4. KEY VOCABULARY
Space. The expanse in
which everything is
located.
Volume. The space
occupied by a three-
dimensional body that has
height, width, depth.
Height. The distance an
object has from the floor or
supporting plane to its top.
Width. The front
horizontal dimension of an
object.
Depth. The inward
extension of an object.
Overlap. To partly cover,
to place on top of another.
5. KEY VOCABULARY
Intersect. To divide by
crossing or passing through
something.
Size. The set of
measurements a person,
animal or object has.
Contact. The effect of
two or more people,
animals or objects that
touch each other.
Separation. The space or
distance between two or
more people, animals or
objects.
Transparency. The
quality of being
transparent or see-through.
6. KEY VOCABULARY
Pass through. To go
inside or through
something else.
Mixing techniques.
Using more than one
artistic skill, such as
intersecting objects,
transparencies and tone
contrasts.
Tone contrast. This is
when light illuminates an
object, giving it light and
shaded areas.
9. RELATIONSHIPS BETWEEN DIFFERENT PLANES
• To use
Mater
• News
• Colou
• Scisso
• Water
Presen
• This t
• The s
colou
• The le
the cl
•••T
Evalua
Assess th
1. Creat
2. Appli
3. Used
4. Turne
(See T
10. nt volume-creating
ation, transparency,
rough one another.
to create a sense of
tidy.
books
ifficulty. ••
meet the needs of
s the student must
ng an object pass
The student has:
applying different
Evaluation criteria.)
hree-dimensional comic figures
11. Objectives
• To understand h
• To use the colla
Materials ne
• Newspapers, m
• Coloured penci
• Scissors, stick of
• Watercolours or
Presentation
• This task has a m
• The students us
coloured pencil
• The level of this
the class:
•••The studen
Evaluation cr
Assess the activity
1. Created a feelin
2. Applied the col
3. Used dry or wet
4. Turned in a finis
(See Teacher’s B
4.2 At the cinema
14. ween objects: closer or
top of or underneath.
paration, transparency,
t figure.
on, animal or object has.
eople, animals or objects
e between two or more
ansparent or see-through.
ge 5, Key vocabulary.)
ust first learn to recognise
in order to create shapes
EXPERIMENTING WITH SIZE
15. ansparent or see-through.
ge 5, Key vocabulary.)
ust first learn to recognise
in order to create shapes
pports. Draw two squares
he bottom and a smaller
nly have the dimensions of
n these two shapes give us is
draw a horizon line that
be. T: Now the squares are
gives us more information
ves us a point of reference,
ooks smaller only because it
mages or photographs you
nstrate the concepts on
ges, contact, separation,
ecting.
Image library
• Changesinsize:The students
CONTACT BETWEEN OBJECTS
20. Image library
• Overlapping: Place different
objects behind each other in
• Contrasting tones: Offer
some examples of contrast
SHAPES PASSING THROUGH EACH OTHER
21. Main topics
• How to tell if a
of or behind,
• The concepts
techniques an
Key vocabu
• Pass through
• Mixing techn
intersecting o
• Tone contras
it light and sh
(See Teacher’s
Presentatio
1. Turn off the lig
a copy of Arts
lamp makes. T
MIXING TECHNIQUES
23. objects: closer or
or underneath.
on, transparency,
e.
mal or object has.
animals or objects
een two or more
ent or see-through.
ey vocabulary.)
learn to recognise
er to create shapes
Draw two squares
tom and a smaller
e the dimensions of
wo shapes give us is
horizon line that
ow the squares are
more information
a point of reference,
aller only because it
r photographs you
the concepts on
ontact, separation,
Image library
• Changesinsize:The students
observe how, by varying an
object’s size, one can create
the illusion of moving further
backwards or forwards.
• Transparency: Point out
that an object placed behind
a transparent object can be
seen through it and appears
to be slightly further away.
ps between different planes (I)
RELATIONSHIPS BETWEEN DIFFERENT PLANES
touch each other.
aration. The space or distance between two or more
ple, animals or objects.
nsparency. The quality of being transparent or see-through.
e Teacher’s Book, Introduction, page 5, Key vocabulary.)
entation
lain to the students that they must first learn to recognise
relationship between flat shapes in order to create shapes
h volume on two-dimensional supports. Draw two squares
the board: a large one towards the bottom and a smaller
towards the upper right.
at shapes, like these two squares, only have the dimensions of
ght and width. The only information these two shapes give us is
one is bigger than the other.
ke the squares into cubes and draw a horizon line that
ses behind the top (smaller) cube. T: Now the squares are
es. This third dimension (depth) gives us more information
ut the squares. The horizon line gives us a point of reference,
ng us know that the smaller cube looks smaller only because it
rther away.
tinue by showing examples of images or photographs you
e brought to class that demonstrate the concepts on
dent’s Book, page 84: size changes, contact, separation,
sparency, overlapping and intersecting.
Image library
• Changesinsize:The students
observe how, by varying an
object’s size, one can create
the illusion of moving further
backwards or forwards.
• Transparency: Point out
that an object placed behind
a transparent object can be
seen through it and appears
to be slightly further away.
tionships between objects: closer or
f or behind, on top of or underneath.
e, contact, separation, transparency,
ecting.
uration of a flat figure.
ements a person, animal or object has.
two or more people, animals or objects
ce or distance between two or more
cts.
lity of being transparent or see-through.
roduction, page 5, Key vocabulary.)
s that they must first learn to recognise
en flat shapes in order to create shapes
mensional supports. Draw two squares
one towards the bottom and a smaller
right.
two squares, only have the dimensions of
nly information these two shapes give us is
he other.
o cubes and draw a horizon line that
(smaller) cube. T: Now the squares are
nsion (depth) gives us more information
horizon line gives us a point of reference,
smaller cube looks smaller only because it
xamples of images or photographs you
s that demonstrate the concepts on
84: size changes, contact, separation,
ing and intersecting.
Image library
• Changesinsize:The students
observe how, by varying an
object’s size, one can create
the illusion of moving further
backwards or forwards.
• Transparency: Point out
that an object placed behind
a transparent object can be
seen through it and appears
to be slightly further away.
tionships between different planes (I)
that touch each other.
• Separation. The space or distance between two or more
people, animals or objects.
• Transparency. The quality of being transparent or see-through.
(See Teacher’s Book, Introduction, page 5, Key vocabulary.)
Presentation
1. Explain to the students that they must first learn to recognise
the relationship between flat shapes in order to create shapes
with volume on two-dimensional supports. Draw two squares
on the board: a large one towards the bottom and a smaller
one towards the upper right.
T: Flat shapes, like these two squares, only have the dimensions of
height and width. The only information these two shapes give us is
that one is bigger than the other.
Make the squares into cubes and draw a horizon line that
passes behind the top (smaller) cube. T: Now the squares are
cubes. This third dimension (depth) gives us more information
about the squares. The horizon line gives us a point of reference,
letting us know that the smaller cube looks smaller only because it
is further away.
2. Continue by showing examples of images or photographs you
have brought to class that demonstrate the concepts on
Student’s Book, page 84: size changes, contact, separation,
transparency, overlapping and intersecting.
Image library
• Changesinsize:The students
observe how, by varying an
object’s size, one can create
the illusion of moving further
backwards or forwards.
• Transparency: Point out
that an object placed behind
a transparent object can be
seen through it and appears
to be slightly further away.
76
• Transparency: Point out
that an object placed behind
a transparent object can be
seen through it and appears
Image library
• Overlapping: Place different
objects behind each other in
order to demonstrate the
illusion of depth they can
create.
• Contrasting tones: Offer
some examples of contrast
for students to study: the
contrast behind illuminated
and darker areas that seem
further away or the gradual
change of tones.
Main topics
• How to tell if an object is closer to or further aw
of or behind, on top of or underneath another
• The concepts of shapes that pass through a
techniques and contrasting tones.
Key vocabulary
• Pass through. To go inside or through someth
• Mixing techniques. Using more than one arti
intersecting objects, transparencies and tone c
• Tone contrast. This is when light illuminates a
it light and shaded areas.
(See Teacher’s Book, Introduction, page 5, Key v
Presentation
1. Turn off the lights in the classroom and shine a
a copy of Arts and Crafts. T: Look at the light and
lamp makes. This is how light affects an object t
Students open their books at page 85.T: Look a
these light and shaded areas to a flat object.
2. Refer the students to section G of the same p
seems to have volume when another shape goes
3. Finally, explain that we can use more than one o
creating techniques at the same time. Write the
items on the board: drinking glass, lemon, bo
coffee cup, saucer, spoon, table. T: Get into
students. Look at picture H on page 85 and
techniques used to portray each object.
4.3 Relationships between different planes (II)
Caravaggio, The nativity, 1609.
GUÍA DIDÁCTICA EPV 1º. 11/7/05 11:25 Página 77
Main
• How t
of or b
• The c
techn
Key vo
• Pass
• Mixin
inters
• Tone
it ligh
(See T
Presen
1. Turn o
a cop
lamp
Stude
these
2. Refer
seems
4.3 Relationships between different planes (II)
GUÍA DIDÁCTICA EPV 1º. 11/7/05 11:25 Página 77
24. TECHNIQUES TO CREATE DEPTH
Obje
• To r
• To
and
• To u
figu
Mate
• Col
• Gra
• Com
• 45º
• Scis
Pres
• Thi
• As
rein
spa
stu
app
Evalu
Assess
1. App
2. Use
urb
3. Tur
(Se
4.6 A composition using geometric figures
GUÍA DIDÁCTICA EPV 1º. 11/7/05 11:25 Página 87
INTERSECTING
SHAPES PASSING
THROUGH EACH
OTHERTRANSPARENCYCONTACTSEPARATIONOVERLAPPING
25. CREATING DEPTH
g, contact and
create a feeling
d about space,
es to create a
eared towards
oncepts: space,
s. The students
in the activity,
s.
student has:
and used them
epts related to
shapes to their
at and tidy.
uation criteria.)
ques to create depth
na 86
Objectives
• To revise the concep
• To apply correctly t
and objects passing
• To use the unit conc
figures.
Materials neede
• Coloured card
• Graphite pencil (HB)
• Compass and ruler
• 45º and 60º triangul
• Scissors, stick of glue
Presentation
• This task has a low le
• As with the previ
reinforcement activ
space, volume and
students should follo
applying additional
Evaluation crite
Assess the activity usin
1. Applied the required
2. Used geometric figu
urban landscape.
3. Turned in a finished
(See Teacher’s Book
4.6 A composition using geometric figures
GUÍA DIDÁCTICA EPV 1º. 11/7/05 11:25 Página 87
26. TECHNIQUES TO CREATE DEPTH
ce,
a
ds
ce,
nts
ty,
em
to
eir
a.)
OVERLAPPING CONTACTSEPARATION
27. TECHNIQUES TO CREATE DEPTH
• To apply
and obje
• To use th
figures.
Materia
• Coloure
• Graphite
• Compas
• 45º and
• Scissors,
Present
• This task
• As with
reinforce
space, v
students
applying
Evaluati
Assess the
1. Applied
2. Used ge
urban la
3. Turned i
(See Tea
INTERSECTING
SHAPES PASSING
THROUGH EACH
OTHER
TRANSPARENCY
29. CREATING DEPTH
Objectives
• To understand the
• To use different te
dimensional comp
• To practise workin
hatching.
Materials need
• Newspapers, mag
• Graphite pencil an
• Coloured pencils
Presentation
• This activity has a
• This task provides
the concepts pres
extension activity
Evaluation cri
Assess the activity us
1. Mastered the con
2. Applied knowledg
specific task.
3. Used coloured pe
4. Turned in a finishe
(See Teacher’s Bo
4.4 Creating depth
