Grammar of Ornament Lesson Plans Home Gallery Table of Contents

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1 Grammar of Ornament a Lesson Plans

2 Section Description Grammar Discipline Study Guide, By Kresten Jespersen, P.h.D. 1 Lesson 1: The importance of the flora and fauna of the Nile River in ancient Egyptian art and culture. 2 Lesson 2: Identify the life styles of different classes of people of ancient Egypt. 3 Lesson 3: Positive-negative space relationships, lines, and shapes in Greek vase painting. 4 Lesson 4: Learn the names of the shapes used in design. 5 Lesson 5: Determine the angles used in a design and how to enlarge it. 6 Lesson 6: Create a business letterhead for a fictitious company, using designs from the Grammar. 7 Lesson 7: Create a business card for a fictitious company, using computer skills and design skills.

3 The Grammar of Ornament Lesson Guide The general accessibility of the Grammar of Ornament to students through the medium of CD-ROM means that this the world's first design encyclopedia can act as a basic text for students studying the disciplines of physics, botany, mathematics, world history and culture, studio art, and design history. A lesson plan follows for each of these subjects. The Grammar is a particularly rich source and reference guide for the student not only for the approximately 2400 individual Color ornaments contained in the volume, but also for its well developed theory of ornament set forth in the Preface in 37 prepositions. Furthermore, twenty assays, many by Owen Jones and others by leading authorities of the 1850's discuss the visual material and are primary sources for world and design history. The division of the twenty chapters into styles chronologically considered, from the most ancient times to the late Renaissance, further provides a basic lesson in the history of art for basic college level art history survey courses. The CD is an excellent high school introduction to world culture, world art, and the worlds of architecture, applied design, interior design, and industrial design. The most compelling reason for using the CD-ROM in the classroom is that the Grammar is such a great vehicle for analysis. This is true for both the arts and the sciences. For example, both optical and color theory are demonstrated throughout the Grammar. These basic laws are important in a world filled with TV's, PC's, and movies. In mathematics, the complexities of seventeen two-dimensional symmetry operations and seven one-dimensional symmetry operations are brilliantly illustrated with tiles and tiling patterns. The disciplines of physics, mathematics, botany, and sociology are all used to create the ornamental patterns in the Grammar. Thus, by studying ornament, the student will gain an appreciation for these disciplines, as well as insight into themselves, as they forge their own unique creations. What follows are lesson guides for each of the disciplines which the Grammar illustrates.

4 Physics, Optics, Color Theory and Practice The study of color and color theory in the Grammar CO-ROM teaches essential lessons in optics and the history of optics. The balm principles of Chevreul and Field are set forth in the Preface 'e 37 Propositions: the complementary contrast of colors and the complementary contrast of values by Chevreul; the neutralization of color in the proportions of 8 blue; 5 red, and 3 yellow which according to Field leads to repose; and, Field's law adjusting larger areas of less saturated color with smaller areas of highly saturated color, Maxwell's color wheel verifies Field's theory of neutralization. The design of ornament also presupposes edgings between the principal shape to be repeated and the ground. These edge conditions are discussed by the late nineteenth century German color theorist van Behold who took many of his ideas and illustrations from the Grammar. Furthermore, the Grammar makes an excellent introduction to the difference between monochromatic color, as illustrated by Primitive ornament, and the system of ancient primaries as practiced by the Egyptians and the Greeks. The Grammar also shows the differences between Persian, Indian, and Chinese primary and secondary color systems. Also evident is how each culture mixed form and color to create their own unique style. MATHEMATICS -Tiling and patterns The Grammar CD-ROM is art excellent illustrated text for teaching the mathematics of tilling and patterns. It is also an excellent illustrated text for teaching the seven symmetry operations in the first dimension and the seventeen symmetry operations in the second dimension. Grunbam and Shephard's Tilling and Patterns of 1986 gives extensive classifications of tilling asked patterns which are relevant to the Grammar. Matila Ghyka's The Geometry of Art and Life (1946) and Jay Kappraff's Connections: The Geometric Bridge between Art and Science (1991) are both excellent texts to which the illustrations of the Grammar are a per-

5 fect counterpart. The Grammar may also be used to study the geometry of interlaced patterns which are abundant in both Islamic and Celtic cultures (Also, see Modularity in Art by Slavik Jablan, on this CD). Illustrating Cultures and World History The Grammar is a great visual resource for the teaching of world history at introductory levels. Designs can be used to accompany lectures on the Mediterranean, Northern Africa, Asia, Islam, Europe and Oceania. The study of world history includes the history of civilizations, the history of culture and style, imperialism, trade, social evolution, and economic development. The Grammar is evenly divided between western and non-western ornament and between Christian and Islamic styles of ornament. The Grammar also owes its origins to the Industrial Revolution (See the New Introduction) and is an result of international trade competition. Victorian Design History The Grammar reflects the Victorian Age s grasp of world ornament and in the basic scholarly pre-sensation of the visual material. August Pugin established Victorian standards for materials and their surfaces by arguing morally that a flat pattern should decorate a flat surface, Owen Jones wrote a number of propositions about ornament (See the Grammar Preface). These added to the development of Victorian ornament and color theory. The Grammar is a fundamental text for Victorian design history and an excellent example of the new process of color printing in Victorian Britain pioneered by Owen Jones between 1839 and Pugin and Jones worked together at the Crystal Palace and on a number of committees just before

6 Pugin's tragic death in Later Ruskin would counter this Victorian consensus and directly oppose the Grammar and the ideas of Owen Jones. Ruskin's three dimensional and naturalist ornament directly opposes Jones' and Dr. Dresser's theories flat patterns for flat surfaces. The Grammar is also an essential text for studying Victorian Orientalism and Victorian Imperialism. These intellectual, cultural, and social beliefs all have left an impact on the Grammar, which had more of an impact on nineteenth century design than any other source. STUDIO ART The Grammar teaches layout, gouache and watercolor painting, drawing, copying, scaling, and original ornament in textiles, graphic design, interior design, and is useful in calligraphy, lettering, architecture, and the applied arts. BOTANY The twentieth and final chapter of the Grammar is devoted to leaves and flowers. By laying the botanic specimens flat on the page and tracing the outlines of the leaves Jones makes a distinct visual contribution to structural botany. The structure of form and its principles are also beautifully illustrated by Dresser on Plate 98. Dresser gained his Ph.D. from the University of Jena, Germany for this very plate in the Grammar. Jones' style of illustrating botany is very close to the woodcuts illustrating the works of the great American botanist of the nineteenth century, Dr. Asa Gray. Students can be instructed in Jones' system of botanic illustration by these plates and the foundation for a systematic study of botany according to these visual principles can be set.

7 Lesson 1 Curriculum area: Language arts Grade level: 6 Cross-curricular ties: Social science, Science Lesson objective: Students will understand the importance of the flora and fauna of the Nile River in ancient Egyptian art and culture. Materials needed: Grammar of Ornament CD-ROM Photocopies of Plate 4, Page 30 Construction paper Art supplies Copies of the book, "Egyptian Cinderella,,, by Shirley Climo Teaching sequence: 1. Students take turns reading aloud from the story, "Egyptian Cinderella." Class discusses similarity between this version and the more familiar American version. Students respond to the literature in their writing journals. Students use encyclopedias, textbooks, CD-ROMs, etc., to identify the plant life detailed in the Grammar of Ornament (Plate 4, Page 30). 3. Students choose their favorite scene or moment from "Egyptian Cinderella" and illustrate it using at least 5 examples of the flora detailed in Plate 4, Page 30.

8 Lesson 2 Curriculum area: Social studies Grade level: 6 Cross-curricular ties: History Lesson objective: As a result of this activity, students will be able to identify the life-styles of different classes of people of ancient Egypt. Materials needed: Grammar of Ornament CD-ROM Internet connection ( lid.ukonline.co.uk/ancient/pyr-te mp.htm) Video documentary "Pyramid" by David Macaulay, produced by PBS Laser disc "Ancient Egypt: Life in Ancient Egypt" by Pine Ridge Productions Literature on ancient Egypt and other ancient civilizations Teaching sequence: 1. Divide the class into five groups to do research about the different classes of people of ancient Egypt, their different life-styles, and how they contributed to the society or economy. 2. Five class periods will be spent with the groups rotating between the five different resources. At least one member of the group will gather information and share it with the rest of the group.

9 3. During the sixth class period, each group will create a project that will help them internalize the information they have researched. 4. Possible projects for each group to work on are: a mural a pyramid vignettes fashion show skit HyperStudio report written report hieroglyphics Evaluation: The teacher will evaluate each project separately; the groups will set up a display for the entire student body to view. Sample Lesson Plans

10 Lesson 3 Curriculum area: Art Grade level: 9 Cross-curricular ties: Humanities, History Lesson objective: The students will show understanding of Greek vase painting and how its design uses specific elements of art including positive-negative space relationships, line, and shape. Materials needed: Grammar of Ornament CD-ROM Heavyweight drawing paper, 12"x16" newsprint, 12"x16" Orange crayons, black India ink 1" flat brush newspapers for covering the tables paper clips something safe) for scratching scissors Teaching sequence: Notes: Before starting this project, students will study early Greek life and contour drawing. Many students who haven't taken art before find this to be a nonthreatening way to approach drawing due to the familiar technique known to many as "Black Magic" (similar to graffito). Depending on the ability of students and the complexity of the project, the time needed will differ. Plan at least 3-4 days (1 hour sessions). 1. Students do an outline drawing of a Greek vase such as an amphora or heater on the newsprint. Then have volunteers pose for contour drawings based on an event or theme from Greek history (i.e., mythology, war, etc.). Profiles and exaggerated poses are the easiest. 2. Students pick their favorite Greek patterns from the Grammar of Ornament CD- ROM to use as an aid in drawing different banding on the vase. Check images of authentic Greek vases for placement, and don't forget to decorate the handles, too. Place drawing to the side. 3. Color drawing paper completely with orange crayon. Make sure to cover all of the paper's surface - try to get an even, deep orange color. The wax in the crayon is used as a resist and as a background color.

11 4. Carefully paint a layer of black India ink over the crayon. Place to side, and let dry. 5. Transfer drawing from the newsprint onto the ink-covered paper using the graphite transfer method; however, use chalk instead of graphite so light lines will turn up on ink surface. 6. Decide whether you will create a red figure or a black figure drawing. Students choosing a red figure vase should scrape off ink where there is positive space (people and objects), while students choosing a black figure vase should scrape off the ink where there is negative space. Use paper clips to scrape of f the ink. Be careful to leave the outlines of the drawing intact. Erase mistakes by coating the area with another layer of India ink and scrape after it has dried. 7. Carefully cut around the outer edge of the vase and now you have your own ancient Greek vase! Have students review techniques and discuss the elements and principles of art used to create the vase. Sample Lesson Plans

12 Lesson 4 Curriculum area: Math Grade level: 6 Cross-curricular ties: Art Lesson objective: The student will be able to name the numerous shapes used in a specific design. Materials needed: Grammar of Ornament CD-ROM Plain paper Tracing paper Teaching sequence: 1. Assign a graphic from the Grammar of Ornament, and have each student look at it carefully. It could be printed out, or left in the original format. 2. Have the students list the different shapes they can find in the graphic. 3. When the graphic is printed out, have the students trace the different shapes. 4. Give each student a shape and have him/her search for it in all of the graphic designs. 5. When the student finds the design, have him/her print it out, trace it, or describe it in writing. They can also describe its history.

13 Lesson 5 Curriculum area: Math Grade level: 6 Cross-curricular ties: Art Lesson objective: The student will be able to measure the angle(s) and lines of a design and enlarge it. Materials needed: Grammar of Ornament CD-ROM butcher paper Teaching sequence: 1. The teacher will pick a simple design for the students to copy. 2. The students will measure it, enlarge it, and draw it onto butcher paper. 3. Other students will evaluate the drawing to see if it looks like the original. 4. Enlarged designs can be used as room decorations.

14 Lesson 6 Curriculum area: Language Arts Grade level: 6-9 Cross-curricular ties: Art, Business Lesson objective: The student will be able to create his/her own business letterhead for a fictitious company, using computer skills and design skills. Materials needed: Grammar of Ornament CD-ROM Computer with word processing or page layout program paper and printer Teaching sequence: 1. Create a fictitious business for the students to work for, and create company stationery. 2. Using a computer, create a business letterhead as follows: - Position the letterhead within two inches of the top of the paper - Position any rules or writing at the bottom within one inch of the edge - Use a large decorative font (18-24 points) for the company name

15 - On the line below the name, or at the bottom, write the company address and telephone number in point type. - Include a graphic from the CD-ROM as the company Logo - Add a horizontal rule to separate the letterhead from the rest of the letter. - Save and print out the letterhead.

16 Lesson 7 Curriculum area: Language Arts Grade level: 6-9 Cross-curricular ties: Art, Business Lesson objective: The student will be able to create his/her own business card for a fictitious company, using computer skills and design skills. Materials needed: Grammar of Ornament CD-ROM Computer with word processing or page layout program paper and printer Teaching sequence: 1. Create a fictitious business for the students to work for, and create company stationery. 2. Using a computer, create a business card as follows: - The size of the business card will be about 3.5" x 2". - Add a decorative border around the edge of the card from the Grammar of Ornament CD-ROM. - Add the company name in large type near the top of the card.

17 - Add additional lines in a smaller type underneath the company name. -Add a graphic from the CD-ROM if desired; resize if necessary. -Adjust lines, type, and graphic until it looks right. - Save the business card in a new file. - Copy and paste the business card until you have a whole page of cards. Proofread it one more time, save the final version, and print out.

Interior Design 30 (PAA) Distance Education

GENERAL INFORMATION Interior Design 30 (PAA) Distance Education i. Interior Design 30 (PAA) 2017/2018 ii. Instructor Rene Cannon iii. Contact Information a. Email rene.cannon@horizonsd.ca b. Text (306)