futuristic forms - bilingual byme · zaha hadid was a very innovative architect. she used large...

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Futuristic forms

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FUTURISTIC FORMS

LANGUAGE FOCUS

•Architect,building,design,skyline

•Form,line,one-pointperspective,shape,vanishingpoint

•Geometric,organic

•Capitalcities,city,neighbourhood,town,village

•Placesinacity:artmuseum,bank,firestation,hospital,school,sportscentre,etc.

KEY STRUCTURES

•Futurepredictionsusingwill

ARTWORK

LondonAquaticCentre,ZahaHadid,2012

EXPLORE

Draw3Dforms

DISCOVER

Formsinbuildings

CREATE

Futuristiccity

GEOMETRY IN ART

Usetranslationandsymmetrytocreategeometricdesigns.

TALK ABOUT ART

Usethewordsinacompletesentence.Workingroups.

SCIENCE LINKS

Places in the city

Throughoutthisproject,pupilscan:

•Listcharacteristicsoftowns,villagesandcities.

•Identifybuildingsandtheirfunctions,includingimportantbuildingsintheirneighbourhood.

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

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Formsinartandarchitecture Understandthatformsarethree-dimensionalandhavevolume.

Drawformsusinglinesandshapes.

ObservationandanalysisofformsintheLondonAquaticCentrebyZahaHadid

Identifylines,shapesandformsinbuildings. Distinguishbetweenorganicandgeometricforms.

Planesassurfaceelementsthatcomposeshapesandforms Identifyplanesasthesurfaceofashapeorforminworksofartandtheirownartworks.

Understandtheexpressivepotentialofplanesinformingshapesandforms.

Identifytheuseofplanesinworksofartbyartistsfromthe20thcentury.

Makecompositionsusingplanestocreatedifferentshapesandforms.

Measuring:centimetres

Addingsegments

Reproduceandaddsegmentsafterfirstmeasuringthemusingcentimetresastheunit.

Measureandreproducesegmentsfrommeasurementsexpressedincentimetres.

Addsegmentsusingaruler.

Parallel,perpendicularandobliquelines Drawperpendicular,parallelandobliquelineswithapproximatemeasurementsusingaruler.

Drawgroupsofparallel,perpendicularandobliquelineswithapproximatemeasurementsusingaruler.

Classificationandcomparisonofangles:right,acuteandobtuseangles

Identifyanddistinguishrightangles,acuteanglesandobtuseangles.

Drawright,acuteandobtuseanglesusingaruler.

Geometrictransformations:translations,turnsandsymmetry

Distinguishrepetitionbytranslationandsymmetryinmodularcompositions.

Analyseandrepeatmodularstructures(series)madeusingtranslation,turnsandsymmetry.

Groupparticipationandpersonalresponsibilityincarryingouttasksforacollaborativeproject

Developsocialskillstolisten,participateandcommunicateeffectivelywithothersduringgroupactivities.

Workcooperativelyinagrouptocreateacity.

Autonomyandcreativityinart Useformsinacreativeway. Makeabuildingusingavarietyofshapesandforms.

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103ARTS & CRAFTS PROJECTS PRIMARY 3

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COMPLEMENTARY ACTIVITIES

Art

Classworksheet–3DName

•Useperspectivelinestowriteyournamein3D.

English

Mydreamhouse

•Imagine your house in the future and draw adesignofit.Wherewillitbe?Drawapictureandwriteashortdescription.

Social Science

Cityofthefuture

•Draw the skylineof a futuristic city. Include themainplacesandwritethenamesofthebuildings.Usegeometricandorganiclines,shapesandforms.

ICT

CityCreator

•Gotowww.citycreator.comtoplanacity.

Digital Resources

•Pupil’sIWBBook

•Presentations:

–Projectoverview

–CreateProjectPresentation

•Flashcards

•Posters

•Artworks

•InteractiveActivities

•Worksheets

•MultimediaResources

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

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Formsinartandarchitecture Understandthatformsarethree-dimensionalandhavevolume.

Drawformsusinglinesandshapes.

ObservationandanalysisofformsintheLondonAquaticCentrebyZahaHadid

Identifylines,shapesandformsinbuildings. Distinguishbetweenorganicandgeometricforms.

Planesassurfaceelementsthatcomposeshapesandforms Identifyplanesasthesurfaceofashapeorforminworksofartandtheirownartworks.

Understandtheexpressivepotentialofplanesinformingshapesandforms.

Identifytheuseofplanesinworksofartbyartistsfromthe20thcentury.

Makecompositionsusingplanestocreatedifferentshapesandforms.

Measuring:centimetres

Addingsegments


Measureandreproducesegmentsfrommeasurementsexpressedincentimetres.

Addsegmentsusingaruler.

Parallel,perpendicularandobliquelines Drawperpendicular,parallelandobliquelineswithapproximatemeasurementsusingaruler.

Drawgroupsofparallel,perpendicularandobliquelineswithapproximatemeasurementsusingaruler.

Classificationandcomparisonofangles:right,acuteandobtuseangles


Drawright,acuteandobtuseanglesusingaruler.

Geometrictransformations:translations,turnsandsymmetry


Analyseandrepeatmodularstructures(series)madeusingtranslation,turnsandsymmetry.

Groupparticipationandpersonalresponsibilityincarryingouttasksforacollaborativeproject

Developsocialskillstolisten,participateandcommunicateeffectivelywithothersduringgroupactivities.

Workcooperativelyinagrouptocreateacity.

Autonomyandcreativityinart Useformsinacreativeway. Makeabuildingusingavarietyofshapesandforms.

GO TO THE PUPIL’S IWB BOOK TO LISTEN TO THE TEXT.

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ART AIMS

Shapescanbegeometric(withanglesandstraightlines)ororganic(naturalandfree-flowing).Formsarecomposedofdifferentshapes.Aformisathree-dimensionalobjectthathasheight,widthanddepth,suchasabuilding.Formscanbegeometricororganic.

LANGUAGE FOCUS

•Architect,building,design,skyline

•Form,line,shape


•Capitalcities,city,neighbourhood,town,village


SCIENCE LINK

MakelinkstoSocialSciencecontentaboutbuildings in citiesbyhelpingpupils:

•Listcharacteristicsoftowns,villagesandcities.

•Identifybuildingsandtheirfunctions,includingimportantbuildingsintheirneighbourhood.

•IdentifyimportantcitiesinSpainandEurope.

MATERIALS•Digitalflashcards:architect,building,design,forms,shapes

GETTING STARTED

•Showthepupilsthearchitect,designandbuildingdigital flashcardsandask themhow thesewordsarerelated.Architects design buildings.

•Show the pupils the shapes and forms digitalflashcardsandaskthemtocompareandcontrastthetwoelementsofart.Shapes are flat. Forms are three-dimensional. Forms have height, length and width. Shapes and forms can be geometric or organic. Etc.

•Encouragethepupilstofindexamplesofgeometricandorganicformsinobjectsaroundtheclassroom.

STEP BY STEP PAGE 3

Look at the building

•Ask thepupils toopen theirbook topage3andreadthetitle.

•Encouragethemtolookatthebuildinganddescribewhattheysee.

•Takethisopportunitytoteachnewvocabulary.

•Readthetextwiththepupils.

•Askpupils todescribe thegeometricandorganicshapes and forms in the photo and the buildingplan.

ARTWORK

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Look at the plan for this building. What do you think it was used for?

London Aquatic Centre, Zaha Hadid, 2012

Artists design buildings. These artists are called architects.

Architects think about who the building is for and what the building will be used for. They use their imagination to create new designs.

Zaha Hadid was a very innovative architect. She used large geometric and organic forms in her futuristic style. She designed important buildings in major cities of more than 40 countries around the world.

FUTURISTIC FORMS

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THE ARTISTZaha Hadid (31 October 1950–31March2016)wasan Iraqi-Britisharchitect. In2004shebecamethefirst femalearchitecttowinthe Pritzker Prize, the highest honour inarchitecture, for her innovative style thatincludedfluidanddynamicforms.Someofhermost importantworks includeartmuseums,cultural centres, office buildings, hotels,houses,bridges,alibrary,atrainstationandafire station. Her buildings can be found inlarge cities all over Europe, Asia and theMiddleEast.InSpain,shedesignedtheBridge PavilioninZaragoza.

THE AR�ORKThe London Aquatics Centre (2012) wasbuiltforthe2012OlympicGamesinLondon,England. Inspired by water, the roof of thebuilding curves up from the ground like awave.Thisbuildingwasconstructedalongtheriver of the Olympic Park and the designfocuses on creating spaces within thesurroundingenvironment.HadidappliedthesedesignconceptsintheinterioroftheAquaticCentre as well, making this structure asimpressiveontheinsideasitisontheoutside.


•Pupils can use context clues, for example, theswimmingpoolandthestadiumseatingrepresentedin theplanor the title of thebuildingunder thephoto.Aquatic centre.

•Explain to thepupils that this aquatic centrewasbuiltforthe2012OlympicsinLondon.

LEVELLED QUESTIONS

• How is the aquatic centre different from the other buildings in the photo?The aquatic centre is made up of fluid, organic shapes and forms. The buildings in the background are made up of geometric shapes and forms.

• How is the sports centre in your neighbourhood similar to or different from this structure?Acceptavarietyofresponses.

• How does this building look futuristic?Encouragethepupilstosharetheirideas.

• What natural element does the roof represent? Water or a wave. Although not fullyshown from the angle of the photograph on thispage,theroofofthisbuildingcurvesfromtheground,risingoverthebuildinglikeawave.Youcanshareavarietyofimagesofthebuildingfromtheinternet.

•Provide time and support so that the pupils canexpressthemselves.Takethisopportunitytoteachanynewvocabulary.

SCIENCE LINK

ReviewwhatpupilsknowaboutlargecitiesinSpainandtherestofEurope.

•Askthepupilsiftheyliveinavillage,atownoracityandreviewsomeofthecharacteristicsofeach.

•Encouragepupilstonamesomeofthebuildingswe can find in large cities, for example:museums,restaurants,sportstadiums,airports,hospitals,etc.

•AskthepupilstolocateLondononamapandto recognise it as the capital city of England.AskthepupilstofindandnameothercapitalcitiesinEurope.

•YoucantakethisopportunitytoreviewothermajorcitiesacrossEuropeandSpain.

DIGITAL TIPS

Interactive whiteboard

•DisplaythedigitalposterofLondon Aquatic Centre on the interactive whiteboard. Callpupils forward inpairsor small groups andinvitethemtopointto(ortrace)thegeometricandorganicshapesandforms.

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London Aquatic Centre, Zaha Hadid, 2012

Artists design buildings. These artists are called architects.

Architects think about who the building is for and what the building will be used for. They use their imagination to create new designs.

Zaha Hadid was a very innovative architect. She used large geometric and organic forms in her futuristic style. She designed important buildings in major cities of more than 40 countries around the world.

FUTURISTIC FORMS


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EXPLORE

STEP BY STEP PAGE 4

Complete the forms of the buildings in this city skyline.

•Askthepupilstoturntopage4.

•Readtheinstructionswiththepupilsandfocustheirattentiononthebuildingsintheillustration.

•Explaintothepupilsthatacityskylineistheoutlineofagroupofbuildingsagainstthesky.Eachcityhasitsuniqueskyline.

•Instruct the pupils to look along the top of thebuildingsoftheskylineandaskthemtopointtothebuilding that has a right angle (3rd building), anacuteangle(5th building)andanobtuseangle(1st and 4th buildings).Then,askthemtopointtothebuildingsthathaveacurvedline(2nd building)andawavyline(6th building).

•Ask the pupils to find the parallel lines in eachbuilding.Explainthatparallellinescanbestraight,curved or wavy. The sides of each building are parallel. The repeated angles and lines in each building are parallel. The lines of the windows are parallel with the lines that make up each angle and the sides of each building.

•Pupilsthencontinuedrawingtheseanglesandlineswitharulertocompletethebuildings.Aruler(orsetsquares)shouldalsobeusedtodrawparallellinesforthewindows.

MATERIALS•Colouredpencils,crayonsorfelttips

•Pencil

•Ruler

•Setsquares(optional)

TEACHER TIPS

•Pupilscanpractisemakingdifferentanglesbyplacingtheirwrists togetherandusingtheirhandsasrays.Nameanangle,forexample,anacuteangle,andencouragepupilstomakeanacuteanglewiththeirhands.Makesurethatallthepupilsunderstandthatarightangleis90°,anacuteangle is less then90°andanobtuseangleismorethan90°.

•Explain that parallel lines are two ormorelinesthatneverintersect.Youcanreviewthisconcept by asking pupils to create twoparallel lines using their bodies alongwiththeirclassmates.Then,askoneofthelinestomovesothatthelinesintersecttoshownon-parallellines.

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Explore


Repeat the obtuse angles, acute angles, right angles and wavy lines.

Draw parallel lines for the windows.

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right angle

parallel lines

obtuse angle

acute angle

wavy line

Colour the city skyline.3

DRAW 3D FORMS


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Now follow these steps to create your own forms.

Draw geometric and organic shapes.

Draw lines from the corners or edges, to the point.

Use light and dark colours to show volume in the forms.


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STEP BY STEP PAGE 5


•Readtheinstructionswiththepupilsandencouragethemtolookattheexamples.

1 Draw geometric and organic shapes.

Encourage pupils to notice that the shapes aredrawnaroundthecentrepoint.

2 Draw lines from the corners or edges to the point.

Focuspupils’attentiononthestraightlinesdrawnfromtheshapestothepoint.

3 Use light and dark colours to show volume in the forms.

Pupils can use light and dark colours along thedifferentsurfacesofeachformtoemphasisevolumeandcreateafun3Deffect.

WRAP IT UP

•Pupils can work with a partner to compare theartworks they completed in the Explore section.Encourage them to talk about the lines, shapes,formsandcolours.

FAST FINISHERS

•Fast finishers can add more complex shapes onpage5tocreatemoreformsbydrawinglinestothevanishingpoint.

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Explore


Repeat the obtuse angles, acute angles, right angles and wavy lines.

Draw parallel lines for the windows.

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right angle

parallel lines

obtuse angle

acute angle

wavy line

Colour the city skyline.3

DRAW 3D FORMS


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Draw geometric and organic shapes.

Draw lines from the corners or edges, to the point.

Use light and dark colours to show volume in the forms.


SCIENCE LINK

•Askpupilstoidentifytheimportantbuildingsintheirneighbourhood.Encourage them to talkabouttheirlocationandfunctions.

Send the Futuristic forms parent letter home. This letter requests the following materials from home: Recycled materials: cardboard rolls, plastic containers, small boxes, etc.

KEEP IN MIND

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DISCOVER

ART AIMS

•Drawathree-dimensionalhouseusingone-pointperspective.

•Designathree-dimensionalbuildingforacityusingone-pointperspective.

LANGUAGE FOCUS

•Architect,building,design

•Form,line,one-pointperspective,shape,vanishingpoint


•City,neighbourhood,town,village


•Comparative:smaller,bigger,more,fewer

SCIENCE LINK

MakelinkstoSocialSciencecontentaboutplaces in the citybyhelpingpupils:

•Comparethebuildingsinalargecitytothosefoundintownsandvillages.

•Classifybuildingsaspublicorprivate.

MATERIALS•A5sheetofpaper

•Colouredpencils,crayonsorfelttips

•Digitalflashcards:architect,building,design,forms,one-pointperspective,shapes

•Pencil

•Ruler

•Setsquares(optional)

STEP BY STEP PAGE 6

Forms in buildings

•Pupilsreadthetitleandtextonpage6.

•Focus thepupils’ attentionon thewordsvertical, horizontal and diagonal lines.Askpupils topaintimaginaryvertical,horizontalanddiagonallinesofdifferentsizesintheairandcheckforunderstanding.

•Readtheinstructionswiththepupilsandtalkabouttheillustrationsineachstep.

1 Draw the front of a house.

Thecolouredlinesareusedintheexamplestohelpexplainthisdrawingtechnique.

2 Draw guidelines to the vanishing point.

Pupilsdrawlinesfromthecorners(oredges)oftheirshapestothevanishingpoint.

3 Compete the back and roof. Add windows on the side.

Pupilscanaddwindowsbydrawingnewperspectivelinesalongthesideoftheirhouse.

4 Complete the front of the house.

Encouragepupilstonoticethattheperspectivelineshavebeenerasedinthisstep.

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FORMS IN BUILDINGSDiscover

Draw the front of a house. Draw guidelines to the vanishing point.

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Architects use a technique called one-point perspective to draw three-dimensional buildings. They draw guidelines that meet at a point. This point is called the vanishing point.

Follow the steps to draw a house. Draw vertical, horizontal and diagonal lines.

Complete the front of the house.

Complete the back and roof. Add windows on the side.


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Draw a building for a city. Look at the examples. First, draw the vanishing point on the line.


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STEP BY STEP PAGE 7


•Encourage pupils to talk about the shapes andformstheyseeineachbuilding.

•Allowpupilstochooseabuildingandtheshapeofthefront.

•Pupils can make a sign for the name of theirbuilding.

TEACHER TIPS

•Pupilsshouldusearuler (orsetsquares) foreverystep.

•Remindpupilstodrawlightlywiththeirpencilsothatlinescanbeeasilyerased.

WRAP IT UP

•Invitepupilstoformgroupsbasedonthebuildingstheydrewonpage7.Encouragethemtosharetheirartworkandcompareandcontrasttheirdesigns.

FAST FINISHERS

•Fastfinisherscandrawmoreobjectsaroundtheirbuilding on page 7, for example: a street, apavement,trees,streetsigns,benches,etc.

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FORMS IN BUILDINGSDiscover

Draw the front of a house. Draw guidelines to the vanishing point.

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Architects use a technique called one-point perspective to draw three-dimensional buildings. They draw guidelines that meet at a point. This point is called the vanishing point.

Follow the steps to draw a house. Draw vertical, horizontal and diagonal lines.

Complete the front of the house.

Complete the back and roof. Add windows on the side.


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SCIENCE LINK

Comparethetypesofbuildingsinacitytothosefoundinvillagesandtowns:

•Discussthefunctionsofthethreebuildingsonthis page. Thenpupils can share thebuildingtheydrewandtalkaboutitsfunction.

•Classifythebuildingstheclassdrewaspublicorprivate.

Materials to prepare for Create: • Paintbrush• Scrap paper• Recycled materials: cardboard rolls, plastic

containers, small boxes, plastic bottle caps, etc.• Tempera paint (mixed with one part white glue)

KEEP IN MIND

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CREATE

MATERIALS•Felttips

•Gluestick

•Paintbrush

•Recycledmaterials:cardboardrolls,plasticcontainers,smallboxes,etc.

•Scrappaper

•Scissors

•Temperapaint

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Create

FUTURISTIC CITY

Cut and glue the materials for your building.

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Zaha Hadid designed creative buildings in cities all over the world. Make a building for a city inspired by Zaha Hadid.

Paint the materials or cover them with coloured card.

2Add windows, doors and other details. Make a sign for your building.

3

You can put your buildings together to make a town or city.

Be creative!


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ART AIMS

•Makeabuildingusingavarietyofshapesandforms.

LANGUAGE FOCUS

•Architect,building,design

•Form,line,shape


•City,neighbourhood,town,village


•Comparative:smaller,bigger,more,fewer

•Futurepredictionsusingwill

SCIENCE LINK

MakelinkstoSocialSciencecontentaboutplaces in a citybyhelpingpupils:

•Identifybuildingsinacityanddiscusstheirfunction.

•Reflectonhowbuildingswillchangeinthefuture.

GETTING STARTED

•Askpupilstosharesomeoftherecycledmaterialstheybroughttoclassfortheartproject.

•Pupils can describe the shapes and forms of thematerialsandbrainstormwaystheycanusethemtocreateafuturisticbuilding.

STEP BY STEP PAGES 8 AND 9

Futuristic city

•Askpupilstoopentheirbooktopage8andreadthetitle.

•Readthetextwiththepupils.

•Askpupilstoshareideasofdifferentbuildingstheycanmakefortheircity.

•Invitevolunteerstoreadeachstepandencouragethe pupils to talk about what they see in eachexample.

1 Cut and glue the materials for your building.

Pupils can combine both geometric and organicforms in their futuristic design. Also encouragethemtothinkaboutwhattheirbuildingwillbeusedforandtoconsiderthatinthedesign,forexample:aschool,ahospital,asportscentre,etc.

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WRAP IT UP

•If timeallows,pupilscancompletetheTalkaboutArtactivitiesonpage11.

FAST FINISHERS

•Provide fast finishers with a sheet of A5 paper.Instruct them to begin planning the city streets,roundabouts,parkareas, etc. for their city in thefinalstepofthisproject.

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Create

FUTURISTIC CITY

Cut and glue the materials for your building.

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Zaha Hadid designed creative buildings in cities all over the world. Make a building for a city inspired by Zaha Hadid.

Paint the materials or cover them with coloured card.

2Add windows, doors and other details. Make a sign for your building.

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You can put your buildings together to make a town or city.

Be creative!


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SCIENCE LINK

•Encouragepupilstoincorporatethefunctionofthe building theymakewith the design theycreate.

•Askpupilstoshareideasaboutwhatbuildingswillbe like inthefuture. Instructthemtousewill to talk about future predictions, forexample: I think buildings will be taller. Buildings in the future will have more organic forms. Etc.

2 Paint the materials or cover them with coloured card.

Mixonepart tempera paintwith onepartwhitegluesothatitcanbeusedwithallthematerialsthatarenotpaperorcarton.

3 Add windows, doors, and other details. Make a sign for your building.

Pupilscanuseavarietyofmaterialsincludingpaint,scrappaperor extra recycledmaterials to add totheirbuilding.Theycanalsousefelttipstodrawthedetails.

+ Optional Step:

Iftimeallows,pupilscanputtheirbuildingstogethertomakeatownorcity(seeinstructionsonpage 11).

Alternatively,thisstepcanbecompletedinthethirdactivity during the TALK ABOUT ART lesson onpage 11.

TEACHER TIPS

•Encourage pupils to share extra materialswithothers.

•Planahead:coverthedeskswithnewspaperorcontinuouspaperbeforepainting.Arrangeasafeplacetoputtheartworkstodry.

•Mixonepartposterpaintwithonepartwhitegluesothatitsticksonalltypesofmaterials.

•Encourageautonomythroughoutthecreativeprocess and allow pupils tomake choices,test ideas and solve problemswith limitedguidance.

•Somematerialswilltakelongertogluethanothers. Encouragepupils tobepatientandholdthecontainersfirmlyuntilthegluedries.

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GEOMETRY IN ART

MATERIALS•Colouredpencils

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GEOMETRY IN ART

Use translation and symmetry to create geometric designs.

Use the two techniques to colour 3D stairs in the grid below.

Translation means to move every point of the shape the same distance in the same direction.

Symmetry means to flip a shape so that it faces the opposite direction.direction.


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What is your building used for?

Who will use your building?

Why is your building important?

How did you make your building?

What shapes and forms can you see in your building?

Make a town or city centre. Talk with your classmates and decide where to put each building.

building architect

forms

one-point perspective

shapes

design

Use each of the words in a complete sentence.1 Talk about your final artwork.

Work in a group.

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You can add streets, pavements, roundabouts, trees, parks and other important areas in your town or city.

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TALK ABOUT ART


SCIENCE LINK

Helppupilsunderstandthatsomepeoplewithdisabilitiescannotusestaircases.Askpupilstoreflectonspecificdesignfeaturesfordisabledpeoplearoundthecity,forexample,rampsandlifts,tactilepavingandaudiblecrosswalks.

STEP BY STEP PAGE 10

Geometry in Art

•Read the text with the pupils and focus theirattentionontheexamples.

•Drawascalenetriangle(oranotherunsymmetricalshape) on the board and invite a volunteer totranslate the shape horizontally, vertically ordiagonally. Repeat several times and check forunderstanding.

•Withthesameshapeasbefore,drawaverticallineononesideandinviteavolunteertofliptheshapehorizontally.Thendrawahorizontallinebelowtheshape and invite a volunteer to flip the shapevertically.


•Focusthepupils’attentiononthecolourfulstaircaseinthegridandencouragethemtofindexamplesoftranslationandsymmetry.

•Encouragethepupilstoobservethedrawingoftheothersideofthestaircasecarefullyandoften.

TEACHER TIPS

•Colouredpencilsaredifficulttoerase.Instructpupils to first colour each triangle lightlyorplaceasmalldotofcolourineachtriangle.

•Oncetheyaresurethattheychosethecorrectcolour for each one, they can colour thetrianglescompletely.

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TALK ABOUT ART

MATERIALS•Finalartwork(fromCreate,seePupil’sBookpage8)

OPTIONAL MATERIAL•A2cardorcontinuouspaper

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GEOMETRY IN ART

Use translation and symmetry to create geometric designs.


Translation means to move every point of the shape the same distance in the same direction.

Symmetry means to flip a shape so that it faces the opposite direction.


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What is your building used for?

Who will use your building?

Why is your building important?

How did you make your building?

What shapes and forms can you see in your building?

Make a town or city centre. Talk with your classmates and decide where to put each building.

building architect

forms

one-point perspective

shapes

design

Use each of the words in a complete sentence.1 Talk about your final artwork.

Work in a group.

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You can add streets, pavements, roundabouts, trees, parks and other important areas in your town or city.important areas in your town or city.important areas in your town or city.

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TALK ABOUT ART


SCIENCE LINK

DuringScienceclass,thepupilscanmakestreetsignsfortheircity.Theycanlookattheircityfromaboveandmakeamapanddrawakey.

•Extensionidea:usethecityprojectsforahands-onlessonaboutlocalgovernment.Groupscanelectamayorfortheircity,becomecitycouncilmembersanddiscuss lawsandsocial servicesfortheircity.

STEP BY STEP PAGE 11

Talk about Art

•Askpupilstoopentheirbooktopage11.

1 Use each of the words in a complete sentence.

•Read the instructions and invite pupils toworkwithapartner.

•PupilscanworkwithapartnerinaThink-Pair-Sharestructure.Seepages22-23oftheIntroductionformoretipsaboutCooperativeLearning.

2 Talk about your final artwork.

•Pupils formsmallgroups to share theirartworkwithothers.

•Instructpupilstotaketurnsandspeakincompletesentences.

•Encouragegroupmemberstoaskquestionsabouttheirclassmates’artworks.Seepages14-19oftheIntroductionformoretipsonTalking about Art.

3 Work in a group.

•Read the instructionswith thepupilsandallowthemtoformtheirowngroupstomakeatownorcitycentre.

•Pupilsshouldfindclassmatesthatmadebuildingsdifferentfromtheonetheymade.

•Pupils can use felt tips, plasticine, recycledmaterials, scrap paper and a variety of other

materialstoaddstreets,pavements,roundabouts,parksandotherimportantareasonanA2cardorcontinuouspaper.

•Encourage pupils to collaborate with groupmemberswhileconstructingtheircity.

TEACHER TIPS

•Walkaroundandcheckforactiveparticipation.

•Modelquestionsandphrasestoguidepupilsinthediscussionprocess.

•Allow plenty of time for all the pupils topractisespeakingandprovidesupportwhennecessary.

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FUTURISTIC FORMSPRIMARY 3

Downloadableandphotocopiable©EdicionesBilingüesS.L.

NAME: CLASS:

Understandthatformsarethree-dimensionalandhavevolume.

Identifylines,shapesandformsinbuildings.

Identifyplanesasthesurfaceofashapeorforminworksofartandtheirownartworks.


Drawperpendicular,parallelandobliquelineswithapproximatemeasurementsusingaruler.



Useformsinacreativeway.

LIMITED IN PROGRESS BASIC PROFICIENT ADVANCED1-2 3-4 5-6 7-8 9-10

SCORE /80

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Dear Parent/Carer,

Your child is about to begin the Futuristic forms project of ByME Arts & Crafts Projects Primary 3. In this project, your child will:

•Observe and analyse forms in art and architecture.

•Draw forms using lines and shapes.

•Develop autonomy and creativity in art.

•Explore a variety of art materials in a personal way.

•Make a futuristic building using a variety of shapes and forms.

Talk with your child about the artwork they completed in this project and find a place to display their final art project at home.

You may also want to practise English with your child by reviewing the vocabulary presented in this project:

Key Vocabulary

Architect, building, city, design, skyline

More words

Capital cities, city, neighbourhood, town, village

Places in a city: art museum, city hall, bank, fire station, hospital, police station, school, shopping centre, sports centre, etc.

Materials from home

To participate in the final art project, please send the following materials with your child to class by the requested date.

•Recycled materials: cardboards rolls, plastic containers, small boxes, etc. Date:

Best wishes,

Art Teacher

ARTS & CRAFTS

PROJECTS

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futuristic forms - bilingual byme · zaha hadid was a very innovative architect. she used large...

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