WHAT IS THE
TANGRAM?
The Tangram is an ancient game that emerged in the Orient
and is made up of seven pieces. It is essentially formed
by a square base divided into five triangles of different
sizes, a small square and a parallelogram. The objective
is to manage to build a specific shape, using the seven
pieces.
No one knows for sure who invented the
Tangram and when it was invented. In Chinese it is known
as Chi Chiao Tu, or the Seven Intelligent Pieces. The
Tangram is currently used worldwide, especially by professors
in teaching geometry, mathematics, psychology and especially
in pedagogy. Although it employs simplicity in handling,
the Tangram reveals itself to be a game of difficult solution,
as it demands much logical rationale. This mystery is
what fascinates us in the Tangram and what leads us to
explore it as an aid in the understanding of the prints
of Oswaldo Goeldi.
TANGRAM AND
GOELDI:
The image the Goeldi creates is almost always a silhouette,
because the figure is cut in an open background by strokes
and counter-strokes that define the areas of light cutting
the images. Beginning with the idea of the absolute contrast
of light and shadow, we propose to you, the teacher, simple
activities using the interesting and simple idea of the
Tangram.
COLOR IN GOELDI:
In Goeldi color was always an integral part of the set of
perfectly harmonized relationships, thus helping the composition
by affirming the topic and attributing sentiment to, mainly,
the image. Without compromising the graphic element, the color,
for Goeldi, was employed as an expressive element, having
a sense divided between the symbolic and the fantastic.
Here you can find a colored Tangram to compose the figures
and make the game more fun:
Suggestion:
You can use the colored Tangram activity to propose to your
students an activity about primary colors (yellow, cyan,
magenta) and the secondary colors (red, green, blue). Follow
the activities with the colored Tangram, which is annexed.
If there is the possibility of printing our activity proposal,
then cut it and past it on a poster. From there on prepare
groups for the solution of the proposed visual problems.
INTRODUCTION:
To portray reality requires from the artist a visionary
eye and a great loyalty to himself. In Goeldi reality is
very apparent as well as the strength of the artist in capturing
it.
Goeldi, in his works, produced with a great economy of
language, knowing how to perfectly employ the shapes and
the background of his prints. To unveil the messages of
Goeldi it is necessary to have an eye that sees beyond the
appearances. .
In Goeldi’s works each stroke is a piece of nerve
that vibrates with the energy of a barbaric heart. In its
essence full of expressionism, the works of Goeldi seek
the representation of the subjective impulses and the artistic
will that subordinates reason. Before the relationship of
total shadow and absolute light, Goeldi squeezes his dramatic
temperament, his perception about the drama of beings, of
the things and nature itself.
MATERIAL FOR ACTIVITY:
These are the necessary materials to apply the activity of
the Tangram with your students. All you need to do is print
and get to work.
1- The model of the Tangram grid in black and white and
colored.
2- The prints of the artist Oswaldo Goeldi that are indexed
on our site.
3- Suggestion of construction of image.
HOW TO DO IT:
Teach your students to create the Tangram itself. Print
the page of the model of the Tangram grid in black and white
and/or colors, and make copies for all of the students.
Ask them to cut the square in the traced parts, in such
a manner that each student has seven pieces. Show them the
print that they should create in the Tangram explaining
the main ideas contained in the image: the movement, the
inclination, the twist or something that can suggest the
condensation of the idea in the format of the Tangram.
Next, print the following pages with the images and use
it as a template. Now let the creativity flow using the
pieces and create the figure from the artist’s print.
Show the solution of the figure in the Tangram only at the
end. It is surprising how this simple game of geometric
forms can transmit the notion of contrast between background
and shape generating the perfect notion of silhouettes in
movement, proper for comparisons with the artist’s
print.
Suggestion:
Utilize the model of the Tangram grid and repeat this same
activity with other images chosen by the students. It would
be interesting to propose to them to glue the pieces of
the Tangram on a poster or cardboard in order that the pieces
of the game become more resistant and can be used several
times.