Understand how to obtain tertiary colours. Mix primary colours with secondary colours to make new colours (tertiary colours). Still lifes. Recognise and understand still lifes as a mayor theme throughout art history. Identify the elements in a still life. Arrange objects for a still life. (LIN, LTL, AUT, CUL) Analysis of colours in the still life Guitar on a Table by Juan Gris. Identify and describe reality and fiction using adequate artistic language. Identify and name colours in the still life Guitar on a Table by Juan Gris. (LIN, LTL, SOC, CUL) Observation of and reflection on the work of art by Juan Gris as part of our cultural heritage. Learn and respect the works of art that make up our cultural heritage. Observe, recognise and respect the artwork by the artist Juan Gris. (LIN, SOC, CUL) Autonomy and creativity in art. Choose objects and colours, following the basic steps of the creative process. Arrange objects in a creative way to draw and colour a still life. Make a guitar. (LIN, LTL, SOC, AUT, CUL) Art materials. Identify recyclable objects to be used in their artworks. Use recyclable objects to make a guitar. (LTL, SOC, AUT, CUL) Development of computer skills and practice of art skills on the Internet. Learn more about Juan Gris and his artwork. Compare objects represented in different artworks by Juan Gris. (LIN, MST, DIG, LTL, CUL) Identify and use different colours. Mix colours to make new colours.
LINGUISTIC CONTENTS Language focus Still life, guitar, strings Primary colours: red, yellow, blue Secondary colours: orange, purple New colours: red-orange, yellow-orange, yellow-green, blue-green, blue-purple, red-purple Key structures Can to express ability Present simple third person singular s VALUES Actively experiments with different materials and techniques. Enjoys making connections between the visual arts and music. METHODOLOGY In this unit, pupils will explore intermediate colours by observing and analysing a still life by Juan Gris. It is important that pupils carefully observe the colours found in both natural and manmade objects in their immediate environment. Encourage them to experiment with mixing colours with a variety of art materials and discuss the outcomes of each one. Through the activities presented in this unit, pupils will develop critical and creative thinking skills and explore opportunities to apply new learning in different contexts and strengthen new art and language skills. Pupils will begin developing their understanding of the four content areas of art: Perceptions and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism. GROUPWORK Encourage pupils to discuss the artwork in pairs or groups, using the audio as a guide. Pupils can also work in pairs or small groups to explore their own artworks using their five senses. CROSS-CURRICULAR ITEMS Natural science: the senses MIXED-ABILITY ACTIVITIES Unit 2 flashcards – Activity bank Class worksheet 2 – Read the riddles, draw the objects and colour. Fast finishers Draw an object you can see and mix colours. Draw a window and an outdoor scene. Add more colours to your guitar. English extension activities Talk about different activities. Practise Present simple first person. Practise Present simple third person.
Group work: an animal poster. Identify the idea, belief or opinion they want to express in a poster. Carry out a group project respecting the ideas of others and collaborating in the tasks they’ve been assigned. (LIN, LTL, SOC, AUT, CUL) Autonomy and creativity in art. Draw the outline of an animal with the correct proportion. Draw the outline of an animal and add texture using different materials. (LIN, LTL, SOC, AUT, CUL) Make a poster, following the steps of the creative process. Explain the elements of the poster using the vocabulary learnt. Development of computer skills and practice of art skills on the Internet. Learn about animals. Search the Internet for posters to identify the message they convey. Make a virtual visit to the art museum MoMA to explore animals in art. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language Texture, shape, size, position, colour, outline Animal coverings: smooth skin, fur, feathers, scales, shell Mandrill, frog, flamingo, snake, turtle Mammal, bird, fish, reptile, amphibian Carnivore, herbivore, omnivore Habitat, protect, danger of extinction, poster Key structures Connectors of sequence: first, then, next, finally Past simple: painted, glued, cut, etc. Present simple: has, lives, eats, etc.
worksheet 6 – Draw a cube and change it into different objects. Fast finishers Add more shapes and draw to the point. Construct more forms. Design a new kite. English extension activities Talk about outdoor activities. Practise using the gerund after the word like to talk about favourite activities. Practise affirmative and negative short answers. REVIEW 2: LANDSCAPES KEY COMPETENCES EVALUATION Competence in linguistic communication: Expressing ideas and listening to others to complete a group project. Competence in mathematics, science and technology: Creating patterns with a variety of materials. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to learn: Learning from peers while working in a group. Competence in social awareness and citizenship: Sharing ideas and respecting different opinions while working in a group. Competence in autonomous learning and personal initiative: Planning and organizing materials to complete the of the artistic process. Competence in artistic and cultural awareness: Using a variety of materials to create a mixed media artwork. CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Review of patterns, space and forms in art and the environment. Use basic elements of art (patterns, space, forms) effectively and in a personal way. Make a landscape with Identify the three planes in a landscape: background, (LIN, MST, LTL, CUL)
and other artists, and compare them. LINGUISTIC CONTENTS Language focus Landscape, background, middle ground, foreground Pattern, form, texture Natural, man-made Mountain, hill, beach Nearer, further, bigger, smaller Key structures There is/There are... Is there/Are there any...? Connectors of sequence: first, then, next, finally VALUES Understands and uses the basic elements of art to create a composition. Cooperates with classmates to complete an art project. METHODOLOGY In this unit, pupils will review patterns, space and forms by observing and analysing a landscape painted by Grant Wood. It is important that pupils view a variety of photos and make real life observations of landscapes and discuss the different forms and patterns they see in the foreground, middle ground and background. Provide pupils with a variety of materials to explore the aesthetic possibilities they can provide in the art process. Encourage pupils to work in groups to create a mural in order to share ideas and feelings about the unique plants, animals and structures found in different landscapes. Through the activities presented in this unit, pupils will develop critical and creative thinking skills and explore opportunities to apply new learning in different contexts and strengthen new art and language skills. Pupils will continue developing their understanding of the four content areas of art: Perceptions and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism. GROUPWORK Encourage pupils to discuss the artwork in pairs or groups, using the audio as a guide. Pupils will collaborate in partners or small groups to create a landscape mural and answer a list of questions to help prepare a presentation of their artwork. CROSS-CURRICULAR ITEMS Maths: forms, patterns Natural science: landscapes ACTIVITIES Units 4-6 flashcards – Activity bank Review Unit Class worksheet 2 – Listen and write about kites. Fast finishers
Competence in linguistic communication: Expressing opinions to analyze a work of art. Competence in mathematics, science and technology: Identifying and investigating symmetry in a variety of natural and manmade objects. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to learn: Comparing and contrasting Art with animals and objects from nature. Competence in social awareness and citizenship: Listening to and accepting different points of Competence in autonomous learning and personal initiative: Designing a new type of flying machine. Competence in artistic and cultural awareness: Developing creativity and imagination in art. CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Balance (symmetry) in art and the environment. Analyse and interpret the of art so that they can create new artwork based on new knowledge. Identify symmetry in everyday objects and in elements from nature. Complete objects that fly to make them symmetrical. (LIN, MST, CUL) Analysis of the use of balance in the sketches Aerial Screw and Flying Machines by Leonardo Da Vinci. Observe sketches of flying machines. Understand the idea of making drafts of new inventions before creating them. Reflect on the inventor’s work. (LIN, LTL, SOC, CUL) Observation of and reflection on the work of art Leonardo Da Vinci as part of our cultural heritage. Learn and respect the works of art that make up our cultural heritage. Appreciate the artwork by Leonardo Da Vinci. (LIN, SOC, CUL) Autonomy and creativity in art. Design a flying machine. Imagine and design a new type of flying machine, following the basic steps of the creative process. (LIN, LTL, SOC, AUT, CUL)