Module 2


 Tickness must be in proportion to size.  Tin letters give a spidery effect.  Tose that are too thick give a chunky, cluttered effect.


Different kinds of lettering can be used in the same poster, but it is better to stick to one type for the heading, one for the message and so on.


Executing each letter in a different colour tends to destroy harmony and is disintegrating as some colours stand out more than others.


In general, that which is considered to be of the greatest importance should be done in darker, thicker, heavier lettering than the remainder and a contrast serves to highlight the former.


2.2.5 Spacing


 Draw equidistant parallel lines in pencil.  Leave one, two or three lines between writing depending on what type of lettering is to be used.  Sketch lettering in pencil.  To achieve even lettering, it is helpful to draw round a coin before drawing the actual letters. (Square lettering can also be used. See diagram later.)


Looking activities – An awareness increases as more “looking” activities are experienced, for example take a walk in the neighbourhood, woods, park, or indoors. Make it a time to look and touch what the child feels. Have the children look for things they have not noticed before. Relate the art activities to the walk and discuss discoveries made in the walk.


Listening walks are a variation of the “looking walk”. Encourage an awareness of the many sounds around us and concentrate on specific sounds, filtering out other sounds, for example “Listen to the sound of the aeroplane”. Aſter the walk encourage drawings or paintings or dough moulding of something that was heard.


Texture – Encourage the children to bring objects from nature or home. Additional awareness can be developed by the children as they look and feel the object. Also feel the objects with the eyes closed.


Looking with the hands – “Guess-guess game”


Look together with the children at the different commercial toys and objects – describing line, form, pattern, colour, shape and texture.


Provide many opportunities for the selection of colours, materials and pictures for displays, etc., for example offer fresh or artificial flowers in the fantasy corner. Tis may stimulate the desire in the child to make paper flowers.


Baking and making activities will stimulate all the senses and have a response in the creative activities.


2.2.6 All presentations are aimed at developing the child


Te educarer must be evaluated to know how well she is achieving her aim. She must bear in mind the following when presenting activities.


126


FutureManagers


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162  |  Page 163  |  Page 164  |  Page 165  |  Page 166  |  Page 167  |  Page 168  |  Page 169  |  Page 170  |  Page 171  |  Page 172  |  Page 173  |  Page 174  |  Page 175  |  Page 176