the basic steps of the creative process. care of the materials and use of classroom space. Development of computer skills and practice of art skills on the Internet. Learn about other works by Leon Morrocco and other artists who use colourful patterns in their paintings. Search and explore how patterns are used in still lifes, landscapes, etc. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language focus life, arrange Patterns: polka dots, stripes, checks Man-made objects: ceramics, vase, jug, plate, bowl, knife, table, tablecloth, curtain Natural objects: food, fruit, flowers, vegetables, grapes, pepper, mango Key structures Third person pronouns: It’s / It isn’t; They’re / They aren’t Affirmative and negative short answers Prepositions of place: in, on, under, behind, next to, in front of, between VALUES Listens and responds respectfully to the ideas of classmates. Demonstrates responsibility when looking after the materials and the used to create an artwork. METHODOLOGY In this unit, pupils will explore patterns by observing and analysing a still life by Leon Morrocco. Encourage pupils to find patterns in magazines and in objects around them. Pupils must also understand that in still lifes there are natural and man-made objects which can be displayed in different ways. 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 compare and contrast their partner’s still lifes describing where the objects are. CROSS-CURRICULAR ITEMS patterns Natural science: the five senses, food groups Music: following patterns
Distinguish different emotions by observing the shapes of the parts of the face. Draw the correct shape of the parts of the face to show different emotions. Analysis of the use of proportion and facial expression in the painting Girl Selling Fruit by Bartolomé Esteban Murillo. Identify and describe reality and fiction using the adequate artistic language. Identify how emotions are expressed in the painting Girl Selling by Bartolomé Esteban Murillo. (LIN, MST, LTL, SOC, CUL) Observation of and reflection on the work of art by Bartolomé Esteban Murillo as part of cultural heritage. Learn and respect the works of art that make up cultural heritage. Appreciate the artwork by the artist Bartolomé Esteban Murillo. (LIN, MST, SOC, CUL) Autonomy and creativity in art. Represent feelings in a portrait. Draw an expressive portrait. (LIN, LTL, SOC, AUT, CUL) Use technical drawing tools properly. Use guidelines to draw a portrait in proportion using a ruler and a set square. Development of computer skills and practice of art skills on the Internet. Learn about other works by Bartolomé Esteban Murillo and other artists to draw portraits. Search the Internet for more artists who draw and paint portraits. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language focus Portraits Proportion: shape, size, position Emotions: happy, sad, angry, surprised Parts of the face: forehead, eyes, eyebrows, eyelashes, ears, cheeks, chin, nose, mouth Head, neck, shoulders, hair Key structures Describing emotions: I’m (happy. / She’s (sad). Feels/looks + emotion When clauses: I feel when (I’m with my friends). VALUES Shows interest in expressing feelings and sharing ideas through art. respect for personal artwork and the artwork of others.
Autonomy and creativity in art. Choose symbols and paint with complementary colours effectively. Make a cardboard boomerang decorated with dots, and different animals and colours. Tell a story using symbols and complementary colours to decorate it. (LIN, LTL, SOC, AUT, CUL) Development of computer skills and practice of art skills on the Internet. more about symbols and colours. Explore and understand colours and symbols as a visual language. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language focus Dreamtime art, dots Australia, Aborigines Complementary colours: red/green, yellow/purple, blue/orange Symbols: spear, animal track, kangaroo track, the Sun, water, campsite Animals: kangaroo, bear, serpent (snake), lizard, reptile, bird, fish, insect Boomerang, tool, spin Key structures Past simple: regular and irregular verbs VALUES Values diversity and respects art from different cultures. Shows interest in sharing ideas and telling stories through art. METHODOLOGY In this unit, pupils will explore dreamtime art by observing and analysing a painting by M.N. Tjakamarra. It is important that pupils observe symbols in their immediate environment and identify what they refer to. Pupils may also observe colours in everyday objects and reflect on the effect they convey (e.g. flags, clothes, book covers). 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.
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art. Competence in mathematics, science and technology: Recognising symmetrical buildings. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to learn: Exploring the artistic possibilities of cotton. Competence in social awareness and citizenship: Observing and appreciating of art from different artistic styles. Competence in autonomous learning and personal initiative: Using the adequate techniques based on the final artwork. Competence in artistic and cultural awareness: Identifying and valuing palaces in Muslim CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Symmetry in art and the environment. Analyse and interpret the works of art so that they can create new artwork based on new knowledge. Draw the reflection of a fountain to make it horizontally symmetrical. Complete a picture to make it horizontally and vertically symmetrical. (LIN, MST, LTL, CUL) Identify the vertical and horizontal axis of symmetry. Follow patterns of shapes and colours on a grid to create a symmetrical figure. Reflection. Recognise that in reflections artists do not show so many details. Rub or blend colours with cotton to reflect objects in water showing few details. (MST, AUT, CUL) Technique: blending colours. how to blend colours to show few details in an artwork. Show few details in a reflection by blending colours with cotton. (LIN, LTL, AUT, CUL) Analysis of symmetry and reflection in the painting Hall of the Ambassadors, Alhambra Palace, Granada by Joaquín Sorolla y Bastida. Distinguish between an object and its reflection in water. Identify the characteristics of an object reflected in water. (LIN, MST, LTL, CUL) Learn about the axis of symmetry. Explain why an image is symmetrical and identify the axis of symmetry.
create new artwork based on new knowledge. Draw and colour geometric forms that show volume to invent a new musical machine. Connect shapes to make forms of musical instruments. Analysis of the sculpture Bird Band by Tom Every. Recognise forms in sculptures: height, width and depth. Distinguish between geometric shapes and geometric forms. (LIN, MST, SOC, CUL) Respect and appreciate works of art made up of recycled materials. Observe and show interest in the sculptor’s work. Observation of and reflection on the work of art by Tom as part of cultural heritage. and respect the works of art that make up cultural heritage. Appreciate the artwork by the sculptor Tom Every. (LIN, MST, SOC, CUL) Autonomy and creativity in art. Choose different materials and to make a 3-D bird, following the basic steps of the creative process. Use recyclable materials and different objects to make a 3-D bird. (LIN, MST, LTL, SOC, AUT, CUL) Development of computer skills and practice of art skills on the Internet. Learn about other recycled sculptures by Tom Every. Recognise forms. Identify recyclable materials used in sculptures. Create new forms using different objects. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language Sculptures, machines, musical instruments
REVIEW 2: HOT-AIR BALLOONS KEY COMPETENCES EVALUATION Competence in linguistic communication: Using specific art vocabulary to analyse a work of art. Competence in mathematics, science and technology: Exploring in everyday objects. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to learn: Developing a technique to create forms. Competence in social awareness and citizenship: Cooperating in group activities. Competence in autonomous learning and personal initiative: a language activity to support presentation skills and developing skills when working in a group. Competence in artistic and cultural awareness: Identifying designs in hot-air balloons. CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Review of lines, symmetry and forms in hot-air balloons. Use elements of art (lines, symmetry, forms) effectively and in a personal way. Observe in everyday objects. Learn the technique of Make a hot-air balloon applying the concepts learnt. Identify the forms of hot-air balloons. (LIN, MST, LTL, AUT, CUL) Group work: a hot-air balloon race. Experience and recognise papier-mâché as the most suitable technique for the execution of their work. Carrying out a group project respecting the ideas of others and collaborating in the tasks they’ve been assigned. (LIN, MST, LTL, SOC, AUT, CUL) Autonomy and creativity in art. Choose colours and patterns effectively, following the basic steps of the creative process. Explain the characteristics of their artworks using the terminology learnt. (LIN, LTL, SOC, AUT, CUL)
Space in art and the environment. Analyse and interpret the works of art so that they can create new artwork based on new knowledge. Recognise the technique of overlapping objects to show depth. Identify the position of objects in space according to their size. Draw plants and animals overlapping in an underwater to show depth. (LIN, MST, LTL, CUL) Reflection of depth in a two-dimensional work of art. Observe and identify the horizon and the in a seascape to show depth. Place objects of different sizes in a seascape. (LIN, MST, AUT, CUL) Analysis of the concept of depth in the seascape Oak Tree Beach by Minnie Harms Neebe. Recognise how is recreated in a seascape. Identify objects near and far by observing their size. (LIN, MST, SOC, CUL) Observation of and reflection on the work of art by Minnie Harms Neebe as part of cultural heritage. and respect the works of art that make up cultural heritage. Appreciate the artwork by Minnie Harms Neebe. (LIN, MST, SOC, CUL) Autonomy and creativity in art. Represent a seascape with depth, following the basic steps of the creative process. Cut and glue strips of paper and objects to create a colourful seascape with depth (LIN, MST, LTL, SOC, AUT, CUL) Development of computer skills and practice of art skills on the Internet. about how depth is shown in paintings by Joaquín Sorolla y Bastida. Identify and compare how is represented in paintings by different artists. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language focus Seascape, depth, horizon line, shore Overlap, size Bigger/biggest, smaller/smallest, further/furthest, near/nearest Key structures There is a / There are some, There isn’t any / There aren’t any Comparative and superlative adjectives VALUES Understands and uses the basic elements of art to create a composition.
Practise the passive voice. Practise possessive pronouns. Practise the genitive (‘s). REVIEW 3: GAMES KEY COMPETENCES EVALUATION Competence in linguistic communication: Using specific art vocabulary to analyse a work of art. Competence in mathematics, science and technology: Developing the mathematical thinking. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to Reflecting on their artwork and the artwork of others. Competence in social awareness and citizenship: Respecting turns when playing a game with others. Collaborating with classmates in group activities. Competence in autonomous learning and personal initiative: Using language activities to support presentation skills. Competence in artistic and cultural awareness: Using a variety of art materials to make a board game. CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Review of lines, shapes, colours, textures, forms and space. Use basic elements of art (lines, shapes, colours, textures, forms, space) effectively and in a personal way. Make a board game applying the concepts learnt. (LIN, MST, LTL, SOC, AUT, CUL) Observation and analysis of the different elements of art in the painting Game of Chess by Sofonisba Anguissola. Identify the subjects in a work of art. Distinguish the subjects in the painting Game of by Sofonisba Anguissola (portrait, still life, landscape). (LIN, MST, LTL, SOC, CUL) Group work: a board game. Represent a setting for their board game, following the Carry out a group project respecting the ideas of others (LIN, MST, LTL, SOC, AUT, CUL)