viernes, 19 de diciembre de 2014



"I remember that winter because it had brought the heaviest snows I had ever seen. Snow had fallen steadily all night long and in the morning I woke in a room filled with light and silence, the whole world seemed to be held in a dream-like stillness. It was a magical day... and it was on that day I made the Snowman."

miércoles, 10 de diciembre de 2014


Embassy ExpoComic Trace Effects Competition
Would you like to win an iPad?
Or a free class on designing robots, drawing comics or making movies?
Even better, they win these prizes by playing a video game!

This video game, called Trace Effects, was designed by the U.S. State Department to teach students how to learn English (for more information on Trace Effects, see attachment).  So feel free to let them play it in the classroom!
Here‘s how students can participate in this prize contest:

Duration of Contest: December 8-12, 2014
Winners AnnouncedDecember 12, 2014 at 3 p.m. on U.S. Embassy Madrid Facebook page
Age Groups: 10-1213-1516-18
Instructions to Play:
  1. Students visit Trace Effects video game at
  2. If you are a new user, click “Create an Account”
  3. You will enter an email address, username and password to create an account
  4. After sign in, click on “Chapter 1.” Watch the introduction video to understand the game
  5. Begin playing the game following instructions prompted by the main character
  6. When you think you have reached your highest score, take a screen shot of the entire screen including your username and the total score, which can be found in the upper right hand corner
  7. Email the screen shot to your teacher

The English bilingual coordinator for each school will be in charge of keeping track of students’ scores and reporting back to Maggie Brioso ( at the U.S. Embassy. The students with the highest score in each age group by Dec. 12 will win a prize from above.

martes, 2 de diciembre de 2014


This is another idea for Christmas. It is a mini Christmas tree, done with a plastic bottle, colour cardboards, rapping paper, scissers, glue and some Christmas decorations. For those who found the Stars difficult this is a VERY EASY Christmas Craft.


martes, 25 de noviembre de 2014


3. Angles


In geometry, an angle is the figure formed by two rays, called the arms of the angle, sharing a common endpoint, called the vertex of the angle.

  • ACUTE ANGLES (Ángulos agudos): angles smaller than right angles (less than 90°)

  • RIGHT ANGLES (ángulos rectos): angles equal to 90º.

  • STRAIGHT ANGLES (ángulos llanos): angles equal to 180º.

  • OBTUSE ANGLES (ángulos obtusos): angles larger than a right angle and smaller than a straight angle (between 90° and 180°)

  • REFLEX ANGLE (ángulo cóncavo): angles between 180º and 360º

  • ROUND OR FULL ANGLES (ángulos completos) : angles equal to 360º.


If we want to draw an angle equal to a given one with vertex at a given point V, we must follow the next steps:


The angle bisector is a line which divides the angle in two equal parts. Each point of an angle bisector is equidistant from the sides of the angle. 



 The addition of two angles is another angle whose measure is the addition of the measures of those two angles.

The subtraction of two angles is another angle whose measure is the subtraction of the measures of those two angles.

viernes, 14 de noviembre de 2014


2. Operations with Line Segments
2.1. Adding and subtracting line segments

       a) Adding
  •  The addition of two segments is another segment that begins at the origin of the first segment and ends  at   the end of the second segment. 
  • The length of the new segment is the addition of the measures of those two segments.
      b) Subtrating
  • The subtration of two segments is another segment that takes as the origin, the end of the smaller segment and as the end, the end of the biggest segment.
  • The length of the segment difference is equal to the subtraction of the lengths of two segments.

2.2. Line Bisector
  • The line bisector is a perpendicular line that passes through the midpoint of the segment, so it divides the segment in two equal parts.

To draw a line bisector we use the compass and the rulers. Let's check how to draw it with this video:

2.3. How to divide a line segment into equal parts (Thales theorem)

1. Draw a ray that shares the origin of point A with the line segment segment AB.

2. Mark in the ray as many equal units as you want to obtain starting from point A. In this case, we are goint to divide the segment into three equal parts.
3. Join the point B with the end of the ray. For each of the divisions of the ray, draw parallel lines to the segment joining B. The points obtained in the segment AB represent 3 equal parts.

If you have any doubt about the process, you can watch this video:

viernes, 23 de mayo de 2014



Artists used different techniques to create the impression of volume and space in their works of art. Here are some tips to help you with your projects in group. Remember the most important part about working in groups is sharing and learning from eachother.

Volume and mass (density)

Volume = a shape in three dimensions
Shapes are flat. If you take a shape and give it three dimensions, it has volume.
A three-dimensional form has volume. Volume (three-dimensionality) can be simulated in a two-dimensional work (like a painting).
This self portrait by Rembrandt is an example of simulated, or implied volume. The face looks three-dimensional. In actuality, however, it is a two-dmensional (flat) artwork, a print.

Rembrandt Van Rijn Self-portrait in a cap, with eyes wide open, etching and burin, 1630
Signed and dated bottom center: RHL 1630. A copy is kept in the: Rijksmuseum Amsterdam. Source: Dake, wikipedia. com

This group of sculptures by Magdalena Akanowicz have actual volume; they are three-dimensional. Because the figures are open they allow a glimpse of what the inside of a sculpture looks like, (including welded together sections of separate castings). This openess gives a sense of volume. If they were closed, they would appear to have density, or mass.

Magdalena Akanowicz Nierozpoznani ("The Unrecognised Ones") 2002
Cytadela park, Poznań, Poland (whole installation) photo by Radomil

Imagine a drawing of a glass. The drawing would be flat (two-dimensional) But it would look like it was three-dimensional (simulated or implied volume). Now imagine an actual glass (that is empty). The glass would have volume (it would be three-dimensional).

Mass = volume + density
Imagine that glass again, this time filled with water. Now the glass has mass, or density.
The density of a material is scientifically defined as its mass per unit of volume. For example, a rock has more density than a cotton ball.
Imagine three containers. The first one is empty (filled with air); it has volume. The second container is filled with feathers. Now the container has density, or mass. The third container is filled with sand. The third container has more density than the second one.
In art it’s easier to think of density as actual or perceived weight.
These ancient Olmec sculptures iillustrate the concept of density, or mass. They appear to be (and actually are) very heavy in weight. They are very large and there are several of them (17 have been unearthed). You can imagine encountering a group of these colossol heads, and the sense of power they convey.

Monument 6, San Lorenzo Tenochtitlan Olmec civilization 1500 BCE to about 400 BCE
exhibited at the Museo Nacinal de Antropología e Historia, Mexico Image: Maunus

Monument 1, one of four colossal Olmec heads at La Venta. 9.8 ft (3 meters) tall. circa 900 BCE -400 BCE
La Venta Park, Villahermosa, Mexico Image: Hajor
Implied Mass
Mass or volume can be simulated in two-dimensional work though the use of:
modeling and shading
color--darker and more intense colors appear heavier
placement--objects closer to the lower edge of the picture plane appear heavier
size--larger objects appear heavier
overlapping objects creates a sense of space
Implied Mass: Valentina Kulagina
This poster from 1930 is a good example of implied mass. The soldiers of the Russian Army are portrayed as huge figures marching from the factories to fight the war. Notice the size, color and placement of the figures. In contrast, the airplanes of the royalists are shown as light, small, and overwhelmed by the figures.

Valentina Kulagina To Defend USSR 1930

Degrees of Three-Dimensionality.

Three-dimensional artwork has varying degrees of dimensionality.

Relief Sculpture
In relief sculpture an image is developed outward from a two-dimensional surface.
Low relief. In low relief, the figures exist almost on the same plane as the ground, but they are carved with enough depth to cast shadows. Often times they tell a story.

India, Northern: Gandhara period
Tympanum in shape of a stupa, decorated with relief scenes from the life of the Buddha, 3rd century C.E.

Musee Guimet, Paris AICT/Allan T. Kohl
High relief. In high relief, at least half of the figures project forward from the surface.

Francois Rude The Departure of the Volunteers of 1792 ("La Marseillaise") 1833-1836
group from right side, east face, Arc de Triomphe, Paris, France
Frontal sculpture. Three-dimensional work that is meant to be see from only one side is called frontal sculpture.
David Smith Pittsburgh Landscape 1954, painted steel relief
The Hirshhorn Sculpture Gardens, Washington DC

In the round, or full round sculpture. Full round sculpture is free-standing and meant to be seen from all sides.
Auguste Rodin Pierre de Wiessant
(detail of study for figure from "The Burghers of Calais"), 1884-1886
Des Moines Art Center, Des Moines, Iowa

Walk through work. An even greater degree of three-dimensionality is found in works that involve a space that the viewer must actually move through to fully appreciate it.

Installation art. In installation art the artist creates a space, in which all objects relate to each other, and the viewer becomes a part of it by moving through it. There is no fixed view point, and the space oftens provides an almost transcendent experience for the viewer,set apart from the ordinary world.

Rachel Whiteread Embankment 2005 Turbine Hall, The Tate Modern, Bankside, London
14,000 translucent, white polyethylene boxes (casts of the inside of cardboard boxes) Photographer: Fin Fahey

Landscape art. In landscape art the artist works with the landscape itself. Gardens and other spaces provide an aesthetic experience that the viewer can not only walk through, but spend time in contemplation and enjoyment of the space. Sometimes these spaces have a spiritual purpose as well.

Dry Garden in Ryoanji (The Temple of the Dragon at Peace) Kyoto, Japan, late 15th century.

Characteristics of Three-Dimensional Art

Three-dimensional art can take many different forms.
Open and closed forms.
Closed forms are often carved from a larger mass in a form that allows for structural soundness. They appear very heavy, solid, and have a sense of permanence.
Block statue of Sennefer ( 'Overseer of sealbearers' in the reign of Thutmose III)
From western Thebes, Egypt 18th Dynasty, around 1450 BC British Museum

Open forms have more of a range of dimensionality, with outward projections and inward recesses.

Jacques Lipchitz Prometheus Strangling the Vulture II 1944/1953
bronze: 91.75 x 90 x 57 inches
Walker Art Center Gift of the T.B. Walker Foundation, 1956

Static and dynamic forms.
Static forms appear to be still, stable, and unchanging. They give a sense of immovable permanence. The Great Pyramid and the Sphinx of Giza is a perfect example. A pyramid is the most stable form that exists.

Francis Frith The Great Pyramid and the Sphinx 1858 Albumen print 38 .50 x 49.50 cm
National Galleries of Scotland Commons Edinburgh, Scotland, UK Gift of Mrs. Riddell in memory of Peter Fletcher Riddell 1985

Dynamic forms. Dynamic forms are lively, have a sense of movement and change.

India,Chola period Shiva Vinadhara - Dakshinamurti 11th century C.E.
Musee Guimet, Paris

Interior and exterior contours. Contour refers to the surface of a form. Sculpture can have interior as well as exterior contours.
This sculpture has many interior contours as well as exterior contours.

Bertel Thorvaldsen Ganymede and the Eagle 1817-1829
Marble 34 3/4 x 18 1/2 x 46 3/8 in. (88.27 x 46.99 x 117.79 cm)
Minneapolis Institute of Arts Gift of the Morse Foundation
In this sculpture the interior contours are an intrinsic aspect of the artwork and are as significant as the exterior contours.

Henry Moore Reclining Mother and Child 1960-1961 bronze
Walker Art Center
Image Copyright: Courtesy Walker Art Center

Exercises (Practice for the group work, not mandatory)

1. Draw a simple object using lines but no shading. Now, shine a bright light or flashlight on the same object and experiment with shading. Compare the two results to see the difference in dimensionality.
3. Take a sheet of paper and experiment with ways to create objects that appear to be hevier than others, using different colors, placement, size etc. to see how you can create implied mass.
4.Take some modelling clay and experiment with creating different types of forms: static, dynamic, open, closed, interior and exterior contours.
5. Select a small space in your home or outside your home. Think of simple ways you could alter the space by adding something or changing something. What kind of space would you like to create? How could you transform the space into something different from your ordianry world? Even a ball of string can change a space. What ideas can you think of?

lunes, 5 de mayo de 2014


The wife of 15th-century Italian artist Paolo Uccello used to beg him to come to bed. She was fed up of him staying up all night drawing objects with the new method of 3D illusion – or as it was called at the time, "perspective". He still wouldn't come to bed. "This perspective is such a sweet thing," he said.

As you already know we live in a three-dimensional world:  

1. Height, 2. Length 3.Depth
We can change or viewpoint, trasnforming the way we see things. That way objects seem to be smaller of bigger depending whether we are close or far away from them. The same way objects might seem to vanish or disappear when we move around them or we move away from them. Light also plays a very interesting role in the way we perceive objects. 


Viewpoint in Perspective
Perspective viewpoint

The Horizon Line in Perspective
Art perspective horizon line

Vanishing Lines in Perspective
Art perspective vanishing lines and vanishing point

One Point Linear Perspective
One point perspective

This is an example for our NEXT PROJECT (one point linear perspective): 


And this is an idea for our next GROUP PROJECT: 

These are a few videos and links to help you with your project: 


miércoles, 2 de abril de 2014


This term we will start playing with all the different elements of art: dot, line, plane, colour, value, shape, texture and mass. Do not be afraid of unexpected results! We will be creating both visual and tactile textures. Keep an open mind for the unknown and try to experiment with new materials as much as possible. You can work individually or in groups, but do not forget to bring the materials or we will have to experiment with your own clothes... but before we get started let's have a look at these images, videos and presentations:

Presentation by Gary Freeman

miércoles, 19 de marzo de 2014


Well, now that the first part (POLYGONS and the BASIC CONSTRUCTIONS) is over you should be ready for the second and final part: TANGENCIES, GEOMETRIC TRANSFORMATIONS AND a few things about DESCRIPTIVE GEOMETRY.

The WORKSHEETS and NOTES can be found for each area:

A- Worksheets HERE.for TANGENCIES. Check the NOTES

And this time I suggest you work using the theory and practice from the NOTES.


martes, 18 de marzo de 2014


This an example of our next project: 




We are going to divide a paper in equal parts (vertical or horizontal position) and show our knowledge on what harmonic, monochromatic and complementary colours are. 


Color from Rachel Staves

miércoles, 12 de febrero de 2014


 Here we are, after those interesting Tesselletions we move on into a brand new area in Arts: GEOMETRY.


Do not panic. We will be able to practice and apply our knowledge doing creative and artistic Works of Art, as a Final Project.

The WORKSHEETS that we will use can be found HERE. And this is the page we will visit to draw our geometric constructions: GEOMETRY, YOUR CHALLENGE.
Another page to help you with the constructions is this one: EDUCACIÓN PLÁSTICA.