Technique: rub. Identify the technique of rubbing to make a symmetrical figure. Rub colours oil pastels to make a symmetrical body. (LIN, MST, LTL, AUT, CUL) Analysis of the use of shapes and colours in the painting Zitronen by Paul Klee. Identify and describe reality and fiction using adequate artistic language. Identify and name the lines, shapes and colours (primary and secondary) in the painting Zitronen by Paul Klee. (LIN, MST, LTL, SOC, CUL) Observation of and reflection on the work of art by Paul Klee as part of cultural heritage. Learn and respect the works of art that make up cultural heritage. Observe, recognise and respect the artwork by the artist Paul Klee. (LIN, MST, SOC, CUL) Autonomy and creativity in art. Choose lines, shapes and colours in their artworks effectively, following the basic steps of the creative process. Draw a body in motion and decorate it with shapes and colours. (LIN, MST, LTL, SOC, AUT, CUL) Development of computer skills and practice of art skills on the Internet. Learn about another artwork by Paul Klee. Search the Internet for the painting The Future Man by Paul Klee to see how he uses colours and represents human bodies. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language Primary colours: blue, red, yellow
Secondary colours: green, orange, purple Lines: straight, curved, wavy, zigzag Shapes: circle, square, triangle, rectangle Body parts: head, arms, legs, hands, feet Joints: shoulder, elbow, wrist, hip, knee, ankle Parts of the face: ears, eyes, nose, mouth Key structures (Yellow) and (red) make (orange). I can run/jump/dance. I have got two eyes/ears/arms/hands/legs/feet. VALUES Enjoys participating in physical activities. Shows interest in learning new skills and working autonomously. METHODOLOGY In this unit, pupils will learn about lines and colours by observing and analysing them in an original artwork. It is important to develop this concept through the use of a variety of resources including flashcards, digital resources and real life objects. Mix small amounts of primary colour poster paints in water bottles to promote experimentation and exploration of colour mixing. Sing songs and play games that encourage pupils to move their bodies in a variety of ways to explore how the body moves. Explicit language support, connections to real life (the body), guided instruction, independent practice and art projects provide opportunities to be creative and promote active learning experiences in the art classroom. GROUPWORK Encourage pupils to discuss the artwork in pairs or groups, using the audio as a guide. Pupils can also share their final artwork with a partner and look for lines, shapes and colours in each other’s artwork. CROSS-CURRICULAR ITEMS Physical Education: body movement Natural science: the body MIXED-ABILITY ACTIVITIES Unit 3 flashcards – Activity bank Class worksheet 3 – Trace the body and draw the face to show feelings. Fast finishers Explore the process of mixing colours with a variety of different materials. Draw a person moving in a different way. Make a monoprint of colourful lines and shapes. English extension activities Point to a line or shape and ask pupils to name it. Ask “How many...” questions about the lines in the painting. Invite pupils to name colours and sort them into primary and secondary categories.
Observation of and reflection on the work of art by Roy Lichtenstein as part of cultural heritage. Learn and respect the works of art that make up cultural heritage. Observe, recognise and respect the artwork by the artist Roy Lichtenstein. (LIN, MST, SOC, CUL) Group work: a 3-D house. Recognise the most significant furniture for each room of a house. 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. Make and decorate rooms for a house, following the basic steps of the creative process. Design a house using the most adequate materials and decorate it in a creative way. (LIN, LTL, SOC, AUT, CUL) Describe artwork orally. Explain the characteristics of the house using the vocabulary learnt. Development of computer skills and practice of art skills on the Internet. Learn about some artworks by Vincent van Gogh and Salvador Dalí. Explore how Van Gogh and S. Dalí use lines, shapes, colours, patterns and other objects in their artworks. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language focus
language support, connections to real life (food), guided instruction, independent practice and art projects provide opportunities to be creative and promote active learning experiences in the art classroom. GROUPWORK Encourage pupils to discuss the artwork in pairs or groups, using the audio as a guide. Pupils can also compare and contrast their final project with a partner. CROSS-CURRICULAR ITEMS Natural science: food ACTIVITIES Unit 4 flashcards – Activity bank Class worksheet 4 – Draw and colour a healthy meal. Fast finishers Draw your favourite with texture. Make texture rubbings of classroom objects. Draw and colour a neck and shoulders on your portrait. English extension activities Point to the different colours and textures in the portrait. Distinguish between rough and smooth, hard and soft. Introduce new fruit and vegetable vocabulary.
UNIT 5: KEY COMPETENCES EVALUATION Competence in linguistic communication: Naming forms and everyday objects. Talking about artworks and animals. Competence in mathematics, science and technology: Identifying the relationship between shapes and forms. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to learn: Analysing the characteristics of an animal to create a three dimensional sculpture. Competence in social awareness and citizenship: Expressing and respecting different personal preferences. Competence in autonomous learning and personal initiative: Choosing an animal to represent in a mask. Competence in artistic and cultural awareness: Identifying and using forms in sculptures. To understand that artists make costumes for theatre. CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Forms in art and the environment. Use forms effectively and in a personal way. Observe forms in everyday objects. Understand that forms are three-dimensional. Distinguish between shapes and and identify their relation. Create figures on shapes and forms. (LIN, MST, LTL, CUL) Observation and analysis of the use of forms in the sculpture Cat by Fernando Botero. Identify and describe reality and fiction adequate artistic language. Identify forms in the sculpture Cat by Fernando Botero. Show interest in the sculptor’s work. (LIN, MST, LTL, SOC, CUL) Observation of and reflection on the work of art by Fernando Botero as part of our cultural heritage. Learn and respect the works of art that make Observe, recognise and respect the (LIN, MST, SOC, CUL)
UNIT 6: MORE SHAPES KEY COMPETENCES EVALUATION Competence in linguistic communication: Naming geometric and natural shapes. Talking about artworks and plants. Competence in mathematics, science and technology: Distinguishing between and drawing a variety of geometric and natural shapes. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to learn: Observing an artwork and creating a new artwork inspired by a particular artistic style. Competence in social awareness and citizenship: Awareness that taking care of plants in public gardens is a shared responsibility. Competence in autonomous learning and personal initiative: Developing confidence when using a new art technique. Competence in artistic and cultural awareness: Identifying and using natural shapes in drawing and constructing paper gardens. CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Shapes in art and the environment. Understand that shapes are divided into geometric and natural (organic). Identify and distinguish between geometric and natural shapes. Draw and colour a garden with different shapes. (LIN, MST, LTL, AUT, CUL) Observation and analysis of the use of shapes in the painting Dome Garden by Juan Romero. Identify and describe reality and fiction using adequate artistic language. Identify the patterns in the painting Dome Garden by Juan Romero. (LIN, MST, LTL, SOC, CUL) Observation and reflection on the work of art by Juan Romero 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 Romero (LIN, MST, SOC, CUL) Autonomy and creativity in art. Make a 3-D sculpture garden. Fold, roll and twist paper. (LIN, MST, LTL, SOC, AUT, CUL)
Autonomy and creativity in art. Make a symmetrical building. Draw, cut and colour a symmetrical building. (LIN, MST, LTL, SOC, AUT, CUL) Development of computer skills and practice of art skills on the Internet. Symmetry around the world. Explore symmetry and buildings made by different people. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language focus Building, neighbourhood Sides, same, different Window, door Bakery, bank, chemist, church, library, post office, school, supermarket, swimming pool Key structures They are the same. They are different. I like (building A). I don’t like (building B). It’s a (post office). There’s a (library) in my neighbourhood. VALUES Shows acceptance and respect for a variety of artworks. Reflects on their artwork and the artwork of others. METHODOLOGY In this unit, pupils will learn about symmetry by observing and analysing it in an original artwork. It is important to develop this concept through the use of a variety of resources flashcards, digital resources and real life objects. Take the pupils for a neighbourhood walk to observe and explore symmetry in buildings, signs and other objects around town. Explicit language support, connections to real life (the neighbourhood), guided instruction, independent practice and art projects provide opportunities to be creative and promote active learning experiences in the art classroom. GROUPWORK Encourage pupils to discuss the artwork in pairs or groups, using the audio as a guide. Pupils put their buildings together to create a neighbourhood. Pupils can discuss different places and people in their neighbourhood. CROSS-CURRICULAR ITEMS Maths: symmetry Social science: the neighborhood
in the different planes of a landscape. Distinguish planes by the colour of objects in each of them. Development of computer skills and practice of art skills on the Internet. Find out more about depth in landscapes. Explore depth in other artworks by U. Hiroshige. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language focus Landscape Back, middle, front Mountain, people, river, trees, water, sea, sky, sun Print, stamp Tear Key structures I can see a (mountain) at the (back). There is a (river) at the (front). VALUES Shows creativity, autonomy and responsibility during the art process. interest in preparing the materials in advance, and actively follows the steps required to do the task. METHODOLOGY In this unit, pupils will learn about space by observing and analysing the use of foreground, middle ground and background in an original artwork. It is important to develop this concept through the use of a variety of resources flashcards, digital resources and real life objects. Share a variety of photos of different landscapes and encourage pupils to name objects at the front, middle and back. Explicit language support, connections to real life (landscapes), guided instruction, independent practice and art projects provide opportunities to be creative and promote active learning experiences in the art classroom.