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Syllabus. ByME Arts & Crafts Projects 1: Plus pack

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ByME

Arts & Crafts Projects 1 Plus pack

SYLLABUS

Area: Arts & Crafts (English)

Stage: Primary Education

Year 1


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Tasty Textures EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Name fruits and vegetables. Describe different textures. Communicate feelings evoked by an artwork. Talk about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about different categories of foods. Classify food according to its origin: plant or animal. Learn about horizontal and vertical lines. Learn the different parts of the face. Learn and think about health and healthy eating habits and the importance of eating fruits and vegetables as part of a balanced diet. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Find and use information on the artist Giuseppe Arcimboldo. Use the material presented on a website to produce a creative piece of work (Funny Food Face). Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Think about the importance of healthy eating habits. Competence in artistic and cultural awareness (CUL): Learn about the concept of texture in art and how to show it by means of lines, shapes and colours. Recognise what a portrait is. Create different textures in an original creative work of art. Become familiar with a number of artistic techniques such as the use of lines, shapes and colours to create textures. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Classify fruits and vegetables according to their texture. Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Create a collage portrait using fruits and vegetables. Show initiative in creating different textures. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Identify and name fruits and vegetables. Understand the concept of texture. Identify and name textures. Describe the textures of fruits and vegetables. Write the names of the reference textures. Recognise textures in Summer by Giuseppe Arcimboldo. Express an opinion on an artwork.

Presents and identifies fruits and vegetables by name.

LIN, MST

Understands the concept of texture in art. Observes and identifies different textures: hard, soft, rough, smooth.

LIN, MST, CUL, AUT

Observes and identifies different textures in Summer by Giuseppe Arcimboldo.

LIN, MST, CUL, AUT

Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity.

LIN, CUL, LTL, AUT

Studies the artworks that make up our cultural heritage; reflects on and expresses an opinion about them.

LIN, CUL, SOC, LTL, AUT

Use lines, shapes and colours to create textures. Shows texture by means of lines, shapes and colours.

LIN, MAT, MST, CUL, LTL, AUT

Write the names of different textures. Writes the names of different textures. LIN, CUL, AUT

Recognise and use different colours and natural materials to make a print.

Learns about the process of making a print in art. Makes an artistic print using fruits and vegetables.

LIN, MST, CUL, LTL, AUT

Be able to make a collage portrait using fruits and vegetables for the different parts of the face. Use colour creatively and independently by

Learns about space and composition. LIN, MAT, MST, CUL, LTL, AUT

Creates a unique collage portrait. Uses different colours in a personal way.



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applying artistic knowledge. Develops artistic autonomy and creativity. Lays the foundations for understanding the creative process.


Demonstrate awareness of the importance of a healthy diet.

Thinks about the relationship between food and health, and the importance of a balanced, healthy diet which includes fruits and vegetables.

LIN, MST, SOC, LTL

Identify and differentiate between horizontal and vertical lines in a composition. Reproduce horizontal and vertical lines.

Identifies and distinguishes between types of lines: horizontal and vertical.

LIN, MST, LTL

Reproduces horizontal and vertical lines.


Use technology appropriately. Develops basic computer competencies and practises arts and crafts skills online.

LIN, MST, DIG, CUL, LTL, AUT

Create a collage portrait using fruits and vegetables for the different parts of the face. Express creativity.

Makes a collage portrait, applying the concepts and techniques learnt (texture, line, colour, space, shape, etc.).


Practise and express the content learnt in the project, demonstrating comprehension. Express an opinion and evaluate their artwork and that of others.

Contextualises what has been learnt in the project (Talk about art).



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CONCEPTS PROCEDURES ATTITUDES Textures in fruits and vegetables. Read and write about textures.

Recognise different textures. Use lines, shapes and colours to create textures. Describe textures in fruits and vegetables.

Interest in understanding the concept of texture, experimenting and describing textures in fruits and vegetables.

Study and analysis of an original artwork (Summer by Giuseppe Arcimboldo) and analysis of the use of texture. Online information search on the reference work.

Study and analyse an artwork. Identify and differentiate between different textures. Describe the textures of fruits and vegetables. Use technology to support learning.

Curiosity and interest in artistic work. Receptive and positive attitude towards art and expressing emotions and feelings. Motivation and reflection on the use of new technologies.

Expression and creation of textures.

Understand and recognise how textures are created in art. Use colour, lines and geometric shapes to create textures. Complete a drawing creating different textures.

Interest in identifying and creating different textures in an artwork. Enjoyment of painting.

Learning about the artistic printing process in art. Composition: use of colour and natural materials.

Study and recognise how to make a print. Make a print. Work with materials to discover their expressive qualities.

Interest in recognising different forms of artistic expression and how they are created.

Composition: use of space, colour and different materials to create a collage portrait.

Draw and colour a fruit or vegetable, simulating a head. Colour fruits and vegetables. Cut out and glue pictures of fruit, simulating the parts of the face in a collage portrait. Use space appropriately depending on the task

Show curiosity about discovering a new artistic technique. Pay attention to how space is depicted. Use the elements and possibilities of artistic languages spontaneously, giving free rein to the imagination. Explore and use a range of materials and tools (paper, paint, watercolours) to discover their properties and possibilities for use


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presented. in self-expression, communication and leisure. Types of lines: horizontal and vertical.

Read and study several short texts describing the concept of horizontal and vertical lines. Observe and locate lines in the classroom. Draw horizontal and vertical lines to complete drawings.

Interest and curiosity around differentiating between horizontal and vertical lines in an artwork.

Artistic autonomy and creativity (end-of-project task).

Make a collage portrait using fruits and vegetables for the different parts of the face, integrating everything learnt in the project. Express an opinion and evaluate their artwork and that of others (Talk about art).

Express oneself and communicate, using the codes and basic forms of the artistic language learnt, as well as specific techniques. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Value the importance of group work.


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LINGUISTIC CONTENT Language focus Portrait, print. Texture: hard, rough, smooth, soft. Fruit: apple, banana, cherry, grape, kiwi, orange, peach, pear, pineapple, strawberry, tomato, watermelon. Vegetables: aubergine, carrot, lettuce, peas, pepper. Face: cheeks, chin, ears, eyebrows, eyes, mouth, nose. Key structures A (pear) is (hard). I can see (cherries). His (chin) is a (pear). My (nose) is an (orange). VALUES Appreciate the artwork and our cultural heritage; show an interest in studying and responding to the art. Show curiosity and interest in learning and feeling different textures. Value and respect the rules of listening necessary for communication. Make an effort to present activities well and to use materials and school spaces carefully. Understand the importance of following the steps required to produce an artwork.

Reflect on healthy eating habits. METHODOLOGY In this project, pupils will learn about different textures by studying and analysing an original work of art. Pupils will investigate and describe different textures and how they can be shown using lines, shapes and colours. Drawing and creating imaginary textures will foster their creativity, and choosing materials, lines, shapes and colours for the purpose of self-expression, communication and leisure will strengthen their independence. They can study the different textures found in the classroom or their immediate environment. Pupils will work independently to create a collage portrait by colouring/gluing fruit on the parts of the face, stimulating their creativity and fine motor skills. This will teach pupils to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their enjoyment and wellbeing. The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result.


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GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. CROSS-CURRICULAR ITEMS Mathematics: categorise foods in different categories. Classify foods according to their origin: plant/animal. Natural Science: fruit and vegetables. Recognise the importance of eating fruits and vegetables as part of a healthy, balanced diet. Recognise parts of the face. MIXED-ABILITY ACTIVITIES Levelled questions *Indicate the names of fruits and vegetables and identify them in a picture. **Answer questions about the parts of the face and how they are depicted in the reference artwork for the project. ***Express likes and dislikes in relation to fruits and vegetables.

****Give an opinion on and reflect on the title of the work by Giuseppe Arcimboldo (Summer). Fast finishers Make a drawing on A5 paper, showing their favourite food and adding textures using lines, shapes and colours. Create a drawing on a piece of paper by making prints of silhouettes using two or three different fruits or vegetables. Add the neck and shoulders to the creative portrait in the Create section (My portrait). Language reinforcement Invite pupils to name the different textures and describe how to create new textures. Learn new vocabulary for fruits and vegetables, and for groups and categories of food. Display their artwork and encourage reflection and communication around healthy dietary habits. Describe the portraits made by classmates using the structure ‘His/her head is a…’


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Garden Sculptures EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Name two-dimensional geometric (circle, rectangle, square, triangle) or organic shapes and three-dimensional (3D) bodies (forms). Talk about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Identify and distinguish between figures (flat shapes) and bodies (three-dimensional forms). Learn about classifying flat figures and bodies as geometric or organic. Learn to differentiate between and classify living and non-living things. Learn about flowers/plants and their parts. Identify the stages in the life cycle of living things. Learn to take care of plants and animals (living things). Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Find and use information on the artist Yayoi Kusama and her work Flowers that Bloom Tomorrow. Use the material presented on a website to produce a creative piece of work (Free draw). Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Think about taking care of nature and living things in general. Competence in artistic and cultural awareness (CUL): Learn the difference between flat shapes and three-dimensional bodies in art. Become familiar with a number of artistic techniques such as the use of colour, patterns and shapes, textures, space, etc. Learn about symmetry in an artwork. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Make sculptures of living and non-living forms. Create drawings showing the sculptures made. Create a garden sculpture using different materials and a variety of shapes and bodies. Show initiative in creating symmetry and artworks: materials, colours, uniformity, etc. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Identify, name and distinguish between shapes and forms. Understand that the word shape refers to flat figures and the word form refers to three-dimensional objects or bodies. Identify shapes and forms in the sculpture Flowers that Bloom Tomorrow by Yayoi Kusama. Draw or model a variety of figures and bodies to represent objects in the surrounding environment. Express an opinion on an artwork.

Presents, identifies and distinguishes between flat or two-dimensional shapes (geometric and organic) and three-dimensional (3D) bodies (height, width, depth).


Observes and identifies flat shapes and forms in art and living things.


Observes and identifies flat shapes and three-dimensional forms in the sculpture Flowers that Bloom Tomorrow by Yayoi Kusama.


Develops aesthetic sensitivity, creativity and the capacity to enjoy artworks and forms of artistic expression.

LIN, CUL, LTL, AUT



Recognise geometric shapes (circle, rectangle, square, triangle) and draw them to create very simple abstract or figurative drawings.

Learns about classifying flat or two-dimensional shapes/figures as geometric or organic. Locates and identifies geometric or organic shapes.


Creates drawings of living things using geometric and organic shapes.

LIN, MST, CUL, AUT

Recognise three-dimensional forms. Learns about three-dimensional forms: geometric or organic.



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Use modelling skilfully to create a sculpture. Distinguish between the characteristics of living and non-living shapes and forms.

Models a plasticine sculpture of living and non-living things.


Be able to create a garden sculpture using and integrating the knowledge learnt. Use different materials, shapes and forms to express creativity.

Uses geometric and organic shapes and forms, a range of materials and colours to create a garden sculpture.


Develops artistic autonomy and creativity. Lays the foundations for understanding the creative process.

LIN, MST, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT

Demonstrate awareness of and respect for nature. Thinks about taking care of plants and nature. Learns about the parts of plants and their life cycle.

LIN, MST, SOC, LTL

Analyse axial symmetry in different representations of elements from daily life. Make a symmetrical drawing of an element from everyday life.

Learns about symmetry and uniformity.


Create a garden sculpture with plasticine. Express creativity.

Models plasticine to create a garden sculpture using geometric and organic forms.






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CONCEPTS PROCEDURES ATTITUDES

Flat shapes (2D) and forms with dimensions (3D) in art and living things.

Revise vocabulary on geometric shapes. Observe, understand and locate flat or two-dimensional shapes (geometric and organic) and three-dimensional forms. Read texts and revise the vocabulary.

Interest in understanding the concepts and locating flat shapes and three-dimensional forms in the surrounding environment.

Study and analysis of an original work of art, the sculpture Flowers that Bloom Tomorrow by Yayoi Kusama.

Study and analyse a sculpture. Identify and differentiate between shapes and forms in the sculpture.

Curiosity and interest in artistic work. Receptive and positive attitude towards art and expressing emotions and feelings. Appreciation of artworks from different cultures.

Flat geometric shapes (circle, rectangle, square, triangle) and organic shapes.

Locate and recognise different flat shapes: geometric or organic. Create drawings of living and non-living things using geometric and organic shapes.

Interest in making an arts and crafts creation and drawings by contextualising the concepts learnt around geometric (circle, rectangle, square, triangle) and organic shapes using appropriate artistic language.

Three-dimensional forms: geometric or organic.

Model plasticine sculptures of a living thing and a non-living thing. Draw the sculptures modelled.

Interest in using plasticine to create three-dimensional arts and crafts creations and enjoy the activity.

Composition: use of geometric and organic shapes and forms to create a garden sculpture.

Fold, mould, cut and/or colour the materials selected for the arts and crafts creation. Glue the parts together. Add details and decorations to the sculpture. Work with materials to discover their expressive qualities.

Interest in expressing creativity by selecting materials, colours and shapes to create a sculpture, giving free rein to the imagination and creativity, using a variety of the elements and possibilities of artistic languages spontaneously.

Symmetry and uniformity. Read a text about the concept of symmetry. Study and analyse the two identical parts of certain elements.

Curiosity to learn about symmetry and how to achieve it in a drawing or representation.


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Complete drawings working from their axial centre. Revise the parts of a plant and insect.


Use geometric and organic forms to create a sculpture modelled in plasticine, integrating everything learnt in the project. Express an opinion and evaluate their artwork and that of others (Talk about art).



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LINGUISTIC CONTENT Language focus Sculpture, garden. Shapes/flat, shapes/3D. Shapes: circle, rectangle, square, triangle. Geometric shapes/forms; organic shapes/forms. Living things: animals, bee, bird, bush, butterfly, flower, grass, insect, tree. Non-living things: bench, the Sun, watering can. Parts of a flower: flower, leaf, roots, seed, stem. Key structures This is a (form). I can see blue (circles). It’s a living/non-living thing. They are living/non-living things. VALUES Appreciate the artwork and our cultural heritage; show an interest in studying and responding to the art. Show curiosity and interest in learning to differentiate between flat shapes and three-dimensional forms, and between geometric and organic shapes and forms. Understand the importance of following the required steps necessary to produce an artwork.

Value and respect the rules of listening necessary for communication. Make an effort to present activities well and to use materials and school spaces carefully. Learn about living and non-living things. Reflect on their care. METHODOLOGY In this project, pupils will learn about flat shapes and three-dimensional forms by studying and analysing an original work of art. Pupils will investigate shapes and forms through real objects and living things in their surrounding environment – at school, in the garden, at home – and by observing reality using the digital resources for the course. Pupils will explore the physical characteristics of living and non-living things, discovering and experiencing the world around them in an empirical manner. Encourage pupils to internalise the concepts learnt and to express them creatively and originally by making drawings and sculptures. Pupils will work independently to mould sculptures with plasticine and to create living and non-living forms, developing their creativity and fine motor skills. This will teach pupils to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their enjoyment and wellbeing. The final task for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result.


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GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. CROSS-CURRICULAR ITEMS Mathematics: flat shapes/figures (two dimensions) and three-dimensional (3D) forms/bodies. Symmetry. Natural Science: plants and living things: needs, parts of a plant, life cycles of a plant.

MIXED-ABILITY ACTIVITIES Levelled questions *Identify the colours in the sculpture Flowers that Bloom Tomorrow by Yayoi Kusama. **Express the feelings evoked by the sculpture. ***Observe and identify differences between the flower represented by the sculpture and a real flower. ****Express an opinion about the work presented in the project. Fast finishers Make a drawing of a living thing on A5 paper using geometric and organic shapes. Complete the activity on page 7 by drawing a garden in the background. Draw a picture of the sculpture they made and colour it. Language reinforcement Invite pupils to share their modelled sculptures and describe them, contextualising the language learnt. Name geometric shapes. Label the different parts of the plants and animals on page 10.

Syllabus. ByME Arts & Crafts Projects 1 Plus pack

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Colourful Animals EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Name colours and animals. Communicate feelings evoked by an artwork. Talk about one’s own and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn to represent the colours in an organised and circular way based on their shade or tone, classifying colours as primary and secondary (colour wheel). Learn about geometric shapes. Study and learn about nature and animals: different types and groups of animals, parts of animals and their functions, different habitats. Think about the environment and immediate surroundings, respecting and taking care of animals and nature. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Find and use information on the artist Franz Marc. Use a website to practise the project content (Wild animals). Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Think about the environment, animals and protecting their habitats. Competence in artistic and cultural awareness (CUL): Mix and combine primary colours to produce secondary colours. Become familiar with a number of artistic techniques such as the use of colour, patterns and shapes, textures, space, etc. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Create and colour a drawing of a favourite animal. Show initiative in producing colours and making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Identify and name colours and animals. Identify and name primary and secondary colours. Know how to mix primary colours to produce secondary colours. Recognise primary and secondary colours in the Franz Marc painting Little Blue Horse. Express an opinion on an artwork.

Presents and identifies colours based on animals. LIN, MST, CUL Observes, understands and identifies the following art elements: primary and secondary colours.

LIN, MST, CUL, AUT

Observes and identifies primary and secondary colours in the Franz Marc painting Little Blue Horse.



LIN, CUL, LTL, AUT



Mix primary colours to produce secondary colours.

Mixes primary colours to produce secondary colours.


Write colour names.

Writes the names of the colours. LIN, CUL, AUT

Recognise and use different tones of colour and variations in brightness/light.

Recognises different tones and identifies variations in brightness/light.


Draw animals from simple geometric shapes. Identifies geometric shapes based on animals.


Be able to draw an animal using colour.

Learns about space and composition. LIN, MST, CUL, LTL, AUT Uses different colours in a personal way. LIN, MST, CUL, LTL, AUT

Use colour creatively and independently by applying artistic knowledge.

Develops artistic autonomy and creativity. LIN, MST, CUL, LTL, AUT Lays the foundations for understanding the creative process.



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Demonstrate awareness of environmental problems.

Thinks about the environment and respect for animals and their habitats.

LIN, MST, SOC, LTL

Identify the representation of reality in photos and paintings, assessing the different levels of iconicity between them

Identifies reality in photos, learning to associate reality and art. LIN, MST, CUL, LTL Understands that a drawing is a representation of reality. LIN, MST, CUL, LTL Recognises the different levels of iconicity between reality, photography and drawing.


Use technology appropriately. Develops basic computer competencies and practise arts and crafts skills online.

LIN, MST, DIG, CUL, LTL, AUT

Draw an animal and its habitat. Makes drawings based on photos in which the object or reality represented is distinguishable.

LIN, CUL, AUT

Draw an animal and its habitat. Express creativity.

Makes a drawing of an animal applying the concepts and techniques learnt (colour, space, shapes, etc.).






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CONCEPTS PROCEDURES ATTITUDES Colours in art and animals. Mix primary colours to produce secondary

colours. Complete a colour wheel.

Interest in producing secondary colours based on a knowledge of primary colours.

Study and analysis of an original artwork (Little Blue Horse by Franz Marc) and analysis of the primary and secondary colours.

Study and analyse an artwork. Identify and differentiate between primary and secondary colours. Complete a colour wheel.

Receptive and positive attitude towards art and expressing emotions and feelings. Active participation in observation and analysis of artworks.

Identification of colour. Recognise and name different tones and identify variations of light and brightness. Complete a drawing using appropriate colours and tones.

Interest in identifying differences in brightness and light in an artwork. Enjoyment of painting.

Identification of shapes.

Observe, identify and draw animals based on basic geometric shapes. Cut out and glue shapes to create animals.

Interest in observing the connection between shape and representation of figures as an imitation of nature.

Composition: use of colour and space to create a picture of an animal and its habitat.

Draw and paint a very colourful animal. Use space appropriately depending on the task presented. Work with materials to discover their expressive qualities.

Interest in expressing creativity through colour. Pay attention to how space is depicted. Use the elements and possibilities of artistic languages spontaneously, giving free rein to the imagination. Explore and use a range of arts and crafts materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure.

Photography and drawing. Observe reality through photos and drawings, assessing the different levels of iconicity between

Interest and curiosity around noting the different levels of iconicity between the painting and reality.


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them. Use technology to support learning.

Motivation and reflection on the use of new technologies.


Use colour and shapes creatively to make a drawing of a favourite animal, integrating everything learnt in the project. Express an opinion and evaluate their artwork and that of others (Talk about art).



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LINGUISTIC CONTENT Language focus Primary colours: blue, red, yellow. Secondary colours: green, orange, purple. Colour wheel. Animals: bee, bird, cat, fish, horse, ladybird, owl, parrot, snail, snake, sea star, turtle, whale. Key structures (Yellow) and (red) make (orange). The (horse) is (blue). How many (legs) does it have? It has (four) legs. VALUES Appreciate the artwork and our cultural heritage; show an interest in studying and responding to the art. Show curiosity and interest in mixing and producing new colours based on primary colours. Value and respect the rules of listening necessary for communication. Reflect on their artistic creations and those of others. Make an effort to present activities well and to use materials and school spaces carefully.

METHODOLOGY In this project, pupils will learn about colour and the colour wheel by studying and analysing an original work of art. Pupils will investigate mixing and producing colours for themselves, along with different tones of a colour, exploring a range of arts and crafts materials and tools to learn about their properties and possibilities for use in self-expression, communication and leisure. Pupils will work independently to draw, cut out and glue different shapes and create animals, stimulating their creativity and fine motor skills. This will teach pupils to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their enjoyment and wellbeing. The final task for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product.


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CROSS-CURRICULAR ITEMS Mathematics: geometric shapes. Natural Science: animals and nature. MIXED-ABILITY ACTIVITIES Levelled questions *Describe the colours of various objects. **Investigate and explore primary and secondary colours. ***Give an opinion and reflect on colour and creativity. ****Express an opinion about the work presented in the project, Little Blue Horse by Franz Marc. Fast finishers Make a drawing of their favourite animals and practise mixing colours on a sheet of A5 paper. Cut out geometric shapes to create an animal, glue them to a sheet of paper and draw a baby version of that animal. Draw a colour wheel or chromatic circle to practise mixing colours.

Language reinforcement Invite pupils to name the colours and identify their composition. Ask and answer questions with the structure ‘How many…?’


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Shapes at School

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Name different types of lines (straight, curved, wavy, zigzag). Communicate feelings evoked by an artwork. Talk about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn to draw different lines, making shapes with them. Learn about geometric shapes. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Find and use information on the artist Juan Romero. Use a website to identify shapes in the world (Shape hunt). Learn to use a computer to create digital images. Competence in social awareness and citizenship (SOC): Learn and practise rules and norms for classroom behaviour. Value the importance of being part of a social group such as the school or class. Learn about and respect different elements and spaces at school: locations, objects, materials, etc. Understand that taking care of public spaces such as parks and gardens is a shared responsibility. Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Competence in artistic and cultural awareness (CUL): Understand and use lines as an artistic element. Use different artistic techniques such as colour, lines and shapes, etc. to make a collage. Make a paper sculpture of a children’s playground. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Create a collage of the school. Make a paper sculpture. Show initiative in producing colours and making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Identify and name different types of lines. Draw a variety of lines and geometric shapes. Identify lines and shapes in the Juan Romero’s Dawn.

Presents and identifies different types of lines (straight, curved, wavy, zigzag).

LIN, MST, AUT

Learns that lines form geometric shapes. Understands and distinguishes between a line and a shape. Learns that lines are one of the elements of art.

LIN, MST, AUT

Express an opinion on an artwork.

Observes and identifies different types of lines in the work by Juan Romero (Dawn).

LIN, CUL, LTL, AUT


LIN, MAT, CUL, LTL, AUT



Recognise geometric shapes. Use lines and shapes to make artistic creations.

Recognises geometric shapes (circle, rectangle, square, triangle) and uses them in a creative way.


Draws school materials using lines and shapes. LIN, MST, CUL, LTL, AUT

Recognise and use different lines and shapes and the appropriate materials to make a collage.

Makes a collage on a school theme, using lines and geometric shapes.


Be able to make a paper sculpture. Use paper and colour creatively and independently by applying artistic knowledge.

Folds, bends and twists pieces of paper to make a paper sculpture of a children’s playground.

LIN, CUL, LTL, AUT

Develops artistic autonomy and creativity. LIN, MST, CUL, LTL, AUT Lays the foundations for understanding the creative process.



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Show respect for taking care of public spaces. Understands that taking care of public spaces such as parks and gardens is a shared responsibility.

LIN, MST, SOC, LTL

Reproduce lines and shapes using technology appropriately.

Creates shapes and lines on a computer. Develops basic computer competences and practises arts and crafts skills online.

LIN, MST, CD, LTL, AUT





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CONCEPTS PROCEDURES ATTITUDES Lines and shapes in art and at school.

Observe and identify lines and shapes in art and in a real environment such as the school. Trace and draw a variety of lines and geometric shapes.

Interest in understanding the differences between lines and shapes, observing the surrounding world and everyday objects.

Study and analysis of an original artwork (Dawn by Juan Romero) and its use of shapes. Online information search on the reference work.

Study and analyse an artwork. Identify and differentiate between lines and shapes. Use technology to support learning.

Curiosity and interest in artistic work. Receptive and positive attitude towards art and expressing emotions and feelings. Motivation and reflection on the use of new technologies.

Geometric shapes: circle, rectangle, square, triangle.

Draw lines and geometric shapes in an activity, integrating these concepts and the vocabulary for arts and crafts materials and buildings. Draw school materials using lines and shapes.

Interest and initiative in carrying out an activity to integrate the knowledge: lines and shapes. Enjoyment of making drawings in a free and creative way.

Collage of the school. Colour a template with different coloured lines and shapes. Cut out and glue shapes in a free and creative way. Make and describe a collage of the school.

Motivation and interest in free and creative self-expression in making a collage, creating an awareness of this form of artistic expression.

Composition: use of lines and shapes, space, colour and different materials to create a paper sculpture of a children’s playground.

Fold, bend and twist strips of paper. Cut small geometric shapes out of card or sheets of coloured paper. Glue lines and shapes to create a paper sculpture of a children’s playground. Work with materials to discover their expressive

Interest in expressing creativity through colour and shapes. Use the elements and possibilities of artistic languages spontaneously, giving free rein to the imagination. Explore and use a range of materials and tools (paper, paint, watercolours) to discover their properties and possibilities for use in self-expression, communication and leisure.


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qualities. Digital images: create simple drawings and images using a computer.

Create shapes using a computer. Draw straight lines. Move the shapes and lines. Rotate the shapes. Draw curved and wavy lines. Print the drawings. Colour the drawings made on the computer.

Interest in using information technology appropriately to practise arts and craft skills online.


Create a paper sculpture, integrating everything learnt in the project. Associate lines and geometric shapes with their proper definition. Express an opinion and evaluate their artwork and that of others (Talk about art).



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LINGUISTIC CONTENT Language focus Lines: curved, straight, wavy, zigzag. Shapes: circle, rectangle, square, triangle. Colours: blue, green, orange, purple, red, yellow. School materials: coloured pencils, crayons, glue stick, paint, paintbrush, pencil, rubber, scissors. Art actions: cut, colour, draw, glue, paint. Key structures I can see a (circle). It’s (yellow). I can (draw) with a (pencil). I have a (pencil) and (scissors). My playground has a (red circle). VALUES Appreciate the artwork and our cultural heritage; show an interest in studying and responding to the art. Learn to work with materials to discover their expressive qualities. Value and respect the rules of listening necessary for communication. Learn skills and abilities to tackle and solve problems efficiently. Make an effort to present activities well and to use materials and school spaces carefully.

METHODOLOGY In this project, pupils will learn about lines and shapes by studying and analysing an original work of art. Pupils will investigate and locate lines and geometric shapes in their surrounding environment, especially at school and among their possessions, in order to integrate their knowledge. Encourage pupils to create lines and shapes with their own hands in order to produce a paper sculpture. This will enable them to see themselves as the agents of their own education. Pupils will also work independently to fold, bend and twist paper strips, stimulating their creativity and fine motor skills. This will teach pupils to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their enjoyment and wellbeing. Pupils will also learn communication and social skills by interacting with a classmate. The final task for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product.


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CROSS-CURRICULAR ITEMS Mathematics: lines and geometric shapes. Social Science: learn and practise rules and norms for classroom behaviour. Value the importance of being part of a social group such as the school or class. Learn about and respect different elements and spaces at school: locations, objects, materials, etc. Technology: use information technology appropriately to practise arts and craft skills online. MIXED-ABILITY ACTIVITIES Levelled questions *Name the colours in the painting Dawn by Seville artist Juan Romero. **Observe and identify the objects which can be seen in the painting for the project. ***Give an opinion and express feelings about the painting, stating the reasons for these responses. ****Express an opinion about the possibility of living in a town like the one shown in the reference painting, giving reasons for these responses.

Fast finishers Make a drawing with four lines and practise cutting skills and using scissors properly. Draw their school using lines, shapes and colours. Draw a self-portrait, cutting it out and gluing it to the paper sculpture made previously. Language reinforcement Invite pupils to point out lines and geometric shapes in real contexts. Make comparisons between the buildings and elements represented in the Juan Romero painting and the pupils’ own environment. Use structures such as ‘What line can you see?’ and ‘What shapes can you see?’ to contextualise the language learnt. Name school materials. Perform a role play to familiarise pupils with polite ways to ask for materials: ‘Can I borrow a … , please?’ Introduce vocabulary associated with children’s playgrounds: climbing frame, sand pit, slide, swings, etc.


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Dots Everywhere EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Describe the features that make up the foreground, middle ground and background of a landscape. Name natural elements. Communicate feelings evoked by an artwork. Talk about their and classmates’ artwork. Use the syntactic structures There is/There are. Competence in mathematics, science and technology (MST): Learn the concepts of background, middle ground and foreground in order to create depth and space. Learn about natural elements and the landscape and where water is found on Earth. Reflect on the environment and its care. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Find and use information on pointillism in art and some of the people who practised it (Art: Pointillism landscapes). Use the material presented on a website to produce a landscape (Draw landscapes). Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Reflect on the importance of taking care of the environment. Competence in artistic and cultural awareness (CUL): Learn how artists create the illusion of space in their works. Become familiar with a number of artistic techniques such as the use of colour, of dots (pointillism), space and depth, etc. Draw landscapes. Make a picture by applying dots of colour. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Show initiative and creativity in making artistic creations: complete a landscape by creating depth, make a paper collage, paint a landscape with dots, practise drawing natural elements. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES

Understand the concepts of background, middle ground and foreground. Identify depth and space in an artwork. Analyse, describe and identify depth (background, middle ground, foreground) in the landscape created by Henri-Edmond Cross (Sailing Boats at the Seaside). Express an opinion on an artwork.

Presents and identifies arts and crafts elements (background, middle ground, foreground) to explore and express space.

LIN, MST

Understands how space and depth are created in art. LIN, MST, CUL, AUT Identifies and describes a landscape. LIN, MST, CUL, AUT Observes and identifies different planes in the Henri-Edmond Cross painting Sailing Boats at the Seaside.

LIN, MST, CUL, AUT, LTL





Create depth in a landscape using dots and lines, showing background, middle ground and foreground.

Learns about the technical and expressive possibilities of pointillism (very closely spaced dots and lines) combined with colour to create shapes and space (depth).


Describe a landscape. Uses the technique of pointillism; describes the characteristics that create depth in a landscape.

LIN, CUL, LTL, AUT

Draw a landscape integrating the concepts and artistic techniques learnt.

Draws natural elements in a landscape. LIN, MST, CUL, LTL, AUT Learns geographic concepts (hill, mountain, river, lake) and natural elements.

LIN, MST, LTL

Be able to make a paper collage representing a Learns about space and depth. LIN, MST, CUL, LTL


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landscape. Use different planes, colours and dots to create depth creatively and independently by applying artistic knowledge.

Creates a collage: a paper landscape using depth (foreground, middle ground, background), colour and pointillism.


Learns geographical concepts (beach, sea, cliff, river, lake), natural elements and human elements. Develops artistic autonomy and creativity. Lays the foundations for understanding the creative process.


Create a landscape using dots of colour. Use space appropriately to represent different planes of depth.

Draws a landscape and decorates it with coloured dots (pointillism), inspired by the landscape by Henri-Edmond Cross.


Represents depth using a foreground, middle ground and background.


Show respect for and commitment to taking care of the environment.

Reflects on taking care of the environment, encouraging personal responsibility.

LIN, MST, SCS

Recognise and differentiate between different types of lines and copy them. Differentiate between open and closed lines.

Learns that there are open and closed lines. LIN, MST, LTL Creates a composition using different types of lines. LIN, MST, CUL, LTL, AUT

Practise and express the content learnt in the project, demonstrating comprehension. Evaluate and give opinions about their artwork and that of others.




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Space in art: foreground, middle ground, background. Landscapes.

Understand the illusion of depth and space in art through explanations and viewing examples. Identify what a landscape is in art and describe what it shows.

Interest in understanding the concept of depth and space in art.

Study and analysis of an original artwork (Sailing Boats at the Seaside by Henri-Edmond Cross) and analysis of the use of space. Online information search on the reference work.

Study and analysis of an artwork. Identify and differentiate between background, middle ground and foreground. Describe a landscape. Use technology to support learning.

Curiosity and interest in artistic work. Effective participation in analysis of an artwork. Receptive and positive attitude towards art and expressing emotions and feelings. Motivation and reflection on the use of new technologies.

The dot as an element used to create shapes.

Understand and recognise the technique of pointillism: juxtaposing coloured dots and lines to create the illusion of space and brightness. Complete a landscape using dots, lines and appropriate colours to create the illusion of depth. Draw landscapes showing natural elements. Revise geographic concepts.

Interest in identifying and creating different levels of depth in an artwork. Enjoyment of painting. Development of expression and creativity.

Collage. A landscape made out of pieces of paper (foreground, middle ground, background).

Cut out different shapes of paper to represent natural elements for a landscape. Glue on the background, middle ground and foreground.

Interest in making arts and crafts creations using different artistic techniques and materials. Develop fine motor skills by drawing dots and lines. Respect for the artistic creations of classmates, developing


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Add dots and lines to create an aesthetically appealing optical effect of depth. Articulate, describe and compare their and classmates’ collages.

listening and sharing skills.

Composition: use of space (foreground, middle ground and background), and applying coloured dots to create a collage of a landscape.

Draw a landscape of an inland area or coastal area. Add natural and human elements. Apply coloured dots (using cotton buds) to represent depth.

Interest in expressing creativity through colour. Attention to how space is depicted. Use the elements and possibilities of artistic languages spontaneously, giving free rein to the imagination. Exploration and use of a range of materials and tools (paper, paint, watercolours, cotton buds) to discover their properties and possibilities for use in self-expression, communication and leisure.

Types of lines: open and closed. Listen to and understand a text on different types of lines: closed and open. Observe, identify and draw open lines in a drawing. Observe, identify and colour in closed lines in a drawing.

Interest in recognising and using different types of lines in artistic productions.


Look at images of different landscape features. Read and complete sentences indicating the natural element represented in each image. Express an opinion and evaluate their artwork and that of others (Talk about art).



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LINGUISTIC CONTENT Language focus Landscape, dots. Front, middle, back. Beach, hills, lake, mountain, river, sea. Key structures I can see (green, blue and red) dots in the (sea). There is a (river) at the (front). There are (mountains) at the (back). VALUES Appreciate the artwork and our cultural heritage; show an interest in studying and responding to the art. Show curiosity and interest in learning how to create depth in a drawing and how to use dots and lines as an artistic technique to build skills. Value and respect the rules of listening necessary for communication. Make an effort to present activities well and to use materials and school spaces carefully.

METHODOLOGY In this project, pupils will learn about space by studying and analysing an original work of art. The pupils will investigate the idea and the illusion of depth in art, using background, middle ground, foreground and different artistic techniques such as the use of dots and lines and colour (pointillism). Show pupils different famous works of impressionist art for their enjoyment and to integrate what they have learnt in the project. Pupils will work independently to make a collage, draw a landscape and apply dots, stimulating their creativity and fine motor skills. This will teach pupils to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their enjoyment and wellbeing. Have pupils reflect on environmental problems and the need to take care of and respect the environment. Encourage them to develop a positive attitude towards the environment and to think of ways to protect it. The final task for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to


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learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. CROSS-CURRICULAR ITEMS Mathematics: space and depth. Natural Science: landscapes and natural elements. MIXED-ABILITY ACTIVITIES Levelled questions *Answer questions about the dots and colour in the foreground, middle ground and background in the reference artwork for the project. **Express emotions evoked by the painting by Henri-Edmond Cross. ***Express preferences regarding the beach or mountains.

****Express an opinion about the work presented in the project: Sailing Boats at the Seaside by Henri-Edmond Cross. Fast finishers Add natural features and man-made features to the landscapes on page 5. Add more natural and man-made features to the Discover lesson collage. Draw a portrait on a sheet of A5 paper and decorate it with coloured dots. Language reinforcement Practise prepositions: at, in, next to, on, etc. Create original sentences to describe the reference artwork for the project, using the structure There is/There are. Participate in a game to practise and contextualise the language: Is it at the back? Is it in the middle? Is it blue and green? etc. Name and describe natural elements and determine if they are in the foreground, middle ground or background. Revise the concepts of lines and shapes (geometric and organic).


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Sunny Colours EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Name warm and cool colours. Communicate feelings evoked by an artwork. Talk about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn the basic projects of measurement of time: second, minute, hour, day, week and year; as well as morning, afternoon and evening. Learn about the seasons of the year and natural elements. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Find and use information on the artist Antoni Gaudí. Use the material presented on a website to produce a creative piece of work (Colours in seasons). Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Competence in artistic and cultural awareness (CUL): Learn about classifying colours as warm or cool and how they can convey sensations and emotions. Become familiar with a number of artistic techniques such as the use of colour, patterns and shapes, etc. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work. Learn to use different materials creatively to express experiences and ideas and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Show initiative and creativity in making artistic creations: make a tree representing the seasons with pieces of coloured paper. Learn self-expression and communication.


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Identify and name warm and cool colours. Recognises, differentiates between and names cool (green, blue, purple) and warm (orange, red, yellow) colours.

LIN, CUL, LTL

Understand the use of colour in art. Observe and identify warm and cool colours in a mosaic.

Learns how the division of the colours into warm and cool is based on feeling and human experience and is subjective, and can express emotions and states of mind in art.

LIN, CUL, LTL

Use warm and cool colours to show the qualities of day and night.

Learns what a mosaic is and identifies warm and cool colours in it.

LIN, CUL, LTL, AUT

Analyse the colours in a mosaic by Antoni Gaudí (Mosaic Sun), as well as the representation of day and night and the seasons of the year.

Observes and identifies warm and cool colours in an artwork, as well as the quality of time (day and night) and the seasons in a mosaic by Antoni Gaudí (Mosaic Sun).

LIN, MST, CUL, LST, AUT

Express an opinion on an artwork. Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, MAT, CUL, LTL, AUT LIN, CUL, SOC, LTL, AUT

Distinguish between variations of brightness in colours, associating them with their corresponding tones. Use warm and cool colours and their corresponding tones.

Recognises different tones and identifies variations of brightness in them. Colours a mosaic representing day (sun) and night (moon) with appropriate warm and cool colours and their corresponding tones.

LIN, MST, CUL, LTL, AUT LIN, MST, CUL, AUT

Distinguish between different colours and tones to represent the seasons.

Uses warm and cool colours to differentiate between the seasons of the year in art.

LIN, MST, CUL, AUT


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Be able to make an artwork with small pieces of paper.

Uses colours and other artistic materials, such as paper, appropriately to represent the seasons of the year.

Being able to make a collage using warm and cool colours creatively and independently by applying artistic knowledge.

Learns about warm and cool colours and the effects of light. LIN, MST, CUL, LTL Creates a collage, using warm and cool colours in a personal way. LIN, MST, CUL, LTL, AUT

Develops artistic autonomy and creativity. LIN, LTL, AUT Lays the foundations for understanding the creative process. LIN, MST, CUL, LTL, AUT

Analyse and continue a series of symmetrical patterns.

Identifies and continues symmetrical patterns in a modular series.






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CONCEPTS PROCEDURES ATTITUDES Warm and cool colours in art. Understand the difference between warm and

cool colours and how the artist uses them to create emotions. Read a text and identify warm and cool colours in an artwork.

Interest in and attention to classifying warm and cool colours and how they can be used to express emotions and sensations.

Study and analysis of an original artwork (Mosaic Sun by Antoni Gaudí) and the representation of colour. Find information on the reference work and the work of Antoni Gaudí online.

Study and analysis of an artwork. Identify and differentiate between warm and cool colours in a mosaic. Describe a mosaic. Use technology to support learning.

Curiosity and interest in artistic work. Effective participation in analysis of an artwork. Receptive and positive attitude towards art and expressing emotions and feelings. Motivation and reflection on the use of new technologies.

Warm and cool colours. Identification of colour: brightness and tonality.

Oral communication to understand and recognise how brightness works when creating tones of colours and how to mix colours to produce different tones. Colour a sun and moon using warm and cool colours, respectively, to practise the concepts learnt. Colour a landscape in cool tones.

Interest in learning to mix colours to produce different tones.

Colour and the seasons of the year.

Observe and identify symbols and elements which represent the seasons of the year. Colour symbols using the right colour and tone to represent the seasons of the year. Cut out and glue small pieces of paper in

Interest in recognising the colours and tones which are associated with the different seasons of the year in art. Appreciate the natural environment as a source of artistic inspiration.


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appropriate colours to complete the tree with the four seasons.

Composition: use of colour and different materials to create a collage.

Cut out small pieces of paper in different geometric shapes and classify them into warm and cool colours. Glue the pieces of paper onto a plastic plate with the warm colours in the centre and cool ones around the edge. Display the works in the classroom windows so the light shines through them. Work with materials to discover their expressive qualities.

Interest in expressing creativity through colour. Respect fellow classmates’ ideas, experiences and feelings. Use the elements and possibilities of artistic languages spontaneously, giving free rein to the imagination. Explore and use a range of materials and tools (paper, paint, watercolours) to discover their properties and possibilities for use in self-expression, communication and leisure.

Regularity and symmetry. Study and analyse patterns in a series which are repeated symmetrically, creating a modular composition. Follow the sequence of a symmetrical pattern using coloured squares to create a modular composition.

Make close and careful observations to obtain the necessary information to continue a symmetrical sequence.


Create a collage, using warm and cool colours in a personal way, integrating everything learnt in the project. Express an opinion and evaluate their artwork and that of others (Talk about art).



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LINGUISTIC CONTENT Language focus Mosaic. Warm colours: orange, red, yellow. Cool colours: blue, green, purple. Sun/moon, day/night. Seasons: autumn, spring, summer, winter. Key structures Orange is a warm colour. I can see (warm) colours in the (Sun). I prefer (summer). I like playing with my friends. VALUES Appreciate the artwork and our cultural heritage; show an interest in studying and responding to the art. Show curiosity and interest in making a collage using warm and cool colours. Show interest in the creative process. Appreciate the natural environment as a source of artistic inspiration. Value and respect the rules of listening necessary for communication. Make an effort to present activities well and to use materials and school spaces carefully.

METHODOLOGY In this project, pupils will learn to recognise and differentiate between warm and cool colours and how these colours are used in art to express emotions and sensations. Encourage pupils to express their feelings through artworks and to integrate what has been learnt in a direct and individual manner. Use natural elements such as the Sun and Moon or the seasons of the year to incorporate time into this project and explain how to use colour and its tones, intensities and brightness. Have pupils go outside or into their surrounding environment to observe and practise these visual elements. Pupils will work independently to create a tree representing the seasons of the year with pieces of coloured paper, stimulating their creativity and fine motor skills. This will teach pupils to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their enjoyment and wellbeing. The final task for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product.


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CROSS-CURRICULAR ITEMS Mathematics: time and its measurement (seconds, minutes, hours, days, weeks, months, years). Parts of the day (morning, afternoon, evening). Natural Science: nature. The seasons. MIXED-ABILITY ACTIVITIES Levelled questions *Identify whether the colours of the Sun are warm or cool. **Express emotions in relation to sunny days. ***Express a preference regarding sunny or rainy days. ****Express an opinion about Mosaic Sun by Antoni Gaudí. Fast finishers Draw and colour warm-coloured objects and cool-coloured objects on a piece of A5 paper. Write their birth month in large letters and draw images or symbols to represent that part of the year or season, using warm or cool colours appropriately. Make a mosaic of the Moon and the stars. Language reinforcement Revise the vocabulary (warm and cool colours), contextualising what has been learnt in an outdoor activity. Practise the vocabulary related to the different seasons of the year. Write the months of the year. Describe the sequence of symmetrical and geometric patterns created in an activity.

Syllabus. ByMe Arts & Crafts Projects 2: Plus pack

1

ByME


SYLLABUS



Year Two


2

Playful Shapes

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Name lines and shapes. Name parts of the body and the face. Describe an artwork. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about types of lines and geometric shapes. Explore the human body: the body and face, their different elements and characteristics, and how they relate to feelings and emotions. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Find and use information on the artist Pablo Picasso and Abstract art. Use internet resources to practise content from the project (Make your own portrait). Competence in social awareness and citizenship (SOC): Practise collaborative skills in pair and group activities; take on responsibility and cooperate. Competence in artistic and cultural awareness (CUL): Learn to use lines and geometric shapes to make artistic creations. Create an abstract portrait using lines and shapes. Understand and critically evaluate different forms of cultural and artistic expression; begin to learn about artists and their work, such as Pablo Picasso and Abstract art. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Draw an abstract portrait using lines and shapes. Show initiative in producing colours and making artistic creations in general. Learn to express themselves and communicate.


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Identify and name lines and shapes in an artwork. Differentiate various types of lines. Express an opinion about an artwork. Recognise the work of Picasso.

Represents parts of the human body and face using lines and shapes. Identifies and names different types of lines (open, closed, straight, curved, spiral, diagonal, horizontal, vertical, etc.) and geometric shapes (triangle, rectangle, circle, square, pentagon, rhombus). Learns what Abstract art is, in contrast to figurative art.

Observes and identifies lines and shapes in the reference artwork by Pablo Picasso (Girl with Boat). Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, MST, CUL, LTL, AUT LIN, MST, LTL, AUT LIN, CUL, LTL LIN, MST, CUL, SOC, LTL, AUT

Create different parts of the face using a variety of lines, inspired by Picasso. Create a face composition using lines and geometric shapes.

Learns what Abstract art is and how to differentiate it from more figurative art. Understands the different options in using lines to create geometric shapes. Creates a composition using different lines to create different shapes. Learns about the human body and its characteristics.

LIN, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT LIN, MST, LTL, AUT

Use lines and shapes to a draw the human form Draws the human form in different positions using lines and LIN, MST, CUL, LTL, AUT


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in different positions. Draw the human form using different coloured geometric shapes.

geometric shapes to create movement. Draws the human form using geometric shapes.


Create a portrait inspired by Picasso. Uses different lines and geometric shapes to create a portrait.


Draw pictures of toys using geometric shapes. Use a ruler and measure segments. Apply artistic knowledge.

Identifies and uses geometric shapes (triangles, quadrilaterals, circles and squares) in the representation of everyday objects, like toys. Measures segments with a ruler, using the centimetre as the project of measurement. Develops artistic autonomy and creativity.

LIN, MST, CUL, LTL, AUT LIN, MST, LTL, AUT LIN, CUL, LTL, AUT

Practise and communicate the content learnt in the project, demonstrating comprehension. Evaluate and give opinions about their own artwork and that of others.

Contextualises what has been learnt in the project (Talk about art). LIN, MST, CUL, SOC, LTL, AUT


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CONTENTS PROCEDURES ATTITUDES

Lines and shapes in art and the human body.

Locate and identify different lines and geometric shapes in an artwork.

Interest in learning how to create the human form using lines and shapes.

Study and analysis of the reference artwork Girl with Boat by Pablo Picasso.

Revise geometric shapes. Read a short text about an abstract portrait by Pablo Picasso, and how lines and geometric shapes were used to create it. Study and describe an artwork. Identifies and locates lines and shapes in the reference artwork.

Receptive and positive attitude towards art, and expressing emotions and feelings. Active participation in the observation and analysis of artworks. Interest in learning about Abstract art and the work of Pablo Picasso.

Facial features; lines and shapes. Study facial features depicted in a different way; create new ones. Complete portraits using lines and shapes; distinguish between figurative and Abstract art.

Interest in enhancing self-expression and self-knowledge.

The body and movement. Study some drawings and their corresponding corporal representation made up of lines and shapes. Describe what each child is doing in the illustrations. Identifies the joints marked with green dots. Study the drawings of two children made up of geometric shapes. Draw a person using different geometric shapes.

Interest in observing the connection between shapes and the human body. Refine observation and visual analysis skills; apply these to their learning and artistic work.

Composition: the use of lines, shapes and colours to create a portrait.

Produce a portrait inspired by Picasso. Draw a geometric shape for the head. Draws and colours the hair. Draw facial features using different shapes.

Interest in exploring the intuitive and expressive capabilities of the human form. Interest in applying the artistic techniques and processes seen in the project in a creative and personal way.


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Colour the facial features and cut them out. Glue the parts of the face to make an original face.

Use possible artistic language spontaneously, giving free rein to the imagination.

Geometry in art. Observe and identifies different geometric shapes. Use a ruler to trace over a train made up of geometric shapes. Finish a boat using the geometric shapes provided. Choose geometric shapes and use them to draw a toy.

Develop rational organisation and strategies for abstraction in order to complete the drawings. Identify the relationship between mathematics and art.

Revise the content in the project. Talk about art (end-of-project task). Pair work.

Match the senses to the corresponding parts of the face. Use lines and geometric shapes to create an abstract portrait. Match each part of the face to the geometric shape used for the portrait. Compare their portrait with those of their classmates. Finds similarities and differences. Evaluate and give opinions about their own artwork and that of others.

Apply and contextualise the knowledge learnt. Perseverance, focus and discipline when working independently; enhance personal skills and self-awareness. Use codes and basic forms of the artistic language learnt, as well as the techniques and materials, to express themselves and communicate. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Value the importance of shared work and a participatory culture.


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LINGUISTIC CONTENT Language focus Portrait, abstract. Lines: curved, diagonal, horizontal, vertical, wavy, zigzag. Shapes: circle, pentagon, rectangle, rhombus, square, triangle. Colours: blue, green, orange, purple, red, yellow. Parts of the body: arms, feet, hands, head, legs, torso, etc. Key structures I can see (two blue triangles). Her head is a (pentagon). My head is a (square). My mouth is… VALUES Appreciate the artwork and cultural heritage; show an interest in studying and responding to art. Acquire certain practices: visual observation, retention and creative imagination, observation of the environment and artistic work. Show curiosity and interest in using lines and shapes to create the human form. Develop the capacity to be expressive and imaginative. Reflect on their artistic creations and those of others. Develop habits for cleaning, caring for and organising the materials used.

METHODOLOGY By studying and analysing an original artwork, pupils will learn how to use lines and shapes to create a portrait or a human body in this project. Pupils will investigate drawing lines and shapes, as well as using colour to express themselves and create a portrait. Stimulate their imagination and creativity, and encourage pupils to be as original as they like and not feel embarrassed about their abstract creations. Free drawing develops pupils’ expressiveness and spontaneity, strengthens their personality and fosters creativity. Knowing about and enjoying art helps increase self-awareness, enabling pupils to become more familiar with works of art. Pupils will work independently to draw their portraits, fostering observation of the human body, visual analysis and reflection, exploring their intuitive and expressive capabilities in the process. This will teach pupils to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their enjoyment and wellbeing. Organise a workshop in which one pupil poses for the others. This will allow them to learn and later apply their knowledge of anatomical morphology in order to better understand how the human body and its movements are represented. The basic principle is freedom and spontaneity for creative and original self-expression.


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The Geometry in art lesson will enable pupils to learn to develop their own knowledge. It accomplishes this through interaction and by completing activities which require development of certain mathematical and geometrical knowledge, as well as the use of strategies to integrate and internalise this knowledge through artistic expression. The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. CROSS-CURRICULAR ITEMS Mathematics: geometric shapes. Natural Science: the human body and face; the senses.

MIXED-ABILITY ACTIVITIES Levelled questions *Locate the lines and shapes in the portrait for the project: Girl with Boat by Pablo Picasso. **Locate and name colours seen in the triangles in the reference artwork. ***Look at the face depicted in the illustration and compare it with their own face. **** Infer feelings from the portrait and express an opinion. Fast finishers Decorate the background for the portraits on page 5 using colourful lines. Choose one of the figures from page 6 and complete their face and body, and clothing. Draw and colour a portrait of their teacher, applying everything learnt in the project. Language reinforcement Name and write the parts of the body and face. Say and write different physical actions: He’s standing. He’s sitting. She’s jumping. He’s running, etc. Write down all the geometric shapes they know.


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Leafy Textures EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Illustrate different textures. Describe the textures in a painting. Name plants, flowers and their characteristics. Communicate feelings evoked by an artwork. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about types of lines and geometric shapes. Explore and learn about plants: types, needs, parts and characteristics. Learn to take care of nature. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise vocabulary. Find and use information on the artist Vincent van Gogh. Use internet resources to practise content from the project (Colour, draw and paint). Competence in social awareness and citizenship (SOC): Practise collaborative skills in pair and group activities; take on responsibility and cooperate. Reflect on taking care of nature. Competence in artistic and cultural awareness (CUL): Learn to use lines, shapes and colours to create textures. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work, such as Post-Impressionism and Vincent van Gogh. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Draw flowers that have different textures. Create a plant or flower using different types of textured paper. Create a sunflower using tissue paper and other materials. Show initiative in producing colours and making artistic creations in general. Learn to express themselves and communicate.


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Identify and name plant textures in different artworks. Practise different techniques for creating texture in an artwork. Express an opinion about an artwork. Recognise the work of Vincent van Gogh.

Learns an element of visual language: the texture of a surface (hard, soft, smooth, rough, prickly, bumpy, etc.). Recognises methods for depicting texture, such as lines, shapes and colours. Observes and identifies textures in the reference artwork by Vincent van Gogh (Sunflowers). Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies works of art that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, CUL, LTL, AUT LIN, MST, LTL, AUT LIN, CUL, SOC, LTL, AUT

Create different textures for plants and flowers.

Recognises different types of textures found in plants. Creates different textures in an artwork.


Create a flower using different types of textured materials. Experiment with and use different materials creatively.

Uses different types of textured materials to create an artistic flower. Recognises different types of textures: tactile (perceived through touch); visual (perceived through sight and graphic media representation, such as drawing and painting).

LIN, CUL, LTL, AUT LIN, CUL, LTL, AUT

Make a sunflower using tissue paper. Show creativity and purpose in actions.

Creates a sculpture of a sunflower using different textured materials, inspired by the sunflowers of Vincent van Gogh. Creates volume and depicts different objects, transforms materials and creates new three-dimensional forms.

LIN, CUL, LTL, AUT LIN, MST, LTL, AUT

Identify the representation of reality in photos and paintings, assessing the different levels of iconicity between them.

Identifies reality in photos and learns that artists represent reality in different ways. Understands that an illustration is a representation of reality.



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Do two different illustrations of the same photograph. Use technology appropriately.

Recognises the different levels of iconicity between reality, photography and drawing. Produces different drawings based on the same photograph of a plant in which it is clearly distinguishable. Develops basic computer competences and practises arts and crafts skills online.

LIN, CUL, LTL, AUT LIN, CUL, LTL, AUT LIN, DIG, CUL, LTL, AUT



LIN, MST, CUL, SOC, LTL, AUT


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Textures in art. Use lines, figures and textures to create plants. Interest in learning how texture can be created in an artwork to express and elicit a reaction in the viewer.

Study and analysis of the reference artwork Sunflowers by Vincent van Gogh.

Revise the feel and different textures of a surface. Read a short text about the different textures used by Vincent van Gogh in his artworks. Read and trace over the names of different textures found in nature. Identify and locate textures in the reference artwork. Talk about plants and flowers, as well as their different components. Study and describe an artwork. Reflect on nature and how to look after it.

Receptive and positive attitude towards art, and expressing emotions and feelings. Active participation in the observation and analysis of artworks. Interest in learning about Abstract art and the Post-Impressionist work of Vincent van Gogh.

Textures. Observe and match different plant textures to the corresponding drawing. Complete the plant illustrations. Complete the flower illustration with the appropriate textures. Describe different textures.

Interest in learning to create textures by observing nature and their own creations. Refine observation and visual analysis skills; apply these to their learning and artistic work.

Materials and textures. Consult different photos of plants in reference books and on the internet. Research the plants and flowers from class and describe them. Cut up materials of different textures. Cut up materials and glue them to create a flower or plant.

Interest in using different textures to enhance artworks and add different consistencies to them. Enjoyment of researching, finding and using different materials creatively.

Composition: paper sunflowers. Make a paper flower inspired by Vincent van Interest in learning and checking that each texture feels different.


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Gogh. Cut coloured tissue paper into different-sized squares. Fold the paper in half and staple it. Cut the two ends into points. Pull out each piece of paper separately. Crumple the orange paper in the centre. Glue the stem, leaves and seeds. Glue all the flowers created onto a sheet of paper.

Demonstration of autonomy and creativity. Effort and care in producing artistic creations.

Technology in art: photography and drawing.

Study reality through photos and illustrations; assess the different levels of iconicity between them. Use technology to support learning. Use a photo of a plant or flower. Illustrate the photograph in two different ways, one more realistic than the other. Describe the illustrations and explain the styles and differences between them.

Interest and curiosity in noting the different levels of iconicity between illustrations and reality. Enthusiasm and reflection on the use of new technologies.


Study images of plants that represent different types of visual textures. Choose between the two options provided to identify the appropriate adjective that describes the textures in the sentences. Describe the sunflower craft made by pupils, identifying the textures in each part of the flower. Contrast their craft with a classmate’s, looking for similarities and differences.

Apply and contextualise the knowledge learnt. Perseverance, focus and discipline when working independently; enhance personal skills and self-awareness. Use codes and basic forms of the artistic language learnt, as well as the techniques and materials, to express themselves and communicate. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic


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Evaluate and give opinions about their own artwork and that of others.

expression. Value the importance of shared work and a participatory culture.


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LINGUISTIC CONTENT Language focus Texture: bumpy, hard, prickly, rough, smooth, soft. Plants: bamboo, bush, cactus, flower, grass, palm tree, pine tree, tree. Parts of a flower: flower, leaf, roots, seeds, stem. Parts of a tree: trunk, branch, bark, needles. Key structures Is a (rose) (rough)? Yes, it is./No, it isn’t. It feels (smooth). (Sunflowers) are (yellow). They have (seeds). The stem is (prickly). The leaves are… VALUES Appreciate the artwork and cultural heritage; show an interest in studying and responding to art. Acquire certain practices: visual observation, retention and creative imagination, observation of the environment and artistic work. Show interest in learning about different textures and expressive possibilities in an artwork. Understand the importance of following the steps necessary to produce an artwork. Make an effort to present activities well and to use materials and school spaces carefully. Learn about plants and nature; reflect on the importance of looking after them.

METHODOLOGY In this project, pupils will learn how to visually perceive and feel different textures, as well as how to create these textures using different techniques and materials so they can be experienced through touch. All of this is done by studying and analysing an original artwork. Drawing and creating imaginary textures will foster their creativity; choosing materials, lines, shapes and colours for the purpose of self-expression, communication and leisure will strengthen their autonomy. They can study the different textures found in the classroom or in their immediate natural environment. Help them see the relationship between texture and touch, allowing them to check it. Look at the senses so that pupils can see how they are involved in art. Each texture offers a different feeling. By creating textures, we can make an object appear pleasant, repulsive, fragile, heavy, warm, cold, etc. Make pupils aware that choosing appropriate materials for their textures helps reinforce the final effect of their work. Pupils will work independently to create a sunflower craft, stimulating their creativity and fine motor skills. Pupils will learn to handle objects and control them (precision, coordination, control and delicacy in their hand movements). This control will give pupils more confidence in their own artistic works, teaching them to enjoy making them and appreciate how they contribute to their own enjoyment and wellbeing. If possible, take pupils to a natural location so that they can learn about plants and flowers in situ, and experience the concept of texture first-hand. While they have fun and develop their creative, motor (fine motor


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functions) and sensory skills, pupils will integrate everything learnt directly. And more importantly, they will learn to love and take care of nature. Ask them to photograph what they see so that they can later depict these items in different ways and evaluate the different levels of iconicity between them and reality. The final project of each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product.

CROSS-CURRICULAR ITEMS Mathematics: lines and geometric shapes. Natural Science: plants and nature. MIXED-ABILITY ACTIVITIES Levelled questions *Observe and count the number of sunflowers with brown centres in Sunflowers by Vincent van Gogh. **Observe and describe the colours used in the sunflowers in reference artwork. ***Recognise and describe the differences between the sunflowers. ****Give and justify an opinion about the artwork. Fast finishers Add decorative elements to the garden on page 5: grass, insects, etc. Make different shaped rubbings using their plants and crayons. Illustrate the sunflower made out of tissue paper, in a vase sitting on a table. Language reinforcement Name and write all the plants and flowers pupils can remember, along with their different components. Use appropriate structures to describe their creations: It’s a (rose). It has… It feels… They have… The stem is… The leaves are… etc.


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Life in 3D EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Name materials. Say what objects are made of. Describe a sculpture. Talk about their own and their classmates’ artwork. Express an opinion about artworks. Competence in mathematics, science and technology (MST): Learn about forms and three-dimensional objects (height, width, depth). Materials: properties and classification. Reflect on environmental problems and our contribution to solving them by recycling and reusing materials. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use internet resources to practise content from the project (Art to Save the Sea) (Shapes and forms). Find information on recycled art. Competence in social awareness and citizenship (SOC): Practise collaborative skills in pair and group activities; take on responsibility and cooperate. Reflect on environmental matters and their contribution to recycling and reusing materials. Competence in artistic and cultural awareness (CUL): Learn to create three-dimensional sculptures using recyclable materials. Make a puppet out of recyclable materials. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work, such as art that includes recyclable materials. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Make a puppet out of recyclable materials. Show initiative in producing colours and making artistic creations in general. Learn to express themselves and communicate.


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Identify shapes and forms in art and different materials. Know how materials are recycled. Identify and name materials in a sculpture. Distinguish three-dimensionality in an artwork. Express an opinion about an artwork.

Learns that forms are three-dimensional objects with: height, width, depth. Thinks about reusing materials. Observes and identifies shapes in the reference artwork by Angela Haseltine Pozzi (Washed Ashore: Art to Save the Sea). Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, MST, CUL, LTL, AUT LIN, MST, SCS, LTL, AUT LIN, MST, CUL, SOC, LTL, AUT

Transform flat geometric shapes into 3D objects. Transforms flat shapes into 3D forms that have volume. Creates different objects using the shapes provided.


Create a 3D animal (pop-up).

Creates a pop-up or 3D animal. LIN, MST, CUL, LTL, AUT

Create a puppet in the shape of an animal out of recyclable materials.

Uses different recyclable materials and expresses creativity by making a puppet in the shape of an animal. Reflects on marine pollution and environmental problems.


Make a poster about recycling. Uses information and communication technology for educational purposes and to publicise work and ideas: make a poster about recycling using simple drawings and basic text. Develops artistic autonomy and creativity.

LIN, DIG, MST, SOC, CUL, LTL, AUT LIN, CUL, LTL, AUT


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Forms in art and different materials.

Locate and identify shapes in different recyclable materials that make up an artwork.

Interest in learning how to create art from recyclable materials.

Study and analysis of an original artwork : Washed Ashore: Art to Save the Sea by Angela Haseltine Pozzi.

Revise the materials classroom objects are made from to stimulate and practise language. Describe the sculpture and identify the recyclable materials that it consists of. Read a short text about using recyclable materials to create a sculpture. Match words relating to materials to the corresponding images.

Receptive and positive attitude towards art, and expressing emotions and feelings. Active participation in the observation and analysis of artworks. Interest in learning that there are artists who, in addition to creating works and expressing themselves through art, seek to improve the environment through recycling and reusing materials.

Volume; transformation of objects. Observe and name flat geometric shapes. Follow steps to transform shapes into 3D forms. Create different objects from flat geometric shapes.

Interest and initiative in integrating and contextualising the knowledge learnt through carrying out an activity: flat shapes to 3D.

3D illustrations (pop-up). Create a pop-up or 3D animal. Fold the paper. Cut a line in the middle of the sheet to make the animal’s mouth. Fold the cut section to create two triangles. Unfold the triangles and open the paper. Draw an animal and colour it. Glue a piece of coloured card under the paper to create the mouth. Colour the animal’s habitat. Glue the drawing into the pupil’s book.

Interest and enjoyment in making arts and crafts’ creations, as well as following instructions and the steps presented.

Composition: a puppet made out Make a puppet inspired by the work of Angela Interest in applying the artistic techniques and procedures seen in


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of recyclable materials. Haseltine Pozzi using recyclable materials. Decide what animal to make and choose the materials and colours. Cut up scrap paper and glue it to a yoghurt pot or other object. Add elements to create the face. Decorate the animal in different materials. Glue on more details to complete the body.

the project in a creative and personal way. Develop awareness and involvement in environmental matters; start to recycle.

Technology in art. Make a poster on the computer about recycling; practise ICT skills. Draw geometric shapes and forms to replicate bins. Add text. Add colour to the drawing. Change the colour of the text. Discuss the posters made.

Recognise that using ICT in Education not only gives us educational and instructive opportunities, but also research and communicational ones (environmental matters and recycling.


Complete sentences about materials to the corresponding drawings. Make a puppet using recyclable materials; describe the materials used in the process. Act out a conversation with a classmate using the puppets, making presentations. Evaluate and give opinions about their own artwork and that of others.



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LINGUISTIC CONTENT Language focus Recyclable material: rubbish, sculpture. Forms: cone, cube, cylinder, sphere. Materials: glass, fabric, metal, paper, plastic, wood. Key structures It’s a (turtle). It has (four legs). It’s made of (plastic). VALUES Reflect on creating art from waste materials and objects that are commonly considered rubbish or refuse. Learn to work with materials and discover their expressive qualities. Develop the capacity to be expressive and imaginative. Reflect on their artistic creations and those of others. Develop habits for cleaning, caring for and organising the materials used. METHODOLOGY In this project, pupils will learn to create objects with 3D volume by transforming geometric shapes, thereby giving real form to their imagination. Pupils will explore drawing lines and shapes, and transforming flat shapes into three-dimensional forms. Pupils will work independently to create their sculptures and puppets from recyclable materials, exploring their intuitive and expressive

capabilities. This will teach pupils to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their enjoyment and wellbeing. By establishing this link between art and recycling, the aim is to teach the pupils the importance of recycling today, and that if it becomes a daily habit, we can contribute to the preservation of the planet. Working with new Information and Communication Technologies (ICTs) to make a poster about recycling not only fosters the transmission of knowledge, but also trains pupils in certain skills. It stimulates their creativity, experimentation and resource use, as well as their interactivity and cooperation skills. For this reason, it is helpful to use the computer to educate future generations, while also teaching them to adopt a critical approach to its use and abuse. The final project for the project will encourage pupils to select materials and methods to use in their artistic creations, as well as to plan the processes involved – the preparation, work and presentation of the final result. VALUES See recycling as one type of solution to environmental problems; see reusing and reducing consumption at home, school and other places as other options. Show curiosity and interest in learning to differentiate flat shapes from three-dimensional forms, as well as geometric and organic shapes and forms.


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Understand the importance of following the required steps to produce an artwork. Learn to use ICT appropriately. Value and respect rules necessary for communication (listening, taking turns, etc.). Make an effort to present activities well; use the materials and school spaces carefully. Learn about living and non-living things. Reflect on how to look after them. GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. CROSS-CURRICULAR ITEMS Mathematics: shapes and three-dimensional forms. Social Science: recycling used materials to create art and promote taking care of the environment.

Technology in art: make a poster on the computer about recycling; practise ICT skills. MIXED-ABILITY ACTIVITIES Levelled questions *Observe and locate colours in the sculpture Washed Ashore: Art to Save the Sea by Angela Haseltine Pozzi. **Observe and locate shapes in the reference artwork. ***Observe and locate objects on the turtle’s face. ****Identify the title of the sculpture in the lesson and its meaning. Fast finishers Draw different classroom objects made of different materials; try to create the object in 3D. Write sentences associated with advice for looking after their animal’s habitat. Draw and colour the habitat of the animal created and / or decorate it with more recyclable materials. Language reinforcement Represent and write materials; classify them based on their origin (natural or artificial). Represent and write all the geometric shapes they can remember. Make labels for all the animals created by the pupils in a class display.


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Starry Patterns EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Name lines and shapes. Describe an artwork. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Geometric shapes. Sequences. Classification of triangles (isosceles, equilateral and scalene). Learn about the Solar System and its planets. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Find and use information on the traditional patchwork technique for making quilts. Use internet resources to practise content from the project (Textile Art) (Textile Patterns). Research information about the Solar System online. Competence in social awareness and citizenship (SOC): Practise collaborative skills in pair and group activities; take on responsibility and cooperate. Competence in artistic and cultural awareness (CUL): Learn about designs and patterns, using shapes, colours and sequences in both. Understand and critically evaluate different forms of cultural and artistic expression and genres. Learn about textile art and its forms. Learn about quilts and the patchwork technique for making designs out of fabric. Learn how to make a template and about the stencil technique. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Create designs using geometric shapes and colours. Create a template to make a stencil. Create a star using wool and different decorative materials. Show initiative in making artistic creations in general. Learn to express themselves and communicate.


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Identify and complete basic designs with lines, shapes and colours. Recognise the structure of a patchwork quilt. Express an opinion about an artwork.

Recognises that artists use fabrics, patterns and designs for artistic expression. These designs consist of various lines, shapes and colours that are repeated in a sequence. Identifies what a quilt is and recognises its different components. Observes and identifies designs and patterns in the reference artwork: Quilted Coverlet. Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, MST, CUL, LTL, AUT LIN, CUL, SOC, LTL LIN, MST, CUL, SOC, LTL, AUT

Create a design or pattern using geometric shapes and colours in sequences. Complete a circular design.

Identifies that a design or pattern can be a sequence of geometric shapes and colours. Creates an artistic design using geometric shapes and colours.


Create a star design based on a circular template.

Learns the stencil technique. Practises creating a paper template to make a personal, creative design with which to practise the stencil technique.


Make a star using lollipop sticks, wool and decorative materials. Apply artistic knowledge and express creativity.

Uses different materials to make a star. Learns about textile art and its creative potential. Develops artistic autonomy and creativity.

LIN, MST, CUL, LTL, AUT LIN, CUL, SOC, LTL, AUT LIN, CUL, LTL, AUT

Draw triangle compositions using templates. Identifies and classifies triangles based on their sides: isosceles (two LIN, MST, CUL, LTL, AUT


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equal sides), equilateral (three equal sides) and scalene (three different sides). Applies geometry to artistic creations.





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Star-shaped designs and the Solar System.

Recognise and identify different shapes, lines and colours in a star design. Describe an artwork.

Interest in learning different creative designs.

Study and analysis of the reference artwork Quilted Coverlet) from the American school.

Read a short text about artistic creation of designs and patterns for fabrics. Trace over the lines and shapes presented; colour a colour sequence. Study a patchwork quilt; identify the colours and shapes it contains.

Receptive and positive attitude towards genres of art, their creativity and their expressivity. Active participation in the observation and analysis of artworks. Interest in learning about traditional patchwork techniques in quilt making.

Shapes and designs. Study and complete colour sequences in a design that contains geometric shapes. Create a new design using sequences that contain different shapes, lines and colours. Complete a circular design using different shapes and colours. Tape the template to a sheet of paper and make a stencil with the design created. Decorate the sky.

Interest in making creative designs while also enjoying and learning about maths.

Stencil templates. Make a paper template to practise stencilling. Cut out a circle and fold it three times. Cut out the bottom. Cut out shapes on both sides. Open the template and tape it to page. Colour over the stencil template to create the design.

Interest in learning to make a template; learning about stencilling; taking great care when carrying it out.


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Remove the template to reveal the design created. Tape the template to a sheet of paper and colour over it. Decorate the sky.

Composition: make a star out of different materials.

Make a star inspired by textile artists. Glue two sticks in the shape of an ‘X’. Glue another stick in the centre of the ‘X’. Wrap wool around the middle, where the sticks join. Wrap the wool around each stick one by one, going all the way around the star. Continue wrapping the sticks in wool until they are completely covered. Create different patterns using shapes and colours. Decorate the resulting star with beads and decorative materials.

Interest in applying the artistic techniques and processes seen in the project in a creative and individual way. Use possible artistic language spontaneously, giving free rein to the imagination.

Geometry in art. Study a set of triangles and read about their qualities: equilateral, isosceles and scalene. Measure the sides of a set of triangles with a ruler to see their differences. Make triangle templates to practise stencilling; use different shapes and colours to create a mixture of stars.

Develop rational organisation and strategies for abstraction in order to complete the drawings. Identify the relationship between mathematics and art.

Revise the content in the project. Talk about art

Read questions about the Solar System and work out the correct answers. Describe the star created in the final project:

Apply and contextualise the knowledge learnt. Perseverance, focus and discipline when working independently;


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(end-of-project task). Pair work.

colour, materials, designs, etc. Compare their stars with a classmate. Find similarities and differences. Evaluate and give opinions about their own artwork and that of others.

enhance personal skills and self-awareness. Use codes and basic forms of the artistic language learnt, as well as the techniques and materials, to express themselves and communicate. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Value the importance of shared work and a participatory culture.


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LINGUISTIC CONTENT Language focus Textile, fabric. Pattern, repeat. Lines: curved, straight, wavy, zigzag. Shapes: circle, rectangle, rhombus, square, star, triangle. Colours: blue, green, orange, purple, red, yellow. Key structures There are (zigzag lines) and (triangles) in the pattern. My star is (blue, orange and yellow). The pattern is made of (blue circles and yellow stars). VALUES Show curiosity and interest in using lines and shapes to create designs and patterns. Take an interest in and value all forms of artistic expression and genres; not assigning more value to a painting than a picture or design made using fabric. Develop the capacity to be expressive and imaginative. Make an effort to present activities well; use materials and school spaces carefully.

METHODOLOGY In this project, pupils will learn how to use lines, shapes and colours to make designs. They use an original artwork as a model, in this case a patchwork quilt made from pieces of fabric in different shapes and patterns. Pupils will explore creating their own shape and colour sequences, expressing themselves freely and imaginatively. Their imagination and creativity will be stimulated, and they will enjoy drawing while at the same time incorporating mathematical and spatial knowledge with geometry. Have them look around them and locate shapes and designs in their clothing, decorations and in nature. Pupils will learn to make a creative template out of paper or card. This template is then placed on another sheet of paper and coloured over, so that the colour is limited by the template. There are different ways to apply the colour: using a stencil brush (that applies very little paint), foam roller or aerosol to create fine and delicate designs. Pupils will work independently to make a star inspired by textile artists. Show them photos of textile pieces so that they can appreciate and grasp the possibilities of other artistic genres. Allow them to develop their intuitive and expressive capabilities using as many materials as they can. This activity also supports the development of their fine motor skills, helping them increase their precision and coordination. This will teach pupils to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their enjoyment and wellbeing.


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The Geometry in art lesson will enable pupils to learn to develop their own knowledge through interaction and completing activities that require development of certain mathematical and geometrical knowledge, as well as the use of strategies to integrate and internalise this knowledge through artistic expression. The final project for the project will encourage pupils to select materials and methods to use in their artistic creations, as well as to plan the processes involved – the preparation, work and presentation of the final result. GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. CROSS-CURRICULAR ITEMS Mathematics: geometric shapes; sequences; classification of triangles (isosceles, equilateral and scalene). Natural Science: the Solar System. MIXED-ABILITY ACTIVITIES

Levelled questions *Observe and locate coloured geometric shapes around the star in the reference artwork (Quilted Coverlet). **Name the warm and cool colours in the pattern. ***Indicate the brightest colour on the quilt. ****Look at their bed cover at home to see if it contains designs or geometric patterns; describe it. Fast finishers Draw a square on a piece of A5 paper and create a design for a quilt using different colours and geometric shapes. Use the star stencil template they made to create different coloured designs, or switch templates with classmates to make new designs. Draw and colour various designs in pairs, using different shapes and colours. Language reinforcement Write sentences describing designs and patterns: There are… The pattern is made of… etc. Name and write the planets in the Solar System they know. Write and represent colours and geometric shapes.


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Colourful Landscapes EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Describe an artwork: identify the background and foreground. Talk about warm and cool colours, and the feelings they evoke. Describe the weather conditions at the time or in a landscape. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about nature and different weather conditions / phenomena. Reflect on water consumption, and taking care of our natural resources and the environment. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use internet resources to practise content from the project (Rain showers) and research the artist Lisa Graa Jensen. Competence in social awareness and citizenship (SOC): Practise collaborative skills in pair and group activities; take on responsibility and cooperate. Reflect on responsible natural resource consumption and taking care of the environment. Competence in artistic and cultural awareness (CUL): Learn about landscapes in art. Learn about the use of colour and organisation of space to create landscapes. Learn about the use of colour to show weather. Understand the relationship between colour and feelings in art. Learn how to create a comic strip and where they can be found. Understand and critically evaluate different forms of cultural and artistic expression, begin to learn about artists and their work, such as Lisa Graa Jensen. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Draw landscapes that contain different planes. Show weather / weather conditions in a landscape. Create a landscape using torn pieces of paper. Show initiative in using the artistic techniques learnt and expressing creativity Learn to express themselves and communicate.


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Identify objects and their position in space, as well as the colours in a landscape. Practise organising space in a composition to create the illusion of depth. Create a landscape using warm and cool colours. Express an opinion about an artwork.

Identifies landscape as a pictorial genre that depicts natural scenes. Knows about how to create landscapes through using colour and organising space. Recognises that the background of a landscape is located at the top of a flat or two-dimensional composition, and that the foreground is at the bottom. Uses warm and cool colours in a composition. Observes and identifies colours and space in Snowy Peace by Lisa Graa Jensen. Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage and reflects on them.

LIN, CUL, LTL, AUT LIN, MST, CUL, SOC, LTL, AUT

Draw and colour a landscape that shows summer weather conditions or good weather; use warm colours. Know how to use light and dark colours to make clouds.

Differentiates landscapes with different planes with winter (cool) colours from ones with summer (warm). Planes: background, middle ground and foreground.

Uses colour; understands the difference between light and dark colours.

LIN, MST, CUL, LTL, AUT LIN, CUL, LTL, AUT

Use warm and cool colours to depict the weather.

Depicts weather conditions using warm and cool colours. Shows depth in a composition. Differentiates large and small elements in a composition.



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Make a landscape as seen through a window, representing depth and weather conditions; use the appropriate colours to do so. Identify and use different sizes and formats: large, small, horizontal and vertical.

Uses both horizontal and vertical formats.


Make a landscape using pieces of torn paper inspired by the work of Lisa Graa Jensen.

Organises the space in a torn-paper composition. Develops artistic autonomy and creativity.


Recognise a comic strip and know how comic strips are made. Create a comic strip with several drawings in sequence, based on a story told by the teacher.

Understands how a sequence of images or illustrations makes a comic strip. Thinks about water consumption, and taking care of our natural resources and the environment.






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Colour and space in landscapes. Locate and identify colour and space in a landscape.

Interest in learning about landscapes as a pictorial subject.

Study and analysis of the reference artwork Snowy Peace by Lisa Graa Jensen.

Read a short text about space and the illusion of depth in a picture: foreground and background. Observe and locate different light and dark colours; reflect on their emotional impact. Describe and express an opinion about the artwork.

Receptive and positive attitude towards art, and expressing emotions and feelings. Active participation in the observation and analysis of artworks. Internalise the effect of colour on our mood; learn to get to know themselves better. Interest in expressing creativity through colour.

Warm and cool colours. Study a winter landscape with cool tones (blues). Locate the background, middle ground and foreground, and the difference in colour between them. Draw and colour a landscape that contains a background, middle ground and foreground; represent warm weather conditions using warm colours. Draw clouds in a landscape using light and dark colours.

Value landscapes and nature as a source of artistic inspiration. Feel confident in externally expressing feelings and emotions through artistic creations.

Depict weather conditions. Revise features of landscapes. Study examples of how to represent different weather conditions through colour: snow, rain and wind.

Interest in recognising the colours and tones that are associated with the different seasons of the year in art. Value the natural environment as a source of artistic inspiration.

Composition: use of space and colour to create a landscape using torn pieces of paper.

Make a landscape inspired by the artist Lisa Graa Jensen using bits of torn paper.

- Tear strips of coloured card.

Interest in applying the artistic techniques and processes seen in the project in a creative and personal way.


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- Glue pieces of card on the top area of the sheet to create the background.

- Glue pieces of card in the middle section to create the middle ground.

- Glue pieces on the bottom area of the sheet to create the foreground.

- Add elements made out of card that represent different weather conditions.

Use possible artistic language spontaneously, giving free rein to the imagination. Reflection on water consumption, taking care of natures and the environment.

Technology in art: Comic strips. Read a short text about what a comic strip is and where they are found. Observe and describe the frames in a comic strip. Draw a comic strip based on a story, as told by the teacher, and then later write it down.

Develop rational organisation and strategies for abstraction in order to complete the illustrations. Enjoyment and enthusiasm about making a comic strip; express emotion without using words.


Verbal interaction: asking and answering the questions provided to revise the concepts and language worked on in the project. Study illustrations and identify the correct answers. Talk about the landscape created from pieces of card describing each plane, the colours used and the weather conditions depicted. Compare landscapes with a classmate’s. Find similarities and differences. Evaluate and give opinions about their own

Apply and contextualise the knowledge learnt. Perseverance, focus and discipline when working independently; enhance personal skills and self-awareness. Use codes and basic forms of the artistic language learnt, as well as the techniques and materials, to express themselves and communicate. Listen to and respect the opinions of others. Show respect for and interest in different forms of artistic


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artwork and that of others.

expression. Receptive and positive attitude towards genres of art, their creativity and their expressivity. Value the importance of shared work and a participatory culture.


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LINGUISTIC CONTENT Language focus Landscape, illustration. Space: background, bottom, foreground, middle, middle ground, top. Colours: blue, green, orange, purple, red, yellow, cool / warm, dark / light. Features: beach, forest, hill, lake, mountain, plain, plateau, river, valley. Weather: foggy, rainy, snowy, stormy, sunny, windy. Key structures I can see (cool) colours in the (snow). In the foreground, there’s a (forest). In the background, there are (hills). It’s (snowy). VALUES Appreciate the artwork and cultural heritage; show an interest in studying and responding to art. Show curiosity and interest in learning techniques that make is possible to create space and depth; learn to work independently. Recognise the feelings that colours can evoke; learn to observe themselves and discover their inner world. Develop the capacity to be expressive and imaginative. Learn to know and love nature; reflect on our behaviour and responsibility to care for and protect it.

METHODOLOGY In this project, pupils will learn about how to use colour and planes to create landscapes with depth by studying and analysing an original artwork. Pupils will explore how to use colour, the meaning it conveys and how it is able to evoke feelings emotions and reactions in people. This will help the children to get better acquainted with themselves and their classmates. Make the most of any of the lessons in which weather features to talk about environmental matters, water consumption, etc. Arts and crafts are an excellent and creative way to deal with the problematic situations facing society in an educational setting. Pupils will work independently to create their landscapes using torn pieces of paper. This will teach pupils to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their enjoyment and wellbeing. They will also learn to express all of their perceptions and feelings in relation to the different fields of knowledge. The technology lesson will teach pupils resources they can use to create and tell their own stories through image sequences. In addition to using their imagination and creativity, pupils will practise reading comprehension and writing skills. They will enjoy doing this by interpreting images and information that appear in structured codes and are presented in different ways. The final project for the project will encourage pupils to select materials and methods to use in their artistic creations, as well as to plan the processes involved – the preparation, work and presentation of the final result.


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GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. CROSS-CURRICULAR ITEMS Mathematics: geometric shapes. Natural Science: climatology and weather phenomena; nature and natural elements. Technology: how to create a comic strip.

MIXED-ABILITY ACTIVITIES Levelled questions *Observe and describe all of the weather phenomena in Snowy Peace by Lisa Graa Jensen. **Observe and describe the bottom part of the reference artwork. ***Observe and express the emotions evoked by the painting for the project. ****Observe and work out the techniques used by the artist to make the Moon very bright. Fast finishers Draw their favourite weather on a sheet of A5 paper. Draw, cut out and glue an animal in a landscape. Tear and glue natural (trees, flowers, etc.) and man-made (boat, bridge, etc.) elements to the landscape created using bits of card. Language reinforcement Name and write all the natural elements they know: mountain, forest, lake, hill, river, valley, tree, tree branches, sea, land, air, water, etc. Name and write all the weather conditions and weather-related words. Express emotions and describe the colours associated with them.


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Symmetrical Streets EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Name different lines and shapes. Talk about shared spaces and public services for residents. Refer to location when describing a city. Describe an artwork. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about types of lines and geometric shapes. Learn what symmetry is. Learn about axial symmetry. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Find and use information on the artist Pablo Picasso and Abstract art. Use internet resources to practise content from the project (Build a house). Competence in social awareness and citizenship (SOC): Learn about social organisations and what they do: citizens, neighbourhoods, communities, cities, services and public elements, etc. Practise collaborative skills in pair and group activities; take on responsibility and cooperate. Competence in artistic and cultural awareness (CUL): Learn to use lines and geometric shapes in artistic creations. Learn to make symmetrical buildings and objects. Learn to use different pictorial techniques, such as colouring with crayons. Understand and critically evaluate different forms of cultural and artistic expression; begin to learn about artists and their work. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Draw symmetrical buildings and urban elements. Design a building for a neighbourhood using symmetry, lines, shapes and crayons. Learn to express themselves and communicate.


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Identify symmetrical forms in buildings and objects. Use lines and shapes to complete a symmetrical building or object. Express an opinion about an artwork.

Recognises that symmetrical images refer to equal forms that are at an equal distance on both sides of an axis. This refers to exact correspondence in size, form and position of the different parts. Observes and identifies lines and shapes in the reference artwork by Rafael Zabaleta (Jardín de Quesada). Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them.

LIN, MST, CUL, LTL, AUT LIN, SOC, CUL, LTL, AUT LIN, MST, CUL, SOC, LTL, AUT

Identify symmetry in a building. Recognise an urban landscape with natural and man-made elements. Differentiate an urban landscape from a rural landscape.

Differentiates between buildings and objects that are symmetrical and non-symmetrical. Recognises forms of social organisation and their function: citizens, neighbourhoods, communities, cities, services and public elements, etc. Understands the difference between an urban and a rural landscape.

LIN, CUL, LTL, AUT LIN, SOC, CUL, LTL, AUT LIN, SOC, CUL, LTL, AUT

Fold and cut paper to create buildings using axial symmetry.

Recognises axial symmetry (symmetry around an axis). Learns to create a building using axial symmetry.


Use crayons to make a building inspired by the artist Rafael Zabaleta.

Uses different techniques in the creative process, understanding all their creative possibilities: crayons. Creates a symmetrical building with a nocturnal appearance using

LIN, CUL, LTL, AUT LIN, MST, SOC, CUL, LTL, AUT


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lines, shapes and crayons. Develops artistic autonomy and creativity.

Watch a short animation short film and describe the plot. Draw a series of images to create a short animation. Use creativity independently; apply artistic knowledge.

Recognises animated film as a genre of film that is characterised by one or more animation techniques, not the use of real images. Knows the basic steps necessary to produce a short animation from a large number of successive illustrations shown in sequence. Describes the plot or story of an animated film. Develops artistic autonomy and creativity.

LIN, DIG, CUL, SOC, LTL, AUT LIN, LTL, AUT





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Symmetry in art and our neighbourhood.

Locate and identify symmetry in buildings. Interest in observing and describing symmetry in art, in our city and in objects.

Study and analysis of the reference artwork Jardín de Quesada by Rafael Zabaleta.

Revise lines and shapes. Study and describe an artwork. Read a short text about symmetry in art. Study several houses and identify symmetry or its absence in them. Study and describe an artwork. Identify and locate lines and shapes in the reference artwork.

Active participation in observation and analysis of artworks. Interest in learning about artists and pictorial styles. Curiosity about learning and internalising concepts such as neighbourhood, neighbours, locality, public services, etc.

Symmetry. Observe unfinished buildings and complete them. Indicate whether or not they are symmetrical. Observe and complete unfinished elements in an urban landscape.

Reflect on and show interest in viewing and understanding the world with a conscious and critical eye.

Scissor symmetry (axial). Fold a piece of paper in half. Cut out the desired shape of a building. Unfold the sheet and draw identical details on both sides of the fold. Glue all the buildings created on a piece of paper to create a neighbourhood.

Think about urban life and the rural areas. Develop concentration skills through drawing, cutting out and creating symmetry, as this requires focusing all five senses on the activity. Refine observation and visual analysis skills; apply this to learning and artistic work.

Composition: use of line, shape and colour (crayons) to create a symmetrical building.

Make a building inspired by the artist Rafael Zabaleta. Cover a sheet of paper in lots of different colours, leaving no white spaces. Cover the colours in black oil pastel. Use a punch or pencil to etch lines and shapes for

Interest in applying the artistic techniques and processes seen in the project in a creative and personal way. Use possible artistic language spontaneously, giving free rein to the imagination.


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the desired building shape. Etch windows, doors and other details. Cut out the buildings and create a neighbourhood out of all of them.

Care, tidiness and concentration when carrying out activities.

Technology in art: animated short. Read and understand a text about animated films and how to use a series of images to tell a story. Watch an animated film or short and describe the story depicted. Create a series of drawings or images to plan an animated short.

Interest in using information and communication technology for learning. Curiosity in learning how to make an animated short and how to produce a series of images.


Study the picture of a town or city with its most common locations and answer questions; choose between two options in order to practise concepts and language. Describe the neighbourhood or city created, including the buildings and their functions. Work in groups to make a neighbourhood that contains buildings and public places. Describe the composition: buildings, functions, forms, location, etc. Evaluate and give opinions about their own artwork and that of others.



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LINGUISTIC CONTENT Language focus Building, doors, town, street, windows. Symmetry, same, sides. Neighbourhood: bank, bus stop, fire station, hospital, library, main square, park, police station, post office, school, supermarket, town hall, etc. Key structures Is there a (town square)? Yes, there is. / No, there isn’t. Are there any (trees)? Yes, there are. / No, there aren’t. My building is a (school). VALUES Appreciate the artwork and cultural heritage; show an interest in studying and responding to art. Interact with their natural, social and cultural environment as learning resources rich in stimuli. Show curiosity and interest in observing and finding symmetry in art. Learn to know, respect, get involved with and interact with their city and urban environment. Develop the capacity to observe, describe, interpret and critique. Try to present activities well and to use materials and school spaces carefully.

METHODOLOGY By studying and analysing an original artwork, pupils will learn about symmetry in order to create buildings and cities in this project. Pupils will explore drawing lines and forms, using paper and scissors, and completing drawings to internalise how to make city and building compositions. It would be interesting to enable pupils to explore their own city to see what they are learning in person. School excursions are an important educational resource, a teaching activity and a means of training and socialising school children. Activities that take place outside the classroom put pupils in direct contact with reality in order to learn from it, so that they receive information in a way that is active, enjoyable, motivating, appealing and participatory for them. Pupils will work independently to draw their buildings and cities, thus fostering observation, visual analysis of reality, reflection and their intuitive and expressive capabilities. They will learn about the use of different pictorial techniques, such as the use of crayons for colouring pictures and making many different creations. This will teach pupils to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their enjoyment and wellbeing. The Technology in art lesson will enable pupils to learn by doing. They will learn about animated film by making their own animations. People learn primarily through experience and individual discovery. They then analyse what was learnt and build on their knowledge, allowing them to apply it in the future. Pupils will also engage with new information and communication technologies to watch animated shorts.


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The final project for the project will encourage pupils to select materials and methods to use in their artistic creations, as well as to plan the processes involved – the preparation, work and presentation of the final result. GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. CROSS-CURRICULAR ITEMS Mathematics: symmetry; axial symmetry; lines and shapes. Social Science: forms of social organisation and their functions: citizens, neighbourhoods, communities, cities, services and public elements, etc. Technology in art: plan an animated film.

MIXED-ABILITY ACTIVITIES Levelled questions *Say whether the building in Jardín de Quesada by Rafael Zabaleta is symmetrical. **Describe details from the reference artwork. ***Study the picture and indicate what activity they like doing. ****Compare the square depicted in the picture with the square in the pupil’s own town or city. Fast finishers Draw more objects and decorative elements in the park. Decorate the neighbourhood created in the Discover lesson with more natural and man-made elements. Draw a small map of the place they live. Language reinforcement Name and write all the public places and buildings they can think of; write what functions take places there. Write down all the Spanish cities they can remember. Describe their city or town using the structures: There is… There isn’t… There are… There aren’t… etc.


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ByME


SYLLABUS Area: Arts & Crafts (English)


Year Three


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Colours in a Still Life EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Express contrast in art; colour, tonal values, shape, texture. Identify and express the five senses and their characteristics. Use prepositions of place to describe an artwork. Communicate feelings evoked by an artwork. Talk about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about the five senses. Learn about shapes, light and volume. Learn about the visual process, or the ability to interpret our surroundings through the light and colour which enter our eyes and send a message to our brain via electrical impulses. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Make a colour wheel using shapes on the computer. Find and use information on artists such as Juan Gris, Francisco de Zurbarán, etc. Practise the project content online (Digital still life). Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Competence in artistic and cultural awareness (CUL): Learn different ways of expressing contrast: through colour (warm and cool), tonal values (light and dark), shape (flat/three-dimensional), size and texture. Recognise what a still life is and identify still lifes in the work of artists who painted them throughout history. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work, such as Juan Gris and his work Vista a la bahía. Learn about primary colours and how they are mixed to produce secondary colours. Learn to use different materials creatively to express experiences and ideas and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Make a still life with paper objects using contrasts. Create a guitar with different materials. Show initiative in producing colours and making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Distinguish between and use different ways of expressing contrast: Use tonal values (light and dark). Use warm/cool colours. Use flat/three-dimensional objects.

Learns the concept of contrast in art. LIN, CUL, AUT, LTL

Identifies warm and cool colours. LIN, CUL, AUT, LTL Perceives the difference between flat and three-dimensional objects and how to achieve this effect by contrasting colour and tonal values.


Identifies contrast in art through the senses.



Observes and identifies colours and contrasts in a Juan Gris painting (Vista a la bahía). Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, CUL, AUT, LTL LIN, CUL, SOC, LTL, AUT

Use warm and cool colours and tonal values (light and dark) to create a still life.

Knows how tonal values are produced: light (using white) and dark (using black).

LIN, CUL, LTL, AUT

Observe reality and objects and make a still life out of paper objects.

Recognises a still life in art.

LIN, CUL, LTL, AUT

Describe an artwork using the senses. Identify different planes in an artwork.

Uses the senses to describe an artwork.



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Make compositions using different planes. Learns to recognise and use different planes as elements that make up shapes.


Depict simple objects, giving them volume by means of chiaroscuro (light and shadow).

Recognises the chiaroscuro technique (light and shadow/light and dark) as a painting technique which consists of using sharp contrasts between objects – some light and others shaded – to emphasise certain elements, creating the effect of relief and modelling forms through the gradation of tones of light.


Understand how the chiaroscuro technique is used to show volume.

Learns that light tonal values indicate light and that dark tonal values indicate shadow.

LIN, CUL, LTL, AUT

Make a guitar using different materials, colours, lines and shapes, inspired by the work of Juan Gris.

Learns about the work of Juan Gris. LIN, CUL, LTL, AUT Uses different materials, colours, lines and shapes to create a unique artwork.

LIN, CUL, LTL, AUT

Use creativity independently, applying artistic knowledge.

Develops artistic autonomy and creativity. LIN, CUL, LTL, AUT Lays the foundations for understanding the creative process.

LIN, CUL, LTL, AUT

Use technology appropriately. Develops basic computer competencies and practises arts and crafts skills online.

LIN, DIG, LTL, AUT

Identify and use primary colours and mix them to produce secondary colours.

Learns what the modern primary colours (cyan, magenta and yellow) and traditional primary colours (red, blue and yellow) are; investigates what secondary colours are produced when they are mixed.



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Uses primary colours in making artworks. CUL, LTL, AUT





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Identify contrast in an artwork using the senses.

Explore and examine different ways of expressing contrast. Recognise what a still life means in art and create one in class.

Interest in learning about contrast and evaluating its importance in artworks.

Study and analysis of colour and contrast in the artwork: Vista a la bahía by Juan Gris.

Read and understand a text to learn about colour and contrast. Study and analyse an artwork: - Identify and locate contrasts: colour

(warm/cool), shape (flat/three-dimensional), tonal values (light/dark).

- Learn how to look at an artwork and identify contrasts using the senses.

Curiosity and interest in artistic work. Receptive and positive attitude towards art and expressing emotions and feelings.

Still lifes in painting: contrasts and the senses.

Create a still life using warm and cool colours, as well as light and dark tonal values. - Draw four objects to make a still life. - Cut out and glue the objects on the table

presented in the activity. - Use warm and cool colours to express contrast,

as well as different light and dark tones. - Study and choose objects that can be seen,

heard, smelled, touched and felt.

Interest in learning what a still life is in art and what techniques are used to express contrast.

Chiaroscuro (light and shadow) and volume. Study and analysis of chiaroscuro in the artwork: Bodegón con

Read and understand a text to learn about the chiaroscuro technique. Study and analyse an artwork. Draw a still life with light (light colours) and

Interest in observing the connection between colour, light and volume to represent and create a still life in painting.


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limones, naranjas y rosas by Francisco Zurbarán.

shadow (dark colours): - Place objects on a table and study them. - Draw the objects on a table. - Colour the table and background. - Choose the direction of the light source. - Colour the objects with light and shadow.

The work of Juan Gris and reflecting on our cultural heritage.

Read and understand a text on Juan Gris. Draw and paint the base of a guitar. Add elastic bands. Cut and attach the neck of the guitar (cardboard tube). Work with materials (paper, cardboard, plastic) and paints (pastels, tempera) to discover their expressive qualities.

Interest in learning about and appreciating the work of Juan Gris. Spontaneous use of the elements and possibilities of artistic languages, giving free rein to the imagination. Explore and use a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure.

Technology in art. Primary colours: magenta, yellow and cyan.

Read and understand a text about how technology has changed the primary colours. Make a colour wheel with three geometric shapes for the primary colours and three shapes for the secondary colours. Mix primary colours (red, blue and yellow) to produce secondary colours. Mix primary colours (cyan, magenta and yellow) to produce secondary colours.

Interest in using technology to produce artistic creations. Curiosity about investigating how to mix colours to produce new colours.

Artistic autonomy and creativity (end-of-project project). Talk about art.

Use colour and shapes creatively by making a guitar out of different materials. Look at pictures and complete the vocabulary words shown to practise the language learnt (Picture dictionary).

Perseverance, focus and discipline when working independently, enhancing personal skills and self-awareness. Express oneself and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials.


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Group work.

Express an opinion and evaluate their artwork and that of others (Talk about art) based on a set of questions. Group work: an activity to interact with pupils’ artwork and explore the concepts of low and high sounds.

Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Value the importance of group work and a participatory culture.


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LINGUISTIC CONTENT Language focus Still life. Contrast. Cool/warm colours, dark/light, shades/tints, shadow. Flat, three-dimensional, volume. Hear, see, smell, taste, touch. Cyan, magenta, yellow. Key structures Behind, between, in front of, in, next to, on, under. There is/There are. Comparatives: bigger/smaller, lighter/darker, lower/higher. VALUES Learn to express emotions by observing artworks using the senses. Appreciate the artwork and our cultural heritage; show an interest in studying and responding to the art. Show curiosity and interest in using contrasts in their artwork and using primary colours (cyan, magenta and yellow). Value and respect the rules of listening necessary for communication. Make an effort to present activities well and to use materials and school spaces carefully. METHODOLOGY In this project, pupils will learn about how contrast is expressed in artworks using colour, shape, size and texture, by studying and analysing an original artwork. The aim is to guide the learning process through experiences and

activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. Pupils will investigate mixing colours with black or white to produce light or dark shades, and they will learn first-hand how to mix primary colours to produce secondary colours, exploring a range of arts and crafts materials and tools to learn about their properties and possibilities for use in self-expression, communication and leisure. They will also learn to create light and shadow using a value scale, with light colours to show light and dark colours to show shadow. This fosters pupils’ perception and observation skills, awakening their sensory system and making them aware that they experience the world through their senses. Pupils will work independently to create a still life out of paper and to make a guitar using different materials and colours. This ensures that pupils learn independently and globally by boosting their confidence in individual artistic creations, enjoyment of making them and appreciation of their contribution to pleasure and wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work. The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result.


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GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of ongoing give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Mathematics: geometric shapes. Natural Science: the senses. Technology in art.

MIXED-ABILITY ACTIVITIES Levelled questions *Oral communication, asking and answering questions about the position of objects on the table using prepositions of place. **Describe the landscape seen through the window in the artwork in the project: Vista a la bahía by Juan Gris. ***Express feelings evoked by the reference artwork for the project. ****Reflect on and express opinions about the artwork in the project. Fast finishers Use coloured materials to add a landscape in the window for the activity in the Explore section. Practise depicting and exploring light and shadow on a piece of A5 paper. Continue to colour or paint the outside of the base and along the cardboard roll and add details to their guitar from the Create section. Language reinforcement Write sentences describing the different objects found in the classroom to practise prepositions of place. Identify and express the senses and their corresponding organs: ears, eyes, nose, skin, tongue. Revise vocabulary to describe touch and texture (hard, soft, smooth, rough), sound (high, low), taste (sweet, salty, bitter, sour) and smell. Revise the colours.


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Animal Textures EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Describe different textures and body coverings in animals. Talk about and classify animals. Communicate feelings evoked by an artwork. Talk about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about animals and their body coverings. Learn about different classifications of animals: vertebrates/invertebrates; mammals, birds, reptiles, amphibians and fish. Learn the basic characteristics of vertebrates. Think about taking care of and protecting animals. Recognise endangered animals. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on artists such as Albrecht Dürer. Find and select photos of animals on the internet. Learn the importance of regulations on disseminating and publishing images online. Practise the project content online (Animals in art). Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Think about taking care of and respecting animals and their habitats. Think about the use of ICT. Competence in artistic and cultural awareness (CUL): Learn a variety of techniques to show texture, including line, colour and shape, as well as rubbing. Learn about the difference between tactile and visual, natural and artificial. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work, such as Albrecht Dürer and his work A Hare. Learn to use different materials and techniques creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Create textures in a landscape with animals. Make an animal and colour it using different textures: visual and tactile. Show initiative in producing colours and textures, and making artistic creations in general. Learn self-expression and communication.


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Use a variety of techniques to show texture. Distinguish between tactile and visual textures.

Learns the concept of texture and how artists create visual textures as an artistic element using lines, shapes and colours. Learns the differences between visual and tactile texture.

LIN, CUL, AUT, LTL

Distinguish between different textures in the body covering of an animal.

Observes and identifies different textures in animals: hard/soft, rough/smooth.

LIN, CUL, AUT, LTL

Learns about different animal body coverings: smooth skin, fur, feathers, scales, shell.



Observes and identifies textures in an artwork by Albrecht Dürer (The Hare).



LIN, CUL, AUT, LTL


LIN, CUL, SOC, AUT, LTL

Demonstrate awareness of environmental problems.

Thinks about taking care of and respecting animals. LIN, MST, CUL, SOC, LTL, AUT

Depict and describe different textures in an illustration of nature.

Uses lines, shapes and colours to create different textures in nature.


Distinguish between tactile and visual texture. Learns the differences between visual texture (sight) and tactile texture (touch).

LIN, CUL, LTL, AUT


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Create an animal using the rubbing technique to create textures.

Creates different visual textures using the rubbing process or technique (transferring a texture onto paper in two-dimensional form).

LIN, CUL, LTL, AUT

Make a textured animal craft using visual and tactile textures inspired by the artist Albrecht Dürer. Recognise the difference between natural and artificial textures and describe their characteristics.

Learns about the work of Albrecht Dürer. Uses different materials, colours and techniques to create textures in an individual way. Learns to differentiate between visual/tactile and natural/artificial textures.

LIN, CUL, LTL, AUT LIN, CUL, LTL, AUT LIN, CUL, LTL, AUT

Use tempera paint.

Learns to use tempera paint and explore the potential of this material.

LIN, CUL, LTL, AUT




Use technology appropriately.

Develops basic computer competencies and practises arts and crafts skills online.

LIN, DIG, CUL, LTL, AUT

Make an animal poster using images from the internet.

Learns to search for and select photos and images on the internet.

LIN, DIG, LTL, AUT





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CONCEPTS PROCEDURES ATTITUDES Textures in animals and art. Read and understand a text about using animals

in art and how to show the texture of their body coverings.

Interest in learning about animals and their textures.

Study and analysis of texture in the artwork: The Hare by Albrecht Dürer.

Study and analyse an artwork: - Describe what they see in the artwork. - Identify and locate different textures and

different body coverings on a hare.

Curiosity and interest regarding the work and creations of artists that are part of cultural heritage. Reflection on taking care of and respecting animals and the environment.

Textures in nature. Draw and colour different textures on animals to create their body covering. Complete the textures in an illustration of a nature scene using lines, shapes and colours.

Interest in observing and perceiving reality, utilising the prior knowledge and strategies necessary to absorb what has been learnt.

Visual and tactile texture. Create a visual texture (rubbing).

Read and understand a text in order to differentiate between visual and tactile texture. - Place a sheet of paper on top of different

textured surfaces. - Rub a pencil and/or coloured crayons over the

top. - Draw the outline of an animal on the paper and

cuts out the shape. - Add details. - Glue it onto a sheet of paper.

Interest in using different textures to enhance their artwork, representing reality or adding perceptions.

Natural and artificial textures.

Read and understand a text about Albrecht Dürer.

Interest in learning about and appreciating the work of Albrecht Dürer.


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- Draw the outline of an animal and cut it out. - Colour the animal using one or two colours. - Add textures using more colours and different

materials, working with them to discover their expressive qualities.

Spontaneous use of the elements and possibilities of artistic languages, giving free rein to the imagination. Exploration and use of a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure.

Technology in art: digital images. Care and respect for animals and their environment.

Read and understand a text on how to use images from the internet to make a poster. Find, compile and organise information in a digital format (internet) to make a poster: - Enter the name of the animal to be researched

and select photographs. - Copy and paste in a new document. - Make the image larger or smaller, as desired. - Display the work in the classroom.

Interest in using technology to produce artistic creations. Reflection on the uses of ICT and the importance of regulations on disseminating and publishing images on the internet. A conscious and critical view of the world.

Artistic autonomy and creativity (end-of-project project). Talk about art. Group work.

Use tempera paint and a variety of materials creatively to make an animal that shows different textures. Look at pictures and write sentences using the vocabulary shown to practise the language learnt (Picture dictionary). Express an opinion and evaluate their artwork and that of others (Talk about art) based on a set of questions. Group work: an activity to interact with pupils’ artwork, grouping and classifying the pictures of animals into different categories.

Perseverance, focus and discipline when working independently, enhancing personal skills and self-awareness. Express oneself and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Value the importance of group work and a participatory culture.


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LINGUISTIC CONTENT Language focus Subject. Texture: hard/soft, rough/smooth. Colours, lines, shapes. Rubbings, tactile texture, visual texture. Animal coverings: smooth skin, fur, feathers, scales, shell. Key structures Quantifiers: all, most, some. There is/There are. It is/It has. They’re/They have. VALUES Develop aesthetic sensitivity in order to produce well-rounded individuals in whom logical intelligence is supplemented by creative intelligence. Learn from mistakes and failures, using them to excel and grow. Show curiosity and interest in learning and feeling different textures. Appreciate the artwork and cultural heritage; show an interest in studying and responding to the art. Understand the importance of order and cleanliness in the artistic creation process. Think about taking care of and respecting animals.

METHODOLOGY In this project, pupils will learn about textures in art, and specifically in animals, by studying and analysing an original artwork. Encourage them to study and describe animals using their senses of sight and touch. If possible, do an activity with live animals where pupils can use their sense of touch to describe the textures. Make the classroom into a laboratory so pupils can touch and experience objects with different textures. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. After experiencing the textures first-hand, it will be easier to reproduce them by means of different techniques such as rubbing and the use of lines, shapes and colours. This fosters pupils’ perception and observation skills, awakening their sensory system and making them aware that they experience the world through their senses. Use art to educate children to be socially conscious and environmentally aware, teaching them to view the world with a conscious and critical eye. Pupils will work independently to create animals with different textures, using and working with a wide range of materials. They will learn to use tempera paint and explore its potential. This ensures that pupils learn independently and globally by boosting their confidence in individual artistic creations, enjoyment of making them and appreciation of their contribution to pleasure and wellbeing . The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work. The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the


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processes involved – preparation, doing the work and presenting the final result. GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of ongoing give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Natural Science: animals, animal body coverings and textures. Classification and groups of animals. Characteristics. Technology in art.

MIXED-ABILITY ACTIVITIES Levelled questions *Oral communication, describing the hare in the artwork in the project: The Hare by Albrecht Dürer. **Introspection and inference around the question of how the artist shows the texture of the hare in the painting. ***Express preferences about the pupil’s favourite animal. ****Express opinions about why the artist chose a hare for the subject of his painting. Fast finishers Draw a favourite animal on a sheet of A5 paper, using lines, shapes and colours. Create two types of textures using the rubbing technique, then draw and cut out two different types of plants. Draw a plant or other natural feature from the animal’s habitat and add texture. Language reinforcement Revise language related to animals and their classification. Describe and compare the characteristics of a rabbit and a hare, for example, or other animals like a deer and a bird. Describe different objects or animals and their textures. Talk about taking care of and protecting animals and their habitats.


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Moving Machines EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Express movement and direction. Identify natural and manufactured products. Describe a simple machine and its parts. Talk about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about simple/complex machines, their parts and their functions. Value the importance of research, science and inventions in our lives. Learn geometry: circumference and circle (centre, radius, diameter, chord and arc). Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on artists such as Leonardo da Vinci. Practise the project content online (Leonardo’s inventions). Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Competence in artistic and cultural awareness (CUL): Learn to explore and express movement in art. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work, such as Leonardo da Vinci. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Invent a flying machine and draw it. Create a customised rolling stamp and use it to make a design. Create a wind-driven mobile. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Create movement in art.

Explores and examines the concept of movement in art by means of techniques such as lines, shapes or colours.


Studies, identifies and creates movement in art. LIN, MST, CUL, AUT, LTL Learns about and classifies objects as natural or manufactured.



Observes and identifies movement in the works of Leonardo da Vinci (Aerial Screw).



LIN, CUL, AUT, LTL

Studies artworks that form part of cultural heritage; reflects on them and expresses an opinion about them.


Use lines to express movement. Knows how to express movement in an image.


Invent a flying machine. Be creative.

Uses knowledge of machines and movement to create an original flying machine.


Create a rolling stamp.

Recognises and uses different tools and materials to create an original rolling stamp.

LIN, CUL, LTL, AUT

Design images using everyday objects and customised templates.

Designs images and expresses movement. LIN, CUL, LTL, AUT

Make a mobile.

Uses the materials and concepts necessary to create a wind-driven mobile inspired by the machines of Leonardo da Vinci.

LIN, CUL, LTL, AUT

Hangs the mobile outside to observe the visual experience of constantly changing and moving dimensions and forms.

LIN, CUL, LTL, AUT


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LIN, CUL, LTL, AUT

Use technology appropriately.


LIN, DIG, LTL, AUT

Draw and colour a Ferris wheel using the concepts of centre, radius, diameter, chord and arc.

Distinguishes between a circle and a circumference; links them to the concepts of plane and line. Identifies the basic parts of a circumference: centre, radius, diameter, chord and arc.






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CONCEPTS PROCEDURES ATTITUDES Movement in art.

Observe, identify and draw lines to create movement in art.

Interest in learning about movement and valuing its importance in artworks. Development of artistic sensibility and individual assessment and observation skills.

Study and analysis of movement through lines, shapes and colours in the artwork: Aerial Screw by Leonardo da Vinci.

Read and understand a text to learn about movement in art and understand how an artist uses lines to express movement. Study and analyse an artwork: - Identify and locate lines. - Describe direction of movement. - Study a model of a flying machine and deduce

its movement.

Curiosity and interest in artistic work. Interest in learning new concepts and ideas, and developing the mind, understanding the impact of technology on our lives.

Movement in art and machines. Flying machines.

Observe images to identify what is missing from them. Finish a drawing of some machines. Draw lines to express movement in some images. Invent a flying machine and add lines to express movement.

Interest in learning how movement is expressed by drawing lines. Initiative with regard to individual creative potential.

Stamps and patterns.

Read and understand a text to learn about the stamping technique and designing images. - Make a rolling stamp. - Put paint on the rolling stamp and move it

backwards and forwards to make designs. - Use different colours to create an artistic

design. - Display the designs and discuss them.

Positive attitude towards learning about and using different arts and crafts materials and resources; proper use of materials and resources.

Bodies in motion: a mobile. Read and understand a text. Spontaneous use the elements and possibilities of artistic


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- Create a template. Fold it and cut along the dotted lines.

- Glue a straw in the centre of the square, perpendicular to the folded line.

- Glue together the two corners of the small square.

- Glue together the next two lines of the squares, alternating directions each time.

- Hang it from a string with a button at each end.

languages, giving free rein to the imagination. Exploration and use of a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure.

Technology in art. Geometry: circles and circumferences: centre, radius, diameter, chord and arc.

Read a text and study the different parts of a circle. Identify all the parts of the circle. Make a drawing of a Ferris wheel, including all the parts of a circle learnt in the lesson.

Curiosity about investigating how to draw a circumference and use a compass.


Use a compass to make a Ferris wheel using all the elements of a circle. Look at pictures and complete the vocabulary words shown to practise the language learnt (Picture dictionary). Express an opinion and evaluate their artwork and that of others (Talk about art) based on a set of questions. Group work: an activity to interact with pupils’ artwork and investigate force and movement in a mobile.



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LINGUISTIC CONTENT Language focus Inventor, machines, sketches. Movement: backward, forward, up and down, round and round, spin. Rolling stamp. Key structures Present continuous: He is/She is/It is moving. They’re swinging. Comparatives: faster/longer. Superlatives: fastest/longest. VALUES Appreciate the artwork and our cultural heritage; show an interest in studying and responding to the art. Show curiosity and interest in learning about movement and how to express it in art. Learn and reflect on the importance of commitment, tolerance and respect for others and oneself when working in a group. Learn to encourage communication and expressing emotions and ideas through artistic language. Make an effort to present activities well and to use materials and school spaces carefully. Understand the importance of following the steps required to produce an artwork.

METHODOLOGY In this project, pupils will learn about movement and how it is expressed in art using lines, shapes and colours, by studying and analysing an original artwork. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. Conduct short demonstrations and simple experiments with movement in class to allow pupils to investigate, observe and draw their own conclusions, so they feel that they are creators and builders of their own knowledge and skills. Make sure that the pupils are familiar with how simple machines operate and encourage them to describe them so that they can then create their inventions with confidence and knowledge. The main aim of education is to produce creative, inventive people who can discover new things. Encourage pupils to create their own rolling stamps with a range of materials and objects, using their creative potential and independence; do not direct the activity too closely or impose a fixed criterion, and evaluate their creations. Pupils will work independently to create a mobile or hanging sculpture using different materials and colours. This ensures that pupils learn independently and globally by boosting their confidence in individual artistic creations, enjoyment of making them and appreciation of their contribution to pleasure and wellbeing . The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work. The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result.


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GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Natural Science: machines and movement. Mathematics: geometric shapes: circle and circumference (centre, radius, diameter, chord and arc). Technology in art.

MIXED-ABILITY ACTIVITIES Levelled questions *Study the picture on page 3 and compare it to a modern-day machine. **Answer a question about Leonardo da Vinci and his work. ***Answer a question by giving an opinion about Leonardo da Vinci and his genius. ****Reflect on and express opinions about what inspired Leonardo da Vinci. Fast finishers Write the name and a short description of their invented flying machines. Draw a diagram of an invention on a piece of A5 paper. Design a mobile or hanging sculpture on a piece of A5 paper. Language reinforcement Write prepositions of movement and direction. Classify and identify natural and manufactured objects; establish connections between them. Describe simple machines. Write and show different materials and tools used to make art: paintbrush, pencil, sharpener, scissors, glue, paper, etc.


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Near and Far EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Describe a landscape, identifying its contents based on planes of depth. Describe coastal and inland landscapes. Communicate feelings evoked by an artwork. Talk about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about landscapes in nature: geographical features and phenomena, volcanoes, coastal and inland landscapes. Recognise natural and artificial elements in nature. Learn about the visual process and our perception. Learn about straight lines: horizontal and vertical, parallel and perpendicular. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find information on volcanoes. Find and use information on artists such as Ando Hiroshige, etc. Practise the project content online (Thirty-Six Views of Mount Fuji, Digital landscape). Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Learn to value, care for and respect the landscape and the environment in general. Competence in artistic and cultural awareness (CUL): Learn about space in art and how to create depth using planes (background, middle ground, foreground) and the techniques of relative size and overlap. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work, such as Ando Hiroshige. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Draw a landscape with geographical features using different techniques for creating depth. Make an engraving and use it to create a print of a landscape. Show initiative in producing colours and making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Understand how depth is created in a landscape. Use relative size and overlap to create depth and space. Understand and create depth in a landscape using a background, middle ground and foreground. Describe a landscape. Express an opinion on an artwork.

Learns the concept of space as an artistic element. LIN, CUL, AUT, LTL Learns that space can have two (height and width) or three (height, width and depth) dimensions.

LIN, CUL, AUT, LTL

Studies and learns how to create the illusion of depth using a technique of visual perspective: background, middle ground and foreground.

LIN, CUL, AUT, LTL

Studies and learns about other techniques to create space: relative size and overlap. Observes and identifies space in the print by Ando Hiroshige (Yûhigaoka at Meguro in Edo). Differentiates between features in a landscape: natural and artificial. Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, CUL, AUT, LTL

Create a landscape which depicts space and distance, near and far.

Uses different materials and applies the concepts of space, depth and distance (near and far) learnt to create a landscape. Uses the techniques of relative size and overlap to create depth.


Make a vertically oriented landscape and describe it.

Studies, analyses and differentiates between the orientation of a landscape, horizontal or vertical, and the size of its elements, the subject.

LIN, CUL, LTL, AUT

Creates landscapes using both orientations. LIN, MST, CUL, LTL, AUT


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Make an engraving of a landscape and then create a print or image on a piece of paper. Use creativity independently, applying artistic knowledge.

Learns about the engraving process: incised or carved material which can be covered in ink, making it possible to transfer the image created onto paper a certain number of times by printing or stamping.


Uses planes (background, middle ground, foreground) to create depth in a landscape.


Chooses a vertical or horizontal orientation and makes an engraving of a landscape.


Create and decorate a landscape using parallel and perpendicular lines.

Identifies and recognises what parallel and perpendicular lines are. LIN, MST, LTL, AUT

Learns to use parallel and perpendicular lines to decorate a landscape.






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Space in art: depth. Explore and examine space in art: plane and volume. Depth and planes (background, middle ground and foreground). Learn about techniques such as relative size and overlap to create space.

Interest in learning about space in art and how to create it.

Study and analysis of space in the artwork: Yûhigaoka at Meguro in Edo by Ando Hiroshige.

Read and understand a text to learn about how to create space and show depth in a painting. Study and analyse an artwork: - Identify and locate planes. - Identify size differences in the elements. - Identify overlapping elements. - Describe what can be seen on each plane.

Curiosity and interest in artistic work. Notice the resources used by the artist to create space and provide inspiration for the work.

Size and overlap. Create a landscape that shows space and distance. - Colour the natural elements. - Cut out and glue on the natural elements. - Use the techniques of relative size and overlap

to create depth. Complete an illustration of a landscape by extending the lines that organise the space in the landscape and adding natural and man-made features.

Interest in making an artwork and using the techniques learnt.

Horizontal and vertical. Analysis of images.

Read a text on how to organise space in a landscape with a horizontal or vertical orientation. Study and interpret artworks with different orientations in order to compare and contrast them.

Interest in developing the ability to make effective, accurate observations in order to obtain clear and precise knowledge. Be creative in making compositions.


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Engraving of a landscape (printing).

Read and understand a text about the work of Hiroshige and how he made his prints. Make an engraving: - Plan and draw a landscape with a background,

middle ground and foreground. - Etch (with a pencil) the landscape in

polystyrene. - Cover the landscape with ink (two layers of

paint). - Spray water on the landscape. - Print the landscape on a piece of paper.

Interest in learning about and appreciating the work of Hiroshige. Attention and concentration when making art. Determined attitude throughout the entire process of planning, organising and executing a project. Exploration and use of a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure.

Geometry in art: parallel, perpendicular and oblique lines.

Read a text about parallel and perpendicular straight lines. Use parallel and perpendicular lines to create and decorate a landscape.

Curiosity about and motivation to use parallel and perpendicular lines.


Make an engraving and use it to make a print of a landscape. Look at pictures and complete the vocabulary words shown to practise the language learnt (Picture dictionary). Express an opinion and evaluate their artwork and that of others (Talk about art) based on a set of questions. Group work: an activity to interact with pupils’ artwork and compare the engravings and prints that they have made. Display the works in class and enjoy them.



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LINGUISTIC CONTENT Language focus Landscape, print. Distance, overlap, size. Foreground, middle ground, background. Horizontal, vertical. Key structures There is/There are and quantifiers: a, a few, some, many, aren’t any. Comparatives: bigger/smaller, nearer/further, lower/higher. Superlatives: biggest/smallest, nearest/furthest, lowest/highest. VALUES Learn to cooperate and participate and to resolve any conflicts and new problems which arise in class. Strengthen tolerance and respect for others and oneself. Develop and get in touch with emotions and feelings through art. Appreciate the artwork and our cultural heritage; show an interest in studying and responding to the art. Value and respect the rules of listening necessary for communication. Make an effort to present activities well and to use materials and school spaces carefully.

METHODOLOGY In this project, pupils will learn about space, depth and the idea of visual perception of near and far through the creation of planes (background, middle ground, foreground), relative size and overlap. This learning process will start by studying and analysing an original artwork. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. Pupils will then apply this individual research, along with the knowledge and skills acquired, in order to solve new problems when creating their own works. Support and encourage pupils in the creative process of creating landscapes and integrating everything they have learnt. Pupils will investigate the engraving technique and will learn first-hand how to make a stamp or print of a landscape from the engraving, exploring a range of arts and crafts materials and tools to learn about their properties and possibilities for use in self-expression, communication and leisure. Create a positive environment in order to enable pupils to develop their talents and have the feeling of self-improvement and achievement. The final project for each project will encourage pupils to plan the processes involved – preparation, doing the work and presenting the final result – boosting essential cognitive abilities such as conditional reasoning, mental organisation and creative thinking.


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GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of ongoing give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Natural Science: geographical features and phenomena. Coastal or inland landscapes. Mathematics: straight, horizontal, vertical, parallel, perpendicular and oblique lines. Technology in art.

MIXED-ABILITY ACTIVITIES Levelled questions *Oral communication, asking and answering questions to identify details in the artwork in the project: Yûhigaoka at Meguro in Edo by Ando Hiroshige. **Describe the landscape which can be seen in the reference work and identify differences and similarities with regard to the local landscape. ***Answer a question about space in the artwork. ****Reflect on and express opinions about the artwork in the project. Fast finishers Draw more natural elements and glue them to the landscape presented in the project. On a piece of paper, draw a coastal landscape with the beach below, water in the centre and an island in the background. Spray the engraving with two or three more layers of water to make it brighter. Use other colours to make a new engraving. Language reinforcement Write the names of natural and man-made features common in landscape paintings; classify these elements as landforms, bodies of water or man-made features. Write a three-line haiku (traditional Japanese poem) about a landscape. Describe a landscape using the language and concepts learnt in the project.


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Futuristic Forms EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Identify buildings and places in the city. Identify cities in Spain and Europe. Make predictions. Describe and express an opinion about an artwork. Talk about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about and differentiate between two-dimensional shapes and three-dimensional forms or bodies. Both can be geometric or organic. Recognise different types of straight lines: parallel, perpendicular, oblique. Learn about angles (right, acute, obtuse). Utilise spatial thinking, geometric figures and geometric transformation. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Practise the project content online (City Creator). Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Identify buildings and their function in the city. Recognise major cities in Spain and Europe. Reflect on the role of humans and human activity in the deterioration of the environment. The importance of recycling. Competence in artistic and cultural awareness (CUL): Learn about architectural styles and the use of organic and geometric shapes in architecture. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work, such as the London Aquatics Centre building by architect Zaha Hadid. Learn how to create perspective in art, including the technique of one-point perspective with a single vanishing point. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Draw houses and buildings, creating volume, space and perspective. Create a futuristic city. Show initiative in making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Understand the differences between shapes and bodies with volume. Identify lines, shapes and bodies in a building. Draw bodies using lines and shapes.

Recognises two-dimensional or flat shapes and three-dimensional (3D) forms or bodies: width, height and depth. Learns and recognises that both shapes and forms can be geometric or organic.



Observes and identifies colours and contrasts in the London Aquatics Centre building by architect Zaha Hadid.



LIN, CUL, AUT, LTL



Complete a building using lines and shapes. Create the design for a building using geometric and organic shapes, straight lines, different angles and colour.

Identifies lines, shapes and bodies in a building. LIN, MST, CUL, LTL, AUT Identifies and uses different types of angles – right, acute and obtuse – and contrasts them with wavy lines.


Recognises and uses parallel, perpendicular and oblique lines. LIN, MST, CUL, LTL, AUT

Learns about and uses colour, light and dark to create volume.


Create volume and perspective in a house and a building using one-point linear perspective (a single vanishing point).

Learns how to show perspective in art and what one-point perspective is.


Understand the technique of perspective. Understands that perspective is the art of depicting objects by creating the illusion of a three-dimensional world on a two-dimensional surface.


Make a futuristic city inspired by the work of Learns about the work of Zaha Hadid. LIN, CUL, LTL, AUT


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Zaha Hadid. Use creativity independently, applying artistic knowledge.

Uses and shares recyclable materials to make a building and then a futuristic and creative city.

LIN, CUL, LTL, AUT

Associates the design of a building with its function. LIN, CUL, LTL, AUT Develops artistic autonomy and creativity. Lays the foundations for understanding the creative process.

LIN, CUL, LTL, AUT

Reflects on the environment and the importance of recycling. LIN, MST, SOC, CUL, LTL, AUT Understand repetition. Repeat modular structures (series). Use translation and symmetry to create geometric designs.

Learns what geometrical transformations are and how they are done, creating new figures (equivalent to the original) from a given figure.

LIN, MST, LTL, AUT

Understands repetition based on translation and symmetry in modular compositions.






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CONCEPTS PROCEDURES ATTITUDES Forms in art and architecture (futuristic forms).

Read a text about architecture and architects.

Interest in discovering other forms of artistic expression such as architecture and design. Curiosity about what organic architecture is: an architectural philosophy that promotes harmony between buildings and the natural world.

Study and analysis of forms and style in an architectural work: the London Aquatics Centre building by architect Zaha Hadid.

Read and understand a text to learn about architecture and its use of futuristic forms. Study and analyse a building: - Identify geometric and organic shapes. - Describe the building based on an awareness of

its function.

Curiosity and interest in artistic work. A conscious and critical view of the world.

Three-dimensional bodies. Classification of lines and angles.

Observe and study the lines and shapes of certain buildings: parallel, perpendicular and oblique lines; right, acute and obtuse angles. Complete buildings with the missing lines and angles. Colour the buildings. Follow instructions to create the design for a building: - Draw geometric and organic shapes. - Draw straight lines to create perspective. - Use light and dark colours to show volume.

Interest in learning about the relationship between art, mathematics and creativity.

Perspective in art: shapes, lines and vanishing point.

Read and understand a text to learn about the technique of one-point linear perspective and the vanishing point. - Draw the front of a house. - Draw lines that converge at a vanishing point. - Complete the house by adding elements.

Interest in studying and learning about perspective in art and enjoying creating spaces.


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- Complete the front of the house. Draw a building for a city following the guidelines and instructions given.

Futuristic city inspired by the work of Zaha Hadid.

Read and understand a text about Zaha Hadid and her creative buildings. Make a futuristic and creative urban building: - Cut out and glue together recyclable materials. - Paint them or cover them with coloured card. - Add windows, doors and other details. - Put all the buildings together to make a

futuristic city. Work with materials to discover their expressive qualities.

Interest in learning about and appreciating the work of Zaha Hadid. Spontaneous use of the elements and possibilities of artistic languages, giving free rein to the imagination. Explore and use a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure. Reflect on the importance of recycling and supporting our planet and the environment.

Geometry in art. Geometric transformations: translation, rotation and symmetry.

Read and understand a text about translation and symmetry to create geometric designs. Use both techniques to colour in a grid.

Interest in learning how to do geometric transformation. Learn the importance of symmetry in architecture.


Make a futuristic building using volume and different recyclable materials. Look at pictures and write sentences using the vocabulary shown to practise the language learnt (Picture dictionary). Express an opinion and evaluate their artwork and that of others (Talk about art) based on a set of questions. Group work: an activity to interact with pupils’ artwork and create a city.



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LINGUISTIC CONTENT Language focus Architect, building, design, skyline. Form, line, one-point perspective, shape, vanishing point. Geometric, organic. Capital cities, city, neighbourhood, town, village. Places in a city: art museum, bank, fire station, hospital, school, sports centre, etc. Key structures Future predictions using will. Comparatives: smaller, bigger, more, fewer. VALUES Reflect on the importance of recycling and supporting our planet and the environment. Appreciate the artwork and our cultural heritage; show an interest in studying and responding to the art. Show curiosity and interest in learning about modern (futuristic) forms of artistic expression: new ways of speaking and doing through expressive and artistic work. Learn to know, respect and get involved in our city and urban environment, and interact with them. Become aware that teamwork encourages comparing ideas and resolving conflicts, learning to be more tolerant, socially conscious and respectful of others.

METHODOLOGY In this project, pupils will learn about futuristic forms, lines, volume and perspective – which create the illusion of space and depth – by studying and analysing an original artwork. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. Try to guide pupils so that they think about and discover for themselves how to create these spaces with volume by being active participants in their own learning process. Ask them to think about the ideal city and encourage them to adopt a critical approach to life. Pupils will work independently to make a creative building and then an entire futuristic city using different recyclable materials. This ensures that pupils learn independently and globally by boosting their confidence in individual artistic creations, enjoyment of making them and appreciation of their contribution to pleasure and wellbeing . The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work. The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result.


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GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Help pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Mathematics: geometric shapes. Social Science: important places and buildings in a city. Spanish and European cities. Technology in art.

MIXED-ABILITY ACTIVITIES Levelled questions *Study the reference building for the project, the London Aquatics Centre by architect Zaha Hadid, and notice how it is different from other more traditional buildings. **Describe similarities or differences with reference to a local sports centre. ***Study and analyse the building and indicate what characteristics make it futuristic. ****Identify the natural elements used in the roof of the building by Zaha Hadid. Fast finishers Add new shapes and lines to the building created in the project. Add more objects around the building created in the project. On a sheet of A5 paper, plan the city streets, roundabouts, park areas, etc. for their city in the final step of this project. Language reinforcement Write and state the name of Spanish and European cities. Write and show typical buildings in a city: museum, restaurant, sports stadium, airport, hospital, bank, etc. Make predictions using will. Describe a futuristic building.


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Prehistoric People EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Express proportion in art. Use language associated with Prehistory. Talk about and compare life in prehistoric times with modern life. Use the past tense: was/were. Talk about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about measurements, sizes and proportion. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on cave art. Practise the project content online (Cave Art in Tirig). Competence in social awareness and citizenship (SOC): Learn about archaeology and Prehistory. Recognise periods of Prehistory (Neolithic). Show respect for cave art and our archaeological heritage, and an interest in preserving it, protecting it and handing it down to future generations. Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Competence in artistic and cultural awareness (CUL): Learn about prehistoric forms of artistic expression: cave art and works such as La cueva de los caballos de Valltorta. Learn about proportion and aesthetic canons. Learn to make an animated short film. Use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Produce an artwork using silhouettes and outlines. Make a painting simulating and depicting modern life in a cave. Produce a storyboard for a short animated film. Show initiative in producing colours and making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Recognise prehistoric art. Draw human forms in proportion. Draw a human form showing movement.

Learns about prehistoric art and cave art (cave paintings). LIN, SOC, CUL, AUT, LTL Understands that body proportions relate to establishing a proper relationship among all parts of the body and between each one of them and the whole (canon).



Observes and identifies animals and human forms in cave art (La cueva de los caballos de Valltorta).

LIN, MST, SOC, CUL, AUT, LTL


LIN, CUL, AUT, LTL

Studies the artworks that make up our cultural heritage; reflect on and expresses an opinion about them.


Draw a human form in proportion. Draw a human form in motion.

Studies the proportions and measurements of a human form. LIN, MST, CUL, LTL, AUT Learns that the head is the reference measurement. The ideal human form is eight heads tall.


Learns to depict a human form in proportion. Learns to depict motion in a human form.


Create a double silhouette showing a figure in motion.

Learns to differentiate between an outline and a silhouette. LIN, CUL, LTL, AUT

Creates an artwork with a silhouette and its outline. LIN, CUL, LTL, AUT

Make a cave painting simulating activities from modern life.

Uses appropriate materials and techniques to make a cave painting simulating modern life.

LIN, CUL, LTL, AUT

Create a storyboard for an animated short film.


LIN, DIG, CUL, SOC, LTL, AUT


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Learns the basic steps required to produce an animated short film. LIN, DIG, CUL, SOC, LTL, AUT

Learns to make a storyboard: a set of illustrations arranged in sequence to follow a story.









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CONCEPTS PROCEDURES ATTITUDES Figures and proportions in cave art (Prehistory).

Explore and examine different silhouettes and figures in cave art.

Notice the symbolism and abstraction that characterise prehistoric art, which had ritual or mythical/religious purposes, unlike modern art, which focuses on aesthetics.

Study and analysis of figures and proportion in cave art from La cueva de los caballos de Valltorta.

Read and understand a text to learn about Prehistory, its people and their forms of artistic expression (cave art). Study and analyse an artwork: - Describe what the reference artwork shows

and the way of life depicted. - Identify human and animal figures. - Identify and talk about the movement shown

by the figures in the artwork.

Curiosity about learning how people lived in prehistoric times. Respect for cave and prehistoric art in general as part of our cultural heritage; interest in preserving them and handing them down to future generations.

Proportion, measurements and movement.

Study two human forms in proportion. Describe what they show. Measure the different parts of the body and use them as measurements to draw a sketch of another human form. Study and analyse human forms in motion. Complete drawings with lines representing bones, muscles and joints. Draw a human form in motion.

Interest in learning about how human beings are depicted in art and how this has evolved.

Silhouettes of human forms.

Read and understand a text to learn what a silhouette is. Create a double human silhouette showing movement: - Draw a body in motion on black card. - Cut out the outline of the figure. - Glue the silhouette on one half of a sheet of

paper in another colour. - Glue what is left of the card after cutting out

the figure on the other half of the sheet.

Interest in creating an animated silhouette and enjoying the creative process.

Cave painting simulating modern Read and understand an explanatory text. Spontaneous use of the elements and possibilities of artistic


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life. - Crumple up a sheet of paper and then carefully straighten it out. - Paint the paper using brown, red, orange and

yellow colours to simulate a rocky texture. - Sprinkle salt on the damp paper and let it dry. - Paint figures in motion using black tempera. - Add details to the figures and activities

depicted. - Tear the edges to create an aged effect.

languages, giving free rein to the imagination. Explore and use a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure.

Technology in art. Animated short film.

Read and understand a text about how to make an animated short. - Think of an idea or plot. - Create the characters. - Write the script. - Make a storyboard.

Interest in using technology to produce artistic creations. Curiosity about learning how to make an animated short and storyboard.


Make a painting simulating cave art. Look at pictures and match them with the correct vocabulary word to practise the language learnt (Picture dictionary). Express an opinion and evaluate their artwork and that of others (Talk about art) based on a set of questions. Group work: an activity to interact with pupils’ artwork, creating a sequence and telling a story with the paintings made.



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LINGUISTIC CONTENT Language focus Cave art, Prehistoric people. Figures, proportion. Silhouette. Key structures Was, were. Regular past tense verbs: cooked, hunted, lived, painted, etc. Irregular past tense verbs: ran, told, went, etc. VALUES Appreciate the artwork and our cultural heritage; show an interest in studying and responding to the art. Reflect on the importance of preserving and protecting our archaeological heritage and handing it down to future generations. Show curiosity and interest in depicting the human form and learning about proportion and measurements. Participate eagerly in classroom activities and learn by doing. Be familiar with and use information and communication technology as a tool; utilise it properly.

METHODOLOGY In this project, pupils will learn about the proportions of the human form by studying and analysing an original artwork. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. Ask pupils to actively and thoroughly observe the human form before beginning to draw it. Observation and perception are the foundations of art. Use a wooden doll to help pupils analyse movement; ask pupils to hold positions in motion and observe one another. Pupils will investigate to learn what a silhouette is and how to create one. They will work independently to create and simulate a cave painting with human forms in motion and activities from modern life, using and understanding the use of tempera paint and reproducing a rocky texture, enabling them to experiment with and discover a range of arts and crafts materials and tools. Allow pupils to be creative when making their storyboards; their ideas should be respected and valued. Have them work freely and independently in order to experiment, make mistakes and evolve. The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result.


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GROUP WORK Encourage pupils to talk about their arts and crafts creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Help pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Mathematics: proportion, measurements. Social Science: Prehistoric art and animals. Archaeology. Technology in art.

MIXED-ABILITY ACTIVITIES Levelled questions *Identify the colour of the figures in the artwork in the project: La cueva de los caballos de Valltorta, Tirig. **Reflect on and explain why cave paintings have survived for so long. ***Express an opinion on why people made cave paintings. ****Think about and state what can be deduced about prehistoric people from their forms of artistic expression. Fast finishers Draw and colour the area around the human forms made in the project, reviewing and representing planes: background, middle ground and foreground. Draw human forms in motion on a sheet of A5 paper. Make a short comic communicating a message on a sheet of A5 paper. Language reinforcement Describe a cave painting. Describe a human form: bones, joints, muscles. Write sentences using the past tense was/were.


1

ByME Arts & Crafts Projects 4

Plus pack

SYLLABUS



Year Four


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People in Portraits

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Describe facial features and their characteristics. Describe the emotions expressed in a portrait and the feelings they evoke. Talk about healthy habits for people. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about proportion in a portrait. Learn about people, feelings and emotions. Learn about healthy habits for people. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on the artist Mary Cassatt. Use internet resources to practise content from the project (Portraits from the past) (Make a face). Competence in social awareness and citizenship (SOC): Learn to observe and empathise with the feelings and emotions of others. Practise collaborative skills in group activities by taking on responsibility and acting cooperatively. Reflect on healthy habits for people and how to develop them. Competence in artistic and cultural awareness (CUL): Learn about artistic portraits and facial proportions. Recognise portraits as a recurring theme throughout the history of painting. Recognise and express feelings and emotions through an artwork. Understand and critically evaluate different forms of cultural and artistic expression; begin to learn about artists and their work, such as Mary Cassatt and her work The Sisters. Learn about photography and how it has evolved over time. Learn to create a self-portrait. Learn the elements used to create posters (images and text) and basic ideas about their function and composition (legibility, order, balance). Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Produce portraits using proper proportions. Edit photographs on a computer. Create a self-portrait. Make a poster. Learn to express themselves and communicate.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Observe and identify proportion in a portrait by analysing its different components. Draw portraits with accurate proportion by following guidelines. Describe facial features and the emotions they express. Express an opinion about an artwork.

Understands that a portrait is a portrayal of a person’s physical and personal qualities. Recognises that a portrait requires certain proportions with regards to the whole in terms of shape, size and position of the facial features depicted. Identifies the emotions and feelings behind a portrait. Recognises proportion in the reference artwork by Mary Cassatt (The Sisters). Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, CUL, AUT, LTL LIN, MST, CUL, AUT, LTL LIN, MST, CUL, AUT, LTL LIN, MST, CUL, SOC, AUT, LTL

Draw a face, positioning the features in the appropriate places so that the proportions are correct. Draw a face that expresses a specific emotion, using the correct shapes and positions for each facial feature. Express, listen to and respond to their own emotions and those of others.

Learns about proportion in a portrait by analysing its different components and their positioning. Draws different parts of the face: eyes, eyebrows, mouth (shapes and positions); combines them to express feelings and emotions. Identifies their own and their classmates’ emotions; expresses and manages emotions with respect and empathy.

LIN, MST, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT

Use the possibilities provided by technology for photography. Make a self-portrait that is half-photograph, half-drawing.

Understands the evolution of photography from black and white to colour, and from paper to digital. Develops basic computer competencies; practises arts and crafts’ skills online.

LIN, DIG, MST, CUL, SOC, LTL, AUT LIN, DIG, LTL, AUT


4

Make a self-portrait inspired by the artist Mary Cassatt with the correct proportions. Use creativity independently; apply artistic knowledge.

Use appropriate guidelines to create a self-portrait with the correct proportions. Develops artistic autonomy and creativity. Lays the foundations for understanding the creative process.

LIN, MST, CUL, LTL, AUT LIN, CUL, LTL, AUT LIN, CUL, LTL, AUT

Use technology appropriately. Make a poster using basic elements and the basic rules of composition.

Develops basic computer competencies practises arts and crafts skills online. Recognises the elements used to create posters (images and text) and basic ideas about their function and composition (legibility, order, balance).

LIN, DIG, LTL, AUT LIN, DIG, CUL, SOC, LTL, AUT

Practise and communicate the content learnt in the project; demonstrate comprehension. Evaluate and give opinions about their artwork and that of others.




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Facial proportions in an artwork. Identify correct facial proportions by analysing facial features.

Interest in learning about proportion in an artistic portrait. Sensibility for capturing emotions in a portrait.

Study and analysis of proportion in the reference artwork: The Sisters by Mary Cassatt.

Describe the reference artwork for the project. Learn and practise new vocabulary. Study and analyse an artwork:

- Describe what can be seen in the portrait. - Read and understand a text about proportion

and painted portraits. - Answer questions to practise describing the

emotions expressed by the girls in the portrait for the lesson.

Curiosity and interest in art. Receptive and positive attitude towards art and expressing emotions and feelings.

Portraits in painting. Follow instructions to draw a face using the proper proportions:

- Study the horizontal and vertical lines that divide a portrait and where to place each part of the face.

- Observe and study the parts of the face. - Draw the parts of a face.

Show different emotions using the eyes, eyebrows and mouth in different positions and shapes:

- Draw, cut out and combine different types of eyes, eyebrows and mouths to complete a portrait that expresses different emotions.

- Describe the emotions in a portrait.

Interest in learning to draw portraits that express different feelings and emotions. Become aware of their emotions and those of others; learn to accept and respect them.


6

Photography: portraits and how they have evolved.

Learn about the evolution of photographic portraits by reading and understanding a text. Know about and use the technology available to edit digital photographs:

- Edit a personal photograph in a specific program.

- Change the photo from colour to black and white.

- Crop the photo around the face. - Choose the size of the photograph and print

it. - Cut the photo in half and glue it to a sheet of

paper. - Draw the other half to produce a divided self-

portrait.

Interest in learning how photography has evolved; curiosity about using technology to help us compose and create photographs. Enjoyment and satisfaction in learning new things and being able to use them in daily life.

Self-portrait. Learn what a self-portrait is by reading and understanding a text. Create a self-portrait, inspired by the artist Mary Cassatt:

- Look in the mirror. - Draw the shape, size and position of their

facial features. - Draw their hair; colour their self-portrait. - Add shading around the face and nose. - Colour the background.

Interest in learning about and appreciating the work of Mary Cassatt. Use possible artistic language spontaneously, giving free rein to the imagination. Explore and use a range of materials and tools; discover their properties and possibilities for use in self-expression and communication.

Technology in art: posters.

Read and understand a text about the elements used in posters (images and text) and basic ideas about their function and composition (legibility,

Interest in using technology to produce artistic creations. Motivation and interest in making poster as a form of personal expression and creativity.


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order, balance). - Planning: idea, function, message, orientation,

etc. - Text: short and clear, type of lettering. - Images: communicative function, drawings,

photos, etc. - Creation: combination of text and images. - Display and discussion.

Talk about art. Integrate the content learnt, opinions and evaluations.

Write full sentences using the key vocabulary for the project: portrait, proportion, camera, film, pixels, self-portrait. Talk about the artwork created in the project (self-portrait), based on a set of questions. Evaluate and give opinions about their own artwork and that of others. Reflect on the meaning and aims of an artwork.

Internalise and contextualise the language learnt in the project. Use codes and basic forms of the artistic language learnt, as well as the techniques and materials, to express themselves and communicate. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Learn to integrate what has been learnt in Arts and Crafts class with previous knowledge; share information and ideas with classmates; learn to give an opinion and exercise personal judgement and discernment.


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LINGUISTIC CONTENT Language focus Portrait, position, proportion, self-portrait, shape, size. Camera, film, pixels. Cheeks, chin, ears, eyes, eyelashes, eyebrows, forehead, nose, mouth. Key structures Describing people: I have short, brown, wavy hair. His eyes are brown. Stating emotions: I’m (excited). She is/looks (happy). ‘When’ clauses: I feel (happy) when (I’m playing with my friends). VALUES Learn to express feelings by looking at artworks using observational skills and their own emotions. Reinforce engagement, tolerance and respect for others and themselves. Appreciate the artwork and cultural heritage; show an interest in studying and responding to art. Make an effort to present activities well and to use school materials and facilities with care. Learn and think about healthy habits that support life and general wellbeing. METHODOLOGY In this project, pupils will study and analyse the reference artwork in order to learn about the correct proportions needed for drawing a portrait. The aim is to guide the learning process through personal

experience and activities that encourage exploration and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility, as well as and their assessment and observation skills. Pupils will explore how to create a portrait by combining shapes and placing various facial features in different places. They will then explore the results of their choices. They will also learn how faces show feelings and emotions, and learn how to recognise emotions such as happiness, sadness, fear, anger, surprise and disgust, regardless of language and culture. This fosters the pupils’ ability to observe facial expressions in order to interpret them and empathise with others. The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. The computer is used to teach pupils to edit a photograph and help train them to internalise the technological knowledge, skills and abilities that will serve them now and in the future, while monitoring and managing how they use them. Encourage pupils to learn through exploration and inquiry-based learning. Pupils will work independently to create their self-portrait following the guidelines indicated to put their knowledge into practice. This ensures that pupils learn in an independent and all-encompassing way by boosting their confidence in their artistic creations, enjoyment of making them and appreciation of their contribution to their own enjoyment and personal


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wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli. GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils multiple opportunities to interact with continuous give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Mathematics: proportions. Natural Science: human beings, feelings and emotions; healthy habits. Technology in art: digital photography; posters.

MIXED-ABILITY ACTIVITIES Levelled questions: *Observe and identify the background colours in the portrait by Mary Cassatt (The Sisters). **Indicate whether they think the reference artwork looks realistic. ***Express feelings evoked by the reference artwork. ****Express an opinion and knowledge about the artist and her portraits of children.

Fast finishers Colour the background of one of the portraits from the Explore lesson. Colour half of the photograph face from the Discover lesson. Draw a sketch of a classmate’s face. Language reinforcement Write and say sentences describing classmates’ faces. Review and express all the feelings and emotions they can remember: happy, sad, excited, angry, worried, nervous, frightened, etc. Communicate healthy habits and share ideas about how to have better health and be happier. Write a short paragraph containing a self-description.


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Garden Path

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Describe a landscape and its natural and man-made features. Talk about perspective, depth and distance in a painting. Communicate feelings evoked by an artwork. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about perspective and its elements: lines, vanishing point, etc. Learn about using coordinates to design maps and plans. Learn about botany, the science of plants: description, classification, distribution, nutrition, reproduction, physiology, morphology, photosynthesis, etc. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the course’s digital resources. Find and use information about the artist Santiago Rusiñol i Prats. Use internet resources to practise content from the project (Design a garden). Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities; take on responsibility and cooperate. Think about how to look after nature and the environment in general. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Paint and draw landscapes using perspective and different points of view (artist’s viewpoint). Produce different paths/landscapes using depth and distance. Design a map of a park or garden using coordinates. Learn to express themselves and communicate.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Identify and depict depth and distance in a landscape. Recognise and use the technique of one-point linear perspective, using a single vanishing point. Identify the horizon line, vanishing point and diagonal lines that merge to create a one-point linear perspective. Use one-point linear perspective to create and complete landscapes. Express an opinion about an artwork.

Recognises that perspective is a way of representing three-dimensional objects on a flat, two-dimensional surface by recreating depth and distance (position). Identifies basic elements and principles of perspective: linear perspective, the vanishing point, the horizon line and the vanishing point of diagonal lines. Identifies space and depth in the reference artwork by Santiago Rusiñol i Prats (Hydrangeas on a Garden Path). Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, MST, CUL, AUT, LTL LIN, CUL, SOC, LTL, AUT

Choose a type of path and create a landscape that shows depth, perspective and creativity.

Internalises and learns the artistic techniques and concepts related to perspective: one-point linear, vanishing point, horizon line, parallel and diagonal lines, etc. Uses relative size, overlap and colour to depict depth and distance. Draws landscapes containing both natural and man-made features.


Depict a natural element from a particular point of view or perspective.

Recognises the concept of the artist’s point of view/viewpoint to understand the perspective depicted in a painting.


Make a landscape and path inspired by the work of Rusiñol.

Is familiar with the work of painter Santiago Rusiñol i Prats. Draws differently shaped paths in the context of a landscape, using the perspective techniques learnt and depicting depth and distance. Develops artistic autonomy and creativity.

LIN, CUL, LTL, AUT LIN, SMT, CUL, LTL, AUT


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Be creative and apply artistic knowledge. Create a base for understanding the creative process. LIN, CUL, LTL, AUT

Use coordinates to make a basic plan of a park or garden.

Recognises the use of coordinates (geometry) as a method for making maps and plans of gardens and parks.

LIN, MST, LTL, AUT


Contextualises what has been learnt in the project (Talk about art). LIN, MST, CUL, SOC, LTL, AUT


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Space in art and perspective. Explore space and perspective. Explore and learn about linear perspective and creating the illusion of depth.

Interest and curiosity in learning the basics of perspective technique in drawing.

Study and analysis of colour and contrast in the reference artwork: Hydrangeas on a Garden Path by Santiago Rusiñol i Prats.

Describe the project’s reference artwork. Learn new vocabulary. Learn about the different elements and basics of one-point linear perspective and the vanishing point by reading and understanding a text. Study and analyse an artwork: - Study the landscape by Santiago Rusiñol i Prats;

describe it using the appropriate language and vocabulary.

- Identify and locate the various basic elements of one-point linear perspective: the vanishing point, horizon line, diagonal lines that merge at a vanishing point, etc.

- Study and compare Hydrangeas on a Garden Path with a similar landscape; find and explain the differences.

Curiosity and interest in art. Interest in learning about national artistic heritage and discovering artists such as Santiago Rusiñol i Prats. Appreciation and enjoyment of landscapes and nature. Reflect on looking after of the environment.

Paths in a landscape. Study and describe an unfinished landscape. Explain how large elements designate the foreground/proximity and small elements indicate distance and depth.

Interest in learning how to draw and paint a landscape through the application of all the techniques learnt, whilst being creative and expressing their love of nature.


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Identify the shape of different paths in various landscapes and describe their basic features. Use the landscapes in the lesson as a reference for choosing a type of path and creating a landscape; include the relevant elements and show depth and distance.

Perspective. Learn by reading and understanding a text about how perspective is created according to the artist’s eye and changes according to their point of view: - Draw two diagonal lines from the bottom to

the top of the paper. - Draw the top of the tree at the point where the

two lines converge. - Draw the branches and leaves of the tree; add

details. Study photographs of different trees: palm, cherry, pine, beech. Choose one of the trees and draw it from the same viewpoint.

Interest in observing the connection between the artist’s viewpoint, and the creation and what they achieved in their own artworks. Enjoy expressing themselves and being creativity.

Artwork by Rusiñol: a path. Read and understand a text about the Spanish painter Rusiñol and his landscape paintings. Create a landscape/path inspired by his work: - Draw the horizon line and vanishing point on a

sheet of paper. - Draw two diagonal lines that meet at the

vanishing point and depict a path. - Draw natural features and objects on either

side that overlap and decrease in size with

Interest in learning about and appreciating the work of Santiago Rusiñol i Prats. Use possible artistic language spontaneously, giving free rein to the imagination. Explore and use a range of materials and tools; discover their properties and possibilities for use in self-expression and communication.


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distance. - Create a landscape that includes details in the

background and foreground. Geometry in art: depiction of space (maps and plans).

Read and understand a text about how landscape architects design outdoor park and garden spaces, as well as the elements and objects that may be used in them.

Interest in learning to use coordinates to depict space and objects on a map.


Write and complete the key vocabulary for the project: one-point perspective, landscape, path, diagonal lines, garden, viewpoint. Talk about the artwork created in the project (path/landscape) based on a set of questions. Evaluate and give opinions about their own artwork and that of others. Reflect on the meaning and aims of an artwork.



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LINGUISTIC CONTENT Language focus Diagonal lines, horizon line, one-point perspective, vanishing point, viewpoint. Background, depth, distance, foreground, landscape, middle ground, overlap. Curved, long, path, short, straight, winding. Bush, flower, garden, grass, park, plant, tree. Key structures There is… There are some/many… Comparative and superlative adjectives: bigger/smaller, lighter/darker, lower/higher. VALUES Appreciate the artwork and cultural heritage; show an interest in studying and responding to art. Be creative, independent and responsible while producing artworks. Recognise green spaces as locations where creativity and art can be found. Combine nature and art based on commitment, respect and action. Train the eye to recognise artistic circumstances and nature. Make an effort to present activities well and to use school materials and facilities with care. Learn how to communicate and express emotions/ideas using artistic language.

METHODOLOGY In this project, pupils will learn about perspective and depth by studying and analysing the reference artwork. The aim is to guide the learning process through personal experience and activities that encourage exploration and hands-on use of elements to integrate what has been learnt. It would therefore be interesting to hold the class outdoors and encourage the pupils to observe their surroundings and draw their landscapes based on what they see. This practical approach will itself guide the pupils’ hand, allowing them to depict what they see and give them the perfect viewpoint. This educational activity will also increase their environmental awareness based on experimentation and direct contact with nature. Pupils will personally explore different types of plants and trees in nature, observe different perspectives according to where their eye is positioned, and see the difference in size and colour between objects. In this way, they will learn everything they need to know first-hand to create and enjoy art and nature. This fosters pupils’ perceptive and observational skills, thus developing their sensory system and making them aware that they use their senses to experience the world.

Pupils will work independently to produce a path by using and practising the techniques learnt. This ensures that pupils learn in an independent and all encompassing way by boosting their confidence in their own artistic creations, their enjoyment in making them and their appreciation of their contribution to their own enjoyment and wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the artwork. The idea is to find what is ‘true’ so that


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pupils can repeat the creative processes themselves. The process of discovering something new is an essential aspect of learning for pupils to refine their investigation skills. The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils multiple opportunities to interact with continuous give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Mathematics: lines; coordinates (geometry). Natural Science: plants (description, classification, distribution, nutrition, reproduction, physiology, morphology, photosynthesis, etc.).

MIXED-ABILITY ACTIVITIES Levelled questions: *Oral communication indicating the inspiration for the project’s reference artwork: Hydrangeas on a Garden Path. **Talk about the botanical gardens pupils have visited. ***Compare the objects in the reference work of art for the project, using comparative adjectives. Fast finishers Study photographs of different types of plants and practise drawing them on a sheet of A5 paper. Practise drawing trees from different perspectives on a sheet of A5 paper. Sketch the landscape drawn in the Create lesson on a sheet of A5 paper. Language reinforcement Write and describe different parts of a plant: stem, trunk, branch, flower, leaves, etc. Write sentences describing different landscapes using the structures There is a… There are some/many… Revise the seasons: spring, summer, autumn, winter. Write and describe all the trees they can remember and classify them according to their leaf type (deciduous or evergreen): palm tree, beech tree, cherry tree, pine tree, oak, etc.


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Clay Pots

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Talk about different materials. Describe pottery designs and textures. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about three-dimensional forms (height, width, depth) and how these objects are measured. Learn about the concepts of mass and volume. Learn about different materials, their composition and properties. Learn how matter is transformed: physical changes (through forces) and chemical changes (through heat). Learn about central symmetry. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise vocabulary. Use the course’s digital resources. Use internet resources to practise content from the project (Artist: Pottery process). Competence in social awareness and citizenship (SOC): Practise collaborative skills in pair and group activities; take on responsibility and cooperate. Competence in artistic and cultural awareness (CUL): Learn that pottery is the art of making vessels and other objects from clay, or another material, through moulding and heating them – something that has been done by people throughout history. Study different pottery designs and patterns in. Learn different pictorial techniques with graphite pencil shading for showing volume. Learn to use different graphite pencils based on their hardness (H) and tone (B) classification. Develop the imagination through different forms of artistic expression. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Transform flat shapes into pottery with volume. Learn to use different graphite pencils to create volume through shading. Show initiative in making artistic creations in general. Learn to express themselves and communicate.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Use lines, shapes and colours to create volume. Identify different shapes and textures in pottery. Appreciate and express an opinion about an artwork.

Recognises the properties of clay and the moulding process used since prehistoric times to create vessels with different designs. Identifies shapes and textures in pottery made throughout history by different cultures.

Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, MST, CUL, AUT, LTL LIN, MST, CUL, AUT, LTL LIN, MST, CUL, SOC, AUT, LTL

Transform flat pottery shapes into forms with volume (three dimensions) using gradations of colour and lines. Make designs and patterns in pottery.

Differentiates two-dimensional shapes from three-dimensional forms. Identifies different methods of creating volume on a flat shape, such as the use of colour and lines.

LIN, MST, CUL, LTL, AUT LIN, CUL, LTL, AUT

Use graphite pencils in compositions. Shades objects using different techniques to show volume.

Recognises the different shading techniques for creating volume on an object using a graphite pencil: gradation of colour, hatching, cross-hatching and stippling.

LIN, CUL, LTL, AUT

Make a piece of pottery out of clay; portray different objects and shapes. Use creativity independently; apply artistic knowledge.

Learns about the properties of clay; moulds it to create different clay objects. Designs different patterns and creates a textured effect on clay using different materials. Identifies how forces create physical changes in matter. Develops artistic autonomy and creativity. Lays the foundations for understanding the creative process.

LIN, CUL, LTL, AUT LIN, CUL, LTL, AUT LIN, MST, LTL, AUT LIN, CUL, LTL, AUT LIN, CUL, LTL, AUT


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Identify central symmetry in images containing geometric elements and photographs of objects. Complete a symmetrical design.

Recognises central symmetry in an object or a natural element.

LIN, MST, LTL, AUT





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Shapes and materials in art. Explore and examine different lines, shapes and colours to create volume.

Interest in and desire to learn about the art of moulding clay and how to turn it into pottery.

Study and analysis of shapes in a clay pottery collection.

Describe the reference artwork for the project. Learn and practise new vocabulary. Read and understand a text about the art of moulding clay and creating pottery that has different patterns and textures, some inspired by nature. Study pottery vessels from different places and times; work out what they were used for.

Curiosity and interest in art from different historical periods.

Forms that have volume: pottery. Transform flat clay into vessel forms with volume, using lines and colour. Study the design on a piece of pottery and identify living things and geometric drawings. Make a design with volume and three-dimensionality by creating textures and shapes on a flat piece of pottery.

Motivation to learn to design patterns and motifs on a piece of pottery whilst contextualising the artistic concepts learnt.

Pictorial techniques: creating volume with graphite pencil shading.

Read and understand a text about: how to create volume for objects; the different pictorial techniques used to create shading; and the effect of using graphite pencils with different hardness grades and tones to create light and shadows. Shade different objects using various techniques.

Interest in learning about graphite pencils for shading. Motivation to learn to draw using the correct tones and pressure; being patient with themselves when practising the technique.

Mould clay to make a piece of pottery.

- Mould and roll clay to make a cylinder. - Use their thumbs to make an opening in the

cylinder.

Use possible artistic language spontaneously, giving free rein to the imagination. Explore and use a range of materials and tools; discover their properties and possibilities for use in self-expression and


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- Press on the sides to create the form of a pot or vessel.

- Add designs and create textures using a variety of appropriate materials.

- Optionally, paint the piece of pottery with watercolours.

communication.

Geometry in art: symmetry.

Read and understand a text about symmetry in a natural objects. Study, recognise and draw the lines that mark the central point of symmetry of an object. Complete a symmetrical design on a piece of pottery.

Interest in discovering symmetry in living things.


Identify objects and write the key vocabulary for the project: pottery, mould, volume, texture, clay, shadow. Talk about the artwork created (pottery made from clay) in the project, based on a set of questions. Evaluate and give opinions about their own artwork and that of others. Reflect on the meaning and aims of an artwork.



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LINGUISTIC CONTENT Language focus Clay, mould, potters, pottery. 3D, form, pattern, shape, texture. Cross-hatching, hatching, light source, light, shade, shadow, stippling, tones, volume. Key structures Past simple regular and irregular forms. Sequence words: first, then, next, finally. VALUES Appreciate the artwork and cultural heritage; show an interest in studying and responding to art. Show an interest in using the materials in a hands-on way and making connections between art and other subjects. Make an effort to present activities well and to use school materials and facilities with care. Understand the importance of following the necessary steps when producing a specific crafts. Explore and further develop the range of arts and crafts resources, materials and techniques they use to artistically express themselves.

METHODOLOGY In this project, pupils will learn about the art of pottery and how to transform a flat shape into a piece of pottery with volume through using colour and lines. The aim is to guide the learning process through personal experience and activities that encourage exploration and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility, as well as and their assessment and observation skills. Pupils will explore light and shadows by familiarising themselves with graphite pencils and their hardness, and in this way discover its properties and learn through experience. Let them try the different pencils and discover for themselves which pencil is best for achieving different light and dark tones, as well as what pressure and technique to use to produce the desired shading effects. This will let them to see first-hand how shading adds depth, contrast, personality and movement to their drawings, and how to also enjoy the fact that their abilities as artists are improving. Pupils will also create their own pottery pieces from moulding clay. They will observe and learn through discovery to reach their own conclusions. In this way, they will discover that clay is a soil material that becomes malleable and flexible when it comes into contact with water, and that once it has been dried, it contracts and hardens permanently. Curiosity and excitement are key in piquing their interest, as they will activate the neural mechanisms needed for learning and retaining information. Encourage pupils in this discovery process, as they will learn best if they enjoy what they are doing.


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The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils multiple opportunities to interact with continuous give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Mathematics: volume and measurements; geometry and symmetry. Natural Science: matter and its properties; physical and chemical changes in matter.

MIXED-ABILITY ACTIVITIES Levelled questions: *Identify and describe the lines and shapes in the pottery from the Clay pots lesson. **Identify and describe the different textures on the pottery. ***Study the pottery and indicate which looks oldest, stating reasons for the answer. ****Express an opinion about the pottery and justify it.

Fast finishers Draw ceramic objects from the classroom or home on a sheet of A5 paper, showing volume in the drawings. Choose an object from their pencil case and draw it on a piece of A5 paper, using the shading techniques learnt in the project to give it volume. Draw a picture of their pot on a sheet of A5 paper. Language reinforcement Describe and explain the properties of clay: absorbent, waterproof, hard, soft, flexible, fragile, opaque, transparent, etc. Name different items made of pottery: pots, jugs, bricks, tiles, sculptures, etc. Describe the shape, colour, design, texture, use, etc. of the clay pottery created by the pupils.


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Swirling Stars

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Describe a skyscape. Show movement. Talk about the past using the appropriate verb forms. Communicate the feelings evoked by an artwork. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about lines and shapes. Learn about astronomy, the Universe and the use of the Hubble Space Telescope. Learn about meteoroids, comets and meteors. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise vocabulary. Use the course’s digital resources. Find and use information on the artist Vincent van Gogh and Post-Impressionism. Use internet resources to practise content from the project (Van Gogh at night) (The Hubble Telescope). Learn about using technology and different techniques to create and view animated films. Competence in social awareness and citizenship (SOC): Practise collaborative skills in pair and group activities; take on responsibility and cooperate. Competence in artistic and cultural awareness (CUL): Learn different ways to express movement in art using lines, colours and shapes. Understand and critically evaluate different forms of cultural and artistic expression, and begin to learn about artists and their work, such as The Starry Night by the Post-Impressionist painter Vincent van Gogh. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination, such as chalk pastels on a black background. Learn different techniques for using and blending colour, and creating the illusion of movement. Learn about different types of animated films. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Create the illusion of movement with some stars. Create a sky artwork of the Universe using chalk pastels on a black background. Create a picture of the night sky inspired by the artist Vincent van Gogh. Show initiative in producing colours and making artistic creations in general. Learn to express themselves and communicate.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Depict movement using lines, shapes and colours. Identify and classify different types of lines. Express an opinion about an artwork.

Creates movement in an artwork using lines, shapes and colours. Knows about the Earth’s revolution around the Sun; describe an elliptical orbit. Identifies movement in the reference artwork: The Starry Night by Vincent van Gogh. Learns about Post-Impressionism and some of its artists and relevant artworks. Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, MST, CUL, AUT, LTL LIN, MST, AUT, LTL LIN, MST, CUL, SOC, AUT, LTL LIN, CUL, AUT, LTL LIN, CUL, LTL, AUT

Show the movement of a star using the template. Transform a drawing of a 2D star into a shooting star or star in motion.

Recognises different ways of creating movement in art using lines, shapes and colours. Identifies a shooting star as a light phenomenon that occurs when a meteoroid (later a meteorite) enters our atmosphere.


Use different colour techniques to create a landscape made up of different images of the Universe.

Distinguishes between different techniques used for blending colour and creating the illusion of movement, such as: small brushstrokes, and long brushstrokes, blending two or three colours.

LIN, CUL, LTL, AUT

Make a plasticine night skyscape inspired by the work of Van Gogh. Recognise Post-Impressionist and Impressionist

Represents movement and expresses emotion in a picture using lines, shapes and colours in an individual way.



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works and some of their artists, as well as their techniques. Be creative and apply artistic knowledge in an independent way.

Recognises artwork by Van Gogh. Develops artistic autonomy and creativity. Lays the foundations for understanding the creative process.

LIN, CUL, LTL, AUT LIN, CUL, LTL, AUT LIN, CUL, LTL, AUT

Learn different animation techniques for making animated films. Make a short animated film.

Knows about animated cinema and different types of films: illustration animation, stop-motion animation and computer animation. Makes a short animated film.






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CONTENTS PROCEDURES ATTITUDES Movement in art.

Study, identify and classify different types of lines in art that express movement.

Interest in learning about movement as a form of expression and emotion in art.

Study and analysis of colour and contrast in the reference artwork: The Starry Night by Vincent van Gogh.

Describe the reference artwork for the project. Learn and practise new vocabulary. Read and understand a text to learn about skyscapes in painting, and the use of line and colour to express movement in the reference artwork by Van Gogh: The Starry Night. Study and analyse an artwork:

- Identify and locate different lines that express rapid swirling movement: swirls, spirals, curves, waves, etc.

- Identify and recognise colour and light used for expressive purposes.

- Identify and name all the celestial bodies visible in the artwork.

Curiosity and interest in art. Receptive and positive attitude towards art and expressing emotions and feelings. Interest in enjoying an artwork and seeing the magic and mystery it evokes.

Illusion of movement. Shooting stars.

Study and describe the movement of groups of stars. See how relative size and overlap are used to produce the illusion of movement. Cut out stars from the template and use several of them in a composition to create the illusion of movement. Learn techniques to create movement for stars (coloured lines, light and colour on each of these lines, etc). Contextualise the concepts learnt by making a

Interest in learning how movement is captured by receptors in the retina, which receive and transmit information to the brain.


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picture of shooting stars or stars in motion. Techniques for blending colour. Learn about the Universe by reading and

understanding a text based on use of a telescope. Learn different techniques for using colour to create the illusion of movement: blending two or three colours; small brushstrokes; and long brushstrokes. Produce a picture of the Universe using the techniques learnt. Hold an exhibition of all the pictures.

Interest in observing the connection between colour and movement, and creating a skyscape made up of images of the Universe.

Night skyscape inspired by the work of Vincent van Gogh.

Express feelings through making a night skyscape inspired by the artist Vincent van Gogh:

- Spread a layer of blue plasticine on a paper plate to create the effect of the sky.

- Add white plasticine lines to show movement. - Add more brightly coloured plasticine and

blend them together. - Mix green, yellow, white and blue plasticine to

add a small area of land at the bottom of the paper plate.

- Use a toothpick to make lines in the plasticine, creating the effect of movement and simulating Van Gogh’s brushstrokes.

- Add a border around the edge of the plate.

Interest in learning about and appreciating the work of Van Gogh. Use possible artistic language and features spontaneously, giving free rein to the imagination. Explore and use a range of materials and tools; discover their properties and possibilities for use in self-expression and communication.

Technology in art: animated film. Study, describe and identify different animated films.

Interest in using technology to produce artistic creations: computers, video cameras, etc.


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Read and understand a text about different types of animated films. Make an animated short using one of the animation techniques seen in the project.

Curiosity about researching animated film.


Identify and write the key vocabulary for the project: skyscape, spirals, swirls, movement, bright, stars. Talk about the artwork created in the project (night skyscape), based on a set of questions. Evaluate and give opinions about their own artwork and that of others. Reflect on the meaning and aims of an artwork.



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LINGUISTIC CONTENT Language focus Blend, brushstrokes, curves, movement, skyscape, spirals, swirls, waves. Celestial bodies, galaxies, Hubble Space Telescope, nebulae, planets, shooting stars, stars. Key structures Make (me) feel (excited). Looks like. Past simple regular and irregular forms. VALUES Learn to express emotions by observing artwork using the senses. Appreciate the artwork and cultural heritage; show an interest in studying and responding to art. Develop artistic sensibility. Show an interest in the creative process. Learn to use school materials and facilities responsibly and with care. METHODOLOGY In this project, pupils will learn about movement and, from studying and analysing the reference artwork, how it can be expressed in art using lines, colours and shapes. The aim is to guide the learning process through personal experience and activities that encourage exploration and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility, as well as and their assessment and observation skills. Encourage them to look at various Impressionist and Post-Impressionist artworks and express their feelings.

They will also learn to take an interest in science and scientific methods, asking scientific questions and answering them through observation and experimentation. Show them a video or explain what a shooting star is and how dust and ice enter our atmosphere. Curiosity and motivation are key in piquing their interest and fomenting any subsequent learning. Pupils can discover the Universe through images they find through internet research or in reference books, as well as learning through an active teaching methodology linked to discovery-based learning, in which curious and motivated pupils explore knowledge while enjoying their artistic creations and learning art techniques. Pupils will work independently to create their night skyscape. This will encourage them to have confidence in their own artistic works, enjoy making them and appreciate how they contribute to their own personal enjoyment and wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the artwork. The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. Prepare all the materials and resources needed to create an animated short. Advise and assist the pupils in the effective and efficient usage of technological tools and computer devices. ICT helps pupils develop new skills and be more creative.


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GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils multiple opportunities to interact with continuous give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Mathematics: lines and shapes. Natural Science: astronomy - the study of celestial bodies in the Universe; Earth’s orbit, rotation and their effects; the lunar phases and the Moon’s orbit; what happens with ‘shooting stars’ (meteoroid, meteor, comet); the Universe and the Hubble Space Telescope; the Solar System. Technology in art: animated film. MIXED-ABILITY ACTIVITIES Levelled questions: *Talk about Van Gogh’s inspiration for his artwork.

**Study the reference artwork for the project (The Starry Night by Vincent van Gogh) and indicate what colours the artist uses to show that the stars are shining. ***Express feelings evoked by the reference artwork. ****Reflect on and express opinions about the reference artwork; indicate whether it is a realistic or imaginary scene.

Fast finishers Draw more shooting stars or stars in motion from the Explore lesson on a sheet of A5 paper. Experiment with the materials from the Discover lesson on a sheet of A5 paper. Create a day skyscape similar to the night skyscape in the Create lesson.

Language reinforcement Write a short letter describing their favourite painting that shows a skyscape. Choose a work by Vincent van Gogh and describe the feelings it evokes using the structure: Makes (me) feel (….) Write and describe vocabulary on astronomy and the Universe: celestial bodies, galaxies, nebulae, planets, shooting stars, stars, orbit, rotation, meteor, meteoroid, comets, Earth, satellites, Moon, etc.


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EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Describe a glass sculpture. Describe colours and how they are mixed to obtain other colours. Identify and describe colours and the result of mixing them. Talk about different bodies of water and their characteristics. Communicate the feelings evoked by an artwork. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about the sea and other bodies of water. Learn which seas and oceans surround the Iberian Peninsula. Learn about water, the water cycle and water as an element of life on Earth. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise vocabulary. Use the course’s digital resources. Find and use information on artists such as Dale Chihuly. Use internet resources to practise content from the project (Dale Chihuly) (Explore colours). Learn to create compositions/documents with text and images using technology. Competence in social awareness and citizenship (SOC): Practise collaborative skills in pair and group activities; take on responsibility and cooperate. Reflect on looking after seas and other bodies of water; recognise the importance of water for life on Earth. Competence in artistic and cultural awareness (CUL): Learn about primary colours (cyan, magenta and yellow) and how they are mixed to produce secondary colours (red, green and violet-blue). Understand and critically evaluate different forms of cultural and artistic expression; begin to learn about artists and their work, such as Dale Chihuly and his glass sculptures Bridge of Glass. Learn to use different materials creatively to express ideas and experiences; develop the imagination, such as decoupage on glass to make artisanal crafts. Learn to use watercolours and combine colours. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Produce an underwater scene using various techniques to mix and produce colours. Decorate glass using the decoupage technique. Show initiative in producing colours and making artistic creations in general. Learn to express themselves and communicate.

Sea Colours


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Differentiate and name primary and secondary colours. Use different techniques to mix primary colours and produce secondary colours. Express an opinion about an artwork.

Understands concepts and ideas about colour in art: primary and secondary colours. Mixes primary colours to produce secondary colours. Knows the seas and oceans, and what colour they can be.

Identifies colours and forms in a glass sculpture by Dale Chihuly (Bridge of Glass). Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, CUL, AUT, LTL LIN, MST, CUL, AUT, LTL LIN, MST, CUL, AUT, LTL LIN, CUL, AUT, LTL LIN, CUL, SOC, LTL, AUT

Identify, name and write primary and secondary colours. Produce secondary colours from primary colours. Create a composition: a felt-tip underwater scene.

Recognises and uses primary colours. Mixes primary colours to produce secondary colours. Understands the concept of secondary colours and can identify them. Identifies different techniques for creating colours and effects, such as mixing felt tips with water to create an underwater scene. Identifies the characteristics of water and its importance for life on Earth.

LIN, CUL, LTL, AUT LIN, MST, SOC, LTL, AUT

Create an underwater composition using different watercolour techniques. Understand the water cycle and its importance.

Uses different techniques for painting with watercolours and mixing colours. Understands the importance of water and the water cycle; reflects on the importance of not wasting or polluting water.

LIN, CUL, LTL, AUT LIN, MST, SOC, LTL, AUT

Decorate a glass jar using the decoupage technique.

Understands the decoupage technique.

LIN, CUL, LTL, AUT


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Use creativity independently; apply artistic knowledge.

Uses different materials, colours, lines and shapes to create a personalised artwork. Develops artistic autonomy and creativity. Lays the foundations for understanding the creative process.

LIN, CUL, LTL, AUT

Use technology appropriately. Create a composition/leaflet with text and images about publicising an exhibition.

Develops basic computer competencies and practises arts and crafts’ skills online. Works with digital images; copies and pastes them to create a composition that expresses an idea.

LIN, DIG, CUL, LTL, AUT





36

CONTENTS PROCEDURES ATTITUDES Colours in art and the sea. Recognise and mix primary colours to produce

secondary colours. The sea as a source of inspiration for colour.

Interest in learning about colour and its artistic possibilities.

Study and analysis of colour in the reference artwork: the glass ceiling Bridge of Glass by Dale Chihuly

Describe the reference artwork for the project. Learn and practise new vocabulary. Read and understand a text to learn about colour in an artwork: a glass ceiling representing an underwater world filled with colour. Study and analyse an artwork: - Identify and describe colours. - Identify aquatic living things.

Interest in art. Receptive and positive attitude towards art and expressing emotions and feelings.

Colours. Complete activities to learn about colour and producing secondary colours from primary colours (cyan, magenta and yellow). - Identify primary colours on a colour wheel. - Identify primary and secondary colours on a

colour wheel and produce more colours. Mix colours using felt tips and water to create an underwater scene: - Draw an underwater scene using one

continuous black line. - Add small strokes of colour using various felt

tips. - With a wet paintbrush, add water to the

picture using a circular motion. - Add water to the different living things.

Interest in learning to mix colours to produce new ones; being able to use colour in artistic creations. Interest in about learning about marine life.

Watercolours. Read and understand a text to learn about Interest in painting with watercolours and learning techniques to


37

watercolour techniques and how to mix colours: - Draw organic shapes that simulate marine

elements using coloured pencils or oil pastels. Add a variety of designs and patterns.

- Use a paintbrush to add water to the shapes. - Add drops of watercolour to the shapes and

watch what happens. - Sprinkle salt on the paintings and let it dry. - Remove any excess salt with a brush. - Cut out each of the shapes. - Glue all of the cut-out shapes on a sheet of

paper simulating the sea.

produce different effects in artistic creations.

Sea creatures and elements.

Read and understand a text about how artists make artisanal crafts using coloured glass. Decorate a glass jar, inspired by the artist Dale Chihuly: - Cut or tear strips of blue tissue paper. - Glue the paper to a glass jar. - Make marine creatures using different

coloured tissue paper. - Glue them to the glass jar. - Add a thin layer of glue mixture all around

their jar to add a finishing coat.

Use possible artistic language spontaneously, giving free rein to the imagination. Explore and use a range of materials and tools; discover their properties and possibilities for use in self-expression and communication.

Technology in art: organise an art show and create a leaflet to publicise it.

Read and understand a text about how artists put on exhibitions and use galleries and museums to present their works of art. Create a document, a sort of information leaflet to publicise a show or exhibition of student art:

Interest in using technology to produce artistic creations. Be aware of the importance of analysing and interpreting the information obtained, comparing and evaluating the content found in the media based on its validity and reliability.


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- Use the internet to find images of art that communicate the idea of the exhibition.

- Paste the images in a document and edit them. - Add digital photos. - Write a text including the information to be

communicated; practise editing the text: size, font, colour, etc.

- Print the leaflet and distribute it to family and friends.

- Hold the art exhibition or show. Talk about art. Integrate the content learnt, opinions and evaluations.

Write full sentences using the key vocabulary from the project: glass sculpture, watercolours, mix, primary, underwater, secondary. Talk about the artwork created in the project (glass jar decorated using the decoupage technique), based on a set of questions. Evaluate and give opinions about their own artwork and that of others. Reflect on the meaning and aims of an artwork.



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LINGUISTIC CONTENT Language focus Glass sculpture, ceiling, underwater. Mix, primary colours, range, secondary colours. Cyan, green, magenta, red, violet-blue, yellow. Key structures Be, feel, look like. Past simple regular and irregular forms. VALUES Learn to express emotions by observing works of art using the senses. Appreciate the artwork and cultural heritage; show an interest in studying and responding to art. Show interest in using and mixing colours in creations. Enjoy making connections between art and other curricular content. Make an effort to present activities well and to use school materials and facilities with care. Be aware of the risks associated with the use of technology and online resources, and how to avoid them. This involves identifying appropriate behaviour in digital environments to protect their own information and that of others, as well as knowing about the addictive aspects of technology.

METHODOLOGY In this project, pupils will learn about colour and its creative possibilities in art by studying and analysing the reference artwork. The aim is to guide the learning process through personal experience and activities that encourage exploration and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility, as well as and their assessment and observation skills. They will also learn and think about other content from the curriculum, such as seas and oceans and other bodies of water (lakes, rivers, pond, waterfalls, etc.). If possible, take pupils to a natural location. Pupils will naturally develop observational, research, reflectional and analytical skills. Nature offers interesting spaces for cognitive and emotional development, as well as a significant amount of stimuli. Contact with nature allows pupils to find themselves in an open space, with the sensation of freedom, observing the processes that occur. This is crucial for the development of their motor skills, as well as stimulating their neurons, emotions and learning. It is an essential experience. Pupils will investigate mixing primary colours to produce secondary colours through exploring a range of materials and techniques to learn about their properties and possibilities for use in self-expression and communication. Pupils will explore using watercolours and trying out different techniques. Watercolours are a more complex to use, so instruct pupils to be careful because it is difficult to correct mistakes. The colours are very bright and


40

striking. They are very useful for depicting liquids and transparency. They offer a lot of brightness and are easy to mix. Pupils will work independently to decorate a glass jar in different materials and colours using the decoupage technique. This ensures that pupils learn in an independent and all-encompassing way by boosting their confidence in their artistic creations and their enjoyment of making them, as well as appreciating their contribution their own personal wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli. The final project for each project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils multiple opportunities to interact with continuous give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs.

CROSS-CURRICULAR ITEMS Natural Science: the sea and other bodies of water. Social Science: reflecting on being mindful of water usage and its importance for life; the water cycle. Technology in art: compositions/leaflets that contain images and text. MIXED-ABILITY ACTIVITIES Levelled questions: *Talk about the artist Dale Chihuly’s inspiration for his glass sculptures. **Study and say what types of forms the sculptures contain: geometric or organic. ***Express feelings evoked by the reference artwork for the project. ****Indicate whether they like swimming in the sea or not, giving reasons for the answers. Fast finishers Mix more colours on a piece of paper, as in the Explore lesson. Practise and experiment with mixing colours using watercolours. Finish decorating the glass jar used in the Create lesson with pieces of coloured paper on the rim. Language reinforcement Write sentences using homophones (words that sound the same in English, but that are written differently): blew/blue, ate/eight, red/read, four/for, I/eye, etc. Produce a small leaflet describing the characteristics of a body of water of the pupil’s choice: stream, river, lake, ice cap, groundwater, etc. Revise colours: cyan, magenta, yellow, orange, green, violet-blue, black, white.


41

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Describe patterns in a mosaic. Describe geometric shapes, lines and colours. Use the passive voice. Talk in the past tense. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about patterns and sequences in mathematics. Learn about the design of an arch. Learn about geometry: geometric shapes; measurement systems; copying, removing and adding segments. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise vocabulary. Use the course’s digital resources. Find and use information about Roman culture, its influence, and cultural and artistic legacy in Spain, specifically in the Carmona town hall courtyard. Use internet resources to practise and expand on content from the project (Roman mosaics in Spain). Competence in social awareness and citizenship (SOC): Learn about the history of Rome and Greece, the Romanisation of the Iberian Peninsula and its cultural legacy. Recognise Roman archaeological remains found in Spain. Practise collaborative skills in pair and group activities; take on responsibility and cooperate. Competence in artistic and cultural awareness (CUL): Learn about the Romanisation of Hispania - the process through which Roman culture was established on the Iberian Peninsula, through settlements and colonies during the period of Roman control. Learn about Roman and Greek mythology. Learn about Roman mosaics and their repeated patterns and designs. Learn about the importance and use of arches and their repetition in Roman structures. Recognise important works from the period of the Romanisation of the Iberian Peninsula, and what these tell us about life and culture during this time. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and personal reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Make patterns using different lines, shapes and colours. Draw a Roman bridge with repeated arches. Show initiative in making artistic creations in general. Learn to express themselves and communicate.

Ancient Patterns


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Identify geometric patterns in a Roman mosaic. Recognise a Roman mosaic. Identify archaeological remains or architectural ruins from the Iberian Peninsula. Express an opinion about an artwork.

Understands the concept of patterns in art as the repetition of an ornamental design containing either geometric or non-geometric shapes that are repeated periodically, creating rhythm and movement in a composition. Learns about Roman art, culture and mosaics. Reflects on the importance of archaeology and the study of architectural remains for learning about our past. Analyses patterns in a Roman mosaic from Carmona town hall courtyard in Spain. Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, MST, CUL, AUT, LTL LIN, CUL, AUT, LTL LIN, CUL, AUT, LTL LIN, CUL, AUT, LTL LIN, CUL, AUT, LTL

Complete a pattern in a Roman design with lines, shapes and colours. Recognise pelta shapes. Draw the semi-circle part of a pelta inside a square using a compass. Recognise a Roman fret containing geometric designs.

Uses patterns make creative designs in a grid. Knows the meaning of the word pelta (ancient shield in the shape of a half-moon) and how these shapes were interconnected to create heart shapes. Uses a compass to make angles within a square. Recognises common geometric shapes used in Roman frets; uses a ruler.

LIN, MST, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT LIN, MST, LTL, AUT LIN, MST, CUL, SOC, LTL, AUT


43

Draw a bridge using repeated arches; contextualise what has been learnt about Roman arches. Be able to draw an arch with different radii using a compass. Identify Roman structures.

Understands the function of arches in Roman architecture and their repetition to distribute the weight of bridges and other structures. Identifies the arch as a building component with a curved or polygonal shape that spans an open space between two columns or walls, distributing all the weight to the supports by means of an outward force known as thrust. Recognises the parts in a picture of an arch: keystone, voussoirs, buttress, etc. Recognises Roman structures from the Iberian Peninsula.

LIN, MST, CUL, SOC, LTL, AUT LIN, MST, CUL, SOC, LTL, AUT


Design geometric patterns for a mosaic frame using different materials. Use creativity independently; apply artistic knowledge.

Create designs using repeated geometric patterns, inspired by the designs on Roman structures. Develops artistic autonomy and creativity. Lays the foundations for understanding the creative process.

LIN, MST, CUL, SOC, LTL, AUT LIN, CUL, LTL, AUT LIN, CUL, LTL, AUT LIN, CUL, LTL, AUT

Measure, copy, add and subtract segments using a ruler and set squares.

Uses different tools for measuring segments: lines, geometric shapes and angles. Makes basic 2D geometric designs and carries out basic operations with segments. Uses a compass adequately; begins drawing parallel and perpendicular lines using set squares, and carries out basic operations with angles. Recognises what a ruler and set squares are and how to use them.

LIN, MST, LTL, AUT





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CONTENTS PROCEDURES ATTITUDES Designs and patterns in Antiquity; Roman mosaics.

Explore and identify different patterns or elements which are periodically repeated in a predictable manner in an artistic design.

Interest in learning about Roman mosaics.

Study and analysis of patterns in the reference artwork: a Roman mosaic.

Read and understand a text about the Greeks and Romans and their major cultural legacies on the Iberian Peninsula. Learn about Roman mosaics, how they are created from tesserae – small pieces of pottery, rocks or glass – and how they depict scenes from everyday life, mythology and history. Study and describe a Roman mosaic and identify different geometric patterns. Infer and explain aspects of Roman culture and life from studying a mosaic.

Curiosity and interest in art. Reflection on archaeological remains as things that allow us to understand and study the past.

Patterns in mosaics.

Study a Roman mosaic and how a pelta pattern is repeated. Complete the pattern in a grid using a compass; interconnect pelta shapes to create other shapes. Complete geometric patterns commonly found in Roman mosaics.

Interest in studying and continuing the repetition of a pattern or design.

The arch as a building component.

Read and understand a text to learn about the use and repetition of arches in Roman architecture. Study and analyse Roman bridges. Follow instructions for making a Roman arch: - Draw a circle with a compass; draw vertical

lines down both sides.

Interest in learning the importance of key architectural elements for the construction of major architectural works. Interest in learning about the history of Rome, the Romanisation of the Iberian Peninsula and its artistic legacy.


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- Erase the bottom of the circle. - Draw a smaller arch inside the previous arch. - Draw the keystone. - Draw voussoirs on either side of the keystone.

Mosaic frame with a geometric pattern design.

Read and understand a text about using geometric patterns in Roman fret designs and ornamentation. Follow instructions for making a frame: - Cut a square cardboard base into the shape of a

frame. - Draw geometric patterns on the frame. - Draw, colour and cut out small tesserae to

make the mosaic. Glue them in the appropriate places.

- Add small coloured beads, pulses, foam, etc. to decorate the frame.

- Explore working with materials to discover their expressive qualities.

Interest in learning about and appreciating Roman decoration and designs. Use possible artistic language spontaneously, giving free rein to the imagination. Explore and use a range of materials and tools; discover their properties and possibilities for use in self-expression and communication.

Geometry in art: measurement tools in mathematics.

Read and understand a text about Greek and Roman measurement tools for drawing straight lines, angles and geometric shapes. Use measurement tools: geometry sets (set squares and centimetre ruler, compasses, protractor), etc. Draw a succession of 90°, 45°, 30°, 30°, 60° angles to create and complete drawings and geometric designs.

Interest in learning to use measuring tools to make geometric designs.

Talk about art. Integrate the content learnt, opinions and

Write full sentences using the key vocabulary for the project: mosaic, tesserae, repetition, arch,

Internalise and contextualise the language learnt in the project.


46

evaluations.

aqueduct, bridge. Talk about the artwork created in the project (mosaic frame with geometric patterns and designs), based on a set of questions. Evaluate and give opinions about their own artwork and that of others. Reflect on the meaning and aims of an artwork.

Use codes and basic forms of the artistic language learnt, as well as the techniques and materials, to express themselves and communicate. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Learn to integrate what has been learnt in Arts and Crafts class with previous knowledge; share information and ideas with classmates; learn to give an opinion and exercise personal judgement and discernment.


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LINGUISTIC CONTENT Language focus Geometric patterns, mosaic, repetition, tesserae. Daily life, Greeks, history, mythology, Romans, shield. Key structures Passive voice: They were used/built/made… Past simple regular and irregular forms. VALUES Appreciate the artwork and cultural heritage; show an interest in studying and responding to art. Show an interest in history; appreciate the world’s different cultures and their contributions in order to help us gain an understanding of human evolution. Reflect on the importance of preserving and protecting our archaeological and architectural heritage. Value and respect the rules of listening needed for communication in group work. Enjoy making connections between the arts and content in other areas, such as mathematics and its use in art and architecture. Make an effort to present activities well and to use school materials and facilities with care.

METHODOLOGY In this project, pupils will learn about Roman culture and art, its legacy and its cultural heritage through the reference artwork. The aim is to guide the learning process through personal experience and activities that encourage exploration and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility, as well as and their assessment and observation skills. Have the pupils learn key architectural concepts and look at as many Roman artworks as possible. Pupils will explore geometric shapes in order to learn to create designs through repeating patterns, inspired by the decorations and motifs used by the Romans. They will also learn to use a compass to draw arches and learn how the Romans made their huge architectural structures. Let the pupils see and use standard measurement tools – compasses, rulers, set squares – so they can get used to them. Pupils will work independently to create their designs using their artistic knowledge and measurement tools. Through their drawings they will learn basic mathematical and geometrical concepts – the branch of mathematics that studies the properties of geometric figures on a plane – by relating the number of practical applications for them in many different life disciplines. GROUP WORK Encourage pupils to talk about their arts and crafts’ creations in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to use new technologies when


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collaborating on research activities. Allow pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils multiple opportunities to interact with continuous give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Mathematics: geometry: geometric shapes, systems of measurement, copying, removing and adding segments; sequences and repetition. Social Science: Roman and Greek history, culture and their historical legacy; the Romanisation of the Iberian Peninsula; historical legacy. MIXED-ABILITY ACTIVITIES Levelled questions: Observe and indicate the colour of the tesserae that make up the face of Medusa in the mosaic from the city of Carmona. Observe and indicate the most common geometric shape in the reference mosaic for the project.

Fast finishers Draw geometric patterns using lines, shapes and colours on a piece of A5 paper. Design a structure using arches and applying what has been learnt about this architectural element in the project. Design patterns for a mosaic representing images from nature, a historical figure or an everyday activity. Language reinforcement Write and explain vocabulary related to Roman culture and all the Roman infrastructural elements found on the Iberian Peninsula: aqueduct, amphitheatre, bridge, temple, roads, walls, villas, triumphal arches, baths, etc. Review and write vocabulary related to the geometric figures and mathematical concepts seen in the project: geometry, angle, segments, circumference, radius, diameter, etc. Write sentences using the passive voice.

Work out and explain the function of mosaics in Roman decoration and why they were used. Work out and explain the method used by the Romans to stick the tesserae to the mosaic.


1


Plus pack

SYLLABUS



Year Five


2

Art for Everyone

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Communicate forms and proportions (scale). Describe living and non-living forms. Communicate size and comparison. Use prepositions of place to describe an artwork. Talk and give an opinion about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about living things: types, characteristics, functions, classifications. Learn about dimensions and volume. Learn to use a grid. Reflect on nature and taking care of the environment. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on artists such as Eva Oertli and Beat Huber or Jeff Koons. Use internet resources to practise content from the project (Outdoor sculptures, Sculpturama). Use ICT in the arts and crafts classroom to create or present artistic creations. Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Learn and think about taking care of and protecting the environment. Competence in artistic and cultural awareness (CUL): Learn about proportion and scale in art. Recognise famous sculptures such as The Caring Hand by artists Eva Oertli and Beat Huber, or Puppy by Jeff Koons at the Guggenheim Museum in Bilbao. Learn about Land Art. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Make scale drawings. Create a miniature sculpture of a living form using recyclable materials. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


3

EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Observe and identify forms and scale in a sculpture. Draw and modify small-scale and large-scale images using a grid. Recognise certain public sculptures. Give an opinion about and become more aware of environmental problems. Express an opinion on an artwork.

Learns that forms are three-dimensional objects (height, width and depth) and that these forms can be geometric or organic. Identifies sculptures as representations of these forms and that they can be life-sized, small-scale or large-scale. Understands that scale represents a linear relationship (proportion) between the size of the model and the image of it. Learns what a public sculpture is. Learns about Land Art and reflect on environmental problems. Observes and identifies forms and scale in the sculpture by artists Eva Oertli and Beat Huber (The Caring Hand). Develops aesthetic sensitivity, creativity and the capacity to enjoy artworks and forms of artistic expression. Studies the artworks that make up our cultural heritage; reflects on and expresses an opinion about them.

LIN, MST, CUL, AUT, LTL LIN, CUL, AUT, LTL LIN, CUL, SOC, AUT, LTL LIN, CUL, SOC, LTL, AUT

Draw and colour a large-scale frog using a smaller grid and image as a model. Draw and colour a small-scale flower using a grid based on a bigger one.

Modifies the scale of small-scale and large-scale drawings. Learns what a grid is and that it is made up of segments.


Draw and add contour lines to an image.

Understands that contour lines are a set of lines that define a body or space and which determine the drawing itself.

LIN, CUL, LTL, AUT

Make a miniature sculpture. Use creativity independently, applying artistic knowledge.

Creates miniature sculptures of a living form, exploring different materials (recyclable materials).

LIN, CUL, LTL, AUT


4

Use technology for taking photographs appropriately. Recognise Land Art. Use natural materials to create a work of art.

Develops basic computer competencies and practises arts and crafts skills online. Uses the technology available to make photographs. Works in groups to create an artwork using materials from nature and take photographs of it. Learn that Land Art is a movement in contemporary art in which the landscape and the work of art are intertwined. Use nature and natural elements as materials in themselves.

LIN, DIG, LTL, AUT LIN, MST, CUL, LTL, AUT





5

CONCEPTS PROCEDURES ATTITUDES Identify and use scales. Explore and examine forms through the human

body to learn about how they are shown in a sculpture.

Interest in learning what a sculpture is, what types of forms can be found in sculptures and how to use scale in sculptural representation.

Study and analysis of a sculpture: The Caring Hand by artists Eva Oertli and Beat Huber.

Read and understand a text to learn about forms, sculpture and scale or proportion in art. Study and analyse an artwork: - Describe the sculpture. - Present vocabulary. - Study and talk about the sculpture Puppy by

Jeff Koons at the Guggenheim Museum in Bilbao.

- Learn the concept of scale and proportion in art.

- Observe and indicate the aim or purpose of this sculpture.

Curiosity and interest in artistic work. Receptive and positive attitude towards art and expressing emotions. Reflection on taking care of the environment and our responsibility.

Scale and grid. Use a grid to making drawings, enlarging or reducing the size. - Count the squares in the grids and reproduce

the drawings.

Interest in learning how to draw to scale.

Contour lines.

Read and understand a short text about contour lines and volume in a drawing. - Complete a landscape, adding contour lines to

the images. - Draw the outline of a hand. - Add a decorative symbol. - Draw coloured straight lines around the hand. - Draw curved lines of the same colour inside the

Interest in observing how contour lines create the effect of volume.


6

hand. Miniature sculptures. Make miniature sculptures of living things using

recyclable materials. - Cut materials (paper, cardboard, plastic) to

make a living form. - Colour and decorate the forms created. - Add more recyclable material to complete the

sculpture. - Glue the sculpture to a clothes peg.

Spontaneous use of the elements and possibilities of artistic languages, giving free rein to the imagination. Exploration and use of a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure. Reflection on recycling and taking care of the environment.

Technology in art. Digital photography for Land Art and compositions.

Read and understand a text about an art movement: Land Art. - Work in groups to collect natural materials. - Create an artwork using collaboration and

participation. - Take photos of the finished work and the

creation process, identifying the format and spatial distribution of the elements, as well as the message they seek to convey.

Interest in using technology to produce artistic creations. Enjoy taking photographs and analysing their content. Curiosity about investigating Land Art artists and their compositions. Become aware of the importance of recycling materials. Not contribute to environmental degradation with artworks that use non-biodegradable materials. Be nurtured by the group’s ideas and strive for solutions and agreement when carrying out the tasks encountered.

Talk about art, integrating the content learnt, opinions and evaluations.

Learn and share: Choose a public work of art and answer the comprehension questions to contextualise and practise the content and language learnt in the project. Talk about your final artwork: Talk about the work of art created in the project (miniature sculpture of a living form made with recyclable materials) based on a set of questions.

Express themselves and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression.


7

Discuss in a group: Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork.

Integrate what has been learnt in arts and crafts class with other knowledge in order to share information and ideas with classmates. Learn to give an opinion and exercise judgement.


8

LINGUISTIC CONTENT Language focus Public sculpture. Forms: 3D, depth, height, width. Large-scale, life-sized, small-scale. Contour lines, surface, volume. Living things, environment, symbol, message, protect. Key structures Comparatives: bigger, larger, smaller, wider. Prepositions of place: around, behind, in, in front of, next to, on, under, etc. VALUES Learn to interpret an artwork and identify the artists’ purpose of raising public awareness of environmental issues. Express emotions by observing artworks. Appreciate the work of art and our cultural heritage; show an interest in studying and responding to the art. Value and respect the rules of listening necessary for communication. Make an effort to present activities well and to use materials and school spaces carefully.

METHODOLOGY In this project, pupils will learn about sculpture, forms and scale by studying and analysing an original work of art. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. Pupils will learn what a grid is and how to reproduce a drawing on a smaller or larger scale. They will also learn first-hand to use contour lines to add volume to their drawings. Pupils will work independently to create miniature sculptures using recyclable materials, stimulating their creative skills and curiosity about learning. This ensures that pupils learn independently and in a broad-based way by boosting their confidence in individual artistic creations, enjoyment of making them and appreciation of their contribution to their enjoyment and wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the artwork. If possible, take pupils to a natural setting so that they can learn what Land Art is and how to create a piece in situ. While they have fun and develop their creative, motor and sensory skills, pupils will directly integrate everything learnt in the project. And more importantly, they will learn to love and take care of nature. Have them photograph their works and organize them later on a computer.


9

GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Help pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Natural Science: Living things: functions, characteristics and classification. Care and protection of the environment. Mathematics: Forms, scale, proportion, dimensions. Technology in art: Photography; other information and communication technology.

MIXED-ABILITY ACTIVITIES Levelled questions *Describe the location of the reference work, a sculpture by artists Eva Oertli and Beat Huber (The Caring Hand). **Differentiate between living things and non-living things in the creation of the sculpture The Caring Hand. ***Express the feelings evoked by the reference work of art. ****Give an opinion about environmental art: art which deals with ecological issues or the environment. Fast finishers Draw the pictures on pages 4 and 5 (a frog and a flower) without a grid. Explore forms using recyclable materials. Language reinforcement Describe how to take care of animals and other living things in nature. Brainstorm recyclable materials: egg cartons, cardboard rolls, scrap paper, plastic bottle caps, small plastic containers, etc. Write and indicate the names of different natural elements: leaves, pebbles, seeds, pine cones, twigs, shells, etc.


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Patterned Landscapes EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Describe a landscape, communicating space and depth. Identify animals in an ecosystem. Use prepositions of place and adverbs to describe an artwork. Talk and give an opinion about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about different ecosystems, landscapes and animals. Learn geometry: quadrilaterals and their classification. Measure segments. Do translations of quadrilaterals. Reflect on nature and taking care of the environment. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on artists such as Salnave Philippe-Auguste. Use internet resources to practise content from the project (Naïve art, Online jungle landscape). Use ICT in the arts and crafts classroom to create or present artistic creations. Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Learn and think about taking care of and protecting nature and the environment. Competence in artistic and cultural awareness (CUL): Learn about space in art and different techniques to create it. Learn about and recognise Naïve art, some of its artists – Henri Rousseau, Salnave Philippe-Auguste – and their works (The Jungle). Create playful and colourful designs and patterns by repeating lines, shapes and colours. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Make landscapes representing ecosystems. Draw the habitat of an animal. Create playful and colourful designs and patterns inspired by Naïve art. Create a 3D or layered landscape. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Understand how depth is created in a landscape. Draw animals in their natural habitat using overlap and relative size as techniques to create space. Understand and create depth in a landscape using a background, middle ground and foreground. Recognise a work of Naïve art. Distinguish the animals in a given ecosystem. Express an opinion on an artwork.

Understands the concept of space as an artistic element. Learns that space can have two (height and width) or three (height, width and depth) dimensions. Studies and learns about techniques to create space: relative size, overlap and positioning. Creates the illusion of depth using a pictorial technique of visual perspective: background, middle ground and foreground. Learns what Naïve art is. Observes and identifies space in an original work of art by Salnave Philippe-Auguste (The Jungle). Develops aesthetic sensitivity, creativity and the capacity to enjoy artworks and forms of artistic expression. Studies the artworks that make up our cultural heritage; reflects on and expresses an opinion about them.

LIN, MST, CUL, AUT, LTL LIN, MST, CUL, SOC, AUT, LTL LIN, MST, CUL, SOC, LTL, AUT

Draw and colour an ecosystem with its characteristic plants and animals, using the techniques learnt to create space.

Draws lines, figures and colours that make up the landscape of a given ecosystem. Understands the concept of camouflage.


Create animals and landscapes inspired by the Naïve style.

Learns about the Naïve style and its unique qualities. Creates colourful landscapes and simple animals with playful and fun patterns produced by repeating shapes, lines and colours.


Make a 3D or layered landscape. Use creativity independently, applying artistic knowledge.

Creates 3D or layered landscape inspired by Naïve art. Uses planes to create depth and space in a painting.



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Use technology appropriately. Identify and classify quadrilaterals. Translate quadrilaterals in a grid using a ruler, first measuring the segments to be moved.

Develops basic computer competencies and practises arts and crafts skills online. Identifies quadrilaterals (polygons with four sides and four angles) and how they are classified (according to the parallelism and length of their sides, and their internal angles). Measures a segment using a millimetre ruler. Translates a quadrilateral.

LIN, DIG, LTL, AUT LIN, MST, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT





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CONCEPTS PROCEDURES ATTITUDES Learn about space in a landscape. Explore and examine how space is created in art. Interest in investigating and learning what space is and how to

create it in an artwork. Study and analysis of an original work of art: The Jungle by Salnave Philippe-Auguste.

Read and understand a text to learn about Naïve art and how space is created in this type of painting. Study and analyse an artwork: - Describe the landscape and revise vocabulary. - Locate lines, shapes and colours in the artwork. - Answer a question about the accuracy of the

artwork, stating an opinion. - Discuss the ecosystem depicted in the work and

the animals that do not belong there.

Curiosity and interest in artistic work. Receptive and positive attitude towards art and expressing emotions and feelings. Reflection on taking care of the environment and our responsibility.

Landscapes and ecosystems. Observe a drawing and infer the type of ecosystem represented: a desert. Draw and position the animals indicated (lizard, hare, snake, eagle, tortoise) in the previous landscape, creating space: overlap, relative size, etc. Observe certain animals and put each one in camouflage in the appropriate habitat.

Interest in learning to draw a landscape using the techniques to create appropriate spaces, and investigate and learn about ecosystems and habitats in nature.

Playful designs and patterns inspired by Naïve art.

Read and understand a short text about Naïve art. - Observe the designs and patterns in animals

inspired by Naïve art. - Create an animal with fun and colourful designs

and patterns inspired by Naïve art. - Create a landscape.

Interest in investigating Naïve art and creating a landscape using the knowledge acquired.


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- Draw the planes (background, middle ground and foreground).

- Colour the landscape and add many bright, colourful patterns, shapes and designs.

3D or layered landscape. Name different ecosystems. Choose one ecosystem and research its living and non-living components. Make a 3D landscape, using layers to create space and depth. - Draw, cut out and glue landscape elements for

the background. - Draw, cut out and glue elements for the middle

ground. - Draw, cut out and glue elements for the

foreground. - Colour and cut out the frame for the picture.

Spontaneous use of the elements and possibilities of artistic languages, giving free rein to the imagination. Exploration and use of a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure. Reflection on taking care of the environment.

Technology in art. Geometry: translate quadrilaterals using a ruler.

Read and understand a text about quadrilaterals. Name the quadrilaterals shown in the lesson. - Observe and name the quadrilaterals in a grid

and the animals they represent. - Measure the segments in a grid (in millimetres)

and translate the quadrilaterals shown to another section of the grid. Indicate the direction of movement.

Interest in using technology to produce artistic creations. Motivation to learn geometry using art as a vehicle, thus integrating the two fields of study.

Talk about art, integrating the content learnt, opinions and assessments.

Learn and share: Observe an artwork by the Naïve artist Henri Rousseau and answer the comprehension questions to contextualise and practise the content and language learnt in the

Express themselves and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials.


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project. Learn about the work of this artist. Talk about your final artwork: Talk about the artwork created in the project (3D landscape of an ecosystem) based on a set of questions. Discuss in a group: Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork.

Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Integrate what has been learnt in arts and crafts class with other knowledge in order to share information and ideas with classmates. Learn to give an opinion and exercise judgement.


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LINGUISTIC CONTENT Language focus Naïve art, simpler, jungle. Space: background, foreground, middle ground, overlap. Bright, camouflage, patterns, repeat. The animals in the painting and the project: crocodile, deer, eagle, hare, hippopotamus, leaf bug, warthog. Ecosystems: coral reef, desert, rainforest, savannah, tundra, wetlands. Quadrilaterals: kite, parallelogram, rectangle, square, trapezium, trapezoid. Key structures Prepositions of place: around, behind, between, in, in front of, next to, on, under. Adverbs: above, below. VALUES Learn to cooperate, participate and resolve any conflicts and new problems which arise in class. Reinforce engagement, tolerance and respect for others and themselves. Develop and get in touch with emotions and feelings through art. Appreciate the work of art and our cultural heritage; show an interest in studying and responding to the art. Value and respect the rules of listening necessary for communication.

METHODOLOGY In this project, pupils will learn about space, depth and the idea of visual perception by creating planes (background, middle ground, foreground) and using overlapping and different-sized elements in the painting. This learning process will start by studying and analysing an original artwork. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. Pupils will then apply this individual research, along with the knowledge and skills acquired, in order to solve new problems when creating their own artworks. Show the pupils different artworks in the Naïve style to allow them to enjoy the fun colours, designs, shapes and animals, and create something similar, integrating everything learnt. Ask them to express the feelings and emotions evoked by these artists, stimulating their intellectual and sensory development. Pupils will work independently to create 3D or layered landscapes using different materials. Stimulate pupils’ creative skills and curiosity about learning. This ensures that pupils learn independently and in a broad-based way by boosting their confidence in individual artistic creations, enjoyment of making them and appreciation of their contribution to their enjoyment and wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work. If possible, take pupils to a natural setting so that they can learn about ecosystems and habitats by interacting with them. Try to get them to express what they feel and demonstrate it by making creative drawings,


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at the same time learning to love and take care of the environment. Turn learning into an experience, creating an emotional connection with the activity they are engaged in. This will give the child a creative and open view of the world. GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Help pupils learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of ongoing give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Natural Science: Ecosystems and habitats. Care and protection of the environment. Mathematics: Geometry: quadrilaterals and their classification. Measure segments. Do translations. Technology in art.

MIXED-ABILITY ACTIVITIES *Answer a question about space in the reference work of art for the project: The Jungle by Salnave Philippe-Auguste. **Answer a question about colour in the reference work of art. ***Answer a question about Naïve art and its supposed simplicity. ****Give an opinion about the reference work of art for the project. Fast finishers Draw, cut out and glue plants and animals, placing them on the picture of the desert on page 4. Draw the habitat corresponding to the animal drawn on page 6. Add more plants, animals or designs to the picture and frame created on page 9. Language reinforcement Write and indicate the names of different animals: crocodile, deer, eagle, elephant, giraffe, hare, hippopotamus, leaf bug, lion, lizard, monkey, octopus, snake, tiger, tortoise, warthog, zebra. Describe the characteristics and components of a given ecosystem. Name various ecosystems: desert, coral reef, savannah, tropical rainforest, tundra, wetlands, etc. Describe a landscape, using prepositions of place and adverbs appropriately. Name different quadrilaterals: kite, rectangle, parallelogram, square, trapezium, trapezoid. Give an opinion about zoo animals.


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Colourful Impressions EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Name colours. Describe a landscape. Talk about and give an opinion about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about light energy. Learn about reflection of light. Learn about and reflect on renewable and non-renewable energies. Learn about the history of animated cinema. Reflect on nature and taking care of the environment. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on artists such as Claude Monet and other Impressionists. Use internet resources to practise content from the project (Guide to Impressionism). Use ICT in the arts and crafts classroom to create or present artistic creations. Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Learn and think about taking care of and protecting nature and the environment. Competence in artistic and cultural awareness (CUL): Learn about colour and light. Recognise the Impressionist style, with its characteristic use of bright colours and light, and short brushstrokes, and some of its artists and works, such as Claude Monet (Bridge in Monet’s Garden). Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Make a reflection landscape (print) inspired by the work of Monet. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Observe and identify colours in an Impressionist landscape. Mix primary colours with their adjacent secondary colours to create tertiary colours. Use warm and cool colours to show the effect of light in a landscape. Recognise Impressionist works and some of their artists, as well as their techniques. Give an opinion about an artwork and express the emotions it evokes.

Learns about colour and the colour wheel. Understands that the primary colours are cyan, magenta and yellow. Understands that secondary colours are produced by mixing two primary colours. Understands that tertiary colours are a mixture of a primary and a secondary colour. Recognises the Impressionist style: bright colours and short brushstrokes to capture natural light. Observes and identifies colours in an original painting by Claude Monet (Bridge in Monet’s Garden). Expresses emotion and feelings in an artwork. Develops aesthetic sensitivity, creativity and the capacity to enjoy artworks and forms of artistic expression. Studies the artworks that make up our cultural heritage; reflects on and expresses an opinion about them.

LIN, MST, CUL, AUT, LTL LIN, CUL, SOC, LTL, AUT LIN, CUL, SOC, LTL, AUT LIN, CUL, LTL, AUT

Produce tertiary colours by mixing primary and secondary colours. Recognise and order primary, secondary and tertiary colours, and warm and cool colours on a colour wheel. Recognise an Impressionist painting.

Uses different techniques for mixing and producing secondary and tertiary colours from primary colours. Identifies and classifies primary, secondary and tertiary colours on a colour wheel. Identifies warm and cool colours and uses them for expressive purposes in a composition. Learns that the Impressionists mix pure colours on the canvas rather than on the palette.

LIN, MST, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT LIN, CUL, LTL, AUT


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Complete a landscape with water lilies using Impressionist colour techniques.

Identifies warm and cool colours and how the Impressionists use colour to show light, shadow and forms.

LIN, CUL, LTL, AUT

Draw and colour the reflection of an object in the water. Recognise what reflection of light is. Use creativity independently, applying artistic knowledge.

Become familiar with the work of Monet and the importance of water, light and colour in his creations. Understand that reflection of light happens when rays of light fall on a surface and hit it, are diverted and bounce back. Draw the reflection of certain objects or elements in water.

LIN, CUL, LTL, AUT LIN, MST, LTL, AUT LIN, MST, CUL, LTL, AUT

Make a reflection landscape (print) inspired by the work of Monet. Use creativity independently, applying artistic knowledge.

Makes a landscape print, producing the effect of its reflection in the water.


Use technology appropriately. Understand the origins and history of animation.

Develops basic computer competencies and practises arts and crafts skills online. Learns about persistence of vision (visual phenomenon). Learns how inventors use knowledge about light and vision to create new technology in relation to animated cinema (without filming).

LIN, DIG, LTL, AUT LIN, MST, LTL, AUT LIN, MST, LTL, AUT





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CONCEPTS PROCEDURES ATTITUDES Colour and the colour wheel. Explore and examine colour to create light

effects, using different techniques and procedures to mix colours.

Interest in learning about colour and how the Impressionists used it to convey the sensation of light and energy.

Observe and analyse an original painting by Claude Monet (Bridge in Monet’s Garden).

Study and analyse an artwork: - Describe the Monet painting and revise colour

vocabulary. - Express emotions and feelings evoked by the

reference work of art. - Observe and indicate the time of day depicted

in the painting Bridge in Monet’s Garden.

Curiosity and interest in artistic work. Receptive and positive attitude towards art and expressing emotions and feelings. Reflection on taking care of the environment.

Colour and sensations. Revise primary, secondary and tertiary colours. Read a short text about the Impressionists’ use of colour and how they mix it directly on the canvas. - Complete a colour wheel with tertiary colours,

produced by mixing primary and secondary colours.

- Label the different colours on the colour wheel. - Draw a dividing line between warm and cool

colours. - Colour circles with warm and cool colours.

Interest in learning about mixing colours and their classification as warm or cold in order to express feelings and emotions.

Warm and cool colours.

Read and understand a short text about the use of colour by the Impressionists: warm colours next to cool colours to create light. Complete a landscape with water lilies using the Impressionist techniques learnt and oil pastels.

Interest in observing and applying the concepts and ideas learnt about colour to make artworks.

Reflection of light. Read a short text about the use of water and colour by the Impressionists and the process of

Spontaneous use of the elements and possibilities of artistic languages, giving free rein to the imagination.


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reflection of light. Study images and distinguish between calm waters and wavy waters. Complete the previous images using the techniques learnt to reflect the light. Complete a landscape with natural and man-made elements and their reflection in the water.

Print of a landscape inspired by Monet.

Revise the vocabulary for natural elements in a landscape. Create a print of a landscape: - Divide a sheet of card in half and draw a man-

made element such as a bridge on the top half. - Use Impressionist techniques: bright colours,

short brushstrokes, etc. for the landscape. - Paint the man-made element. - Spray water on the card and spread it with a

paintbrush. - Fold the card in half and press on the painting

to make a print of the image, creating a reflection landscape.

Exploration and use of a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure. Responsibility for their own results and interest in improving them.

Technology in art. Animated cinema: origins and history.

Read and understand a text about persistence of vision and its use in animated cinema. Read and study images of different machines in the history of animated cinema. Answer comprehension questions. Investigate two of the inventions shown in the lesson.

Interest in using technology to produce artistic creations. Curiosity about researching visual phenomena. Motivation to find information.

Talk about art, integrating the Learn and share: Find information about the Express themselves and communicate, using the codes and basic


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content learnt, opinions and assessments.

Impressionist style and answer the comprehension questions to contextualise and practise the content and language learnt in the project. Talk about your final artwork: Talk about the artwork created in the project (print of a reflected landscape) based on a set of questions. Discuss in a group: Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork.

forms of the artistic language learnt, as well as the techniques and materials. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Integrate what has been learnt in arts and crafts class with other knowledge in order to share information and ideas with classmates. Learn to give an opinion and exercise judgement.


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LINGUISTIC CONTENT Language focus Impressionist landscape, short brushstrokes. Bridge, lighthouse, pond, water lily, windmill. Primary colours: cyan, magenta, yellow. Secondary colours: green, red, violet-blue. Cool colours, tertiary colours, warm colours. Light, reflection, shade, shadow. Animation, invention, motion pictures, persistence of vision, still images. Key structures Prepositions of time: at, during, for, in. Adverbs: quickly, slowly. VALUES Learn to cooperate and participate and to resolve any conflicts and new problems which arise in class. Reinforce engagement, tolerance and respect for others and themselves. Develop and get in touch with emotions and feelings through art. Appreciate the work of art and our cultural heritage; show an interest in studying and responding to the art. Value and respect the rules of listening necessary for communication. Make an effort to present activities well and to use materials and school spaces carefully.

METHODOLOGY In this project, pupils will learn about the effect of colour and light by studying and analysing an original artwork. Allow the pupils to work with and mix colours so that they understand and learn about them through creative experience and investigation of the elements. The meaningful repetition of actions facilitates learning and improves performance, helping to integrate knowledge and skills. Pupils will work independently to create a print of a reflected landscape using materials and mixing colours. Stimulate pupils’ creative skills and curiosity about learning. This ensures that pupils learn independently and in a broad-based way by boosting their confidence in individual artistic creations, enjoyment of making them and appreciation of their contribution to their enjoyment and wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work. If possible, take pupils to an art gallery or show them works by Impressionist artists to allow them to enjoy these artworks filled with energy and colour, and use them as models and inspiration for their future creations. Today’s children are part of a generation marked by images, where science, art and technology form a whole. Try to make still frames by hand and produce a small animated short with them so that pupils discover this wonderful creative world where curriculum content merges.


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GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Help pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of ongoing give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Natural Science: Light and reflections. Care and protection of nature and the environment. Technology in art: Animated cinema: machines and inventions.

MIXED-ABILITY ACTIVITIES Levelled questions *Name the natural and man-made elements in the reference landscape for the project: Bridge in Monet’s Garden. **Explain the differences between the bridge and its reflection in the water in the reference landscape for the project. ***Infer and explain the direction of sunlight in the landscape. ****Infer and explain the season depicted in the landscape by Monet. Fast finishers Draw a tree on a sheet of A5 paper using Impressionist techniques. Draw a quick sketch of the landscape created by a classmate in the Discover lesson. Mix tertiary colours with the paint left on their palette from the Create lesson. Language reinforcement Write and revise the colours. Describe emotions and feelings evoked by an Impressionist painting.


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City Lines EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Talk about perspective and space. Describe a painting. Communicate advantages and disadvantages of urban and rural life. Name Spanish cities. Talk and give an opinion about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about straight lines: diagonal, vertical, horizontal and perpendicular. Learn geometry: hexahedrons (polyhedrons with six flat sides). Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on the artist Antonio López and his work (Madrid Seen from Torres Blancas, Madrid from Capitán Haya Street, etc.). Use internet resources to practise content from the project (Perspective lines). Use ICT in the arts and crafts classroom to create or present artistic creations. Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Learn about cities: demography and population (absolute population, population density, etc.), and their relationship to other concepts such as geography, society, economics and culture. Think about life in cities and rural life. Competence in artistic and cultural awareness (CUL): Learn about space, volume and perspective (linear perspective and vanishing point, one-point perspective, bird’s-eye view, etc.). Recognise and learn about the artist Antonio López and his work (Gran Vía) as well as other artists such as architect Santiago Calatrava, who designs famous urban buildings. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Make a drawing of a street with buildings using one-point linear perspective. Draw a cityscape with skyscrapers using one-point perspective and bird’s-eye view. Draw a cityscape using one-point or central point linear perspective. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Observe and identify perspective in a painting of a cityscape. Draw diagonal, vertical and horizontal lines in a cityscape to create depth and volume. Add rhythm to a building. Recognise and describe an artwork. Express an opinion on an artwork.

Learns about space and volume in 2D artworks using the lineal perspective technique.

Shows perspective in art and what one-point linear perspective is: lines that go from front to back and converge at a vanishing point, creating the illusion of depth.

Identifies architectonic rhythm and how to achieve it by using repeated patterns of lines, forms and colours. Learns about the artist Antonio López and realist painting. Observes and identifies space, depth and volume in an original work of art by Antonio López (Gran Vía). Develops aesthetic sensitivity, creativity and the capacity to enjoy artworks and forms of artistic expression. Studies the artworks that make up our cultural heritage; reflects on and expresses an opinion about them.

LIN, MST, CUL, AUT, LTL LIN, CUL, AUT, LTL LIN, CUL, SOC, AUT, LTL LIN, CUL, SOC, LTL, AUT

Draw a street with depth and volume using one-point linear perspective and add buildings with doors and windows.

Draws a street with buildings using one-point linear perspective, utilising straight, diagonal, vertical, perpendicular and horizontal lines.


Draw a cityscape with skyscrapers using one-point perspective and bird’s-eye view

Recognises bird’s-eye view perspective. LIN, MST, CUL, LTL, AUT


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Make a cityscape using one-point linear perspective inspired by Antonio López.

Draws a cityscape using linear perspective and single-point perspective, where the level of the viewer’s eyes is directly related to the horizon line of the image.


Use technology appropriately. Identify a hexahedron. Make a solid building in the form of a hexahedron.

Develops basic computer competencies and practises arts and crafts skills online. Becomes familiar with hexahedrons (polyhedrons with six flat sides): cubes, cuboids, pyramids, cones. Makes a 3D building using a shape net or geometric drawing sheet.

LIN, DIG, LTL, AUT LIN, MST, LTL, AUT LIN, MST, CUL, LTL, AUT





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CONCEPTS PROCEDURES ATTITUDES Space and volume with linear perspective.

Explore space and perspective. Investigate and learn about architectonic rhythm: repeated lines, forms and colours that create a rhythmic and dynamic design.

Interest in discovering other forms of artistic expression such as architecture and design. Curiosity about learning about the buildings in their city.

Study and analysis of an original work of art: Gran Vía by Antonio López.

Read and understand a text to learn about Antonio López and his Realist paintings, and the use of one-point linear perspective and the vanishing point to create space, depth and volume. Study and analyse an artwork: - Describe the painting and locate the vanishing

point and linear perspective. - Identify and locate rhythmic elements in the

architectural construction. - Learn and practise vocabulary: demography,

population, etc. - Give an opinion about an artwork and the

absence of people in the painting.

Curiosity and interest in artistic work. Interest in learning about our national architectural heritage and its buildings. Think about urban life and the rural environment.

Straight lines. Use straight lines to design a street with urban buildings, following the steps indicated: - Draw vertical lines on one half of a sheet of

paper and the same lines on the other half. - Draw a horizontal line and diagonal lines to

create the sensation of depth and larger (closer) and smaller (further away) buildings.

- Add windows and doors: first drawing diagonal lines from the vanishing point and then erasing

Interest in learning to draw a street and buildings. Appreciation of the creative process: imagining, doing and most of all, enjoying.


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them. Bird’s-eye view.

Draw a cityscape with skyscrapers using one-point perspective and bird’s-eye view. - Draw geometric shapes around a central point. - Draw lines from the corners of the geometric

shapes to the central point. - Draw parallel lines down the sides of the

shapes. - Draw vertical and perpendicular lines to make

windows. - Add some streets between the buildings.

Curiosity about learning to recognise and use less conventional types of perspective to create drawings.

Linear and central or single-point perspective.

Make a cityscape using one-point or central point linear perspective inspired by Antonio López. - Divide the sheet in two using a horizontal line

and a vanishing point. - Draw diagonal lines. - Separate the buildings with vertical lines, some

higher and others lower. - Erase the horizontal and diagonal lines. - Trace over the outlines of the buildings. - Add more diagonal and vertical lines to make

doors and windows. - Trace over the outlines of doors and windows. - Add some skyscrapers in the background. - Colour the cityscape. - Include elements that add rhythm to the

buildings, using lines and colours to make designs.

Enjoy creating cityscapes, learning to engage with individual creativity and spontaneity, and committing to the work.


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Technology in art. Geometry: hexahedrons.

Read and understand a text about geometry: hexahedrons. - Draw a shape net to build a hexahedron,

including tabs to glue it together. - Draw the windows and doors. - Decorate. - Cut it out and fold along the lines. Use the tabs

to assemble the building.

Interest in using technology to produce artistic creations. Curiosity about making a 3D house; realise that it is based on mathematical knowledge.


Learn and share: Read and respond to questions about the artist Antonio López and his work, as well as the historic group of Realist painters and sculptors that lived and worked in Madrid. Talk about your final artwork: Talk about the work of art created in the project (a cityscape with one-point perspective) based on a set of questions. Discuss in a group: Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork.

Express themselves and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Integrate what has been learnt in arts and crafts class with other knowledge in order to share information and ideas with classmates. Learn to give an opinion and exercise judgement.


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LINGUISTIC CONTENT Language focus Contemporary cityscape. Architectonic rhythm. One-point perspective: depth, distance, horizon line, vanishing point, volume. Diagonal, horizontal, vertical lines. Bird’s-eye view. Balcony, buildings, doors, pavement, road, signs, skyscrapers, windows. Cube, cuboid, hexahedron. Key structures Present perfect to talk about past experiences. VALUES Show curiosity and interest in learning about different forms of artistic expression: new ways of speaking and doing through expressive and artistic work. Learn to know, respect and get involved in their city and urban environment, and interact with them. Become aware that teamwork encourages comparing ideas and resolving conflicts, learning to be more tolerant, socially conscious and respectful of others. Learn to persevere in order to achieve goals and targets. Make an effort to present activities well and to use materials and school spaces carefully.

METHODOLOGY In this project, pupils will learn about space, depth and volume, and the artistic technique of linear perspective by studying and analysing an original work of art. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. Pupils will investigate to discover the different types of perspective. To do this, they have to imagine themselves standing on the ground plane in a fixed position with the picture plane directly in front of them, like a large window. Pupils will work independently to create cityscapes, using and practising the different perspectives. Stimulate pupils’ creative skills and curiosity about learning. This ensures that pupils learn independently and in a broad-based way by boosting their confidence in individual artistic creations, enjoyment of making them and appreciation of their contribution to their enjoyment and wellbeing Try drawing and assembling different shape nets using the geometric drawing sheet. This is a teaching tool which will allow you to develop different conceptual (mathematics learning) and procedural content. It also develops motor skills, primarily fine motor skills, as well as spatial perception, which is a key element of this project.


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GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Social Science: Learn about cities: demography and population (absolute population, population density, etc.), and their relationship to other concepts such as geography, society, economics and culture. Think about urban life and rural life. Mathematics: Diagonal, vertical, horizontal lines. Geometry: hexahedrons.

MIXED-ABILITY ACTIVITIES Levelled questions *Answer a question about the time it took to complete the reference work of art for the project: Gran Vía by Antonio López. **Compare the reference work of art and a main street in the pupils’ city or surrounding area. ***Infer the season of the year in which the work was painted. ****Give an opinion about an artwork and the city represented. Fast finishers Draw and colour details in the city streets created in the Explore lesson. Draw their school from a bird’s-eye view on a sheet of A5 paper. Draw, cut out and glue elements to add cars, people, trees, etc. to the cityscape created in the Create lesson. Language reinforcement Ask and answer questions to talk about a city, using the present perfect. State advantages and disadvantages of urban and rural life. Revise the vocabulary for the project. Name and write the name of Spanish cities.


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Windows in Time EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Describe the decoration of a ceramic tile. Use past tenses to talk about art and cultures of the past. Communicate mathematical concepts. Talk and give an opinion about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Geometry: Learn to create symmetry using rotation, translation and reflection. Angles and angle bisectors. Segments and perpendicular bisectors. Quadrilaterals: parallelograms, trapeziums and trapezoids. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on La Alhambra and its decorative motifs (Virtual tour of La Alhambra). Use ICT in the arts and crafts classroom to create or present artistic creations. Competence in social awareness and citizenship (SOC): Learn about the Middle Ages in Spain and the influence of the Islamic civilisation on the peninsula (Al-Andalus). Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Learn and think about taking care of and protecting the environment. Competence in artistic and cultural awareness (CUL): Learn about rhythm and repetition in an artwork. Learn different types of symmetry. Recognise famous works of medieval art in Spain and the influence of the Islamic culture, for examples, the ceramic tiles from La Alhambra. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Create patterns with symmetrical motifs and figures. Make a rose window with circular patterns. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Identify rhythm in a composition. Recognise different types of symmetry. Create rhythm and different symmetrical patterns and motifs for a tile. Recognise some of the artworks of Al-Andalus and their rhythmic and symmetrical decoration. La Alhambra. Express an opinion on an artwork.

Understands what rhythm is and how to create it in an artistic composition: the regular succession of visual elements in the form of patterns: lines, shapes, colours, motifs, etc. Identifies how symmetry is created using rotation, translation and reflection. Recognises medieval art, Islamic culture and its influence on Spanish art. Al-Andalus: the name used by the Muslims to refer to the part of the Iberian Peninsula under their control.

Learns about the ceramic tiles created in Muslim art and their symmetrical and highly rhythmic motifs. Observes and identifies symmetrical patterns, motifs and rhythm in an original work of art: Ceramic tiles from La Alhambra. Develops aesthetic sensitivity, creativity and the capacity to enjoy artworks and forms of artistic expression. Studies the artworks that make up our cultural heritage; reflects on and expresses an opinion about them.

LIN, MST, CUL, AUT, LTL LIN, MST, CUL, AUT, LTL LIN, CUL, AUT, LTL LIN, CUL, SOC, AUT, LTL LIN, CUL, LTL, AUT LIN, CUL, SOC, LTL, AUT

Use translation, rotation and reflection to complete symmetrical patterns on a ceramic tile and colour it. Use a compass to complete a pattern and colour it.

Creates symmetry using translation, rotation and reflection to complete symmetrical patterns on a ceramic tile.


Create and customise a rose window with patterns and designs in a circular shape.

Recognises that a rose window is a round openwork window with extremely colourful stained glass, whose decorative scheme is



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Divide an angle into two equal parts with its bisector, using a compass and a ruler. Divide a segment into two equal parts, locating its perpendicular bisector with a compass and a ruler.

generally arranged in a radial design (cyclic or rotational symmetry around a single axis). Learns the method for dividing a segment with its bisector. Learns that an angle bisector is a half-line that passes through the vertex of an angle, dividing it into two equidistant equal parts. Recognises that a perpendicular bisector is a straight line that bisects and is perpendicular to a straight segment (forming a 90-degree right angle). Draws circumferences using a known radius, repeating modular structures. Makes a rose window using a paper template, creating symmetrical motifs and patterns rotating around an axis.

Create a composition: the print of a symmetrical design for a ceramic tile inspired by the tiles from La Alhambra. Use creativity independently, applying artistic knowledge.

Identifies, classifies and draws different types of quadrilaterals: parallelograms, trapeziums and trapezoids.


Use technology appropriately. Make an eight-point star.

Develops basic computer competencies and practises arts and crafts skills online. Draws an eight-point star (geometric motif found in Muslim art) using bisectors of segments and angles, with a compass and a ruler. Learns about the symbolism of a star.

LIN, DIG, LTL, AUT LIN, MST, CUL, LTL, AUT


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Rhythm and symmetry in ornamental motifs in architecture.

Explore and examine how rhythm and repetition are created in artistic compositions.

Interest in learning to create rhythm in a composition.

Study and analysis of an artwork: Ceramic tiles from La Alhambra.

Read and understand a text to learn about medieval art in Spain and the influence of Muslim culture. Learn that designs in Muslim art were made up of repetition of geometric and floral motifs that created rhythm in the compositions. Learn different ways to create symmetry – rotation, translation and reflection – and identify it in tiles. Describe the motifs and patterns on ceramics. Learn about La Alhambra and Al-Andalus.

Interest in viewing and appreciating the work of an artist through knowledge of the work and the circumstances surrounding it. Respect for and acceptance of other cultures and their legacy.

Patterns and rhythm. Use translation, rotation and reflection to complete symmetrical patterns on a ceramic tile. Use a compass to complete a symmetrical pattern. Colour it.

Interest in learning to create symmetry and learning mathematics.

Rose windows. Angle and angle bisector.

Read and understand a short text about rose windows and stained glass in gothic architecture. - Use a compass to measure the radius of a

circumference. - On a piece of paper, draw a circle with the

same radius as the one previously measured. - Cut out the circle and fold it in half two times. - Open the paper and fold it in half. Fold the two

corners towards the centre.

Curiosity and interest about art and its different forms and types of expression. Integrate knowledge from different fields of study, such as art and mathematics, supporting one with the other.


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- Fold the two parts together to create a triangle. - Draw shapes along the edges and in the centre.

Cut them out. - Open the circle and place it in the window

provided in the lesson. - Colour in the circle to create symmetrical,

rhythmic patterns. Quadrilaterals: parallelograms, trapeziums and trapezoids.

Design the pattern of a ceramic tile inspired by the tiles from La Alhambra, including different types of symmetry, and make a print. - Fold a square sheet of paper in half and draw a

design in pencil. - Open the paper and fold it the other way. Rub

the design onto the blank section. - Put the paper on a piece of polystyrene and

etch the symmetrical design into it. - Paint the engraved design with two or three

different colours. - Make a print on a piece of paper. - Repeat the process three more times, placing

the square in different positions to make a symmetrical composition using rotation.

Spontaneous use of the elements and possibilities of artistic languages, giving free rein to the imagination. Explore and use a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure.

Technology in art. Geometry in art: bisectors of segments and angles.

- Draw an eight-point star using bisectors of segments and angles:

- Draw a circle with a compass and draw its diameter.

- Find the bisector of the diameter. - Find the bisector for each 90° angle.

Interest in using technology to produce artistic creations. Curiosity about learning how to draw an eight-point star correctly.


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- Indicate the points where each bisector intersects with the circumference.

- Connect four dots to draw a square. - Connect the other four dots to draw another

square. - Erase the extra lines and colour the star.


Learn and share: Investigate medieval art and buildings in the surrounding area and answer the comprehension questions to contextualise and practise the content and language learnt in the project. Talk about your final artwork: Talk about the work of art created in the project (symmetrical composition of ceramic tiles) based on a set of questions. Discuss in a group: Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork.

Express themselves and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials. Respect for and acceptance of other cultures and their artistic legacy. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Integrate what has been learnt in arts and crafts class with other knowledge in order to share information and ideas with classmates. Learn to give an opinion and exercise judgement.


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LINGUISTIC CONTENT Language focus Ceramic tile, rose window, stained glass. Christian cathedral, Islamic. Motif, pattern, rhythm. Symmetry: reflection, rotation, translation. Bisector of an angle / a segment. Key structures Past simple: regular and irregular verbs. VALUES Learn to discover, value and respect other cultures and other different ways of constructing reality. Appreciate the work of art and our cultural heritage; show an interest in studying and responding to the art. Make an effort to present activities well and to use materials and school spaces carefully. Learn to harmonise different capabilities, balancing intelligence and feeling. METHODOLOGY In this project, pupils will learn about symmetry and rhythm by studying and analysing an original work of art. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills.

Pupils will investigate in a hands-on way, discovering the harmonious and regular organisation found in the creation of patterns of symmetry. They will understand that Islamic art is the expression of the belief in unity within diversity. These feelings are the inspiration for the artist. Pupils will work independently to create their motifs using rhythm or repetition of elements, giving the image regularity and symmetry. Colour a mandala (concentric geometric shape organised on different visual levels). Each child should choose colours based on their mood, the brightness of the colour and the different materials to be coloured (watercolours, inks, felt tips, coloured pencils, etc.). This will allow pupils to discover their own creativity, as well as reassuring them and helping them gain self-confidence and self-assurance. This ensures that pupils learn independently and in a broad-based way by boosting their confidence in individual artistic creations, enjoyment of making them and appreciation of their contribution to their enjoyment and wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work. If possible, take pupils to visit a gothic church so that they can explore and enjoy the mathematical and artistic concepts they have learnt in situ, giving them first-hand knowledge of our national artistic heritage. Pupils will directly integrate everything learnt. The aesthetic experience will support their education as well-rounded individuals, and their enrichment. GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on


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their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Social Science: The Middle Ages. Islam and its cultural legacy in Spain. Al-Andalus. Mathematics: Geometry: symmetry using rotation, translation and reflection. Angles and angle bisectors. Segments and perpendicular bisectors. Quadrilaterals: parallelograms, trapeziums and trapezoids. Technology in art.

MIXED-ABILITY ACTIVITIES Levelled questions *Describe the patterns of colour on ceramic tiles. **Locate decorative patterns in the immediate environment. ***Compare design and colour patterns on ceramic tiles. ****Identify symmetry on the tiles. Fast finishers Use geometric shapes and create symmetrical patterns on a piece of A5 paper. Draw bricks or stone around the rose window, then draw and colour the arch to produce the effect of a wall. Clean off the materials used to make the print and use new colours to make a new print. Language reinforcement Write vocabulary related to Muslim art, La Alhambra and Al-Andalus: ceramic tile, rose window, stained glass, etc. Explain the difference between types of symmetry: rotation, translation, reflection. Write and explain different geometric figures and mathematical concepts seen in the project: geometry, angle, segments, circumference, radius, diameter, bisector, etc.


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Canons in Art EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Describe a painting by Diego Velázquez (Las meninas). Communicate proportions and measurements. Talk about fashion during a certain time period. Use past tenses to talk about earlier art and cultures. Express an opinion about a film. Talk and give an opinion about their and classmates’ artwork. Competence in mathematics, science and technology (MST): Proportion and measurements. The invention of the zoetrope, a spinning cylinder. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on Velázquez and his work (Las meninas). Use ICT in the arts and crafts classroom to create or present artistic creations. Competence in social awareness and citizenship (SOC): Learn about the Spanish Golden Age and Baroque art. Learn about Felipe IV and the House of Habsburg, also known as the House of Austria. Learn the historical context of the Early Modern Age in Spain. Practise collaborative skills in group activities, taking on responsibility and acting cooperatively. Competence in artistic and cultural awareness (CUL): Learn about the proportions of the human body in art and canons of beauty. Learn about different artistic periods and their most famous artists. Learn about animated cinema: origins (invention of the zoetrope) and development. Competence in learning to learn (LTL): Use critical thinking to express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences, reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Make a collage representing the proportions of the human figure. Create a poster or trailer to advertise a film. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


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Identify the proportions in figures in a portrait. Draw figures of different sizes and proportions. Recognise artworks by Velázquez. Recognise the concepts Baroque, Golden Age and Early Modern Age. Express an opinion on an artwork.

Understands the term proportion with regard to figures: the size and shape of the parts of the body in relation to the whole body. Observes and identifies proportions in the figures in an original work of art: Las meninas by Diego Velázquez, which depicts the Spanish royal family of the House of Habsburg. Learns about the Spanish Golden Age. Develops aesthetic sensitivity, creativity and the capacity to enjoy artworks and forms of artistic expression. Studies the artworks that make up our cultural heritage; reflects on and expresses an opinion about them.

LIN, MST, CUL, AUT, LTL LIN, CUL, SOC, AUT, LTL LIN, CUL, SOC, AUT, LTL LIN, CUL, SOC, LTL, AUT

Complete the missing parts of human figures. Draw their body using the appropriate proportions.

Learns how the proportions of the human body in art change depending on the age of the person, and how this is expressed by counting a certain number of heads for each age. Learns the number of heads used to represent the human body at different stages of life, and that the human body changes throughout life.


Identify the evolution of canons for the human figure throughout the history of art. Represent a human figure in proportion based on a certain canon.

Recognises the human figure as a subject in art throughout history, identifying the evolution and changes in the concept of canons and proportions. Recognises some of the most influential canons of beauty throughout



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the history of art: Egyptians (18 squares), Classical period (7–8 heads) and Renaissance (8 heads).

Use the collage technique to create a composition using different materials, colours and textures. Use creativity independently, applying artistic knowledge.

Creates a composition using the collage technique, contextualising what has been learnt about proportions and canons for the human figure, and expressing creativity and imagination. Learns about the historical context and fashions of Early Modern Age Spain.

LIN, CUL, LTL, AUT

Use technology appropriately. Understand the origins and history of animated cinema. Create a poster or trailer advertising a film.

Develops basic computer competencies and practises arts and crafts skills online. Learns about the invention of the zoetrope in the 19th century as the inspiration for the animated cinema of the 20th century. Learns about the origins and history of animated cinema around the world.

LIN, DIG, LTL, AUT LIN, CUL, SOC, LTL, AUT LIN, CUL, SOC, LTL, AUT





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CONCEPTS PROCEDURES ATTITUDES Canons of beauty and proportions of the human body in art.

Explore and examine human proportions and canons of beauty throughout the history of art.

Interest in learning about canons of beauty and proportions.

Study and analysis of an artwork: Las meninas by Diego Velázquez.

Read and understand a text to learn about the Spanish Golden Age, the Baroque style and the work by Velázquez (Las meninas). Study the painting and answer a question about the information the painting gives us about the royal family and their relationship with the painter Velázquez.

Interest in viewing and appreciating the work of an artist through knowledge of the work and the circumstances surrounding it. Become aware of the historical information provided by artworks.

People, age and proportions. Read a short text about the proportions of the human body based on age. Describe what can be seen in the illustration. Locate the joints in the drawings. Complete the missing parts of the two bodies represented. Use the same method to draw themselves using the appropriate proportions (number of heads).

Interest in learning how to draw a human figure in proportion based on a sketch.

The human figure in art: real or ideal?

Read and understand a short text about using mathematical concepts to create systems of proportion and represent the human body in a harmonious manner: Egyptian canon: one of the first to use rules to represent the human body. Classical period (Greece and Rome): proportions based on mathematical standards, gods and goddesses, and mythical heroes.

Curiosity and interest about art and its different forms and types of expression. Interest in learning about the evolution and changes in the depiction of the human figure in art.


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Renaissance/Vitruvian (Leonardo da Vinci, researcher and artist): based on classical proportions. Cut figures out of a template and glue them to the page. Draw the guidelines (heads) for each of the canons represented. (Canons) that were not always real.

Collage. Investigate fashion during the Spanish Golden Age and the period of Velázquez, and create a royal self-portrait inspired by the portraits of the royal family: - Edit, print and cut out a photo of their head. - Sketch a body in proportion to the size of the

head. Cut out the sketch and glue it to the page.

- Design, measure and cut out different materials to make period clothing.

- Put the head and the dressed body together.

Spontaneous use of the elements and possibilities of artistic languages, giving free rein to the imagination. Exploration and use of a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure.

Technology in art. The history of animated cinema.

- Read a short text about the origins of animated cinema and the invention of the zoetrope.

- Follow a timeline about the history and evolution of animated cinema: animated sequences, stop-motion animation, figures drawn by hand in chalk, silhouette animation, full-length film.

- Read and respond to comprehension questions

Interest in using technology to produce artistic creations. Curiosity about learning about the cinema.


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about the evolution of animated cinema. - Express an opinion about a favourite film. - Create a poster or trailer (presentation or

video) to advertise a film. Talk about art, integrating the content learnt, opinions and assessments.

Learn and share: Investigate Baroque art in Spain and Velázquez in particular, and answer the comprehension questions to contextualise and practise the content and language learnt in the project. Talk about your final artwork: Talk about the work of art created in the project (collage with royal portraits dressed in period costume) based on a set of questions. Discuss in a group: Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork.

Express themselves and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials. Curiosity about learning the history and culture of our country. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Integrate what has been learnt in arts and crafts class with other knowledge in order to share information and ideas with classmates. Learn to give an opinion and exercise judgement.


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LINGUISTIC CONTENT Language focus Baroque portrait, Egyptian, Greek, Roman. Canon, figure, ideal, proportion, real, size. Fashion, clothing, collage. Animated films, trailer. Key structures Adjectives to describe appearance. Past simple: regular and irregular verbs. VALUES Respect differences, engaging with them based on the core belief that difference has positive intrinsic value and that the other always has something new and useful to teach us. Learn to discover, value and respect other time periods and ways of life, reflecting on their contributions. Appreciate the work of art and our cultural heritage; show an interest in studying and responding to the art. Show interest and enthusiasm about learning new things related to art. Make an effort to present activities well and to use materials and school spaces carefully.

METHODOLOGY In this project, pupils will learn about proportions of the human body and canons of beauty by studying and analysing an original work of art. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. Pupils will work in a hands-on way, measuring the length of their head in class and verifying how many heads or measurements make up their entire body. They can calculate the average proportions of the class. Take the opportunity to talk about differences between people, encouraging more respectful and more accepting attitudes towards difference. Pupils will work independently to create a collage, first researching the royal fashions of the period (Early Modern Age). Bring in books with paintings from the period or search online. Learning to find information before working on a project is important. Pupils will learn to assess the information they need and what they need it for, thus beginning to select and discriminate. The information will help them with the subsequent creative process, teaching them to gain self-confidence and self-assurance. This ensures that pupils learn independently and in a broad-based way by boosting their confidence in individual artistic creations, enjoyment of making them and appreciation of their contribution to their enjoyment and wellbeing. Ask them to reflect on art as a part of culture, but also as a reflection of economic and social aspects and the transmission of ideas and values,


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inherent in any human culture over space and time. Ask them to compare the fashions and clothing with those of today and analyse this idea. If you have time, to help them understand the evolution of animated cinema, show a snippet of each of the types of film described in the lesson and ask pupils to classify them and explain what changes they see. Explain that cinema is culture, performance, art and a means of communication, as well as a good educational resource to teach values. GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives children numerous opportunities to interact, involving a combination of give and take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Social Science: The Spanish Golden Age and Baroque art. Learn about Felipe IV and the House of Habsburg, also known as the House of Austria. Mathematics: Proportion and measurements.

Technology: Creation of the zoetrope, the inspiration for modern film. Origins and evolution of animated cinema. MIXED-ABILITY ACTIVITIES Levelled questions *Locate the meninas in the reference work of art for the project and describe what they are doing. **Observe and describe the emotions shown on the faces of the people in the painting. ***Infer information about the royal family depicted in the painting. ****Give an opinion and make deductions about the subject of the painting. Fast finishers Draw a quick sketch of a person from a photo or a member of their family. Draw the remaining canon guidelines on the template. Research and draw a royal background to add to the collage made in this project. Language reinforcement Communicate and write vocabulary related to the reference painting for the project (Las meninas) and its historical and cultural context (Spanish Golden Age, Baroque). Research and write the names of the kings of the Habsburg dynasty, or House of Austria. Revise parts of the body and joints: neck, shoulders, elbow, wrists, hips, knees, ankles, etc.


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Plus pack

SYLLABUS



Year Six


2

Moving Towards the Future

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Describe and express movement in an artwork. Talk about the human body and the nervous and locomotor systems. Talk about the benefits of physical exercise. Talk about their own and their classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about different types of lines. Learn geometry: acute angles (less than 90°), right angles (90°) and obtuse angles (more than 90°). Learn about the sense organs and systems involved in movement (the peripheral nervous system, which sends signals to the locomotor system via the brain). Learn and recognise basic human anatomy (brain, skeleton, muscles, joints, extremities, spinal column, etc.). Understand the health benefits of physical exercise. Learn the importance of stretching before exercise to increase flexibility and muscle mobility, and to prevent injury. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Find and use information on the Russian artist Natalia Goncharova and other Futurist artists (Giacomo Balla, Umberto Boccioni, Gino Severini). Use internet resources to practise content from the project (Figure it out). Use ICT to create or present artistic creations. Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, take on responsibility and cooperate. Understand and reflect on the importance of physical exercise for physical and mental health. Competence in artistic and cultural awareness (CUL): Learn about movement and the human body in art. Learn about and recognise Futurist art, and some of its artists, including Natalia Goncharova and her work Cyclist. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to analyse and express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Draw human figures, using their pose to express motion and gesture. Create a human figure out of aluminium foil and draw a sequence of movements with it. Create a Futurist collage showing a sequence of movements. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Identify and describe the use of repeated lines, shapes and colours to create movement. Express movement using lines, shapes and colours. Identify Futurist artworks and some of the style’s most representative artists. Describe the process of human movement. Analyse and express an opinion about an artwork.

Identifies how the movement of the human body is expressed in art, specifically in Futurist Art, through the repetition of highly expressive lines, abstract shapes and bright colours.

Understands that Futurism was an avant-garde art movement characterised by originality, movement, images of the modern world, vivid colours, transparency, lots of lines and details. Identifies movement of the human body, and the systems and organs involved in this movement. Recognises movement in the Futurist painting Cyclist by Natalia Goncharova. Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies artworks that form part of our cultural heritage; reflects on them and expresses an opinion about them.

LIN, MST, CUL, SOC, AUT, LTL LIN, MST, CUL, SOC, AUT, LTL LIN, MST, AUT, LTL LIN, CUL, SOC, LTL, AUT

Express movement in the human body using action lines, gesture lines and vivid colours.

Creates movement using different action lines and gesture lines. Recognises that action lines can be curved to show long, slow, fluid movements; or wavy and zigzag to show quick movements. Distinguishes between a drawing that expresses gestures and a drawing of a stick figure with no gestures.


Make a human figure out of aluminium foil, arrange it in different positions and draw a sequence of movements.

Identifies movement in the human body in the form of different poses and actions; draws a sequence of these movements.


Make a Futurist collage that expresses rhythm Creates a sequence of movements, applying the concepts learnt to LIN, MST, CUL, LTL, AUT


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and movement. Use creativity independently, applying artistic knowledge.

express movement artistically.

Add and subtract angles. Learn to use set squares.

Identifies acute (less than 90°), right (90°) and obtuse (more than 90°) angles. Uses set squares (45-45-90 degrees and 30-60-90 degrees) to measure, draw and combine angles (adding and subtracting).

LIN, MST, LTL, AUT





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CONTENTS PROCEDURES ATTITUDES Movement in art. Observe, identify and express movement in art

using lines, shapes and colours.

Interest in learning about Futurist painting and its artists, and how they capture the excitement of modern life by emphasising the sensation of movement and rhythm.

Study and analysis of movement in an original Futurist artwork Cyclist by Natalia Goncharova.

Describe the artwork. Learn and practise new vocabulary. Talk about the inventions and machines of the 20th century that changed people’s daily lives, and how this influenced the new vision of the artists of the time. Study the painting and locate repeated lines, shapes and colours in the work that express movement. Infer the speed of the cyclist based on the artistic techniques used.

Curiosity and interest in the artistic work of artist Natalia Goncharova and Russian post-revolutionary art, with its colourful, avant-garde works. Receptive and positive attitude towards art, and expressing emotions and feelings.

Gesture and action lines. Identify and describe gesture and action lines in the figures in the lesson (dancer and runner). Determine whether they represent slow or fast movement. Make other figures by adding gesture lines to the sketch of the existing action lines. Observe how colour helps to emphasise the direction and energy of an artwork. Add colour to the drawing of the footballer, exploring the expressive qualities of this element. Study the action and gesture lines in the skateboarder and show the direction of force and energy in the drawing. Add lines and bright colours to complete the

Interest in learning how colour and lines express movement and gesture in a drawing. Realise the importance of studying a model or figure before drawing it in order to better understand the action it is doing and represent the pose clearly.


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drawing of the skateboarder. People in motion

Read and understand a short text about Futurist art, its origins and the mediums it explored. Recognise leading Italian Futurist artist Umberto Boccioni’s sculpture Unique Forms of Continuity in Space, which expresses movement towards the future. Study and describe the reference sculpture. Create a human figure in different positions using aluminium foil to express gesture and movement. Carefully tear two lines at the top of the square of foil to create three equal sections. Tear one line in the centre of the bottom of the square. Form the head, body, arms and legs in the different sections, manipulating the aluminium foil carefully to avoid tearing the sheet. Arrange the figure in a variety of dynamic positions before deciding which ones to draw. Choose an action and put the figure in three different positions to draw the sequence of the action. Begin by drawing the action line for the figure.

Openness and willingness to learn new artistic techniques for drawing and expression. Curiosity about learning about the human body, its characteristics and functions. Thoughtfulness and care needed to work with certain more delicate materials such as aluminium foil.

Futurist collage Read a short explanatory text about the activity. Use three A5 sheets of coloured card. Use the sculpture made in the Discover lesson as a guide. Draw a figure in the first position and cut it out. Plan the next step in the sequence of movements before drawing. Repeat the previous step to draw the next position. Plan and draw the third position. Glue the figures in the correct sequence of

Demonstration of autonomy and creativity, giving free rein to the imagination. Explore and use a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure. Reflect on the importance of physical exercise for people’s physical and mental health.


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movements. Add coloured lines to the figures using felt tips or oil pastels to show motion.

Geometry: right, acute and obtuse angles.

Present and practise mathematical concepts by completing the Geometric drawing sheet: angles. Study pictures of the human body and the different angles formed by the body parts in different poses. Revise the concepts of right, acute and obtuse angle. Study the sketch of a human figure with action and gesture lines. Locate different angles in the figure and measure them. Use parts of a geometry set (set squares) to draw a figure similar to the one in the lesson in different positions, adding 30°, 45°, 60° and 90° angles to practise and understand right, acute and obtuse angles.

Motivation to learn geometry using art as a vehicle and knowledge of the human body, thus integrating different fields of study. Learn to interconnect all areas of knowledge in the curriculum, integrating fields of study such as art and mathematics, supporting one with the other.


Use a worksheet on Natalia Goncharova and work in groups to answer questions about the artist, contextualising the content, ideas and language learnt in the project and learning to work cooperatively. Talk about the artwork created in the project (collage with figures in motion) based on a set of questions. Describe the movement of the figures. Indicate which parts of the body move the most. Provide reasons for the choice of figure. Describe the lines used to express movement.

Learn to work cooperatively, supporting each other, developing interpersonal skills and fostering responsibility. Express themselves and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Integrate what has been learnt in arts and crafts class with other knowledge in order to share information and ideas with


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Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork. Talk about and reflect on the influence of technology on a sedentary lifestyle and lack of physical activity.

classmates. Learn to give an opinion and exercise judgement.


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LINGUISTIC CONTENT Language focus Futurism, repetition, sequence, speed. Gesture lines, line of action. Acute angle, obtuse angle, right angle. Key structures Present continuous. Adverbs to describe actions. VALUES Learn to observe artworks and discover their aesthetic and creative sensitivity. Discover and learn techniques used by modern artists and make them their own. Learn about 20th-century artists: analyse and reflect on the context of the time they were working, understanding the reality of the world around these artists and how it was transformed. Express emotions by observing artworks. Appreciate artworks and our cultural heritage; show an interest in studying and responding to art. Make an effort to present activities well and to use school materials and facilities with care.

METHODOLOGY In this project, pupils will learn about the movement of the human body in art by studying and analysing a reference artwork. The aim is to guide the learning process through experience and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. Pupils will discover how to make a human figure express movement. Have the pupils pose in different positions and gestures. Emphasise the importance of studying and observing the model first, planning how to draw the first action lines or sketch of the drawing. The purpose of this preliminary work is to better understand the pose and the reason for it. What is the person doing or what is the action? How are they doing it or what is their motivation? If pupils are able to understand the action and gestures of the figure before drawing, when they put pencil to paper, they will already have made some progress. Fill the learning process with excitement and enjoyment. The things that last longest in our memory are those which elicit an emotional response. Allow them to make discoveries about the human body and how it moves using their aluminium foil sculptures in a very entertaining and active way. Creative enjoyment has a powerful influence on pupils’ cognitive, emotional and physical development. Because systems of symbols are integrated into the arts, the pupils experiment with manipulating and understanding objects, moulds, shapes, movements and structures, which have the quality of referring to something, exemplifying or expressing certain aspects of the world around them. Pupils will work independently to create a collage with human figures, expressing a sequence of movements. Encourage them regarding the new discoveries they are going to make. Stimulate pupils’ creative skills and


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curiosity about learning. This ensures that pupils learn in an independent and all-encompassing way by boosting their confidence in their own artistic creations, enjoyment of making them and appreciation of their contribution to their wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work. Show respect and give praise for the pupils’ work, accepting their individual creativity and codes of expression. Use art creatively to teach and practise mathematics. Pupils will also learn about anatomy and the structure of the human body. The idea is to create an interdisciplinary context, allowing them to simultaneously learn about various areas of the curriculum in an entertaining and creative way. Learning mathematics involves above all the capacity to solve problems, make conjectures, state reasons and communicate mathematically. GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils numerous opportunities to interact, involving a combination of ongoing give-and-take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs.

CROSS-CURRICULAR ITEMS Natural Science: The human organs and systems involved in movement: nervous (brain and parts of the brain) and locomotor (skeleton, muscles, joints, etc.) systems. Basic human anatomy. Understanding and reflecting on the health benefits of physical exercise. Mathematics: Curved lines. Geometry: acute (less than 90°), right (90°) and obtuse (more than 90°) angles. MIXED-ABILITY ACTIVITIES Levelled questions *Study Cyclist by Natalia Goncharova and describe what the man is doing. **Elicit what parts of the bicycle are not visible in the artwork and why. ***Indicate the reason why the cyclist has three legs rather than two. ****Express an opinion about the artwork. Fast finishers Make a sketch of the cyclist in Natalia Goncharova’s painting on a piece of A5 paper. Begin with an action line, followed by other lines to add gestures to the pose and show motion. On a piece of A5 paper, sketch one of the aluminium foil sculptures created by a classmate in the Discover lesson. Draw an object or invention in motion on a sheet of A5 paper. Language reinforcement Write sentences using idioms (expressions which do not have the literal meaning indicated by their words) related to the human body: break a leg, cold feet, lend a hand, etc. Revise vocabulary and make a list of words related to sports and physical activities. Describe actions and the organs or systems involved in them using the present continuous and appropriate adverbs.


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Abstract Art

EVALUATION OF KEY COMPETENCES

Competence in linguistic communication (LIN): Describe an artwork and express emotions and feelings. Listen to music and express emotions. Talk about physical changes in matter. Show movement. Talk and give an opinion about their own and classmates’ artwork. Competence in mathematics, science and technology (MST): Parallel and perpendicular lines, curved lines. Use set squares. Learn about quadrilaterals, parallelograms and parallel sides. Make and reproduce a square modular grid to create a pattern. Learn about matter: classification and physical changes. Distinguish between heterogeneous and homogeneous concepts. Learn about reversible and irreversible concepts. Learn that chromatography is a physical method of separating various elements in a mixture, making it possible to identify and determine the quantities of these components. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on the American artist Frank Stella and other Abstract artists. Use internet resources to practise content from the project (Frank Stella ‘Circuits’ Series; Abstract lines, shapes and colours). Use ICT in the arts and crafts classroom to create or present artistic creations. Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, take on responsibility and cooperate. Competence in artistic and cultural awareness (CUL): Learn how to express emotion in art using lines, shapes, colours and a variety of materials. Learn about and identify Abstract art and artists such Frank Stella and Wassily Kandinsky. Discover the Museum of Modern Art (MOMA) in New York. Learn about music, musicians and emotions. Learn to use different materials and a mixture of them creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to analyse and express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Make drawings and compositions using different sets of lines. Make abstract drawings to express the emotions in music. Create an abstract canvas with different materials to express an emotion. Use recyclable materials. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Use lines, shapes, colours and materials to create emotion in a composition. Create an abstract artwork. Identify works of Abstract art and some of the style’s most representative artists. Analyse and express an opinion about an artwork.

Expresses emotions and feelings in art using a variety of materials, techniques, styles and elements (lines, shapes and colours). Identifies lines, shapes and colours in Abstract art. Understands and researches Abstract art (Abstract Expressionism). Uses different lines, shapes and colours to express ideas and emotions in art based on the work by artist Frank Stella: Noris Ring. Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies the artworks that make up our cultural heritage; reflects on and expresses an opinion about them.

LIN, MST, CUL, SOC, AUT, LTL LIN, CUL, SOC, AUT, LTL LIN, CUL, SOC, LTL, AUT

Draw lines in different directions to express different states of mind or emotions. Draw parallel and perpendicular lines and create a composition. Draw a module or pattern with curved lines, straight lines and a variety of colours, repeating it in a grid to create a design.

Identifies lines as an essential graphic resource to represent shapes and ideas, creating a language that does not require words. Recognises mathematical concepts: parallel and perpendicular lines. Draws different types of lines in different directions and knows that each one of them is an expressive element with an emotional meaning in art.

LIN, MST, CUL, LTL, AUT LIN, MST, LTL, AUT LIN, MST, CUL, LTL, AUT

Create abstract compositions to share the feelings evoked by a certain piece of music with others. Recognise a work by Kandinsky.

Associates colours with sensations and emotions. Expresses emotions through an abstract composition inspired by different pieces of music. Learns about the Abstract painter Wassily Kandinsky and the characteristic features of his work.

LIN, CUL, SOC, LTL, AUT LIN, CUL, SOC, LTL, AUT


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Create an abstract canvas expressing an idea or emotion using different lines, shapes, colours and materials. Use creativity independently, applying artistic knowledge.

Uses different materials to express ideas and emotions abstractly.

LIN, CUL, LTL, AUT

Identify and classify quadrilaterals based on whether their sides are parallel. Learn to use set squares.

Practises mathematical and geometrical concepts: quadrilaterals and parallelograms. Uses set squares to draw groups of parallel and perpendicular lines.

LIN, MST, LTL, AUT LIN, MST, LTL, AUT





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CONTENTS PROCEDURES ATTITUDES Expression of emotion in art. Observe, identify and use different lines, shapes,

colours and materials to express ideas and emotions.

Interest in learning about Abstract art and its artists, and enjoying artworks.

Study and analysis of emotion in a reference artwork: Noris Ring by Frank Stella.

Learn and practise new vocabulary. Introduce the subject of Abstract art. Read and understand a short text about Abstract art and its characteristics. Study the artwork for the lesson. Name and describe the elements of art found in it: lines, shapes, colours, textures, space, movement, etc. Observe, elicit and express how the lines, shapes and colours in the artwork make the pupil feel. Observe the energy and movement conveyed by the artwork. Express an opinion about the artwork.

Curiosity and interest in the work of artist Frank Stella and Abstract Expressionist art: lines and geometric shapes, experimentation with different materials (metal, wood, paint) and mixing them. Receptive and positive attitude towards art and artists expressing their feelings in their work.

Expressive lines and shapes. Study lines in different shapes and compositions. Read about and reflect on the feelings and sensations associated with them. Make small abstract compositions using lines to express themselves and their emotions in certain life experiences. Study a composition with repeated lines, shapes and colours based on a single pattern, inspired by the work of artist Frank Stella. Describe the composition. Make a grid using set squares. Create a module or pattern similar to the previous composition and repeat it in the grid to create an abstract design.

Interest in learning about art as a tool for expressing emotions and feelings. Determination and perseverance in fulfilling and attaining the aims and goals set.

Music and colour. Read and understand a short text about Wassily Interest in appreciating music and freely experiencing the


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Kandinsky. Talk about music and emotions. Describe the painting by Kandinsky (On the Points) and elicit the feelings and ideas expressed by the artist in this work. Associate colours with the emotions and feelings described in the boxes. Compare results with classmates. Listen to two pieces of music and use lines, shapes and colours to express the emotions evoked.

emotions it elicits. Curiosity about learning about associating colour with feelings and emotions and how each person may feel differently in this regard.

Abstract canvas. Revise the concept of expressive lines. Review vocabulary related to feelings and the colours associated with them. Choose an emotion or sensation to be expressed in an abstract composition. Use different materials and cut out a variety of lines and shapes. Colour the cut out pieces. Glue them to a paper base. Write a label indicating the emotion expressed by the canvas.

Spontaneous use of the elements and possibilities of artistic languages, giving free rein to the imagination. Explore and use a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure.

Geometry: quadrilaterals.

Present and practise mathematical concepts by completing the Geometric drawing sheet: Parallel and Perpendicular Lines. Define a quadrilateral and a parallelogram. Revise types of quadrilaterals. Match geometric forms (quadrilaterals) with the correct name. Trace the parallel sides of each one. Choose three of the shapes and draw them using

Motivation to learn geometry using art as a vehicle, thus integrating the two fields of study. Appreciation of the precision and accuracy necessary to make geometric drawings, as well as the care and attention to detail required to produce them.


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set squares. Add lines and colours around the shapes to complete the abstract drawing.


Use a worksheet on Abstract art and work in groups to answer questions, contextualising the content, ideas and language learnt in the project and learning to work cooperatively. Talk about the artwork created in the project (abstract canvas with recyclable materials) based on a set of questions. Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork.

Learn to work cooperatively, supporting each other, developing interpersonal skills and fostering responsibility. Express themselves and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Learn to integrate what has been learnt in arts and crafts class with other knowledge, sharing information and ideas with classmates, and learning to give an opinion and exercise judgement and discernment.


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LINGUISTIC CONTENT Language focus Abstract art, elements, emotions, shaped canvas, space. Cheerful, energetic, excited, peaceful, powerful, sensations, strong. Materials, mix. Kite, parallelogram, quadrilaterals, rhombus, rectangle, square, trapezium. Key structures Adjectives to express feelings and sensations. Adverbs to describe movement. ‘It makes me feel’ + adjective / adverb. ‘To be made of’ + noun. VALUES Participate actively and with interest in the study and analysis of an artwork. Express emotions by observing artworks and exploring the feelings provoked; become aware of the possibility of expressing these emotions through artistic creation. Appreciate the artwork and our cultural heritage; show an interest in studying and responding to art. Become aware that they are constantly developing as people, a process which includes intuitive, artistic experiences as well as gaining technical knowledge. Learn to share ideas and experiences with others, while also learning to respect them.

METHODOLOGY In this project, pupils will learn about Abstract art and how to express emotions using lines, shapes and colours, by studying and analysing a reference artwork. The aim is to guide the learning process through experience and activities which encourage investigation and hands-on use of elements to consolidate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. Try to guide pupils so that they use lines in different shapes and directions to represent and communicate ideas, sensations and emotions, creating a language that does not require words. Art helps pupils to get to know themselves and understand the world around them. Music is a great form of expression for feelings, for both the person composing it and the person enjoying it. Have the pupils listen to music, consciously awakening in them feelings which are sometimes conflicting, which evoke memories and which transport them to places and moments they have experienced. Convey to them that the same music can evoke different feelings in each person, and that this is part of the greatness of music. Encourage them to give form to these feelings on paper. This is synaesthesia, the association between sound, image and colour in a sensory-perceptual phenomenon which merges the senses, so that a stimulus leads to a response. The sounds cause us to visualise colours, and the colours elicit certain emotions, which can in turn be expressed in music. It can be summarised in the description ‘drawing sounds, listening to pictures’. Pupils will work independently to create an abstract collage or canvas using recyclable materials. This fosters the creative process of turning an original product or invention into reality, and develops their creative abilities and curiosity for learning. This process generally involves imagination and a desire to go beyond established rules, adding the discipline to achieve a goal. This ensures that pupils learn in an


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independent and all-encompassing way by boosting their confidence in their own artistic creations, enjoyment of making them and appreciation of their contribution to their wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work.

Make the geometry lesson a fun and entertaining way to teach mathematics, with a class in which the pupils visualise, internalise and understand the concepts, while also having a good time. Play music while they are working. This will create a more relaxed environment and they can begin to associate mathematics with pleasant emotions related to the music.

GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils numerous opportunities to interact, involving a combination of ongoing give-and-take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs.

CROSS-CURRICULAR ITEMS Natural Science: Learn about matter: classification and physical changes. Distinguish between heterogeneous and homogeneous concepts. Learn about the reversible and irreversible concepts. Learn that chromatography is a physical method of separating various elements in a mixture, making it possible to identify and determine the quantities of these components. Mathematics: Parallel and perpendicular lines. Use set squares. Learn about quadrilaterals, parallelograms and parallel sides. Create and reproduce a modular grid. MIXED-ABILITY ACTIVITIES Levelled questions *Study the sculpture Noris Ring by Frank Stella and locate repeated elements used to express movement. **Read pairs of adjectives and choose one of each to describe the emotions the artwork evokes. ***Observe and deduce the characteristic features of Abstract art in the artwork and compare them with the characteristics of more figurative or representative art. ****Express the emotions and sensations the artist is trying to communicate about Formula One and state reasons for the answers. Fast finishers Draw real-life images using the expressive lines from the Explore lesson on a piece of A5 paper, expressing similar feelings and sensations, for example, the wavy lines of the ocean. Create an abstract artwork inspired by their favourite song on a sheet of A5 paper, using a variety of lines, shapes and colours.


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On a sheet of A5 paper, draw examples of a new technology we use today. Language reinforcement Write sentences comparing two things using similes with like or as. Use colours and emotions, for example: His face was as red as a tomato. (Anger). Write sentences expressing feelings using ‘It makes me feel…’ and the vocabulary learnt related to feelings and emotions: calm / excited; loud / quiet; fast / slow; energetic / peaceful, etc., for example: I love listening to music. It makes me feel relaxed. Describe the materials used to make things or objects in the classroom using the structure ‘to be made of…’ Revise adverbs to describe movement. Describe a chromatography experiment: dissolving and separating different pigments. Name the physical changes produced in the Stella artwork (Circuits series): changes of position, colour, texture.


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Digital World

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Describe an artwork. Talk about digital photography. Express possibility and prediction. Talk about the dangers of social media and improper use of new technologies. Talk and give an opinion about their own and classmates’ artwork. Competence in mathematics, science and technology (MST): Learn about scale and proportion. Use grids. Learn about inventions and technological advances, and how they work and contribute to our lives. Discover the structure and operation of a digital camera. Digital competence (DIG): Learn about new technologies and their impact on life today. Identify the parts of a computer. Learn about the internet and its use as a tool for communication, information and art. Reflect on the need to limit or control use of the internet and its addictive nature. Reflect on safe and responsible use of social media. Learn about the history of video games. Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Use internet resources to practise content from the project (Virtual world). Use a photo editing program to edit digital images. Use ICT in the arts and crafts classroom to create or present artistic creations. Competence in social awareness and citizenship (SOC): Practise collaborative skills in group activities, take on responsibility and cooperate. Reflect on the importance of making proper use of new technologies and social media. Competence in artistic and cultural awareness (CUL): Learn about digital photography as a form of artistic expression. Learn about and recognise the work of Canary Islands artist Jericó Santander. Learn to copy drawings to scale. Learn to edit and modify a photograph and make photomontages. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to analyse and express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Use scale to make drawings. Create fun photos by editing them and combining them with illustrations. Make a photomontage or digital collage. Use digital technology in a common-sense and thoughtful manner. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Identify and understand modification of digital images to transmit ideas and emotions. Use and modify the proportions and scale of an image in a grid to create different artistic effects. Recognise a digital artwork by artist Jericó Santander. Analyse and express an opinion about an artwork.

Recognises proportion (shape, size, position, etc. of the different components of an object compared to the whole object) and scale (ratio between the representation of the object and the real size of that object) in digital images. Recognises and modifies proportion and scale in a digital photo. Explores the expressive and artistic possibilities offered by new technologies.

Analyses the photos and illustrations in The Music Nature by Jericó Santander. Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies the artworks that make up our cultural heritage and reflects on them.

LIN, DIG, CUL, SOC, AUT, LTL LIN, DIG, CUL, SOC, AUT, LTL LIN, DIG, CUL, SOC, LTL, AUT

Draw and colour a large-scale hot air balloon based on a smaller image using a grid. Recognise and name parts of a camera such as the zoom and viewfinder. Use a 2:1 scale to enlarge the drawing of a cherry in a grid.

Draws an object on a smaller scale at a larger scale. Recognises how a camera works and its main components. Understands the concepts of scale and proportion.

LIN, DIG, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT

Take digital photos, add illustrations and modify their characteristics using a photo editing program for creative purposes.

Identifies the variety of creative things that can be done with digital photos for educational and artistic purposes. Takes and edits digital photographs using different functions: select, copy, paste, change size, change colour (brightness, contrast, tone, etc.).

LIN, DIG, MST, CUL, LTL, AUT LIN, DIG, MST, CUL, LTL, AUT


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Reflects on the consequences of sharing other people’s images on social networks without their consent, or sharing their own image.

LIN, DIG, MST, CUL, SOC, LTL, AUT

Choose, modify and arrange photos to create a digital photomontage. Know how to use appropriate devices and techniques for the creative process.

Uses digital devices and tools and appropriate editing programs to create digital photomontages. Understands that new technologies include functionalities for storage, processing and transmission of information in digital format, and knows how they work for educational and creative purposes.

LIN, DIG, MST, CUL, LTL, AUT LIN, DIG, MST, CUL, SOC, LTL, AUT

Identify different types of video games, their history and genres, and recognise them as a learning tool.

Understands the history of video games and classifies them into different genres. Reflects on the educational potential of video games and their use for independent learning.

LIN, DIG, MST, CUL, SOC, LTL, AUT





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CONTENTS PROCEDURES ATTITUDES Proportion and scale. The digital world.

Recognise and modify proportion and scale in a digital photo.

Interest in learning about digital photography and its possibilities for creating, editing, etc.

Study and analysis of digital photos and illustrations in a reference artwork: The Music Nature by Canary Islands artist Jericó Santander.

Oral communication, talking about computer use. Describe the artwork, which combines images of an electric guitar and other musical symbols with objects from nature. Learn and practise new vocabulary. Study the artwork and describe the small natural objects around the guitar. Express the emotions and ideas the photograph evokes in the pupil, as well as the connection between music and nature.

Curiosity and interest in the work of artist Jericó Santander and digital photography. Receptive and positive attitude towards art and expressing emotions and feelings. Appreciation of technology and its use for creative, artistic and advertising purposes, as well as programs to edit photos and combine images.

Zooming in.

Read a text about photography and zooming. Study and describe a photograph. Explain that the photographer uses the camera’s viewfinder to select an image. They then select the focal length using the zoom. Draw the hot air balloon shown in the photograph on a larger scale, using a grid. Colour the drawing. Explain and understand the concept of scale. Use a 2:1 scale to draw and enlarge an image of a cherry in a grid. Study the life-size image of the cherry. Add light, shading, colour, etc. to give the drawing volume. Present and practise mathematical concepts by

Interest in using photography for artistic expression and in learning how it works, from the simplest cameras to the sophisticated digital electronic systems available today. Care, precision and accuracy when making drawings to scale, fully understanding the process and its applications.


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making a geometric drawing sheet. Pupils draw a large-scale image and a small-scale image using the grids provided.

Fun with digital photography.

Oral communication, talking about photography with pupils: devices, developing, social networks, etc. Read and understand a short text about digital photography and its creative possibilities, with the help of photo editing and manipulation. Explain concepts such as resizing (changing the size of the entire photo) and cropping (cutting or enlarging part of the photo). Study a set of pictures and read about the techniques used to combine photos and illustrations (cropping, changing the colour, using artistic filters and illustration tools for personalisation). Read a text about the possibility of modifying photographs without using any technological tools. Study a set of pictures and read about techniques used to combine photos and illustrations. Describe the changes made to the original photo in each of the examples presented. Use the techniques studied to combine photographs and other illustrations: Transform an everyday object (an apple) into another object. Add creative wheels to a bicycle.

Interest in learning about and using the functions for editing and modifying digital photographs. Reflect on the repercussions of putting personal photographs or those of others on social networks. Develop autonomy in finding and selecting the information and tools needed for artistic creations, and learn to make their own decisions.


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Use scale to transform a glass into an imaginary place.

Digital photomontage. Read a text about the possibilities available to digital artists to create fantastic virtual worlds. Make a photomontage or digital collage inspired by the artist Jericó Santander. Study and observe the models provided. Revise how to use a computer, editing programs and other digital tools before beginning: Select an image from the internet. Copy and paste it into an editing program. Use the lasso selection tool to select the outline of the object or section to be copied. Open a presentation program and paste the image onto a blank slide. Add a personal photo. Organise and adjust the size of the images. Rotate, move and arrange the images to create a digital montage or collage. Edit the images – size, colour, shading, etc. – to produce the final collage or digital photomontage.

Use the elements and possibilities of artistic languages spontaneously, giving free rein to the imagination. Explore and use a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure. Be aware of the impact of ICT in all areas of life, its advantages and disadvantages, and how to use it properly. Willingness to use multimedia resources such as videos, images, sounds, interactive elements.

Technology in art: video games. Read and understand a text about the history of video games and study the pictures. 1960s–1970s. First video game graphics in black and white, played in arcades. 1980s. More memory and speed meant better graphics. People started playing games at home using a console and a simple joystick, game controller, or keyboard. 1990s. Video games developed more complex worlds with 3D graphics and more colours.

Interest in learning about the history of video games. Become aware of and reflect on the importance of limiting the use of video games and electronic devices in general, as they are highly addictive. Develop the capacity to interact, communicate and exchange experiences, making learning more dynamic, educational and stimulating, and producing more cognitive activity.


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People used portable game consoles to play anywhere. 2000–present. Players can use computers, tablets, phones and the internet to play video games. They can make decisions, use avatars and play in realistic 3D worlds. Read and answer comprehension questions about the texts in the lesson.


Research and locate information about jobs associated with the digital world (video game designer, 3D animator, website designer, special effects technician, software designer, online advertising manager) and share what they learned in class. Talk about the artwork created in the project (digital collage or photomontage) based on a set of questions. Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork. Talk about and reflect on the dangers of improper use of ICT and social networks. Make a poster providing important guidelines for internet safety, present and display it in class.

Learn to work cooperatively, supporting each other, developing interpersonal skills and fostering responsibility. Express themselves and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Learn to integrate what has been learnt in arts and crafts class and other knowledge, sharing information and ideas with classmates, and learning to give an opinion and exercise judgement and discernment. Reflect on the disadvantages of ICT: distraction, addiction, wasted time, unreliable information, isolation, superficial learning, anxiety, etc.


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LINGUISTIC CONTENT Language focus Collage, contemporary, digital age. Proportion, scale, virtual, zoom. Crop, edit, resize. Arcade, console, graphics, video games. Key structures Modals of future possibility and predictions: will, may, might. VALUES Enjoy making connections between art and other curriculum content, such as the use of new technologies for artistic and creative purposes. Reflect on the proper use of ICT and participation in social networks. Learn to use ICT as a tool and source of information, communication and expression. Learn to cooperate and participate and to resolve any conflicts or problems which may arise in class during the creative process. Show curiosity and interest in learning about different forms of artistic expression: new ways of speaking and doing through expressive and artistic work.

METHODOLOGY

In this project, pupils will learn about art and digital technology. The emergence of new technologies has brought about a profound change in our society. Thanks to tools such as the internet, most people now have access to lots of information. This change has also had an impact at school and in art. Ensure that pupils use the computer and other technology as additional tools, making use of them for entertainment, information, communication and instruction purposes. Foster the process of acquiring the knowledge necessary to use ICT properly. This interaction allows pupils to be more involved in their education, resulting in more active learning. They learn to use technology while also researching and practising other disciplines and engaging in experimentation, stimulating their creativity, curiosity and investigative spirit.

Devote time to using the computer tools, functions and programs before beginning the creative activity. This will enable pupils to work with more self-assurance and confidence, developing the skills and abilities which will serve them now and in the future, while monitoring and controlling their use of the software. Encourage pupils to acquire knowledge based on investigation and inquiry-based learning.

Pupils will investigate how digital cameras work and their possibilities. They will learn to use and explore electronic devices and their functions first-hand, later using them for their artistic creations. Allow them to pose and take photographs of themselves for educational purposes, editing them using different digital applications and resources. Encourage them to enjoy photography: viewing, sharing, manipulating, editing, etc. They will also learn to use grids and reproduce drawings or photographs on a larger or smaller scale, engaging in active, first-hand learning, with the experience of integrating basic mathematical knowledge useful for life.


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Pupils will work independently to create their digital photographs and combine them with illustrations. Stimulate pupils’ creative skills and curiosity about learning. This ensures that pupils learn in an independent and all-encompassing way by boosting their confidence in their own artistic creations, enjoyment of making them and appreciation of their contribution to their wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work. Pupils can draw a scene for a video game using the worksheet (Pixel picture). The final project will encourage pupils to select and use materials and methods in their artistic creations, as well as to plan the processes involved – preparation, doing the work and presenting the final result. By creating a digital photomontage, pupils will acquire learning strategies, playing an active role in the process, adapting it to their needs and goals. The idea is to bring about a relatively permanent change of behaviour which occurs as a result of this idea. To this end, pupils will learn to observe; identify their weaknesses or needs; evaluate, compare and contrast; propose alternatives and solutions; communicate results, etc. GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils numerous opportunities to interact, involving a combination of ongoing give-and-take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs.

CROSS-CURRICULAR ITEMS Mathematics: Scale and proportion. Grids. Technology: Inventions and new communication technology (ICT). Digital cameras and how they work. Video games and their history. MIXED-ABILITY ACTIVITIES Levelled questions *Study the artwork by Jericó Santander (The Music Nature) and identify the materials used by the artist: a computer, digital images, drawing and editing programs, etc. **Observe the artwork and indicate what changes the artist made to ordinary objects to create his artwork. ***Express an opinion about the artwork and indicate what they like most about it and what they would change. ****Express an opinion about the influence of technology on art in the future. Fast finishers Complete the drawing presented in the Explore lesson, adding a background to the scale drawing of the hot air balloon. Select photos from magazines, calendars, etc. Cut them out and glue them to a sheet of A5 paper to create an artwork by combining photos and illustrations. Create another slide to continue experimenting with editing tools and techniques: select new photos or modify those already included in the digital collage. Language reinforcement Describe a personal digital photograph using the vocabulary and language learnt in the project.


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Revise vocabulary related to nature: mountains, a lake, a river, a fish, mushrooms, grass, a tree, etc. Write sentences making future predictions and expressing possibility using the modal verbs will, may, might. Discuss the advantages and disadvantages of using new technologies and their influence on recent changes in art. Design a school website and talk about it: information, images, etc. Invent a technological device related to art and describe how it works. Name and describe digital tools and applications for editing photos.


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Faraway Landscapes

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Describe landscapes in an artwork. Express emotions and feelings through art. Describe colour: hue, brightness and saturation. Make comparisons using adjectives and adverbs. Talk and give an opinion about their own and classmates’ artwork. Competence in mathematics, science and technology (MST): Use a compass to measure and do geometric drawings. Divide a circumference into equal parts. Identify and draw parallel lines using set squares. Geometry: classify triangles based on their sides (equilateral, isosceles and scalene) and angles (right, acute and obtuse). Caring for the environment. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on artists such as Chinese artist Liu Haisu. Use internet resources to practise content from the project (Mount Huangshan, Colour variation). Use ICT in the arts and crafts classroom to create or present artistic creations. Competence in social awareness and citizenship (SOC): Learn about the geography of Europe and Asia: physical geography, landscapes. Geographical features and major landforms in the world: Caucasus Mountains, Caspian Sea, Ural River, Ural Mountains, Mount Huang, The Great European Plain, which extends across Northern Europe from the eastern United Kingdom to Russia. The countries this area includes are: France, Belgium, the Netherlands, Germany, Denmark, Poland, Estonia, Latvia, Lithuania and Belarus. The environment, actions to care for it. Practise collaborative skills in group activities, take on responsibility and cooperate. Competence in artistic and cultural awareness (CUL): Learn about Chinese painting, its tradition and development, and the artist Liu Haisu. Learn about colour and its variations: hue, brightness and saturation. Learn about monochrome ranges and atmospheric perspective. Use geometry to make drawings. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to analyse and express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Use colour variations to make a landscape. Draw a landscape, creating the sensation of distance using atmospheric perspective. Create a monochrome landscape using the technique of atmospheric perspective. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Identify variations of colour modified by their saturation and brightness. Recognise and identify the concepts of hue/tone, brightness and saturation. Use colour variations effectively. Identify some Chinese paintings and their artists. Analyse and express an opinion about an artwork.

Recognises Chinese landscape art and its development from monochrome (single colour) paintings made with ink to more modern styles and techniques influenced by European trends such as brightness and intense colour. Distinguishes between concepts related to colour such as hue, saturation and brightness. Analyses the colour in a landscape by Chinese artist Liu Haisu (Mount Huang Surrounded by Clouds). Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies the artworks that make up our cultural heritage and reflects on them.

LIN, CUL, SOC, AUT, LTL LIN, CUL, AUT, LTL LIN, CUL, SOC, LTL, AUT

Define the characteristics of colours. Make colour variations in terms of brightness and saturation. Make a composition using a wide range of colours and textures.

Identifies the characteristics and variations of colour: hue, brightness, saturation. Draws landscapes with variations of colour and texture. Recognises gradation of texture.


Make a landscape creating the sensation of distance using atmospheric perspective, or variations of colour in terms of brightness and saturation.

Identifies what atmospheric or aerial perspective is, and how it is used to show distance in a landscape.


Create a monochrome landscape using the technique of atmospheric perspective.

Recognises monochrome as one colour or different shades of one colour. Produces a monochrome landscape inspired by artist Liu Haisu and traditional Chinese landscapes.


Learn to classify triangles. Draw different triangles.

Identifies and classifies triangles (polygons with three sides and three vertices or angles) based on their sides (equilateral, isosceles,

LIN, MST, LTL, AUT


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Draw a mountain range using different types of triangles. Draw parallel and perpendicular lines using set squares.

scalene) and angles (right, obtuse, acute). Draws parallel and perpendicular lines.





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CONTENTS PROCEDURES ATTITUDES Colour and its variations in art. Study, recognise and describe variations of

colour.

Interest in learning about Chinese painting, its development and its use of colour.

Study and analysis of colour in a reference artwork: Mount Huang surrounded by clouds by Chinese painter Liu Haisu.

Oral communication, talking about travel and places. Locate places on a map. Describe the artwork. Learn and practise new vocabulary. Read a short text about traditional Chinese painting, its subsequent development and the taste for landscapes. Talk about and explain a set of concepts relating to variations of colour. Discuss the value of calligraphy and poetry in Chinese art. Study the painting and locate examples of variations of the colour red. Identify variations in colour or saturation between the background, middle ground and foreground in the artwork.

Curiosity and interest in the artistic work of Chinese painter Liu Haisu and the characteristics of Chinese painting. Receptive and positive attitude towards art and expressing emotions and feelings.

Variations of colour. Study a chart of more or less saturated colours and fill in the missing boxes using coloured pencils. Read a short text and explain again the concept of saturation. Read and use the adjectives indicated (intense, rich, dull, drab) to describe the tones of more or less saturated colour created by the pupil. Use coloured pencils on a photo of a landscape without colour. Describe the colours created and used.

Interest and curiosity around learning to create colour variations by applying techniques learnt. Perseverance and effort in completing the tasks or activities assigned because they fulfil an appealing artistic and creative purpose.


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Read a short text providing instructions. Study a chart and see how the colours in each box become lighter when white is added and darker when black is added. Use oil pastels and mix them with the correct amount of white to complete the colour chart, exploring different tones. Study a landscape and colour it using oil pastels to add details and textures to the work. Use a toothpick to create different textures: more in the foreground and less in the background.

Atmospheric perspective.

Read and understand a short text about atmospheric or aerial perspective: sensation of depth and distance in a landscape created to imitate the effect of space. Study a mountain landscape and describe it. Study the drawings of three landscapes and add more landforms in the background of each picture. Use atmospheric perspective by choosing lighter, less saturated colours to show distance. Add details and texture to the foreground of the illustrations.

Interest in learning different techniques to vary, alter or manipulate colour and achieve pictorial effects.

Motivation to do activities for the simple pleasure of doing and enjoying them.

Attention to the feelings evoked by an artwork.

Monochrome landscapes.

Oral communication, talking about nature as inspiration for art. Read a short text about the concept of monochrome ranges and explain it. Make a monochrome landscape inspired by artist Liu Haisu and traditional Chinese landscapes. Cut a sheet of white card in half vertically. Use

Use the elements and possibilities of artistic languages spontaneously, giving free rein to the imagination. Explore and use a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure.


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one side to cut out landforms. Choose a colour for the landforms and paint one in the foreground. Paint the others using lighter tones with less saturation. Paint the sky on top of the other half of the card using a light tint. Add more white and paint a sun or a moon. Outline each of the landforms using a black marker. Glue the landforms in order, organising the space properly, starting with the background. The landforms should overlap.

Reflect on taking care of the environment and nature conservation.

Geometry: triangles and their classification.

Use the geometric drawing sheet and practise drawing triangles using a compass. Practise drawing perpendicular lines. Read and study a short text about classifying triangles. Measure the sides of the top three triangles. Look at the bottom three triangles, identify and indicate the right, acute and obtuse angles. Draw a mountain range using different types of triangles with a compass. Colour it using atmospheric perspective. Use set squares to draw triangles.

Motivation to learn geometry using art as a vehicle, thus integrating the two fields of study. Willingness to learn about and use drawing tools.


Use a worksheet on Chinese landscapes and work in groups to answer questions about the subject, contextualising the content, ideas and language learnt in the project and learning to work cooperatively. Talk about the artwork created in the project (monochrome landscape with atmospheric

Learn to work cooperatively, supporting each other, developing interpersonal skills and fostering responsibility. Express themselves and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials. Listen to and respect the opinions of others.


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perspective) based on a set of questions. Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork. Talk about the meaning of colour in different cultures and its symbolism.

Show respect and concern for different forms of artistic expression. Learn to integrate what has been learnt in arts and crafts class and other knowledge, sharing information and ideas with classmates, and learning to give an opinion and exercise judgement and discernment.


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LINGUISTIC CONTENT Language focus Brightness, hue, landscape, monochrome, saturation, shades, tints, tones. Atmospheric perspective. Equilateral triangle, isosceles triangle, scalene triangle. Hills, landforms, mountains, plains, rivers. Key structures Adjectives to describe colour: drab, dull, intense, rich. Comparative adjectives and adverbs. VALUES Appreciate the artwork and our cultural heritage; show an interest in studying and responding to art. Show curiosity and interest in using colour and its variations in creations and applying the knowledge acquired. Show respect for the environment by utilising recyclable materials, using other materials responsibly and avoiding consumerism. Learn to view green spaces as locations where creativity and art can be present. Appreciate nature as a source of artistic inspiration. Learn to interpret an artwork and identify the artists’ purpose: to raise public awareness of environmental issues. METHODOLOGY In this project, pupils will learn about colour and its variations by studying and analysing a reference artwork. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will

develop pupils’ artistic sensibility and their individual assessment and observation skills.

Pupils will investigate how to make colour variations by mixing colours with white to produce lighter or brighter colours, obtaining theoretical knowledge through motivation and creativity. They will also discover first-hand and through active experimentation how to use different colour techniques to achieve the sensation of distance in a landscape, or atmospheric perspective, learning how colour behaves in nature. If possible, take pupils to a natural location so that they can observe colour and distance or depth in situ. They will see that as they move further away in the plane, colours lose intensity (brightness), that the colours of more distant objects are less clear than those that are closer, and that colours become cooler at a greater distance, tending towards blue or violet.

Pupils will work independently to create their own monochrome landscape. Stimulate pupils’ creative skills and curiosity about learning. This ensures that pupils learn in an independent and all-encompassing way by boosting their confidence in their own artistic creations, enjoyment of making them and appreciation of their contribution to their wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work. GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils numerous


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opportunities to interact, involving a combination of ongoing give-and-take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Social Science: Learn about the geography of Europe and Asia: physical geography, landscapes. Geographical features and major landforms in the world: Caucasus Mountains, Caspian Sea, Ural River, Ural Mountains, Mount Huang, The Great European Plain, which extends across Northern Europe from the eastern United Kingdom to Russia. The countries this area includes are: France, Belgium, the Netherlands, Germany, Denmark, Poland, Estonia, Latvia, Lithuania and Belarus. The environment, actions to care for it. Mathematics: Use a compass to take measurements and do geometric drawings. Divide a circumference into equal parts. Identify and draw parallel lines using set squares. Geometry: classify triangles based on their sides (equilateral, isosceles and scalene) and angles (right, acute and obtuse).

MIXED-ABILITY ACTIVITIES Levelled questions Study the painting by Liu Haisu and indicate the artist’s inspiration for this artwork. Point out details in the artwork. Express feelings evoked in the pupil by the painting. Express an opinion about the artwork. Fast finishers *Choose a section of the landscape on page 5 of the Explore lesson and draw and colour details. **On a sheet of A5 paper, draw an underwater landscape using atmospheric perspective. ***Draw their favourite place in nature to visit on a sheet of A5 paper, using depth and distance. Language reinforcement Write a postcard to a friend from an imaginary place, describing locations and landscapes. Revise vocabulary, writing a list of all the European countries they can remember. Write sentences making comparisons and using adverbs and adjectives. Describe landscapes, revising vocabulary for nature and geographical features: hill, mountain, plain, river, etc. Use the vocabulary for the project to compare the colour of two similar objects, using words like rich, dull, drab, more/less saturated, lighter, darker, etc.


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Cubism in Perspective

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Describe an artwork. Explain point of view and perspective in an artwork. Describe geometric shapes. Talk and give an opinion about their own and classmates’ artwork. Competence in mathematics, science and technology (MST): Three-dimensional objects. Identify and draw geometric forms (cone, cube, cuboid, cylinder, square pyramid, tetrahedron) and understand how they are constructed. Edges, faces and vertices of a geometric form. Polyhedrons, tetrahedrons, hexahedrons. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Use internet resources to practise content from the project (Guide to modern art). Use ICT in the arts and crafts classroom to create or present artistic creations. Competence in social awareness and citizenship (SOC): Learn about the history and social, cultural, economic and political context in Spain during the time of Pablo Picasso, in the second half of the 19th century and early 20th century. Recognise what a democracy is. Practise collaborative skills in group activities, take on responsibility and cooperate. Competence in artistic and cultural awareness (CUL): Learn about the Cubist style and its most important figures, who broke away from traditional techniques to depict fragmented objects from several perspectives and paint what the mind sees. Learn about the main social, economic and political changes in Spain during the second half of the 19th century and early 20th century: Amadeo I of Savoy, the First Republic, Alfonso XII, etc. The Spanish Civil War. Understand the Constitution of 1978, the basis of Spanish democracy. Identify art and cultural movements in recent Spanish history and name significant artists from this period. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to analyse and express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Learn to draw and transform geometric forms into everyday objects. Make a composition of an object from different perspectives. Make a Cubist sculpture using geometric forms. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Understand the concept of three-dimensionality (3D) in terms of form and perspective or viewpoint. Draw three-dimensional objects from different perspectives. Identify artworks by Pablo Picasso and other Cubist painters. Identify and describe forms in a Cubist still life. Analyse and express an opinion about an artwork.

Recognises Cubism in art and how Cubist artists reflected the social, economic, technological and scientific changes of their time. Identifies the work of Málaga artist Pablo Picasso, creator of the Cubist style which is a complete break with traditional painting and an expression of changes in society. Recognises that forms are three-dimensional objects that have height, width and depth, and that they can be viewed from different perspectives or viewpoints. Understands that Cubists ignored traditional perspective, depicting forms from nature or three-dimensional objects using geometric forms, fragmenting lines and surfaces. Analyses the forms and perspective of the Cubist style in Table, Glass, Cup, Mandolin by Pablo Picasso. Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies the artworks that make up our cultural heritage and reflects on them.

LIN, MST, CUL, SOC, AUT, LTL LIN, MST, CUL, AUT, LTL LIN, MST, CUL, SOC, AUT, LTL LIN, CUL, SOC, LTL, AUT

Identify geometric forms. Draw geometric forms that make up outlines and transform them into everyday objects. Draw the elements of a still life using geometric forms.

Identifies geometric forms (cone, cube, cuboid, cylinder, square pyramid, tetrahedron) and learns that they are three-dimensional objects that have height, width and depth. Recognises that these forms can be seen from different viewpoints or perspectives. Draws and transforms geometric forms into everyday objects containing them.


Create a composition by fragmenting an object into different perspectives and geometric forms, then creatively rearranging them.

Identifies how Cubist artists represented objects as the mind sees them rather than what the eye observes.



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Draw three-dimensional objects from different perspectives. Use geometric drawing tools to draw and construct different geometric forms. Make a Cubist sculpture using geometric forms: tetrahedrons or hexagons as modules.

Uses geometric forms to create a Cubist sculpture inspired by Pablo Picasso.


Understand the characteristics of a geometric form and construct it. Draw the shape net for a polyhedron. Construct different objects using tetrahedrons or hexahedrons, joining them along their parallel edges. Learn to use the necessary measuring tools.

Recognises that polyhedrons are geometric solids (three-dimensional) with flat faces that contain a finite volume. Draws the shape net for a polyhedron.

LIN, MST, LTL, AUT





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CONTENTS PROCEDURES ATTITUDES Cubism: three-dimensionality and perspective.

Study, identify and describe forms and perspectives in Cubist artworks.

Interest in learning about Cubist painting and its artists, and how they broke away from the traditional techniques and rules of art.

Study and analysis of perspective, fragmentation and three-dimensionality in the Cubist artwork Table, Glass, Cup, Mandolin by Pablo Picasso.

Revise concepts such as geometric forms. Study and describe the artwork. Learn and practise new vocabulary. Read and understand a text on Cubism and Pablo Picasso, the social context of the time and the break with traditional techniques and style in art. Carefully study the artwork and locate the objects or fragments of objects depicted in it. Deduce and explain the reason for the name Cubism given to this art movement and its meaning.

Curiosity and interest in the work of Cubist painters and their new techniques. Receptive and positive attitude towards art and expressing emotions and feelings.

Transform forms. Observe geometric forms (cone, cube, cuboid, cylinder, square pyramid, tetrahedron) and locate objects made of these forms in the classroom. Study these geometric forms in terms of faces, edges, vertices, etc. Draw the geometric forms that make up a set of outlines or silhouettes. Then transform them into an object. Add details and texture to the objects represented. Study the objects in a still life; identify and name them. Draw the same objects in the space indicated, using basic geometric forms. Make the forms transparent in order to show all the edges, faces, vertices, etc.

Interest in learning geometry through artistic experience. Curiosity about studying everyday objects and contextualising the geometry learnt in a practical way.


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Add colour to the objects to emphasise their volume.

Different perspectives.

Read and understand a short text about Cubist artists and how they depicted objects. Study a violin fragmented into different geometric shapes from different viewpoints or perspectives. Study the parts of the violin marked geometrically by different shapes and draw them in the spaces indicated to complete a sort of puzzle. Make a creative artwork using an object viewed from different perspectives. Choose an object in the classroom. Study it from three different viewpoints. Make three drawings of the object viewed from these three perspectives. Cut out the drawings in different geometric shapes. Creatively arrange the cut-out pieces and glue them on another sheet of paper. Colour or paint them.

Interest in learning how to look at, understand and enjoy a Cubist painting knowing the techniques used. Curiosity about learning about the historical context around the Cubist and avant-garde movement in Spain in the first decade of the 20th century.

Cubist sculpture. Revise the geometric forms: cone, cube, cuboid, cylinder, square pyramid, tetrahedron. Create a Cubist sculpture using geometric forms. Plan the sculpture, choosing a geometric form. Cut out the corresponding shape nets from the template and trace them on a piece of card as many times as necessary. Colour the figures. Assemble the figures.

Use the elements and possibilities of artistic languages spontaneously, giving free rein to the imagination.

Develop fine motor skills and optimise hand-eye coordination through the completion of arts and crafts activities.

Ingenuity, attention and ability to draw, cut out and glue geometric forms.


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Glue together different figures to create a sculpture.

Polyhedrons, tetrahedrons, hexahedrons.

Learn and practise mathematical concepts by completing the geometric drawing sheet. Draw a tetrahedron using a compass and ruler. Read a text and visualise geometric forms based on explanations to visualise and understand the concepts: face, edge and vertex, making it possible to classify polyhedrons by the number of faces. Write the number of faces for each form presented. Draw the shape net for a tetrahedron and a hexahedron on a piece of coloured card, making the necessary precise measurements. Work in groups to glue together the polyhedrons and create different structures.

Motivation to learn geometry using art as a vehicle, thus integrating the two fields of study.


Use the worksheet on Pablo Picasso and work in groups to answer questions about the artist, contextualising the content, ideas and language learnt in the project and learning to work cooperatively. Talk about the artwork created in the project (Cubist sculpture) based on a set of questions. Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork.

Learn to work cooperatively, supporting each other, developing interpersonal skills and fostering responsibility. Express themselves and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials. Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Learn to integrate what has been learnt in arts and crafts class and other knowledge, sharing information and ideas with classmates,


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Talk about Cubist artist Pablo Picasso, his style and his work.

and learning to give an opinion and exercise judgement and discernment.


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LINGUISTIC CONTENT Language focus Cubism in Perspective Cone, cube, cuboid, cylinder, square pyramid, tetrahedron. Face, edges, vertices. Key structures Before/after clauses. Past simple regular and irregular forms. VALUES Become familiar with and learn techniques used by modern artists and make them their own. Learn about important 20th-century artists; analyse and reflect on the context at the time they were working, understanding the reality of the world around them and how it was transformed. Appreciate the artwork and our cultural heritage; show an interest in studying and responding to art. Show creativity, independence and responsibility during the process of producing artistic creations. Understand the importance of following the required steps in the process of artistic creation necessary to complete and make an artwork. Learn to persevere in order to achieve goals and targets. METHODOLOGY In this project, pupils will learn about an avant-garde painting style, Cubism, by studying and analysing a reference artwork. The aim is to guide the learning process through experiences and activities which

encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. They will learn that Cubist artists ignored the rules of traditional one-point perspective and adopted a multiple perspective, seeing the work from different viewpoints and fragmenting the works into geometric shapes. Pupils will investigate and study geometric forms in order to be able to use them in their artistic creations, learning to draw them and transform them into everyday objects. They will learn actively and directly, integrating content from various subject areas in a way that is creative, enjoyable and motivating. The idea is to familiarise pupils with analysis and investigation of the geometric properties of objects. Pupils will work independently to create their Cubist sculpture, learning to contextualise the content worked on in class and incorporating concentration, precision and accuracy skills and abilities into their learning process in order to draw the shape nets for the geometric forms. GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils numerous opportunities to interact, involving a combination of ongoing give-and-take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs.


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CROSS-CURRICULAR ITEMS Mathematics: Three-dimensional objects. Identify and draw geometric forms (cone, cube, cuboid, cylinder, square pyramid, tetrahedron) and understand how they are constructed. Edges, faces and vertices of a geometric form. Polyhedrons, tetrahedrons, hexahedrons. Social Science and History: The history and social, cultural, economic and political context in Spain during the second half of the 19th century and early 20th century: the reign of Amadeo I of Savoy, the First Republic, Alfonso XII, the Constitution of 1978, the Spanish Civil War, the Democracy, etc. MIXED-ABILITY ACTIVITIES Levelled questions *Observe the Picasso painting Table, Glass, Cup, Mandolin and indicate the colours seen in it. **Deduce the differences between earlier still lifes and this painting by Picasso.

Fast finishers On a sheet of A5 paper, break down the figures drawn on page 5 in the Explore lesson and use these to draw fragmented forms, imitating the still life by Picasso. Choose an object from their pencil case and draw it from different perspectives on a sheet of A5 paper. On a sheet of A5 paper, draw several sketches of the Cubist sculpture created by another pupil in the Create lesson, viewed from different perspectives. Language reinforcement Write a short paragraph giving arguments for or against the idea of breaking the rules of art or of following artistic traditions. Research and write about Pablo Picasso’s different artistic periods: Blue Period, Rose Period, Analytical Cubism, Classical Period, Surrealism, etc. Give examples for each period. List and describe geometric forms: number of faces, edges and vertices. Write sentences using before/after.

****Express an opinion about Cubism and state reasons. ***Express the emotions evoked by the artwork.


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Artful Words

EVALUATION OF KEY COMPETENCES Competence in linguistic communication (LIN): Describe an artwork and express emotions and feelings. Talk about colours. Talk and give an opinion about their own and classmates’ artwork. Competence in mathematics, science and technology (MST): Divide a circumference into equal parts. Digital competence (DIG): Use the interactive whiteboard to study details of an artwork and practise the vocabulary. Use the digital resources for the course. Find and use information on the group of artists known as Boamistura and their street art. Use internet resources to practise content from the project to make a digitally animated short and create street art. Use ICT in the arts and crafts classroom to create or present artistic creations. Competence in social awareness and citizenship (SOC): Urban art as a way to create a connection between citizens and different forms of creativity, as well as an important medium for social criticism. Reflection on our way of life. Learn and review concepts such as democracy, rights and obligations of citizens, the Spanish Constitution, etc. Revise the legislative, executive and judicial powers of the government. Reflect on the difference between graffiti and urban art. Practise collaborative skills in group activities, take on responsibility and cooperate. Competence in artistic and cultural awareness (CUL): Learn about urban or street art and some of its artists, such as the group Boamistura and their work. Learn about words as a form of expression and artistic creation. Learn about colour: complementary colours and analogous colours. Learn about the art of animation, its development and the new techniques used today. Learn to use different materials creatively to express ideas and experiences, and to develop the imagination. Competence in learning to learn (LTL): Use critical thinking to analyse and express opinions about an artwork. Apply the knowledge learnt about art to artistic and expressive activities. Acquire knowledge actively and through activity-based discovery, experiences and reflection, and collaborative work. Competence in autonomous learning and personal initiative (AUT): Make compositions using complementary colours. Write words and use analogous colour schemes to help communicate their meaning. Make an artistic composition based on a word, inspired by Boamistura. Show initiative and judgement in making artistic creations in general. Learn self-expression and communication.


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EVALUATION CRITERIA LEARNING STANDARDS COMPETENCES Identify and describe colours and images used to convey messages in street art. Recognise urban or street art, which combines colours and images. Identify works of street art by the group Boamistura. Analyse and express an opinion about an artwork.

Recognises how artists are inspired by social change to express themselves, encouraging people to reflect on important issues such as the environment, politics and equality. Identifies the work of Boamistura. Analyses a work of street art, Pasión, by the group Boamistura. Develops the capacity to enjoy artworks and forms of artistic expression, as well as aesthetic sensitivity and creativity. Studies the artworks that make up our cultural heritage and reflects on them.

LIN, CUL, SOC, AUT, LTL LIN, CUL, SOC, LTL, AUT

Identify and define the characteristics of complementary colours. Identify pairs of complementary colours. Make compositions using complementary colours.

Recognises complementary colours as colours located opposite each other on the colour wheel. Recognises the use of bright, complementary colours placed next to each other to emphasise them and create contrast.

LIN, CUL, LTL, AUT

Identify and use analogous colours to communicate ideas and feelings. Draw stars and flowers in the style of rosettes or rose windows based on the graphical division of a circumference. Write words and use analogous colour schemes to help communicate their meaning.

Identifies the use of analogous colours to emphasise harmony and unity in artwork. Divides a circumference into equal parts using a compass and a ruler, dividing the degrees of the circle (360°) by the parts into which the circumference is to be divided. Writes words and uses analogous colour schemes to help communicate their meaning. Identifies that the size, shape and colour of letters can convey ideas, feelings and actions.

LIN, CUL, LTL, AUT LIN, MST, CUL, LTL, AUT LIN, CUL, SOC, LTL, AUT

Make an artistic composition based on a word, Reflects on how street artists can use words and images to inspire LIN, CUL, SOC, LTL, AUT


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inspired by Boamistura, using different words and colour schemes. Use creativity independently, applying artistic knowledge.

others and promote positive change. Creates an artistic composition based on a word, inspired by Boamistura.

LIN, CUL, LTL, AUT

Understand the development of animated film and the most important current trends.

Knows about animated film (films made without recording real images) and its development.

LIN, CUL, LTL, AUT





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CONTENTS PROCEDURES ATTITUDES Street art and expressiveness in colour.

Study and identify urban art, its creative possibilities and motivating messages.

Interest in seeing the passion with which groups of street artists work, using colour to humanise cities.

Study and analysis of colour and emotion in the street art work Pasión by Boamistura.

Oral communication, recognising emotions and talking about symbolism. Study a work of urban art and give an opinion about it. Learn and practise new vocabulary. Read a text about street art. Describe an artwork.

Curiosity and interest in the street or urban art of Boamistura: creativity, teamwork and lots of dialogue. Receptive and positive attitude towards art and expressing emotions and feelings. Reflect on graffiti and urban art: art or crime. Understand that cities are living organisms and reflect on the enormous possibilities of streets to communicate powerful messages about our way of life.

Complementary colours. Read a short text about complementary colours and focus on the colours in a set of squares. Explain that when they are placed next to each other, complementary colours stand out and look more vibrant. Look at a group of colour combinations and deduce which of them is brighter. Circle the complementary colour combinations. Study the colours on a colour wheel and match the complementary colours (located opposite each other) by drawing lines. Create their own complementary colour combinations, colouring in a set of rectangles and observing the effect.

Interest in learning to use complementary colours in compositions. They are essential for creating wonderful contrasts, lovely nuances and darker tones, producing harmony, vibrancy, drama and movement, as they intensify each other.


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Choose a letter style and write their name, adding 3D effects to create volume and a symbol or meaningful image that expresses something about the pupil. Choose and use a pair of complementary colours.

Colour harmony.

Read and understand a short text about analogous colours. Study examples of analogous colour schemes and the colour wheel. Explain and understand the differences between complementary colours and analogous colours. Divide a group of circumferences into 6 or 8 equal parts and draw flowers and stars inside. Colour each one in a different analogous colour scheme (three to five colours that are next to each other on the colour wheel). Read a short text about writing words and using analogous colour schemes to add meaning and expression. Study and read two words at the top of the page. Describe their colours, type of letters, etc. and explain what they convey: ideas, feelings, actions. Write the word imagine using the size, shape and colour of the letters to convey the idea. Pupils choose their own word to write in a creative way.

Gradual development of a personal and intuitive aesthetic to express themselves and communicate, supported by knowledge of techniques and theories around colour and expression.

Artistic words. Read a short text about how artists use words and images to inspire and promote positive change.

Use the elements and possibilities of artistic languages spontaneously, giving free rein to the imagination.


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Make an artistic composition based on a word, inspired by the artists of Boamistura. Choose two inspiring words with five letters or fewer and write them on a template. Draw designs to emphasise the meaning of the words. Choose an analogous colour scheme for each word. Cut the template into strips and glue them to a piece of card, alternating words. Leave a small space between each strip. Fold the card like an accordion so the effect of the art is visible from both sides. Hang the artwork in a visible location.

Explore and use a range of materials and tools to discover their properties and possibilities for use in self-expression, communication and leisure. Reflect on the power of words and how words create and can inspire and affect us. ‘Joy’, ‘desire’, ‘calm’, ‘love’, ‘beauty’, ‘sweetness’ and ‘passion’ are some of the words that feature on the murals created by Boamistura.

Technology in art: animation.

Read and understand a text about animated film. Observe the films indicated in the lesson and talk about them. Read and understand three information cards about different animation techniques (CGI, performance capture, 3D). Discuss and share information about an animated film seen recently: plot, characters, setting, message, techniques, etc.

Sustained attention and learning so that the child has the ability to maintain a sustained effort over time.

Curiosity about learning about the cinema and animation.


View street art in the world and locate it in their own city or town. Read and answer questions, sharing information with the class, contextualising the content, ideas and language learnt in the project and learning to work cooperatively.

Learn to work cooperatively, supporting each other, developing interpersonal skills and fostering responsibility. Express themselves and communicate, using the codes and basic forms of the artistic language learnt, as well as the techniques and materials.


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Talk about the artwork created in the project (composition based on a word and the expression and emotion it evokes) based on a set of questions. Evaluate and give opinions about their artwork and that of others. Reflect on the meaning and aims of an artwork. Pupils imagine that they can paint a mural at their school. What words or images would they include? What messages would they communicate? What colours would they use?

Listen to and respect the opinions of others. Show respect and concern for different forms of artistic expression. Learn to integrate what has been learnt in arts and crafts class and other knowledge, sharing information and ideas with classmates, and learning to give an opinion and exercise judgement and discernment.


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LINGUISTIC CONTENT Language focus Complementary colours, inspire, opposite, positive, street art. Analogous colours, contrast, emphasis, harmony, unity. Computer-generated Images (CGI), Performance capture, Steroscopic 3D. Key structures Should/shouldn’t for advice and opinions. VALUES Learn to think and work together to make a work of street art, make decisions and engage in dialogue to create, cooperate and participate, and resolve any conflicts and new problems which arise. Learn to know, respect and get involved in their city and urban environment, and interact with them. Learn to interpret an artwork and identify the artists’ purpose: to raise public awareness of environmental or social issues, etc. Become familiar with and learn techniques used by modern artists and make them their own. Learn about representative 20th-century artists; analyse and reflect on the context at the time they were working, understanding the reality of the world around them and how it was transformed. Learn to express feelings by observing artworks using observation and their own emotions, and to express their own emotions through the creative process. Show curiosity and interest in learning about different forms of artistic expression: new ways of speaking and doing through expressive and artistic work.

METHODOLOGY In this project, pupils will learn about street or urban art by studying and analysing a reference artwork. The aim is to guide the learning process through experiences and activities which encourage investigation and hands-on use of elements to integrate what has been learnt. This will develop pupils’ artistic sensibility and their individual assessment and observation skills. The arts help pupils make sense of their life experiences, get to know themselves and understand the world around them. Allow the pupils to express themselves in public spaces, if possible. If the pupils could manage without any interference from the outside world, it would not be necessary to provide them with any stimulus for their creative work. Each child would employ their deeply rooted creative impulses without inhibition, confident in their own expressive resources.

Pupils will explore colour and learn about the contrasting effects created by complementary colours and analogous colour schemes through investigation and exploration.

In this lesson, the pupils will come to realise the power of the word and that words inspire us, while also implicitly learning vocabulary, grammar and spelling. They will also see how words function as an extremely useful communicative tool for expressing feelings and opinions, sending out a message, etc. (coding/decoding the text). Encourage them to write words they find inspiring and decorate them.

Pupils will work independently to create their two-sided compositions with words and colour schemes. Stimulate pupils’ creative skills and curiosity about learning. This ensures that pupils learn in an independent and all-encompassing way by boosting their confidence in their own


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artistic creations, enjoyment of making them and appreciation of their contribution to their wellbeing. The classroom becomes a place for freedom of expression in response to the sensory stimuli in the work. Use time, patience and systematic work to develop pupils’ expressive capabilities, integrating concepts, tasks and attitudes that make it possible to produce and understand aesthetic messages employing different artistic languages, enabling more well-rounded development and making them more reflective and critical of what they see in the world around them. GROUP WORK Encourage pupils to talk about arts and crafts in pairs or groups. They can also talk about their final projects or present them in small groups or in pairs. Encourage them to collaborate on the information search activities using new technologies. Enable pupils to learn to work cooperatively on their artistic creations, adopting different and complementary roles in making the finished product. Group work gives pupils numerous opportunities to interact, involving a combination of ongoing give-and-take, asking and receiving, leading and following, sharing, cooperating and understanding others’ individuality, differences and needs. CROSS-CURRICULAR ITEMS Social Science: Urban art as a way to create a connection between citizens and different forms of creativity, as well as an important medium for social criticism. Reflection on our way of life. Learn and review concepts such as democracy, rights and obligations of citizens, the Spanish Constitution, etc. Revise the legislative, executive and judicial powers of the government. Reflect on graffiti and urban art.

Mathematics: Division of a circumference into equal parts. MIXED-ABILITY ACTIVITIES Levelled questions *Study the artwork Pasión by Boamistura and describe the colours: intense, bright, bold, light, dark, etc. **Describe the lines and shapes in the artwork. ***Express the emotions evoked in the pupil by the artwork. ****Express an opinion about the artwork, indicating what they like most. Fast finishers Give pupils a sheet of A5 paper and allow them to develop and invent their own lettering style. Draw a circumference on a sheet of A5 paper and divide it into four, six or eight equal parts. Then colour it using complementary colours. Plan and execute a mural for the school. Language reinforcement Choose a favourite object and write a poem inside the shape of the chosen object or around its outline. Choose a word that imitates a sound (onomatopoeia), write it and add images and sounds to indicate the meaning. Review colour vocabulary and expressions to describe colours. Write sentences giving advice and expressing opinion using the modal verbs should/shouldn’t. Summarise the story of an animated film the pupil saw recently.