Colours in a Still Life a Still in Colours 24/05/17 12:00

037_052_UdA_117890_LP3_A&C.indd 37 Colours in a still life a still in Colours 24/05/17 12:00

Colours in a still life 38

COLOURS IN A STILL LIFE

CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES Pupils will be able to: Pupils are able to: LIN MST DIG LTL SOC AUT CUL

Identify contrast in art and through our senses. Use colours and their tints and shades to show contrast. Explore and examine different ways to show contrast.

Observation and analysis of colour and contrast in the Distinguish different ways to show contrast. Understand that contrast means different. painting Vista a la bahía by Juan Gris

Colour: primary colours (magenta, yellow and cyan) Present the primary colours and explain why they are called Understand why magenta, yellow and cyan are identified as the primary colours. primary. Use primary colours to create their own graphical productions.

Planes as elements comprising shapes Identify planes as elements comprising shapes in works of Understand the expressive potential of planes in forming shapes. art and their own productions. Identify the use of planes in works of art by artists from the 20th century. Make compositions using planes to form different shapes.

Painting: still life Recognise still life as a painting theme throughout history Identify still lifes in the works of different artists and perceive representational differences in Baroque work and works from the 20th century. Draw still life through observing real objects.

Volume: two-dimensional representations of volume Represent volume in planes by using chiaroscuro. Understand chiaroscuro as a technique for the representation of volume in graphic works. Chiaroscuro Represent simple objects which are endowed with volume by means of chiaroscuro.

Reflection on the work of art as part of our cultural heritage Learn about and respect the works of art that make up our Appreciate the artwork by Juan Gris. cultural heritage.

Creativity and personal expression Use a variety of materials in a creative way. Make a guitar with different materials.

ARTWORK LANGUAGE FOCUS Vista a la bahía, Juan Gris, June 1921 • Still life • Contrast EXPLORE • Cool / warm colours, dark / light, shades / tints, Complete a still life shadow • Flat, three-dimensional, volume

DISCOVER • Hear, see, smell, taste, touch Light and dark • Cyan, magenta, yellow

KEY STRUCTURES CREATE • Behind, between, in front of, in, next to, on, My Gris guitar under • There is / there are TECHNOLOGY IN ART • Comparatives: bigger / smaller, lighter / darker, Make a colour wheel with shapes on the computer. lower / higher

TALK ABOUT ART SCIENCE LINKS Complete the words in the picture dictionary. Work in a group. The senses

037_052_UdA_117890_LP3_A&C.indd 38 24/05/17 12:00 painting Creativity Reflection Volume: Painting: as elements Planes Colour: Observation Identify CONTENTS Chiaroscuro

primary

contrast

ala bahía Vista two-dimensional still

and on

and life the

personal

colours

in analysis work

art comprising

and

(magenta, of expression by

art representations

through

Juan colour as shapes

part Gris

yellow and

our

contrast senses. our

and of

cultural

volume

cyan)

in the heritage

cultural Present different Distinguish Use Learn Identify Use art primary. Pupils will be able to: able be will Pupils EVALUATION CRITERIA Recognise Represent

and a colours about variety

the heritage. their planes

volume still

primary and

and

own of

as elements life

materials

their respect

as a

productions. in

colours

ways planes

tints painting the in

to and

a comprising and by

works show creative

theme throughout using shades

explain

contrast. of chiaroscuro.

way. art to shapes

why

show that

they

make in contrast.

works

are history

called

our of

037_052_UdA_117890_LP3_A&C.indd 39 Make Use Represent Draw Identify the Make Appreciate Understand in Identify Understand Understand Understand Explore to: able are Pupils STANDARDSLEARNING GO TO THE PUPIL’S IWB BOOK TO LISTEN TO THE TEXT. TEXT. TOTHE TOLISTEN BOOK IWB PUPIL’S TOTHE GO • Prepositions English Class Art COMPLEMENTARY ACTIVITIES • Five Science Natural •

Baroque

objects prepositions the Pupils senses Cut touch. Use primary

a senses still compositions worksheet

tints different guitar and still out

life

simple

the collage. can

work

the

that

lifes use chiaroscuro why that examine

colours through observing and collage from pictures with of

artwork

then

of expressive

magenta,

contrast

and objects place. of objects

shades the they planes different

– Tints

using

to different place.

works write

works create

by can as

which means

in planes

a to are Juan potential yellow

and

They

from works sentences technique materials.

hear, show of their magazines

in ways

different are Gris. different. shades

real to the their

can and

of own

form

endowed see, volume

to of objects.

20th art

also artwork cyan show planes for

graphical describing

different

by smell, artists

the to century.

talk are artists in contrast.

with

make in representation identified as the

the

to and about forming taste

productions.

shapes.

from volume practise

fruit. a where perceive

and five the the

shapes.

20th

representational of means

• • • • • • Digital ICT • • • Resources Digital volume primary

century. Multimedia Worksheets Interactive Artworks Posters Flashcards – Create – Project Presentations: Life Go Pupil’s IWB

to to

still

chiaroscuro.

in colours.

create www.nga.gov/kids/zone/

graphic life Project overview

differences Activities Book Resources

a not-so-still

works. Presentation

ARTS & CRAFTS PROJECTS &CRAFTS ARTS

LIN still KEY COMPETENCES KEY

MST life.

and DIG

LTL click SOC

AUT Still PRIMARY 3

CUL 39 24/05/17 12:00

Colours in a still life 40

ARTWORK ARTWORK MATERIALS COCOS AN I NS T LI • Common still life objects v A still life is a painting of natural and manmademan-made objects. Juan Gris painted objects differently than such as fruit, vases, books, other artists. In Vista a la bahía, some objects look ﬂat plants, cups, dishes, etc. and others look three-dimensional. He also showed contrast between colours. He • Alternatively, you can use painted a warm colour next to a cool colour, and tints next to shades.shades. A tint is a colour mixed with white. A objects found around the shade is a colour mixed with black. classroom. cool colours warm colours

cool colours warm colours

Vista a la bahía, Juan Gris, June 1921

shade Which objects can you hear,see, hear, taste, smell, tastesmell andand feeltouch in inthis this still still life? life? tint Can you find other contrasts or differences?

117809_CUADERNO_1_Arts_and_Crafts_3.indd 3 01/02/17 15:38

ART AIMS GETTING STARTED

Contrast is a principle of design artists use to • Place a variety of natural and man-made objects on show differences in colours, value (tints and a table in the front of the room. You can use shades), shapes, size or texture. common still life objects such as fruit, a vase, etc. or Pupils will: objects from the classroom. • Observe and identify warm and cool colours. • Explain that some artists use natural and man-made objects as the subject of their painting. This type of • Identify and make tints and shades of colours. painting is called a still life.

LANGUAGE FOCUS • Ask the pupils to share ideas about how to arrange the objects on the table to make an interesting still • Still life life. Encourage them to use prepositions of place to • Contrast describe the location of the objects. • Cool / warm colours, dark / light, shades / tints, shadow STEP BY STEP PAGE 3 • Flat, three-dimensional, volume Look at the artwork. • Hear, see, smell, taste, touch • Encourage pupils to look at the artwork on page 3 • Behind, between, in front of, in, next to, on, and describe what they see. under • Model and practise any new vocabulary.

SCIENCE LINK Read and look. Make links to Natural Science content about the • Ask pupils to read the text. senses by helping pupils: • Ask pupils to name some of the flat objects in the • Observe the painting and their own artworks background and some of the three-dimensional using their five senses. objects in the foreground. • Identify the sense organs: ears, eyes, nose, skin, • Ask pupils to identify the dark and light blue areas tongue. and the dark and light orange areas of the painting.

037_052_UdA_117890_LP3_A&C.indd 40 24/05/17 12:00 117809_CUADERNO_1_Arts_and_Crafts_3.indd 3

COCOS I AN LI T NS Vista ala bahía, Juan Gris, June 1921 tastesmell and and feel touch in this in still this still life? life? Which can objects you see,hear, hear, taste, smell, v shade is acolour mixed with black. tonext shades.shades painted awarm colour to next acool colour, and tints contrast showed also He three-dimensional. look others and Vista In ala bahía, artists. other some look objects ﬂat objects. Juan Gris painted differently objects than life A still cool colours cool tint cool colours cool is apainting of natural and manmademan-made . Atint is acolour mixed with white. A Atint is acolour mixed with white. A between colours. He warm colours warm warm colours warm or differences? or other contrasts contrasts other Can you find find you Can shade

3 01/02/17 15:38 037_052_UdA_117890_LP3_A&C.indd 41 Can you find other contrasts or differences? or contrasts other you find Can touch in this still life? still this in touch and you smell hear, can taste, objects Which • • • • • • • LEVELLED QUESTIONSLEVELLED window. Accept responses. still his for life? objects these prepositions objects THE ARTIST Focus which moment Focus newspaper/etc. the sea.Ican touch the table/ the guitar/ the sea/guitar. Ican taste apear/the drink. Ican smell the Focus scene. elicit notice Unlike dinary bright, in the which ist Gris Juan was m Ask p pa o a S Describe the landscape outside the artist’s artist’s the outside landscape the Describe v a ortraits onochromatic t rdinary their a t is t p

inting. how s o w a variety bold How does this artwork make you feel? thisartwork does How he p n t on hat p he lighter, panish upils ther o r to ith ariety The sea is sea The in front hills, of etc. two Why do you think the artist chose chose you do think artist the Why

his upils’ (23 h of colours a C s P upils’ a m t he q ttention eview ubject is ossible a s ubist nd place. f a of

uestions a tint o of till March rtist able a s usical wn a l responses. ttention till ife a c w in m ttention m nswers. a u rtists

a or

l olours, s on t his

nswers arm ost i atter hows nique ife nd 1887 a a shade. nstrument. artwork.

f bout who u e he c a pa on t amous of s ncourage

an i G E – s nd intings, t on

i t tyle nclude olour ncourage ris c A 11 till he q p he ndoor sually o f ool q he ccept l of Cubism.

G or May ife w ften m uestion c osition Ican the hear h t ris e pa a a uestion heel. is olours. hem a v any

xtraor m nd u 1927) C p inted ade o sed ub ariety of upils T o u to f t of b utdoor - - ake

A elow to of nd he se sk a

DIGITAL TIPS DIGITAL Interactive whiteboard Interactive • • Review LINK SCIENCE THE ARORK cool showed geometric is bahía ala Vista trast tives. • c bitter, l – and Review using to Use blues several they the This is ashade area in t the Display alled e colours, oud, b In t the q t ncourage s i what exture etween their t sour. the s nteractive C tatement in c q hink his t

s ubism ontrasting w the ti uiet; he uestion he hapes five pupils mes ife, still l and – h ubject d t

painting. s p pa igital t s he b senses. hapes ard, upils w tints ( is t inting a aste a . A ARTS & CRAFTS PROJECTS &CRAFTS ARTS w ecause June 1 u know ith nd f s p nder sk hiteboard. tatement to i rom G or to r rue a oft, and v d oster a t ords ris nd

oluminous upils he p nd ifferent nteract about 921). a v it is m the a s nd s shades. s mooth, f of f hows s mells ariety orms, or ay T Vista ala bahíaVista s f is rtwork P d senses. w his

ade l emain This is atint or strong c s - oint escribing to s ight r ith of p f s w ough; alse. up of fl orms. tyle t weet, arm o b a to a on pa he tand seated if erspec

of a R nd pa

a G he t epeat on d up if s inting nd ris aring ouch at rt ge PRIMARY 3 alty, ark

- - lue on

41 24/05/17 12:00

Colours in ARTWORK a still life 42

EXPLORE Explore EXPLORE

COMPLETE A STILL LIFE MATERIALS

Complete the still life with warm and cool colours and tints and shades. Draw four objects for a still life. Cut them out and glue • Coloured pencils, crayons them to the table below. Use colours to show contrast. or oil pastels Choose objects you can see, hear, smell, taste and feel. • Glue stick • Paper • Pencil • Scissors

4 5

117809_CUADERNO_1_Arts_and_Crafts_3.indd 4 01/02/17 15:38 117809_CUADERNO_1_Arts_and_Crafts_3.indd 5 01/02/17 15:38

STEP BY STEP PAGE 4 TEACHER TIPS Complete the still life with warm and cool • Pupils can use oil pastels, crayons or coloured colours and tints and shades. pencils to mix tints (with white) and shades • Focus the pupils’ attention on the still life and ask (with black). them to name the objects. • When making a tint or a shade, pupils should • Encourage them to talk about the warm and cool first colour the area lightly with white or colours and the light and dark colours they see. black and then add the colour on top. Help them notice that warm and cool colours are • You may choose to have pupils use different placed next to each other to create contrast, for materials to mix each colour and then decide example, the red apple on the green plate. which colouring material worked best. • Pupils observe the colours carefully and complete the still life with different warm and cool colours and their tints and shades. apple – red; horn – yellow; vase – orange; table top – blue; and table edge – purple.

037_052_UdA_117890_LP3_A&C.indd 42 24/05/17 12:00 117809_CUADERNO_1_Arts_and_Crafts_3.indd 4 Explore 4 Complete the still life with warm and cool colours and tints and shades. COMPLETE A STILL LIFE ASTILL COMPLETE 01/02/17 15:38 117809_CUADERNO_1_Arts_and_Crafts_3.indd 5 037_052_UdA_117890_LP3_A&C.indd 43 see, hear, smell, taste and feel. and hear, taste see, smell, you that can objects Choose contrast. to show colours below. Use table tothe them glue and out them Cut life. astill for Draw objects four • • • • STEP BY STEP STEP • • Focus see, examples Encourage table. of Pupils SCIENCE LINK to Allow make draw Provide Encourage about (ears), Ask taste use the this complete the hear,

this

tablet objects

to senses. activity the can the the and pupils

smell taste the

Choose objects youChoose objects can see,hear, smell, and taste feel. them to the table below. Usecolours to show contrast. Draw four for astill objects life. Cut them out and glue

smell, artwork

pupils and pupils’ extend pupils

touch.

the (eyes skin). and

the

using

objects

pupils important

the the talk with

taste activity.

pupils

to attention their

flower more

drink identify about their

choose to A5

and they

vocabulary

use

personal.

to own paper. (tongue), (nose), to

touch. the

which Then

them on

can their the look

objects artwork.

the

listen Encourage

colouring see, have

for sense

artwork

and carefully illustration play

their

to hear, them knowledge that

organ

games the

still

materials

to they

them repeat smell, guitar PAGE 5 PAGE at

they of life talk on

can the the

to to

• • WRAP IT UP IT WRAP FAST FINISHERS KE MI talk a Invite Fast this partner

• • Maal p¡ar Di£v: • • • te l in le r us tis m o: Se t lo n a l fe n et he h lesson about

finishers

Pa b§h Te¡ra t El c ad A l r . cbo A p ty ta r o t pupils 5

how to 01/02/17 15:38 or

to add

in can

share they

small

a landscape ARTS & CRAFTS PROJECTS &CRAFTS ARTS use showed

their

groups. the

still colouring contrast

outside

life Encourage

from materials with the

page

window. colours. pupils 5 PRIMARY 3 from with

43 24/05/17 12:00

Colours in EXPLORE a still life 44

DISCOVER Discover

DISCOVER LIGHT AND DARK MATERIALS

light source Choose and arrange objects on a table. • Digital flashcards: contrast, In this still life, the artist used Observe, draw and paint. Use tints and tints and shades to show strong shades to show light and dark. cool colours, dark, light, contrast between light and dark. shades, shadow, tints, warm Artists use this technique to show light volume in three-dimensional colours objects. They paint tints to show shade light and shades to show the • Tempera paint dark shade and shadow.

• Paintbrush Bodegón con limones, naranjas y rosas, Francisco de Zurbarán, 1633 Paint a still life with tints and shades. • Pencil 1 2 3 4 Observe and draw the Paint the table and Choose the direction of • Optional: (coloured pencils, objects on the table. background. the light source. Paint the crayons or oil pastels) objects and add tints. shadow

Find the dark areas. Add shade and shadows.

6 7

117809_CUADERNO_1_Arts_and_Crafts_3.indd 6 01/02/17 15:38 117809_CUADERNO_1_Arts_and_Crafts_3.indd 7 01/02/17 15:38

ART AIMS STEP BY STEP PAGES 6 AND 7 • Draw and paint a still life using tints and shades • Have pupils read the text. to show volume. • Focus the pupils’ attention on the painting Bodegón con limones, naranjas y rosas by Francisco de LANGUAGE FOCUS Zurbarán. Ask them where the light source is. Focus • Still life their attention on the light, shade and shadows of the objects in the painting. The light source comes • Contrast from the left side. • Cool / warm colours, dark / light, shades / tints, • Ask pupils to compare the lemons in this still life to shadow the pear in the still life on page 3. Encourage them • Three-dimensional, volume to notice that the light, shade and shadow show the • Hear, see, smell, taste, touch volume of the lemons in this painting by Zurbarán. • Encourage pupils to discuss other ways that these SCIENCE LINK two paintings are different. Make links to Natural Science content about the Paint a still life with tints and shades. senses by helping pupils: • Read each step with the pupils and encourage them • Review how the eye works and sends messages to look carefully at the examples. to the brain. 1 Observe and draw the objects on the table. • Allow pupils to choose two to four objects and GETTING STARTED arrange them on the table.

• Create a digital flashcard set. Show the contrast 2 Paint the table and background. flashcard. Elicit the name cool colours with the • Pupils can choose the colours they use. relevant flashcard and ask the pupils which colours contrast with cool colours (warm colours). Repeat the process with tints and shades and light and dark.

037_052_UdA_117890_LP3_A&C.indd 44 24/05/17 12:00 117809_CUADERNO_1_Arts_and_Crafts_3.indd 6 Discover 6 1 Paint astill life with tints and shades. LIGHT ANDDARK dark shade and shadow. and shade dark light and shades to show the objects. They paint tints to show volume useArtists this technique to show contrast between light contrast between tints and shades to show strong In this still life, the artist used objects on the table. the on objects Observe and draw the in three-dimensional three-dimensional in and dark and . 2 background. Paint the table and Bodegón con limones, naranjas y rosas, Francisco Zurbarán, de rosas, y naranjas 1633 conlimones, Bodegón 3 objects and add tints. and add objects the light source. Paint the Choose the direction of light sourcelight 4 shade and shadows. and shade Add areas. dark the Find light shadow 01/02/17 15:38 117809_CUADERNO_1_Arts_and_Crafts_3.indd 7 037_052_UdA_117890_LP3_A&C.indd 45 4 3 shade Find the dark areas. Add shade and shadows. and shade Add areas. dark Find the TEACHER TIPS • eye painting • • tints. add and objects the Paint light of the source. direction the Choose how Pupils SCIENCE LINK direction Pupils the Pupils and the You • • • and tints Tell will Help can Arrange the colour

can choose

table can

pupils

is be place on

add light should

and the sent use

create of easier

page a

to near

white shades

reflected pupils the the their to one place to gradually

add

paint a

a 6 to to our light direction

of directional book to

window,

paint. in to while very

the

brain. the describe

one

the source. from draw

to show

objects small colour

classroom object the

of allow

large

the light paint

shades. the amounts object

pupils to

at from the light

objects, process source a

show is

where paint time,

still

enters the source.

can

tints

wet. by

to mixing

of imagine

which pupils black

shades to show light and dark. drawObserve, and paint. Usetints and Choose and arrange on atable. objects

placing dry. the

the

• • WRAP IT UP IT WRAP FAST FINISHERS KEEP INMIND this and Invite Provide shades Invite

• • • • Maal p¡ar Ce : new

Pa b§h discuss

lo r , cba la c d. Maal r ªme: syn a r o t, Te¡ra t O l te

them pupils with

technique. fast 7 01/02/17 15:38

what the to

to finishers

continue

materials share ARTS & CRAFTS PROJECTS &CRAFTS ARTS they

their

with

exploring found from

artwork an

this most A5 making

lesson. sheet

with difficult

tints partner

paper. PRIMARY 3 about

and

45 24/05/17 12:00

Colours in DISCOVER a still life 46

CREATE Create CREATE MY GRIS GUITAR MATERIALS

Juan Gris often painted brightly coloured musical instruments in • Digital flashcards his still lifes. Make a colourful guitar inspired by Juan Gris.

• Materials from home: 1 2 3 Cut and glue Make and colour the base of the guitar. Add elastic bands. the cardboard polystyrene tray or box top, roll to the long cardboard roll, elastic guitar base. bands. • Oil pastels • Paintbrush • Scissors • Tempera paint • White glue

8 9

117809_CUADERNO_1_Arts_and_Crafts_3.indd 8 01/02/17 15:39 117809_CUADERNO_1_Arts_and_Crafts_3.indd 9 01/02/17 15:39

ART AIMS GETTING STARTED • Make a guitar with a variety of materials, • Invite the pupils to take out their magic paintbrush colours, lines and shapes. (an imaginary tool that they will use to create imaginary pictures in the air). Tell pupils that they LANGUAGE FOCUS are going to paint a still life with their eyes closed. Ask them to use their imagination and paint several • Still life objects that they can see, hear, smell, taste and feel • Contrast in their artwork. • Cool / warm colours, dark / light, shades / tints, • Invite volunteers to describe the colours, objects shadow and senses in their imaginary masterpiece. • Three-dimensional, volume • Hear, see, smell, taste, touch STEP BY STEP PAGES 8 AND 9 • Behind, between, in front of, in, next to, on, My Gris guitar under • Ask pupils to open their book to page 8 and read SCIENCE LINK the title. • Read the text and steps with the pupils and Make links to Natural Science content about encourage them to look carefully at the examples. senses: • Identify the role our senses play in the process of 1 Make and colour the base of the guitar. interaction. • Ask pupils to name the colours they see in the example: blue, light blue, dark blue, orange, light orange, dark orange and black. • Encourage pupils to use contrasting colours in their artwork.

037_052_UdA_117890_LP3_A&C.indd 46 24/05/17 12:00 117809_CUADERNO_1_Arts_and_Crafts_3.indd 8 Create 8 1 his still lifes. Make acolourful guitar inspired by Juan Gris. Juan Gris painted often brightly coloured musical instruments in MY GRISGUITAR Make and colour the base of the guitar. 2 Add elastic bands. elastic Add 01/02/17 15:39 117809_CUADERNO_1_Arts_and_Crafts_3.indd 9 037_052_UdA_117890_LP3_A&C.indd 47 3 guitar base. base. guitar guitar rollroll to to the the cardboard cardboard the the Cut and glue 3 2 bands. elastic Add • • base. roll to guitar the cardboard gluethe and Cut • A • Talk SCIENCE LINK projects Focus expression. shapes the experiment hold cardboard There three. polystyrene key touch Pupils about guitar white

vocabulary

the

in the talk and is

the

on their roll glue has

pupils’ designs about

roll

variety

page and

senses. Pupils tray to

six artworks. dries

from to the

problem-solve.

9. strings, attention what

the

to can of base

a bit.

Encourage box both

make ways base.

use they

Encourage for

top

but Science

a to a on their

Encourage can

are minute

if variety

the

creativity cut

They

the

guitar.

see, weak, and

completed them and

sides

will

of hear Art

two pupils

glue use

and to colours,

need

class.

and use

until

only self-

the the

art to to

• • FAST FINISHERS UP IT WRAP TEACHER TIPS outside Fast If and Art

• • • • • time

add activities

white Encourage box paint pastels paint Pupils polystyrene Use the need For hung These finishers

allows,

guitar pupils top. different details of 9

on to can for

and 01/02/17 15:39 projects

on the should

help

on be can the

base the black pupils that

wall

base pupils page

trays

size used box

continue them their polystyrene

ARTS & CRAFTS PROJECTS &CRAFTS ARTS

can in in need

colour to

elastic and

the step 11. lid,

can

with to make

be to guitar. add

extra classroom with colour

along displayed 3.

mix complete colouring

bands. the

the oil tints

tray, a

support, colours

pastels.

cardboard the small the

inside and

or on

inside the or the cardboard

shades. amount hallway. a

painting using

Tempera you of tempera Talk table

of roll

their

may

PRIMARY 3

about the

oil or of to

the roll

47 24/05/17 12:00

Colours in CREATE a still life 48

TECHNOLOGY IN ART TECHNOLOGY IN ART TALK ABOUT ART MATERIALS • Computer (or IWB) Advances in technology have changed the way we see colours. 1 Complete the words in the picture dictionary. 2 Talk about about your artwork.

What colours did you use? • Printer Traditional primary colours Modern primary colours

TECHNOLOGY IN ART TECHNOLOGY different Did you use tints and shades? red • Tempera paint (red, cyan magenta Did you show contrast in your artwork? magenta, blue, cyan, yellow) blue What shape is your guitar? yellow yellow What size is your guitar? • Paintbrush still life c n ra t

Work with a partner. Make a colour wheel with shapes on a computer. 3 Work in a group. • White card Print two copies and paint with tempera paint. 1 Here 2 Play your guitar and listen to the sounds of the elastic bands. BE PREPARED: Make three shapes for the primary colours are some One partner mixes secondary colours using red, blue and yellow Work together to discover which elastic bands play and three shapes for the secondary colours. colour wheel paints. • Arrange a time to complete examples. high-pitched sounds and which ones play low-pitched sounds. ti s s a es this lesson in the ICT lab. Discuss why you think they make differents sounds. • Alternatively, pupils can The other partner mixes secondary colours using magenta, cyan complete this activity and yellow paints. together using an interactive whiteboard. l gh d k

10 11

117809_CUADERNO_1_Arts_and_Crafts_3.indd 10 01/02/17 15:39 117809_CUADERNO_1_Arts_and_Crafts_3.indd 11 01/02/17 15:39

STEP BY STEP PAGE 10 2 One partner mixes secondary colours using red, blue and yellow paint. The other partner mixes • Read the text with the pupils and focus their secondary colours using magenta, cyan and attention on the illustrations at the top of the page. yellow paints. • Explain that the traditional red, yellow and blue • It is important for young artists to investigate the primary colours can be used to mix a range of differences between using red, yellow and blue to colours. These primary colours were based on mix new colours compared with cyan, magenta colour vision theories developed in the 18th century. and yellow. • Later, during the 19th and 20th centuries, new colour theories were developed, determining cyan, SCIENCE LINK magenta and yellow as the true primary colours. These primary colours (CMYK) are used in colour You can use this activity to talk about colours printing and colour photography. Artists can also and vision. use these primary colours to mix a larger, brighter • Pupils can compare the different colours they range of colours. made with their partner and the rest of the class. Work with a partner. Make a colour wheel with shapes on a computer. Print two copies and paint with tempera paint. TEACHER TIPS • Read the steps with the pupils and encourage them Pupils may note some difficulties in making a to look at the examples. bright purple with blue and red. Others may 1 Make three shapes for the primary colours and note that magenta and yellow make a red- three shapes for the secondary colours. orange and magenta and cyan make a bright green. • Encourage creativity in the design of their colour wheel.

037_052_UdA_117890_LP3_A&C.indd 48 24/05/17 12:00 117809_CUADERNO_1_Arts_and_Crafts_3.indd 10 10 1 Print copies two and paint with tempera paint. Work with apartner. Make acolour wheel with shapes on acomputer. Advances in technology have changed the way we colours. see TECHNOLOGY INART and three shapes for the secondary colours. Make three shapes for the primary colours colours Traditional primary blue yellow red colour wheel wheel colour examples. are some are some Here Here Modern primary colours primary Modern 2 cyan and yellow paints. yellow and The other partner mixes secondary colours using magenta, cyan paints. One partner mixes secondary colours using red, blue and yellow yellow magenta 01/02/17 15:39 117809_CUADERNO_1_Arts_and_Crafts_3.indd 11 037_052_UdA_117890_LP3_A&C.indd 49 1 1 TALK ABOUTART Complete the words in the picture dictionary. Talk Art about 3 2 1 • l ti ti STEP BY STEP STEP still life Work in agroup Talk your final artwork. about dictionary. picture in the words the Complete Ask • • • • • • gh

share This Pupils Encourage correct the Read Provide Pupils project about and personal If dark. Learning. Introduction Together their high s

pupils time

illustrations

pitch

think

activity artwork

the

their can can their letters. to

to pupils definition allows,

instructions

check

sounds.

work work or Still life, contrast, tints,shapes,light,

structure. open artwork.

the c artwork

different

write encourages d and for n

a with

and with for with

pupils their ra

invite

k es more explore

for their correct

a complete a

time and and book each

See

partner partner to

volunteers answers tips

ask

pupils the answer to find spelling. pages word. to 3 2

read

the about Discuss why you think they make differents sounds. sounds. low-pitched high-pitched sounds and which ones play Work to play discover bands together elastic which Play your guitar and listen to the sounds of the elastic bands. Discuss why you think they make differents sounds. sounds. low-pitched high-pitched sounds and which ones play

concept

What size is your guitar? W Did you show contrast in your artwork? Did you use tints and shades? What colours did you use? Work group. ina Talk your artwork. about about the page

in or the hat shape is your guitar? your is shape hat to a

before pupils

words

the Number Heads Heads Number

each 22-23 small

to 11. words interact Cooperative

of questions. provide

question

they PAGE 11 PAGE group

with low

of look in

with

and talk the the the

a to at

TEACHER TIPS guitars • • • During SCIENCE LINK • higher Shorter make Help Pitch, sound the Sound • • long Pupils vibrations fast ones that tips See speaking Allow

vibration ones.

Science to thin the

a or

and on high is. pages pitch

can 11 is learn

01/02/17 15:39

(or

pupils higher Talking time caused slow elastic make

that and or then

than

14-19 tighter) class,

determines

low

TALK ART ABOUT

MATERIALS for provide conclude higher • •

bands short

an ARTS & CRAFTS PROJECTS &CRAFTS ARTS

about pitch longer use by

Pencil page Create, Final

sound, the

of about all

object vibrations.

elastic their the

artwork ones

pupils 8) sounds. support Art. than the vibrate (or

that see

hearing Introduction is how

guitars looser)

determined pupils vibrate Pupil’s Book

vibrates. thick bands can thinner

(from

faster when loud The use and

elastic

faster strength

also

elastic necessary. their than conclude

sounds: for

practise

Quicker soft by

bands.

make more

bands. thick than

how PRIMARY 3

bands the

49 24/05/17 12:00

Colours in TALK ABOUT ART a still life 50 L. S. Bilingües © Ediciones CLASS: photocopiable and Downloadable NAME: Use the guidelines to show a gradual change from light to dark. Use dark. to light from change a gradual show to guidelines the Use fruit. the in volume show to shades and tints

TINTS AND SHADES 1 CLASS WORKSHEET

037_052_UdA_117890_LP3_A&C.indd 50 24/05/17 12:00 037_052_UdA_117890_LP3_A&C.indd 51 PRIMARY 3 NAME: COLOURS IN A STILL LIFE COLOURS INASTILL comprising Identify primary. and Identify to Recognise Use of Distinguish and in Use our Learn by Represent theme the a creative show art using works cultural colours a variety explain shades about and throughout planes the contrast. chiaroscuro. volume own of still shapes different to heritage. primary why and way. and art of show life as productions. materials their that they respect elements as in in history colours contrast. ways a painting planes works make tints are

called

LIMITED 1-2 IN PROGRESS 3-4 Downloadable BASIC SCORE 5-6 and CLASS: photocopiable ARTS & CRAFTS PROJECTS &CRAFTS ARTS PROFICIENT 7-8 © Ediciones ADVANCED Bilingües 9-10 PRIMARY 3 S. /80 L. 51 24/05/17 12:00

Colours in a still life 52

ARTS & CRAFTS PROJECTS

Dear Parent/Carer, Your child is about to begin the Colours in a still life project of ByME Arts & Crafts Projects Primary 3. In this project, your child will: • Identify and analyse colour and contrast in art and our senses. • Distinguish different ways to show contrast. • Develop autonomy and creativity in art. • Explore a variety of art materials in a personal way. • Make a guitar using a variety of materials. Talk with your child about the artwork they completed in this project and find a place to display their final art project at home. You may also want to practise English with your child by reviewing the vocabulary presented in this project:

Key Vocabulary Still life, contrast, cool colours, warm colours, dark, light, shades, tints, shadow

More words Shapes and forms: flat, three-dimensional, volume Senses: hear, see, smell, taste, touch Colours: cyan, magenta, yellow

Materials from home To participate in the final art project, please send the following materials with your child to class by the requested date. • Long cardboard roll Date: • A polystyrene tray or box top • 4 to 6 elastic bands Best wishes,

Art Teacher

037_052_UdA_117890_LP3_A&C.indd 52 24/05/17 12:00