ART, CRAFT AND DESIGN · Llicència d’Estudis modalitat C 2004-05 ART, CRAFT AND DESIGN Activity...

Llicència d’Estudis modalitat C 2004-05 ART, CRAFT AND DESIGN

ART, CRAFT AND DESIGNPart III: Results –Art lessons-

Tallers de Plàstica en Llengua Anglesa per a Primària

Llicència d’Estudis Modalitat CCurs 2004-05

Pilar Olivares [email protected]

Pilar Olivares Aguilar 1

mailto:[email protected]


La realització d’aquest treball i del material didactic que conté ha estat possible gràcies a una llicència retribuïda modalitat C concedida pel Departament d’Educació de la Generalitat de

Catalunya (DOGC núm.:4182 de 26.7.2004)



TABLE OF CONTENTS

RESULTS.................................................................................................................................4

LESSON PLANS: ART IN ENGLISH....................................................................................................4

METHODOLOGY............................................................................................................. 4

STORY TIME.................................................................................................................... 7

MAKING ANIMALS.........................................................................................................21

I AM A PAINTER!........................................................................................................... 54

ART ATTACK................................................................................................................. 81

ASSESSMENT............................................................................................................. 100

PUTTING THE PROJECT INTO PRACTICE............................................................... 103



RESULTS

Lesson plans: Art in English

At CEIP Joan Coret school, Art is organized in what we call workshops. It means that children from different classes mix up to make smaller but mixed level groups. All children from the 6 classes of year 1, 2 and 3 mix up and make 10 groups of approximately 15 children each one. Then, teachers teach each group for a few lessons and afterwards children change into another teacher. The same organization is settled for Year 4, 5 and 6, but with 9 groups.

The next planning has been thought to work with this kind of groups. It doesn’t mean, though, that it is not possible to apply it to a whole class group. The planning can be used as a Unit planning.

The workshops planned are the following:

Workshop What is it about? Time Children

STORY TIMEListening to a story and retelling it through a Big Book with illustrations and acting out the story with puppets.

MAKING ANIMALSMaking 5 different animals with different techniques, producing an individual book at the end.

5 lessons of 1,5 h

14 children from Year 1, 2 and 3

I AM A PAINTER!Having a look at famous artists’ works and trying to use their techniques, colours and shapes to produce their own art works.

ART ATTACKDesigning a display about Seasons, looking for elements from nature that differentiate each season and learning a poem about it.

6 lessons of 1,5 h

16 or 17 children from Year 4, 5 and 6

METHODOLOGY

Firstly, the learning objectives are combined between Art and English, but we must not forget that we are in an Art lesson. That means that the main aim is develop children’s artistic sensitivity and foster their skill to communicate through Art.

At the same time, children are going to learn English while using it, but we have to be very careful not to make them feel lost with a too difficult language register. The teacher must help children understand using all the possibilities she or he has got. Apart from the wide range of materials provided, repeating the sentences, pointing to objects, talking slowly and miming are essential to get the children to understand. It is also useful to give the children the possible answers in case of a question:

Teacher: What do you need, a pen or a felt-tip pen? (Showing both)

Asking for help to other pupils can be useful as well.



When children talk to the teacher and make a mistake, the teacher can either do nothing if she gets the meaning or repeat the sentence or word but not showing any intention of correcting the error.Sometimes it is necessary to speak in Catalan in the classroom, especially when the teacher realizes that a student has not got how to do an activity or when something happens out of the lesson itself.

Children are going to use English in two ways:

• Most of the Art activities have a language activity associated: guessing games, an explanation from the teacher, oral or written questions, learning a poem, listening to a story… Through these activities we are trying to develop listening, speaking and reading skills mainly. The teacher should try to make all the children in the class participate, even the youngest ones in each group.

• The interaction between the teacher and the children should almost always be in English. The teacher should pretend not to understand children when they say things in Catalan and she positively knows that they are able to say them in English. Children should only take the material by asking the teacher. This will force them to speak English. Teacher must also encourage the use of English between peers. At the beginning of each workshop planning there is an explanation and the language required.

It is very important to choose an appropriate room for these activities. It has to have a lot of space in the walls; flashcards, sentences and posters will be hung up all over the classroom and the materials must be in full view of children. They have to be labelled if possible, which would help both the teacher and the children by pointing at. So, if possible, have the materials and tools below the instructions to ask for them.

It would be ideal to have a sink in the class. If it is not possible, two buckets in a corner, one with clean water and the other one to drop the dirty water in, are a quick solution.

A few Catalan/English dictionaries (one per table) will be also necessary.

In the infants’ workshops, it has been planned to have a computer in the classroom with a Power Point presentation to help the children with the pronunciation. In the juniors’ workshops, it is necessary to have a projector; the lessons have been planned taking into account that the school has only one.

The children must be sat in groups of four or five members, making sure that they are from different levels. In all the workshops, the idea of working cooperatively is essential. Different aged children make the class group, so their ability to speak and understand English is really different among them. To encourage children to help each other, which is going to give them confidence, make them sit by groups. But this is not enough, we should also make them feel



as a group, for example letting them choose a name for each table – the Reds, the greens…-.

Tell them where to sit down the first day and to keep their place during all the lessons. Each lesson they are to choose a monitor for the table, who is going to be in charge of asking for the materials at the beginning of the lesson. It ensures that all children interact with the teacher during the workshop. The teacher should choose the first monitor and make sure he or she is one of the most skilled child in the group, one from Year 6 in the Juniors’ workshops and one from year 3 in the Infants’ workshops.

In the Infants’ workshops, when giving an explanation to the class, or telling the story, make them sit down on the carpet. It will help you focus their attention.



STORY TIME

This workshop is about the story “The enormous turnip”. Children will listen to the teacher telling the story every lesson and will make a Big Book, retelling the story and making illustrations for it by pairs. Simultaneously, they will make some puppets to act out the story at the end of the workshop.

It is necessary to have a listening corner in the classroom, where different groups of children will do the puppets listening to the recorded instructions, while the rest of the class is doing the collage or the cover for the Big Book. It means that the three activities planned can take place at the same time in the classroom.

The story is going to be told by the teacher each lesson. The first time, the children are just going to listen, while the following times they are going to be asked to say words and sentences increasingly, in order to make them learn for the last day’s acting out.

The first lesson, after the story and the table distribution, tell the children how they have to ask for the materials: through either the flashcards on the wall or the Power Point presentation in the computer. Make them say the sentences with the flashcards and model an example with a child. After choosing the monitor in each group, make sure that the whole class pays attention to the questions he or she makes to ask for the first materials. The sentences on the wall to help the children can be:

Can I have …, please?I’ve finishedCan you help me, please?Can I go home/to the toilet, please?Can we start?

These sentences are attached to the planning ready to photocopy and hang on the wall (Poster 1). The pictures with the materials and tools can be those in the Power Point presentation “Art materials and tools”.

This unit has been planned for 5 lessons of 1,5 hours each one and a group of 14 children from Year 1, 2 and 3.

Lessons Activities

Lesson 1 Welcoming, Introducing each other, Teacher tells the story, Table distribution, Table naming, instructions, Activity 1 (Collage)

Lesson 2 Teacher tells the story, Activity 1, Start Activity 2 (Puppets)

Lesson 3 Teacher tells the story, Activity 1, Activity 2

Lesson 4 Teacher tells the story, Activity 1, Activity 2, start Activity 3 (Cover)

Lesson 5 Finish activity 3, Acting out with all the children



Activity 1 CollagePRIOR KNOWLEDGE-Pupils should know the story “The enormous turnip” in L1.LEARNING OBJECTIVESArt and Design Language-To make a collage, combining different materials.-To experiment with a variety of materials to create different textures.-To describe events and characters from a story through a collage.-To plan the work taking into account the materials and tools needed.

-To understand a story with the help of images.-To repeat some words or expressions during a story.-To ask for the materials, tools and help if necessary.-To read a short sentence and understand the meaning in relation to a story.

Attitudes and values-To listen to a story carefully.-To ask for help politely.-To follow the classroom rules.-To work in pairs cooperatively.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Cutting and sticking-Choosing the appropriate material to create textures-Representing a story through images-Drawing a sketch of people and animals

-Listening-Reading-Speaking

Knowledge – Art and Design Knowledge – Language-Proportion in people and animals-Collage: planning and making-Textures

Structures: Who is it? He’s a…What is it? It’s a turnip. Those in the sentences to rewrite the story. Vocabulary: Vocabulary related to the story: turnip, man, woman, boy, girl, cat, dog, mouse, big, enormous, pull, eat, hungry, come and help.

TEACHING ACTIVITIESa. Tell the story to the children with the Big Book. When finished, ask

them questions about the different characters, showing them in the book.

b. Invite the pupils to do a collage with the different scenes of the story with different materials: coloured paper, tissue paper, fabrics, seeds, pasta, etc. Ask them to do the drawing first.

c. Children start doing the collage with the help of the sentence sheet.

Groupinga, b. Whole class, sitting on the floorc. PairsDifferentiationWhen asking the questions about the characters, start with the most skilled children. Children of different levels and abilities must form the pairs.

RESOURCESChildren’s-DINA3 cartridge paper (one by pair)-PVA glue and brushes or spatulas-Crayons, felt-tip pens-Scrap paper, coloured paper, tissue paper, fabrics, seeds, pasta, etc.-Pencils, rubbers, sharpeners-Scissors

Teacher’s-Big book “The enormous turnip” Classic Tales. Beginners 1. Oxford University Press.-Laminated sentence sheets (Sheets 1 and 2)

POINTS TO NOTEEvery time a child needs to ask for something, he can either have a look at the computer to find the word or expression he needs or look at the sentences and vocabulary on the wall. The different materials provided to do the collage must be in labelled boxes. During the lesson leave the Big Book open in a place where the children can look at it easily.



Activity 2 PuppetsPRIOR KNOWLEDGE-Children should know the meaning of man, woman, boy, girl, dog, cat, mouse (characters in the story), head, body, arms, legs (parts of the body).-Pupils should be able to use a CD player (play and stop).-Children should be able to view a Power Point presentation in a computer.LEARNING OBJECTIVESArt and Design Language-To make a puppet with paper and cardboard.-To colour and cut out neatly and roughly.-To represent the human body with shapes and colours.

-To listen, understand and do simple instructions.-To ask for the materials, tools and help if needed.-To understand and use the vocabulary of materials and tools.

Attitudes and values-To listen to a recording carefully.-To ask for help politely.-To follow the classroom rules.-To work in groups cooperatively.-To work autonomously using different devices.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Cutting-Sticking-Colouring

-Listening-Reading

Knowledge – Art and Design Knowledge – Language-2D representation of the human body Structures: His/her/the head/legs/arms… is/are

yellow/red... Vocabulary: Characters in the story: turnip, man, woman, boy, girl, cat, dog, mouse. Parts of the body: body, head, arms, legs, tongue, ears, face, hair, eyes, tail. Clothes: jacket, cap, shoes, hat, scarf, shirt, apron, dress, trousers, waistcoat. Colours.

TEACHING ACTIVITIESa. Tell the children that they are making the puppets of the story. Show

how to make them using the CD player: following the recorded instructions, colour the part of the body or piece of cloth as told, cut it out and stick it on the back cardboard. When finished, cut out the entire puppet and attach a wood stick at the back.

b. Children do their job in groups with the same character.

Groupinga. Classb. Groups, at the listening cornerDifferentiationChildren of the same level and ability must form the group. The most skilled children will do clothes and body parts and the others just body parts.

RESOURCESChildren’s-DINA4 paper with the picture of each character in the story (farmer, woman, boy, girl, dog, cat, mouse)-Dark DINA4 cardboard-Glue sticks-Crayons-Scissors-Wood sticks (30 cm long) and Sellotape

Teacher’s-CD player, headphones-Recording-Labelled Human body (Flashcard 2) and animal (Flashcard 3)

POINTS TO NOTEThis activity must be done in the listening corner. The children must work in 3 different groups. The first group will make the farmer and the woman (4 children); the second, the boy and the girl (4 children); the third, the animals (6 children). Choose children of the same level, the animals are the easiest. The labelled picture of the human body or the animal could be useful.



Activity 3 Cover and acting outPRIOR KNOWLEDGE-Children should have learnt some of the sentences in the story by heart.-Children should know the meaning of man, woman, boy, girl, dog, cat, mouse (characters in the story).LEARNING OBJECTIVESArt and Design Language-To write a title with clear and nice capital letters.-To draw an object seen in a model.-To paint with different colours and blend them.-To represent volume with paper.

-To understand simple instructions.-To understand and act out a story with the help of puppets.-To say simple sentences in the context of a story.-To ask for the materials and help if needed..-To understand and use the vocabulary of materials and tools.

Attitudes and values-To evaluate their work, choosing a work to represent the whole class.-To work individually asking the teacher for help if necessary.-To listen to an acted out story carefully.-To appreciate the other’s productions.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Drawing objects-Writing titles-Painting

-Listening-Speaking

Knowledge – Art and Design Knowledge – Language-Blending colours-Lettering

Structures: Structures from the story. It’s big, Come and help, pull, we’ve got the enormous turnip, come and eat, it’s good. Which one do you prefer? This. What is your favourite? This, that.Vocabulary: Turnip, man, woman, boy, girl, cat, dog, mouse, big, enormous, pull, eat, hungry, come and help.

TEACHING ACTIVITIESa. Every child makes his own cover for the big book. When

finished, the class chooses one to be the cover. There must be the title and a big turnip in the cover. The turnip must be painted with brown, yellow and orange paint. The leaves are made of green tissue paper.

b. With some children’s help, put together all the collages and the cover and make a big book.

c. Acting out: the teacher is the narrator. 7 children hold the different puppets (man, woman, boy, girl, cat, dog, mouse) and say the sentences provided. Repeat the story with 7 more children.

Groupinga.Individually.b.Small groupc.ClassDifferentiationThe children who finish first will order the collages for the book. When acting out, the most able children can perform the farmer and the woman.

RESOURCESChildren’s-DINA3 cartridge paper-Glue sticks-Paint: brown, orange, yellow-Brushes-Scissors-Green tissue paper-Black felt-tip pens to outline the title

Teacher’s-Big book “The enormous turnip” Classic Tales. Beginners 1. Oxford University Press.-A cover for the story with different types of letters and leaves for the turnip.

POINTS TO NOTEThe timing is very important in this lesson. The Big Book must be finished the first half of the lesson. The acting out can take half an hour. Give the children and example of the cover with the title and the turnip painted in three mixed different colours. Give them different types of letters outlined with black felt-tip pen. Show them different leaves done with tissue paper: fold and stick, cut out and stick, etc.



Story time: Poster 1 Sentences on the wall

Can I have… please?

I’ve finished

Can you help me, please?

Can I go to the toilet, please?

Can we start?



Story time: Sheet 1 Sentence sheet

1. The man’s got a seed. He goes in the garden. He puts the seed in

the ground.

2. The turnip grows. It’s big. The man is hungry. He wants to eat the

turnip.

3. The woman and the man pull the turnip. The turnip doesn’t move.

4. The girl, the boy, the woman and the man pull the turnip. The turnip

doesn’t move.



Story time: Sheet 2 Sentence sheet

5. The mouse, the cat, the dog, the girl, the boy, the woman and the

man pull the turnip.

6. Yes! They’ve got the turnip.

7. They eat the turnip. It’s good.



Story time: Flashcard 2 Human body



Story time: Flashcard 3 Animal



Story time: Flashcard 4 Puppets



MAKING ANIMALS

All the activities planned in this workshop are about animals made with different types of paper. In the last lesson, children will be able to take home a book with all their productions.

As well as in the previous workshop, during the first lesson, and always after the table distribution, tell the children how they have to ask for materials: through either the flashcards on the wall or the Power Point presentation in the computer. Make them say the sentences with the flashcards and model an example with a child. After choosing the monitor in each group, make sure that the whole class pays attention to the questions he or she makes to ask for the first materials. The sentences on the wall to help the children can be:

Can I have …, please?I’ve finishedCan you help me, please?Can I go to the toilet/home, please?Can we start?

The pictures with the materials and tools can be those in the Power Point presentation “Art materials and tools”. You can find the sentences ready to hang up on the wall in the previous planning.

The cover for the book with all the pictures they have made will be a DINA3 cartridge paper with the mask stuck on, the name of the child, the date and the name of the workshop, ‘Making animals’. Hanging a model on the board can be useful. To assemble all the papers, a stapler, fasteners or ribbon can be used.

This unit has also been planned for 5 lessons of 1,5 hours each one and a group of 14 or 15 children from Year 1, 2 and 3.

Lessons Activities

Lesson 1 Welcoming, Introducing each other, Table distribution, Table naming, Activity 1 (Masks)

Lesson 2 Activity 2 (The Snail), Guessing game

Lesson 3 Activity 3 (Butterfly), Guessing game

Lesson 4 Activity 4 (The Sea), Guessing game

Lesson 5 Finish activities, Cover with the mask



Activity 1 MasksPRIOR KNOWLEDGE-Pupils should be able to use a stapler.LEARNING OBJECTIVESArt and Design Language-To design a mask, planning the different materials to use.-To investigate and use different materials to make a mask following a model.-To choose the appropriate materials for specific purposes.

-To learn names of different animals.-To ask for the name of an animal.-To answer affirmatively or negatively.-To ask for help if necessary.-To ask for tools and materials needed.

Attitudes and values-To make a decision about different options.-To show interest in experimenting with materials.-To work quietly and nicely.-To help each other in case of need.-To think about their work and other’s work.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art Skills – Language-Cutting out and sticking-Colouring with crayons and felt-tip pens-Joining together different materials-Composing an animal face

-Reading-Speaking-Listening

Knowledge – Art Knowledge – Language-Shape perception through view Structures: Is it a...? Yes, it is/No, it isn’t. I spy, with my little

eye, something beginning with...What is this? It’s the nose/mouth… Is it big/small? Which animal do you chose? The bear/dog…Vocabulary: Bear, cat, dog, elephant, insect, lion, owl, pig, sheep, spider. Eyes, mouth, nose, ears, legs. Big, small.

TEACHING ACTIVITIESa. Ask the children to look at the models of different animal

masks, hanging on the wall. Discuss the parts of the face and the different materials used.

b. Every child chooses an animal and says it aloud.c. Every child makes his own mask with a paper plate and a

wide range of materials.d. When the masks are finished, hang them on the wall. Ask the

children to play a guessing game. One child thinks of a mask and the others have to guess.

Groupinga, b. Classc. Individuald. Pairs or groupsDifferentiationStart asking the questions and the animal they have chosen to the most skilled.In the guessing game, choose mixed skilled children.The guessing game can be “I spy” with the more skilled pupils.

RESOURCESChildren’s-Cardboard plates-Coloured cardboard and paper, tissue paper-Crayons and felt-tip pens-Scissors-Staplers (one per group), glue sticks, Sellotape

Teacher’s-Animal flashcards (Flashcards 1 to 10)-Structures posters (Posters 1 and 2)

POINTS TO NOTE As soon as a child finishes the mask, hang it on the wall and show the others. When you have 3 or 4 hanging on the wall, play the guessing game with all the class to show them how to do it. Hang a flashcard with the structures next to the masks. Ask the children to play the guessing game during the next lessons, having a register of the ones who have played and the ones who haven’t. This register can be hung on the wall and the children can tick it once they have played. Every time a child needs to ask for something, he can either have a look at the computer to find the word or expression he needs or look at the sentences and vocabulary on the wall.



Activity 2 The snailPRIOR KNOWLEDGE-Some pupils should know the colours in English -Children should be able to view a Power Point presentation in a computer.LEARNING OBJECTIVESArt and Design Language-To experiment with colours and shapes.-To represent an animal in an abstract way.-To tear paper giving it the desired shape.-To identify ways in which artists represent animals.

-To learn names of different animals.-To talk about colours.-To talk about shapes.-To answer affirmatively or negatively to a simple question.-To write the name of the animal.-To ask for help and materials needed.

Attitudes and values-To work quietly and nicely.-To help each other in case of need.-To think about their work and other’s work.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art Skills – Language-Look at artists’ work and talk about it-Tear paper -Composition with shapes to form an object

-Speaking-Listening-Writing

Knowledge – Art Knowledge – Language-“The snail” by Henri Matisse-Colours-Shapes

Structures: What animal is this? Is it a spider? Yes, it is/ No, it isn’t, What shape is this? It’s a spiral. What colour is this? It’s …Vocabulary: Snail, spiral, white, yellow, orange, pink, red, green, blue, black. Rectangle, square.

TEACHING ACTIVITIESa. Show the children a poster of the picture “The snail”. Tell

them the name of the painter, Henry Matisse. Ask them to choose what animal they think the painter was inspired by, showing them pictures of different animals.

b. Ask them about the shape (spiral) and the colours in the picture. Talk about the frame and the different rectangles or squares.

c. Ask the children to do their own snail with a frame and shapes like the original, choosing their own colours. Tell them to tear the paper, not cut it out and stick it on the paper.

d. Walk around the class asking the children what colours they are using and what animal they are doing.

e. Ask the children to write “The Snail” at the bottom.

Groupinga, b. Classroomc, d, e. IndividualDifferentiationIn a group, ask first to the more skilled to offer the others a model.

RESOURCESChildren’s-DINA3 cartridge paper with a big square printed-Coloured paper-Glue sticks

Teacher’s-Poster of “The snail” by Henry Matisse (Poster 3)-Flashcards: a snail, a butterfly, a spider (Flashcards 11 and 12)

POINTS TO NOTEUse the flashcards to help them guess the animal by telling different names to choose. Show the children how to start the composition, tearing off and sticking on the paper for the frame and one or two squares for the snail itself. When going round the tables asking the colours they use, the shape (spiral) and the name of the animal make all the children in the table listen and start with the most skilled children.



Activity 3 ButterflyPRIOR KNOWLEDGE-Children should know some colours (yellow, red, blue, green, orange, black)-Children should be able to identify symmetric shapes.-Children should be able to view a Power Point presentation in a computer.LEARNING OBJECTIVESArt and Design Language-To experiment with colours and shapes.-To represent an animal.-To decorate a shape using a symmetrical pattern.

-To learn names of animals.-To talk about colours and shapes, keeping the right word order.-To write the name of the animal.-To ask for help and materials needed.

Attitudes and values-To work quietly and nicely.-To help each other in case of need.-To wait patiently for the materials.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art Skills – Language-Colours and shapes combination-Drawing animals

-Speaking-Listening-Writing

Knowledge – Art Knowledge – Language-Symmetry-Shapes

Structures: What animal is this? It’s a… What colours/shapes can you see? I can see…What is this? It’s a green square. Can I have…?Vocabulary: Butterfly. White, yellow, orange, pink, red, green, blue, brown, grey, black. Triangle, circle, square, tear. Symmetry.

TEACHING ACTIVITIESa. Show the pupils different coloured shapes. Tell them their

names and make them ask, “Can I have red triangles?”b. Show the children the Power Point presentation of butterflies.

Talk about the colours and the shapes you can see. Then ask them about that. Talk about the symmetry of the shapes.

c. Ask them to draw a butterfly and colour it just with one or two colours.

d. Ask the children to decorate the butterfly with stickers, using different shapes and colours. Encourage them to follow the symmetry.

e. Ask the children to write “Butterfly” at the bottom.

Groupinga, b. Classc, d. e. IndividualDifferentiationIn a group, ask first to the more skilled to offer the others a model. Ask the most skilled to use more stickers than the others. Help the children to draw the butterfly if necessary. Big and small can be introduced with the more skilled.

RESOURCESChildren’s-DINA3 cartridge paper-Stickers: blue, green, red, orange, black and yellow circles, triangles, squares and tears-Crayons.-Pencil, rubber.

Teacher’s-Power Point presentation of butterflies.-Circles, triangles, squares, tears of different colours.

POINTS TO NOTEMake sure that the butterfly is big enough for the decoration. Insist on not spending a lot of time colouring it in. Prepare the stickers, cutting out the paper in small pieces. A few stickers in each piece will avoid the children using them in the group without asking the teacher for them. You can ask the most skilled children if they want a big or small shape.



Activity 4 The seaPRIOR KNOWLEDGE-Children should be able to use scissors. -Children should be able to view a Power Point presentation in a computer.LEARNING OBJECTIVESArt and Design Language-To mix different colours to obtain a desired effect.-To make a composition sticking different objects on a background, making decisions about their situation.-To colour a picture neatly.-To develop the use of scissors.

-To learn names of sea animals.-To write a short sentence.-To ask for animal pictures.-To ask for help and materials needed.

Attitudes and values-To work quietly and nicely.-To help each other in case of need.-To wait for the materials patiently.-To work neatly.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art Skills – Language-Colouring-Cutting out-Sticking

-Speaking-Listening-Writing-Reading

Knowledge – Art Knowledge – Language-Collage Structures: What is it? It’s a … Can I have a/two

fish/starfish? How many? What animals are there? There are …. and…Vocabulary: Aquatic plant, clam, crab, fish, jellyfish, shrimp, starfish. Seabed, rocks. Blue, green, brown. Numbers.

TEACHING ACTIVITIESa. Show the children drawings of sea animals. Tell them the

names in English. Ask them to repeat. b. Give the children a piece of paper and ask them to colour it in

blue, green and brown (rocks) as the seabed. c. Tell them to ask for the animals they want to use. Give them

the pictures and ask them to colour them in, cut them out and stick them on the paper.

d. Ask each child what animals he’s got in the picture. Write it in a piece of paper and the child has to copy it.

Groupinga. Classroomb, c, d. IndividualDifferentiationDo not ask for a concrete number of animals; just give them the time they need. When writing the sentence at the end, let the most skilled finish the sentence without the teacher’s help. The less skilled children can write just a list of animals.

RESOURCESChildren’s-DINA3 cartridge paper-Crayons-Scissors-Glue sticks

Teacher’s-Animal flashcards (Flashcards 13 to 19)-Animal poster (Posters 4 and 5)-Animal drawings (Worksheets 1 and 2)-Small papers to write the sentences

POINTS TO NOTEIt would be useful to have a seabed already painted or coloured to show the children. They can paint the seabed instead of colouring in, but then you must do it previously, otherwise it is not going to be dry to stick the animals on. Make photocopies of the different animals and have them cut roughly in advanced. Make sure you have enough animals for all the children. Hang the animals’ poster on the wall. When asking for the animals, they can ask for two or three animals at the same time. Insist on using “and” and “a/an”. They can cut the animals out roughly.



Making animals: Flashcard 1 Animals

B E A RPilar Olivares Aguilar 28



C A TPilar Olivares Aguilar 29



D O GPilar Olivares Aguilar 30



E L E P H A N T




I N S E C TPilar Olivares Aguilar 32



L I O NPilar Olivares Aguilar 33



O W LPilar Olivares Aguilar 34



P I GPilar Olivares Aguilar 35



S H E E PPilar Olivares Aguilar 36



S P I D E RPilar Olivares Aguilar 37


Making animals: Poster 1 Structures

Yes, it is.

Is it a pig ?

No, it isn't.



Making animals: Poster 2 Structures

I spy with my little eye something beginning with... S!

Yes!

Sheep?

No!



Making animals: Poster 3 “The Snail” Henry Matisse



Making animals: Flashcard 11 Spider, snail

Making animals: Flashcard 12 Butterfly



Making animals: Flashcard 13 Sea animals

A Q U A T I C P L A N T




S H R I M PPilar Olivares Aguilar 44



S T A R F I S HPilar Olivares Aguilar 45



C L A MPilar Olivares Aguilar 46



J E L L Y F I S H




F I S HPilar Olivares Aguilar 48



C R A BPilar Olivares Aguilar 49


Making animals: Poster 4 Sea animals

In the sea

AQUATIC PLANT

SHRIMP

STARFISH

CLAM



Making animals: Poster 5 Sea animals

JELLYFISH

FISH

CRAB



Making animals: Worksheet 1 Sea animals



Making animals: Worksheet 2 Sea animals



I AM A PAINTER!

The main objective of this workshop is to have a look at famous artists’ works of art and try to develop children’s creativity through imitating the artist’s style, technique or colours and shapes used. The artists have been chosen taking into account their nationality and his style, and have prevailed those who can attract children’s attention because of the colours, technique or topic of their paintings.

This unit has been planned for 6 lessons of 1,5 hours each one and a group of 15 or 16 children from Year 4, 5 and 6.

After introducing the activity, in the first lesson, tell the children how they have to ask for the materials, tools and help. Make them say the sentences with the flashcards and model an example with a child. After choosing the monitor in each group, make sure that the whole class pays attention to the questions he or she makes to ask for the materials. The sentences on the wall to help the children can be:

Can I have …, please?I’ve finishedCan you help me, please?Can I go to the toilet/home, please?Can we start?

The pictures with the materials and tools can be those in the Power Point presentation “Art materials and tools” for the infant’s workshops.

When finishing the workshop, children will be able to take home a book with all the pictures they have made. The cover will be the job about Andy Warhol, with the name of the child, the date and the name of the workshop, “I am a painter”. To attach all the papers, a stapler or fasteners can be used.

Lessons Activities

Lesson 1 Welcoming, Introducing each other, Table distribution, Classroom rules, Activity 1 (Warhol)

Lesson 2 Activity 2 (Picasso)

Lesson 3 Activity 3 (Miró),

Lesson 4 Activity 4 (Impressionism)

Lesson 5 Activity 5 (Klimt: background)

Lesson 6 Activity 5 (Klimt: shapes), Cover, Finish other activities



Activity 1 Andy WarholPRIOR KNOWLEDGE-Children should know the colours in English.-Children should know Primary and Secondary colours.LEARNING OBJECTIVESArt and Design Language-To get to know Andy Warhol and Pop Art.-To decorate images that resemble the manner of that artist.-To learn about the expressive qualities of colour.-To differentiate Primary and Secondary colours and warm and cool colours.

-To talk about colours.-To choose a picture.-To ask for the materials and tools needed.-To ask for help.

Attitudes and values-To show interest in an artist and his art movement.-To work nicely.-To follow the classroom rules.-To ask for help and materials politely.-To help each other, especially with the use of the language.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Critical observation of art-Colouring-Combination of colours-Sticking

-Listening-Speaking

Knowledge – Art and Design Knowledge – Language-Primary and Secondary colours-Warm and cool colours-Andy Warhol and Pop Art

Structures: What colour is this? It’s… What colours are warm/primary colours? Yellow… What type of colours are you using? I’m using warm/primary colours. His name is…He was from…He was born in…Vocabulary: Colours, primary, secondary, warm, cool, fish, jellyfish, turtle. Years.

TEACHING ACTIVITIESa. Show the children a picture of Andy Warhol. Talk to them

about him and Pop Art (date of birth, nationality).b. Show the children some of his pictures. Ask them about the

colours he used, the technique he used, the people and objects they can see, Primary and Secondary colours, and warm and cool colours.

c. Show the children pictures of different animals (jellyfish, fish, turtle). Make them choose one.

d. Give the children four photocopies of the animal they have chosen. They have to choose Primary, Secondary, Warm or Cool colours and colour them in. When finished, they have to stick the 4 pictures on a piece of paper making a square.

e. Walk around the classroom asking for the animal they have chosen and the colours they are using.

Groupinga, b, c. Whole class.d. Individuale. GroupDifferentiationWhen asking the questions about the colours, start with the most skilled. You can write down the dates of birth and death and ask the most skilled to say them.Those who finish first can make a poster with Primary/Secondary colours and Warm/Cool colours.

RESOURCESChildren’s-DINA3 cartridge paper.-Crayons-Glue sticks-Scissors

Teacher’s-Warhol’s picture (Flashcard 1)-“Marilyn”, “Goethe”, “Beethoven”, “Flowers” by Andy Warhol (Flashcards 2 to 5)-Drawings of animals (Flashcards 6 to 8)

POINTS TO NOTEMake copies of every animal taking into account that every child needs 4 copies of each one. Make sure that the size is the appropriate for the composition in a DINA3 paper. It is useful to hang the pictures on the board with blutack.



Activity 2 Pablo PicassoPRIOR KNOWLEDGE-Children should be able to ask someone’s name and talk about things you can see in a picture.-Children should be able to varnish a picture on his own.LEARNING OBJECTIVESArt and Design Language-To learn about Pablo Picasso and Cubism-To produce his own picture on Picasso’s style-To draw frontal and profile positioned heads

-To talk about Picasso-To talk about the face-To ask for the materials and tools needed-To ask for help

Attitudes and values-To show interest in an artist and his art movement-To work nicely-To follow the classroom rules-To ask for help and materials politely-To help each other, especially with the use of the language-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Critical observation of art-Colouring-Cutting out-Sticking-Drawing a face-Art production in a creative way

-Listening-Speaking-Reading

Knowledge – Art and Design Knowledge – Language-Pablo Picasso and cubism-Face proportions

Structures: What’s his name? His name is…He was from…He was born in…What can you see? I can see … What colour is the…? It’s … What period do you prefer? I prefer…Vocabulary: Blue/pink period/cubism. Face. Nose, mouth, eyes, ears, hair. Frontal and profile drawing.

TEACHING ACTIVITIESa. Show the children the Power Point presentation about

Picasso. Ask them what they think about his work. Ask them what period they prefer.

b. Have a deeper look at the last picture, “Weeping woman”. Talk about the parts of the face. Tell the children about the cubism technique, mixing frontal and profile positioned head.

c. Tell the children that they will have the chance to make their very own Picasso-inspired picture. Each child should draw the child sitting in front of him, both frontal and profile. Ask them to colour them with wax crayons and varnish them. When dry, outline it with a black marker.

d. Children should cut out each face into 3 or 4 pieces and glue them down on a larger piece of paper, making a new Picasso face. They can add any details they want.

Groupinga, b. Whole class.c. Pairsd. IndividualDifferentiationMake sure mixed skilled children make the pairs.

RESOURCESChildren’s-DINA4 cartridge paper (2 for each child)-DINA3 cartridge paper.-Wax crayons-Varnish and thick paintbrushes-Scissors-Glue sticks

Teacher’s-Picasso’s Power Point presentation.

POINTS TO NOTEThe teacher should be sure to point out the colours that are used and the elementary approach to making faces. Ask the children to finish one face first, varnish it and do the second one while the first is drying. Set a table in a corner where children can varnish the faces on their own. If they add some details, they either varnish it again or use felt-tip pens.



Activity 3 Joan MiróPRIOR KNOWLEDGE-Children should know the colours in English.LEARNING OBJECTIVESArt and Design Language-To learn about Joan Miró and Abstract painting.-To choose abstract symbols for different objects or concepts.-To explore the use of bright colours.-To produce his own picture on Miró’s style.-To develop creativity through a painter’s technique.

-To talk about Miró.-To talk about his symbols.-To identify bright colours.-To ask for help, materials and tools needed.

Attitudes and values-To show interest in an artist and his art movement.-To follow the classroom rules.-To ask for help and materials politely.-To help each other, especially with the use of the language.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Critical observation of art-Painting-Represent 2D shapes-Art production in a creative way


Knowledge – Art and Design Knowledge – Language-Joan Miró and the Abstract painting-Visual composition-Symbols-Bright colours

Structures: What’s his name? His name is…He was from…He was born in…What can you see? I can see … What colours can you see? I can see.. What symbols can you see? I can see…Vocabulary: Star, constellation, moon, sun. Bright colours.

TEACHING ACTIVITIESa. Show the children the Power Point presentation about Miró.

Discuss the colours and shapes he used, and the way he outlined the shapes. Tell them about the symbols and the abstract way of representing the reality.

b. Ask the children to work by pairs, choosing a topic to paint and writing it down in a piece of paper. Tell them to choose 3 or 4 objects or concepts related to this topic and make up symbols for them, using Miro’s style. Demonstrate it to the class with an example. Ask them to draw the symbol next to the name. Encourage them to keep this paper.

c. Children should make a composition with the symbols they have made up, adding more colours, shapes or whatever they want to. Once dried, they have to outline the shapes with black markers.

Groupinga. Whole class.b. Pairsc. IndividualDifferentiationMake sure mixed skilled children make the pairs. The most skilled children can work with more symbols.

RESOURCESChildren’s-DINA4 paper-DINA3 cartridge paper.-Pencils, rubbers.-Paints: yellow, red, blue, green, black.-Paintbrushes (different thickness).-Plastic pots.-Newspapers.-Black markers.

Teacher’s-Miró’s Power Point presentation.

POINTS TO NOTEThey might need dictionaries. Add the planning paper to the book before the painting. The teacher can suggest topics to the children like “Home”, “School”, “War”, etc, writing them on the board.



Activity 4 Impressionism: Van Gogh, Monet, SeuratPRIOR KNOWLEDGE-Children should know the colours in English.-Some children should know the names of objects in a landscape: mountain, tree, village, etc.LEARNING OBJECTIVESArt and Design Language-To learn about Van Gogh, Monet and Seurat and Impressionism.-To produce a picture of a landscape on one of the artists’ style: Impressionism, Post-Impressionism or Pointillism.-To explore some elements of perspective: near/far.-To mix different colours to obtain shadows or other effects.

-To talk about Impressionism and the artists.-To talk about landscapes.-To say names of objects in a landscape.-To ask for the materials and tools needed.-To ask for help.

Attitudes and values-To show interest on the artists and their art movement.-To appreciate other’s work.-To work nicely and quietly.-To wait patiently for help or materials and to ask for them politely.-To follow the classroom rules.-To help each other, especially with the use of the language.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Critical observation of art-Painting using an impressionist technique-Drawing, sketching-Art production in a creative way


Knowledge – Art and Design Knowledge – Language-Van Gogh, Seurat, Monet-Impressionism-2D representation of a landscape-Perspective

Structures: What is this? It’s a… What is there in this picture? There is/are…what colour is it? Which one do you prefer? I prefer…Vocabulary: Brushstrokes, dots. Landscape, tree, house, mountains, sky, sun, moon, lake, tower, village, fields, sky, birds, boats, lighthouse. Numbers.

TEACHING ACTIVITIESa. Show the children pictures of landscapes by these artists.

Discuss the impressionists’ technique. Look for the differences between the brushstrokes in each artist.

b. Make the children name the objects that appear in the landscapes and talk about them (size, colour…). Stick the names of each object next to it with blutack.

c. Children should choose one style and paint a landscape with some of the objects that are written on the board. Tell them to do a sketch in pencil.

Groupinga, b. Whole class.c. IndividualDifferentiationAsk the easiest objects or even the colours to the less skilled children.

RESOURCESChildren’s-DINA3 drawing paper.-Pencils, rubbers-Paintbrushes (several thickness)-Paints (all colours)-Plastic pots-Newspapers

Teacher’s -Van Gogh, Seurat and Monet’s pictures of landscapes (Flashcards 9 to 16)-Laminated names of objects (Sheet 1)-Blutack

POINTS TO NOTEThey might need dictionaries. Pointillism can be hard work; it normally takes a long time to finish a picture. They can paint a frame to make the picture smaller. Leave the pictures and the names on the wall for next lesson, just in case someone doesn’t finish.



Activity 5 Gustav KlimtPRIOR KNOWLEDGE-Children should know the colours and some shapes in English.LEARNING OBJECTIVESArt and Design Language-To learn about Klimt.-To produce a picture with shapes and colours used by the artist.-To explore textures obtained by overlapping paper.

-To talk about Klimt.-To talk about colours and shapes.-To ask for help, materials and tools needed.

Attitudes and values-To show interest in the artist.-To talk to the teacher politely.-To wait for help or materials patiently.-To follow the classroom rules.-To help each other, especially with the use of the language.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Critical observation of art-Collage-Colour composition-Shapes-Art production in a creative way


Knowledge – Art and Design Knowledge – Language-Klimt-Shapes

Structures: What’s his name? His name is…He was from…He was born in…What is this? It’s a… What is there in this picture? There is/are…What colours/shapes did he use?Vocabulary: colours, bright, gold, silver, shapes, triangle, rectangle, spiral, circles. Woman, dress.

TEACHING ACTIVITIESa. Show the children the Power Point presentation about Klimt.

Talk with them about the shapes and colours Klimt used in his work.

b. Children have to choose some of the colours Klimt used in tissue paper. Scrunch it, flat it and stick it in a cartridge paper with PVA glue mixed with water, putting some more glue on top of the paper to make it bright. They have to look for texture and colours combination.

c. When dry, draw some of the shapes he used on it with a black marker, trying to copy the patterns he used. Let them have a look at the patterns he used.

Groupinga. Whole class.b, c. IndividualDifferentiationAsk the easiest questions to the less skilled children.

RESOURCESChildren’s-DINA3 cartridge paper.-Tissue paper: white, brown, gold (yellowish), bright blue, yellow-PVA glue-Paintbrushes-Black markers-Newspapers

Teacher’s-PP presentation about Klimt-Flashcards with some of the pictures (Flashcards 17 to 20)

POINTS TO NOTEThey should have the tissue paper cut into 8x8 cm squares approximately. It is not necessary to cut it neatly. The paintbrushes must be those for glue (thick and short). The glue mix is 2/3 of glue, 1/3 of water. Tell the children to stick the tissue paper in colour areas, not mixing all the colours. Hang on the wall the flashcards with the pictures.



I am a painter: Flashcard 1 Andy Warhol

Andy WarholAmerican artist, 1928-1987



I am a painter: Flashcard 2 Beethoven” Andy Warhol



I am a painter: Flashcard 3 ... “Flowers” Andy Warhol



I am a painter: Flashcard 4 “Goethe” Andy Warhol



I am a painter: Flashcard 5 “Marilyn” Andy Warhol



I am a painter: Flashcard 6 Turtle



I am a painter: Flashcard 7 Fish



I am a painter: Flashcard 8 Jellyfish



I am a painter: Flashcard 9 “Olive trees with yellow sky and sun” Vincent Van Gogh



I am a painter: Flashcard 10 “The starry night” Vincent Van Gogh



I am a painter: Flashcard 11 “Wheat field under the Sun” Vincent Van Gogh



I am a painter: Flashcard 12 “Bordighera, Italy” Claude Monet



I am a painter: Flashcard 13 “Houses of Parliament, London, Sun breaking through the frog” Claude Monet



I am a painter: Flashcard 14 “Water lilies (The clouds)” Claude Monet



I am a painter: Flashcard 15 “The Channel at Gravelines, in the direction of the sea” Georges Seurat



I am a painter: Flashcard 16 “View of Le Crotoy from Upstream” Georges Seurat



I am a painter: Sheet 1 Objects in a landscape

Birds Boat

Clouds Fields

Flowers Lake

Lighthouse Moon

Mountains Path

Sea Sky

Sun Tower

Trees VillagePilar Olivares Aguilar 76


I am a painter: Flashcard 17 “Portrait of Emilie Floge” by Gustav Klimt



I am a painter: Flashcard 18 “Portrait of Fritza Riedler” by Gustav Klimt



I am a painter: Flashcard 19 “Portrait of Adele Bloch-Bauer I” by Gustav Klimt



I am a painter: Flashcard 20 “The kiss” by Gustav Klimt



ART ATTACK

This unit has also been planned for 6 lessons of 1,5 hours each one and a group of 16 children from Year 4, 5 and 6.

The aim of the workshop is to make a display on the seasons based on a poem, “Best of all”, which children will have to learn by heart and say to the class the last day.

They will have to work in groups of 4. Each group is going to do one of the seasons, but all groups are doing the same jobs: the background with a tree, leaves, flowers, a mini beast and the Sun, with the same techniques but with different colours and shapes.

It is important that the children feel that they are doing group tasks. Sometimes they must do the same at the same time, but on other occasions they have to do a job all of them together. Encourage them to decide who is going to do what and let everyone participate. It is very important to plan the job carefully and to control what jobs have been completed.

While the children work on their jobs, there will be a corner in the classroom with a CD player and headphones. They will be able to listen to the poem to help them memorize it with the correct pronunciation.

It is strongly recommendable to start assembling the display as soon as possible, otherwise it will be impossible to do it the last lesson, and too messy for the children!

It would also be useful to hang the display in a wall next to the class where the workshop takes place, in order to be able to go out during the lesson.

Lessons Activities

Lesson 1 Welcoming, Introducing each one, Classroom rules, Group making, Activity 1: Planning the display, Activity 2: Background.

Lesson 2 Activity 3: Mini beasts.

Lesson 3 Activity 4: Leaves – paint and varnish. Finish Activity 3: Mini beasts – paint.

Lesson 4 Activity 5: The Sun. Finish Activity 4: Leaves – cut out.

Lesson 5 Activity 6: Flowers. Finish Activity 5: cut out the Sun.

Lesson 6 Finish all activities. Finish assembling the display.



Activity 1 Planning PRIOR KNOWLEDGE-Pupils should know the subjects and the seasons in English.-Children should know what makes Secondary Colours.LEARNING OBJECTIVESArt and Design Language-To plan their work.-To choose colours, animals and objects for one of the seasons.-To learn about displays: what it is, purpose, materials, techniques.

-To review the subjects and the seasons in English.-To learn/review vocabulary about materials and techniques.-To choose from a list names related to a season: colours, animals and flowers.-To ask the teacher for help, materials and tools.-To listen and repeat a poem about seasons.

Attitudes and values-To listen to the teacher quietly and carefully.-To work in groups, taking into account the other’s opinion and making decisions to solve the problems.-To accept the other’s opinions.-To ask for help politely.-To follow the classroom rules -To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Planning a display -Listening

-Reading-Speaking-Writing

Knowledge – Art and Design Knowledge – Language-Displays: purpose, materials, techniques. Structures: What are the colours of your season?, What

colour is/are…?, What flower/mini beast is common in…?. Those in the poem.Vocabulary: colours, materials, tools, techniques, school subjects, seasons, paint, outline, cut out, colour, varnish, assemble, give volume. Vocabulary in the poem.

TEACHING ACTIVITIESa. Show the children the Power Point presentation about

displays. Make them guess the school subjects. Tell them they are going to do a display about a poem in groups.

b. Listen to the poem “Best of all”. Make the children repeat the poem, giving them a copy of it. Discuss it: vocabulary, how they feel, etc. Make some of them read it aloud. Tell them that they are going to learn it by heart by the end of the workshop.

c. Make each group choose one of the seasons to work with.d. Make each group answer the planning sheet.e. Discuss their choices.f. Tell them the activities they are going to do: background,

leaves, flowers, the Sun and mini beasts. Ask them to control them with the Activity check sheet.

Groupinga, b. Classc, d. Groupse, f. ClassDifferentiationWhen asking questions, ask the most difficult ones to the most skilled children. Make the most skilled children read the poem aloud.Children of different levels and abilities must form the groups.Make sure that all the students say something, not just the most skilled ones.

RESOURCESChildren’s-“Best of all” sheet (Worksheet 1)-Planning sheet (Worksheet 2)-Activity check sheet (Worksheet 3)-Pencils, rubbers, sharpeners

Teacher’s-Power Point presentation about displays.-Power Point presentation about the poem “Best of all”.

POINTS TO NOTEWhen making the groups make sure that mixed-ability children form them. Let the children choose the seasons, but help them in case they have problems. While answering the planning sheet, move around the classroom helping them answer the questions and making them read aloud. Make clear that everyone in each group must get the same answers. When discussing, do not ask just the children who put hands up. They might need a dictionary to fill in the planning sheet. Hang the activity check sheet on a wall for the children to tick.



Activity 2 Background



PRIOR KNOWLEDGE-Pupils should know the colours and the seasons in English.-Children should know what makes Secondary Colours.LEARNING OBJECTIVESArt and Design Language-To plan their work.-To make Secondary colours.-To paint a landscape using a sponge and Primary Colours.-To explore some elements of perspective: near/far.

-To review the colours and the seasons in English.-To read an instruction and identify it.-To ask the teacher for help, materials and tools.-To listen, repeat and learn a poem about seasons by heart

Attitudes and values-To listen to the teacher quietly and carefully.-To work in groups, organizing turns to use tools or do the work.-To wait for one’s turn to do something patiently.-To ask for help politely.-To follow the classroom rules.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Colour mixing-Painting technique: sponge-Representation of a background taking into account the perspective


Knowledge – Art and Design Knowledge – Language-Primary colours mixing-Textures-Perspective

Structures: What are the colours of your season?, What colour is the sky/tree…?It’s…Vocabulary: colours, materials, techniques, tools, seasons, paint, outline, cut out, colour, varnish, assemble, give volume. Vocabulary in the poem.

TEACHING ACTIVITIESa. Tell the children that they are painting a background and a

tree for their display, each group about the season they have chosen. Also tell them that they are adding all the other elements when sticking it on the big piece of background paper.

b. Tell them to draw simple hill shapes with a pencil. Mix blue and white paint in a pot and load sponge with this pale blue paint. Sponge in sky using a dabbing motion.

c. Tell them to load the sponge with the colours they have chosen for their season. Sponge the rest of the cardboard using a dabbing motion. Use edge of sponge to create hedges.

d. Tell them to load the sponge with yellow, magenta and blue and sponge in to make a tree, just the trunk and branches, in one of the sides.

e. When dry, use a thick black felt-tip pen to outline the tree.

Groupinga. Classb, c, d, e. GroupsDifferentiationDifferent skilled children must form the groups. The most skilled ones can start an activity and the others can continue.

RESOURCESChildren’s-Background cardboard.-Sponges (2 per group), small washbasin.-Pencils, rubbers, sharpeners.-Paints (Primary colours)-Black markers (2 per group)POINTS TO NOTEThe teacher should go round the classroom making the children talk about the colours they are using.There must be a corner with a CD player/cassette with headphones for the children to listen to the poem and help them learn it by heart. They can go there in groups, pairs or individually. Either the teacher can tell them when to go or they can decide, for example when waiting for something to get dry or when someone in the group is doing the work. It’s useful to make them use the sponge in a piece of scrap paper to practice with the dabbing motion before doing it on the cardboard.

Activity 3 Mini beasts



PRIOR KNOWLEDGE-Pupils should know the colours and the seasons in English.-Children should know the parts of the body.-Children should know what makes Secondary Colours.LEARNING OBJECTIVESArt and Design Language-To experiment with 3D shapes.-To paint a 3D shape.-To make a mini beast, identifying its main characteristics.

-To review the names of some mini beasts.-To follow oral instructions carefully.-To read and understand information about mini beasts.-To read an instruction and identify it.-To ask the teacher for help, materials and tools.-To listen, repeat and learn a poem about seasons by heart.

Attitudes and values-To listen to the teacher quietly and carefully.-To help each other to finish a job.-To wait for your turn to do something patiently.-To ask for help politely.-To follow the classroom rules. -To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Modelling -Painting-Drawing-Colour mixing


Knowledge – Art and Design Knowledge – Language-Primary and Secondary colours. Structures: What is your mini beast?, What colours is it? They

have/haven’t got two wings/one headVocabulary: colours, materials, techniques, tools, seasons, paint, outline, cut out, colour, varnish, assemble, give volume. Vocabulary in the poem. Butterfly, spider, snail, ladybirds. Parts of the body in animals: wing, head, antennae, shell, legs.

TEACHING ACTIVITIESa. Ask the children what mini beast they chose. Discuss with

them how they are: body parts, colour, legs, etc.b. Give each group the mini beast description. Explain the

procedure to make the mini beast:c. Using corrugated cardboard, draw the sketch of the mini

beast and cut it out.d. Scrunch up some toilet paper and dip it into glue mixture

(PVA glue and water). Squeeze out the excess glue. Shape the paper to make the shapes to give their mini beast some volume, and then press it on the cardboard. If they want to make a bigger volume, they can put some scrunch newspaper under the toilet paper. Brush with the glue mixture to finish.

e. Leave to dry and paint it.

Groupinga, b. Whole classc, d, e. Individual/pairs DifferentiationYou can make the children do one mini beast each one or one by pairs.

RESOURCESChildren’s-Corrugated cardboard (15x15 cm)-Pencil, rubber, sharpener, scissors-Toilet paper-Paint and paintbrushes-PVA glue and brushes-Newspaper

Teacher’s-Mini beast description (Flashcards 1 to 4)

POINTS TO NOTEThe mini beast must be quite small and weightless so that it can be easily stuck on the background paper. Depending on the animal, they might need newspaper to give it more volume. They have to scrunch it and put the toilet paper with glue on it.

Activity 4 Leaves



PRIOR KNOWLEDGE-Pupils should know the colours and the seasons in English.-Children should know what makes Secondary Colours.-Children should be able to varnish on their own.LEARNING OBJECTIVESArt and Design Language-To practise wax crayon techniques.-To combine elements of colour and texture.-To distinguish between different shapes of leaves.-To develop use and control of pencil.

-To review the colours and the seasons in English.-To follow oral instructions carefully.-To ask the teacher for help, materials and tools needed.-To listen, repeat and learn a poem about seasons by heart.-To read an instruction and identify it.

Attitudes and values-To listen to the teacher quietly and carefully.-To wait for your turn to do something patiently.-To ask for help politely.-To follow the classroom rules.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Colour mixing-Cutting out-Drawing shapes with pencils


Knowledge – Art and Design Knowledge – Language-Primary colours mixing-Textures-Shapes of leaves.

Structures: What are the colours of your leaves?, What colour is it?, Those in the poem.Vocabulary: colours, materials, techniques, tools, seasons, paint, outline, cut out, colour, varnish, assemble, give volume. Vocabulary in the poem.

TEACHING ACTIVITIESa. Tell children that they are going to do the leaves. Ask them

what colours they chose in each group. Ask them what colours should they use in colouring them.

b. Show the children different shapes of leaves. Ask them to choose one and draw it in a piece of paper and demonstrate the activity.

c. After drawing the leave, children have to colour it with wax crayons but holding them parallel to the paper. Tell them to put bits of scrunched newspaper under the leave, to give it a texture. Encourage them to use different colours.

d. Varnish them and let them dry.e. Cut the leaves out, making sure that they write the name of

the season under them.

GroupingA, b. Whole classC, d, e. Individually DifferentiationSome children should make two or three leaves, others just one.

RESOURCESChildren’s-Coloured paper: yellow, grey, light brown, green-Wax crayons.-Newspaper-Scissors-Varnish, thick paintbrushes

Teacher’s-Leaves flashcard (Flashcard 5)

POINTS TO NOTEGo round the classroom making the children talk about the colours they are using.Set a table covered in newspaper in a corner to varnish the leaves. Hang the flashcard on the wall. It is not necessary to colour the leave’s entire surface, as the paper is already coloured. When they finish a leave, they can either go to the poem corner or make another one.



Activity 5 The Sun PRIOR KNOWLEDGE-Pupils should know the colours and the seasons in English.LEARNING OBJECTIVESArt and Design Language-To experiment with texture.-To combine different colours.-To paint a Sun expressing its brightness with different colours.

-To follow oral instructions carefully.-To ask the teacher for help, materials and tools if needed.-To listen, repeat and learn a poem about seasons by heart.-To read an instruction and identify it.

Attitudes and values-To listen to the teacher quietly and carefully.-To help each other to finish a job.-To wait for their turn to do something patiently.-To ask for help politely.-To follow the classroom rules.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Cutting out-Painting-Colour mixing

-Listening-Speaking

Knowledge – Art and Design Knowledge – Language-Light colours-Primary and Secondary colours

Structures: What is this? It’s The Sun, What colour is it?, Those in the poem.Vocabulary: colours, materials, techniques, tools, seasons, paint, outline, cut out, colour, varnish, assemble, give volume. Vocabulary in the poem.

TEACHING ACTIVITIESa. Tell children that they are going to make the Sun. Ask them

what colours they chose in each group to paint the Sun. Demonstrate how to mix the paint with the flour.

b. Children should draw the shape of the Sun in pencil on a piece of drawing paper. Then, they should mix flour into some yellow paint to thicken it. Using a thick brush, they should apply this mixture in the centre of the Sun. Add the other colour (depending on their choice) and finish the Sun.

c. Using a comb, comb the paint into circles or whorls. d. When dried, ask them to cut it out

Groupinga. Whole classb, c, d. GroupDifferentiationMake sure that all the children do something in this activity.

RESOURCESChildren’s-DINA3 drawing paper (1 per group)-Paints (Primary colours)-Big plastic pots and sticks for the mixture-Flour-Thick paintbrushes (2 per group)-CombPOINTS TO NOTEThis is a good activity for some of them to take time to learn the poem. Warn them about the amount of flour they use; just tell them to put the paint first and start adding the flour very slowly, stirring it with the stick and test it in the paper and add more if necessary until they get the appropriate texture. If you don’t have combs, you can make them cut out a 5x5 cm square of card, and cut one edge of it into teeth.



Activity 6 Flowers PRIOR KNOWLEDGE-Pupils should know the colours and the seasons in English.-Children should be able to cut out without problems.LEARNING OBJECTIVESArt and Design Language-To create a 3-D decoupage flower-To combine different colours trying to show volume.-To cut out small surfaces neatly and carefully.

-To review the colours. -To learn names of flowers.-To follow oral instructions carefully.-To ask the teacher for help, materials and tools.-To listen, repeat and learn a poem about seasons by heart.-To read an instruction and identify it.

Attitudes and values-To listen to the teacher quietly and carefully.-To help each other to finish a job.-To wait for your turn to do something patiently.-To ask for help politely.-To follow the classroom rules.-To tidy up the classroom at the end of the lesson.CONTENTSSkills – Art and design Skills – Language-Cutting out-Colouring neatly-Make a 3D shape

-Listening-Speaking

Knowledge – Art and Design Knowledge – Language-Decoupage-Colours

Structures: What is your flower?, What colour is it?, Those in the poem.Vocabulary: colours, materials, techniques, tools, seasons, paint, outline, cut out, colour, varnish, assemble, give volume. Vocabulary in the poem. Dahlia, pansy, poppy, rose.

TEACHING ACTIVITIESa. Tell children that they are going to make the flowers. Ask

them what flower they chose in each group. Demonstrate the activity with one of the flowers.

b. Give a copy of the four layers of the flower to each child. They have to colour the petals with crayons, colouring from the centre to the outside. Outline the edges and add fine veins marking the petals with felt-tip pens

c. Ask them to cut the petals out very neatly.d. To assemble the flower, attach one petal to the next one with

blobs of silicone, double-sided self-adhesive tape or folded Sellotape. The first layer can be attached to a piece of cardboard, choosing its colour in relation to the colours used in the background.

Groupinga. Whole classb, c, d. Individually DifferentiationSome children can make two flowers, others just one, they can even make a second one between two children. Make them help each other

RESOURCESChildren’s-Flowers sheet (Worksheets 4 to 7)-Wax crayons-Felt-tip pens-Scissors-Silicone, double-sided self-adhesive tape or Sellotape.-Cardboard

Teacher’s-A flower already done, in different stages.

POINTS TO NOTESome children could need help in doing this activity. The teacher should have one flower already done in the different stages to show the process to the children without losing a lot of time. Insist on cutting out the layers carefully and neatly. Each layer should be coloured exactly the same as the one above and below. In case of using silicone, some tweezers would be very useful. Each type of flower can be coloured in different ways. The teacher should go round the different tables to give some advice about the colouring.



Art attack: Worksheet 1 Best of all



Art attack: Worksheet 2 Planning sheet

PLANNING YOUR DISPLAY

SEASON:

1. What are the colours of your season?

2. What colour are the leaves in that season?

a. Green b. Yellow c. Brown d. Grey

3. What colour is the Sun in that season?

a. Yellow and orange b. Orange and red c. Yellow and white d. Yellow and brown

4. Which mini beast is common in that season?

a. Snail b. Spider c. Ladybird d. Butterfly

5. What flower is more common in that season?

a. Pansy b. Poppy c. Dahlia d. Rose

SEASON:

COLOURS:

LEAVES:

SUN:

MINI BEAST:

FLOWER:

Art attack: Worksheet 3 Activity check sheet



ACTIVITY CHECK

SEASON:

Activity Things to do

Background PaintOutline the

tree

Mini beastsGive

volumePaint

Leaves Paint Varnish Cut out

SunPaint and

combCut out

FlowersColour and

outlineCut out Assemble

Tick when it is done



Art attack: Flashcard 1 Butterflies

BUTTERFLIES

Butterflies have got two wings and three body parts. They have got antenna on their heads.



Art attack: Flashcard 2 Ladybirds

LADYBIRDS

Ladybirds have got a round body with black dots. They have got a black head with antenna.

Art attack: Flashcard 3 Snails



SNAILS

Snails have got a spiral shell, a head and a body. They haven’t got legs.



Art attack: Flashcard 4 Spiders

SPIDERS

Spiders have got 8 legs, a head and a body. Their legs are divided into four parts.



Art attack: Flashcard 5 Leaves



Art attack: Worksheet 4 Flowers (Dahlia)



Art attack: Worksheet 5 Flowers (Pansy)



Art attack: Worksheet 6 Flowers (Poppy)



Art attack: Worksheet 7 Flowers (Rose)



ASSESSMENT

Both Art and the use of language should be assessed.

In relation to Art, as well as the children’s productions, the observation while the class is taking place is essential; otherwise we would just assess the results and not the process.

In relation to language, systematic observation is the most suitable way to evaluate the children’s progression.

A chart to record each learning objective can be useful. The teacher must note down, while working in the classroom or after the lesson, if children have reached the expectations. Sometimes it is necessary to wait until the last lesson of the unit to see the progression in some items. A tick (√) or a cross can be enough in some of them, but sometimes it is necessary to establish different levels of achievement (Always/ Sometimes/ Never, for example).

These items should be:

STORY TIMEArt Language

-Makes a collage, combining different materials.-Experiments with a variety of materials to create different textures.-Describes events and characters from a story through a collage.-Makes a puppet with paper and cardboard.-Colours neatly.-Cuts out neatly.-Represents the human body with shapes and colours.-Writes a title with clear and nice capital letters.-Draws an object seen in a model.-Paints with different colours and blends them.-Represents volume with paper.-Plans the work taking into account the materials and tools needed.

-Understands a story with the help of images.-Repeats some words during a story.-Repeats some expressions during a story.-Reads a short sentence and understands the meaning in relation to a story.-Listens, understands and does simple instructions.-Acts out a story with the help of puppets.-Says the colours.-Follows oral instructions carefully.-Asks for the materials and tools.-Asks for help.



MAKING ANIMALSArt Language

-Designs a mask, planning the different materials to use.-Investigates and uses different materials to make a mask following a model.-Chooses the appropriate materials for specific purposes.-Experiments with colours and shapes.-Represents an animal in an abstract way.-Tears paper giving it the desired shape.-Identifies ways in which artists represent animals.-Experiments with colours and shapes.-Decorates a shape using a symmetrical pattern.-Mixes different colours to obtain a desired effect.-Makes a composition sticking different objects on a background, making decisions about their situation.-Colours a picture neatly.-Develops the use of scissors.-Plans the work taking into account the materials and tools needed.

-Says names of different animals.-Says names of different sea animals.-Asks for the name of an animal.-Says the colours.-Says the shapes.-Answers affirmatively or negatively to a simple question.-Keeps the right word order with adjectives and nouns.-Writes a short sentence.-Asks for animal pictures.-Follows oral instructions carefully.-Asks for the materials and tools.-Asks for help.

I AM A PAINTER!Art Language

-Knows some information about Andy Warhol and Pop Art.-Decorates images that resemble the manner of that artist.-Differentiates Primary and Secondary colours.-Differentiates Warm and Cool colours. -Knows some information about Pablo Picasso and Cubism.-Produces a picture on Picasso’s style.-Draws frontal and profile positioned heads.-Knows some information about Joan Miró and Abstract painting.-Chooses abstract symbols for different objects or concepts.-Explores the use of bright colours.-Produces a picture on Miró’s style.-Develops creativity through a painter’s technique-Knows some information about Van Gogh, Monet and Seurat and Impressionism.-Produces a picture of a landscape on one of the artists’ style: Impressionism, Post-Impressionism or Pointillism.-Explores some elements of perspective: near/far.-Mixes different colours to obtain shadows or other effects.-Knows some information about Klimt.-Produces a picture with shapes and colours used by the artist.-Explores textures obtained by overlapping paper.-Plans the work taking into account the materials and tools needed.

-Talks about colours.-Talks about shapes.-Talks about the face.-Talks about symbols.-Chooses a picture.-Identifies bright colours.-Talks about landscapes.-Says names of objects in a landscape.-Talks about Picasso.-Talks about Miró.-Talks about Impressionism and the artists.-Talks about Klimt.-Follows oral instructions carefully.-Asks for the materials and tools.-Asks for help.



ART ATTACKArt Language

-Plans his work.-Chooses colours, animals and objects for one of the seasons.-Knows about displays: what it is, purpose, materials, techniques.-Makes Secondary colours.-Paints a landscape using a sponge and Primary Colours.-Explores some elements of perspective: near/far.-Paints a 3D shape.-Makes a mini beast, identifying its main characteristics.-Practises wax crayon techniques.-Combines elements of colour and texture.-Distinguishes between different shapes of leaves.-Develops use and control of pencil.-Experiments with texture.-Combines different colours.-Paints a Sun expressing its brightness with different colours.-Creates a 3-D decoupage flower.-Combines different colours trying to show volume.-Cuts out neatly and carefully small surfaces.

-Knows the name of the subjects.-Says the seasons.-Talks about the colours.-Chooses from a list names related to a season: colours, animals and flowers.-Listens, repeats and learns a poem about seasons by heart.-Reads an instruction and identifies it.-Says the names of some mini beasts in English.-Follows oral instructions carefully.-Reads and understands information about mini beasts.-Says the names of flowers.-Asks for the materials and tools.-Asks for help.

The images used in producing the teaching materials in this planning have been taken from:

Story time: Flashcard 2 <http://spotlightradio.net>

Story time: Flashcard 3; Art attack: Flashcard 5; Art attack: Worksheets 4 to 7 CD “Master clips MediaPaq”

Story time: Flashcard 4 a 10 Arengo, S.(2001): The enormous turnip. Classic Tales, Beginner 1. Oxford: Oxford University Press

Making animals: Flashcard 1 a 10 Wright, A. (2001). Art and Crafts with children. Oxford: Oxford University Press. Resource Books For Teachers.

Making animals: Poster 3; I am a painter: Flashcard 9 to 20: < www.artchive.com>

Making animals: Flashcard 13: <www.languagelearning.com>, CD “Master clips Mediapaq”

I am a painter: Flashcard 1 <www.artofcolour.com>

I am a painter: Flashcard 2 <www.poster.de>

I am a painter: Flashcard 3 <http://ubbt.mobby.com>

I am a painter: Flashcard 4 <www.bama.ua.edu>

I am a painter: Flashcard 5 <www.dandb.org>

I am a painter: Flashcard 6 to 8 CD “Master clips MediaPaq”, © Daniel Martínez Bou

Art attack: Worksheet 1: Best of all Foster, J. (2002) “See you later, Escalator” Oxford: Oxford University Press

Making animals: Flashcards 11 and 12; Art attack: Flashcard 1 to 4: © Maria Maier, <http://biology.clc.uc.edu>, <www.probertencyclopedia.com>, <http://rspb.org.uk>


http://rspb.org.uk/

http://www.probertencyclopedia.com/

http://biology.clc.uc.edu/

http://www.dandb.org/

http://www.bama.ua.edu/

http://ubbt.mobby.com/

http://www.poster.de/

http://www.artofcolour.com/

http://www.languagelearning.com/

http://www.artchive.com/

http://spotlightradio.net/


PUTTING THE PROJECT INTO PRACTICE

During this school year, just three of the workshops are being put into practice. I am teaching “Story time” and another member of the staff, Montserrat Ortiz, is teaching “Making animals”, both with mixed groups from Year 1, 2 and 3. Josep Lluís Carmona is teaching “I’m a painter!” to children from Year 4, 5 and 6. In all cases, I am going to support and help the teachers in relation to any issue that could come up.

It hasn’t been possible to teach the workshop “I am a painter”, but it is planned to be implemented during the year 2006-07.


ART, CRAFT AND DESIGN · Llicència d’Estudis modalitat C 2004-05 ART, CRAFT AND DESIGN Activity...

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