Area: Plástica (English)

ByME Arts & Crafts 4

SYLLABUS

Stage: Primary Education UNIT 1: STILL LIFE KEY COMPETENCES EVALUATION Competence 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 Analyse and interpret the Observe, identify and name (LIN, MST, LTL, AUT, environment. works of art so that they can patterns. CUL) create new artworks based on new knowledge. Reproduce repeated patterns (polka dots, stripes, checks) to decorate objects. Patterns in still lifes. Identify patterns (lines, shapes, Make a still life with (MST, LTL, AUT, CUL) colours) and use them in a patterned shapes. creative way. Decorate objects in a still life using different patterns. Analysis of the use of repeated patterns in the Identify and describe reality Identify and name the (LIN, MST, LTL, SOC, painting Window Looking to Panarea by Leon and fiction using adequate patterns in the painting CUL) Morrocco. artistic language. Window Looking to Panarea by Leon Morroco. Observation of and reflection on the work of art Learn and respect the works of Appreciate the artwork by the (LIN, MST, SOC, CUL) by Leon Morrocco as part of cultural heritage. art that make up cultural artist Leon Morroco. heritage. Autonomy and creativity in art. Choose patterns in their Use patterns in their artworks, (LIN, LTL, SOC, AUT, artworks effectively, following reflecting on them, and taking CUL) the basic steps of the creative care of the materials and use process. of classroom space. Development of computer skills and practice of Learn about other works by Search and explore how (LIN, MST, DIG, LTL, art skills on the Internet. Leon Morrocco and other patterns are used in still lifes, CUL) artists who use colourful landscapes, etc. patterns in their paintings.

LINGUISTIC CONTENTS METHODOLOGY Language focus In this unit, pupils will explore patterns by observing and analysing a Still life, arrange still life by Leon Morrocco. Encourage pupils to find patterns in Patterns: polka dots, stripes, checks magazines and in objects around them. Pupils must also understand Man-made objects: ceramics, vase, jug, plate, bowl, knife, table, that in still lifes there are natural and man-made objects which can tablecloth, curtain be displayed in different ways. Through the activities presented in Natural objects: food, fruit, flowers, vegetables, grapes, pepper, this unit, pupils will develop critical and creative thinking skills and mango explore opportunities to apply new learning in different contexts and strengthen new art and language skills. Pupils will begin developing Key structures their understanding of the four content areas of art: Perceptions and Third person pronouns: It’s / It isn’t; They’re / They aren’t response; Historical, cultural and social context; Creative expression Affirmative and negative short answers and production; Aesthetics and criticism. Prepositions of place: in, on, under, behind, next to, in front of, between GROUPWORK Encourage pupils to discuss the artwork in pairs or groups, using the VALUES audio as a guide. Pupils can also compare and contrast their partner’s Listens and responds respectfully to the ideas of classmates. still lifes describing where the objects are. Demonstrates responsibility when looking after the materials and the space used to create an artwork. CROSS-CURRICULAR ITEMS Maths: patterns Natural science: the five senses, food groups Music: following patterns Choose a different subject for a still life. Draw and colour it with patterns. MIXED-ABILITY ACTIVITIES Class worksheet 1 – Decorate the food packaging with the English extension activities corresponding pattern. Practise prepositions of place. Practise affirmative and negative short answers. Fast finishers Find objects with patterns in the classroom and draw them. Add more patterns to make a border around a still life. UNIT 2: PORTRAIT KEY COMPETENCES EVALUATION Competence 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 Identify the correct proportion Draw a face with the correct (LIN, MST, SOC, CUL) and the human body. of a face by analysing its parts. proportion.

Use guidelines to draw the parts of the face in proportion. Distinguish different emotions Draw the correct shape of the by observing the shapes of the parts of the face to show parts of the face. different emotions. Analysis of the use of proportion and facial Identify and describe reality Identify how emotions are (LIN, MST, LTL, SOC, expression in the painting Girl Selling Fruit by and fiction using the adequate expressed in the painting Girl CUL) Bartolomé Esteban Murillo. artistic language. Selling Fruit by Bartolomé Esteban Murillo. Observation of and reflection on the work of art Learn and respect the works of Appreciate the artwork by the (LIN, MST, SOC, CUL) by Bartolomé Esteban Murillo as part of cultural art that make up cultural artist Bartolomé Esteban heritage. heritage. Murillo. Autonomy and creativity in art. Represent feelings in a portrait. Draw an expressive portrait. (LIN, LTL, SOC, AUT, Use technical drawing tools Use guidelines to draw a CUL) properly. portrait in proportion using a ruler and a set square. Development of computer skills and practice of Learn about other works by Search the Internet for more (LIN, MST, DIG, LTL, art skills on the Internet. Bartolomé Esteban Murillo and artists who draw and paint CUL) other artists to draw portraits. portraits.

LINGUISTIC CONTENTS METHODOLOGY Language focus In this unit, pupils will explore proportion and facial expressions by Portraits observing and analysing a portrait by Bartolomé Esteban Murillo. It Proportion: shape, size, position is important that pupils carefully observe facial proportion with a Emotions: happy, sad, angry, surprised variety of resources including portraits and their partners. Pupils Parts of the face: forehead, eyes, eyebrows, eyelashes, ears, cheeks, must also observe the parts of the face carefully to identify emotions chin, nose, mouth and represent them faithfully in their artworks. Through the Head, neck, shoulders, hair activities presented in this unit, pupils will develop critical and creative thinking skills and explore opportunities to apply new Key structures learning in different contexts and strengthen new art and language Describing emotions: I’m (happy. / She’s (sad). skills. Pupils will begin developing their understanding of the four Feels/looks + emotion content areas of art: Perceptions and response; Historical, cultural When clauses: I feel (happy) when (I’m with my friends). and social context; Creative expression and production; Aesthetics and criticism. VALUES Shows interest in expressing feelings and sharing ideas through art. GROUPWORK Shows respect for personal artwork and the artwork of others. 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 Draw a face with a different emotion. Maths: proportion Colour the background with lines, shapes and colours that express that emotion. MIXED-ABILITY ACTIVITIES Class worksheet 2 – Draw expressions on faces. Then, write what English extension activities each person is saying. Talk emotions. Practise when clauses. Fast finishers Erase the guidelines and colour the face. UNIT 3: DREAMTIME ART KEY COMPETENCES EVALUATION Competence 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 Classify colours in the colour Identify the complementary (LIN, LTL, CUL) world. wheel to understand how colours in a piece of artwork. complementary colours work. Colour different animals using a different pair of complementary colours in each case. Technique: dots Identify dots as a way of Make dots to decorate their (LIN, LTL, AUT, CUL) painting. artworks using the most adequate materials. Analysis of the use of colours and other visual Recognise that symbols are Understand the story behind (LIN, SOC, AUT, CUL) elements in the painting Kangaroo Dreaming used to represent an object or the painting Kangaroo with Rainbow Serpent by M. N Tjakamarra. an idea. Dreaming with Rainbow Serpent by M. N Tjakamarra through the different symbols. Observationof and reflection on the work of art Learn and respect the works of Appreciate the artwork by the (LIN, SOC, CUL) by M. N Tjakamarra as part of Australian cultural art that make up the cultural artist M. N Tjakamarra. heritage. heritage of a country. Autonomy and creativity in art. Choose symbols and paint with Make a cardboard boomerang (LIN, LTL, SOC, AUT, complementary colours decorated with dots, and CUL) effectively. different animals and colours.

Tell a story using symbols and complementary colours to decorate it. Development of computer skills and practice of Learn more about symbols and Explore and understand (LIN, MST, DIG, LTL, art skills on the Internet. colours. colours and symbols as a CUL) visual language.

LINGUISTIC CONTENTS VALUES Language focus Values diversity and respects art from different cultures. Dreamtime art, dots Shows interest in sharing ideas and telling stories through art. Australia, Aborigines Complementary colours: red/green, yellow/purple, blue/orange METHODOLOGY Symbols: spear, animal track, kangaroo track, the Sun, water, In this unit, pupils will explore dreamtime art by observing and campsite analysing a painting by M.N. Tjakamarra. It is important that pupils Animals: kangaroo, koala bear, serpent (snake), lizard, reptile, bird, observe symbols in their immediate environment and identify what fish, insect they refer to. Pupils may also observe colours in everyday objects Boomerang, tool, spin and reflect on the effect they convey (e.g. flags, clothes, book covers). Through the activities presented in this unit, pupils will Key structures develop critical and creative thinking skills and explore Past simple: regular and irregular verbs 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 MIXED-ABILITY ACTIVITIES and production; Aesthetics and criticism. Class worksheet 3 – Listen and complete the information.

GROUPWORK Fast finishers Encourage pupils to discuss the artwork in pairs or groups, using the Draw another animal and colour it with complementary colours. audio as a guide. Pupils can also work in pairs or small groups to tell Write a short story about your artwork. their animal story discussing the animals and symbols used. Draw around your hand. Decorate it with symbols, dots and complementary colours. CROSS-CURRICULAR ITEMS Natural science: invertebrates English extension activities Music: Australian musical instruments (didgeridoo) Practise the Past simple of regular and irregular verbs. Practise short answers. REVIEW 1: STAINED GLASS WINDOW

KEY COMPETENCES EVALUATION Competence 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 Use basic elements of art Make a rose window (LIN, LTL, SOC, AUT, colours. (patterns, shapes, applying the concepts learnt. CUL) complementary colours) effectively and in a personal way. Observation and analyse of the use of patterns, Learn about stained glass Appreciate and enjoy the (LIN, LTL, SOC, CUL) shapes and complementary colours in the stained windows. stained glass windows in glass window Window depicting the Magi on Know how glass is used for churches. Horseback at Canterbury Cathedral. artworks. Show interest in the artwork of different artists. Circular patterns in a rose window. Observe and recognise circular Create a circular pattern that (MST, LTL, AUT, CUL) patterns. best suits the purpose of the final work. Use technical drawing tools properly. 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. Group work: a classroom stained glass window. Experience and recognise the Carry out a group project (LIN, MST, LTL, SOC, most suitable materials and respecting the ideas of others AUT, CUL) techniques for the execution of and collaborating in the tasks their work. they’ve been assigned. Autonomy and creativity in art. Choose shape and colour Explain the characteristics of (LIN, LTL, SOC, AUT, patterns effectively, following their artworks using the CUL) the basic steps of the creative terminology learnt. process. Development of computer skills and practice of Learn about the relation Search the Internet for (LIN, MST, DIG, LTL, art skills on the Internet. between glass windows and information about the history CUL) circular patterns. of stained glass windows in Europe.

Create circular patterns. LINGUISTIC CONTENTS response; Historical, cultural and social context; Creative expression Language focus and production; Aesthetics and criticism. Stained glass window, rose window, transparent, translucent Patterns, shapes, complementary colours GROUPWORK Encourage pupils to discuss the artwork in pairs or groups, using the Key structures audio as a guide. Pupils will collaborate in partners or small groups Connectors of sequence: first, then, next, last to create a large rose window and answer a list of questions to help Past simple: regular and irregular verbs prepare a presentation of their artwork.

VALUES CROSS-CURRICULAR ITEMS Demonstrates interest, curiosity and creativity when observing Maths: technical drawing tools (compass, ruler), circumference and and responding to a work of art. circle, circular symmetry Cooperates with classmates to complete an art project. Natural science: light energy (properties)

MIXED-ABILITY ACTIVITIES METHODOLOGY Review Unit Class worksheet 1 – follow the steps to draw a flower In this unit, pupils will review patterns, shapes and complementary in the rose window. colours by observing a rose window. It is important that pupils understand the importance of using technical drawing tools in Fast finishers circular artworks. Provide pupils with a variety of photos of stained Use your artwork as a stencil. Draw your rose window pattern. Plan glass windows in churches and have them discuss the patterns they the colours you will add. can see. Encourage pupils to work in groups to create a large rose Glue pieces of primary coloured cellophane over some of the shapes window in order to share ideas about the colours and patterns found to make different colours. in this type of art. Through the activities presented in this unit, pupils will develop critical and creative thinking skills and explore English extension activities opportunities to apply new learning in different contexts and Practise connectors of sequence. strengthen new art and language skills. Pupils will begin developing Retell a story using the Past simple. their understanding of the four content areas of art: Perceptions and UNIT 4: SKYSCAPE KEY COMPETENCES EVALUATION Competence in linguistic communication: Using specific art vocabulary to analyse a work of art. Competence in mathematics, science and technology: Recognising and drawing different types of lines. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to learn: Exploring movement using lines. Competence in social awareness and citizenship: Understanding the importance of taking care of landscapes. Competence in autonomous learning and personal initiative: Exploring a variety of lines to create the illusion of motion. Competence in artistic and cultural awareness: Using a variety of elements of art to create a two-dimensional artwork.

CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Different types of lines in art and the Identify and classify different Observe and name different (LIN, MST, AUT, CUL) environment. types of lines. types of lines: swirls, spirals, curved, wavy, continuous Continuous lines to create the illusion of motion. Represent movement in a Draw different types of lines (MST, LTL, AUT, CUL) skyscape using different types to show movement. of lines. Organise the space of their skyscape using the concepts of composition, balance and proportion. Skyscape: characteristics. Distinguish the differences Draw a nighttime skyscape. (LIN, LTL, AUT, CUL) between a landscape and a skyscape. Observation and analysis of the use of lines in the Identify the type of lines used Name the lines that show (LIN, MST, CUL) painting The Starry Night by Vincent van Gogh. in a skyscape to show motion movement in a skyscape. and movement. Observation of and reflection on the work of art Learn and respect the works of Appreciate the artwork by the (LIN, MST, SOC, CUL) by Vincent van Gogh as part of our cultural art that make up our cultural artist Vincent van Gogh. heritage. heritage. Autonomy and creativity in art. Choose adequate lines and Use different types of lines to (LIN, LTL, SOC, AUT, features for a skyscape. show motion effectively. CUL)

Draw natural and man-made features. Development of computer skills and practice of Learn about other artworks by Explore colours and (LIN, MST, DIG, LTL, art skills on the Internet. Vincent van Gogh and his use movement in artworks. CUL) of lines in them.

LINGUISTIC CONTENTS natural objects in their world. Through the activities presented in this Language focus unit, pupils will develop critical and creative thinking skills and Skyscape, movement explore opportunities to apply new learning in different contexts and Lines: swirls, spirals, wavy, curved, continuous strengthen new art and language skills. Pupils will continue Sky: nighttime, daytime, clouds, stars, moon, planets, the Sun developing their understanding of the four content areas of art: Perceptions and response; Historical, cultural and social context; Key structures Creative expression and production; Aesthetics and criticism. Present continuous Opposites: day/night, slowly/quickly, warm/cool, near/far, tall/short, GROUPWORK happy/sad. Encourage pupils to discuss the artwork in pairs or groups, using the VALUES audio as a guide. Pupils can also compare their artwork with the Appreciates the environment as a source of inspiration. artwork of their peers contrasting the lines used. Enjoys sharing ideas and opinions about their own artwork and the artwork of others. CROSS-CURRICULAR ITEMS Maths: lines Natural science: night and day, the sky METHODOLOGY In this unit, pupils will explore lines to show movement by observing and analysing a painting by Vincent van Gogh. It is important that pupils observe and identify both man-made and MIXED-ABILITY ACTIVITIES English extension activities Class worksheet 4 – draw a six-point star with a compass. Practise Present continuous. Practise opposite: adjectives. Fast finishers Colour lines. Add more lines to show motion. Draw and colour a daytime skyscape. UNIT 5: REFLECTION KEY COMPETENCES EVALUATION 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 works 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 style.

CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Symmetry in art and the environment. Analyse and interpret the Draw the reflection of a (LIN, MST, LTL, CUL) works of art so that they can fountain to make it create new artwork based on horizontally symmetrical. new knowledge. Complete a picture to make it horizontally and vertically symmetrical. Identify the vertical and Follow patterns of shapes and horizontal axis of symmetry. colours on a grid to create a symmetrical figure. Reflection. Recognise that in reflections Rub or blend colours with (MST, AUT, CUL) artists do not show so many cotton to reflect objects in details. water showing few details. Technique: blending colours. Learn how to blend colours to Show few details in a (LIN, LTL, AUT, CUL) show few details in an artwork. reflection by blending colours with cotton. Analysis of symmetry and reflection in the Distinguish between an object Identify the characteristics of (LIN, MST, LTL, CUL) painting Hall of the Ambassadors, Alhambra and its reflection in water. an object reflected in water. Palace, Granada by Joaquín Sorolla y Bastida. Learn about the axis of Explain why an image is symmetry. symmetrical and identify the axis of symmetry. Observation of and reflection on the work of art Learn and respect the works of Appreciate the artwork by the (LIN, MST, LTL,SOC, by Joaquín Sorolla y Bastida as part of our art that make up our cultural artist Joaquín Sorolla y CUL) cultural heritage. heritage. Bastida. Autonomy and creativity in art. Represent a structure reflected Draw an object reflected on (LIN, LTL, SOC, AUT, on water. water using the correct CUL) technique. Development of computer skills and practice of Learn about other artworks by Search for more artworks by (LIN, DIG, LTL, CUL) art skills on the Internet. Joaquín Sorolla y Bastida and Joaquín Sorolla y Bastida and symmetry. learn about the use of light in his paintings.

Practise symmetry. LINGUISTIC CONTENTS Language focus GROUPWORK Reflection, light, building, fountain, lighthouse Encourage pupils to discuss the artwork in pairs or groups, using the Symmetry, horizontal axis, vertical axis audio as a guide. Pupils can also work in pairs or small groups to Details, blend, rub, print reflect on symmetry and discuss their artworks.

Key structures CROSS-CURRICULAR ITEMS Wh- words: who, what, which, when, where, why, how Maths: symmetry (horizontal and vertical axes) Natural science: light VALUES Social science: Muslim heritage (Alhambra Palace) Listens and responds respectfully to the ideas of classmates. Understands and use the basic elements of art to create a MIXED-ABILITY ACTIVITIES composition. Class worksheet 5 – Listen and complete the information.

METHODOLOGY Fast finishers In this unit, pupils will explore symmetry by observing and Practise another way to show reflections. analysing a painting of the Alhambra Palace by Joaquín Sorolla y Imagine looking in a pond and draw the reflection of your face. Bastida. It is important that pupils observe a variety of photos of Draw and colour a reflection of a structure at night. buildings and discuss if they are asymmetrical or symmetrical (horizontal and/or vertical). Encourage pupils to explore and talk English extension activities about reflections regarding details. Through the activities presented Practise wh-words. 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. UNIT 6: RECYCLED ART KEY COMPETENCES EVALUATION Competence in linguistic communication: Using specific art vocabulary to analyse a work of art. Competence in mathematics, science and technology: Identifying the difference between shapes and forms. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to learn: Identifying recyclable objects to create a 3-D sculpture. Competence in social awareness and citizenship: Understanding the importance of respecting animals. Competence in autonomous learning and personal initiative: Exploring objects with volume and a variety of art materials. Competence in artistic and cultural awareness: Exploring the sculptor’s work.

CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Forms in art and the environment. Analyse and interpret the Observe and name geometric (LIN, MST, AUT, CUL) works of art so that they can forms. 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 Recognise forms in sculptures: Distinguish between (LIN, MST, SOC, CUL) Every. height, width and depth. geometric shapes and geometric forms. Respect and appreciate works Observe and show interest in of art made up of recycled the sculptor’s work. materials. Observation of and reflection on the work of art Learn and respect the works of Appreciate the artwork by the (LIN, MST, SOC, CUL) by Tom Every as part of cultural heritage. art that make up cultural sculptor Tom Every. heritage. Autonomy and creativity in art. Choose different materials and Use recyclable materials and (LIN, MST, LTL, SOC, forms to make a 3-D bird, different objects to make a AUT, CUL) following the basic steps of the 3-D bird. creative process. Development of computer skills and practice of Learn about other recycled Identify recyclable materials (LIN, MST, DIG, LTL, art skills on the Internet. sculptures by Tom Every. used in sculptures. CUL)

Recognise forms. Create new forms using different objects. LINGUISTIC CONTENTS Perceptions and response; Historical, cultural and social context; Language focus Creative expression and production; Aesthetics and criticism. Sculptures, machines, musical instruments Geometric forms: sphere, cube, pyramid, cone, cylinder, rectangular GROUPWORK prism, triangular prism Encourage pupils to discuss the artwork in pairs or groups, using the Volume, three-dimensional, height, width, depth audio as a guide. Pupils can also work in pairs to talk about their favourite musical instrument and describe their new musical Key structures machines. Be good at Modals: can, should, must CROSS-CURRICULAR ITEMS Maths: geometric forms VALUES Music: musical instrument families Enjoys making connections between the visual arts and music. Natural science: complex machines, recycle Uses creativity and imagination to transform everyday objects into something new. MIXED-ABILITY ACTIVITIES Class worksheet 6 – Identify forms in everyday objects. METHODOLOGY Fast finishers In this unit, pupils will explore geometric forms by observing and Add details to each instrument and colour. analysing a sculpture by Tom Every. It is important that pupils Draw a background for your machine. observe and draw a variety of geometric forms to understand the Arrange your bird sculptures to create a class bird orchestra. concept of volume in musical instruments. It is important pupils observe and identify recyclable materials they can use to make 3-D English extension activities sculptures. Through the activities presented in this unit, pupils will Practise the structure be good at. develop critical and creative thinking skills and explore Practise the modals can, should and must. 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: 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 forms 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: Using a language activity to support presentation skills and developing self- confidence 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 Use basic elements of art Make a hot-air balloon (LIN, MST, LTL, AUT, balloons. (lines, symmetry, forms) applying the concepts learnt. CUL) effectively and in a personal way. Identify the forms of hot-air balloons. Observe forms in everyday objects.

Learn the technique of papier- mâché. Group work: a hot-air balloon race. Experience and recognise Carrying out a group project (LIN, MST, LTL, SOC, papier-mâché as the most respecting the ideas of others AUT, CUL) suitable technique for the and collaborating in the tasks execution of their work. they’ve been assigned. Autonomy and creativity in art. Choose colours and patterns Explain the characteristics of (LIN, LTL, SOC, AUT, effectively, following the basic their artworks using the CUL) steps of the creative process. terminology learnt. Development of computer skills and practice of Learn about other artists who Search the Internet for other (LIN, MST, DIG, LTL, art skills on the Internet. painted balloons in their images containing balloons CUL) artworks. and compare them with the ones they’ve seen.

LINGUISTIC CONTENTS context; Creative expression and production; Aesthetics and Language focus criticism. Hot-air balloon, burners, basket Lines, movement, symmetry, forms GROUPWORK Encourage pupils to discuss the artwork in pairs or groups, using the Key structures audio as a guide. Pupils will collaborate in partners or small groups Connectors of sequence: first, then, next, last to make a hot-air balloon and answer a list of questions to help Past simple: regular and irregular verbs prepare a presentation of their artwork. Verb + infinitive (e.g. I want to fly in a hot-air balloon.) CROSS-CURRICULAR ITEMS VALUES Maths: lines, forms, symmetry Experiments with different materials and techniques. Natural science: matter and its properties Cooperates with classmates to complete an art project. MIXED-ABILITY ACTIVITIES METHODOLOGY Review Unit Class worksheet 2 – Decorate the hot-air balloons. In this unit, pupils will review lines, symmetry and forms by Then, draw their reflections in the lake. observing and analysing hot-air balloons. Encourage pupils to work Fast finishers in groups to create a hot-air balloon race in order to share ideas Plan a design for your balloon. about the designs of their hot-air balloons. Through the activities Make some figures out of plasticine and put them inside the basket. presented in this unit, pupils will develop critical and creative thinking skills and explore opportunities to apply new learning in English extension activities different contexts and strengthen new art and language skills. Pupils Practise connectors of sequence. will continue developing their understanding of the four content Practise the structure verb + infinitive. areas of art: Perceptions and response; Historical, cultural and social UNIT 7: LANDSCAPE KEY COMPETENCES EVALUATION Competence in linguistic communication: Using specific art vocabulary to analyse a work of art. Competence in mathematics, science and technology: Exploring the possibilities rulers offer in creating lines to show depth. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to learn: Acquiring and using new techniques to show depth in a 2-D work of art. Competence in social awareness and citizenship: Recognising the importance of taking care of our environment. Competence in autonomous learning and personal initiative: Applying new techniques and showing confidence in their ability as an artist. Competence in artistic and cultural awareness: Developing techniques to show objects in different places on a picture place to show depth in space.

CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Space in art and the environment. Analyse and interpret the Identify the vanishing point (LIN, MST, LTL, CUL) works of art so that they can and the perspective lines to create new artwork based on show depth. new knowledge.

Recognise the technique of one-point perspective to show depth. Reflection of depth in a two-dimensional work of Represent objects with Draw a picture with depth by (LIN, MST, AUT, CUL) art. different sizes. placing objects of different sizes in the correct place. Use diagonal lines effectively. Complete a scene with diagonal lines to show depth Use technical drawing tools with the help of a ruler. properly. Analysis of the use of lines to show depth in the Recognise how depth is Identify the vanishing point (LIN, MST, CUL) painting The Garden by Santiago Rusiñol i Prats. recreated in a landscape. in a landscape. Observation of and reflection on the work of art Learn and respect the works of Appreciate the artwork by (LIN, MST, SOC, CUL) by Santiago Rusiñol i Prats as part of cultural art that make up cultural Santiago Rusiñol i Prats. heritage. heritage. Autonomy and creativity in art. Represent a landscape with Draw a landscape with depth, (LIN, MST, LTL, SOC, depth, following the basic steps reflecting on the size of the AUT, CUL) of the creative process. objects included, and taking care of the use of the space. Development of computer skills and practice of Learn about other artworks by Search the Internet for other (LIN, MST, DIG, LTL, art skills on the Internet. Santiago Rusiñol i Prats that paintings to know other CUL) show depth and one-point techniques to show depth. perspective. Practice one-point perspective. LINGUISTIC CONTENTS Perceptions and response; Historical, cultural and social context; Language focus Creative expression and production; Aesthetics and criticism. Landscape, depth, perspective lines, diagonal lines, one-point perspective, vanishing point GROUPWORK Overlap, size, smaller Encourage pupils to discuss the artwork in pairs or groups, using the Path, roads, railway tracks audio as a guide. Pupils can also share their landscapes with their classmates to evaluate them. Key structures There is a / There are some, There isn’t any / There aren’t any CROSS-CURRICULAR ITEMS Comparative adjectives Maths: depth, perspective Social science: urban and rural areas VALUES Natural science: plants Appreciates the environment as a source of inspiration. Demonstrates interest, curiosity and creativity when observing MIXED-ABILITY ACTIVITIES and responding to a work of art. Class worksheet 7 – draw parallel lines to complete a picture.

METHODOLOGY Fast finishers In this unit, pupils will explore space and depth in a landscape by Draw more objects of different sizes in the garden. Colour. Santiago Rusiñol i Prats. It is important that pupils observe a variety Cut out and glue pictures from magazines in your artwork. of photos of different landscapes to understand the relationship of Cut and glue a traveller in your landscape. the relative size of objects in relationship to their distance in space. Encourage pupils to explore and talk about real life observations English extension activities regarding object size and distance. Through the activities presented Practise there is and there are, in affirmative and negative. in this unit, pupils will develop critical and creative thinking skills Practise comparatives: adjectives. 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: UNIT 8: SEASCAPE KEY COMPETENCES EVALUATION Competence in linguistic communication: Using specific art vocabulary to analyse a work of art. Competence in mathematics, science and technology: Showing the foreground, middle ground and background of a seascape to show distance in space. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to learn: Applying new art concepts, vocabulary, skills and techniques as part of the creative process. Competence in social awareness and citizenship: Recognising the importance of taking care of animals and plants in the sea bottom. Competence in autonomous learning and personal initiative: Applying a new art technique to show depth. Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up cultural heritage.

CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Space in art and the environment. Analyse and interpret the Identify the position of (LIN, MST, LTL, CUL) works of art so that they can objects in space according to create new artwork based on their size. new knowledge. Draw plants and animals Recognise the technique of overlapping in an underwater overlapping objects to show scene to show depth. depth. Reflection of depth in a two-dimensional work of Observe and identify the Place objects of different (LIN, MST, AUT, CUL) art. horizon and the shore in a sizes in a seascape. seascape to show depth. Analysis of the concept of depth in the seascape Recognise how depth is Identify objects near and far (LIN, MST, SOC, CUL) Oak Tree Beach by Minnie Harms Neebe. recreated in a seascape. by observing their size.

Observation of and reflection on the work of art Learn and respect the works of Appreciate the artwork by (LIN, MST, SOC, CUL) by Minnie Harms Neebe as part of cultural art that make up cultural Minnie Harms Neebe. heritage. heritage. Autonomy and creativity in art. Represent a seascape with Cut and glue strips of paper (LIN, MST, LTL, SOC, depth, following the basic steps and objects to create a AUT, CUL) of the creative process. colourful seascape with depth Development of computer skills and practice of Learn about how depth is Identify and compare how (LIN, MST, DIG, LTL, art skills on the Internet. shown in paintings by Joaquín depth is represented in CUL) Sorolla y Bastida. paintings by different artists.

LINGUISTIC CONTENTS strengthen new art and language skills. Pupils will continue Language focus developing their understanding of the four content areas of art: Seascape, depth, horizon line, shore Perceptions and response; Historical, cultural and social context; Overlap, size Creative expression and production; Aesthetics and criticism. Bigger/biggest, smaller/smallest, further/furthest, near/nearest GROUPWORK Key structures Encourage pupils to discuss the artwork in pairs or groups, using the There is a / There are some, There isn’t any / There aren’t any audio as a guide. Pupils can also work in pairs to compare their Comparative and superlative adjectives seascapes discussing the objects drawn in the three planes.

VALUES CROSS-CURRICULAR ITEMS Understands and uses the basic elements of art to create a Maths: proportion, depth composition. Natural science: water habitats (plants and animals) Shows interest in protecting animals and their homes. MIXED-ABILITY ACTIVITIES METHODOLOGY Class worksheet 8 – Complete the seascape with pictures and photos In this unit, pupils will explore space and depth in a seascape by to show depth. Minnie Harms. It is important that pupils observe a variety of photos of seascapes to identify objects of different sizes based on the plane Fast finishers they are. Through the activities presented in this unit, pupils will Draw, colour and cut people, then glue them in your seascape. develop critical and creative thinking skills and explore Draw a person swimming. Cut and glue the person in your opportunities to apply new learning in different contexts and underwater scene. Add another silhouette to your seascape. English extension activities Practise there is and there are. Practise comparatives and superlatives: adjectives. UNIT 9: SCULPTURE KEY COMPETENCES EVALUATION Competence in linguistic communication: Using specific art vocabulary to analyse a work of art. Competence in mathematics, science and technology: Recognising spaces in a 3-D sculpture. Digital competence: Developing computer skills and practising art skills on the Internet. Competence in learning to learn: Using a variety of techniques to create a sculpture (moulding and carving). Competence in social awareness and citizenship: Valuing the family. Competence in autonomous learning and personal initiative: Preparing art materials in advance and following the steps required to do the task. Competence in artistic and cultural awareness: Exploring materials such as aluminium foil to create sculptures.

CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Space (positive and negative) in art and the Analyse and interpret the Observe and recognise the (LIN, MST, LTL, CUL) environment. works of art so that they can positive and negative spaces create new artwork based on in a sculpture. new knowledge.

Identify positive and negative space. Techniques: moulding and carving. Distinguish the techniques of Create a sculpture by (LIN, AUT, CUL) moulding and carving to create removing material to make a sculpture. negative space and by moulding the positive space. Analysis of the use of space in the sculpture Identify the spaces in a Observe and name the spaces (LIN, MST, SOC, CUL) Family Group by Henry Moore. sculpture. in a sculpture. Observation of and reflection on the work of art Learn and respect the works of Appreciate the artwork by (LIN, MST, SOC, CUL) Henry Moore as part of cultural heritage. art that make up cultural Henry Moore. heritage. Autonomy and creativity in art. Elaborate a three-dimensional Mould the positive space to (LIN, MST, LTL, SOC, sculpture with different create a sculpture using AUT, CUL) materials, following the basic aluminium foil. steps of the creative process. Development of computer skills and practice of Learn about other sculptures by Identify and compare how (LIN, MST, DIG, LTL, art skills on the Internet. Henry Moore and different space is used in three- CUL) uses of space. dimensional sculptures.

LINGUISTIC CONTENTS develop critical and creative thinking skills and explore Language focus opportunities to apply new learning in different contexts and Sculpture, positive and negative space strengthen new art and language skills. Pupils continue begin Carve, take way developing their understanding of the four content areas of art: Mould, build up Perceptions and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism. Key structures Passive voice: is made of, is called GROUPWORK Possessive pronouns Encourage pupils to discuss the artwork in pairs or groups, using the Saxon genitive (‘s) audio as a guide. Pupils can also work in pairs to talk about the positive and negative spaces in their artworks. VALUES Shows creativity, autonomy and responsibility during the CROSS-CURRICULAR ITEMS creative process. Maths: 3-D sculptures Develops cultural awareness and appreciation of other viewpoints. Social science: family

METHODOLOGY MIXED-ABILITY ACTIVITIES In this unit, pupils will explore positive and negative shapes by Class worksheet 9 – Add lines in the positive spaces to draw the observing and analysing a sculpture by Henry Moore. Provide pupils correct picture. with plasticine or any other flexible material to practise techniques to make sculptures and discus the positive and negative spaces they Fast finishers create. Through the activities presented in this unit, pupils will Design a sculpture of your family with positive and negative space. Use the plasticine you took away to make another sculpture. Mould an object and glue it to your sculpture. Practise the saxon genitive (‘s).

English extension activities Practise the passive voice. Practise possessive pronouns. 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 learn: 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 Use basic elements of art Make a board game applying (LIN, MST, LTL, SOC, and space. (lines, shapes, colours, the concepts learnt. AUT, CUL) textures, forms, space) effectively and in a personal way. Observation and analysis of the different elements Identify the subjects in a work Distinguish the subjects in the (LIN, MST, LTL, SOC, of art in the painting Game of Chess by Sofonisba of art. painting Game of Chess by CUL) Anguissola. Sofonisba Anguissola (portrait, still life, landscape). Group work: a board game. Represent a setting for their Carry out a group project (LIN, MST, LTL, SOC, board game, following the respecting the ideas of others AUT, CUL) basic guidelines of the creative and collaborating in the tasks process. they’ve been assigned. Autonomy and creativity in art. Design the rules, questions and Explain the characteristics of (LIN, LTL, SOC, AUT, pieces of the game. their artworks using the CUL) terminology learnt. Development of computer skills and practice of Learn about other historical Explore other artworks in (LIN, MST, DIG, LTL, art skills on the Internet. artworks. which games are being CUL) played and compare with the ones they’ve seen. Become familiar with video Build a video game following games. the tutorials.

materials to create art. Through the activities presented in this unit, LINGUISTIC CONTENTS pupils will develop critical and creative thinking skills and explore Language focus Subjects, portrait, still life, landscape opportunities to apply new learning in different contexts and Board games, chess strengthen new art and language skills. Pupils will continue Symbols, question cards, game pieces, instructions, rules developing their understanding of the four content areas of art: Perceptions and response; Historical, cultural and social context; Key structures Creative expression and production; Aesthetics and criticism. Wh- words: who, what, where, when, how, why The imperative to give instructions GROUPWORK Encourage pupils to discuss the artwork in pairs or groups, using the VALUES audio as a guide. Pupils will collaborate in partners or small groups to make a board game and answer a list of questions to help prepare Follows the steps required to do the task and prepare materials a presentation of their artwork. in advance. Cooperates with classmates to complete an art project. CROSS-CURRICULAR ITEMS Maths: lines, shapes, forms, space METHODOLOGY Natural science: textures In this unit, pupils will review a variety of elements of art by Social science: women throughout history observing and analysing a painting by Sofonisba Anguissola. It is important that pupils understand and actively participate in the MIXED-ABILITY ACTIVITIES planning and constructing of a board game. Provide pupils with a Review Unit Class worksheet 3 – Listen and complete the variety of materials to explore and encourage the value of recyclable information. Practise the imperative to give instructions. Fast finishers Plan the instructions for your game. Write more questions cards with a partner.

English extension activities Practise wh-words.