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    Space and volume Space and volume Presentation Transcript

    • SPACE AND VOLUME
    • SPACEThe expanse in whicheverything is located.
    • VOLUMEThe space occupied by athree-dimensional bodythat has height, width,depth.
    • KEY VOCABULARYSpace. The expanse inwhich everything islocated.Volume. The spaceoccupied by a three-dimensional body that hasheight, width, depth.Height. The distance anobject has from the floor orsupporting plane to its top.Width. The fronthorizontal dimension of anobject.Depth. The inwardextension of an object.Overlap. To partly cover,to place on top of another.
    • KEY VOCABULARYIntersect. To divide bycrossing or passing throughsomething.Size. The set ofmeasurements a person,animal or object has.Contact. The effect oftwo or more people,animals or objects thattouch each other.Separation. The space ordistance between two ormore people, animals orobjects.Transparency. Thequality of beingtransparent or see-through.
    • KEY VOCABULARYPass through. To goinside or throughsomething else.Mixing techniques.Using more than oneartistic skill, such asintersecting objects,transparencies and tonecontrasts.Tone contrast. This iswhen light illuminates anobject, giving it light andshaded areas.
    • TO CREATE THREE-DIMENSIONAL PICTURES
    • RELATIONSHIPS BETWEEN DIFFERENT PLANES
    • RELATIONSHIPS BETWEEN DIFFERENT PLANES• To useMater• News• Colou• Scisso• WaterPresen• This t• The scolou• The lethe cl•••TEvaluaAssess th1. Creat2. Appli3. Used4. Turne(See T
    • nt volume-creatingation, transparency,rough one another.to create a sense oftidy.booksifficulty. ••meet the needs ofs the student mustng an object passThe student has:applying differentEvaluation criteria.)hree-dimensional comic figures
    • Objectives• To understand h• To use the collaMaterials ne• Newspapers, m• Coloured penci• Scissors, stick of• Watercolours orPresentation• This task has a m• The students uscoloured pencil• The level of thisthe class:•••The studenEvaluation crAssess the activity1. Created a feelin2. Applied the col3. Used dry or wet4. Turned in a finis(See Teacher’s B4.2 At the cinema
    • RELATIONSHIPS BETWEEN DIFFERENT PLANES
    • RELATIONSHIPS BETWEEN DIFFERENT PLANES
    • ween objects: closer ortop of or underneath.paration, transparency,t figure.on, animal or object has.eople, animals or objectse between two or moreansparent or see-through.ge 5, Key vocabulary.)ust first learn to recognisein order to create shapesEXPERIMENTING WITH SIZE
    • ansparent or see-through.ge 5, Key vocabulary.)ust first learn to recognisein order to create shapespports. Draw two squareshe bottom and a smallernly have the dimensions ofn these two shapes give us isdraw a horizon line thatbe. T: Now the squares aregives us more informationves us a point of reference,ooks smaller only because itmages or photographs younstrate the concepts onges, contact, separation,ecting.Image library• Changesinsize:The studentsCONTACT BETWEEN OBJECTS
    • SEPARATION OF OBJECTS
    • ents • Transparency: Point outTRANSPARENCY
    • OVERLAPING
    • INTERSECTING
    • Image library• Overlapping: Place differentobjects behind each other in• Contrasting tones: Offersome examples of contrastSHAPES PASSING THROUGH EACH OTHER
    • Main topics• How to tell if aof or behind,• The conceptstechniques anKey vocabu• Pass through• Mixing technintersecting o• Tone contrasit light and sh(See Teacher’sPresentatio1. Turn off the liga copy of Artslamp makes. TMIXING TECHNIQUES
    • CONTRASTING TONES
    • objects: closer oror underneath.on, transparency,e.mal or object has.animals or objectseen two or moreent or see-through.ey vocabulary.)learn to recogniseer to create shapesDraw two squarestom and a smallere the dimensions ofwo shapes give us ishorizon line thatow the squares aremore informationa point of reference,aller only because itr photographs youthe concepts onontact, separation,Image library• Changesinsize:The studentsobserve how, by varying anobject’s size, one can createthe illusion of moving furtherbackwards or forwards.• Transparency: Point outthat an object placed behinda transparent object can beseen through it and appearsto be slightly further away.ps between different planes (I)RELATIONSHIPS BETWEEN DIFFERENT PLANEStouch each other.aration. The space or distance between two or moreple, animals or objects.nsparency. The quality of being transparent or see-through.e Teacher’s Book, Introduction, page 5, Key vocabulary.)entationlain to the students that they must first learn to recogniserelationship between flat shapes in order to create shapesh volume on two-dimensional supports. Draw two squaresthe board: a large one towards the bottom and a smallertowards the upper right.at shapes, like these two squares, only have the dimensions ofght and width. The only information these two shapes give us isone is bigger than the other.ke the squares into cubes and draw a horizon line thatses behind the top (smaller) cube. T: Now the squares arees. This third dimension (depth) gives us more informationut the squares. The horizon line gives us a point of reference,ng us know that the smaller cube looks smaller only because itrther away.tinue by showing examples of images or photographs youe brought to class that demonstrate the concepts ondent’s Book, page 84: size changes, contact, separation,sparency, overlapping and intersecting.Image library• Changesinsize:The studentsobserve how, by varying anobject’s size, one can createthe illusion of moving furtherbackwards or forwards.• Transparency: Point outthat an object placed behinda transparent object can beseen through it and appearsto be slightly further away.tionships between objects: closer orf 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 objectsce or distance between two or morects.lity of being transparent or see-through.roduction, page 5, Key vocabulary.)s that they must first learn to recogniseen flat shapes in order to create shapesmensional supports. Draw two squaresone towards the bottom and a smallerright.two squares, only have the dimensions ofnly information these two shapes give us ishe other.o cubes and draw a horizon line that(smaller) cube. T: Now the squares arension (depth) gives us more informationhorizon line gives us a point of reference,smaller cube looks smaller only because itxamples of images or photographs yous that demonstrate the concepts on84: size changes, contact, separation,ing and intersecting.Image library• Changesinsize:The studentsobserve how, by varying anobject’s size, one can createthe illusion of moving furtherbackwards or forwards.• Transparency: Point outthat an object placed behinda transparent object can beseen through it and appearsto be slightly further away.tionships between different planes (I)that touch each other.• Separation. The space or distance between two or morepeople, animals or objects.• Transparency. The quality of being transparent or see-through.(See Teacher’s Book, Introduction, page 5, Key vocabulary.)Presentation1. Explain to the students that they must first learn to recognisethe relationship between flat shapes in order to create shapeswith volume on two-dimensional supports. Draw two squareson the board: a large one towards the bottom and a smallerone towards the upper right.T: Flat shapes, like these two squares, only have the dimensions ofheight and width. The only information these two shapes give us isthat one is bigger than the other.Make the squares into cubes and draw a horizon line thatpasses behind the top (smaller) cube. T: Now the squares arecubes. This third dimension (depth) gives us more informationabout the squares. The horizon line gives us a point of reference,letting us know that the smaller cube looks smaller only because itis further away.2. Continue by showing examples of images or photographs youhave brought to class that demonstrate the concepts onStudent’s Book, page 84: size changes, contact, separation,transparency, overlapping and intersecting.Image library• Changesinsize:The studentsobserve how, by varying anobject’s size, one can createthe illusion of moving furtherbackwards or forwards.• Transparency: Point outthat an object placed behinda transparent object can beseen through it and appearsto be slightly further away.76• Transparency: Point outthat an object placed behinda transparent object can beseen through it and appearsImage library• Overlapping: Place differentobjects behind each other inorder to demonstrate theillusion of depth they cancreate.• Contrasting tones: Offersome examples of contrastfor students to study: thecontrast behind illuminatedand darker areas that seemfurther away or the gradualchange of tones.Main topics• How to tell if an object is closer to or further awof or behind, on top of or underneath another• The concepts of shapes that pass through atechniques and contrasting tones.Key vocabulary• Pass through. To go inside or through someth• Mixing techniques. Using more than one artiintersecting objects, transparencies and tone c• Tone contrast. This is when light illuminates ait light and shaded areas.(See Teacher’s Book, Introduction, page 5, Key vPresentation1. Turn off the lights in the classroom and shine aa copy of Arts and Crafts. T: Look at the light andlamp makes. This is how light affects an object tStudents open their books at page 85.T: Look athese light and shaded areas to a flat object.2. Refer the students to section G of the same pseems to have volume when another shape goes3. Finally, explain that we can use more than one ocreating techniques at the same time. Write theitems on the board: drinking glass, lemon, bocoffee cup, saucer, spoon, table. T: Get intostudents. Look at picture H on page 85 andtechniques 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 77Main• How tof or b• The ctechnKey vo• Pass• Mixininters• Toneit ligh(See TPresen1. Turn oa coplampStudethese2. Referseems4.3 Relationships between different planes (II)GUÍA DIDÁCTICA EPV 1º. 11/7/05 11:25 Página 77
    • TECHNIQUES TO CREATE DEPTHObje• To r• Toand• To ufiguMate• Col• Gra• Com• 45º• ScisPres• Thi• AsreinspastuappEvaluAssess1. App2. Useurb3. Tur(Se4.6 A composition using geometric figuresGUÍA DIDÁCTICA EPV 1º. 11/7/05 11:25 Página 87INTERSECTINGSHAPES PASSINGTHROUGH EACHOTHERTRANSPARENCYCONTACTSEPARATIONOVERLAPPING
    • CREATING DEPTHg, contact andcreate a feelingd about space,es to create aeared towardsoncepts: space,s. The studentsin the activity,s.student has:and used themepts related toshapes to theirat and tidy.uation criteria.)ques to create depthna 86Objectives• To revise the concep• To apply correctly tand objects passing• To use the unit concfigures.Materials neede• Coloured card• Graphite pencil (HB)• Compass and ruler• 45º and 60º triangul• Scissors, stick of gluePresentation• This task has a low le• As with the previreinforcement activspace, volume andstudents should folloapplying additionalEvaluation criteAssess the activity usin1. Applied the required2. Used geometric figuurban landscape.3. Turned in a finished(See Teacher’s Book4.6 A composition using geometric figuresGUÍA DIDÁCTICA EPV 1º. 11/7/05 11:25 Página 87
    • TECHNIQUES TO CREATE DEPTHce,adsce,ntsty,emtoeira.)OVERLAPPING CONTACTSEPARATION
    • TECHNIQUES TO CREATE DEPTH• To applyand obje• To use thfigures.Materia• Coloure• Graphite• Compas• 45º and• Scissors,Present• This task• As withreinforcespace, vstudentsapplyingEvaluatiAssess the1. Applied2. Used geurban la3. Turned i(See TeaINTERSECTINGSHAPES PASSINGTHROUGH EACHOTHERTRANSPARENCY
    • CREATING DEPTH
    • CREATING DEPTHObjectives• To understand the• To use different tedimensional comp• To practise workinhatching.Materials need• Newspapers, mag• Graphite pencil an• Coloured pencilsPresentation• This activity has a• This task providesthe concepts presextension activityEvaluation criAssess the activity us1. Mastered the con2. Applied knowledgspecific task.3. Used coloured pe4. Turned in a finishe(See Teacher’s Bo4.4 Creating depth
    • CREATING DEPTH
    • CREATING DEPTH
    • CREATING DEPTH
    • SPACE AND VOLUME