intermediate works in which rhythm stands out, and lastly to his most abstract works. The evolution of figurative art to abstract art began at the beginning of the 20th century. This can also be taught by looking at other artists such as Theo van Doesburg or Vasili Kandinsky.
1.6 The brain creates original images Combining images without an apparent relationship is a game which helps develop creativity. This association can be done in class with a game of chance, such as asking students to bring objects from home and combining them with those of their classmates.
Op art and visual effects Perspective tricks, simulating three dimensions or blurring images are tricks that are used to create optical illusions or visual effects. They were used by artists of the op art movement. Bridget Riley is an artist who applies these tricks to her artistic compositions which quickly began to be used in fashion. The abstract geometry of Vasarely and the perspective tricks of Escher are also good examples to show in class. As activities to expand on this topic, students can find more information about Escher on his official webpage: www.mcescher.com. They can also see more examples of optical illusions and perception in the television show Brain Games.
UNDERSTAND, THINK AND APPLY
4 Play with optical effects. After analyzing different artists and their works, we can do this simple exercise. There are specialized books that provide practical resources.
5 Find the essence. We can use random images from an image bank and play with superimposing them by using transparencies with a design program.
6 Create something original. This activity can be done by drawing and coloring or making collages with printed images.
UNIT
2
VISUAL COMMUNICATION
Humans are social beings. Since we are aware that we can have a visible impact on others, know the importance of visual communication. The first images created by man were mere signs. They included elements like grooves in ceramic pots used for cooking, and a handprint on rocks. Fascinated by this ability, primitive humans began to draw in a way that incorporated religious or ritual significance, such as how to hunt.
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2.1 Visual thinking and communication Images instantaneously provide us with a large amount of information. They invite us to dream, think and tell stories.
Visual communication is created through visual means. It is related to what we perceive with our sense of sight. In visual communication, both complex and simple images can be used.
Focus on English What symbols come to your mind when you think about London? Perhaps you thought of some of these: a red doubledecker bus, a telephone box, or Big Ben. Symbols immediately identify a culture in our minds! Discuss the symbols that identify your culture with your classmates.
Cave painting of the Cave of Hands (c. 7350 BCE) of the Pinturas River (Argentina)
SUGGESTED METHODOLOGY After reading the text, students should reflect on the importance of visual aspects in the field of communication.
Graffiti.
When a specific meaning is given to a sign, it becomes a symbol* that is recognised. With symbols, writing and the important development of images began. This, at the same time, led to the beginning of storytelling. Narratives such as the lives of kings and gods and stories of love and war; large sculptures, temples, cities and tombs were constructed to demonstrate power. Flags and coats of arms were created to identify things such as noble families, nations and groups. Emoticons have become a simple, expressive, quick way of communicating via images.
Understand, think, search... Say it with drawings
3 Understand, think, search... Reflect and answer mind when you think abut the past? What do they represent? b) What do you express? What do your images represent?
Sometimes words are not enough, especially when we do not understand a language. We can always communicate with images. Try saying something using only drawings. They must be simple and easy to understand.
Communicate emotions with a single image
1 a) What historical images come to
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The City of London's coat of arms.
Flags from the European Union.
Design six simple images that are related to different emotions, feelings and moods. Take pictures of them and incorporate them into your collection of images to use them on social media and communicate with your friends in a quick and efficient way.
Create a symbolic image
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Nominal group. Collect images that say something about and identify your group. Explain what they mean.
Visual communication
Using Visual thinking, we can transform ideas and messages into simple images that are easily recognisable. It is not necessary to know how to draw, to use Visual thinking.
Since the start of the 20th century, communication has advanced and we have been living in an era full of visual stimuli. Nowadays, we not only receive images, but we continuously send messages with icons, photos and videos created, reproduced and transformed by us..
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Cooperative learning To create an image that identifies the group, we suggest using the “Nominal group” cooperative learning technique. The dynamics of this technique can be consulted in the project keys, in the resource bank at anayaeducacion.es. A cademic and professional orientation If we are aware of the power of images to communicate, we can learn about professional activities that use them as a means or resource. Emotional education Working on our emotions allows us to talk about them, identify them and learn to manage them. In this activity, we identify feelings and moods and represent them; furthermore, we recognize the role emotions play in perception and communication.
We suggest collecting images from different moments in history and having students determine what the communicative intention was behind them. We can begin by explaining how visual images, including any type of image not only those in the field of art, have been used throughout history as a means for communicating a wide variety of messages, and how they have currently reached their maximum development in the visual world through new information technology. We can then have a discussion about the images that students often create of themselves or of their environment, the ones they use to decorate their folders, the ones they hang on their walls, wear on their clothes, have on their phones, or upload onto social media. Discuss what these images are expressing and the way in which they are shared.
2.1 Visual thinking and communication There is a direct relationship between the ability to synthesize, which is needed to draw, and the way in which we perceive through patterns. Emoticons are an example of simplification. Visual communication is a quick and efficient way to communicate an idea but it does not encourage reflection or analysis. Art appeals directly to our emotions and, therefore, it is important to objectively analyze what we see from a certain emotional distance so as to not be persuaded by undesirable content.
UNDERSTAND, THINK AND APPLY
1 Reflect and respond. By looking at images of different historical places and moments, as well as the symbols and flags that identify them, we can make students see the powerful ability these objects have for establishing identity.
2 Create a symbolic image. To continue analyzing identity using images, we can do this simple activity. Students can also create their own images and slogans with personalized fonts, instead of finding them elsewhere.
3 Say it with drawings. This activity is not intended to be done as a graphic narrative. However, it is an introduction to this field and should be done in an intuitive way. Students can pretend to be mute and have to communicate only by drawings.
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