Apuntes EPV 1º ESO

1º ESO
Plastic and
Visual
Education
First Term
1º ESO
Plastic and
Visual
Education
Second Term
Color Wheel for Kids!
Do you like to mix colors? Did you know mixed colors have names and groups? They do!
The first group is called

PRIMARY COLORS
red-violet red red
yellow
violet red-orange blue
The second group is called
blue-violet orange SECONDARY COLORS
these are made by mixing the
primary colors that “sandwich” them
yellow-orange on the color wheel (skip over the tertiary colors!)
blue
orange
blue-green yellow green
violet
green yellow-green
The third group is called
TERTIARY COLORS
these are made by mixing the primary color
and secondary color that “sandwich” them
Answer the following questions on the color wheel
using the color wheel.
red-orange
1. What two primary colors are mixed to make yellow-orange
the secondary color orange? yellow-green
(Hint: Remember to skip over the tertiary colors!) blue-green
blue-violet
red-violet
red and yellow
Color your own color wheel!
2. What two colors are mixed to make yellow-green?
(Hint: One is primary and the other is secondary)
red-violet red
green and yellow violet red-orange
3. How many tertiary colors are there in

the color wheel? blue-violet orange
six blue
yellow-orange
4. Opposite colors are straight across from each

other like red and green. What color is opposite blue-green yellow
blue on the color wheel?
green yellow-green
orange
1. INTRODUCTION.
In this unit we are going to learn how to analyze the aspects of a

work of art.
If you can identify the elements and principles of art, you will be
better able to understand an artist's choices. After the unit you will know
more about how to create a good piece of art.
1. Look carefully at each piece of art and say what element you think is the
most important.
Key words:
Color
Shapes
Dots Expressions to use:
Lines
Texture In number … the most important thing is/are …
In my opinion … is/are the most important thing in number …
1 I think that … is/are the thing that stands out the most in
number …
_____________________
1º de ESO: Elements of art 6

Key words: 2
__________________________
Color
Shapes
Dots
Lines
Texture
3
_________________________

4 Key words:
Color
_______________________ Shapes
Dots
Lines
Texture
2. Now check your answers with your partner. Do you agree?

Do you think the same things?

2. DOTS.
The dot is the simplest element of drawing. It’s the smallest unit we
can draw. Dots can be big or small, in color or in black and white, thick, or
thin; they can be drawn next or very far away fromothers. They can also be
drawn so big that they are considered circles.
All the images

and pictures
in the
newspapers,
the TV and in
your
computer
are made by
dots

The mosaics
are made by
lots of little
pieces of
pottery
that look
like dots.
DOTS
EVERYWHERE

The French word for dot is “point”. This way of painting became known as
POINTILLISM. This painting was made by a French artist called Georges
Seurat, A Sunday on La Grande Jatte, 1884-86.
1. Look carefully. This painting is made of many, many tiny dots of color. Can
you name all the things that are in the painting? How many people can you
see? And animals?
In the painting I can see

……………………………………………
……………………………………………
……………………………………………
……………………………………………
……………………………………………
…………………………………………….
The number of people is

…………………………………………….
The animals are
……………………………………………
……………………………………………
……………………………………………
Detail
……………………………………………
……………………………………………

2.1. POINTILLISM.
1. Listen to your teacher/assistant and repeat the words. Then match each
word with the right picture:
Unmixed Juxtaposed Canvas Pointillism To blend
1
2
3
………………………….. ………………………
………………………..
4 5
……………………………………..
……………………………….

2. Listen and read the following text about Pointillism. Fill the gaps with
the words from exercise 1 and then answer the questions:
Pointillism, just as it sounds, is a style of art using only dots. In this

technique lots of dots of …………………, pure color are ……………………… on the
…………………….. The dots blend together in your eye to create tones when
you look at the painting from a distance. When viewed from a distance,
the eye ……………………….. the dots, in a process called optical blending.
French Artist Georges Seurat, the founder of this movement in the
1880s, preferred the name Divisionism.
Even though no
orange paint was
used, red and yellow
create the effect.
…………………………… required so much patience. His most famous

piece, took two years! Seurat made over 3 million dots on
this piece!

QUESTIONNAIRE:
1. Who was the founder of this movement?
2. Name two characteristics of the dots used in this movement.
3. Do you think that painting like this takes a lot of time? Why?
ACTIVITY: LET’S PAINT LIKE THIS!
3. Make your own version of the following painting using dots.
Paul Signac, Antibes, evening, 1914

With paper and pencil draw the rough outline of the ship and the
horizon line between the sea and the sky. Then choose one color for the
ship, one for the sky, and one for the sea. Choose colors that go well
together. Now fill in the areas you have drawn with dots of color.
To have fun:
Pointilism Practice Page!
In this link you can practice with dots using your computer:
http://www.epcomm.com/center/point/point.htm

3. LINES.
Let’s continue with the second element of art: lines.
Look around you. Look at the edge of objects. You are looking at
lines. Lines are used all the time by artists to make shapes and symbols, or
by writers to form letters and words.
Lines are usually the first marks in a composition.
You, the art student, are in control and can manipulate line through
different techniques, media, tools and surfaces.
Thick and powerful, fine and delicate, zigzagged, etc., lines are
unique. Each one has a specific look and the capacity to express emotion or
describe form.

3.1. TYPES OF LINES.
1. Listen to your teacher/assistant and repeat the following types of lines.

Then match each type with its correct image:
Thin, Thick, Parallel, Curved, Dotted, Zigzag, Spiral, Cross hatched,

Squiggly
1 2 3
……………………… ………………………. ……………………….
4 5 6
……………………….. ………………………. …………………….
7 8 9
……………………………… …………………………… ……………………………..

2. Look closely at the types of lines in the drawing below. How many
different lines do you see here?
Vincent van Gogh, Arles: View from the Wheatfields, 1888

3. With the help of the assistant let’s build a vocabulary of lines. We
need a volunteer to come to the board and draw the lines! Try to identify
each type in the Van Gogh’s drawing, and draw an example in the boxes
below.
thin lines thick squiggly straight curved
vertical horizontal diagonal long short
crosshatched parallel spirals dotted lines zigzags

4. Each line has its personality, character, emotions, and a variety of
adjectives that describe them. Match each type with its adjective:
Crosshatched uneasy
lines
Overlapping moving and

lines rhythmical
Thick, heavy unstable

lines
express
Zigzag lines texture and
volume
Interrupted or
intermittent lines energetic and
erratic
Curved and
undulating bold and
aggressive
Crosshatched lines express …………………………………………

Overlapping lines are …………………………………………
Thick, heavy lines are ……………………………………………………
Zigzag lines are ………………………………………………………………
Interrupted or intermittent lines look ……………………
Curved and undulating lines are ………………………………

To know more:
http://www.artsconnected.org/toolkit/watch_types_line.cfm
3.2. Lines: mark making.
Van Gogh made a large number of pen and ink drawings. In these
drawings he used a wide variety of marks.
1. Draw your version of the following drawing using a pen and a

variety of lines. You have to identify at least 9 different marks from the
drawing, and using them in your own drawing.

2. Work in pairs. Look carefully at the following paintings and notice how
different they are. They are made of lines.
What kind of lines can you see in each picture? What feelings do they
express? Which one do you prefer? Why?
1 2
Expressions to use:
- In picture number …. We can see the

following types of lines: ….
- The main kind of lines in picture number ….
Are …..
- We believe/think/ consider that the lines
made in picture number …. have the following
feelings ……
- We prefer picture number ….. because….
- Our favorite picture is …… because ….
- We like/don’t like picture number …..
because …….

3. ACTIVITY: LINEAR CITIES.
And now that you know all the different types of lines, you have to
use them in two compositions. You have to draw two linear cities:
A straight line city and a wavy line city. In each city you should
include buildings, trees, people, and roads. In the straight line city,
however, you can only use straight lines and shapes, such as squares,
triangles, and rectangles. In wavy line city, you can only use wavy lines and
shapes, like ovals and circles.
Once done, exchange your drawings with your partner and describe them
following the example below:
“In my partner’s straight line city I can see/observe…”
HOMEWORK
Produce a drawing of one of your favorite

possessions. Think carefully before you start
drawing, some objects might not be very suitable
to draw, such as Cds, music players, etc. Make it
fill the page of your sketch book so that you can
include as much detail as possible. Use lines only,
and remember to vary the type of line that you
use (thick, thin, heavy, light, etc). Write two
sentences saying something about your object.

4. SHAPE AND FORM.
1. Here you have some words and their images. The letters are mixed up, so
you have to rearrange the letters to form the words. Once done, check
your answers with your partner.
Expressions to use:
Let me see your answer for number ….

We have the same word for number ….. well
done!
We agree/do not agree about number ….
I think the correct answer is … because…
Litoune: ……………………….. Buce: ………………………… Pehres: ………………………
Noce: …………………… Higeth: …………………….. Pethd: …………………………

2. Listen to your teacher/assistant reading a text.
A). Circle the words you listen to:
B). Listen to the text again and finish the following sentences:
- We normally find organic forms in ………………………………
- Geometric forms are mostly made by ………………………………..
- Two dimensional forms have ……………………… and ………………….
- The objects are the ………………….. forms.

C). Now listen again and read the text at the same time. Fill in the gaps
with the following missing words:
asymmetrical common ways

background words depth regular
Shape and form are both (1) ………. that can be used to describe
the eternal appearance of an object. There are various (2) …………….
to categorize form and shape. Form and shape can be organic or
geometric, two dimensional or three dimensional.
Organic forms such are irregular in outline, and often (3) ……..
………We normally can find organic forms in Nature. Geometric
forms are those which correspond to named (4) ………. ….shapes,
such as squares, rectangles, circles, cubes, spheres, cones, and
other regular forms. They all have some characteristics in (5)
…….,…. ….and they are mostly made by humans.
Two dimensional forms have width and height. It can also create
the illusion of three dimension objects. Three dimensional shape
has (6) …………… as well as width and height.
Forms and shapes can be thought of as positive or negative. In a

two dimensional composition, the objects are the positive forms,
while the (7) …………… is the negative space.

D) Finally read the text again and complete the chart bellow with the
information from the text:

3. Decide which image belongs to each group of forms:
1 2 3
4 5 6
7 8 9
Organic forms:
Geometric forms:
Two dimensional forms:
Three dimensional forms:
Positive forms:
Negative forms:

4. 1. Me, my name, myself.
And now that we know all the

forms and shapes that exist, it is
time to do an activity with them.
1. Use the letters of your name to

create the positive forms of your
composition.
2. Add more shapes related to

you: your hobbies, your interests,
the things you like the most…
3. Don’t forget to use a variety of
forms and shapes: organic,
geometric, positive and negative, …
4. Use a variety of materials,

different papers, pencils, felt tips
pens and wax crayons.
5. Finally, write a composition

about you, the things you like
and normally do. Use in
between 100-120 words.

4. 2. Matisse and The Cure.
Creativity takes courage.
One of the artists that

worked the most with
shapes was the French
artist Henry Matisse.
These are some examples of the art works that Matisse created by the
end of his life:
OBJECTIVE: To create a big mural using negative and

positive forms like Matisse used to do, based on the
song of The Cure “Friday, I’m in love”.

Our mural will be based on this famous mural of Matisse: The Thousand and
one Nights.
1. How many shapes can you recognise? What colour are they?
THE CURE
The Cure is an English rock band and is often identified with gothic
rock. They were one of the most known and successful bands ever, and they
still play music now.

THE SONG
Let’s listen to the song now!
MATERIALS: construction paper, scissors, glue, pencils,

imagination and creativity

2. Follow these steps when doing the activity. Read them carefully, there
are two mistakes in each sentence. Can you notice them?
1. Each student have to choose one day of the week apart from 1 2
Friday, which everibody has to do. Do not include Saturday and
Sunday.
2. With your two days, friday and the other one, you have to design 1 2
shappes, forms and silhouettes related to your days.
3. This shapes have to be based on Matisse arts works. 1 2
4. Think about how you fell when it is Friday and try to convey these 1 2
feellings with your shapes.
5. Also think about how you feel during the others day, that have to 1 2
be one from Monday to Thursday, and reflect these feelings as well.
6. You have to create two diferent pictures with positive and 1 2

negative pieces of cut paper: one related to friday and one related
to the other day you have chosen.
7. You can add some extra words if you wants to. The sizes of the 1 2
pictures is up to you.
This is the mural from last year:

5. TONE AND VALUE.
We are going to look at two paintings of the great artist Paul Klee.
They are both landscapes, but they are quite different.
1 2
1. Work in pairs. Talk about these differences with your partner. Use
comparatives (more ….., less ……, -er), as in the example.
Example: painting 1 is simpler than painting 2.
Key words:
- Flat
- Colours
- Light
- Space
- Depth
- Shade
- Darkness

2. The main difference between them is the Tone or Value. Klee
used tones in Painting 2. Look again at the paintings and think about the
tones in painting 2 make it different from painting 1.
TONE
3. Now listen to your assistant. He/She is going to dictate the definition

of Tone. Pay attention and write down the definition. Check your own
definition with your partner, and discuss the differences. Try to correct
the mistakes. Then listen again.
Tone:
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………
………………………………………………………………………

Scale of tones:
Tones and tints are the most important tool that artists have when
they work on a flat, two-dimensional surface, to create the illusion of a
three-dimensional space. Generally, lighter values appear to be “closer” to
the viewer, and darker values tend to “recede” from the viewer.
Activity: Drawing natural forms.
4. We are going to develop our understanding of tone making a

careful tonal study with pencil. The subject chosen on the examples below
were seeds. Our subject will be three apples. You must use the full range of
shades from the white of the page to the very darkness shade of your
pencil. Include a background shade to make your drawing more realistic.

5. 1. Tonal study of Moore’s sculpture.
1. You are going to make a tonal study of one of the sculptures of the
famous artist Henry Moore. Stick the photocopy in your sketch book. Look
at it carefully for a few minutes and then write down your opinions about
the sculpture:
- What do you think of it? Is it a man or a woman?
- Do you like it? Why? Why not?
- If you were to make it, how would you change it?

6. PROJECT: THE GARDENS OF KLEE.
Paul Klee (1879 – 1940) is one of the most important artists ever. He
experimented with different techniques and media and he became a famous
color teacher at the Bauhaus School.
In groups of 4, research the Artist Paul Klee, share

TASK 1
information, your different ideas, help each other and
create a TITLE PAGE for the project. Your page should be
presented very well and should also contain:
A title: THE GARDENS OF KLEE.
Ten facts about Klee
A version of one of his paintings that you like the
most.
A3 size.
Here you have some examples. Be creative!!! Use an exciting variety of

materials.
SERGIO ALTEA CUETO

TASK 2 Now individually choose 1 image of the gardens of Klee.
o Cut out and stick into your book
o Image should be no smaller than 10cm x 10cm

TASK 3 Using mixed media, pencils, coloured pens, wax crayons,
acrylic painting, etc. Produce a version of Klee’s paintings.
o This should be A3 size
o On your version, you have to emphasize one of the
elements of art that we have studied in this Unit.
o Example: you can choose LINES as the main
element of your art work, so you have to use lines the
most, and try to use a wide variety of them.
TASK 4
Working again with the same group, write about Klee’s
work:
o Use the paragraphs below as a guide to help you.
o Fill in the missing gaps with the facts about the
artist or your own opinion where it is needed.
o The writing in brackets is an example ONLY to give
you an idea of what to write.
(The first paragraph should tell us about the work and the artist)
The work of art that I studied was a (painting/sculpture/print etc) It was created
by the artist (name) in the year (Date). The medium used was (oil/acrylic paints/clay
etc) The title of the work is (name of work) and I looked at a (Print, photo, black &
white copy) of the original. (Or the original itself)
(The second paragraph explains how the work of art was created)
The colours used were (colours or description) which gave a (Striking/Calm/sense of

movement/emotional/peaceful/loud) effect.
The mood of the painting is …….. I can tell this from ………………..…

(In the third paragraph you will tell us what the work is about)
The subject of the picture is (Landscape/portraiture/still life/scene/objects

and space/the human form). The objects/figures look (Natural, real, distorted,
exaggerated) The picture suggests a feeling of ……………….. because
……………………………………………….
(Finally, give your opinion of this work of art, using one or more of the
following sentences)
I think the artist was trying to communicate……………………………………. I

liked/disliked this piece because it made me feel ………………………. I
liked the (colours, patterns, and textures, subject) that (The artist
name) chose because………………………………………….… I did/didn’t understand
this work of art because ………………………………

TASK 5
EVALUATE THE PROJECT.
For the final part of the project, work in the same groups of four again.
Check your answers, ask each other, correct the pronunciation and
grammar, and be ready to talk to your teacher/assistant about the previous
tasks and this assessment:
Which of the following elements is/are most important in your work?

Dot/ Line/Tone/Shape
Did you choose the right materials for your work? YES / NO
Which medium did you enjoy using the most and why? …………..
Have you controlled your materials? WELL/ YES/BASICALLY/ NO
How much have you enjoyed your work? GREATLY/ BITS/ MOSTLY/ NOT AT ALL
What did you find the most difficult?
Are you pleased with your final painting?
How could you improve your work?

1º ESO
Plastic and
Visual
Education
Third Term

Apuntes EPV 1º ESO

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1º ESO

The first group is called

green and yellow violet red-orange

3. How many tertiary colors are there in

4. Opposite colors are straight across from each

In this unit we are going to learn how to analyze the aspects of a

In my opinion … is/are the most important thing in number …

1º de ESO: Elements of art 6

1º de ESO: Elements of art 7

2. Now check your answers with your partner. Do you agree?

1º de ESO: Elements of art 8

All the images

1º de ESO: Elements of art 9

1º de ESO: Elements of art 10

In the painting I can see

The number of people is

1º de ESO: Elements of art 11

Unmixed Juxtaposed Canvas Pointillism To blend

1º de ESO: Elements of art 12

Pointillism, just as it sounds, is a style of art using only dots. In this

…………………………… required so much patience. His most famous

1º de ESO: Elements of art 13

1. Who was the founder of this movement?

2. Name two characteristics of the dots used in this movement.

ACTIVITY: LET’S PAINT LIKE THIS!

3. Make your own version of the following painting using dots.

Paul Signac, Antibes, evening, 1914

1º de ESO: Elements of art 14

Pointilism Practice Page!

1º de ESO: Elements of art 15

Let’s continue with the second element of art: lines.

Lines are usually the first marks in a composition.

1º de ESO: Elements of art 16

1. Listen to your teacher/assistant and repeat the following types of lines.

Thin, Thick, Parallel, Curved, Dotted, Zigzag, Spiral, Cross hatched,

……………………… ………………………. ……………………….

……………………….. ………………………. …………………….

……………………………… …………………………… ……………………………..

1º de ESO: Elements of art 17

Vincent van Gogh, Arles: View from the Wheatfields, 1888

1º de ESO: Elements of art 18

thin lines thick squiggly straight curved

vertical horizontal diagonal long short

crosshatched parallel spirals dotted lines zigzags

1º de ESO: Elements of art 19

Overlapping moving and

Thick, heavy unstable

Crosshatched lines express …………………………………………

1º de ESO: Elements of art 20

3.2. Lines: mark making.

1. Draw your version of the following drawing using a pen and a

1º de ESO: Elements of art 21

- In picture number …. We can see the

1º de ESO: Elements of art 22

“In my partner’s straight line city I can see/observe…”

Produce a drawing of one of your favorite

1º de ESO: Elements of art 23

Let me see your answer for number ….

Litoune: ……………………….. Buce: ………………………… Pehres: ………………………

Noce: …………………… Higeth: …………………….. Pethd: …………………………