Learning Activity Design Plan

Course Information

Course's Content Structure

For a more readable version,

click on this link: 
https://www.dropbox.com/s/tgnsoo7
1gf1d3ft/OSU_M1Assign_ContentStru
cture.pdf?dl=0

To provide some context for a learning activity for Lesson 1 of the Introduction to Art course, the first few pages will
provide the overall content structure for the course, the course schedule, and a more detailed breakdown (content
structure) of Lesson 1.
 Lesson Topics
Lesson 1 Course Introduction: What Is Art?
(1/8 to 1/21) Why Study Art? How to Respond
to Art (Feldman's Method of Art
Criticism)?
Visual Language of Art: Elements
and Principles of Art and Design 
Assessments
• Self-Quizzes: Elements and Principles
• Discussion Post: Reflection on the Value
of Studying Art
• Studio Projects: Elements and Principles
• Art Analysis

Lesson 2 Processes and Media: 2-D Media
(1/22 to 2/4) (e.g., Drawings, Paintings, Prints);
3-D Media (e.g., Architecture,
Sculptures); 4-D Media (e.g.,
Performance, Film and Videos
• Self-Quizzes: 2-D,3-D, and  4-D Media
• Discussion Post: Reflection on An Artist's
Oeuvre and Her/His Process Course Schedule
• Studio Project: Everyday Materials
• Analyses on Two Works of Art (one 2-D
and one 3-D or 4-D)

Lesson 3 Global Art History Timeline  • Self-Quiz: Historical Movements in Art

(2/5 to 2/18) (Prehistoric to Today) • Discussion Post: Comparison of Two
Works across Time and Culture
• Re-Analyzing Works within Historical and
Cultural Contexts

Lesson 4 Themes and Functions of Art • Self-Quiz: Themes and Functions of Art

(2/19 to 3/4) (e.g., Community and Politics, • Discussion Post: Reflection on Art as Form
The Natural World, Life and of Communications or Expression
Death, The Human Figure)  • Course Project: Exhibition Proposal

Each lesson or module takes two weeks to complete. Learners should spend on average 6 hours for each lesson. From that
estimate, I worked out the learning materials and assessments that would be appropriate to address the learning objectives,
topics, and time on tasks. I also kept in mind that my materials need to engage VAK and generational learners' characteristics.
 Lesson 1's Content Structure

For a more readable version,

click on this link:  
https://www.dropbox.com/s/7t81j04sr3
6mvc4/OSU_M2Assign_ModuleStructur
e.pdf?dl=0

Here's the breakdown of Lesson 1. The next few slides present a storyboard of a Learning Activity, specifically for
Principles of Art and Design, which learners will spend about an hour to an hour and a half to complete all tasks.
 Sample Learning Activity

WATCH: Principles of Art and Design 

Task 1 for Learner:

Watch the video to gain an

introduction (knowledge) of the
visual principles.

https://goo.gl/ERoPPq 

Hosted by Elizabeth Jewell. Covers these design principles: Balance, Proportion,

Emphasis, Contrast, Pattern, Repetition, Movement, Rhythm, and Unity.

This video is useful in presenting the principles of art and design visually with examples from the University of
Kentucky's Art Museum and without being too lengthy to lose a learner's attention. It is a more engaging resource than
reading a textbook for VAK learners.
 Select the answer to the question.
(Question 1 of 10)

In this illustration, which principle of asymmetrical or informal

balance is shown?

Task 2 for Learner:

Complete this self-quiz to test your

understanding of the visual
      A smaller form is visually heavier than a larger form. principles.
      A larger form is visually equal to a smaller form of the same color.
      A dark value small form is heavier than a larger light value form.
      A large form is visually heavier than a smaller form.

Rather than have learners continue to watch more videos, read, or jump into the next topic, this is a good time to pause and test
comprehension of the principles based on the video learners just watched. To make the quiz more interactive and to make
learners build observation skills (especially for an art course), visuals are incorporated. For this quiz, there'll be approximately
10 questions to cover all the principles of art and design, and to keep the self-quiz short.
 Select the answer to the question.
(Question 1 of 10)

In this illustration, which principle of asymmetrical or informal

balance is shown?

      A smaller form is visually heavier than a larger form.

      A larger form is visually equal to a smaller form of the same color.
      A dark value small form is heavier than a larger light value form.
      A large form is visually heavier than a smaller form.

Try Again. HINT: Recall that balance…

If a learner gets a question wrong, a hint box will appear to have learner try again. Each question will offer two
attempts before an explanation shows up and allows learner to proceed to next question. That way, a learner will not
get frustrated and give up on completing the activity, which is meant to be a self-quiz or practice at this point.
 Quiz Summary

You got 4 out of 10 questions correct.

These are the topics you should review:

• Balance
• Rhythm
• Variety

You may want to watch the video again before

proceeding.

At the end of the quiz, learners receive a one-page summary of how they did along with a list of topics they should
review. If a learner got less than 75% of the questions correct, there will be a prompt advising the learner to review the
previous learning resources (with links provided that opens in new window or tab (for easier navigation) before
moving on to the next task.
 Additional references

https://goo.gl/Jl5WjN 
Task 3 for Learner: 
Getty’s one-page summary list of the design principles 
Review these materials if you did
http://visual.ly/6-principles-design  not get all the quiz questions
A visual representation of the design principles correct.

Use these materials along with the

video you had viewed for the next
task (assignment) and for future
ones throughout this course.

The additional resources can serve as remediation, especially for those who may not have done very well on the quiz.
These are also materials learners can bookmark for reference as they'll need to apply principles of art and design in
their analyses and projects throughout the course.
Studio Project: Principles of Art and Design

Task 4 for Learner:

Apply what you have learned

about visual principles in a
Divide a piece of paper into 9 rectangles (see diagram). Using studio project
only a pen, pencil, or marker, demonstrate your understanding
of each principle of art and design with a drawing using only
lines and circles. You can also use a drawing app or program to
complete this activity. Upload a PDF of your completed work for
grading. 

The studio project is all about interaction in a meaningful, applicable way. And hopefully be actively fun and
engaging as well. These types of activities will help learners understand how the principles of art and design work by
trying them out.
 Summary
• The culminating task of this learning activity gets at experimentation of the principles of
art and design through a hands-on project (the lesson’s learning objective) and moves
learners toward the course objective of applying visual language in formal analyses.
• Each part or task of this learning activity and other activities for this lesson can be
completed if learners devote an average of 30 minutes each day.
• The learning activity utilizes videos and resources paired with assessments throughout
rather than traditional read/watch and then quiz at the very end to be more interactive.
              --Questions come in at opportune times to test knowledge.
              --Quiz questions involve critical thinking, not just regurgitation.
              --A more engaging, personal activity (not a large project) at the end combines
communication skills, creativity, and critical thinking. The lesson’s discussion post (a
separate reflection learning activity) will involve collaboration, communication, and critical
thinking.
• This learning activity is for a completely online environment, but it can be easily adapted
for an in-class or self-paced environment as well.

Here is a recap about how this learning activity will serve my audience and course, which of the 4Cs it addresses, and
what its delivery format is.