Area: Plástica (English)
ByME
Arts & Crafts 4
SYLLABUS
Area: Plástica (English)
Stage: Primary Education
UNIT 1: STILL LIFE
KEY COMPETENCES EVALUATIONCompetence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Recognising and creating basic patterns.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Exploring the patterns in everyday objects.
Competence in social awareness and citizenship: Respecting the ideas and decisions of others.
Competence in autonomous learning and personal initiative: Reflecting on the steps of the creative process.
Competence in artistic and cultural awareness: Developing confidence when learning and practising a new element of art.
CONTENTS / EVALUATION CRITERIA / LEARNING STANDARDS / KEY COMPETENCES
Patterns (lines, shapes, colours) in art and the environment.
/ Analyse and interpret the works of art so that they can create new artworks based on new knowledge. / Observe, identify and name patterns.
Reproduce repeated patterns (polka dots, stripes, checks) to decorate objects. / (LIN, MST, LTL, AUT, CUL)
Patterns in still lifes. / Identify patterns (lines, shapes, colours) and use them in a creative way. / Make a still life with patterned shapes.
Decorate objects in a still life using different patterns. / (MST, LTL, AUT, CUL)
Analysis of the use of repeated patterns in the painting Window Looking to Panarea by Leon Morrocco. / Identify and describe reality and fiction using adequate artistic language. / Identify and name the patterns in the painting Window Looking to Panarea by Leon Morroco. / (LIN, MST, LTL, SOC, CUL)
Observation of and reflection on the work of art by Leon Morrocco as part of cultural heritage. / Learn and respect the works of art that make up cultural heritage. / Appreciate the artwork by the artist Leon Morroco. / (LIN, MST, SOC, CUL)
Autonomy and creativity in art. / Choose patterns in their artworks effectively, following the basic steps of the creative process. / Use patterns in their artworks, reflecting on them, and taking care of the materials and use of classroom space. / (LIN, LTL, SOC, AUT, CUL)
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
Still 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
space 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
Maths: patterns
Natural science: the five senses, food groups
Music: following patterns
MIXED-ABILITY ACTIVITIES
Class worksheet 1 – Decorate the food packaging with the corresponding pattern.
Fast finishers
Find objects with patterns in the classroom and draw them.
Add more patterns to make a border around a still life.
Choose a different subject for a still life. Draw and colour it with patterns.
English extension activities
Practise prepositions of place.
Practise affirmative and negative short answers.
UNIT 2: PORTRAIT
KEY COMPETENCES EVALUATIONCompetence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Observing and drawing the correct proportion of the face and its parts.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Using guidelines to develop the skills needed to draw a portrait.
Competence in social awareness and citizenship: Respecting what other people feel.
Competence in autonomous learning and personal initiative: Accepting evaluation on your own artwork.
Competence in artistic and cultural awareness: Applying new techniques and skills to draw a portrait.
CONTENTS / EVALUATION CRITERIA / LEARNING STANDARDS / KEY COMPETENCES
Proportion and different facial expressions in art and the human body. / Identify the correct proportion of a face by analysing its parts. / Draw a face with the correct proportion.
Use guidelines to draw the parts of the face in proportion. / (LIN, MST, SOC, CUL)
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 Fruit 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 (happy) when (I’m with my friends).
VALUES
Shows interest in expressing feelings and sharing ideas through art.Shows respect for personal artwork and the artwork of others.
METHODOLOGY
In this unit, pupils will explore proportion and facial expressions by observing and analysing a portrait by Bartolomé Esteban Murillo. It is important that pupils carefully observe facial proportion with a variety of resources including portraits and their partners. Pupils must also observe the parts of the face carefully to identify emotions and represent them faithfully in their artworks. 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 reflect on their portraits and discuss the position of the parts of the face.
CROSS-CURRICULAR ITEMS
Maths: proportion
MIXED-ABILITY ACTIVITIES
Class worksheet 2 – Draw expressions on faces. Then, write what each person is saying.
Fast finishers
Erase the guidelines and colour the face.
Draw a face with a different emotion.
Colour the background with lines, shapes and colours that express that emotion.
English extension activities
Talk emotions.
Practise when clauses.
UNIT 3: DREAMTIME ART
KEY COMPETENCES EVALUATIONCompetence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology:
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Decorating a new artwork inspired by complementary colours.
Competence in social awareness and citizenship: Appreciating and valuing the uniqueness of each story behind an artwork belonging to Dreamtime art.
Competence in autonomous learning and personal initiative: Developing confidence when choosing adequate symbols for a story.
Competence in artistic and cultural awareness: Respecting cultural diversity while learning about artists from other cultures.
CONTENTS / EVALUATION CRITERIA / LEARNING STANDARDS / KEY COMPETENCES
Complementary colours in art and the physical world. / Classify colours in the colour wheel to understand how complementary colours work. / Identify the complementary colours in a piece of artwork.
Colour different animals using a different pair of complementary colours in each case. / (LIN, LTL, CUL)
Technique: dots / Identify dots as a way of painting. / Make dots to decorate their artworks using the most adequate materials. / (LIN, LTL, AUT, CUL)
Analysis of the use of colours and other visual elements in the painting Kangaroo Dreaming with Rainbow Serpent by M. N Tjakamarra. / Recognise that symbols are used to represent an object or an idea. / Understand the story behind the painting Kangaroo Dreaming with Rainbow Serpent by M. N Tjakamarra through the different symbols. / (LIN, SOC, AUT, CUL)
Observationof and reflection on the work of art by M. N Tjakamarra as part of Australian cultural heritage. / Learn and respect the works of art that make up the cultural heritage of a country. / Appreciate the artwork by the artist M. N Tjakamarra. / (LIN, SOC, CUL)
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. / Learn 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, koala 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.
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 tell their animal story discussing the animals and symbols used.
CROSS-CURRICULAR ITEMS
Natural science: invertebrates
Music: Australian musical instruments (didgeridoo)
MIXED-ABILITY ACTIVITIES
Class worksheet 3 – Listen and complete the information.
Fast finishers
Draw another animal and colour it with complementary colours.
Write a short story about your artwork.
Draw around your hand. Decorate it with symbols, dots and complementary colours.
English extension activities
Practise the Past simple of regular and irregular verbs.
Practise short answers.
REVIEW 1: STAINED GLASS WINDOW
KEY COMPETENCES EVALUATIONCompetence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Exploring the possibilities technical drawing tools offer in creating art.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Preparing colour shapes in advance to create and follow a pattern.
Competence in social awareness and citizenship: Cooperating in group activities.
Competence in autonomous learning and personal initiative: Using a language activity to support presentation skills and developing self-confidence skills when working in a group.
Competence in artistic and cultural awareness: Appreciating the cultural diversity in Europe.
CONTENTS / EVALUATION CRITERIA / LEARNING STANDARDS / KEY COMPETENCES
Review of patterns, shapes and complementary colours. / Use basic elements of art (patterns, shapes, complementary colours) effectively and in a personal way. / Make a rose window applying the concepts learnt. / (LIN, LTL, SOC, AUT, CUL)
Observation and analyse of the use of patterns, shapes and complementary colours in the stained glass window Window depicting the Magi on Horseback at Canterbury Cathedral. / Learn about stained glass windows.
Know how glass is used for artworks. / Appreciate and enjoy the stained glass windows in churches.
Show interest in the artwork of different artists. / (LIN, LTL, SOC, CUL)
Circular patterns in a rose window. / Observe and recognise circular patterns.
Use technical drawing tools properly. / Create a circular pattern that best suits the purpose of the final work.
Use a compass and a ruler to draw a circle and make a floral design.
Divide a circle in six equal parts with a compass. / (MST, LTL, AUT, CUL)
Group work: a classroom stained glass window. / Experience and recognise the most suitable materials and techniques for the execution of their work. / Carry 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 shape and colour 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)
Development of computer skills and practice of art skills on the Internet. / Learn about the relation between glass windows and circular patterns. / Search the Internet for information about the history of stained glass windows in Europe.
Create circular patterns. / (LIN, MST, DIG, LTL, CUL)
LINGUISTIC CONTENTS
Language focus