· Web viewIn this unit, pupils will explore figure proportion by observing and analysing figures in a painting by Francisco Goya. It is important that the pupils measure themselves

ByMEArts & Crafts 5

SYLLABUS

Area: Plástica (English)

Stage: Primary Education3rd Cycle

UNIT 1: FRIENDLY FIGURES

BASIC COMPETENCES EVALUATIONCompetence in linguistic communication: Using descriptive words to talk about a work of art.Competence in mathematics: Drawing figures with the correct proportion.Competence in knowledge of and interaction with the physical world: Exploring the size, shape and position of the parts of the body.Competence in the use of new technologies: Using computer programmes and webpage activities effectively to practise and develop new art skills.Competence in social awareness and citizenship: Collaborating effectively with a partner to make a figure drawing. Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their cultural heritage. Competence in learning to learn: Using a grid to learn to draw figures with the correct proportion.Competence in autonomous learning and personal initiative: Applying a new art technique to draw a figure in proportion.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo explore the principle of design: proportion in figure painting.To follow basic steps to draw a figure of a child correctly to show proportion.

LIN, MAT, ARTLIN, MAT, PHW, ART

Follow basic steps to draw a figure of a child with the correct proportion.

To complete smaller and larger figures using guidelines to show proportion.

LIN, MAT, PHW Use guidelines to complete a smaller and larger figure with the correct proportion.

To understand and respect different people’s physical appearance. To draw a classmate with correct proportion.

LIN, PHW, SOC, ART, LTLLIN, MAT, PHW, ART, LTL, AUT

Observe and draw the figure of a classmate accurately.

To analyse the use of proportion in the painting Little Giants by Goya.To understand that artists use proportion to show the appropriate size. To observe that artists use the size of the head to show proportion.

LIN, MAT, PHW, ARTLIN, MAT, PHW, ARTLIN, MAT, PHW

Effectively analyse and talk about a variety of artworks.

To express creativity and develop autonomy in art.To reflect on their artwork and the creative process. To identify strengths and areas for improvement in their own and others’ artworks.To use computer programmes and webpage activities effectively to

LIN, ART, LTL, AUTLIN, ART, LTL, AUTLIN, SOC, ART, LTL, AUT

LIN, ICT, ART, LTL, AUT

Identify strengths and areas for improvement in their own and others’ artworks.

practise and develop new art skills.CONTENTS

CONCEPTS PROCEDURES ATTITUDESObservation of original artwork. Observing and analysing an artwork. Develop the ability to perceive, interpret and respond to ideas,

experiences and the environment through the visual arts.Complete a figure. Observing and using guidelines to complete a

figure with the correct proportion.Attention to using guidelines to accurately draw a figure with the correct proportion.

Complete figures. Observing and using guidelines to complete figures of different ages with correct proportion.

Interest in showing the size, shape and position of body parts at different ages.

Figure drawing. Drawing a figure of a classmate with the correct proportion.

Enjoyment in observing and accurately drawing a figure of a classmate.

LINGUISTIC CONTENTSLanguage focusFigure, proportion, sizeParts of the body: head, torso, limbs, jointChildren, countryside, game, short, shoulders, tall

Key structuresPresent continuous Adjectives to describe appearance The boys are playing a game.The children are sitting on each other’s shoulders.He’s got short, dark hair.

VALUESUnderstands and respects the different physical appearance and personality traits of each individual.

Actively responds to works of art and makes connections to objects in nature, events and the environment.

METHODOLOGYIn this unit, pupils will explore figure proportion by observing and analysing figures in a painting by Francisco Goya. It is important that the pupils measure themselves and reflect on how the size of their head is associated with the proportions of their body. Pupils will use a grid to practise drawing figures with different proportions. Encourage pupils to observe their classmates carefully to draw proportion accurately. Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They will continue to develop as artists as they explore the four content area of art: Perception and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or groups. Pupils will work with a partner to draw their classmate in proportion.

CROSS-CURRICULAR ITEMSScience (Conocimiento del medio): the bodyMaths: proportion

MIXED-ABILITY ACTIVITIESUnit 1 class worksheet – Choose a figure in motion and draw it.

Fast finishersDraw a portrait to review facial proportion.Draw a portrait of your family.Draw, cut and glue objects that are important to you in your artwork.

English extension activitiesUse present continuous to describe actions. Practise adjectives for describing appearances.Describe the figures in the painting.

UNIT 2: EXPLORING SIZE BASIC COMPETENCES EVALUATION

Competence in linguistic communication: Sharing personal interests and experiences to respond to a work of art.Competence in mathematics: Using a grid to draw a small picture on a larger scale.Competence in knowledge of and interaction with the physical world: Exploring the properties of a variety of materials in their immediate environment. Competence in the use of new technologies: Using computer programmes and webpage activities effectively to practise and develop new art skills.Competence in social awareness and citizenship: Identifying strengths and areas for improvement in their own and others’ artworks.Competence in artistic and cultural awareness: Exploring a variety of techniques to use scale in art.Competence in learning to learn: Developing map skills by listening and drawing objects to complete a treasure map in a grid.Competence in autonomous learning and personal initiative: Following a sequence of steps to complete an art project.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo use a grid to draw a picture on a larger scale. LIN, MAT, PHW, ART Use a grid to draw a picture on a

larger scale.To draw images from a key in the correct space on a map. LIN, MAT, PHW, ART Accurately use a number and

letter grid to place features on a map.

To construct a scale model of a treasure chest. LIN, PHW, ART, LTL, AUT Construct a model of a treasure chest.

To introduce the elements of art: scale and proportion.To observe and identify scale and proportion in art and the environment.To observe and analyse the use of scale and proportion in the ship in a bottle.To understand that scale refers to the relative size of an object in relation to other objects in the artwork.

LIN, MAT, PHW, ARTLIN, MAT, PHW, ART

LIN, MAT, PHW, ART

LIN, MAT, PHW, ART


To express creativity and develop autonomy in art.To explore a variety of art materials in a personal way.To reflect on their artwork and the art process.To identify strengths and areas for improvement in their own and others’ artworks.To use computer programmes and webpage activities effectively to practise and develop new art skills.

LIN, PHW, ART, LTL, AUTLIN, ART, LTL, AUTLIN, PHW, ART, LTL, AUTLIN, PHW, SOC, ART, LTL, AUT

LIN, PHW, ICT, ART, LTL, AUT


CONTENTSCONCEPTS PROCEDURES ATTITUDES

Observation of original artwork. Observing and analysing an artwork. Develop the ability to perceive, interpret and respond to ideas, experiences and the environment through the visual arts.

Scale. Using a grid to draw a small picture on a larger scale.

Attention to using a grid to draw a picture on a larger scale.

Map skills. Listening and drawing objects to complete a treasure map in a grid.

Enjoyment in listening to instructions to complete a map and writing their own directions to buried treasure.

Construction. Colouring, cutting and gluing a small scale treasure chest.

Carefully following the steps required to complete the art project.

LINGUISTIC CONTENTSLanguage focusScale, model, size, measure, gridBottle, cork, flag, sails, ship, stringMap, key, treasure, chest, compass (North, West, South, East) Landscape features: cave, lake, rocks, sand, trees, volcano

Key structuresSynonyms and antonyms: large/small, heavy/light, near/far, long/short, empty/fullSequence words: first, then, next, finally

VALUESFollows instructions carefully and demonstrates care and craftsmanship. Shows interest in learning new vocabulary and skills.

METHODOLOGYIn this unit, pupils will explore scale by observing and analysing a scale model of a ship in a bottle. It is important that the pupils observe a variety of images and practise using grids to draw objects larger or smaller. Pupils will also explore the use of scale in maps and use a grid to show a large distance. Encourage pupils explore

and reflect on other ways artists can use scale in art. Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They will continue to develop as artists as they explore the four content area of art: Perception and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or groups. Pupils will work with a partner to read the instructions and find the buried treasure using a map. CROSS-CURRICULAR ITEMSScience (Conocimiento del medio): materials and their propertiesMaths: scale

MIXED-ABILITY ACTIVITIESUnit 2 class worksheet – Use the grid to draw the picture on a smaller scale.

Fast finishersDraw a different type of transport inside a glass bottle.Add more natural features in the grid of your map.Cut and glue details on your treasure chest.

English extension activitiesReview synonyms and antonyms. Use synonyms and antonyms to describe the artwork.Describe the creative process using sequence words: first, then, finally.

UNIT 3: LOTS OF LINESBASIC COMPETENCES EVALUATION

Competence in linguistic communication: Describing contour lines to show volume to respond to a work of art.Competence in mathematics: Exploring volume in a variety of objects in their immediate environment. Competence in knowledge of and interaction with the physical world: Awareness of the properties of matter in the world around them.Competence in the use of new technologies: Using computer programmes and webpage activities effectively to practise and develop new art skills.Competence in social awareness and citizenship: Developing social skills to share opinions and evaluate the work of others. Competence in artistic and cultural awareness: Using contour lines to show volume in two-dimensional artworks. Competence in learning to learn: Developing observations skills by doing a blind contour sketch.Competence in autonomous learning and personal initiative: Applying new skills and art techniques in a creative way.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo introduce the element of art: contour lines.To observe contour lines in art and the environment.To observe and analyse contour lines in the artwork Drawing Hands by M.C. Escher.To understand that contour lines are used to show the outline and surface of an object to suggest volume and mass.

LIN, PHW, ARTLIN, PHW, ARTLIN, PHW, ART

LIN, MAT, PHW, ART

Identify contour lines.

To draw contour lines to complete objects to show volume and mass.To understand the importance of physical fitness, participation in physical activity and maintenance of personal health.

LIN, PHW, ART, LTL, AUTLIN, PHW, SOC, ART, AUT

Draw the contour lines of an object effectively to show volume.

To draw contour lines to create a three-dimensional illusion in an artwork.

LIN, PHW, ART, LTL, AUT Use a variety of contour lines to create a three-dimensional illusion in an artwork.

To explore a variety of art materials in a personal way. To express creativity and develop autonomy in art.

LIN, PHW, ART, LTL, AUTLIN, PHW, ART, LTL, AUT


To identify strengths and areas for improvement in their own and others’ artworks.To use computer programmes and webpage activities effectively to

LIN, PHW, ART, LTL, AUTLIN, PHW, SOC, ART, LTL, AUT


practise and develop new art skills. LIN, PHW, ICT, ART, LTL, AUTCONTENTS

CONCEPTS PROCEDURES ATTITUDESObservation of original artwork. Observing and analysing an artwork. Develop the ability to perceive, interpret and respond to ideas,

experiences and the environment through the visual arts.Contour lines. Completing objects with contour lines to

create volume.Interest in developing skills to draw objects that show volume.

Complete the object. Completing a photo of an object with contour lines.

Attention to accurately drawing the contour lines for the other half of an object.

Contour line illusion. Tracing the hand and adding lines to create an optical illusion of volume on a flat surface.

Enjoyment in exploring the creative effects of contour lines.

LINGUISTIC CONTENTSLanguage focusContour lines, outline, edges, surfaceThree-dimensional, height, length, widthVolume, spaceButton, cuff, pen, sleeve, wrist

Key structuresFuture tense: going to and will.I’m going to draw the outline of the object.I think the hands will draw more lines.

VALUESUses observation skills to represent everyday objects. Demonstrates interest, curiosity and creativity when observing and responding to a work of art.

METHODOLOGYIn this unit, pupils will explore contour lines by observing and analysing an artwork by M.C. Escher. It is important that pupils develop their observation skills by doing several blind contour drawings. Encourage pupils to observe the outlines as well as the surface lines of objects and to draw them effectively to show volume. Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They will continue to develop as artists as they explore the four content area of art: Perception and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or groups. Pupils can work in pairs to compare and contrast their artwork with others.

CROSS-CURRICULAR ITEMS

Science (Conocimiento del medio): properties of matterMaths: volume

MIXED-ABILITY ACTIVITIESUnit 3 class worksheet – Add contour lines to the outlines.

Fast finishers

Observe and draw your hand with contour lines to show volume.Sketch similar objects around your artwork.Draw outlines of different shapes to practise this new technique.

English extension activitiesPractise talking about the future using “will” for predictions and “going to” for plans.Use “going to” to talk about planning the creative process.Use “will” to make a creative prediction about the artwork.

ART HISTORY 1: PREHISTORIC ART

BASIC COMPETENCES EVALUATIONCompetence in linguistic communication: Organising information to write a descriptive text about a work of art.Competence in mathematics: Using proportion and scale to paint figures and objects.Competence in knowledge of and interaction with the physical world: Observing and understanding that we can learn about prehistory through cave art.Competence in the use of new technologies: Using the Internet as a resource to look up information. Competence in social awareness and citizenship: Collaborating with others to tell a story with their artworks. Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their historical and cultural heritage.Competence in learning to learn: Understanding the communicative possibilities of art.Competence in autonomous learning and personal initiative: Experimenting with different art materials.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo use a variety of materials to create the texture of a cave wall on paper.To paint a modern cave painting that communicates a special event or tells a story.

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LIN, PHW, ART

Work collaboratively in a group.

To work cooperatively in a group to tell a story.To develop social skills to listen, participate and communicate effectively with others during group activities.

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Tell a story about their artwork.

To understand that cave art teaches us about life in prehistoric times. To answer questions based on a listening about cave paintings in the Altamira cave.

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Extract specific information from an audio excerpt about cave art in Spain.

To explore elements of art in cave art.To observe and analyse a cave painting from La cueva de los caballos de Valltorta in Tirig.To observe and understand that prehistoric people used cave art to communicate.

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LIN, PHW, SOC, ART


To express creativity and develop autonomy in art. To identify strengths and areas for improvement in their own and others’ artworks. To reflect on their artwork and the art process.To use computer programmes and webpage activities effectively to practise and develop new art skills.


LIN, PHW, ART, LTL, AUTLIN, PHW, ICT, ART, LTL, AUT



Observation of original artwork. Observing and analysing an artwork. Reflect on the visual arts as a basic aspect of culture, history and the human experience.

Texture. Using different techniques and materials to create the texture of cave wall.

Interest in exploring the creative possibilities of using different techniques and materials to create texture.

Modern cave art. Painting figures in motion and objects to tell a modern day story.

Enjoyment in representing figures and objects to communicate a modern day story.

Listening and writing about art. Listening to information and writing about a cave art in Spain.

Curiosity to learn more about cave art in Spain.

LINGUISTIC CONTENTSLanguage focusCave art, events, storiesArrow, bow, deer, herd, hunt, hunter

Key structuresPast tense verbs to tell a story in the pastThe hunters picked up their bows and began to shoot.The deer ran away.

VALUESExplores the communicative possibilities of art through story telling.

Actively communicates and collaborates with others during group activities.METHODOLOGYIn this unit, pupils will begin their study of Art History by analysing a cave art image from La cueva de los caballos. Encourage pupils to share information that they have learned about prehistory and talk about what information cave art has taught us about prehistoric man. Pupils will explore the communicative possibilities of art and paint figures and objects to share an important event with personal expression. Encourage pupils to work together with classmates to tell a story with their artwork. Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They

will continue to develop as artists as they explore the four content area of art: Perception and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or groups. Pupils will collaborate in a small group to create a story with their modern day cave art. Pupils also have the opportunity to research and present information about prehistoric art in Spain by making a poster in small groups. CROSS-CURRICULAR ITEMSScience (Conocimiento del medio): PrehistoryDrama: storytelling

MIXED-ABILITY ACTIVITIESArt History 1 class worksheet – Listen and write information about a famous Spanish artist.

Fast finishersSketch figures in motion.Write a title for your story.Share your poster with your classmates.

English extension activitiesReview regular past tense verbs.Review irregular past tense verbs.Talk about the cave art using verbs in the past tense.

UNIT 4: COLOURS ON PARADEBASIC COMPETENCES EVALUATION

Competence in linguistic communication: Describing tints and shades of colour to respond to an artwork. Competence in mathematics: Measuring the correct amount of white or black paint needed to make tints and shades.Competence in knowledge of and interaction with the physical world: Exploring the characteristics of different animal groups.Competence in the use of new technologies: Using computer programmes and webpage activities effectively to practise and develop new art skills. Competence in social awareness and citizenship: Cooperation with classmates to create a class cow parade. Competence in artistic and cultural awareness: Understanding that art exhibitions can take place internationally and involve people from many different countries.Competence in learning to learn: Exploring the variety of possibilities when mixing white and black with colours to create tints and shades.Competence in autonomous learning and personal initiative: Valuing the ideas of other while working collaboratively.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo introduce the element of art: colour value – tints and shades.To observe and identify tints and shades in art and the environment. To identify and cut out tints and shades to make a pattern collage.


Identify and use various tints and shades to make patterns.

To understand that artists make tints by adding white to a colour and shades by adding black. To mix black and white with a colour to paint a monochrome artwork.

LIN, PHW, ART

LIN, PHW, ART

Effectively mix white and black paint with a colour to create tints and shades.

To construct a cardboard structure of a cow and colour it with patterns and tints.

LIN, PHW, ART, LTL, AUT Skillfully construct a cardboard sculpture and decorate it with patterns.

To observe and analyse the use of colour in a cow sculpture from the Cow Parade. To understand that some artworks are made up of tints and shades of only one colour.To explore a variety of art materials in a personal way. To express creativity and develop autonomy in art.

LIN, PHW, ART

LIN, PHW, ART



To reflect on their artwork and the art process.To identify strengths and areas for improvement in their own and others’ artworks. To use computer programmes and webpage activities effectively to practise and develop new art skills.





Observation of original artwork. Observing and analysing an artwork. Develop the ability and vocabulary to analyse and evaluate both famous artworks and their own.

Tints and shades. Finding and cutting out different tints and shades to glue into a pattern collage.

Attention to finding and cutting out various tints and shades.

Monochromatic painting. Mixing white and black with a specific hue to paint an abstract painting.

Interest in learning a new art technique of mixing white and black to create tints and shades.

Sculpture. Cutting and colouring patterns on cardboard pieces to construct a cow sculpture.

Enjoyment in constructing a sculpture with cardboard.

LINGUISTIC CONTENTSLanguage focusDark, light, tints, shades, monochromePatterns, shapes, lines Sculpture, cow parade, horns

Key structuresComparatives and superlatives:

That blue is darker.I think it’s the most colourful cow in the parade.It’s the best.VALUESShows knowledge of the elements of art and uses them creatively in their own artwork. Demonstrates creativity, autonomy and responsibility during the creative process.

METHODOLOGYIn this unit, pupils will explore tints and shades by observing and analysing a cow sculpture from the International cow parade. It is important that pupils explore the process of mixing black and white paint with different colours and experiment with the different outcomes. Encourage pupils to use a variety of materials (e.g. crayons, coloured pencils and oil pastels) to create tints and shades. Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They will continue to develop as artists as they explore the four content area of art: Perception and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or groups. Pupils will also work together to create a classroom cow parade. CROSS-CURRICULAR ITEMS

Science (Conocimiento del medio): animals

MIXED-ABILITY ACTIVITIESUnit 4 class worksheet – Complete the circles with tints and shades.

Fast finishersExplore making tints and shades with a variety of materials.Paint a monochrome landscape.Design a new animal sculpture for a new animal parade.

English extension activitiesReview regular comparative and superlative adjectives.Review irregular comparative and superlative adjectives.Use comparative adjectives to compare and contrast different cows from the cow parade.

UNIT 5: SHOWING SHADOWS BASIC COMPETENCES EVALUATION

Competence in linguistic communication: Expressing ideas and opinions to analyse a work of art. Competence in mathematics: Drawing shadows with different lengths depending on the position of a light source. Competence in knowledge of and interaction with the physical world: Observing and drawing shadows at different times of day.Competence in the use of new technologies: Using computer programmes and webpage activities effectively to practise and develop new art skills. Competence in social awareness and citizenship: Working collaboratively with a partner to explore the different shadows created by an object when the light source is moved.Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their cultural heritage.Competence in learning to learn: Using a torch to explore and draw shadows. Competence in autonomous learning and personal initiative: Looking for details in an artwork.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo introduce the elements of space: light and shadows. To draw shadows of figures based on the position of the light source.


Accurately draw shadows of figures and objects based on the position of a light source.

To understand that shadows change size and shape depending on the position of the light source. To trace shadows of different sizes and shapes by changing the position of the light source.

LIN, PHW, ART

LIN, PHW, ART

Show shadows of different sizes and shapes by changing the position of the light source.

To make a candle holder that creates colourful shadows. LIN, PHW, ART, LTL, AUT Skillfully decorate a glass jar to create colourful shadows.

To observe and identify shadows in art and the environment.To explore a variety of art materials in a personal way. To express creativity and develop autonomy in art.To observe and analyse shadows in the painting Lorelei by Salvador Dali.

LIN, PHW, ARTLIN, PHW, ART, LTL, AUTLIN, PHW, ART, LTL, AUTLIN, PHW, ART


To identify strengths and areas for improvements in their own and LIN, PHW, SOC, ART, LTL, AUT Identify strengths and areas for

others’ artworks.To reflect on their artwork and the art process.To use computer programmes and webpage activities effectively to practise and develop new art skills.


improvement in their own and others’ artworks.



Shadows. Observing details in a picture to draw the shadow of a figure accurately.

Attention to detail in a picture in order to accurately draw a shadow.

Light and shadows. Exploring how the position of the light source affects the shadows created.

Collaboration with others to explore how the light source affects shadows.

Candle holder. Cutting and gluing colourful lines and shapes on a glass jar to make colourful shadows.

Enjoyment in exploring the effects of light, colours and shadows.

LINGUISTIC CONTENTSLanguage focusShadows, light sourcePositionSmaller, longerBackground, butterfly, cave, cliff, flower, foreground, rock

Key structuresPrepositions of place: beside, below, above, behind, in front of, across, through, from. The two butterflies are beside the rock. The light is shining through the clouds.

VALUESAppreciates the environment as a source of inspiration.

Enjoys making connections between art and other content areas of study.

METHODOLOGYIn this unit, pupils will explore shadows by observing and analysing an artwork by Salvador Dalí. Encourage pupils to discuss observations they have made of shadows in their immediate environment. It is important that pupils have an opportunity to use a torch to explore how shadows change depending on the position of the light source. Have pupils estimate and measure the size of shadows to strengthen their understanding. Pupils can also have fun with shadows by teaching others how to make shadow puppets with their hands. Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They will continue to

develop as artists as they explore the four content area of art: Perception and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or groups. Pupils will work with a partner to hold a torch in different positions and draw shadows. CROSS-CURRICULAR ITEMSScience (Conocimiento del medio): shadows

MIXED-ABILITY ACTIVITIESUnit 5 class worksheet – Use the shadows to draw the objects and the position of the sun correctly.

Fast finishersDraw the shadow of an object.Colour the background.Add a rim along the top and bottom of the candle holder with cellophane.

English extension activitiesReview prepositions of place: in, on, under, next to, in front of and behind.Review prepositions: beside, below, above, across, through and from.Use prepositions of place to talk about the placement of objects in the artwork.

UNIT 6: LIGHT AND DARK

BASIC COMPETENCES EVALUATIONCompetence in linguistic communication: Describing tints, shades and shadows to analyse a work of art. Competence in mathematics: Shading different objects to show volume in art. Competence in knowledge of and interaction with the physical world: Examining the source of light to determine the shading of an object. Competence in the use of new technologies: Using computer programmes and webpage activities effectively to practise and develop new art skills. Competence in social awareness and citizenship: Sharing opinions and respecting the opinions of others while arranging objects for a still life. Competence in artistic and cultural awareness: Using a variety of techniques to show tints, shades and shadows in a still life.Competence in learning to learn: Evaluating their own work to identify strengths and areas of improvement. Competence in autonomous learning and personal initiative: Applying new techniques and showing confidence in their ability as an artist.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo introduce the elements of space: shade and shadow. To observe and identify shade and shadow in art and the environment. To draw shade and shadow using the cross-hatching technique.


Effectively use the cross-hatching technique to shade a jug to show volume.

To show light, shade and shadow with tints and shades. LIN, PHW, ART Colour with tints and shades to show volume in fruit.

To collectively decide on and arrange objects for a still life. To use tints, shades and shadows effectively to paint a still life.

LIN, PHW, SOC, ART, LTLLIN, PHW, ART

Skillfully paint a still life with tints, shades and shadows.

To observe and analyse the use of shade and shadow in Apples and Oranges by Paul Cézanne.To observe and understand that artists show light, shade and shadow to create a sense of volume in objects.To explore a variety of art materials in a personal way. To express creativity and develop autonomy in art.

LIN, PHW, ART

LIN, PHW, ART



To reflect on their artwork and the art process.To identify strengths and areas for improvement in their own and others’ artwork.To use computer programmes and webpage activities effectively to practise and develop new art skills.






Shading. Using a cross-hatching technique to shade an object effectively to show volume.

Interest in learning a new art technique to show volume in objects.

Tints, shades and shadow. Colouring with tints and shades to show the effect of light on an object.

Curiosity in using tints and shades to show volume in an object.

Still life. Painting a still life with tints, shades and shadows to show volume.

Satisfaction in effectively applying new art skills to paint a realistic still life.

LINGUISTIC CONTENTSLanguage focusStill life Volume Tint, shade, shadow Light source, reflection, absence of light

Key structuresInfinitive of purpose: This artist painted tints to show the absence of light.

VALUESEnjoys learning new techniques and shows confidence in their ability as an artist.

Identifies strengths and areas for improvement in their own and others’ artworks.METHODOLOGYIn this unit, pupils will explore tints, shades and shadows to create volume by observing and analysing a still life by Paul Cézanne. It is important that pupils explore the concepts of light, shade and shadow by observing their immediate environment and practising with a variety of materials and techniques. Encourage pupils to work together to arrange a still life and to choose a light source. Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They will continue to develop as artists as they explore the four content area of art: Perception and response;

Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or groups. Have pupils work with a partner to identify strengths and areas for improvement in their own and others’ artworks. CROSS-CURRICULAR ITEMSScience (Conocimiento del medio): light sources

MIXED-ABILITY ACTIVITIESUnit 6 class worksheet – Choose and arrange objects to create an unusual still life.

Fast finishersDraw a table for your jug and add other objects.Explore the process of making tints, shades and shadows with a variety of art materials.Observe and draw your still life. Use lines to show shade and shadow.

English extension activitiesTalk about why we use different materials in art.Complete the ends of sentences to talk about the artwork.Describe the different ways the artist showed volume.

ART HISTORY 2: ROMAN ART

BASIC COMPETENCES EVALUATIONCompetence in linguistic communication: Organising information to write a descriptive text about a work of art.Competence in mathematics: Reflecting on how time is organised in a calendar. Competence in knowledge of and interaction with the physical world: Observing and understanding that we can learn about Roman life and history through art.Competence in the use of new technologies: Using the Internet as a resource to look up information. Competence in social awareness and citizenship: Collaborating effectively with others to create a mosaic calendar. Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their historical and cultural heritage.Competence in learning to learn: Observing and reflecting on the different symbols used to represent seasons throughout the year. Competence in autonomous learning and personal initiative: Finding and sharing new information about Roman art.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo work with a partner to plan a mosaic with an image that represents a month of the year.To work with a partner to paint a variety of pulses to create a mosaic.To work with a partner to glue the tesserae together to make a mosaic. To develop social skills to listen and communicate with others during group work.

LIN, PHW, SOC, ART

LIN, PHW, SOC, ARTLIN, PHW, SOC, ARTLIN, PHW, ART, LTL, AUT


To work collaboratively in a group to make a mosaic calendar. LIN, PHW, SOC, ART, LTL, AUT Create a mosaic that represents a month of the year.

To observe and appreciate works of art that make up our cultural heritage.To answer questions based on a listening about a Roman mosaic in Spain.

LIN, SOC, ART, LTL

LIN, PHW, ART, LTL, AUT

Extract specific information from an audio excerpt about Roman art in Spain.

To explore a variety of art materials in a personal way. To express creativity and develop autonomy in art.To explore elements of art in Roman mosaics.To observe and analyse elements of art in the mosaic The Four Seasons.

LIN, PHW, ART, LTL, AUTLIN, PHW, ART, LTL, AUTLIN, PHW, ARTLIN, PHW, ART


To reflect on their artwork and the art process.To identify strengths and areas for improvement in their own and others’ artworks.To use computer programmes and webpage activities effectively to practise and develop new art skills.






Symbols. Choosing and drawing a symbol to represent a month of the year.

Interest in observing and reflecting on the different symbols used to represent seasons throughout the year.

Mosaics. Painting and gluing pulses to create a mosaic to complete a class mosaic calendar.

Enjoyment in painting and using pulses to create a mosaic.

Listening and writing about art. Listening to information and writing about a Roman mosaic in Spain.

Curiosity to learn more about Roman art in Spain.

LINGUISTIC CONTENTSLanguage focusMosaic, decorate, mythology, border, tesseraeBird, crop, fruit, patterns, people, calendar, months, seasonsStory, song, strong, weak, deer, horse, capture

Key structuresAdverbs of manner (carefully, slowly, quietly, quickly) and adverbs of time (before, after):

They cut the small pieces carefully.After they collected a variety of small coloured pieces, they cut the pieces to fit together. VALUESUnderstands and values the contributions of art in society and culture throughout history. Actively communicates and collaborates with others during group activities.

METHODOLOGYIn this unit, pupils will continue their study of Art History by observing and analysing a Roman mosaic representing the four seasons. Encourage pupils to share information that they have learned about Roman civilisation and talk about what information mosaics can teach us about Roman life. Share a variety of symbols to represent months throughout the year and encourage pupils to brainstorm new ideas. Support pupils in the art making process by allowing them to choose and experiment with different techniques and materials to create their mosaic. Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They will continue to develop as artists as they explore the four content area of art: Perception and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or groups. Pupils will collaborate with classmates to create a mosaic calendar. Pupils also have the opportunity to research and present information about Roman Art in Spain by making a poster in small groups.

CROSS-CURRICULAR ITEMSScience (Conocimiento del medio): Roman civilisation

MIXED-ABILITY ACTIVITIESReview 2 class worksheet – Listen and write information about a famous Spanish artist.

Fast finishersPaint the border of the plate with a pattern.Write the name of the month with similar colours.Ask classmates about their group posters.

English extension activitiesReview adverbs ending in –ly.Describe the creative process using sequence words: first, then, finally.Practise using “after” and “before” to describe the creative process.

UNIT 7: CLOSE UP AND FAR AWAY BASIC COMPETENCES EVALUATION

Competence in linguistic communication: Describing objects in the foreground, middle ground and background to analyse depth and space in an artwork. Competence in mathematics: Effectively showing the foreground, middle ground and background of a landscape to show distance in space.Competence in knowledge of and interaction with the physical world: Describe and draw different features in a variety of landscapes.Competence in the use of new technologies: Using computer programmes and webpage activities effectively to practise and develop new art skills. Competence in social awareness and citizenship: Respecting cultural diversity while learning about artists from other cultures. Competence in artistic and cultural awareness: Developing techniques to show objects in different places on a picture place to show depth in space.Competence in learning to learn: Making a sketch before drawing the picture on the printing tray as part of the creative process.Competence in autonomous learning and personal initiative: Creatively choosing and drawing natural features to make a landscape print.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo introduce the elements of space: placement on a picture plane.To draw objects at the bottom, middle and top of a landscape to show depth.


Effectively draw objects on the bottom, middle and top of a picture plane to create depth in a landscape.

To show depth in a landscape with three similar objects of different sizes in different positions.

LIN, PHW, ART Accurately cut and glue similar objects of different sizes in the correct place on a picture plane.

To make a print of a landscape with a foreground, middle ground and background.

LIN, PHW, ART, LTL, AUT Skillfully make a landscape print with a foreground, middle ground and background.

To explore a variety of art materials in a personal way. To express creativity and develop autonomy in art.To observe and identify placement of objects to create a sense of depth in art and the environment.To observe and analyse the sense of depth in the Plum Garden Kamata by Hiroshige.

LIN, PHW, ART, LTL, AUTLIN, PHW, ART, LTL, AUTLIN, PHW, ART

LIN, PHW, ART


To reflect on their artwork and the art process.To identify strengths and areas for improvement in their own and others’ artworks.To effectively use computer programmes and webpage activities to practise and develop new art skills.





Observation of original artwork. Observing and analysing an artwork. Effective analysis of the elements of art and principles of design in order to respond to a work of art.

Foreground, middle ground and background.

Drawing objects in the correct place on the picture plane to show depth in a landscape.

Attention to the placement of objects on the picture plane.

Silhouette landscape collage. Cutting and gluing silhouettes of objects showing the correct size and placement on the picture plane.

Explore the different aesthetic possibilities in creating a silhouette collage.

Printmaking. Etching, painting and printing an image of a landscape.

Interest in using a new printing technique to paint a landscape.

LINGUISTIC CONTENTSLanguage focusLandscape, printmakingPosition, depth, bottom, top, close, far away, lower, higherBlossom, grass, hut, lake, people, swing, tree

Key structures

There is / there are and quantifiers: There are some (trees) in the middle of the landscape. There aren’t any (people) in the foreground.

VALUESValues diversity and respects art from different cultures.

Explores and experiments with the artistic effects that can be achieved with different art materials and techniques.

METHODOLOGYIn this unit, pupils will explore how artists use placement on a picture plane to show depth and distance by observing and analysing a landscape print by Ando Hiroshige. Share photos of a variety of different landscapes from different countries and ask pupils to point to the placement of objects in the foreground, middle ground and background of the photos. Support pupils’ understanding of the printmaking process by sharing a variety of methods artists can use. Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They will continue to develop as artists as they explore the four content area of art: Perception and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or groups. Pupils can also work with a partner to describe the printmaking process and analyse each other’s work.

CROSS-CURRICULAR ITEMSScience (Conocimiento del medio): features in a landscape

MIXED-ABILITY ACTIVITIESUnit 7 class worksheet – Follow the steps to draw a coastal landscape with depth.

Fast finishersDraw a coastal landscape with a foreground, middle ground and background.Cut and glue more silhouettes to your collage.Add water to your tray and make more prints.

English extension activitiesReview “There is/There are” to describe the artwork.Review short answers “Yes, there is/ No, there isn’t” .Review countable and uncountable nouns and use “some”, “many” and “any” to talk about the artwork.

UNIT 8: GOING, GOING, GONE

BASIC COMPETENCES EVALUATIONCompetence in linguistic communication: Describing the effect of one-point perspective in order to analyse an artwork. Competence in mathematics: Exploring one-point perspective to show depth and volume.Competence in knowledge of and interaction with the physical world: Observing and discussing the buildings that make up their town or city. Competence in the use of new technologies: Using computer programmes and webpage activities effectively to practise and develop new art skills. Competence in social awareness and citizenship: Sharing opinions and respecting other points of view while evaluating their own work and that of their classmates. Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their cultural heritage. Competence in learning to learn: Using a set square and ruler to draw lines in a one-point perspective drawing.Competence in autonomous learning and personal initiative: Showing confidence in oneself while learning a new drawing technique.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo understand that artists use perspective lines to show depth and volume.To draw lines from rectangles to a vanishing point to draw city streets from different perspectives.

LIN, PHW, ART

LIN, PHW, ART

Draw lines from rectangles to a vanishing point to draw city streets with volume and depth.

To use perspective lines to add buildings, windows, and details in an artwork.

LIN, PHW, ART Effectively use perspective lines to add buildings, windows and details in an artwork.

To use linear perspective lines to paint a city street with depth and volume.

LIN, PHW, ART, LTL, AUT Skillfully use perspective lines to paint a city street with depth and volume.

To introduce the elements of art: depth in space with linear perspective.To observe and identify linear perspective in art and the environment.To observe and analyse the use of linear perspective in the painting Gran Via by Antonio López.To explore a variety of art materials in a personal way. To express creativity and develop autonomy in art.To observe and appreciate the works of art that make up our cultural heritage.

LIN, PHW, ART


LIN, PHW, ART, LTL, AUTLIN, PHW, ART, LTL, AUTLIN, SOC, ART, LTL


To reflect on their artwork and the art process.To identify strengths and areas for improvement in their own and others’ artworks.To use computer programmes and webpage activities effectively to practise and develop new art skills.






One-point perspective. Drawing diagonal lines from vanishing points to explore different perspectives.

Interest in exploring a new art technique to show depth and volume.

Vertical and horizontal lines. Drawing diagonal, vertical and horizontal lines to complete the windows and doors in one-point perspective buildings.

Attention to drawing diagonal, vertical and horizontal lines with a set square to show windows and doors accurately using one-point perspective.

Cityscape. Drawing and colouring buildings on a city street using one-point perspective.

Enjoyment in applying new skills to draw a cityscape that shows depth and volume.

LINGUISTIC CONTENTSLanguage focusPerspective, vanishing pointDepth, volume, illusion

Diagonal, horizontal, verticalBalcony, building, detail, street, window, realistic

Key structures

Present perfect to talk about past experiences:He has painted many cityscapes.I have visited many art galleries.

VALUESEnjoys learning new techniques and shows confidence in their ability as an artist. Demonstrates creativity, autonomy and responsibility during the creative process.METHODOLOGYIn this unit, pupils will explore the technique of one-point perspective to show depth and volume in space by observing and analysing a cityscape by Antonio López. It is important that pupils understand how to use a ruler and a set square correctly to accurately draw diagonal, vertical and horizontal lines. Have pupils compare and contrast a variety of artworks that show one-point perspective. Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They will continue to develop as artists as they explore the four content area of art: Perception and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or groups. Pupils can also discuss or present their final projects in small groups.

CROSS-CURRICULAR ITEMSScience (Conocimiento del medio): city life

MIXED-ABILITY ACTIVITIESUnit 8 class worksheet – Follow the steps and write your name in 3-D.

Fast finishersDraw and colour details in your city streets.Add trees and street lights to your city street.Cut and glue cars, people and trees to your artwork.

English extension activitiesAsk questions about the artwork using the present perfect tense.Elicit responses about the artwork using the present perfect tense.Encourage pupils to talk about the artwork using the present perfect tense.

UNIT 9: POINTS OF VIEW BASIC COMPETENCES EVALUATION

Competence in linguistic communication: Discussing the artistic technique of showing different points of view in photography. Competence in mathematics: Drawing objects from different perspectives. Competence in knowledge of and interaction with the physical world: Observing their world from different points of view through a viewfinder.Competence in the use of new technologies: Observing and understanding that new technologies (e.g.cameras) can be used to make art.Competence in social awareness and citizenship: Listening and respecting the opinions and ideas of their classmates. Competence in artistic and cultural awareness: Understanding that artists can choose from a variety of viewpoints when creating an artwork.Competence in learning to learn: Applying new art concepts, vocabulary, skills and techniques as part of the creative process. Competence in autonomous learning and personal initiative: Choosing two different viewpoints to draw the same object.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo draw a picture of the beach from above and below. LIN, PHW, ART Draw a picture of a place from an

aerial view and a view from below.

To observe an object from different angles and choose a point of view for their artwork.

LIN, PHW, SOC, ART, LTL Draw a picture of an object from a chosen point of view of an object, person or place.

To create an artwork that shows a place or object from two distinct points of view.

LIN, PHW, ART, LTL, AUT Create an artwork that combines two distinct points of view.

To introduce the elements of art: space from different points of view.To observe and identify different points of view in art and the environment.To observe and analyse different points of view in the artwork Sun on the Pool by David Hockney.To observe and understand that artists can take photographs from different points of view. To express creativity and develop autonomy in art.To explore a variety of art materials in a personal way.


LIN, PHW, ART

LIN, PHW, ART



To reflect on their artwork and the art process.To identify strengths and areas for improvement in their own and others’ artworks. To use computer programmes and webpage activities effectively to practise and develop new art skills.






Points of view. Drawing objects at the beach from a bird’s eye view and a worm’s eye view.

Curiosity in exploring a variety of objects from different points of view.

Observation. Observing an object from different points of view and then choosing one view to sketch the object.

Attention to the outline and contour lines of an object to accurately make a sketch.

Two points of view collage. Drawing the same object from two points of view and then cutting the pictures in strips and gluing them together in a collage.

Creativity in combining pictures with differing viewpoints to make a collage.

LINGUISTIC CONTENTSLanguage focusPhotographer, photographs, viewfinder Points of view, angle, above, below, side, bird’s eye view, worm’s eye view Chair, diving board, palm tree, umbrella, beach ball, sandcastle

Key structuresModal verbs: can, should, must: You can take a photograph from different angles. You should look at an object to find a good angle. You mustn’t get your camera wet.

VALUESActively observes objects in their immediate environment from different perspectives. Applies art concepts, vocabulary, skills and techniques as part of the creative process.

METHODOLOGYIn this unit, pupils will explore points of view in photography by observing and analysing a photomontage by David Hockney. Encourage pupils to discuss their personal experiences, interests and knowledge of photography. Have pupils use their viewfinders in the classroom and around the school to explore their immediate environment from different points of view. Share photos from a variety of perspectives and ask pupils to describe the point of view and position of the photographer. Pupils can practise taking photos with a digital camera of the same object from different points of view (if time and resources are available). Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They will continue to develop as artists as they explore the four content area of art: Perception and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or groups. Pupils can also work with a partner to identify strengths and areas for improvement in their own and others’ artworks.

CROSS-CURRICULAR ITEMSScience (Conocimiento del medio): technology

MIXED-ABILITY ACTIVITIESUnit 9 class worksheet – Colour the bird’s eye view of the city street. Then, draw and colour a city street from a worm’s eye view.

Fast finishersDraw a garden from a bird’s eye view.Draw and colour the background.Tape your artwork for display so that both sides are visible.

English extension activitiesReview the use of the modal “can/can't” to talk about the artwork.Review the use of the modal “should/shouldn't” to talk about the artwork.Review the use of the modal “must/mustn't” to talk about the artwork.

ART HISTORY 3: MEDIEVAL ART

BASIC COMPETENCES EVALUATIONCompetence in linguistic communication: Organising information to write a descriptive text about a work of art.Competence in mathematics: Using a variety of forms to construct a castle.Competence in knowledge of and interaction with the physical world: Observing and understanding that we can learn about life during medieval times through art.Competence in the use of new technologies: Using the Internet as a resource to look up information. Competence in social awareness and citizenship: Collaborating effectively with others to create a mosaic calendar.Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their historical and cultural heritage. Competence in learning to learn: Exploring the artistic possibilities of using recyclable materials in art. Competence in autonomous learning and personal initiative: Finding and sharing new information about medieval castles in Spain.

OBJECTIVES COMPETENCES EVALUATION CRITERIATo explore elements of art in medieval art and castles. To work with a group to paint and decorate a castle in a creative and unique way.To develop social skills to listen and communicate with others during group activities.

LIN, PHW, ARTLIN, PHW, SOC, ART

LIN, PHW, SOC, ART, LTL, ART


To work with a group to plan and construct a model of a castle. LIN, PHW, SOC, ART Construct a castle and decorate in a unique way.

To answer questions based on a listening about a medieval castle in Spain. To understand that castles were built with thick walls and towers for fortification and protection.

LIN, PHW, ART, LTL, AUT

LIN, PHW, ART

Extract specific information from an audio excerpt about medieval art in Spain

To observe and analyse elements of art in a medieval painting of the port of Naples. To explore a variety of art materials in a personal way. To express creativity and develop autonomy in art.

LIN, PHW, ART



To observe and appreciate works of art that make up our cultural heritage.

LIN, SOC, ART, LTL

To use computer programmes and webpage activities effectively to practise and develop new art skills. To reflect on their artwork and the art process.To identify strengths and areas for improvement in their own and others’ artworks.






Constructing with forms. Using a variety of recyclable materials to construct a castle.

Interest in using recyclable materials in creative ways to make art.

Castle. Painting and adding details to create a unique castle.

Collaboration with others to design and paint a unique castle.

Listening and writing about art. Listening to information and writing about a medieval castle in Spain.

Curiosity to learn more about medieval art in Spain.

LINGUISTIC CONTENTSLanguage focusMedieval castle, fortification, protection, enemyParts of a castle: gate house, central courtyard, keep, walls, towers, dry moatHill, harbour, ship, frontier, valley, rocky, flat, garden

Key structuresPast simple questions and answers:Why did people build castles during the Middle Ages? People built castles for fortification and protection.

VALUESDevelops creativity, imagination and innovation through the use of a variety of art materials. Actively communicates and collaborates with others during group activities.

METHODOLOGYIn this unit, pupils will continue their study of Art History by observing and analysing a painting of a medieval castle. Encourage pupils to share information that they have learned about medieval times and talk about what information castles can teach us about this point in history. Ask pupils to talk about their own experiences

visiting castles around Spain and other countries. Support pupils in the creative process by allowing them to choose and experiment with different techniques and recyclable materials to construct a castle. Through the activities presented in this unit, pupils will apply new techniques and reinforce new learning in different contexts while developing language skills. They will continue to develop as artists as they explore the four content area of art: Perception and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.

GROUPWORKEncourage pupils to discuss the artwork in pairs or group. Pupils will collaborate with classmates to construct a castle. Pupils also have the opportunity to research and present information about medieval art in Spain by making a poster in small groups.

CROSS-CURRICULAR ITEMSScience (Conocimiento del medio): Medieval times

MIXED-ABILITY ACTIVITIESReview Unit Class worksheet 3 – Listen and complete information about a famous Spanish artist.

Fast finishersPlan details for your castle.Write a name for your castle.Ask classmates questions about their poster.

English extension activitiesReview word order in questions in the past tense.Review answers in the past tense to talk about the artwork.Encourage pupils to ask questions in the past tense about the artwork.

Documents

· Web viewIn this unit, pupils will explore figure proportion by observing and analysing figures in a painting by Francisco Goya. It is important that the pupils measure themselves