Our body - ecat.server.grupo-sm.comecat.server.grupo-sm.com/ecat_Documentos/ESP149391_007062.pdf · composition. 2.4 Create drawings ... figures (circle, square, rectangle and triangle),

10 Unit 1

Our body

The main objective of this unit is to develop observational skills and artistic expression. Pupils will consider different ways to represent the human body and will be introduced to the work of different artists who represented the human form in their artwork. Pupils will express themselves through line drawings and through the collage, and will consider elements such as texture, shape and background. They will use these techniques to produce portraits, self-portraits, figures in movement, alphabet people and to express feelings, ideas and values (the final activity in the unit conveys the importance of self-care and personal hygiene through the creation of a poster).

The activities covered will provide the pupils with opportunities to practise drawing, by making compositions individually or by working in a group. The pupils will be presented with various possibilities to develop their creative skills as well as their imagination.

1

Let's practise. Create your self-portrait

11Unit 1

Pupil's resources at www.smsaviadigital.com

Teacher's resources in CD and at www.smconectados.com

Unit resources

Let's discover arts. How do the characters feel?

Web link. Let's draw some faces Presentation. Portraits

Activity. Clean hands

PortraitsExpression lines

Henri Matisse

1. Our body

Using coloured paper to personify a letter of the alphabet

4. The alphabet

The use of collage to create self-portraits

3. What a face!

Designing and creating a poster

5. Let's work together! Clean hands

Drawing bodies in movement

2. Let's Dance!

Our body

Teaching programme

12 Unit 1

uNIT AIMS COMPETENCES

1. Use lines, colour and shape to represent the real and imaginary environment

2. Transform a given image creatively

3. Work with volume

4. Talk about a given theme: the representation and expression of the human body.

5. Recognise, respect and appreciate significant artistic representations in their environment.

6. Participate in a collaborative project related to personal hygiene.

7. Use the most appropriate artistic techniques selecting tools and materials appropriately and caring for material and the classroom.

8. Organise and plan artwork following a given idea.

9. Use ICT to gather information about artistic movements and to learn and experience new artistic techniques and concepts.

Cultural awareness and expression (Unit aims 1, 2, 3, 4, 5, 6, 7, 8)

Mathematical competence and basic competence in Science and Technology (Unit aim 3)

Competence in learning to learn (Unit aims 1, 2, 3, 4, 5, 7, 8)

Linguistic communication (Unit aims 4, 5)

Social and civic competence (Unit aims 4, 5, 6, 7)

Sense of initiative and entrepreneurial spirit (Unit aims 2, 6, 8)

Digital competence (Unit aims 1, 5, 9)

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OuTCOMES

Fixed images: photography and drawing

1. Identify how reality is represented in photographs and drawings and to value the different grade of iconicity between them.

1.1 Understand that a drawing is a representation of reality.

(Cultural awareness and expression)

•Understand that a drawing is not the same as reality through observation, the creation of their own pictures and the explanation of the teacher. Worksheets 1, 2, 4, 5

Types of lines: closed/open, straight/curved, horizontal/vertical

2. Identify and differentiate between types of lines and to reproduce them.

2.1 Differentiate between an open and a closed line.

2.2 Draw open and closed lines according to the meaning attached to them.

2.3 Identify horizontal and vertical lines in a composition.

2.4 Create drawings of simple everyday objects using vertical and horizontal lines.

(Mathematical competence and basic competence in Science and Technology)

•Identify and differentiate between types of lines: open, closed, straight, curved, horizontal and vertical and to use them to draw people and houses. Worksheets 2, 3

Geometrical figures: circle/square, triangle and rectangle

3. Recognize geometrical figures (circle, square, rectangle and triangle), drawing them freehand and using them to create simple figurative or abstract compositions.

3.1 Distinguish the difference between geometrical shapes.

(Mathematical competence and basic competen-ce in Science and Technology)

•Distinguish between geometrical shapes such as squares and circles and using them in their compositions, strengthening their observational and expressive skills. Worksheet 3

Teaching programme

13Unit 1

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OuTCOMES

Composition: the use of space 4. Use the space offered by the format available in their own creations, adapting their pictures to different formats.

4.1 Make coherent use of the space provided in the creation of their pictures.

4.2 Adjust what they want to represent to the format provided.

(Mathematical competence and basic competen-ce in Science and Technology and cultural awareness and expression)

•Use the different spaces provided in each activity, adjust their pictures to different formats and learn how to make compositions. Worksheets 1, 2

From 2D to 3D 5. Differentiate between a 2D and 3D representation of shapes.

5.1 Create new forms by using simple 2D and 3D shapes.

(Cultural awareness and expression and compe-tence in learning to learn)

•Distinguish between 2D and 3D representation and apply this to the creation of posters. Worksheet 5

The digital image: the creation of sim-ple images

6. Use simple computer programs.

6.1 Use simple computer programs in order to observe and create.

(Digital competence and Competence in learning to learn)

•Observe and create using digital tools. Worksheets 1, 3

•Observe and create based on observation. Worksheet 5

14 Unit 1

Methodological suggestions

1. Previous knowledge

Pupils will need to have experience of the following basic concepts in order to work successfully in this unit: colours and the concepts of a shape, a line and a dot in the context of a drawing.

Before starting this unit, find out what knowledge and experiences the pupils already have in this area. Once you know the concepts they have already acquired, you can build on this to enhance the pupils' learning.

Possible questions to ask could be: What is a portrait? Where have you seen portraits? Have you ever seen a portrait drawn or painted only with lines? Do you see anything in the background of portraits? What is a self-portrait? Have you ever drawn a portrait/self-portrait? Can portraits show how someone is feeling? How do they do this?

2. Possible areas of difficulty

If the theme is introduced in a meaningful and interesting way pupils should participate enthusiastically in the activities. Some pupils may need help to overcome technical difficulties or a lack of confidence in their own abilities if they can not achieve what they set out to do. It is important therefore to convey to the pupils that each person has their own opinions and ways of looking at things and that there are many ways to represent the same idea. It is important also to avoid comparing pupils and their work.

In this unit the most technically challenging activities are those of drawing a portrait with expression and the representation of a human figure. It is very important not to make judgements here but rather to value each pupil’s work in its own right and as a result of his/her own experience.

Encourage the pupils to observe and work facial features. This will help to enrich their artwork and to boost their confidence in their own ability to create.

3. Cross-curricular links

Arts and Crafts is an area of learning in its own right but also has many cross-curricular links.

English Language: the use of specific and technical vocabulary, descriptions of works of art, colour, textures, materials, sensations, experiences, etc. and the group discussions on techniques and themes.

Mathematics: the use of space, experimentation and arriving to conclusions.

Natural Science: the human body, how we move, etc.

Social Science: the lives and works of artists such as Henri Matisse and their cultural importance. The reinforcement of hygiene and self-care (clean hands).

4. Innovation programmes

Values To highlight the importance of washing hands for healthcare.

5. Suggested distribution of sessions

OuR bODy LET’S DANCE! WhAT A fACE! ThE ALPhAbETLET’S WORk TOGEThER!

CLEAN hANDS

1 session 1 session 1 session 1 session 1 session

The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated. The Let’s work together! session can be extended at the teacher’s discretion.

Teaching programme

Teaching notes

16 Unit 1

Learning standards and outcomes1.1 Understand that a drawing is a representation of

reality.

•Understand that a drawing is not the same as reality through observation, the creation of their own pictures and the explanation of the teacher.


• Identify and differentiate between open and closed lines in Matisse’s paintings.


• Use open and closed lines to draw portraits.


• Adjust their pictures to different formats and learn how to make compositions.


Technique•Drawing.

Resources

► Web link

Let's draw some faces.

http://www.e-sm.net/draw_faces

► Pupil’s book

•Pencils, Pupil's Book, CD-ROM, computer and projector or digital whiteboard.

► More activities

•Magazines

•Web links

Matisse's pictures and other portraits:

www.e-sm.net/Matisse_for_kids

Matisse’s works:

www.e-sm.net/Matisse_works

Warm-up1. Revise the parts of the body the children know. Say

different parts and ask the pupils to move these parts or play a version of the game Simon Says where the pupils follow instructions only if you say please.

2. Ask: Which parts of our body do we use as we move? What happens when we move? In how many ways can we move? You could make a list of all the different ways as the pupils say them.

3. Ask pupils to think about what happens when they are tired. How do we move then? Organise the pupils into pairs (A and B). Ask A to move as if they were tired, hungry, cold, ill, etc. Ask B to guess how they feel from how they move. Repeat with B moving and A guessing.

Ask which part of our body shows us most about emotions. Use different facial expressions and ask pupils to guess how you are feelings, for example, sad, tired, cross, happy, ill, etc. Watch the presentation Portraits

.

4. Ask the pupils to make expressions (sad, happy, cross, etc.) and to touch the different parts of their face as they do so (chin, forehead, cheeks, mouth, nose, etc.). What do they notice, how does their face change when they laugh, cry, etc? If possible, do this activity in front of a mirror.

5. Explain that some artists can represent different expressions with very few lines. Look together at Matisse’s, Paul Matisse (IV) and Face of a Woman in their books. If possible, look also at these portraits amplified on the computer or interactive white board. Talk about what they can see. How many lines did the artist use? Can they see colours? How do they imagine these people are feeling? Encourage the pupils to listen to and respect the ideas of others as they discuss this.

During the lesson6. Look together at the incomplete faces in the Pupils's

Book. Ask the pupils to tell you what they can see. Play the audio [Track 1] and ask the pupils to point to each face as appropriate. Play it again and stop after each description. Ask questions to make sure the pupils have understood correctly: What do you have to draw on face one? Remind the pupils to show different emotions, for example, sad, tired, cross etc. See the website Let's draw some faces .

Track 1 Face 1: Draw an eye, a big nose and a small mouth. Face 2: Draw long hair, two big eyes, a nose and a big mouth. Face 3: Draw a face, short hair, two small ears, two eyes and a nose. Face 4: Finish the drawing.

7. As they finish, ask pupils to tell you the emotions they have represented or ask them to do this with a partner.

8. As an extension, pupils could do the activity How do the characters feel? .

Wrap-up9. These suggestions could be interesting for the pupils:

• Ask pupils to show their work to the class and talk about how they found the activity. Did you like it? Was it easy/difficult? Have you drawn a portrait before?

• Paint a portrait on A3 paper using tempera paint.

• Pupils can cut out facial features from magazines (eyes, mouths noses, etc.) and create a collage face. This activity could be done individually or in small groups.

10. To think about … Which line is easier for you to draw?

Still Life with a Magnolia by Henri Matisse

17Unit 1

Henri Matisse (Cateau Cambrésis 1869 - Nice 1954): A French artist who used spontaneous gestures in his artwork. He was famous for his use of pure colours and his original ways of using drawing. Matisse is considered to be one of the most innovative artists of the 20th century. He mainly worked with paint but also used drawings, printing and sculpture.

In 1910, Matisse travelled to Spain, where he visited the Museo del Prado in Madrid. His visits to Granada and Seville contributed towards his interest in oriental art.

Teaching notes

18 Unit 1


reality.



• Identify and differentiate between types of lines: open, closed, straight, curved, horizontal and vertical and to use them to draw people and houses.


•Use the different spaces provided in each activity, adjust their pictures to different formats and learn how to make compositions.


Resources

► Pupil’s book

•Coloured pencils, pencils, Pupil's Book, computer and projector or digital whiteboard.

► More activities

•Coloured paper, watercolours.

•Web links

Artwork with a dance theme:

www.e-sm.net/artwork

Easy explanation about figure and background:

www.e-sm.net/shape_and_background

Warm-up 1. Revise the parts of the body. Call out different parts

of the body and ask the pupils to touch them: heads, shoulders, knees and toes.

2. Remind the pupils of all the different ways they moved their faces in the last lesson. Ask them to look happy, sad, cross, etc. Ask how they can show their feelings by moving all their body. Talk about dance. Do they like to dance? Where do they dance? How do they feel when they dance?

3. To help pupils observe how we move when we dance play the game of Statues. Play music and ask half the class to dance and make a statue when you stop the music while the other half watches. Then change over.

4. If possible, project images of artwork with a dance theme (see websites above) on the computer or interactive whiteboard.

During the lesson5. Look at the pictures of the boy and the two outlines of

children in their books. What are they doing? How are they moving their arms, legs, heads? Ask the pupils to tell a partner where the children could be (at a party, in the country, in the gym, etc.).

6. Ask the pupils to complete the pictures in their book using pencils and coloured pencils. Talk about adding facial features to show emotions as in the previous lesson. Ask the pupils if they have any questions about the activity before they start.

Dance Class at the Opera by Edgar Degas


• Ask the pupils to show each other their pictures. Can you guess how the children are feeling and where they are?

• Extend the activity by adding small pieces of coloured paper to the background or painting it with watercolours.

• Ask pupils to work in groups of four or five. One of them lies down on a large piece of paper and the others draw around them. All of the group then colours the outline and the background with wax crayons or tempera paint.

• Go outside and work in pairs to draw around each other with coloured chalks. Take photographs of this activity to use as a talking point afterwards.

8. To think about … Keep in mind the enjoyment of doing something.

19Unit 1

Teaching notes

20 Unit 1

Learning standards and outcomes2.1 Differentiate between an open and a closed line.


•Use open and closed lines to draw portraits.

2.3 Identify horizontal and vertical lines in a composition.


3.1 Distinguish the difference between geometrical shapes.

•Distinguish between geometrical shapes such as squares and circles and use them in their compositions.



•Observe and create using digital tools.

Technique•Cutting and sticking.

Resources

► Pupil’s Book

•Scissors, glue and cut-out page, Pupil's Book, computer and projector or digital whiteboard.

► More activities

•Camera and different objects.

•Web link

Portraits by Hanoch Piven.

www.e-sm.net/Hanoch_Piven

21Unit 1

Warm-up1. Review the parts of the face: say different facial

features and ask the pupils to touch them as quickly as they can: ears, eyes, mouth, nose, forehead, hair, etc.

2. Ask the pupils if they know what a self-portrait is. The following definition can be given: A representation of oneself in the form of a drawing, a painting, a sculpture, a photograph or using everyday objects.

3. Look together at the Pupils's Book and ask: What are these self-portraits made of? Do we use these objects everyday? Do you have pegs in your house? What are they made of? Are they cheap or expensive?

During the lesson4. Explain what a line is and what types of lines there

are. A line is made up of infinite points. There are different types of lines:

- Straight line: when all its points follow the same direction.

- Curved line: when its points don't follow the same direction but create a feeling of continuity.

- Closed line: when its endpoints connect.

- Open line: when its endpoints don't connect.

- Depending on their position and direction in space, lines can be horizontal, vertical or oblique.

5. When pupils have revised the type of lines, encourage them to draw faces with a pencil using different types of lines. Ask them to explain which they like the most.

6. Ask the pupils to make their composition in the Pupil's Book.

7. When they finish, ask them to do the activity Create your self-portrait .


• Show the finished work and encourage the pupils to talk about how each one is different. Tell them that even if they use the same type of lines, the expression of the portraits can change.

• Ask the pupils to work in pairs and make portraits of each other.

• Ask pupils to bring in objects from home, or use objects from their pencil cases, to make portraits. Take photographs of their work to show later on the computer or digital whiteboard.

• Look for information about Hanoch Piven (web link in resources) and other artists who use everyday objects in their work.

9. Think about... Do you think there exist two identical faces? Why?

Teaching notes

22 Unit 1


reality.



• Use the different spaces provided in each activity, adjust their pictures to different formats and learn how to make compositions.

Technique•Drawing and collage.

Resources

► Pupil's Book

• Felt-tip pens, coloured papers and glue, Pupil's Book, computer and projector or digital whiteboard.

► More activities

•Camera.

•Web links

The Gentleman by Joan Miró.

www.e-sm.net/Gentleman_Miro

Video of a human alphabet.

www.e-sm.net/human_alphabet

23Unit 1

Warm-up1. Look at the letters L and S together in the Pupils's

Book. Ask: Which parts of the body can you see? What are they made of? Remind the pupils of the everyday objects used in the portraits in the previous lesson.

2. Ask the pupils to think of ways to change the letter A into a portrait: What can you add? How can you represent hands and feet?

3. Ask: Who has a name that begins with A? Call out the letters of the alphabet and ask pupils to stand up when you say the first letter of their name. Play the game I spy with pupils, for example, I spy with my little eye a girl whose name begins with C.

4. Look at The Gentleman (1924) by Joan Miro (web link in resources)

During the lesson5. Say your name and list things that begin with the

same letter, for example, María, mouth, mountain, moon, monkey, etc. Ask a pupil to come out and help them to do the same, for example, Ana, ant, apple, ambulance, etc.

6. Tell the pupils to work in pairs to say things that begin with the first letter of their name. Talk about the letter sounds that are very different in English and in Spanish, for example, G, J. Pupils whose names begin with these sounds may need more help.

The pupils will need coloured paper, coloured pencils and glue. Organise the class into groups that share the material and talk about the importance of cooperating and helping each other.


• Show the finished alphabet people. How is each one the same/different?

• Give each pupil a sheet of paper with their initial and ask them to change it into an alphabet person (as they did with the letter A). If their name begins with A ask them to tell you another letter, for example, the first letter of a friend’s name. Display the letters in alphabetical order.

• Look at the video of a human alphabet (web link in resources) and do some of the proposed ideas. Take photographs to show later in the class.

• Show artworks where letters of the alphabet appear. For example, A by Antoni Tápies.

A by Antoni Tápies

Teaching notes

24 Unit 1


reality.




• Use the different spaces provided in each activity, adjust their pictures to different formats and learn how to make compositions.

5.1 Create using simple 2D and 3D shapes.

• Distinguish between 2D and 3D representation and to apply this to the creation of posters.


• Observe and create based on observation.

Technique•Drawing, cutting and glueing.

Resources

► Pupil's Book

•Cut-outs, scissors, card and glue, coloured pencils, Pupil's Book, CD-ROM, computer and projector or digital whiteboard.

► More activities

•Web link

Video of how to wash your hands.

www.e-sm.net/hand_washing

25Unit 1

Warm-up1. Explain that in this last activity they are going to

create a poster to show how important it is to wash your hands. Introduce the activity asking about the daily self-care activities: How do we look after our bodies? What do we need to do? Eat healthy, drink water, do exercise, rest, keep clean, etc.

2. Ask: When should we wash our hands? How do we wash them? You can use the video of how to wash your hands (web link in resources).

3. Look at the Pupils's Book together. Explain that each pupil is going to draw a picture inside the hand cut-out related to the theme of how we wash our hands. Ask pupils to talk to each other about when they wash their hands throughout the day. Write a list on a paper of the times they say that they do.

4. Pupils can draw a picture on both sides of the cut-out. Give them ideas of how to draw their hands, for example, dirty after eating their snack, clean after washing, dirty after painting, clean after the shower, etc.

During the lesson5. Ask the pupils if they have any questions about the

activity and what they have to do. Use the activity Clean hands .

6. As the pupils finish cutting and colouring their hands, go around and help them fit and glue their cut-outs onto the poster.

Think of a message together to write in the middle of the poster to convey the importance of washing our hands. Encourage the pupils to listen to the ideas of others.


• Stick the poster in or near the toilets showing how to wash their hands correctly.

• If possible, record short videos of pupils washing their hands correctly to show to other classes.

• Ask the pupils to think of any other situation when we should wash our hands.

8. Think about ... What would happen if we didn't wash our hands?

Hygiene habit∫ are in your hand∫.

Teaching notes

26 Unit 2

At home

The main objective of this unit is to develop observational skills and artistic expression. Pupils will consider different ways to depict the family and the home, placing special emphasis on their own environment. They will be introduced to the work of different artists who have represented these themes in their artwork. Pupils will express themselves by drawing the rooms in their house and their family members. They will create a room using a collage, and will transform houses and work with 3D to create a living room, a family photo, a room, a fun house, and will also express feelings, ideas and values. The final activity in the unit aims to convey the importance of the family by recreating a neighbourhood using recycled materials.

The activities covered will provide the pupils with opportunities to use their imagination and to practise drawing and colouring as well as to work in 3D. The pupils will therefore be presented with various possibilities to develop their creative skills.

2

Activity. A family neighbourhood

Let's practise. Design your own room.

27Unit 2

Pupil's resources at www.smsaviadigital.com

Teacher's resources at www.smconectados.com

Digital resources

Unit resources

Digital resources

Let's discover arts. Living room

Web link. A tour of the MuseumPresentation. The family of Carlos IV

Family PortraitsFrancisco de Goya

6. At Home

Using coloured paper to personify a letter of the alphabet

9. Fun Houses!

Primary colours Using cut-outs to create a room

8. My Bedroom

Designing and creating a posterThe importance of ... the family

10. Let's work together! A family neighbourhood

Drawing family members

7. A Big Family!

At Home

Tin cans

Teaching programme

28 Unit 2

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OUTCOMES

Fixed images: photography and drawing

1. Identify how reality is represented in photographs and drawings, and value the different grade of iconicity between them.

1.1 Understand that a drawing is a representation of reality.


•Draw their family from a photograph and compare the level of iconicity between their drawing and the realism of the photograph. Worksheets 6

•Draw furniture from photographs. Worksheet 6

Types of lines: closed/open, straight/curved, horizontal/vertical

2. Identify and differentiate between types of lines and reproduce them.

2.1 Differentiate between an open and a closed line.



(Cultural awareness and expression, Mathematical competence and basic competence in Science and Technology)

•Identify and differentiate between types of lines: open, closed, straight, curved, horizontal and vertical and use them to draw people and houses. Worksheets 7, 9

UNIT AIMS COMPETENCES

1. Experiment with the lines that delimit a shape by drawing their family and home for expressive and communicative purposes.

2. Be aware of different techniques for constructing a collage using images.

3. Transform a given image creatively.

4. Work in 3D.

5. Recognise the family and home as part of their environment, and value their artistic, expression and communicative possibilities.

6. Be aware of different movements and professions related to artistic expression.

7. Participate in collaborative projects related to the family and the neighbourhood.

8. Use IT to gather information about artistic movements and to learn about and experience new artistic techniques and concepts.

Cultural awareness and expression (Unit aims 1, 2, 3, 4, 5, 6, 7, 8)

Sense of initiative and entrepreneurial spirit (Unit aims 7, 8)

Mathematical competence and basic competence in Science and Technology (Unit aims 4)

Competence in learning to learn (Unit aims 1, 2, 3, 4, 6, 7, 8)

Linguistic communication (Unit aims 7)

Social and civic competence (Unit aims 5, 6, 7)

Digital competence (Unit aims 8)

Teaching programme

29Unit 2

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OUTCOMES

Geometrical figures: circle/square, triangle and rectangle

3. Recognize geometrical figures (circle, square, rectangle and triangle), draw them freehand and use them to create simple figurative or abstract compositions.

3.1 Distinguish between geometrical shapes.


•Recognize geometrical shapes (circle, square, rectangle and triangle) and reproduce them freehand when drawing a house. Worksheet 10

Composition: the use of space 4. Adapt pictures to different formats. 4.1 Make coherent use of the space provided when drawing their pictures.




•Use the space provided and adjust the pictures and figures they have cut out to different given formats. Worksheet 7, 8.

The identification of colour:Techniques and materials: coloured pencils

5. Recognize different tones and identify variations in light between them.

5.1 Name orally and in written form the different colours displayed to them.

5.2. Distinguish changes in the quality of light between different colours and match them with colour tones.

(Cultural awareness and expres-sion)

5.3. Use coloured pencils in their artwork and appreciate their graphic possibilities.

(Social and civic competence, Com-petence in learning to learn)

•Identify the colours red, blue and yellow and use them in creating a room. Worksheet 8

•Use coloured pencils to draw a room and a house. Worksheets 8 and 9

From 2D to 3D 6. Differentiate between a 2D and a 3D representation of shapes.

6.1 Create simple 3D shapes from 2D shapes.

(Cultural awareness and expres-sion)

•Recreate a neighbourhood, using recycled paper to create an idea of volume. Worksheet 10

The digital image: the creation of simple images

7. Use simple computer programs. 7.1 Use simple computer programs to observe and create artwork.

(Digital competence, Competence in learning to learn)

•Observe and create using digital tools. Worksheet 10

•Create based on observation. Worksheets 10

30 Unit 2

Methodological suggestions

1. Previous knowledge

Pupils will need to know the following basic concepts in order to work successfully in this unit: colours, what a portrait is and the concepts of figure and background in an image, covered in the previous unit.

Before starting this unit, find out what knowledge and experiences the pupils already have in this area. Once you know the concepts they have already acquired, you can build on this to enhance the pupils' learning.

Possible questions to ask could be:

What is a family portrait? Have you ever seen a portrait? Whose family was it? How many people were in the portrait? Where was the family, inside a house or outside? What is there inside a house? What is there inside a room? Have you ever drawn a fun house? What was it like?

2. Possible areas of difficulty

If the theme is introduced in a meaningful and interesting way, pupils should participate enthusiastically and the activities should provide a stimulating challenge. Help pupils overcome technical difficulties or a lack of confidence in their own abilities if they can not achieve what they set out to do.

It is important to convey to the pupils that each person has their own opinions and ways of looking at things and that there are many ways to represent the same idea. In the same way, avoid comparing pupils and their work, and value the creations of each individual pupil.

In this unit the most technically challenging activities involve drawing the inside of a living room, recreating their own room with cut outs and the collaborative project about neighbourhoods, where the teacher should help pupils to find the correct size paper to cover the tin can.

3. Cross-curricular links

Arts and Crafts is an area of learning in its own right but also has many cross curricular links.

English Language: the use of specific and technical vocabulary, descriptions of works of art, colour, sensations, experiences, etc. and the group discussions about their family and home, their environment, their room, the neighbourhood, etc.

Mathematics: the use of a given space, making compositions with images and coming to conclusions.

Social Science: the lives and works of artists such as Francisco de Goya and their cultural importance, the reinforcement of values, and the importance of the family. The following areas are covered: the family, the home, the neighbourhood, etc.

4. Innovation programs

Values To understand the importance of our families in our lives.

5. Suggested distribution of sessions

AT HOME A BIG FAMILy! My BEDROOM FUN HOUSESLET’S wORk TOGETHER!

A FAMILy NEIGHBOURHOOD

1 session 1 session 1 session 1 session 1 session

The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated. The Let’s work together! session can be extended, at the teacher’s discretion.

Teaching programme

● Oral presentations

● Comprehensive listening

● Creative writing

● Debate

VERBAL-LINGUISTIC

MULTIPLE INTELLIGENCES

● Creating sequences

LOGICAL MATHEMATICAL

● Music activities linked to movement

MUSICAL

● Analysing artworks

● Creating artworks

● Creating murals

● Reading and interpreting images

● Designing and decorating spaces

● Games based on building objects and models

VISUAL-ESPATIAL

● Self-awareness

● Think about their own feelings and emotions

INTRAPERSONAL

● Identifying other people’s feelings

● Creative group projects

INTERPERSONAL

● Creating project linked to the environment

NATURALISTIC

● Hands-on activities that involve handling and experimenting with objects

● Body language

BODILY-KINESTHETIC

Multiple intelligences

31Unit 2

32 Unit 2


reality.

•Draw their family from a photograph and compare the level of iconicity between their drawing and the realism of the photograph.

•Draw furniture from photographs.

7.1 Use simple computer programs to observe and create artwork.

•Observe and create using digital tools.


Resources ► Web link

•A tour of the Museum

http://www.e-sm.net/museum_romant

► Pupil’s Book

•Pencils, Pupil’s Book, CD-ROM, computer and projector or digital whiteboard.

► More activities

•Web link

Description of the painting The Family of Charles IV

http://www.e-sm.net/The_Family_of_Carlos_IV

Warm-up1. As this unit covers two areas, the family and the

home, you could start the session by asking the pupils questions such as:

Who is in your family? Do you have brothers and sisters? Are they older or younger than you? Do you have any photos of your family? Do you have photos of your mother and/or your father? When you look at these photos what clothes are they wearing? Can you see furniture? What are the houses, cars like in the photos? What changes can you see?

What is the furniture like in your house? What is it made of? What colour is it? What kind of decoration do you like?

2. Certain artists have painted portraits of families where you can see part of their living rooms. A good example is Francisco de Goya. Look at the painting The Family of Carlos IV and ask the pupils questions such as:

How many people are there? How many adults and how many children? How are they represented in the painting? Where are they in the painting?

Talk about what they say and encourage the pupils to listen to and respect the ideas of others as they discuss this.

3. Learn more about the people in the painting in the presentation The family of Carlos IV .

4. As the pupils have to draw the room in the painting The Family of Carlos IV it could be useful to talk about their sitting rooms and what is in them, and compare them with how they imagine the room in the painting.

5. Go to the web link A tour of the Museum to see what how the rooms and furniture were like in a wealthy household in the 18th century.

During the lesson6. Look at the painting on page 6 together. Ask the

pupils to tell you what they can see. Play the audio [Track 2] and ask the pupils to listen carefully. Play it again and ask questions to make sure the pupils have understood correctly: Where is mum sitting? Is dad watching the television? Who is playing a board game?

Track 2Mum is sitting on the sofa.Dad is reading a book.The brother and the sister are playing a board game.

Pupils draw a living room and draw the family in it. As they finish, ask pupils to tell you about the room they have drawn or ask them to do this with a partner.

7. Reinforce the contents doing the activity Living room .


• Ask them to show their work to the class and talk about the activity. Did they enjoy it? Was it easy/difficult?

• Ask them to draw a portrait of their family in the sitting room of their house on a piece of A3 paper.

• Print photos of a family in black and white, ask the pupils to cut out the family members, stick them on a sheet of paper and use wax crayons to draw the background they would like for the family.

9. To think about … Ask the pupils: Why did you choose that furniture for the family? Was the number of people in the family important? Did you think about the period they lived in or what their clothes were like?

Francisco de Goya: (Fuendetodos 1746 – Bourdeaux 1828): A Spanish painter who was the most important artist in Europe of his time and who greatly influenced the way painting evolved (his later works are considered to anticipate Impressionism).

Goya was the Court Painter for Charles IV, and in 1799 he painted the famous portrait of The Family of Charles IV which is considered to be one of his masterpieces. It is an official portrait in which the artist depicted the subjects of the painting with great realism.

The Painter Francisco de Goya by Vicente López

33Unit 2

Teaching notes

34 Unit 2

Learning standards and outcomes2.2 Draw open and closed lines according to the meaning

attached to them.

• Identify and differentiate between types of lines: open, closed, straight, curved, horizontal and vertical and use them to draw people and houses.

4.1 Make coherent use of the space provided when drawing their pictures.


• Use the space provided and adjust the pictures and figures they have cut out to different given formats.


Resources

► Pupil's Book

•Coloured pencils, pencils, pencil sharpeners, felt-tip pens, Pupil’s Book, computer and projector or digital whiteboard.

► More activities

•Web links

Russian dolls

http://www.e-sm.net/Matryoshka_doll

A different kind of family

http://www.e-sm.net/svpl1ep13

Warm-up 1. In the previous lesson we looked at the physical space

where the family were represented in the painting The Family of Charles IV. Start this activity by asking the pupils to look at the picture of the family and ask them questions about what they see: Who is in this family? Can you see any children? What is dad/mum doing? Who is holding a cat? Who is the oldest/youngest? What does the little girl have?

2. Ask the pupils to look at the bodies of the family members. Are they represented in the same way as in the painting of the king and his family from the last lesson? Do the bodies of the people in the painting look like their bodies? Do the pictures remind them of anything? Talk about how the legs, feet, arms and hands are represented. Explain that in this activity they are going to learn to draw a person inside an outline, copying the examples and creating two new family members.

3. As the title of the worksheet is A big family, you could ask who makes up a family. Who could the two new members be? Talk together about possible family members, other grandparents, uncles, aunts, cousins, etc. This could be a good moment to talk about different kinds of families in a positive way if you feel this is appropriate for your particular group of pupils.

During the lesson4. Before the pupils start to work it is important to ask if

they have any questions and remind them to think about what they want to draw before they start the activity.

5. Remind the pupils of the first unit of this book where they worked on the human body. This will help them see how they are adding to their skills and relating what they already know to new concepts (this is difficult for the pupils to realise without the teacher’s input).

6. Suggest to the pupils that they paint a background for the family first.


• Show the pupil’s pictures and talk about them together. Encourage the pupils to take turns and respect each other’s work and opinions.

• Create a background using a different technique, for example, a paper collage or with wax crayons.

• Pupils can draw their own family using this style. They can cut them out and stick them on a photograph of a landscape.

• Look at images of other families and talk about who is who.

• Find images of Russian dolls on the Internet and stick photos of faces of their own family members on them.

8. To think about … Ask the pupils: How is your picture different from that of your classmates? How is it similar? Did you like this activity? Why/why not? Did you learn anything you did not know before? Can you remember the name of the dolls we looked at? Can you think of another way to draw a family?

35Unit 2

Teaching notes

36 Unit 2

Learning standards and outcomes4.1 Make coherent use of the space provided when

drawing their pictures.


• Use the space provided and adjust the pictures and figures they have cut out to different given formats.

5.1 Name orally and in written form the different colours displayed to them.

5.2 Distinguish changes in the quality of light between different colours and match them with colour tones.

• Identify the colours red, blue and yellow and use them in creating a room.


• Observe and create using digital tools.

Technique•Cut and stick.

Resources

► Pupil's book

•Scissors glue and cut-out page, wax crayons or coloured pencils (red, yellow and blue), Pupil’s Book, computer and projector or digital whiteboard.

► More activities

•Photos of their bedrooms printed in black and white.

•Web link

Paper houses

http://www.e-sm.net/Paper_houses

37Unit 2

Warm-up1. To begin this activity, ask what we can usually see in a

bedroom, for example, table, toys, bedside table, bed, wardrobe, drawers, chair, bookshelves, carpet, posters, etc:

Where do you sleep? Where do you keep your clothes? What do you do in your bedroom? Do you study/listen to music/play?

2. Ask the pupils if they share a bedroom with someone. If they do this will change how the bedroom is arranged.

3. In this activity pupils will use the primary colours: red, yellow and blue. If you wish to, tell the pupils they can use other colours for certain agreed elements, for example, the background. This way they will think about how to use colours to their own taste.

4. Tell the pupils about your bedroom and what furniture you have in it. Ask them to work with a friend and take turns to tell each other about their bedrooms. Encourage them to ask questions. Do you share a bedroom? Do you have a window? Where do you keep your clothes in your bedroom?

During the lesson5. Talk about what could be best: to colour the cut-outs

before cutting them out or afterwards. It is advisable to cut out the objects after colouring them and then arrange them and observe the result before choosing how to colour the background.

6. Ask the pupils to look at the cut outs and the pictures already on the page and to think about the different possibilities for arranging the objects. Encourage them to move the cut-outs around within the space on the page. What would look best? What do you want to add? What is important in a bedroom?

7. Once the pupils are sure of how they want to arrange the cut outs ask them to stick them in the space available and then draw the background and more objects they would like to have in their room.

8. Reinforce the contents doing the activity Design your own room .


• Ask pupils to take a photo of their bedroom and make a copy of this in black and white. Ask them to draw objects on the photo.

• Another idea could be to make a collage: cut out and stick objects onto the photograph of their room.

• A group project could be to work together to make a model bedroom. To do this you will need to collect small cardboard boxes, for example, recycled perfume boxes to make furniture. When they have finished, each group can arrange their objects in an imaginary bedroom.

10. To think about … Show the pupil’s pictures and talk about them together. Encourage the pupils to take turns and respect each other’s work and opinions. Talk about how each pupil has arranged the same elements in different ways.

Teaching notes

38 Unit 2

Learning standards and outcomes2.2 Draw open and closed lines according to the meaning

attached to them.


• Identify and differentiate between types of lines: open, closed, straight, curved, horizontal and vertical and use them to draw people and houses.

5.3 Use coloured pencils in their artwork and appreciate their graphic possibilities.

•Use coloured pencils to draw a room and a house.

Technique•Drawing and painting.

Resources

► Pupil's Book

•Pencils, coloured pencils, Pupil’s Book, computer and projector or digital whiteboard.

► More activities

•Paintings of houses by famous artists such as Van Gogh o Chagall and architects such as Gaudí.

• Images from Internet with the keywords 'Creative Architecture'.

•Web link

Fun houses

http://www.e-sm.net/svpl1ep16

39Unit 2

Warm-up1. In this activity the pupils will be asked to use their

imagination. Start the lesson by asking them to look at the three houses on the page. Revise the vocabulary for the different parts of a house by asking pupils to tell you about each one, for example, how many windows has the car-house got? What kind of doors has the castle house got? Has the tree house got a chimney? What is special about each house? What name could they give to each one? (A castle-house, a car-house or a nest-house).

2. In this lesson the pupils will create a different kind of creative, colourful house. To make this exercise more meaningful for the pupils ask them to think of a house where they would like to live or play. You could help to explain this and to give them ideas by showing some examples of different homes such as tree houses or houses with creative designs.

3. You could ask who has visited a house that was different and encourage pupils to explain why it was different and if they liked it and why/why not.

During the lesson4. Make sure the pupils have understood what they have

to do in this activity and remind them to think carefully about the kind of house they want to make before starting.

5. Before they start ask them to think of a name for their house, a place where it could be and what would happen inside in order to help them think about the kind of house they want to create.

6. As the title of the lesson implies, it is important that the pupils should enjoy this activity and have fun creating their own houses.


• Show the pupil’s pictures and talk about them together. Encourage the pupils to take turns and respect each other’s work and opinions.

• Look on the Internet for creative architecture. Look at them together and talk about the images.

• Ask pupils to create a house or a building on an A3 sheet of paper using coloured papers, magazines and felt pens.

• Show their work and talk about it. Who do you think lives in this house? Do you like this house for you and your family? What material is this house made of? Is this a house that we could really build and live in?

8. To think about … Ask pupils what they used to draw their houses (their imagination) and how they would have drawn it if they had not seen the models on the page (with strange doors and windows, round roofs, doors put on the other way …). Talk about how it is not only fun to use your imagination but important for designers who need to imagine and create new designs.

Teaching notes

40 Unit 2

Learning standards and outcomes3.1 Distinguish between geometrical shapes.

•Recognize geometrical shapes (circle, square, rectangle and triangle) and reproduce them freehand when drawing a house.

6.1 Create simple 3D shapes from 2D shapes.

• Recreate a neighbourhood, using recycled paper to create an idea of volume.


•Create based on observation.

Technique•Mixed: recycling, cutting, crumpling, drawing and

sticking.

Resources

► Pupil's Book

•Scissors, card, tissue paper, pieces of different kinds of paper, photos of families, stickers, felt pens, glue, tin cans, Pupil’s Book, CD-ROM, computer and projector or digital whiteboard.

► More activities

•Toy figures and a video camera.

41Unit 2

Warm-up1. In the last activity in the unit, pupils will be asked to

talk about and depict how important their family is to them. You could start by asking questions:

Why is your family important? Why is it important to know who is in your family? Why is it important to live in a family? Is everyone in your house part of your family?

2. Talk about the importance of living with people that we love and care for, with people who look after us when we are ill, who feed us, look after us when we are sad and share our happiness and day to day lives. The happiest moments are more fun if we are with the people we love.

Ask questions such as: Is it important to live near our families or people we know? If we can live near our families or friends we can help each other and enjoy leisure time together.

3. You could ask pupils to bring in photos of people that live in their house to stick on the tin cans. Revise previous lessons in this unit, pictures of rooms, houses, family members; all this will help the pupils to carry out this last activity in the unit.

To save time, have all the material prepared beforehand. As this is a group activity, it is important to sit the pupils in small groups so they can share the material. This will also encourage team work and cooperation.

During the lesson4. Make sure the pupils have understood what they have

to do in this activity and remind them to think carefully about the kind of house they want to make before starting. Use the activity A family neighbourhood .

5. Each pupil will need to cut a piece of paper the same size as the tin can. At this point the teacher will need to help them calculate the size of the paper according to the tin can they are covering.

6. Explain that they have to draw windows and a door on the paper and stick photos or draw family members. They can draw details with felt pens and then stick the paper around the tin can.

7. Allow time for the pupils to finish their houses and then give them green tissue paper to make balls for the trees in their neighbourhood scene.

8. Build the neighbourhood together by organising the houses and the trees. Display their neighbourhood and talk about what they have done respecting and listening to each other’s opinions.


• Make the neighbourhood bigger: add a school, a market, shops, a park, streets …

• Add some little toy figures in the neighbourhood as if they lived there and if possible film short videos of the toys ‘walking’ with a narrator explaining: this is the house of the … family, this is the park, etc.

10. To think about … Why was it important that everyone participated in this activity? What would happen if we had not done this all together?

Teaching notes

Documents

Our body - ecat.server.grupo-sm.comecat.server.grupo-sm.com/ecat_Documentos/ESP149391_007062.pdf · composition. 2.4 Create drawings ... figures (circle, square, rectangle and triangle),