space and volume

SPACE AND VOLUME

SPACE The expanse in which everything is located.

VOLUMEThe space occupied by a three-dimensional body that has height, width,

depth.

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.

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.

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.

TO CREATE THREE-DIMENSIONAL PICTURES

RELATIONSHIPS BETWEEN DIFFERENT PLANES


Objectives • To understand how to create depth in a two-dimensional work.

• To use the collage technique creatively.

Materials needed• Newspapers, magazines, catalogues

• Coloured pencils, wax crayons

• Scissors, stick of glue

• Watercolours or temperas •••

Presentation• This task has a medium level of difficulty. ••• The students use dry techniques to complete the composition:

coloured pencils, wax crayons.

• The level of this activity can be adapted to meet the needs ofthe class:

•••The students use wet techniques: watercolours or temperas.

Evaluation criteria Assess the activity using the following criteria. The student has:

1. Created a feeling of depth by correctly changing object sizes.

2. Applied the collage technique accurately and creatively.

3. Used dry or wet techniques correctly .

4. Turned in a finished project that is accurate, neat and tidy.

(See Teacher’s Book, Introduction, page 6, Evaluation criteria.)

4.2 At the cinema

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Objectives • To understand and correctly apply different volume-creating

techniques: changes in size, contact, separation, transparency,overlapping, intersection, objects passing through one another.

• To experiment using the collage technique to create a sense ofdepth.

• To turn in a finished project that is neat and tidy.

Materials needed• Newspapers, magazines, catalogues, comic books


Presentation • This collage activity has a medium level of difficulty. ••• The level of this activity can be adapted to meet the needs of

the class:

• Reduce the number of volume techniques the student mustuse. For example, transparency or making an object passthrough another.


1. Completed the task creatively.

2. Created a sense of depth by correctly applying differentvolume-creating techniques.

3. Turned in a collage that is neat and tidy.


4.1 To create three-dimensional comic figures

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Objectives • To understand how to create depth in a two-dimensional work.

• To use the collage technique creatively.


• Coloured pencils, wax crayons


• Watercolours or temperas •••

Presentation• This task has a medium level of difficulty. ••• The students use dry techniques to complete the composition:

coloured pencils, wax crayons.

• The level of this activity can be adapted to meet the needs ofthe class:

•••The students use wet techniques: watercolours or temperas.


1. Created a feeling of depth by correctly changing object sizes.

2. Applied the collage technique accurately and creatively.

3. Used dry or wet techniques correctly .



4.2 At the cinema

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Main topics• Identifying visual relationships between objects: closer or

further away, in front of or behind, on top of or underneath.

• The concepts of size, contact, separation, transparency,overlapping and intersecting.

Key vocabulary• Flat shape. The configuration of a flat figure.

• Size. The set of measurements a person, animal or object has.

• Contact. The effect of two or more people, animals or objectsthat 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 recognise

the 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• Changes in size: The students

observe 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.

4.3 Relationships between different planes (I)

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EXPERIMENTING WITH SIZE



















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CONTACT BETWEEN OBJECTS



















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SEPARATION OF OBJECTS



















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TRANSPARENCY



















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OVERLAPING



















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INTERSECTING

Image library• Overlapping: Place different

objects 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 away from, in front

of or behind, on top of or underneath another object.

• The concepts of shapes that pass through another, mixingtechniques and contrasting tones.

Key vocabulary• Pass through. To go inside or through something else.

• Mixing techniques. Using more than one artistic skill, such asintersecting objects, transparencies and tone contrasts.

• Tone contrast. This is when light illuminates an object, givingit light and shaded areas.


Presentation1. Turn off the lights in the classroom and shine a desk lamp onto

a copy of Arts and Crafts. T: Look at the light and shaded areas thelamp makes. This is how light affects an object that has volume.Students open their books at page 85. T: Look at how we transferthese light and shaded areas to a flat object.

2. Refer the students to section G of the same page. T: A shapeseems to have volume when another shape goes through it.

3. Finally, explain that we can use more than one of these volume-creating techniques at the same time. Write the following list ofitems on the board: drinking glass, lemon, bottle, place mat,coffee cup, saucer, spoon, table. T: Get into groups of fourstudents. Look at picture H on page 85 and write down thetechniques used to portray each object.

4.3 Relationships between different planes (II)

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Caravaggio, The nativity, 1609.


SHAPES PASSING THROUGH EACH OTHER
















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MIXING TECHNIQUES
















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CONTRASTING TONES



















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TECHNIQUES TO CREATE DEPTH

Objectives • To revise the concepts of space, volume and depth.

• To apply correctly the methods of intersection, transparencyand objects passing through each other.

• To use the unit concepts to create compositions with geometricfigures.

Materials needed• Coloured card

• Graphite pencil (HB) and rubber eraser

• Compass and ruler

• 45º and 60º triangular set squares


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 tospace, volume and the relation between flat shapes. Thestudents should follow the instructions as they appear, withoutapplying additional volume techniques.


1. Applied the required technique correctly to create depth.

2. Used geometric figures and concepts from the unit to create anurban landscape.



4.6 A composition using geometric figures

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INTERSECTING

SHAPES PASSING THROUGH EACH

OTHERTRANSPARENCY

Objectives • To understand the techniques of overlapping, contact and

separation of shapes and use them correctly to create a feelingof depth.

• To put into practise the knowledge acquired about space,volume and the relation between flat shapes to create acomposition.

Materials needed• Coloured paper

• Graphite pencil (2B) and rubber eraser


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 studentsshould follow the instructions as they appear in the activity,without applying additional volume techniques.


1. Understood the methods for creating depth and used themcorrectly.

2. Demonstrated they have mastered the concepts related tospace and volume.

3. Creatively applied the relationship between flat shapes to theirown work of art.



4.5 Other techniques to create depth

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CONTACTSEPARATIONOVERLAPPING

CREATING DEPTH
















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OVERLAPPING CONTACTSEPARATION


















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INTERSECTINGSHAPES PASSING THROUGH EACH

OTHERTRANSPARENCY

CREATING DEPTH

CREATING DEPTH

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.


• 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 anextension activity, all students can complete it.


1. Mastered the concept of colour successfully.

2. Applied knowledge of colouring and shading techniques to aspecific task.

3. Used coloured pencils to solve specific artistic problems.



4.4 Creating depth

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SPACE AND VOLUME

space and volume

Technology