Insets for design - Revision history

WikiAdmin: Reverted edits by SEverson36 (Talk) to last revision by Rosalia

2011-10-11T03:05:08Z

Reverted edits by SEverson36 (Talk) to last revision by Rosalia

SEverson36 at 18:57, 10 October 2011

2011-10-10T18:57:21Z

Rosalia at 19:12, 13 October 2009

2009-10-13T19:12:54Z

WikiAdmin: 1 revision

2009-07-16T05:03:55Z

1 revision

WikiAdmin at 20:00, 12 July 2009

2009-07-12T20:00:00Z

WikiAdmin at 05:05, 1 March 2009

2009-03-01T05:05:47Z

WikiAdmin at 03:58, 24 October 2008

2008-10-24T03:58:08Z

Show changes

WikiAdmin: New page: ==Insets for design== [http://www.wikisori.com/index.php/Language back]

Age

3-6

Materials

10 geometric shapes in plastic or metal. They each have a frame.
2008-09-26T05:50:43Z

New page: ==Insets for design== [http://www.wikisori.com/index.php/Language back] <h3>Age</h3> 3-6 <h3>Materials</h3> <ol> <li>10 geometric shapes in plastic or metal. They each have a frame.</l...

New page
==Insets for design==
[http://www.wikisori.com/index.php/Language back]
<h3>Age</h3>
3-6
<h3>Materials</h3>
<ol>
<li>10 geometric shapes in plastic or metal. They each have a frame.</li>
<li>Squares of different colored papers, which are exactly the same size as the frame.</li>
<li>A set of good quality colored pencils.</li>
</ol>
<h3>Preparation</h3>

<h3>Presentation</h3>
<strong>Exercise 1:<br />
</strong>
<ol>
<li>The Directress chooses a simple frame of a curved figure, takes a sheet of inset paper and two different colored pencils.</li>
<li>The Directress then invites the child to choose a place to work on the table. She shows the child how to carry the materials to the chosen spot.</li>
<li>The Directress sits next to the child, wherever the child has the fullest vies, taking into consideration the Directress herself and the child being right or left handed.</li>
<li>Directress places the material in front of the child and then shows how to work with the material: <strong>Stage1; </strong>The Directress shows the child how to cover the sheet of inset paper with the frame. She then takes one of the colored pencils, holding it with proper pencil grip and draws slowly around the inside of the frame in an anti-clockwise direction. Then, she invites the child to try tracing the outline of the frame like she did, If the child is able to do it, then proceed on with the next stage.  <strong>Stage 2: </strong>The Directress then shows the child how to fill the inside of the figure with controlled straight lines close together, from left to right or downward from top to bottom side of the outline to the other with the other colored pencil.</li>
<li>When the child understands the activity, encourage the child to do it.</li>
</ol>
<h3>Control Of Error</h3>
The frame and inset control the figure or design.<br />
If the child's parallel lines go beyond the figure the error will be apparent.
<h3>Points Of Interest</h3>
Children normally find difficulty in the beginning but will improve with practice. Encourage the child to practice often. Pay special attention to the child's writing position and pencil grip to ensure the development of good writing habits.
<h3>Purpose</h3>
<ul>
<li>Develop the child's muscles for holding a pencil correctly.</li>
<li>Develop control and precision of movement with flexibility.</li>
<li>Give the experience in anti-clockwise (counter-clockwise) movements, parallel straight lines when filling in shapes, downward and left-to-right strokes.</li>
<li>Indirect preparation for art development of pattern and use of color.</li>
</ul>
<h3>Variation</h3>
<strong>Exercise 1: A Symmetric Design<br />
</strong>
<ol>
<li>The Directress chooses one simple frame of an inset design, a sheet of inset paper and two different colored pencils.</li>
<li>The Directress covers the inset paper with the frame and invites the child to choose one colored pencil. Directress takes the colored pencil and draws the inside of the frame in an anti-clockwise direction. Then she lifts up the frame and turns it 45 degrees, use the other colored pencil and draw the inside of the frame again so that it overlapped.</li>
<li>The areas of the design are then filled with controlled straight lines closed together vertically, diagonally, horizontally or with downward strokes, from left to right using two colored pencils.</li>
<li>Encourage the child to do the exercise using all of the geometric figures.</li>
</ol>
<br />
<strong>Exercise 2: Outlining the Inset<br />
</strong>
<ol>
<li>The Directress chooses one simple frame of an inset design, the inset, a sheet of inset paper and three different colored pencils.</li>
<li>The Directress covers the inset paper with the frame, takes one of the colored pencil and draws the inside of the frame anti-clockwise direction. Then she removes the frame.</li>
<li>She then holds the inset over the outline and draw round the figure using a different colored pencil. The figure will be doubly outlined on the paper in two colors.</li>
<li>Invite the child to fill in the figures with controlled straight lines close together in any direction from left to right or top to bottom with any colored pencil. Using another contrasting colored pencil, he fill in the narrow outer gap of the figure.</li>
<li>Encourage the child to do the exercise using all the geometric figures.</li>
</ol>
<br />
<strong>Exercise 3: A Geometric design<br />
</strong>
<ol>
<li>The Directress chooses two different frame of two insets design, a sheet of inset paper and four different colored pencils.</li>
<li>The Directress covers the inset paper with one of the frame, takes one of the colored pencil and draws the inside of the frame anti-clockwise direction. Then she removes the frame.</li>
<li>She then covers the inset paper with the other frame and draws the inside of the frame with a different colored pencil. In this way, the Directress shows how to create a design.</li>
<li>She then invites the child to fill in the gaps with controlled straight lines close together in any direction from left to right or top to bottom with different colored pencils.</li>
<li>Encourage the child to do the exercise using different geometric figures and a variety of colored pencils.</li>
</ol>
<br />
<strong>Exercise 4: Shades of one color<br />
</strong>
<ol>
<li>The Directress chooses one simple frame of an inset design, a sheet of inset paper and two different colored pencils.</li>
<li>The Directress covers the inset paper with the frame, takes one of the colored pencil and draws the inside of the frame anti-clockwise direction. Then she removes the frame.</li>
<li>The Directress then shows the child how to fill the areas of the figure with the other colored pencil with controlled straight lines close together in any direction from left to right or top to bottom, from darker to lighter shades. When he understands the activity, invite him to try.</li>
<li>Encourage the child to do the exercise using all of the geometric figures.</li>
</ol>
<strong><br />
Exercise 5: Complex Design<br />
</strong>
<ol>
<li>The Directress chooses three simple frames of three insets design, a sheet of inset paper and several different colored pencils.</li>
<li>The Directress covers the inset paper with the frame, takes one of the colored pencil and draws the inside of the frame anti-clockwise direction. Then she removes the frame.</li>
<li>The Directress then uses another frame and covers the inset paper, takes another colored pencil and draws the inside of the frame anti-clockwise. Then she removes the frame.</li>
<li>Invite the child to fill in the gaps by drawing controlled straight lines close together in any direction from left to right or top to bottom with different colored pencil.</li>
<li>Encourage the child to do the exercise using as many figures and as many colored pencils he like.</li>
</ol>
<strong>Exercise 6: A Frieze Design<br />
</strong>
<ol>
<li>The Directress chooses one simple frame of an inset design, a sheet of A4 size paper and several different colored pencils.</li>
<li>The Directress takes the frame, covers it on one side of the covered A4 size paper, takes one of the colored pencil and draws the inside of the frame anti-clockwise direction. Then she removes the frame and repeats the design over and over again without having any gaps connecting the designs together.</li>
<li>Invite the child to fill in the figures with controlled straight lines close together in any direction from left to right or top to bottom using different colored pencils.</li>
<li>Encourage the child to do the exercise using all of the geometric figures.</li>
</ol>
<br />
<strong>Exercise 7: Larger scale design<br />
</strong>
<ol>
<li>The Directress chooses several frames of several inset designs, a sheet of A4 size paper and several different colored pencils.</li>
<li>The Directress takes one frame, covers it on one side of the A4 size paper, takes one of the colored pencil and draws the inside of the frame anti-clockwise direction. Then she removes the frame.</li>
<li>She takes another frame (overlaps the first outline drawn) and places it on the A4 size paper. She takes another colored pencil and draws the inside of the frame anti-clockwise direction.</li>
<li>She repeats the above exercise with different frames and different colored pencils till the whole A4 sized paper is filled with designs.</li>
<li>Invites the child to fill in the figures with controlled straight lines close together in any direction from left to right or top to bottom using colored pencils.</li>
<li>Encourage the child to do the exercise using all of the geometric figures.</li>
</ol>
<br />
<br />
<br />

@@ Line 46: / Line 46: @@
 #The Directress chooses one simple frame of an inset design, a sheet of inset paper and two different colored pencils.
-#The Directress covers the inset paper with the frame and invites the child to choose one colored pencil. Directress takes the colored pencil and draws the inside of the frame in <span class="plainlinks">[http://thoughtmechanics.com/ <span style="color:black;font-weight:normal;text-decoration:none!important;background:none!important; text-decoration:none;">web design company in atlanta</span>]</span> an anti-clockwise direction. Then she lifts up the frame and turns it 45 degrees, use the other colored pencil and draw the inside of the frame again so that it overlapped.
+#The Directress covers the inset paper with the frame and invites the child to choose one colored pencil. Directress takes the colored pencil and draws the inside of the frame in an anti-clockwise direction. Then she lifts up the frame and turns it 45 degrees, use the other colored pencil and draw the inside of the frame again so that it overlapped.
 #The areas of the design are then filled with controlled straight lines closed together vertically, diagonally, horizontally or with downward strokes, from left to right using two colored pencils.
 #Encourage the child to do the exercise using all of the geometric figures.

@@ Line 46: / Line 46: @@
 #The Directress chooses one simple frame of an inset design, a sheet of inset paper and two different colored pencils.
-#The Directress covers the inset paper with the frame and invites the child to choose one colored pencil. Directress takes the colored pencil and draws the inside of the frame in an anti-clockwise direction. Then she lifts up the frame and turns it 45 degrees, use the other colored pencil and draw the inside of the frame again so that it overlapped.
+#The Directress covers the inset paper with the frame and invites the child to choose one colored pencil. Directress takes the colored pencil and draws the inside of the frame in <span class="plainlinks">[http://thoughtmechanics.com/ <span style="color:black;font-weight:normal;text-decoration:none!important;background:none!important; text-decoration:none;">web design company in atlanta</span>]</span> an anti-clockwise direction. Then she lifts up the frame and turns it 45 degrees, use the other colored pencil and draw the inside of the frame again so that it overlapped.
 #The areas of the design are then filled with controlled straight lines closed together vertically, diagonally, horizontally or with downward strokes, from left to right using two colored pencils.
 #Encourage the child to do the exercise using all of the geometric figures.

@@ Line 13: / Line 13: @@
 === Presentation  ===
-'''Exercise 1:<br> '''
+'''Exercise 1:<br>'''
 #The Directress chooses a simple frame of a curved figure, takes a sheet of inset paper and two different colored pencils.
-#The Directress then invites the child to choose a place to work on the table. She shows the child how to carry the materials to the chosen spot.
+#The Directress then invites the child to choose a place to work on the table.
 #The Directress sits next to the child, wherever the child has the fullest vies, taking into consideration the Directress herself and the child being right or left handed.
-#Directress places the material in front of the child and then shows how to work with the material: '''Stage1; '''The Directress shows the child how to cover the sheet of inset paper with the frame. She then takes one of the colored pencils, holding it with proper pencil grip and draws slowly around the inside of the frame in an anti-clockwise direction. Then, she invites the child to try tracing the outline of the frame like she did, If the child is able to do it, then proceed on with the next stage.&nbsp; '''Stage 2: '''The Directress then shows the child how to fill the inside of the figure with controlled straight lines close together, from left to right or downward from top to bottom side of the outline to the other with the other colored pencil.
+#Directress places the material in front of the child and then shows how to work with the material.
 #When the child understands the activity, encourage the child to do it.
 === Control Of Error  ===
-The frame and inset control the figure or design.<br> If the child's parallel lines go beyond the figure the error will be apparent.
+The frame and inset control the figure or design.<br>If the child's parallel lines go beyond the figure the error will be apparent.
 === Points Of Interest  ===
@@ Line 38: / Line 43: @@
 === Variation  ===
-'''Exercise 1: A Symmetric Design<br> '''
+'''Exercise 1: A Symmetric Design<br>'''
 #The Directress chooses one simple frame of an inset design, a sheet of inset paper and two different colored pencils.
@@ Line 45: / Line 50: @@
 #Encourage the child to do the exercise using all of the geometric figures.
-<br> '''Exercise 2: Outlining the Inset<br> '''
+<br>'''Exercise 2: Outlining the Inset<br>'''
 #The Directress chooses one simple frame of an inset design, the inset, a sheet of inset paper and three different colored pencils.
@@ Line 53: / Line 58: @@
 #Encourage the child to do the exercise using all the geometric figures.
-<br> '''Exercise 3: A Geometric design<br> '''
+<br>'''Exercise 3: A Geometric design<br>'''
 #The Directress chooses two different frame of two insets design, a sheet of inset paper and four different colored pencils.
@@ Line 61: / Line 66: @@
 #Encourage the child to do the exercise using different geometric figures and a variety of colored pencils.
-<br> '''Exercise 4: Shades of one color<br> '''
+<br>'''Exercise 4: Shades of one color<br>'''
 #The Directress chooses one simple frame of an inset design, a sheet of inset paper and two different colored pencils.
@@ Line 68: / Line 73: @@
 #Encourage the child to do the exercise using all of the geometric figures.
-'''<br> Exercise 5: Complex Design<br> '''
+'''<br>Exercise 5: Complex Design<br>'''
 #The Directress chooses three simple frames of three insets design, a sheet of inset paper and several different colored pencils.
@@ Line 76: / Line 81: @@
 #Encourage the child to do the exercise using as many figures and as many colored pencils he like.
-'''Exercise 6: A Frieze Design<br> '''
+'''Exercise 6: A Frieze Design<br>'''
 #The Directress chooses one simple frame of an inset design, a sheet of A4 size paper and several different colored pencils.
@@ Line 83: / Line 88: @@
 #Encourage the child to do the exercise using all of the geometric figures.
-<br> '''Exercise 7: Larger scale design<br> '''
+<br>'''Exercise 7: Larger scale design<br>'''
 #The Directress chooses several frames of several inset designs, a sheet of A4 size paper and several different colored pencils.
@@ Line 94: / Line 99: @@
 === Handouts/Attachments  ===
 <br>
-[[Category:Language]][[Category:Language_3-6]]
+[[Category:Language]] [[Category:Language_3-6]]

← Older revision		Revision as of 20:00, 12 July 2009
Line 96:		Line 96:
	<br>		<br>

−	[[Category:Language]]	+	[[Category:Language]][[Category:Language_3-6]]

@@ Line 1: / Line 1: @@
-== Insets for design ==
+=== Age  ===
 -6
-=== Materials ===
+=== Materials  ===
 #10 geometric shapes in plastic or metal. They each have a frame.
 #Squares of different colored papers, which are exactly the same size as the frame.
 #A set of good quality colored pencils.
-=== Preparation ===
+=== Preparation  ===
-=== Presentation ===
+=== Presentation  ===
 '''Exercise 1:<br> '''
@@ Line 21: / Line 19: @@
 #The Directress sits next to the child, wherever the child has the fullest vies, taking into consideration the Directress herself and the child being right or left handed.
 #Directress places the material in front of the child and then shows how to work with the material: '''Stage1; '''The Directress shows the child how to cover the sheet of inset paper with the frame. She then takes one of the colored pencils, holding it with proper pencil grip and draws slowly around the inside of the frame in an anti-clockwise direction. Then, she invites the child to try tracing the outline of the frame like she did, If the child is able to do it, then proceed on with the next stage.&nbsp; '''Stage 2: '''The Directress then shows the child how to fill the inside of the figure with controlled straight lines close together, from left to right or downward from top to bottom side of the outline to the other with the other colored pencil.
 #When the child understands the activity, encourage the child to do it.
-=== Control Of Error ===
+=== Control Of Error  ===
 The frame and inset control the figure or design.<br> If the child's parallel lines go beyond the figure the error will be apparent.
-=== Points Of Interest ===
+=== Points Of Interest  ===
 Children normally find difficulty in the beginning but will improve with practice. Encourage the child to practice often. Pay special attention to the child's writing position and pencil grip to ensure the development of good writing habits.
-=== Purpose ===
+=== Purpose  ===
 *Develop the child's muscles for holding a pencil correctly.
 *Develop control and precision of movement with flexibility.
 *Give the experience in anti-clockwise (counter-clockwise) movements, parallel straight lines when filling in shapes, downward and left-to-right strokes.
 *Indirect preparation for art development of pattern and use of color.
-=== Variation ===
+=== Variation  ===
 '''Exercise 1: A Symmetric Design<br> '''
@@ Line 45: / Line 43: @@
 #The Directress covers the inset paper with the frame and invites the child to choose one colored pencil. Directress takes the colored pencil and draws the inside of the frame in an anti-clockwise direction. Then she lifts up the frame and turns it 45 degrees, use the other colored pencil and draw the inside of the frame again so that it overlapped.
 #The areas of the design are then filled with controlled straight lines closed together vertically, diagonally, horizontally or with downward strokes, from left to right using two colored pencils.
 #Encourage the child to do the exercise using all of the geometric figures.
 <br> '''Exercise 2: Outlining the Inset<br> '''
@@ Line 53: / Line 51: @@
 #She then holds the inset over the outline and draw round the figure using a different colored pencil. The figure will be doubly outlined on the paper in two colors.
 #Invite the child to fill in the figures with controlled straight lines close together in any direction from left to right or top to bottom with any colored pencil. Using another contrasting colored pencil, he fill in the narrow outer gap of the figure.
 #Encourage the child to do the exercise using all the geometric figures.
 <br> '''Exercise 3: A Geometric design<br> '''
@@ Line 61: / Line 59: @@
 #She then covers the inset paper with the other frame and draws the inside of the frame with a different colored pencil. In this way, the Directress shows how to create a design.
 #She then invites the child to fill in the gaps with controlled straight lines close together in any direction from left to right or top to bottom with different colored pencils.
 #Encourage the child to do the exercise using different geometric figures and a variety of colored pencils.
 <br> '''Exercise 4: Shades of one color<br> '''
@@ Line 68: / Line 66: @@
 #The Directress covers the inset paper with the frame, takes one of the colored pencil and draws the inside of the frame anti-clockwise direction. Then she removes the frame.
 #The Directress then shows the child how to fill the areas of the figure with the other colored pencil with controlled straight lines close together in any direction from left to right or top to bottom, from darker to lighter shades. When he understands the activity, invite him to try.
 #Encourage the child to do the exercise using all of the geometric figures.
 '''<br> Exercise 5: Complex Design<br> '''
@@ Line 76: / Line 74: @@
 #The Directress then uses another frame and covers the inset paper, takes another colored pencil and draws the inside of the frame anti-clockwise. Then she removes the frame.
 #Invite the child to fill in the gaps by drawing controlled straight lines close together in any direction from left to right or top to bottom with different colored pencil.
 #Encourage the child to do the exercise using as many figures and as many colored pencils he like.
 '''Exercise 6: A Frieze Design<br> '''
@@ Line 83: / Line 81: @@
 #The Directress takes the frame, covers it on one side of the covered A4 size paper, takes one of the colored pencil and draws the inside of the frame anti-clockwise direction. Then she removes the frame and repeats the design over and over again without having any gaps connecting the designs together.
 #Invite the child to fill in the figures with controlled straight lines close together in any direction from left to right or top to bottom using different colored pencils.
 #Encourage the child to do the exercise using all of the geometric figures.
 <br> '''Exercise 7: Larger scale design<br> '''
@@ Line 92: / Line 90: @@
 #She repeats the above exercise with different frames and different colored pencils till the whole A4 sized paper is filled with designs.
 #Invites the child to fill in the figures with controlled straight lines close together in any direction from left to right or top to bottom using colored pencils.
 #Encourage the child to do the exercise using all of the geometric figures.
-=== Handouts/Attachments ===
+<br>
 [[Category:Language]]

← Older revision	Revision as of 05:03, 16 July 2009
(No difference)