Swooshy Letters

Minnesota 6-8 Visual Art Standards
Used in this Lesson

  • 1. Demonstrate knowledge of the foundations of the arts area.
  • 1A. Analyze how the elements of visual art including color, line, shape, value, form, texture and space are used in the creation of, presentation of, or response to visual artworks.

  • 1b. Analyze how the principles of visual art, such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation of, or response to visual artworks.

  • 1c. Describe characteristics of Western and non- Western styles, movements and genres in art.

  • 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  • 2a. Demonstrate the characteristics of the tools, materials and techniques of various two-and-three- dimensional media for intentional effects in original artworks.

  • 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.
  • 3a. Compare and contrast the connections among visual artworks, their purposes, and their personal, social, cultural and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

  • 3b. Analyze the meanings and functions of visual art.
  • 4. Create or make in a variety of contexts in the arts area using the artistic foundations.
  • 4a. Create original two- and-three-dimensional artworks in a variety of artistic contexts.
  • 4b. Revise artworks based on the feedback of others and self-reflection and artistic intent.
  • 4c. Develop an artistic statement, including how audience and occasion influence creative choices.
  • 5. Perform or present in a variety of contexts in the arts area using the artistic foundations.
  • 5a. Assemble and prepare personal artworks for public exhibition.
  • 5b.Revise a presentation based on the feedback of others, self-reflection and artistic intent.
  • 5c. Develop an artistic intent, including how audience and occasion impact presentation choices.
  • 6. Respond to or critique a variety of creations or performances using the artistic foundations.
  • 6a. Analyze and interpret a variety of visual artworks using established criteria.

    • Additional Tie-ins

  • Sign Painting
  • Card Making
  • Consistent pencil shading
    • Students are shown how to make decorative "Swooshy" letters by starting with normal printed letters and then outlining them. A video demonstration can be found here: Swooshy demo (Local vid here.)

    Using markers, students are to make a page of lower case letters, then outline them as shown in class or on the handout. Then they should make a page of upper case letters.

    Finally, they need to make a page with at least 3 words on it and add a thick outline around each word. Students will use pencil to shade between the thick outline and the original "swooshy words" they made. Emphasis is put on shading consistently.

    Note how the "Swooshy" letter outlines overlap each other on each word. Also note how the thick outline encompasses all the words into one shape.
    Swooshy Letters below by Anne P.
    Swooshy Letters below by Graci N.
    Evaluation:
    2 point -- Lower Case A-Z
    2 points -- Upper Case A-Z
    3 points -- 3 Words
    3 points -- Consistent Shading between thick outline and "Swooshy" words
    10 points total