Junior Docent School Program - Milwaukee Art Museum

Strictly speaking, white is not a color; it results from a surface on which
there is no pigment for light to reflect off of. Black results from a surface
absorbing all the colors in the spectrum.
All color has value. Value refers to the range of light and dark color values
that artists use to express and evoke various emotional responses in
artwork.
PRIMARY POINT: The principles of art are the ways in which artists combine the
elements of art to communicate their message. The seven principles of art are balance,
rhythm (repetition), pattern, contrast (variety), emphasis (focal point), movement (visual
path), and unity. When discussing an element of art, docents will refer to the principles
of art, such as a balance of color, a repetition of lines, a contrast of shapes, etc.
Tour Implementation Ideas
The following works of art are examples that can be used with this tour. Please know
this tour is not limited to the pieces listed below!
The following teaching aides may be useful with this tour and are located in the
Education Resource Room cabinets:
line cards or yarn/rope to make lines
felt board and felt pieces, including:
o color wheel
o three same-colored shapes in diminishing sizes
o yarn
o warm and cool color shapes
colored foam geometric forms and a sheet of paper
four circles of yellow and four different shades of the same color fadeless paper
backgrounds
black-grey-white value scale
pairs of various one-color objects and various colored fadeless paper
Line
Using separate cards with one type of horizontal, vertical, or diagonal line in various
widths and directional configurations drawn on each of them, show the children the line
and ask them how it makes them feel (i.e. calm, tense, excited). “How do you think the
lines create a different feel to a work of art?”
Using a bag of various materials for making lines (rope, lace, belt, etc.) or use the felt
board and a length of yarn talk about lines with the students and have them make the
line you are talking about from the materials. Consider having the children sing/make a
sound for each line based on how the line makes them feel (ex. horizontal line =
aaaaaaahhhhhh).
Choose a line in a work of art. Slowly drawing the line in the air with arm motions, ask
the children to find the line in which you are describing. Discuss the type and/or quality
of line in the work of art.
Take a walk with a line. Instruct the students to follow and mimic you in a single- file line
as you create zig-zag, diagonal, straight, and curved lines walking through the galleries.
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JDSP – Docent Packet