ARTISTICAL TECHNICAL COMPOSITION
TEXTURE
DOT
BACKGROUND LANGUAGE
GEOMETRICAL
COLOUR JOANA CABOT FUSTER
V O L U M E
ARTENGLISH
L I N E
PAINTING
DRAWING CLASSROOM
SHAPE
GLORIA ALONSO PÉREZ
When we set out on the European Sections project to start offering our students the possibility of taking Art lessons in English, we ran into some difficulties which made our trip a little bit more complicated.
On the one hand, there was no published school material in English which could be adapted to the official Art curriculum in the Balearic Islands.
On the other hand, the existing Art textbooks in English did not fit in with the English level of our students in 1st ESO as they were demanding a simple,
straightforward explanation of the artistic skills, which we did not find either in the published textbooks or on the web.
Along our first year on the project we started to smooth the way little by little and make original didactic materials which allowed us to start our voyage.
So the absence of official textbooks in English, the adaptation of contents into English and the dispersion of materials already existing led us to the actual edition
of an Art textbook in English which we intended to use at the art lessons in our
school and also to help other teachers and students involved in European Sections Programmes.
Once we have already “lived” this textbook and thanks to the encouragement of many colleagues and friends we have decided to publish it and make our work known.
What you hold today in your hands is an inside job which has been developing with us, with our experiences at the actual lessons and our compromise to improve it and make it a useful material for everybody.
We have decided on the name Background as part of conceptual pun between
the meaning of the word as the background of a work of art and the skills which will be the students’ artistic background in the future.
We wish this new ship would help us to make the trip and, with future improvements and our colleagues selfless cooperation, reached a safe harbour.
Gloria Alonso Pérez, English teacher Joana Cabot Fuster, Art teacher
Mallorca, July 2013
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WHAT WILL YOU FIND IN THIS BOOK?
2
The introduction includes a checklist (p. 4) where you can take notes about
your assignments, tests and marks as well as a phonetic chart (pp. 5,6) to help you with pronunciation.
Unit O: Art Classroom Language consists of some useful materials which will
help to start with the subject in English: blank spaces to write classroom rules and assessment criteria, basic vocabulary with exercises, classroom language and the first art activities.
This is what you will find in each unit: An opening text which introduces the main topic. Explanatory pages which deal with the unit topics. Information is
presented in a straightforward, concise way to help you understand core concepts
and acquire basic knowledge about the topic. The texts are accompanied with illustrative pictures and drawings which reinforce and make learning easier.
A Keywords section where you can find the pronunciation (phonetic
transcriptions) and translations in Catalan and Spanish of the most important words in the unit. There’s also a blank space for your own notes.
A Unit outline which will help you to organise and revise what you should
learn. It adds a useful links section to consolidate the core topics or as an aid for your class projects and assignments.
Language activities are intended to learn the key vocabulary and
terminology for the subject. There are comprehension, writing and speaking activities which will help you to develop your language skills while you are revising the art contents.
Art activities include a series of exercises in which you will put into practice
the topics in the unit. The layout allows you to do the activities on the book so that at the end of the year you will have your artist book with all your assignments and your teacher will also be able to see your progress.
Contents UNIT
TOPIC
PP.
0
Art Classroom Language
7
1
Visual Language
23
2
Graphic Signs: Dot, Line and Blot
33
3
Shape
45
4
Colour
57
5
Textures
71
6
Artistic Drawing
81
7
Sculpture
95
8
Technical Drawing
105
9
Geometric Figures
125
10
Technical Systems
137
11
Digital Image
149
12
Sequential Art: Comic
155
3
4
Checklist No.
EXERCISE
DEADLINE
MARK
Phonetic Chart p
b
t
d
soup /suːp/
bat /bæt/
light /laɪt/
dog /dɒg/
k
g
m
n
cap /kæp/
bag /bæg/
man /mæn/
rain /reɪn/
ŋ
f
v
θ
king /kɪŋ/
fish /fɪʃ/
van /væn/
thumb /θʌm/
ð
s
z
ʃ
mother /ˈmʌðə/
mouse /maʊs/
zebra /ˈziːbrə/
shoe /ʃuː/
ʒ
h
tʃ
dʒ
television /ˈtelɪvɪʒn/
hand /hænd/
cheese /tʃiːz|
jet
/dʒet/
5
r
l
j
w
write /raɪt/
log /lɒg/
yo-yo /ˈjəʊjəʊ/
whale /weɪl/
iː
ɪ
e
æ
swim /swɪm/
bed /bed/
cat /kæt/
ɑː
ʌ
ɒ
ɔː
car /kɑː/
cup /kʌp/
lock /lɒk/
ball /bɔːl/
uː
ɜː
ə
ʊ
6
sea
/siː/
two /tuː/
shirt
/ʃɜːt/
(schwa)
father /ˈfɑːðə/
book /bʊk/
eɪ
aɪ
ɔɪ
əʊ
eight /eɪt/
eye /aɪ/
boy /bɔɪ/
arrow /ˈærəʊ/
aʊ
eə
ɪə
ʊə
house /haʊs/
chair /tʃeə/
deer /dɪə/
tourist /ˈtʊərɪst/
Art Classroo m Language
UNIT 0
Before we dive into the art units you should pay attention to some important details about the subject: class rules, assessment and basic vocabulary. In this unit you can take notes of the class rules and the assessment criteria your teacher sets out for you. Also you will revise or learn some vocabulary related to the materials we are going to use, art class furniture, tools and the most typical activities in the ART LESSONS.
The “earth” without “art” is just “eh”
Classroom Rules ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Assessment ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ You can also take notes on p.12 ____________________________________________________________________
7
Art materials and tools
8 pencil
mechanical / propelling pencil
square
glue
eraser (US), rubber (GB)
sharpener
folder, portfolio
bevel
ruler
compass/pair of compasses
compass adapter
sellotape, scotch tape, adhesive tape
cutters
scissors
stapler
coloured pencils
Graphite pencils
markers/felt tip pens
tempera
watercolours
dry pastels
ink
lead
brush
palette
plasticine
clay/pottery
nib
thumbtack / drawing pin
paper clip
plastic sleeves
binder clip
squared paper
crayons
wax crayons
Art classroom activities
9 clean
tidy up
wash
clean the board
exhibit
raise your hand
ask a question
swap places
work in groups
work in pairs
paint
sketch
draw
talk to your partner
suggest
sort out/tidy up
measure
cut
glue on
dip...into
learn
study
share a book
open-close a book
stick on
pass/fail
take an exam
colour in
check out
let...dry
drop out
repeat a grade/ year
be on time
pick up
stand up
Basic classroom vocabulary
10 printer
board eraser chalk
blackboard
chair
stool
school diary
teacher on duty
exam/test
desk
spotlight
mark
deadline date
digital whiteboard
drawing table
noticeboard
waste-paper basket
sink
homework
cupboard
Can you add more words and drawings?
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
Keywords WORD
/fəˈnetɪks/
CATALAN
SPANISH
assessment
/əˈsesmənt/
avaluació
evaluación
chalk
/tʃɔːk/
guix
tiza
colour in
/ˈkʌlər ɪn/
acolorir
colorear
cut
/kʌt/
tallar
cortar
cutter
/ˈkʌtə/
cutter
cutter
deadline date
/ˈdedlaɪn deɪt/
data de lliurament
fecha de entrega
glue
/ɡluː/
cola
pegamento
glue on
/ɡluː ɒn/
aferrar
pegar
measure
/meʒə/
mesurar
medir
pick up
/pɪk ʌp/
recollir
recoger
waste-paper basket /weɪstˈpeɪpəˈbɑːskɪt/ paperera
MY OWN NOTES
papelera
11
___________________________________________________________________ ___________________________________________________________________
12
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Working out Materials and Tools 1. Write the names of the art materials and tools under the pictures. bevel
glue
pencil sharpener
tempera
brushes
cutters
square
wax crayons
colour pencils
rubber
nib
sellotape
ruler
spatulas
dry pastels
scissors
compass
mechanical pencil
____________
___________
____________ ____________ ____________
____________
___________
____________ ____________ ____________
____________
___________
____________ ____________ ____________
___________
____________ ____________
13
2. Which materials do you need to do the following tasks? Complete the chart with words from exercise 1.
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ruler _____________________ _____________________ technical drawing tasks
_____________________ _____________________ _____________________
mix or spread colours
_____________________
sharpen pencils and pencil colours
_____________________
cut paper or other materials _____________________ _____________________ give colour to our drawings
_____________________ _____________________ _____________________ _____________________
stick things together erase, clean or delete something wrong apply paint / ink
_____________________ _____________________ _____________________ _____________________ _____________________
3. List the “art verbs� down and translate them into Catalan/Spanish.
ENGLISH
TRANSLATION
mix
mesclar/mezclar
Classroom Language 1. Make groups of 3 students. 2. On a piece of paper write 10-15 expressions/words in Catalan you normally use in the following classroom situations: Asking/Saying things to the English teacher:
Can you repeat that, please? Asking/ Saying things to a classmate:
Can I borrow your pen, please? Asking/saying things to teacher/classmate in group work?:
Are you going to print the activity? Asking things to the art teacher:
Do we have to draw it on pencil? Things your art teacher might say to you :
“Too fast”, “you should improve it”
3. Each group writes about one situation (3 minutes) and then tapes the paper on the wall. 4. Walk around the classroom to see what your classmates have written. Add one or two more expressions/words to their lists. 5. Check the meaning of the expressions/words with your teacher and your classmates. 6. Decide which are the ten most important, useful expressions and write them on square pieces of colour paper. Each square piece will be a flashcard. Write the Catalan word or expression on one side and the English translation on the other side. 7. Use the flashcards to revise the vocabulary.
Think of 10 art classroom objects and translate them into your language. Write all the words and phrases you have learnt in this lesson on the next page and hand it in to your English teacher.
15
CLASSROOM LANGUAGE
16
TO YOUR TEACHER
TO YOUR CLASSMATES
Getting On with Art in English 1. What is there in the art classroom? Let’s move around and take notes of the art stuff and furniture you can see. Look at the vocabulary in this unit or ask your teacher if you need help. STUDENTS
desks chairs
TASKS
shelves
TEACHER
blackboard
2. In pairs, make sentences following the examples:
1. We put our assignments on the shelves. 2. The teacher writes homework on the blackboard 3. We sit on the chairs when the class starts
17
3. Here you have some typical actions at the art lessons. Fill in the colour boxes with them.
18
Glue on
dip...into
cut
paint
sketch
outline
draw
sort out
clean/tidy up
let...dry
stick on
decorate
measure
colour in
wash
deixar aixugar
let...dry
pintar
dibuixar el contorn
fer net/
aferrar amb
rentar
aferrar
decorar
mesurar
tallar
acolorir
fer un esboรง
recollir
dibuixar
ordenar
cola
mullar en
Breaking the Ice 1. Draw a Pig and then check the results (teacher’s answer key). Do you agree with what your drawing says about you?
YOUR PIG RESULTS NAME: _________________________ GROUP: _____________ YEAR: ________ ANALYSIS LOCATION FACING DETAILS LEGS EARS MOUTH
YOUR DRAWING
YOU ARE...
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2. Your first free drawing. DATE: _______________________________________
20
4. Your last free drawing. DATE: _______________________________________
21
5. Compare your first and your last free drawings and see how much you have learnt.
22
Visual Language
UNIT 1
23
Communication is one of the main needs of human beings and maybe that’s why we have created languages: spoken, written, gestural, musical or visual.
In written and spoken languages the basic unit is the word whereas in visual language
the key element is the image. In this unit we are trying to understand what an image is
so we need to understand how visual communication works and the different elements implied.
VISUAL COMMUNICATION Communication is the activity and process of sharing our ideas, emotions or knowledge with other people. An image can be a means of communication when it transmits a message which both the sender and the receiver can understand. For instance, a green traffic light for anyone knowing traffic rules means you can walk or drive on. Visual Communication is the expression of ideas and information using visual forms as the “language” of the message. AGENTS OF VISUAL COMMUNICATION Transmitter: the person who creates or sends the message; a designer, photographer, painter, sculptor, architect, publicist, etc.
Receiver: the person who receives, sees, or understands the message. Message: the content of the information or idea we are trying to communicate. The purpose can be motivating, entertaining, informative, aesthetic, etc. Code: the set of signs or symbols we find in the message. The code must be familiar to both the transmitter and the receiver. Both must understand it. For example signs on road maps.
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Channel: the method we use to transmit the message; newspapers, television, cinema, publicity, etc. Context: the time, period or place where the message is generated. The context may change the meaning of the message. For instance, a fir tree can be used on a summer campaign against fire or in winter as a symbol of Christmas time. Concerning: the purpose for which the message is created. For example, to sell a product, make citizens aware about a particular issue, inform, explain, etc.
IMAGE FUNCTIONS Informative: images are intended to transmit data or describe facts or details about something or somebody. They are clear, direct and objective. For instance, photos on a newspaper, graphics, etc.
Exhortative: images try to persuade the receiver to use a particular product or do something (advertising, advice, warnings, etc.). They are bright, colourful and eye-catching. We usually find them in adverts.
Expressive: the sender chooses the images because of the moods or feelings they transmit.
Aesthetic: images are used with the main idea of transmitting beauty and harmony.
VISUAL LANGUAGES
Sculpture
The branch of the visual arts which operates in three dimensions and shows a predominance of volume.
Architecture
Both the process and product of planning, designing and building. It shows a predominance of space.
Drawing
A technique which makes use of a number of drawing instruments to depict shapes and forms on a two-dimensional support.
Painting
The practice of applying paint, pigment or colour to a surface. It shows a predominance of colour.
Engraving
The practice of incising a design into a hard, usually flat, surface with the objective of making further copies.
Photography
The art, science and practice of creating images by recording light. A lens focuses the light and turns it into a digital image.
The art or science of motion picture Cinematography photography. Also called “the 7th Art�. A telecommunication medium used to Television transmit and receive moving images usually with sound.
Comic Cartoons
An artistic medium in which images incorporate text or other visual forms of information in order to express a narrative or idea.
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VISUAL LANGUAGE: ELEMENTS AND PRINCIPLES
26
LINE Varied tools make different kinds of lines. They can be visible or implied.
BALANCE The comfortable arrangement of the elements of design.
SHAPE A 2-D space enclosed by other elements of design. It comes out in many types and sizes.
CONTRAST Opposed elements of design are placed close to one another.
COLOUR Every colour can be bright, dull, dark or light.
EMPHASIS The creation of a focal area on an artistic work.
VALUE Darkness and lightness on a painting or drawing.
MOVEMENT How we use the elements of design to create the illusion of motion.
FORM When a sense of visual depth (3-D objects) is given to a shape.
PATTERN Decorates surfaces with planned, repeated units.
TEXTURE How a surface feels or looks.
RHYTHM The repetition of shapes, lines, and forms.
SPACE We use graphic illusions to create space in art.
UNITY It means that all elements support the main idea.
Keywords WORD
/f!ˈnetɪks/
CATALAN
SPANISH
aesthetic
/esˈθetɪk/
estètica
estética
balance
/ˈbæl$ns/
equilibri
equilibrio
cartoons
/kɑːˈtuːnz/
dibuixos animats
dibujos animados
code
/k$ʊd/
codi
código
concerning
/k$nˈsɜːnɪŋ/
referent
referente
engraving
/ɪnˈɡreɪvɪŋ/
gravat
grabado
image
/ˈɪmɪdʒ/
imatge
imagen
rhythm
/ˈrɪð$m/
ritme
ritmo
shape
/ʃeɪp/
forma bidimensional forma bidimensional
space
/speɪs/
espai
espacio
texture
/ˈtekstʃ$(r)/
textura
textura
unity
/ˈjuːn$ti/
unitat
unidad
value
/ˈvæljuː/
valor
valor
MY OWN NOTES
27
Unit Outline
VISUAL
28
LANGUAGE
AGENTS
TRANSMITTER RECEIVER MESSAGE CODE CHANNEL CONTEXT
CONCERNING
FUNCTIONS
LANGUAGES
INFORMATIVE
SCULPTURE
EXHORTATIVE EXPRESSIVE AESTHETIC
ARCHITECTURE DRAWING PAINTING ENGRAVING PHOTOGRAPHY CINEMATOGRAPHY TELEVISION COMIC
ELEMENTS
PRINCIPLES
LINE SHAPE COLOUR VALUE FORM TEXTURE SPACE
BALANCE CONTRAST EMPHASIS MOVEMENT PATTERN RHYTHM UNITY
CARTOONS
USEFUL LINKS Principles of Design. Last visit 21-07-2013. http:// www.canleyvale.hs.education.nsw.gov.au/Winning%20websites/art/pod.htm The Alphabet of Art. Last visit 21-07-2013. http://www.guidancecom.com/ alphabet/ ArtLex Art Dictionary. Last visit 21-7-2013. http://www.artlex.com Google Cultural Institute. Last visit 21-7-2013. http://www.google.com/ culturalinstitute/project/art-project?hl=en Composition and Design Principles. Last visit 21-07-2013. http:// www.goshen.edu/art/ed/Compose.htm#elements Studio Codex: Art Elements. Last visit 21-07-2013. http:// www.studiocodex.com/elements01.html
Hand Gestures People use a great number of hand gestures in everyday life to communicate their feelings, ideas or just to give some information. 1. Try to describe the following hand gestures in English. Use some of the verbs on the box to help you. POINT AT
CLOSE
CROSS
MAKE
MOVE
BEND
PUT
EXTEND
2. In small groups, work out the meaning of these signs in your culture. Do they have different meanings in other cultures? Do you know them? image
description
meaning
29
image
30
description
meaning
Dream it Up! 1. Animal collage. Invent an animal and make a collage to represent it.
31
2. Google Art Project (at the computer room): exhibition project. You are going to work in groups to create a virtual exhibition combining different visual languages: painting, sculpture, drawing, architecture, etc.
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All the works of art you choose should have an element in common. It can be a very simple idea (e.g. we can see an apple on all the exhibits) or more subjective (all the characters are sad). The other groups in your class will go through your exhibition and try to guess the principles of organization you have used. Obviously, you should speak and ask questions to your mates only in English. http://www.google.com/culturalinstitute/project/art-project?hl=en
Our group notes: