1. e law of balance and apply it to a visual arts
ded
cil, rubber
gular set squares
ss
glue
ured pencils
edium level of difficulty. ••
ts compose a balanced composition, insist on
dy work area while they draw.
teria
owing criteria. The student has:
eted the activity.
e necessary Technical Drawing instruments to
etric figures.
osed the drawing using the law of balance.
ed project that is neat and tidy.
ok, Introduction, page 6, Evaluation criteria.)
presenting and composing
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Objectives
• To understand the concept of symm
arts composition.
• To turn in a finished project that is
Materials needed
• Temperas, medium paint brush.
• Thin-tipped black felt pen.
Presentation
• This task has a medium level of dif
• This activity allows the students t
symmetries. They use this symme
aesthetic form.
• To make well-defined symmetries
to keep their supports clean while
Evaluation criteria
Assess using the following criteria. Th
1. Completed the activity creatively a
2. Turned in a finished symmetrical c
neat and tidy.
(See Teacher's Book, Introduction,
6.2 Symmetrical smudges
GUÍA DIDÁCTICA EPV 3º 8/9/05 16:21 Página 131
concept of radial symmetry and apply it to a
ed
il, rubber
f glue
ed pencils
ium level of difficulty. ••
draw a radial form using radial symmetry.
m several times and colour the work using
n or coloured pencil techniques.
the designs and glue them radially around
metry on Student’s Book, page 149.
eria
wing criteria. The student has:
urately completed the rosette design.
erstanding of radial symmetry.
design that is creative, neat and tidy.
k, Introduction, page 6, Evaluation criteria.)
dial symmetry
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Objective
• To manipulate a work of art using different composing strategies.
Materials needed
• Graphite (2B) pencil, rubber
• Tracing paper
• Scissors and stick of glue
• Felt pens
Presentation
• This activity has a medium level of difficulty. ••
• Students will practise their composing and drawing skills.
Observe them as they work to avoid any errors that might
discourage them.
Evaluation criteria
Assess using the following criteria. The student has:
1. Accurately and creatively completed the task.
2. Applied the composing concepts learned in the unit.
3. Turned in a finished project that is accurate, neat and tidy.
(See Teacher's Book, Introduction, page 6, Evaluation criteria.)
6.5 Interpreting a painting
GUÍA DIDÁCTICA EPV 3º 8/9/05 16:21 Página 134
ART
Your tasks: 6.1 Representing and composing, 6.2 Symmetrical smudges,
6.3 Radial symmetry, 6.5 Interpreting a painting.
Deadline: 31st May
Visit our blog: visualartsinmadrid.blogspot.com

2. Objectives
• To understand the concepts of depth and volume.
• To use different techniques to create depth and volume in two-
dimensional compositions.
• To practise working with flat coloured spots and coloured cross-
hatching.
Materials needed
• Newspapers, magazines, catalogues
• Graphite pencil and rubber eraser
• Coloured pencils
Presentation
• This activity has a medium level of difficulty. ••
• This task provides the opportunity for a more in-depth look at
the concepts presented in the unit. Although it is principally an
extension activity, all students can complete it.
Evaluation criteria
Assess the activity using the following criteria. The student has:
1. Mastered the concept of colour successfully.
2. Applied knowledge of colouring and shading techniques to a
specific task.
3. Used coloured pencils to solve specific artistic problems.
4. Turned in a finished project that is accurate, neat and tidy.
(See Teacher’s Book, Introduction, page 6, Evaluation criteria.)
4.4 Creating depth
85
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Objectives
• To understand the techniques of overlapping, contact and
separation of shapes and use them correctly to create a feeling
of depth.
• To put into practise the knowledge acquired about space,
volume and the relation between flat shapes to create a
composition.
Materials needed
• Coloured paper
• Graphite pencil (2B) and rubber eraser
• Scissors, stick of glue
Presentation
• This activity has a low level of difficulty. •
• This is principally a reinforcement activity geared towards
students who have difficulties with the unit concepts: space,
volume and the relation between flat shapes. The students
should follow the instructions as they appear in the activity,
without applying additional volume techniques.
Evaluation criteria
Assess the activity using the following criteria. The student has:
1. Understood the methods for creating depth and used them
correctly.
2. Demonstrated they have mastered the concepts related to
space and volume.
3. Creatively applied the relationship between flat shapes to their
own work of art.
4. Turned in a finished project that is accurate, neat and tidy.
(See Teacher’s Book, Introduction, page 6, Evaluation criteria.)
4.5 Other techniques to create depth
86
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Objectives
• To revise the concepts of space, volume and depth.
• To apply correctly the methods of intersection, transparency
and objects passing through each other.
• To use the unit concepts to create compositions with geometric
figures.
Materials needed
• Coloured card
• Graphite pencil (HB) and rubber eraser
• Compass and ruler
• 45º and 60º triangular set squares
• Scissors, stick of glue
Presentation
• This task has a low level of difficulty. •
• As with the previous activity, this is intended to be a
reinforcement activity to practise the unit concepts related to
space, volume and the relation between flat shapes. The
students should follow the instructions as they appear, without
applying additional volume techniques.
Evaluation criteria
Assess the activity using the following criteria. The student has:
1. Applied the required technique correctly to create depth.
2. Used geometric figures and concepts from the unit to create an
urban landscape.
3. Turned in a finished project that is accurate, neat and tidy.
(See Teacher’s Book, Introduction, page 6, Evaluation criteria.)
4.6 A composition using geometric figures
GUÍA DIDÁCTICA EPV 1º. 11/7/05 11:25 Página 87
Objectives
• To understand the concept of horizontal lines and use it to
create a sense of depth.
• To apply the techniques necessary to achieve a sensation of
depth.
Materials needed
• Coloured card
• Graphite pencil (HB) and rubber eraser
• Compass and ruler
• 45º and 60º triangular set squares
• Scissors, stick of glue
Presentation
• This task has a low level of difficulty. •
• This reinforcement activity provides more practice of the
concepts of space and volume. The students should follow the
instructions as they appear in the activity, without applying
additional techniques to create volume.
Evaluation criteria
Assess the activity using the following criteria. The student has:
1. Achieved a sense of volume by correctly using horizontal lines.
2. Applied techniques such as changes in size, overlapping or
contrasting of tones to create the image of a billiard table.
3. Turned in a finished project that is accurate, neat and tidy.
(See Teacher’s Book, Introduction, page 6, Evaluation criteria.)
4.7 Using the horizontal line to create depth
GUÍA DIDÁCTICA EPV 1º. 11/7/05 11:25 Página 88
ART
Your tasks: 4.4 Creating depth, 4.5 Other techniques to create depth,
4.6 A composition using geometric figures, 4.7 Using the horizontal line to create depth.
Deadline: 31st May
Visit our blog: visualartsinmadrid.blogspot.com