space in two dimensional artworks.

Positive space is space occupied by the basic form or shape of a composition.

Negative space is the empty space between an object or shape in an artwork. Negative space can become a negative shape when an artwork has boundaries.

Positive space and negative space samples

1. Draw two 5 cm by 5 cm boxes using a hard pencil and a ruler.
2. Decide on an organic shape to fill most of your first box.
3. Draw your organic shape in your second box, filling most of the box with the shape.
4. For your first sample, your organic shape is going to be the positive space. Carefully shade or colour the negative space around your chosen shape. You can use a softer art pencil such a B pencil or a 2B pencil. Or you can use your coloured pencils.
5. Now, decide on a geometric shape to fill most of your second box.
6. Draw your geometric shape in your second box, filling most of the box with the shape.
7. For your second sample, your geometric shape is going to be the negative space. Carefully shade or colour the negative space inside your geometric shape. You can use a softer art pencil such as a B pencil or 2B pencil. Or you can use your coloured pencils.
8. Remember to label the boxes with the element of art and label which parts are the positive spaces and the negative spaces!

Texture is the surface quality of an object, including the feel, appearance, thickness, or stickiness of a surface or substance. It is the element of art that appeals to your sense of touch. A rock may be rough and jagged. A piece of silk may be soft and smooth. When you observe an object, the surface patterns of light and shadow are what communicate to you how these objects might feel. Texture can be the illusion of texture or real texture.

Real texture is the actual texture of an object. Real texture is created by three-dimensional materials and surfaces that can be perceived by senses such a touch and sight.

Implied texture is an optical illusion created on a two-dimensional surface (paper or canvas) by reproducing the desired texture pattern. Implied texture can be created with techniques including shading, colour, line, and shape to create a perception of three dimensional texture on a two-dimensional surface. It is also referred to as simulated texture or illusory texture.

Practicing with texture

1. Start by drawing two 5 cm by 5 cm boxes with your pencil and ruler.
2. Check out your surrounding environment for some inspirations for your textures.
3. Fill your first 5 cm by 5 cm box with a drawing of a smooth texture.
4. Fill your second 5 cm by 5 cm box with a drawing of a rough texture.
5. Remember to label the boxes!

Value is the lightness or darkness in an artwork. Value is created by the gradual changes in the lightness or darkness of an artwork, even when colour is absent.

Highlights are very light values that show where the light hitting the object is strongest.

Shadows are dark values showing where no light is reaching the object.

A value scale is a scale that shows the gradual change in value from the lightest value, white, to the darkest value, black.

Examine the following video entitled Understanding Value (Light and Dark) and Drawing Value Scales by Mr. New’s Art Class to learn more about value scales and how to make your own!

Creating your own value scale

1. Start by drawing a 5 cm high by 20 cm wide rectangular box using a hard pencil (like an HB drawing pencil) and a ruler.
2. Divide your rectangle into four roughly equal parts of 5 cm by 5 cm.
3. Use a coloured pencil or a soft art pencil such as a 2B pencil to carefully shade each box. The box starting on the leftmost side will be the lightest shade. Each progressive box will be slightly darker.
4. Begin your lightest shade by pressing your art pencil very lightly. Gradually press more heavily on your pencil as you shade your value scale from light to dark.
5. Label each of your values ‘light’, ‘medium’, ‘medium-dark’, and ‘dark’.
6. Label which element of art it is.
7. Label your sketch with the unit and learning activity number.

In scientific terms, colour is the particular wavelength of light viewed by the eye when an object reflects or emits light. The four characteristics of colour are hue, value, intensity, and temperature. Colour categories include primary, secondary and tertiary. Colours can also be sorted into the temperatures of warm or cool colours.

Practice with colour

1. Start by drawing three 5 cm high by 5 cm wide rectangular boxes using a hard pencil (like an HB drawing pencil) and a ruler.
2. Use your coloured pencils to fill each box with colour. You can consider using one coloured pencil to lightly colour one box, and a second coloured pencil to colour directly on top of the same box. How does the original colour you used change?
3. Label each box with the name of the colour your created. If you created a new colour, you can also choose a new name that you feel describes your colour!
4. Label your colour sample boxes with the unit and learning activity.

Excellent work! You have just completed the section on the elements of art. Now is a great time to take a break before you move on to the next section on the principles of design.

The principles of design are ways to organize or arrange the elements in a work of art.

Balance is when the elements in an art piece are arranged to create visual equality and the impression of stability. Balance is created by having equal visual parts on each side of the art. Balance can be created by using weight, importance, harmony of design, and proportion.

Symmetrical means that the shapes or forms have two halves that are exactly the same, or mirror each other very closely.

Asymmetrical balance means the two sides of an artwork are not visually equal and appear different, but still balance each other out.

Radial means a composition that arranges the elements of design in a circular pattern that emanates from a central point.

Finding your balance!

You are going to create three samples of balance.

1. Start by drawing three 5 cm by 5 cm boxes using your hard pencil and your ruler.
2. Fill your first 5 cm by 5 cm box with a shape that shows symmetrical balance.
3. Fill your second 5 cm by 5 cm box with a form that shows an asymmetrical balance.
4. Finally, fill your third 5 cm by 5 cm box with lines that show radial balance.
5. Remember to label the boxes with the type of balance, the principle of design and the unit and learning activity.

Emphasis means that special attention or importance is given to one part or element in an artwork. Emphasis is used to direct the audience’s attention to the emphasized element first.

The focal point is often the core or the centre of the picture, a place that attracts the audience’s attention, or an element that stands out in the composition.

Practice with emphasis

1. In your sketchbook, draw two boxes of about 5 cm by 5 cm, using a hard pencil and a ruler.
2. In your first box, use your art pencils or coloured pencils to create value or use colour to create emphasis.
3. In your second box, use shape or line to create emphasis.
4. Label your boxes with the principle of design, the unit number, and the learning activity number.
   

Press Rose’s Emphasis Samples button to check out her examples.

Rose used colours and lines to create her two samples of emphasis.

Rhythm uses repeated elements to create movement in an artwork. Repeating elements direct how the audience perceives the art work. Rhythm guides the audience through the artwork in a set pathway. Rhythm gives a sense of unity to artwork.

Movement is the impression of action along a path in an art piece. Elements of design are organized so that the audience considers the artwork in a systematic way or along a set pathway. Movement can be created by using lines, edges, shapes, colours, and values. Movement often ends at the focal point or the most important part of an artwork.

Practice with rhythm

1. In your sketchbook, draw four boxes of about 5 cm by 5 cm, using a pencil and a ruler.
2. In the first box, draw an example of regular rhythm. Label your box with the rhythm type.
3. In the second box, draw an example of random rhythm. Label your box with the rhythm type.
4. In the third box, draw an example of alternating rhythm. Label your box with the rhythm type.
5. In the fourth box, draw an example of progressive rhythm. Label your box with the rhythm type.
6. Remember to label your boxes with the principle of design, the unit, and the learning activity.

Unity is the principle that makes the parts work together to create a compelling “whole.” Unity is created by the arranging of elements to create a sense of wholeness.

Practice with unity

1. In your sketchbook, draw one box of about 10 cm by 10 cm, using a hard pencil and a ruler.
2. Decide which technique of unity you will use in your sample.
3. Create your sample of unity that shows your chosen technique.
4. Label the sample with the principle of design, your chosen technique, the unit, and the learning activity.

Variety is the creation of different areas of interest in an artwork. Variety is created by using diverse elements in art for contrast. Variety can be created by using diverse shapes, sizes, colours, and textures.

Practice with variety

1. In your sketchbook, draw two boxes of about 5 cm by 5 cm, using a hard pencil and a ruler.
2. In your first box, choose an element of design to create your sample. Label which element you used. You can check out the previous list of design elements for inspiration!
3. In your second box, choose a different element of design to create your sample. Label which element you used.
4. Finish your sample by labelling the design principle, the unit, and the learning activity.

Press Rose’s Variety Samples button to check out her samples.

Rose chose to use a variety of lines in different widths, and a variety of shapes to create her samples.

This icon refers to a creative art activity and/or a recorded response to prompts that you will save and submit as part of your Culminating Project for this course. When you complete the activity, take a photograph of your creative work, record your responses, and upload it to a file on your computer. In Learning Activity 1.2 you will learn more about what is expected for each Portfolio item.

You can collect portfolio answers on paper or digitally by creating a folder on your desktop and then saving your portfolio documents there until you submit them. Take some time to set up your digital folder for your portfolio documents.

In this learning activity, you have:

• had an introduction to the elements of art and to the principles of design
• defined different styles and techniques in your notebook
• created samples of concepts in your sketchbook earned new vocabulary for discussing the visual arts

Answer the following three reflection questions in your notebook:

1. What did you find was the most challenging element or principle to practice creating?
2. What was the activity that you enjoyed the most? Why?
3. Has this first learning activity changed what you think drawing is all about?

Ontario worked with other provinces in Canada to outline a set of competencies that are requirements to thrive. Ontario then developed its transferable skills framework as a set of skills for students to develop over time. These competencies are ones that are important to have in order to be successful in today’s world.

Check your understanding!

Complete the following self-check quiz to determine where you are in your learning and what areas you need to focus on.

This quiz is for feedback only, not part of your grade. You have unlimited attempts on this quiz. Take your time, do your best work, and reflect on any feedback provided.