Lesson Plan for Design Elements and Principles (Week 1)

I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
a. Identify and analyze the basic elements and principles of design and their applications in
various forms of art.
b. Appreciate the role of design elements and principles in enhancing visual communication and
express personal reflections on their importance in art.
c. Demonstrate the ability to apply design elements and principles in a basic drawing project.
II. Subject Matter
Topic: Introduction to Design Elements and Principles
References:
 "Design Basics" by David A. L. B. and Paul E. Harris
 "The Elements of Graphic Design" by Alex W. White
 Online resources about design elements and principles
Materials:
 Sketch paper
 Pencils and erasers
 Colored markers or pencils
 Visual examples of design elements and principles (posters, digital slides)

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Briefly discuss what students learned in the previous lesson about color theory
and its impact on design.
B. Motivation
 Activity: Show a series of images that illustrate good and poor design (e.g., posters,
websites, product packaging) and ask students to identify what works and what doesn't.
Motive Questions:
 What elements do you notice in the designs that make them appealing or
unappealing?
 How do you think design principles affect the way we perceive information?
C. Activity
Hands-On Activity: In groups, students will create a simple poster using at least three
design elements (line, shape, color, texture) and two design principles (balance, contrast,
emphasis, unity). They will present their posters to the class and explain their design
choices.
D. Analysis
Questions to ask students:
 How did you decide on the arrangement of elements in your poster?
 What design principles did you find most challenging to apply, and why?
 How do the elements you chose contribute to the overall message of your design?
E. Abstraction
Introduce the basic design elements (line, shape, color, texture, space, form) and
principles (balance, contrast, emphasis, movement, pattern, rhythm, unity). Discuss how
these elements and principles interact and contribute to effective visual communication.
F. Application
Application of the Topic: Explain how design elements and principles are crucial in
animation for creating appealing characters, backgrounds, and scenes. Discuss how
animators use these principles to guide the viewer's eye and convey emotions through
movement and color.
IV. Evaluation
Conduct a short quiz covering the key elements and principles of design. Additionally,
evaluate the group posters based on clarity, creativity, and application of design
principles.
V. Assignment
Homework: Students will choose a product (e.g., book cover, advertisement) and analyze
its design elements and principles. They will write a short reflection on how these
elements and principles enhance or detract from the product's effectiveness.
VI. Closure
"Design is not just what it looks like and feels like. Design is how it works." - Steve Jobs
 Lesson Plan for Design Elements and Principles (Week 2)
I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
a. Identify and describe the different types of lines and their expressive qualities.
b. Appreciate the role of line in art and express personal feelings about how different types of
lines can convey emotions.
c. Create a drawing that effectively uses various types of lines to convey movement, texture, and
emotion.
II. Subject Matter
Topic: Element of Art: Line
References:
 "Drawing on the Right Side of the Brain" by Betty Edwards
 "The New Drawing on the Right Side of the Brain" by Betty Edwards
 Online resources about the elements of art
Materials:
 Sketch paper
 Pencils and erasers
 Colored markers or pencils
 Visual examples of different types of lines (posters, digital slides)

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Briefly discuss the previous lesson on the elements of art and introduce the focus
online.
B. Motivation
 Activity: Show a series of artworks that prominently feature lines (e.g., works by Van
Gogh, Mondrian, or contemporary artists). Ask students what they notice about the use of
lines in these works.
Motive Questions:
 What feelings do you think the artist is trying to convey through the lines?
 How do different types of lines affect your perception of the artwork?
C. Activity
Hands-On Activity: Students will create a freehand drawing that incorporates at least five
different types of lines (e.g., straight, curved, zigzag, wavy, dashed). They will focus on
using these lines to express movement and emotion in their drawing.
D. Analysis
Questions to ask students:
 What types of lines did you choose to use in your drawing, and why?
 How do different lines change the mood or feeling of your artwork?
 Can you identify a line that you think is particularly effective in conveying a
specific emotion?
E. Abstraction
Introduce the concept of line as an element of art. Discuss the different types of lines
(e.g., vertical, horizontal, diagonal, curved) and their characteristics. Explain how lines
can be used to create shapes, textures, and patterns and convey emotions.
F. Application
Discuss how lines are used in animation to create movement and guide the viewer's eye.
Explain the importance of line in character design, background elements, and action
sequences. Show examples from animated films that effectively utilize lines.
IV. Evaluation
Conduct a short quiz covering the types of lines and their characteristics. Additionally,
evaluate the students' drawings based on creativity, use of line types, and how well they
convey emotion.
V. Assignment
  Homework: Students will find an artwork (painting, drawing, or photograph) that they
feel uses lines effectively. They will write a short reflection on how the lines contribute to
the overall impact of the piece and bring a printed copy or image to share in class.
VI. Closure
 Quote: "A line is a dot that went for a walk." - Paul Klee
This lesson plan aims to provide students with a foundational understanding of the element of
line in art, enabling them to explore its expressive qualities and applications in their creative
work.
 Lesson Plan for Design Elements and Principles (Week 3)
I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
a. Identify and differentiate between geometric and organic shapes and explain their
characteristics and uses in art.
b. Appreciate the significance of shapes in visual composition and express personal preferences
for certain shapes in their artwork.
c. Create a drawing that incorporates both geometric and organic shapes to form a cohesive
composition.
II. Subject Matter
Topic: Element of Art: Shape
References:
 "Drawing on the Right Side of the Brain" by Betty Edwards
 "The Art of Basic Drawing" by David H. Ross
 Online resources about the elements of art
Materials:
 Sketch paper
 Pencils and erasers
 Colored markers or pencils
 Visual examples of geometric and organic shapes (posters, digital slides)
III. Learning Tasks:
A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Briefly revisit the previous lesson on the elements of art, focusing on line, and
introduce the focus on shape.
B. Motivation
Activity: Display a collection of images showcasing various artworks that prominently
feature shapes (e.g., works by Piet Mondrian, Henri Matisse, or contemporary artists).
Ask students to describe what they see.
Motive Questions:
 What shapes do you notice in these artworks?
 How do different shapes affect the overall feeling or message of the artwork?
C. Activity
Hands-On Activity: Students will create a freehand drawing that incorporates both
geometric shapes (e.g., squares, circles, triangles) and organic shapes (e.g., free-form
shapes inspired by nature). They will focus on combining these shapes to create an
interesting composition.
D. Analysis
Questions to ask students:
 What geometric shapes did you choose to include in your drawing, and why?
 How do the organic shapes you used contrast with the geometric shapes?
 In what ways do the shapes in your drawing work together to create a cohesive
image?
E. Abstraction
Introduce the concept of shape as an essential element of art. Discuss the differences
between geometric shapes (defined, mathematical shapes) and organic shapes (irregular,
free-form shapes). Explain how shapes can create visual interest, structure, and meaning
in artwork.
F. Application
Discuss how shapes are used in animation to create characters and environments. Explain
how animators use geometric shapes for structure and organic shapes for fluidity and
expressiveness. Show examples from animated films that effectively utilize shapes in
character design and background elements.
IV. Evaluation
Evaluate the students' drawings based on creativity, use of shapes, and how well they
convey a cohesive composition.
V. Assignment
Homework: Students will find an object or scene in their home environment that features
both geometric and organic shapes. They will take a photo or create a sketch of it and
write a short reflection on how the shapes contribute to the object's overall design and
appeal.
VI. Closure
"Shapes are the building blocks of art; they help us see the world in a new way." -
Unknown
 Lesson Plan for Design Elements and Principles (Week 4)
I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
a. Explain the color wheel, including primary, secondary, and tertiary colors, and describe the
relationships between colors.
b. Recognize the emotional impact of colors in art and express personal preferences for certain
color combinations.
c. Create a color wheel using paint or colored pencils, demonstrating the mixing of primary
colors to create secondary and tertiary colors).
II. Subject Matter
Topic: Element of Art: Color Theory
References:
 "Color: A Course in Mastering the Art of Mixing Colors" by Betty Edwards
 "Interaction of Color" by Josef Albers
 Online resources about color theory
Materials:
 Watercolor paints or colored pencils
 Blank paper for color wheel
 Paintbrushes (if using paint)
 Color wheel handouts
 Examples of artworks that use color effectively

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Briefly revisit the previous lesson on shape and discuss how colors can enhance
shapes in art.
B. Motivation
Activity: Show a series of images that highlight the use of color in various artworks (e.g.,
Van Gogh's "Starry Night," Monet's "Water Lilies"). Ask students to observe and discuss
their feelings about the colors used in these pieces.
Motive Questions:
 How do the colors in these artworks make you feel?
 What do you think the artist was trying to convey through their use of color?
C. Activity
Hands-On Activity: Students will create their own color wheel. They will mix primary
colors to create secondary colors and then mix those colors to create tertiary colors,
filling in the color wheel accordingly. This will help them understand color mixing and
relationships.
D. Analysis
Questions to ask students:
 What primary colors did you use to create your secondary colors?
 How do the colors you mixed compare to the colors on the color wheel?
 Can you describe a color combination that you think works well together? Why?
E. Abstraction
Introduce the concept of color theory, explaining the color wheel, the significance of
primary, secondary, and tertiary colors, and how colors can be warm or cool. Discuss
color harmony and contrast, as well as the psychological effects of different colors in art.
F. Application
Discuss how color theory is applied in animation to create mood and character. Explain
how animators use color palettes to convey emotions and themes in animated films. Show
examples from animated movies that effectively use color theory.
IV. Evaluation
Conduct an activity on color theory, including questions about the color wheel, color
relationships, and the emotional impact of colors. Additionally, assess the students' color
wheels for accuracy and creativity.
V. Assignment
 Homework: Students will choose a favorite artwork and analyze its color scheme. They
will write a short reflection on how the artist used color to convey mood, emotion, or
theme, and include a small sketch inspired by that artwork using a similar color palette.
VI. Closure
"Color is the keyboard, the eyes are the harmonies, the soul is the piano with many
strings." - Wassily Kandinsky
 Lesson Plan for Design Elements and Principles (Week 5)
I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
a. Identify and describe the different types of texture (actual and implied) in art and their
significance in conveying emotion and meaning.
b. Appreciate the role of texture in enhancing the visual experience of art and express personal
feelings about different textures.
c. Create a textured artwork using various materials and techniques to demonstrate an
understanding of both actual and implied texture.
II. Subject Matter
Topic: Element of Art: Texture
References:
 "Drawing on the Right Side of the Brain" by Betty Edwards
 "The Art of Texture" by John Paul Caponigro
 Online resources about texture in art
Materials:
 Various textured materials (e.g., fabric, sandpaper, leaves, etc.)
 Drawing paper
 Pencils and charcoal
 Glue and scissors
 Textured rubbing plates or textured surfaces for rubbing techniques

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the previous lesson on color theory and discuss how texture can also
influence the perception of color in artworks.
B. Motivation
Activity: Display a selection of artworks that prominently feature texture (e.g., Van
Gogh's "Starry Night," or a contemporary mixed-media piece). Encourage students to
touch and feel different textures if possible.
Motive Questions:
 How do the textures in these artworks change your perception of them?
 What feelings or thoughts do certain textures evoke for you?
C. Activity
Hands-On Activity: Students will create a textured artwork by combining different
materials. They can use rubbing techniques with textured surfaces or incorporate actual
textures by gluing materials onto their paper. Encourage them to think about how the
textures they choose can convey meaning or emotion.
D. Analysis
Questions to ask students:
 What textures did you choose for your artwork, and why?
 How do the textures you used affect the overall feeling of your piece?
 Can you identify any implied textures in your artwork? How did you create them?
E. Abstraction
Introduce the concept of texture in art, explaining the difference between actual texture
(the physical feel of a surface) and implied texture (the visual representation of texture).
Discuss how artists use texture to create depth, interest, and emotional resonance in their
work.
F. Application
Discuss how texture is utilized in animation to enhance storytelling. Explain how
animators create textures for characters and environments to convey mood and
atmosphere, using examples from animated films that effectively use texture.
IV. Evaluation
Conduct an activity about actual vs. implied texture and their roles in art. Additionally,
assess students' textured artworks for creativity and the effective use of texture.
V. Assignment
Homework: Students will find an object in their home or surroundings that has a unique
texture. They will create a detailed drawing of that object, focusing on capturing the
texture through their drawing techniques. They will write a brief reflection on how the
texture contributes to the object's overall character.
VI. Closure
"Texture is the skin of the artwork." - Unknown
 Lesson Plan for Design Elements and Principles (Week 6)
I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
a. Explain the concept of space in art, including the difference between positive and negative
space, and how artists use space to create depth and perspective.
b. Appreciate the importance of space in visual composition and how it affects the viewer’s
perception and emotional response to an artwork.
c. Demonstrate the ability to create a composition that effectively uses space, incorporating both
positive and negative space in a freehand drawing.
II. Subject Matter
Topic: Element of Art: Space
References:
 "Drawing on the Right Side of the Brain" by Betty Edwards
 "Understanding Composition" by John Paul Caponigro
 Online resources about space in art
Materials:
 Drawing paper
 Pencils and erasers
 Rulers for creating grids (optional)
 Examples of artworks that utilize space effectively (printed images or digital slides)

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the previous lesson on texture and discuss how space can interact with
texture in art.
B. Motivation
Activity: Show a series of artworks that use space in various ways, such as landscapes,
portraits, and abstract pieces. Ask students to identify how space is used in each piece.
Motive Questions:
 What do you notice about the use of space in these artworks?
 How does the use of space affect your understanding of the subject matter?
 Can you identify examples of positive and negative space?
C. Activity
Hands-On Activity: Students will create a freehand drawing that incorporates both
positive and negative space. They can choose a simple object (like a plant or a chair) or a
more abstract composition, focusing on how they can use space to enhance the visual
impact of their drawing.
D. Analysis
Questions to ask students:
 How did you decide what to include as positive space in your drawing?
 What elements did you use to create negative space, and why?
 How does your use of space influence the focal point of your artwork?
E. Abstraction
Introduce the concept of space in art, explaining positive space (the area occupied by
objects) and negative space (the area around and between objects). Discuss how artists
use space to create depth, perspective, and balance in their compositions. Use examples
to illustrate these concepts.
F. Application
Discuss how space is utilized in animation to create depth and movement. Explain
techniques such as layering and perspective that animators use to give the illusion of
three-dimensional space in two-dimensional animation.
IV. Evaluation
Conduct a quiz on the concepts of positive and negative space, including questions about
their definitions and examples. Additionally, assess students' drawings based on their
effective use of space, composition, and creativity.
V. Assignment
Homework: Students will choose a photograph (either from magazines or their own) that
represents a strong use of space. They will analyze the photograph, identifying the
positive and negative spaces, and write a short reflection on how the use of space
contributes to the overall composition and message of the image.
VI. Closure
"Space is the breath of art." - Frank Lloyd Wright
 Lesson Plan for Design Elements and Principles (Week 7)
I. Learning Objectives
At the end of the lesson, 90% of the learners will be able to:
a. Identify and describe the basic principles of art, including balance, contrast, emphasis,
movement, pattern, rhythm, and unity.
b. Value the role of the principles of art in creating effective and meaningful artwork,
appreciating how these principles enhance visual communication.
c. Demonstrate the ability to apply at least three principles of art in a freehand drawing, showing
an understanding of how these principles work together to create a cohesive composition.
II. Subject Matter
Topic: Introduction to Principles of Art
References:
 "The Elements of Art: A Visual Guide" by Susan G. Smith
 "Art Fundamentals: Theory and Practice" by Ocvirk et al.
 Online resources about principles of art
Materials:
 Drawing paper
 Pencils and erasers
 Examples of artworks that illustrate various principles of art (printed images or digital
slides)
 Colored pencils or markers (optional for the activity)

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the previous lesson on the elements of art, discussing how principles of
art build upon these elements.
B. Motivation
Activity: Show a visually striking artwork that employs several principles of art. Ask
students to discuss what they observe.
Motive Questions:
 What elements do you see in this artwork?
 How do you think the artist used principles of art to create this effect?
 Why do you think understanding these principles is important for creating art?
C. Activity
Hands-On Activity: Students will create a freehand drawing that incorporates at least
three principles of art. They can choose a theme (such as nature, abstract, or still life) and
focus on how to use balance, contrast, and emphasis in their compositions.
D. Analysis
Questions to ask students:
 Which principles did you choose to focus on in your drawing, and why?
 How did you achieve balance in your composition?
 Can you identify areas of contrast in your artwork? How does it affect the
viewer's attention?
E. Abstraction
Discussion Proper: Introduce the principles of art in detail:
 Balance: Discuss symmetrical and asymmetrical balance.
 Contrast: Explain how contrasting colors, shapes, and textures can create visual
interest.
 Emphasis: Talk about focal points and how to draw the viewer’s eye.
 Movement: Discuss how artists guide the viewer's eye through their work.
 Pattern: Introduce repeating elements and how they create rhythm.
 Rhythm: Explain how repeated elements create a sense of movement.
 Unity: Discuss how all principles work together to create a cohesive piece.
F. Application
Discuss how principles of art apply to animation, such as how movement and rhythm can
be used to create engaging animations, and how balance and emphasis can enhance
character design and storytelling.
IV. Evaluation
Conduct a quiz on the principles of art, including matching terms with definitions and
identifying principles in provided artwork examples. Additionally, assess students’
drawings based on the effective use of the principles discussed.
V. Assignment
Homework: Students will find a famous artwork (online or in books) that they believe
effectively uses the principles of art. They will write a short analysis explaining which
principles are present and how they contribute to the overall impact of the artwork.
VI. Closure
"Every artist dips his brush in his own soul and paints his own nature into his pictures." -
Henry Ward Beecher
 Lesson Plan for Design Elements and Principles (Week 8)
I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
a. Explain the concept of balance in art, including its types (symmetrical, asymmetrical, and
radial) and their effects on composition.
b. Appreciate the importance of balance in creating visually appealing artwork and express
personal preferences regarding different types of balance in art.
c. Demonstrate the ability to create a balanced composition in a freehand drawing, effectively
applying at least one type of balance.
II. Subject Matter
Topic: Principles of Art: Balance
References:
 "Art Fundamentals: Theory and Practice" by Ocvirk et al.
 "The Elements of Art: A Visual Guide" by Susan G. Smith
 Online resources about balance in art
Materials:
 Drawing paper
 Pencils and erasers
 Rulers (for creating symmetrical designs)
 Examples of artworks that illustrate different types of balance (printed images or digital
slides)
 Colored pencils or markers (optional for the activity)

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the previous lesson on the elements of art, focusing on how balance
relates to these elements.
B. Motivation
Activity: Show images of various artworks that exhibit different types of balance.
Motive Questions:
 What do you notice about the arrangement of elements in these artworks?
 How does balance affect your perception of these pieces?
 Can you think of a time when you felt something was "off" or "just right" in a
piece of art?
C. Activity
Hands-On Activity: Students will create a freehand drawing that demonstrates either
symmetrical or asymmetrical balance. They can choose a theme (e.g., nature, abstract, or
geometric) and must consider how to arrange elements to achieve the desired balance.
D. Analysis
Questions to ask students:
 What type of balance did you choose for your drawing, and why?
 How did you decide where to place elements in your composition?
 In what ways does your artwork feel balanced or unbalanced?
E. Abstraction
Introduce the concept of balance in art:
 Symmetrical Balance: Discuss how it involves mirroring elements on either side
of an axis, creating a sense of stability.
 Asymmetrical Balance: Explain how it uses different elements that have equal
visual weight but are not identical, creating dynamic compositions.
 Radial Balance: Introduce this concept as elements radiating from a central point,
creating harmony and movement.
 Use examples from famous artworks to illustrate each type of balance.
F. Application
Discuss how balance is essential in animation, particularly in character design and scene
composition. Explain how animators use balance to guide the viewer’s eye and create a
sense of motion and stability in their work.
IV. Evaluation
Conduct an activity on the types of balance in art, including matching terms with
definitions and analyzing provided artwork examples to identify the type of balance used.
Additionally, assess students’ drawings based on the effective use of balance principles.
V. Assignment
Homework: Students will find a piece of art (online or in books) that exemplifies either
symmetrical or asymmetrical balance. They will write a brief analysis describing how
balance is achieved and its effect on the viewer's experience.
VI. Closure
"Balance is not something you find; it’s something you create." - Jana Kingsford
 Lesson Plan for Design Elements and Principles (Week 9 - 10)
I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
a. Define and differentiate between contrast and emphasis in art and explain how they enhance
visual communication.
b. Appreciate the role of contrast and emphasis in creating mood and focus on artworks,
expressing personal opinions about their effects.
c. Create a drawing that effectively uses contrast and emphasis to highlight a focal point.
II. Subject Matter
Topic: Principles of Art: Contrast and Emphasis
References:
 "Art Fundamentals: Theory and Practice" by Ocvirk et al.
 "The Elements of Art: A Visual Guide" by Susan G. Smith
 Online resources about contrast and emphasis in art
Materials:
 Drawing paper
 Pencils and erasers
 Colored pencils or markers
 Examples of artworks that illustrate contrast and emphasis (printed images or digital
slides)

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the previous lesson on balance and how it interacts with other principles
of art.
B. Motivation
Activity: Show a series of contrasting artworks (e.g., light vs. dark, large vs. small
elements).
Motive Questions:
 What differences do you notice in these artworks?
 How do these differences affect your perception of the artwork?
 Where does your eye go first in these pieces, and why?
C. Activity
Hands-On Activity: Students will create a freehand drawing that incorporates both
contrast and emphasis. They can choose a subject matter (e.g., a still life, landscape, or
abstract) and must use contrasting colors, shapes, or sizes to create a focal point in their
composition.
D. Analysis
Questions to ask students:
 What elements did you use to create contrast in your drawing?
 How did you decide where to place your focal point?
 In what ways does the contrast you used affect the overall impact of your
artwork?
E. Abstraction
Introduce the concepts of contrast and emphasis:
 Contrast: Discuss how it refers to the differences between elements (e.g., color,
tone, texture) that create visual interest and depth.
 Emphasis: Explain how it refers to the technique of making certain elements stand
out to draw the viewer's attention.
 Use examples from famous artworks to illustrate how artists effectively use these
principles to enhance their compositions.
F. Application
Discuss how contrast and emphasis are utilized in animation, particularly in character
design and scene composition. Explain how animators use these principles to highlight
important actions or characters, guiding the viewer’s focus and creating dramatic effects.
IV. Evaluation
Assess students’ drawings based on the effective use of these principles, focusing on the
clarity of the focal point and the effectiveness of the contrasting elements.
V. Assignment
Homework: Students will find a piece of art (online or in books) that exemplifies strong
use of contrast and emphasis. They will write a brief analysis describing how these
principles are applied and their effects on the viewer's experience.
VI. Closure
"Art is the most beautiful of all lies; it is the contrast that reveals the truth."
 Lesson Plan for Design Elements and Principles (Week 11)
I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
a. Define movement in art and identify various techniques used to create a sense of motion in
artworks.
b. Appreciate how movement can influence the emotional impact of an artwork and express
personal feelings about artworks that evoke a sense of motion.
c. Create a drawing that effectively uses techniques of movement to guide the viewer's eye
through the composition.
II. Subject Matter
Topic: Principles of Art: Movement
References:
 "Art Fundamentals: Theory and Practice" by Ocvirk et al.
 "The Elements of Art: A Visual Guide" by Susan G. Smith
 Online articles and videos about movement in art
Materials:
 Drawing paper
 Pencils and erasers
 Colored pencils or markers
 Examples of artworks that illustrate movement (printed images or digital slides)

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the previous lesson on contrast and emphasis, discussing how these
principles can also relate to the concept of movement.
B. Motivation
Activity: Show a short video or a series of images depicting artworks that create a sense
of movement (e.g., works by artists like Vincent van Gogh or Jackson Pollock).
Motive Questions:
 What feelings do these artworks evoke?
 How do the elements in these pieces create a sense of motion?
 Where does your eye travel first in these artworks, and how does it move through
the piece?
C. Activity
Hands-On Activity: Students will create a freehand drawing that incorporates techniques
of movement. They can choose a subject (e.g., a dancer, a flowing river, or a running
animal) and must use lines, shapes, and colors to create a sense of motion in their
composition.
D. Analysis
Questions to ask students:
 What techniques did you use to convey movement in your drawing?
 How did you decide on the direction and flow of the motion?
 In what ways does the movement you created affect the overall impact of your
artwork?
E. Abstraction
Discussion Proper: Introduce the concept of movement in art:
 Define movement as the way the viewer’s eye is guided through the artwork,
creating a sense of action or flow.
 Discuss various techniques to create movement, such as diagonal lines, repetition
of shapes, and contrasting colors.
 Use examples from famous artworks to illustrate how artists effectively use these
techniques to create dynamic compositions.
F. Application
Discuss how movement is utilized in animation, focusing on how animators create the
illusion of motion through techniques such as frame-by-frame animation and the use of
Explain how understanding movement can enhance storytelling in animated works.
IV. Evaluation
Assess students’ outputs based on their effective use of movement techniques, focusing
on how well they guide the viewer’s eye through the composition.
V. Assignment
Homework: Students will find a piece of art (online or in books) that exemplifies strong
use of movement. They will write a brief analysis describing how movement is created in
the artwork and its effects on the viewer's experience.
VI. Closure
"Art is not what you see, but what you make others see." - Edgar Degas
 Lesson Plan for Design Elements and Principles (Week 12 - 13)
I. Learning Objectives
At the end of the lesson, 85% of the learners will be able to:
a. Define and differentiate between proportion, scale, harmony, and unity in art, and analyze their
application in various artworks.
b. Appreciate the importance of proportion, scale, harmony, and unity in creating aesthetically
pleasing artworks and express personal reflections on how these principles affect their perception
of art.
c. Create a drawing that effectively demonstrates the principles of proportion, scale, harmony,
and unity.
II. Subject Matter
Topic: Principles of Art: Proportion, Scale, Harmony, and Unity
References:
 "Art Fundamentals: Theory and Practice" by Ocvirk et al.
 "The Elements of Art: A Visual Guide" by Susan G. Smith
 Online resources and videos discussing these principles in art
Materials:
 Drawing paper
 Pencils and erasers
 Colored pencils or markers
 Examples of artworks that illustrate proportion, scale, harmony, and unity (printed images
or digital slides)

III. Learning Tasks:

A. Priming
1. Prayer
2. Greetings
3. Checking of Attendance
4. Classroom Management
5. Review: Recap the previous lesson on movement, discussing how it connects to the
overall composition of an artwork.
B. Motivation
Activity: Show a series of images of artworks that demonstrate varying proportions and
scales (e.g., classical sculptures, modern abstract art).
Motive Questions:
 How does the size of an object in an artwork affect its importance?
 What feelings do you experience when looking at harmonious versus chaotic
compositions?
 Can you think of an artwork where unity is particularly strong? What makes it so?
C. Activity
Hands-On Activity: Students will create a freehand drawing that incorporates the
principles of proportion, scale, harmony, and unity. They can choose a subject (e.g., a still
life arrangement, a landscape, or an abstract composition) and must consider how to
apply these principles to create a cohesive piece.
D. Analysis
Questions to ask students:
 How did you determine the proportions of the objects in your drawing?
 In what ways did you ensure harmony and unity in your composition?
 What challenges did you face when trying to balance scale in your artwork?
E. Abstraction
Introduce the principles of proportion, scale, harmony, and unity:
 Define each term and discuss their significance in art.
 Explain how proportion relates to the size relationships of different elements,
scale refers to the size of objects in relation to one another and their environment,
harmony involves the pleasing arrangement of elements, and unity is the overall
cohesiveness of a composition.
 Use examples from famous artworks to illustrate these concepts in practice.
F. Application
Discuss how these principles are used in animation, focusing on how animators create
proportionate characters and backgrounds, maintain scale for effects, and ensure harmony
and unity in scenes to create a visually engaging narrative.
IV. Evaluation
Conduct a quiz covering the definitions and applications of proportion, scale, harmony,
and unity.
V. Assignment
Homework: Students will find an artwork (online or in books) that exemplifies the
principles of proportion, scale, harmony, and unity. They will write a brief analysis
describing how these principles are applied in the artwork and their effects on the
viewer's experience.
VI. Closure
“Creativity takes courage.” – Henri Matisse