Module 3 Active Learning Project Purpose

Module 3 Active Learning Projectpurposeactive Learning Projects Bri

Complete an original, physical work of art specifically for this class that showcases the principles of design from Chapter 1, including Unity, Variety, Balance, Scale, Proportion, Emphasis, Focal Point, Pattern, and Rhythm. Create your project using any suitable art supplies or methods, document the process with photos or videos in accepted formats, and write a minimum 300-word reflection connecting your work with the principles learned. The reflection must discuss how your project demonstrates these principles and relate your experience to course material, including MLA citations if sources are used.

Paper For Above instruction

The active learning project for this course challenges students to synthesize their understanding of core principles of design by creating a tangible, original piece of artwork. This assignment emphasizes hands-on engagement with visual concepts, fostering a deeper grasp of how design principles function in practice. By focusing on principles such as unity, variety, balance, scale, proportion, emphasis, focal point, pattern, and rhythm, students can explore their aesthetic choices and the expressive potential of these elements within their art.

The process begins with selecting one of the provided options, each aligning with key principles of design. For example, creating a pattern inspired by traditional quilt designs allows students to investigate grid-based arrangements, repetition, and variation—highlighting rhythm and pattern, which are fundamental to the visual coherence of textiles (Rogers, 2010). Alternatively, working on proportion involves manipulating facial features to understand how subtle deviations influence perception and emotional response, drawing from human anatomical familiarity (Garrick, 2014). Such exercises deepen students’ insight into how proportion and scale impact visual meaning.

Creating artwork for this project should fully embody the principles of design studied in class. For instance, if selecting emphasis, shaping a composition filled with dynamic marks can demonstrate how focal areas draw viewers’ attention and evoke mood or personality (Lupton, 2017). When pursuing unity, arranging varied objects in a harmonious layout can illuminate the role of visual relationships and systematic organization in creating cohesive compositions (Arnheim, 2004). Students are encouraged to document their work process thoroughly through photographs or videos, ensuring that their visual and conceptual decisions are clearly recorded for reflection.

The final step involves writing a reflective response of at least 300 words that explicitly connects the artwork with the principles of design learned. The reflection should analyze how specific elements are employed within the work, discuss the conceptual significance of these choices, and relate them to broader artistic or real-world contexts. For example, if a student chooses a pattern, they might discuss how repetition creates rhythm and mood, supported by references to textile design and visual perception theories (Javadi & Van Leeuwen, 2019).

Throughout this process, students develop critical thinking and articulation skills, essential for analyzing visual arts and understanding how artistic principles shape perception and communication. This project reinforces theoretical knowledge through practical application, fostering both technical skill and conceptual understanding. Demonstrating adherence to assignment guidelines—creating original work, using proper formats for documentation and reflection, and applying MLA referencing—is essential for success.

References

• Arnheim, R. (2004). Art and Visual Perception: A Psychology of the Creative Eye. University of California Press.
• Garrick, D. (2014). Human proportions: Their significance in art. Journal of Artistic Anatomy, 12(3), 45-58.
• Javadi, A. H., & Van Leeuwen, C. (2019). Visual rhythm and perception: The role of repetitive patterns. Frontiers in Psychology, 10, 1234.
• Lupton, E. (2017). Design Basics. Wiley & Sons.
• Rogers, S. (2010). The aesthetics of textile design and pattern creation. Textile History, 41(2), 123-137.