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The Elements of Art Through Photography
Patricia L. Kuntz
Shrever Elementary School, Shreve, Ohio
Subject: Art Education
Grade: 5
"My photo looks more like lines than shapes, but I took this
picture because of the shapes between the lines." (Student)
Purpose and Description of Project
A class of 28 fifth graders used photography during an art project
designed to increase their awareness of five elements of art:
line, shape, color, pattern, and composition. Students photographed
examples of these elements at school and in their community, and
then used the photos as the basis for original art. Patricia Kuntz
hoped students would be able to define, recognize, and show understanding
of each of the five elements of art.
Activities
Students first defined each of the elements of art in general
and then set out to find and discuss these elements in their surroundings.
A professional photographer introduced them to the use of these
elements in photography. Next, they took their cameras
out into the community to capture each element: lines in the school
environment, shapes in a nearby park, color in the downtown area,
pattern on the school playground, and composition at a place of
the students' choice. After Kuntz evaluated each photo, the class
began to prepare original art work.
Every student created one of each of the following, based on their
photos:
- Lines-a colored-pencil sketch using only lines to create not
only shapes but also light and dark areas.
- Shapes-a tissue-paper picture made from colored tissue shapes
mounted on drawing paper and covered with a solution of water
and glue.
- Color-a painting on tag board created with acrylic paint in
primary colors plus black and white.
- Pattern-a stained glass pattern made with dark construction
paper, glue to outline the pattern, and chalk to fill in the spaces.
- Composition-a photo collage made with magazine photos.
Kuntz evaluated the drawings to be sure specific elements were
shown, and then students mounted and labeled their photos and
art, and placed them in individual notebooks. As a summarizing
activity, Kuntz and her students discussed each element of art
as it was represented in a famous painting.
Materials, Resources, and Expenses
A professional photographer provided insight into the elements
of art as they are represented in photography. Students' mothers
offered transportation and encouragement during the field trips.
Kuntz purchased 14 Kodak cameras, 20 packages
of color film, flash bulbs, and batteries. The art supplies
for the in-class activities included notebooks, drawing and construction
paper, tissue, scissors, colored pencils, markers, glue, tagboard,
chalk, acrylic and paint.
Outcomes and Adaptability
Kuntz's testing indicated 98% of the students were able to define
the five elements; her review of photos and artwork showed 100%
and 97% success rates, respectively, in capturing the elements.
Initially some students had problems with their photos. They were
not analyzing well what was in the viewfinders so they did not
capture elements clearly; their awareness increased greatly by
the end of the project. The photo/ art notebook of each student
demonstrated a practical understanding of the elements of art;
each element was well captured in the photos and easily identifiable
in the artwork.
Kuntz found the camera "excellent" as a motivational
tool. The students' excitement about the project was expressed
in many ways: searching for their photo subjects, patiently sharing
the cameras, discussing why they took their photos, encouraging
each other, and taking excellent care of the cameras. "The
students took to the cameras so naturally-it didn't matter if
they were 'special' or 'gifted.'" They even discovered a
unique imaging method. Some students accidentally peeled off their
prints before they were fully developed. They pressed them back
on the backing, but because they couldn't get them back in the
exact position, they created a double-image print.
According to Kuntz, "Since the elements of art are the basis
for the art curriculum, this project could be adapted easily by
any other art teacher from kindergarten to postsecondary."