Estudio de la utilidad de las ilustraciones en el ámbito educativo a través de propuestas metodológicas basadas en la obra seleccionada de ilustradores andaluces
Abstract
En esta investigación nos centramos en la búsqueda de un modelo metodológico basado en la imagen ilustrada que pueda ser aplicado en clase y que mejore sustancialmente el aprendizaje del alumno, demostrando su viabilidad como recurso educativo, potenciador de capacidades y procesos útiles en el contexto educativo. Previo a la investigación reflexionábamos sobre la doble realidad de la imagen: ser un medio de información y comunicación variado y actual pero al mismo tiempo un elemento desvalorizado como herramienta artística y educativa, no existiendo un control real de la aparición de las ilustraciones en las fuentes educativas y de información. Por tanto desde ese momento los objetivos fueron: 1. Analizar las características y ventajas a nivel didáctico que posee la imagen. 2. Estudiar esas ventajas o añadir las propias de la imagen ilustrada. 3. Hacer un estudio sobre el trabajo que se realiza en las aulas con las imágenes a partir del análisis de ejemplos de Centros seleccionados. 4. Diseñar un plan metodológico basado en la ilustración y comprobar sus virtudes respecto a otras metodologías convencionales. 5. Realizar un análisis comparativo entre obras pictóricas e imágenes ilustradas para identificar las características plásticas de las últimas. 6. Analizar las propiedades plásticas que posee la ilustración para argumentar su consideración como disciplina artística. 7. Dar a conocer el trabajo de una selección de ilustradores andaluces cuyos trabajos se utilizarán en la nueva metodología de aprendizaje. 8. Iniciar una investigación sobre una metodología didáctica donde predomine la ilustración. La metodología que llevamos a cabo en el estudio es de tipo mixta, cualitativacuantitativa, en un proceso en el que se han puesto en práctica diferentes técnicas de recogida y análisis de datos, como la observación directa, los estudios de caso o las entrevistas. Cuando comenzamos a investigar la imagen no teníamos una idea concreta del concepto sobre el que profundizar, de la misma forma que desconocíamos el camino a seguir para hacerlo. Sabíamos que queríamos cambiar la injusta desvalorización de ésta como elemento potenciador del aprendizaje y que nuestro proyecto fuera de alguna manera útil, pero aún nos resultaba complejo concretar los pasos. Empezamos por estudiar la consideración de la ilustración como disciplina artística, experiencia que nos aportó información interesante que pudimos añadir a la investigación final, pero dada nuestra formación y trabajo en el sector educativo además de los sabios consejos de nuestro tutor, comenzamos a focalizar ese interés en un trabajo que pudiera tener aplicaciones reales y soluciones prácticas concretas. Teníamos la posibilidad de experimentar en un contexto real todas nuestras reflexiones; trabajar con los alumnos y consultar a profesionales de la educación y la ilustración. Así fue como diseñamos una metodología basada en la imagen ilustrada y compuesta de una serie de ejercicios donde se ponían en práctica todas las virtudes y beneficios que habíamos descubierto, tras numerosas lecturas y formación, que tenía este elemento gráfico. A raíz de ello comparamos mediante un estudio estadístico los resultados e intentamos analizar las hipótesis que se habían cumplido. Estas hipótesis fueron: 1. La imagen es un medio al alcance de cualquier individuo que puede suponer una herramienta de trabajo más influyente y motivadora en niños de niveles más elementales, de Secundaria e incluso de Bachillerato, que otras mayormente utilizadas como la lingüística o el mero uso de la palabra. 2. El lenguaje visual ofrece mayor influencia en el niño, consumidor habitual de imágenes desde que nace; tiene un impacto mayor que otras formas de comunicación. 3. La sociedad actual, por sus características, sistema de comunicaciones, valores que promueve, etc., potencia esta cultura de la imagen. 4. No existe una relación real entre las necesidades e intereses de los niños y los que ofrece la escuela actual, en muchas ocasiones caracterizada por una filosofía anquilosada en lo tradicional, (a veces por falta de medios y empuje), o en el discurso del tipo “clase magistral”. 5. Se puede idear una metodología experimental basada mayormente en un lenguaje visual y tecnológico, que ayude a potenciar el aprendizaje del niño y a motivar su participación en una escuela más “real”. 6. Es posible a través de la propia escuela que el niño tenga acceso no sólo a una cultura general sino a un saber contemporáneo y vigente, que le resulte de interés y lo conecte con su tiempo. Ejemplos reales cercanos que le ayuden a entender lo general y a conocer lo particular; en este trabajo ese nexo se hará a través de la ilustración en Andalucía. 7. La ilustración, por su cercanía, su carácter popular y facilidad de difusión, se ha convertido en uno de los medios visuales más comunes en esta sociedad.
Full text
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///////////////////////////////)A%&#
1a E V ALU ACIÓN:
1 Elementos básicos de la expresión
plástica (U.2)
INTRODUCCIÓN
Como cu alqui er ot ro tipo de len guaj e, el leng uaj e v isua l p osee un a serie de
elem en to s qu e lo a rt icu la n y f orm an su e st ru ct ura com un ica t iva . Es to s el em ent os
son, entre otro s, el p unto, la líne a, el pl ano y la tex tura.
A p a r t i r d e e s t o s e l e m e n t o s , e l a l u m n o p o d r á c r e a r c u a l q u i e r t i p o d e o b r a e n d o s o
tres dimensi ones, y d escubrir lo s aspe ctos e xpresi vos y form ales de las imá genes
así co mo su le ct ura , qu e ta nta im por ta nc ia t ien e e n e l act ua l es pac io ico no gr á f i c o
que no s r ode a.
CONOCIMIEN TOS PREVIOS
Los e le me nto s bá si co s del len gu aj e v is ua l re sul t an fa mi lia r es a l os al um nos , pu es to
que en etap as a n ter ior e s ya ha n ex pe ri me nt ado c on la cap ac id ad e xpr e siv a del
pun to, d e la lín ea y d e l as f orm as pl ana s. S e par te d el c ono c imi en to d e l as f or ma s
geo mé tri c as b ási ca s: c írc ul o, cu ad ra do y t ri áng ul o eq ui lá te ro .
Por otr o la do, los alu mnos tambi én ha n expe rime ntado en eta pas anterio res c on
textura s tác tiles y v isuales , me diante la realiz ación de co llag es .
COMPETENCIAS BÁSICAS
Al ampli ar e l conoci mie nto de lo s dife rentes códig os a rtísti cos y la utiliz ación de las
técnic as y recurso s pr opios del á rea d e Edu cación Plás tica y Visual s e con tribu ye,
esp eci al me nt e, a a dqu ir ir la co mp ete nc i a Cultural y artística (C6). Con el est udio
de los di fer en tes e s til os ar tí st ic os e l al um no a pre nd e a m ir ar , ver, obs er var y p er cib ir,
y a ap reci ar los v alor es es tét icos y c ultur ales de las pr oducci one s artí sti cas .
La Educación P lástica y Vi sual cont ribuye, e specialmente, a adquirir Autonomía e
iniciativa personal (C8) dado q ue to do pro ceso de c reación sup one con ver tir una
idea en un producto. Colabora en estrateg ias de plani f i c ación, de previsión de
recur so s, de ant ici pa ci ón y ev al uac ión de re sul ta dos , ob lig an do al alu mn o a to ma r
dec isi on es d e ma ner a a ut óno ma .
A l a c o m p e t e n c i a Aprender a aprender (C7) se cont ribuy e en la medid a en que se
favore ce la re f l e xi ón s obre l os p roceso s y ex perime nta ción c reat iva, ya que i mpl ica
la toma de conciencia de las propias capacidades y recursos así como la ac eptación
!!!! ! "#$%&!' ! %%(
de los pro pi os e rr ore s co mo i nst ru men t o d e m ej ora .
Las diferent es actividades de grupo p ermitirán des arrollar compe tencias como la
Comunicación lingüística (C1), p ues hab rán de ut il iz ar el len gu aje com o
instrumento de comunicación; y la compet encia Social y ciudadana (C5),
cooper ando, c onvivi end o y e jer cien do l a ci udada nía demo crát ica.
OBJETIVOS
V a l o r a r y r e c o n o c e r l a c a p a c i d a d e s t é t i c a y e x p r e s i v a d e l o s e l e m e n t o s b á s i c o s d e
la expresión plástica.
R e p r e s e n t a r c o m p o s i c i o n e s p l á s t i c a s q u e e x p r e s e n d i v e r s a s s e n s a c i o n e s a p a r t i r
de la o rga ni za ci ón d e l os
elem en to s f und am en tal es .
CRITERIOS DE E VA LUACI ÓN
1. Reali zar ac tivida des q ue evi denci en las disti ntas c apac idades expr esiva s del
pun to.
2. Identi f i ca r los d ifer entes tipos de l íneas y com pre nder s us dis tint os val ores
exp res i vos .
3. Elabo rar obras utiliz ando los r ecurso s exp resiv os de las f ormas plan as y e l pl ano.
4. Emplea r la s tex turas como eleme nto c omposi tivo en una obr a, cre ando
det erm in ad as s en sa cio ne s.
5. Utiliza r los difer ente s eleme ntos d e la e xpre sión pl ást ica par a ela borar
compo sici ones .
CONTENIDOS
Conceptos
E l e m e n t o s b á s i c o s d e l l e n g u a j e p l á s t i c o : p u n t o , l í n e a , p l a n o y t e x t u r a .
L a c a p a c i d a d e x p r e s i v a d e l p u n t o .
T i p o s d e l í n e a s , s u c a p a c i d a d e x p r e s i v a .
C l a s i f i c a c i ó n d e l o s p l a n o s . S u v a l o r e x p r e s i v o y d e s c r i p t i v o .
L a s t e x t u r a s : n a t u r a l e s y a r t i f i c i a l e s ; t á c t i l e s y v i s u a l e s .
L o s l á p i c e s d e g r a f i t o .
L o s e l e m e n t o s b á s i c o s d e l a e x p r e s i ó n p l á s t i c a e n e l a r t e .
Procedimientos
R e a l i z a c i ó n d e c o m p o s i c i o n e s a p a r t i r d e l p u n t o c o m o e l e m e n t o c e n t r a l .
P r o d u c c i ó n d e o b r a s t o m a n d o l a l í n e a c o m o m o t i v o e x p r e s i v o p r i n c i p a l .
T r a t a m i e n t o d e l a s f o r m a s p l a n a s y d e s u s c a p a c i d a d e s e x p r e s i v a s .
Obtención de textu ras con diferentes materiales para comprender sus cualidades.
E x p e r i m e n t a c i ó n c o n l o s l á p i c e s d e g r a f i t o p a r a c o n s e g u i r s o m b r e a d o s y e f e c t o s
de gri s es.
Actitudes
V a l o r a c i ó n d e l l e n g u a j e v i s u a l c o m o u n i m p o r t a n t e m e d i o e x p r e s i v o d e
!!!! ! "#$%&!' ! %%)
comun icac ión.
E m p l e o y c u i d a d o c o r r e c t o s d e l o s m a t e r i a l e s u t i l i z a d o s e n l a e l a b o r a c i ó n d e l a s
acti v id ade s pr opu es ta s.
R e c o n o c i m i e n t o y r e s p e t o h a c i a l o s t r a b a j o s d e o t r o s c o m p a ñ e r o s .
A c t i t u d c r í t i c a y c o n s t r u c t i v a a n t e l a s a p o r t a c i o n e s a r t í s t i c a s n o c o n v e n c i o n a l e s .
I n t e r é s p o r l a e x p e r i m e n t a c i ó n c o n d i f e r e n t e s t é c n i c a s y m a t e r i a l e s d e r e a l i z a c i ó n
plás ti c a.
CONTENIDOS TRANSVERSALES
E l r e s p e t o y l a v a l o r a c i ó n d e l o s t r a b a j o s p r o v e n i e n t e s d e o t r a s é p o c a s y c u l t u r a s
nos in tr od uc en e n e l co nt en ido tra n sve rs al educación moral y cívica , pues las
exp res i one s de c ará ct er c ul tu ral sie mp re r equ ie r en un e sfu er zo de com pr en si ón y
aná lis i s ha cia esa s ma nife s ta ci one s .
E l c u i d a d o d e l o s m a t e r i a l e s u t i l i z a d o s y l a l i m p i e z a d e l o s t r a b a j o s s o n a s p e c t o s
que s e r e lac io na n co n la educación del consumidor .
M AT ERIALES DI DÁCTICOS
L i b r o s d e c o n s u l t a d e a r t e .
R e v i s t a s y p e r i ó d i c o s .
C a r t u l i n a s y p a p e l e s d e c o l o r e s , t i j e r a s y p e g a m e n t o .
L á p i c e s d e g r a f i t o d e d i s t i n t a d u r e z a .
D i a p o s i t i v a s d e o b r a s d e a u t o r e s e n l o s q u e s e e v i d e n c i e l a u t i l i z a c i ó n d e l o s
elem en to s bá si co s de l a e x pre si ón p lás ti ca , co mo J oan M iró , Wassil y Kan d in sk y,
Paul Kle e, e tc.
I m á g e n e s d e o b r a s d e a u t o r e s p u n t i l l i s t a s p a r a a p r e c i a r l a u t i l i z a c i ó n d e l p u n t o e n
una ob r a d e ar te . Im áge nes de g rab ad os y de v iñ et as d e cóm ic s par a ej em pl i f i c ar
el us o de l a l ín ea y s u c ap aci da d
exp res i va.
ACTIVIDADES:
Los materiales habituales so n lo s qu e a comi enzo del curso se le pid en a los
alumnos y que van a usar de maner a habitual: Formatos de papel d e dibujo( tinta y
lápiz) de tamaño A4( 210x297 mm.) compás ar ticulado con adaptador universal,
goma , s ac apu nta s , láp iz bla nd o( 3B ) y du ro( 3 ó 4 H) r eg la g rad ua da de 30 cm.
mínimo y juego de plantillas(escuadr a y cartabón) a ser posible sin graduación.
Util izar án tamb ién otros materiales que ya se nombra n en el apartado anteri o r , qu e
irán variando en función de cada activida d y que el profesor pedirá con antela ción,
como p uede n se r lá pice s y rotu lador es de co lor es, pin turas acrí lica s, recor tes de
pap el es de r ev ist a, car tul i nas , dif e ren te s ti po s de p ape l et c.
En algu nas activi dades, se p resent ará por det rás, u na p arte e scri ta, q ue sue le ser
par te de lo s cont e ni dos del t em a q ue s e est á tr ab aj an do , o a lg una inf or ma ci ón q ue
el al um no b usc a rá en ot ra s fue n tes ( li bro s, rev i st as I n te rne t et c. )
Los fo rm at os A4 , s e p re pa rar án se g ún l as in di ca ci one s de l pr ofe sor, con m ár gen es
en los cua tr o la dos y un ca jet ín e n la p art e in f eri o r, co mpa rt im en tad o , par a po ner
todos los da tos ( nombre , fech a, se cción ...)
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El pro fesor podr á sella r l os trab ajos como contro l del tra bajo d e clas e, pu dién dose
des co nta r ha st a 1 p u nto por c ada sel lo q ue f al tas e.
En cualq uier caso , qued ará a crite rio d el profes or alt ernar o mod i f i c ar alg unas
acti v id ade s, s i fu ese nec es ari o, b ie n a pet i ció n de o tro s de p arta me n tos o p or
motivos de tiempo.
ACTIVIDAD 1: Lámina 1 TÍTULO: La lín ea o El punt o M A T ERIALES: FA4,
materiales habituales y lápices y rotuladores de colores.
CONTENIDO: En la primer a op ción, realiz ar u na com posic ión d e un p aisaj e
fantást ico mediante lí neas compu estas (cerrad as, mixt as, ond uladas , la rgas ,
gru esa s e tc. ) com bi ná nd ol as p ar a c re ar f or ma s pla na s or gán ic as y ge o mét ri ca s. E n
la segunda, realizar una comp osición figurativa a base de puntos, variand o el
tamaño, el color y la textur a de los puntos, para conse guir mayor ex presivi dad.
V ALO RACIÓN: Según los crit erios de e valuac ión se cal i f i ca con 2 pu ntos la
correcc ió n y l impi eza en e l traza do d el ca jet ín, márge nes y re sto del t raza do y co n 8
pun tos e l r est o de la act iv id ad, q ue d eb e aj ust a rse a l as in d ica ci one s he ch as p or e l
pro fe sor y que in c lui rá n la c re ati vid ad , o ri gi nal id ad , gra do d e di f i c u l ta d y co rre cc ió n
en la a pl ica ci ón d e la té cn ic a o téc n ica s em pl ead as .
Si se p resen ta info rma ción por detrás , se v alora rá con un 1 punt o de l os 8
ant eri or es , s iemp r e q ue e st é com pl et a, l i mpi a y sin fal ta s or to grá f i c a s (se r es ta 0 ,25
por c ada 5 f al tas ) y s i a de má s e st á ad orn a da c on co lor, subr ay ad os , l etra s
orn am ent a les e tc.
2 E L COLOR (U.3)
INTRODUCCIÓN
El col or es una de la s cualida des que más d e f i ne n nues tro e ntorno visu al. La
compl ejid ad a pare nte de t odo ese c rom atism o ca si i n f i n it o se p resent a, a l f inal ,
como l a mezcl a de uno s p ocos c olor es q ue c on f i gu r an nu estro mun do.
La per ce pc ión de l os c ol or es , su ex pre si vi da d o su le ng u aj e s on al gu no s de l os
concep tos que nece sita n s er tra tado s, apar te de l resto de l os e lem ento s bás icos del
lenguaje plástico, dada su magnitud e importancia.
Por el lo, el obj etivo de esta u nidad será dotar a los alum nos de las h erram ienta s
pri nci pa le s pa ra a nal i za r l as r ela c io nes b ási c as en tr e lo s c o lor es y l os me ns aj es
visual es q ue s on capa ces d e em itir .
CONOCIMIEN TOS PREVIOS
Los a lu mn os ya tie nen con oc imi en to s so b re a lg u na de l as cu al id ad es de l co lor,
como e l tono, y s aben recon ocer los co lore s pri mar ios y sec unda rio s.
En etap as a nterior es ta mbié n han real izado compo sicio nes cromá ticas e n las que
dif ere nc i aba n e ntre col or es d e l a ga ma f rí a y d e la ga ma cál id a. Lo s ma te ri al es
empl ea d os so n lá pi ces de co lo res , ce r as, ro t ul ado res o tém pe ra s.
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materiales habituales, lápice s y rotuladores de colores.
CONTENIDO: Repre sent aci ón de una mi sma for ma, med ian te s u s ilu eta , co nto rno y
dint or no . El c on to rno po drí a se r do b le , co n tra zo d is con ti nu o et c. L a s i lue ta se har á
con c artul ina u o tro t ipo de papel de color. Si se pre senta inf ormac ión por de trás, se
valora rá c on un 1 punt o de los 8 anter ior es, si empr e q ue e sté co mpl eta, limp ia y si n
faltas orto grá f i ca s (s e resta 0,2 5 por cada 5 fa ltas) y si ademá s está ador nada con
color , subra yado s, le tras orn amen tale s et c.
V ALO RACIÓN: Según los crit erios de e valuac ión se cal i f i ca con 2 pu ntos la
correcc ió n y l impi eza en e l traza do d el ca jet ín, márge nes y re sto del t raza do y co n 8
pun tos e l r est o de la act iv id ad, q ue d eb e aj ust a rse a l as in d ica ci one s he ch as p or e l
pro fe sor y que in c lui rá n la c re ati vid ad , o ri gi nal id ad , gra do d e di f i c u l ta d y co rre cc ió n
en la a pl ica ci ón d e la té cn ic a o téc n ica s em pl ead as . Si s e pr ese nt a in for ma ci ón po r
det rás , se v alo r ará con un 1 pun to de los 8 a nt eri or e s, si em pr e que e st é co mp le ta,
limpia y sin faltas ortográ f i c as (se resta 0,25 por cada 5 faltas) y si además está
ado rna da con c ol or , su bra yad os , l etr as o rna me nt ale s e tc .
4 T r aza dos geométricos (U .7)
INTRODUCCIÓN
Esta un idad intr oduce al alu mno d e Se cunda ria en la g eomet ría. Lo inic ia en el
manejo de los instrumentos propios d el dibujo técnico y en el trazad o de
const rucci one s sen cilla s que r espo nde n a l os co ncep tos geo métr icos más
elem en ta le s.
Se pret ende que l os alum nos tomen con ciencia de que esto s tr azado s est án
pre sen te s en s u ám bi to co ti di an o y r e sul t an una her ra mi ent a d e t ra baj o
imprescindible en la comunic ación visual.
CONOCIMIEN TOS PREVIOS
En gen eral, los alu mnos , a l lleg ar a l a ens eñanza Secu ndaria , t ienen u nos
conoci mien tos muy bási cos sob re tr azad os geomé tric os, así como del uso del
material de dibujo técnico.
Algunos alum nos sa brán traza r pa ralela s, pe rpendi cular es y arcos , aunq ue no
siemp re e stos cono cimi ento s e stará n m uy a f i an zad os.
Por t odo ell o, es neces ario comenza r este blo que d e un idades hacie ndo h incap ié en
los aspectos más básicos.
COMPETENCIAS BÁSICAS
El alumn o apre nde a mi rar , ve r, observar y perc ibi r, y des de el con ocimien to de l
lenguaje visual, a apreciar los valores estéticos y culturales de las producciones
artí st i cas c on tri bu ye nd o a des a rrol l ar su co mp ete nc ia Cultural y art ística (C6).
La realización de a ctividad es artísticas per mite a los al umnos dispone r de
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hab ili da d es n ece sa ri as pa ra i ni ci ars e en e l a p ren di zaj e y se r c apa ces de im agi nar,
empr e nder, des ar ro ll ar y ev al ua r pro ye ct os c rea ti vos co n c o n f i a n z a, resp o nsa bi li da d
y sen tido crí tico; d e este modo se trab ajan com peten cias co mo Aprender a
aprender (C7 ) y Autonomía e iniciativa personal (C 8).
El uso de la s nuevas te cnología s p ara el trat amien to de imáge nes permiti rá a los
alum no s m ejo r ar su s com pe te nci as e n el T rat amiento de la información y la
competencia digital (C4), pues adq uirirá n habili dade s que van d esde el ac ceso a la
información hasta su transmisión e n distintos soportes una vez tratad a.
Las diferent es actividades de grupo p ermitirán des arrollar compe tencias como la
Comunicación lingüística (C1), p ues hab rán de ut il iz ar el len gu aje com o
instrumento de comunicación; y la compet encia Social y ciudadana (C5),
cooper ando, c onvivi end o y e jer cien do l a ci udada nía demo crát ica.
OBJETIVOS
C o n o c e r l o s i n s t r u m e n t o s d e d i b u j o g e o m é t r i c o y h a c e r u n u s o a d e c u a d o d e l o s
mismos.
C o m p r e n d e r l a s r e l a c i o n e s q u e s e e s t a b l e c e n e n t r e l o s e l e m e n t o s g e o m é t r i c o s
fundamen tales y r eali zar
trazad os senc illos.
V a l o r a r l a i m p o r t a n c i a q u e t i e n e l a p r e s e n c i a d e l a s f o r m a s g e o m é t r i c a s e n l o s
dis tin t os ca mp os de l dis e ño.
CRITERIOS DE E VA LUACI ÓN
1. Utiliza r corr ectam ente lo s i nstr umento s de dib ujo t écnico en l a real izació n de
trazad os g eométrico s.
2. Reali zar co mposi ciones utili zando r ectas para lelas y pe rpendi cula res.
3. Reali zar tra zados con ángu los emp leando re gla y c ompás .
4. Reali zar co mposi ciones creati vas co n es tructura s g eométri cas h acien do us o de
las tintas.
5. Recono cer es truc turas geo métrica s en l as fo rmas nat ura les y arti f i ci ales.
CONTENIDOS
Conceptos
E l d i b u j o g e o m é t r i c o : s u s c a r a c t e r í s t i c a s y m a t e r i a l e s .
E l e m e n t o s g e o m é t r i c o s f u n d a m e n t a l e s : p u n t o , r e c t a y p l a n o .
I n s t r u m e n t o s d e d i b u j o : r e g l a g r a d u a d a , c o m p á s , e s c u a d r a y c a r t a b ó n .
R e l a c i o n e s e n t r e r e c t a s . T r a z a d o s d e p a r a l e l a s y p e r p e n d i c u l a r e s .
R e c t a , s e m i r r e c t a y s e g m e n t o . O p e r a c i o n e s c o n s e g m e n t o s .
Ángulos. Operaciones con áng ulos.
L a c i r c u n f e r e n c i a . E l c í r c u l o . R e l a c i o n e s e n t r e r e c t a y c i r c u n f e r e n c i a y e n t r e
circun fer encia s.
E m p l e o d e l a s t i n t a s e n l a e x p r e s i ó n p l á s t i c a .
L a g e o m e t r í a e n l a a r q u i t e c t u r a y l a s a r t e s p l á s t i c a s .
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Procedimientos
A s i m i l a c i ó n d e l o s c o n c e p t o s e l e m e n t a l e s d e l a g e o m e t r í a .
P r á c t i c a e n e l m a n e j o d e l i n s t r u m e n t a l p r o p i o d e l d i b u j o t é c n i c o .
T r a z a d o d e r e c t a s p a r a l e l a s y p e r p e n d i c u l a r e s c o n r e g l a y c o m p á s o c o n p l a n t i l l a s .
R e a l i z a c i ó n d e o p e r a c i o n e s g r á f i c a s c o n s e g m e n t o s .
R e a l i z a c i ó n d e o p e r a c i o n e s g r á f i c a s c o n á n g u l o s .
R e a l i z a c i ó n d e d i b u j o s o c o m p o s i c i o n e s q u e d i f e r e n c i e n e l c í r c u l o y l a
circun fer encia .
E x p e r i m e n t a c i ó n d e l u s o d e l a s t i n t a s : e n t r a z a d o s g e o m é t r i c o s y e n
compo sici ones li bres.
A n á l i s i s d e t e n i d o d e l u s o d e l a s f o r m a s g e o m é t r i c a s e n l o s c a m p o s a r t í s t i c o s .
Actitudes
I n t e r é s y e s f u e r z o p o r e l a b o r a r c o m p o s i c i o n e s c o n p r e c i s i ó n y l i m p i e z a .
I n t e r é s p o r d e s c u b r i r f o r m a s g e o m é t r i c a s e n e l e n t o r n o c o t i d i a n o .
V a l o r a c i ó n d e l a s p o s i b i l i d a d e s q u e a p o r t a n a l c a m p o d e l a c r e a c i ó n l a s f o r m a s
geo mé tri c as p lan as.
C a p a c i d a d d e e n t e n d e r y h a c e r u s o d e u n l e n g u a j e t é c n i c o .
R e c o n o c i m i e n t o d e l a i m p o r t a n c i a d e l d i s e ñ o e n l a v i d a c o t i d i a n a .
V a l o r a c i ó n d e m a n t e n e r c o n s t a n c i a e n e l t r a b a j o y r e a l i z a r e l m i s m o c o n r i g o r .
CONTENIDOS TRANSVERSALES
L o s e l e m e n t o s g e o m é t r i c o s b á s i c o s a p a r e c e n c o n s t a n t e m e n t e e n e l e n t o r n o . E l
uso , el co no ci mi ent o y e l r es pe to d e la s señ al es de tr á f i c o con tr ib uy en al d es ar rol l o
de la educación vial .
E l d e s c u b r i m i e n t o d e l a s f o r m a s g e o m é t r i c a s e n l o s o b j e t o s m á s i n m e d i a t o s –
mobiliario de interior y urbano, est ructuras vegetales y animales– y el fomento de la
conser vaci ón de un as y ot ras contr ibuye n d e fo rma posi tiva a l a educación moral y
cív ic a .
E l f o m e n t o d e l c u i d a d o y l a l i m p i e z a d e l m a t e r i a l d a n p i e a t r a t a r l a educación del
consumidor . M AT ER IALES DIDÁCTICOS
Libros de consulta sob re arte, arquitectura y diseño. Fotografías, diapositivas,
transp arencia s o presen tacion es a lusi vas a la uni dad. Revist as y peri ódicos para
la búsqueda de imágenes. Instru mentos de dibujo técnico. Lápices de dibu jo.
Papeles de diferen tes t ipos: satin ados y abs orben tes. P apel vege tal. Estilógr afos,
plum il l as, p in ce le s y pal il los . Tinta c hi na ne gr a y d e col or e s.
ACTIVIDAD 1: Lámina 5 TÍTULO: Tra z a d o s g e o m é t ri c o s. M ATE RIALES: Formato
A4, mat eriale s ha bitua les, l ápic es y r otulado res de co lore s.
CONTENIDO: Sobre una cir cunfe renci a de r adio 4 cm . colo car s us pr inci pales
elem en to s , en la p art e s upe ri or y h ace r una com po si ci ón e n l a qu e a p are zc an v ari as
circun fer encia s d e di stint os r adio s, tangen tes , se cant es y exte rior es, en la par te
inferior del formato.
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V ALO RACIÓN: Según los crit erios de e valuac ión se cal i f i ca con 2 pu ntos la
correcc ió n y l impi eza en e l traza do d el ca jet ín, márge nes y re sto del t raza do y co n 8
pun tos e l r est o de la act iv id ad, q ue d eb e aj ust a rse a l as in d ica ci one s he ch as p or e l
pro fe sor y que in c lui rá n la c re ati vid ad , o ri gi nal id ad , gra do d e di f i c u l ta d y co rre cc ió n
en la a pl ica ci ón d e la té cn ic a o téc n ica s em pl ead as . Si s e pr ese nt a in for ma ci ón po r
det rás , se v alo r ará con un 1 pun to de los 8 a nt eri or e s, si em pr e que e st é co mp le ta,
limpia y sin faltas ortográ f i c as (se resta 0,25 por cada 5 faltas) y si además está
ado rna da con c ol or , su bra yad os , l etr as o rna me nt ale s e tc .
ACTIVIDAD 2: Lámina 6
TÍTULO: Paraleli smo
M AT ERIALES: Formato A4, materiales habituales, rotuladores de colores o neg ro.
CONTENIDO: Tra z a r l a s i n i c i a le s d e l no m b re y p r i m er a p el l i do , me d i an t e p a r a l el a s ,
en un ca so v er ti cal es y en e l ot ro h o riz ont ale s , de m an era que qu ed e n c en tr ad as y
no hay a de ma si ad a s e par ac ió n ent re l ín eas .
V ALO RACIÓN: Según los crit erios de e valuac ión se cal i f i ca con 2 pu ntos la
correcc ió n y l impi eza en e l traza do d el ca jet ín, márge nes y re sto del t raza do y co n 8
pun tos e l r est o de la act iv id ad, q ue d eb e aj ust a rse a l as in d ica ci one s he ch as p or e l
pro fe sor y que in c lui rá n la c re ati vid ad , o ri gi nal id ad , gra do d e di f i c u l ta d y co rre cc ió n
en la a pl ica ci ón d e la té cn ic a o téc n ica s em pl ead as . Si s e pr ese nt a in for ma ci ón po r
det rás , se v alo r ará con un 1 pun to de los 8 a nt eri or e s, si em pr e que e st é co mp le ta,
limpia y sin faltas ortográ f i c as (se resta 0,25 por cada 5 faltas) y si además está
ado rna da con c ol or , su bra yad os , l etr as o rna me nt ale s e tc .
5 Formas poligo nales (U.8)
INTRODUCCIÓN
En esta unid ad s e estud ian l as f ormas poli gonale s. S on for mas “fu nci onales ”
pre sen te s en e l ám bi to de l al um no , ya qu e se m an i f i es t a n e n m últ ip le s obj et os y
como e lem ento s qu e or gani zan las manif est acion es ar tíst ica s.
En la educac ión p lásti ca y visu al se incide en la im portanc ia d e su co nocim ient o; su
dob le f in al ida d es tét i ca y fu n cio na l y e l us o qu e se ha ce d e la s m is ma s en l os
dif ere nt es c am pos d e com un ic a ció n vi su al : d is e ño, p in tu ra , e sc ul tur a o ar qui t ect u ra.
CONTENIDOS PREVIOS
De et apa s a nteri ore s, los al umn os cono cen el con cep to de po lí gono y la d ife renc ia
ent re po lí gon o re g ular e irr eg ular. T a mbién se pa rt e d el con oc imi en to del c ua dra do y
del t ri áng ul o eq ui lát er o co mo f or ma s pl ana s bá sic a s.
Sin emb argo, el trazado de to das estas figuras será nu evo pa ra lo s alumn os, p or lo
que ne c esi ta rá n do min ar l os c on cep to s de l a uni da d an te ri o r, esp ec i alm en te e l
trazad o de p aralel as, p erpen dicul ares y la media triz.
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COMPETENCIAS BÁSICAS
El alumn o apre nde a mi rar , ve r, observar y perc ibi r, y des de el con ocimien to de l
lenguaje visual, a apreciar los valores estéticos y culturales de las producciones
artí st i cas c on tri bu ye nd o a des a rrol l ar su co mp ete nc ia Cultural y art ística (C6).
La realización de a ctividad es artísticas per mite a los al umnos dispone r de
hab ili da d es n ece sa ri as pa ra i ni ci ars e en e l a p ren di zaj e y se r c apa ces de im agi nar,
empr e nder, des ar ro ll ar y ev al ua r pro ye ct os c rea ti vos co n c o n f i a n z a, resp o nsa bi li da d
y sen tido crí tico; d e este modo se trab ajan com peten cias co mo Aprender a
aprender (C7 ) y Autonomía e iniciativa personal (C 8).
El uso de la s nuevas te cnología s p ara el trat amien to de imáge nes permiti rá a los
alum no s m ejo r ar su s com pe te nci as e n el T rat amiento de la información y la
competencia digital (C4), pues adq uirirá n habili dade s que van d esde el ac ceso a la
información hasta su transmisión e n distintos soportes una vez tratad a.
Las diferent es actividades de grupo p ermitirán des arrollar compe tencias como la
Comunicación lingüística (C1), p ues hab rán de ut il iz ar el len gu aje com o
instrumento de comunicación; y la compet encia Social y ciudadana (C5),
cooper ando, c onvivi end o y e jer cien do l a ci udada nía demo crát ica.
OBJETIVOS
C o n o c e r y m a n e j a r l a s f o r m a s p o l i g o n a l e s q u e e s t r u c t u r a n l a s c o m p o s i c i o n e s
plás ti c as.
S e r c a p a c e s d e c o n s t r u i r p o l í g o n o s d e c u a l q u i e r n ú m e r o d e l a d o s .
V a l o r a r l a f u n c i ó n e s t é t i c a q u e l a s c o n s t r u c c i o n e s g e o m é t r i c a s h a n d e s e m p e ñ a d o
en las man if es tac i one s ar tís ti ca s.
CRITERIOS DE E VA LUACI ÓN
1. Utiliza r las formas pol igon ales com o ele mento estruc turado r d e las compo sicio nes
plás ti c as.
2. Repres entar con ex actit ud form as poligonale s, ha ciendo uso de l os mate riale s
adecuados .
3. Arti cular ideas con forma s polig onal es y repr esenta rlas.
4. Adqui rir el gust o por la p reci sión, la m edida y el ritmo que a port an las formas
poli go n al es e n l as o br as d e a rt e.
5. Expe rimenta r l ibreme nte con la s form as p oligona les en cre acion es a rtística s.
6. Aplic ar lo s rotu lado res en la re alizac ión d e obras persona les y valo rar s u
capaci dad expr esiv a.
CONTENIDOS
Conceptos
L o s p o l í g o n o s . C l a s i f i c a c i ó n d e l o s p o l í g o n o s .
L o s t r i á n g u l o s . C l a s i f i c a c i ó n d e l o s t r i á n g u l o s .
C o n s t r u c c i ó n d e t r i á n g u l o s .
C u a d r i l á t e r o s . C l a s i f i c a c i ó n d e c u a d r i l á t e r o s .
C o n s t r u c c i ó n d e c u a d r i l á t e r o s .
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C o n s t r u c c i ó n d e p o l í g o n o s r e g u l a r e s .
C o n s t r u c c i ó n d e p o l í g o n o s e s t r e l l a d o s .
T é c n i c a s d e t r a b a j o c o n l o s r o t u l a d o r e s .
L a s f o r m a s p o l i g o n a l e s e n l a s m a n i f e s t a c i o n e s a r t í s t i c a s .
Procedimientos
B ú s q u e d a e n l a n a t u r a l e z a y e l e n t o r n o i n m e d i a t o d e f o r m a s p o l i g o n a l e s .
A n á l i s i s c o m p a r a t i v o d e l a s d i s t i n t a s f o r m a s q u e p u e d e p r e s e n t a r u n t r i á n g u l o ,
obs erv an do l a me did a de s us la d os y án gu lo s.
E x p e r i m e n t a c i ó n c r e a t i v a d e l u s o d e t r i á n g u l o s y c u a d r i l á t e r o s .
R e a l i z a c i ó n d e d i b u j o s o c o m p o s i c i o n e s c o n p o l í g o n o s r e g u l a r e s y e s t r e l l a d o s .
R e a l i z a c i ó n d e d i s t i n t a s e x p e r i e n c i a s c o n l o s r o t u l a d o r e s .
R e c o p i l a c i ó n y a n á l i s i s d e o b r a s a r t í s t i c a s e s t r u c t u r a d a s c o n f o r m a s p o l i g o n a l e s .
Actitudes
Gusto en la realización de traz ados con exactitud y limpieza.
I n t e r é s p o r d e s c u b r i r f o r m a s p o l i g o n a l e s e n l a n a t u r a l e z a y e n e l e n t o r n o
inmediato.
V a l o r a c i ó n d e l u s o d e l a s f o r m a s p o l i g o n a l e s c o n f i n e s d e c o r a t i v o s y p l á s t i c o s .
R e c o n o c i m i e n t o d e l a n e c e s i d a d d e c o n o c e r y m a n e j a r e l l e n g u a j e t é c n i c o .
M a n t e n i m i e n t o d e l e s f u e r z o y l a r e g u l a r i d a d c o m o m e d i o s d e s u p e r a c i ó n e n e l
trabajo .
C u r i o s i d a d e i n t e r é s p o r p r a c t i c a r t é c n i c a s e x p e r i m e n t a l e s c o n l o s m a t e r i a l e s d e
trabajo .
CONTENIDOS TRANSVERSALES
L o s c u a d r a d o s y t r i á n g u l o s a p a r e c e n f r e c u e n t e m e n t e e n s e ñ a l e s d e t r á f i c o y
signo s in dica tivos . E n e stos d iseñ os i den ti f i c am os cad a un a de las for mas y su
conte nido co n un determ ina do me ns aje, de o blig ado o re come ndado cu mpli mien to.
Esto r elacio na lo s conte nido s de la pr esen te unid ad c on la educación vial .
L a s f o r m a s p o l i g o n a l e s c o n t r i b u y e n c o n s u c o n o c i m i e n t o a i n t e r p r e t a r
correct am ente los sist ema s de com unica ción vis ual de n uestr o en tor no, l o que
fomenta la educación ambiental y l a educación del consumidor .
M AT ERIALES DI DÁCTICOS
L i b r o s d e c o n s u l t a s o b r e a r t e , a r q u i t e c t u r a y d i s e ñ o .
D i a p o s i t i v a s , t r a n s p a r e n c i a s o p r e s e n t a c i o n e s a l u s i v a s a l a u n i d a d .
R e v i s t a s y p e r i ó d i c o s .
I n s t r u m e n t o s d e d i b u j o t é c n i c o . L á p i c e s d e d i b u j o .
P a p e l e s d e d i f e r e n t e s t i p o s : s a t i n a d o s y a b s o r b e n t e s .
R o t u l a d o r e s d e d i s t i n t o s g r o s o r e s y p u n t a s , e s t i l ó g r a f o s y t i n t a c h i n a n e g r a .
ACTIVIDAD 1: Lámina 7 TÍTULO: Polígono s. M ATE RIALES: FA4, m a te r i al e s
hab itu al es , ca rt ul in as d e c ol or es , tij er as y pe ga me n to.
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