ByME
Arts & Crafts 1
SYLLABUS
Area: Plástica (English)
Stage: Primary Education
UNIT 1: LINES AND SHAPES
KEY COMPETENCES EVALUATIONCompetence in linguistic communication: Naming lines, shapes and art materials. Talking about artworks and school.
Competence in mathematics, science and technology: Recognising and drawing shapes.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Using a variety of Art materials independently.
Competence in social awareness and citizenship: Recognising the importance of enjoying and making the most of school.
Competence in autonomous learning and personal initiative: Reflecting on the steps of the creative process.
Competence in artistic and cultural awareness: Creating a collage of a school independently.
CONTENTS / EVALUATION CRITERIA / LEARNING STANDARDS / KEY COMPETENCES
Lines and shapes in art and their immediate environment (the school). / Analyse and interpret the works of art so that they can create new artworks based on new knowledge. / Distinguish and draw lines: straight, curved, wavy, zigzag.
Understand the difference between open and closed lines.
Distinguish and draw geometric shapes: circle, square, triangle, rectangle. / (LIN, MST, LTL, AUT, CUL)
Art materials. / Identify a variety of art materials. / Demonstrate understanding of the use of different art materials. / (MST, LTL, SOC, AUT, CUL)
Analysis of the use of lines and shapes in the painting Swinging by Wassily Kandinsky. / Identify and describe reality and fiction using adequate artistic language. / Identify and name the lines and shapes in the painting Swinging by Wassily Kandinsky. / (LIN, MST, LTL, SOC, CUL)
Observation of and reflection on the work of art by Wassily Kandinsky as part of cultural heritage. / Learn and respect the works of art that make up cultural heritage. / Observe, recognise and respect the artwork by the artist Wassily Kandinsky. / (LIN, MST, SOC, CUL)
Autonomy and creativity in art. / Choose lines, shapes and colours in their artworks effectively, following the basic steps of the creative process. / Complete a face with lines and shapes.
Arrange lines and shapes creatively to make a school.
Use a variety of colours in a personal way. / (LIN, MST, LTL, SOC, AUT, CUL)
Development of computer skills and practice of art skills on the Internet. / Learn about other works by Wassily Kandinsky. / Search and explore howWassily Kandinsky uses lines and shapes in different works. / (LIN, MST, DIG, LTL, CUL)
LINGUISTIC CONTENTS
Language focus
Lines: straight, curved, wavy, zigzag
Shapes: circle, square, triangle, rectangle
Colours: red, orange, yellow, green, blue, purple
Materials: coloured pencils, crayons, pencil, rubber, paintbrush, paint
School, classroom
Key structures
I can see a circle/a curved line, etc.
I feel happy.
It’s a (circle). It’s (green).
I can (draw) with a (pencil).
VALUES
Listens and responds respectfully to the ideas of classmates.
Demonstrates responsibility when looking after the materials and the space used to create an artwork.
METHODOLOGY
In this unit, pupils will learn about lines and shapes by observing and analysing them in an original artwork. It is important to develop this concept through the use of a variety of resources including flashcards, digital resources and real life objects. Encourage pupils to find lines and shapes in their classroom and school structure.Explicit language support, connections to real life (the school), guided instruction, independent practice and art projects provide opportunities to be creative and promote active learning experiences in the Art classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the audio as a guide. Pupils can also discuss or present their final projects in small groups or in pairs.
CROSS-CURRICULAR ITEMS
Maths: shapes
Natural science: school
MIXED-ABILITY ACTIVITIES
Unit 1 flashcards – Activity bank
Class worksheet 1 – Trace lines and shapes in the picture, then colour.
Fast finishers
Draw and colour the different art materials they have in their pencil
case.
Colour their self-portrait.
Draw a picture of a new school with a variety of lines and shapes, then colour it with crayons.
English extension activities
Name a line or shape and invite pupils to point to it in the painting. Point to a line or shape and ask pupils to name it.
Point to a line or shape and ask pupils to respond in a complete sentence.
UNIT 2: PATTERNS
KEY COMPETENCES EVALUATIONCompetence in linguistic communication: Describing basic patterns of lines, shapes and colours. Talking about artworks and the five senses.
Competence in mathematics, science and technology: Recognising and creating basic patterns.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Exploring patterns using a variety of materials, objects and musical instruments.
Competence in social awareness and citizenship: Understanding and following classroom routines and procedures.
Competence in autonomous learning and personal initiative: Using patterns in a creative way to decorate a musical shaker.
Competence in artistic and cultural awareness: Identifying and creating basic patterns in art.
CONTENTS / EVALUATION CRITERIA / LEARNING STANDARDS / KEY COMPETENCES
Patterns (lines, shapes, colours) in art and the environment. / Analyse and interpret the works of art so that they can create new artworks based on new knowledge. / Observe, identify and name patterns.
Follow patterns of lines, shapes and colours. / (LIN, MST, LTL, AUT, CUL)
Distinguish patterns in music. / Understand and identify patterns in music.
Analysis of the use of patterns in the painting Comedians in the dressing room by Rafael Zabaleta. / Identify and describe reality and fiction using the adequate artistic language. / Identify and name the lines and shapes in the painting Comedians in the dressing room by Rafael Zabaleta. / (LIN, MST, LTL, SOC, CUL)
Observation of and reflection on the work of art by Rafael Zabaleta as part of cultural heritage. / Learn and respect the works of art that make up cultural heritage. / Observe, recognise and respect the artwork by the artist Rafael Zabaleta. / (LIN, MST, SOC, CUL)
Autonomy and creativity in art. / Choose patterns in their artworks effectively, following the basic steps of the creative process. / Follow colour patterns using a number key.
Make a shaker and decorate it with patterns of lines, shapes and colours. / (LIN, MST, LTL, SOC, AUT, CUL)
Art materials. / Identify recyclable objects to be used in their artworks. / Use recyclable objects to make a shaker. / (LTL, SOC, AUT, CUL)
Development of computer skills and practice of art skills on the Internet. / Learn about other artists who use patterns in their artworks. / Explore howPablo Picassouses patterns in his painting Three Musicians. / (LIN, MST, DIG, LTL, CUL)
LINGUISTIC CONTENTS
Language focus
Pattern
Lines: straight, curved, wavy, zigzag
Shapes: circle, square, triangle, rectangle
Colours: red, orange, yellow, green, blue, purple
One, two, three, four, five
Music, shaker
Key structures
How many (people) can you see?
I can see patterns. I can hear patterns.
VALUES
Actively participates and follows basic steps to complete an artwork.
Enjoys making connections between visual arts and music.
METHODOLOGY
In this unit, pupils will learn about basic patterns by observing and analysing them in an original artwork. It is important to develop this concept through the use of a variety of resources including flashcards, digital resources and real life objects. Encourage pupils to find and make patterns with a variety of objects including art materials, classroom supplies, natural objects and musical instruments. Explicit language support, connections to real life (the five senses), guided instruction, independent practice and art projects provide opportunities to be creative and promote active learning experiences in the art classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the audio as a guide. Pupils can also work together to create new patterns in art and music.
CROSS-CURRICULAR ITEMS
Maths: patterns
Natural science: the five senses
Music: patterns in music
MIXED-ABILITY ACTIVITIES
Unit 2 flashcards – Activity bank
Class worksheet 2 – Colour, cut and glue a pattern.
Fast finishers
Draw a shirt and add patterns.
Draw and colour patterns on strips of paper to make a bracelet.
Take turns to make a pattern with a partner.
English extension activities
Name colours and objects and invite pupils to point to them in the painting.
Ask “How many” questions about objects in the painting.
Identify and name colours in the patterns.
UNIT 3: LINES AND COLOURS
KEYCOMPETENCES EVALUATIONCompetence in linguistic communication: Naming lines, shapes and colours. Talking about artworks and the parts of the body.
Competence in mathematics, science and technology: Drawing lines and shapes to draw a body in motion.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Reflecting on the steps of the creative process.
Competence in social awareness and citizenship: Recognising the importance of physical fitness to maintain personal health.
Competence in autonomous learning and personal initiative: Creating a colourful monoprint with a variety of lines and shapes.
Competence in artistic and cultural awareness: Understanding that secondary colours are made by mixing two primary colours.
CONTENTS / EVALUATION CRITERIA / LEARNING STANDARDS / KEY COMPETENCES
Colours in art and the environment. / Analyse and interpret the works of art so that they can create new artworks based on new knowledge.
Distinguish between primary and secondary colours. / Identify and name primary colours (blue, red, yellow) and secondary colours (green, orange, purple).
Mix primary colours to make secondary colours. / (LIN, MST, LTL, AUT, CUL)
Movement. / Identify figures in motion. / Represent figures in motion effectively based on photos.
Distinguish actions: run, jump, dance. / (LIN, LTL, SOC)
Technique: rub. / Identify the technique of rubbing to make a symmetrical figure. / Rub colours using oil pastels to make a symmetrical body. / (LIN, MST, LTL, AUT, CUL)
Analysis of the use of lines, shapes and colours in the painting Zitronenby Paul Klee. / Identify and describe reality and fiction using adequate artistic language. / Identify and name the lines, shapes and colours (primary and secondary) in the paintingZitronenby Paul Klee. / (LIN, MST, LTL, SOC, CUL)
Observation of and reflection on the work of art by Paul Klee as part of cultural heritage. / Learn and respect the works of art that make up cultural heritage. / Observe, recognise and respect the artwork by the artist Paul Klee. / (LIN, MST, SOC, CUL)
Autonomy and creativity in art. / Choose lines, shapes and colours in their artworks effectively, following the basic steps of the creative process. / Draw a body in motion and decorate it with lines, shapes and colours. / (LIN, MST, LTL, SOC, AUT, CUL)
Development of computer skills and practice of art skills on the Internet. / Learn about another artwork by Paul Klee. / Search the Internet for the painting The Future Man by Paul Klee to see how he uses colours and represents human bodies. / (LIN, MST, DIG, LTL, CUL)
LINGUISTIC CONTENTS
Language focus
Primary colours: blue, red, yellow
Secondary colours: green, orange, purple
Lines: straight, curved, wavy, zigzag
Shapes: circle, square, triangle, rectangle
Body parts: head, arms, legs, hands, feet
Joints: shoulder, elbow, wrist, hip, knee, ankle
Parts of the face: ears, eyes, nose, mouth
Key structures
(Yellow) and (red) make (orange).
I can run/jump/dance.
I have got two eyes/ears/arms/hands/legs/feet.
VALUES
Enjoys participating in physical activities.
Shows interest in learning new skills and working autonomously.
METHODOLOGY
In this unit, pupils will learn about lines and colours by observing and analysing them in an original artwork. It is important to develop this concept through the use of a variety of resources including flashcards, digital resources and real life objects. Mix small amounts of primary colour poster paints in water bottles to promote experimentation and exploration of colour mixing. Sing songs and play games that encourage pupils to move their bodies in a variety of ways to explore how the body moves. Explicit language support, connections to real life (the body), guided instruction, independent practice and art projects provide opportunities to be creative and promote active learning experiences in the art classroom.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the audio as a guide. Pupils can also share their final artwork with a partner and look for lines, shapes and colours in each other’s artwork.
CROSS-CURRICULAR ITEMS
Physical Education: body movement
Natural science: the body
MIXED-ABILITY ACTIVITIES
Unit 3 flashcards – Activity bank
Class worksheet 3 – Trace the body and draw the face to show feelings.
Fast finishers
Explore the process of mixing colours with a variety of different materials.
Draw a person moving in a different way.
Make a monoprint of colourful lines and shapes.
English extension activities
Point to a line or shape and ask pupils to name it.
Ask “How many...” questions about the lines in the painting.
Invite pupils to name colours and sort them into primary and secondary categories.
REVIEW UNIT 1: ART IN MY HOME
KEYCOMPETENCES EVALUATIONCompetence in linguistic communication: Naming lines, shapes, colours and patterns. Talking about artworks and the home.
Competence in mathematics, science and technology: Drawing and colouring patterns.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Using a variety of art materials independently.
Competence in social awareness and citizenship: Cooperating in group activities.
Competence in autonomous learning and personal initiative: Using language activities to support presentation skills.
Competence in artistic and cultural awareness: Using lines, shapes, colours and patterns to decorate a room.
CONTENTS / EVALUATION CRITERIA / LEARNING STANDARDS / KEY COMPETENCES
Review of lines, shapes, colours and patterns in art and the environment. / Use basic elements of art (lines, shapes, colours, patterns) effectively and in a personal way. / Make and decorate a room applying the concepts learnt.
Make patterns on a wall of a house. / (LIN, MST, LTL, SOC, AUT)
Colours. / Observe light and dark colours. / Distinguish light and dark colours and the effect they produce. / (LIN, LTL, CUL)
Technique: mould. / Use plasticine to make 3-D objects. / Mould plasticine to make furniture for a room. / (LIN, LTL, SOC, AUT, CUL)
Observation and analysis of the use of lines, shapes, colours and patterns in the painting Interior with Restful Paintings by Roy Lichtenstein. / Identify and describe reality and fiction using adequate artistic language. / Identify the patterns in the paintingRestful Paintings by Roy Lichtenstein. / (LIN, MST, LTL, SOC, CUL)
Observation of and reflection on the work of art by Roy Lichtenstein as part of cultural heritage. / Learn and respect the works of art that make up cultural heritage. / Observe, recognise and respect the artwork by the artist Roy Lichtenstein. / (LIN, MST, SOC, CUL)
Group work: a 3-D house. / Recognise the most significant furniture for each room of a house. / Carry out a group project respecting the ideas of others and collaborating in the tasks they’ve been assigned. / (LIN, LTL, SOC, AUT, CUL)
Autonomy and creativity in art. / Make and decorate rooms for a house, following the basic steps of the creative process. / Design a house using the most adequate materials and decorate it in a creative way. / (LIN, LTL, SOC, AUT, CUL)
Describe their artwork orally. / Explain the characteristics of the house using the vocabulary learnt.
Development of computer skills and practice of art skills on the Internet. / Learn about some artworks by Vincent van Gogh and Salvador Dalí. / Explore how Van Gogh and S. Dalí use lines, shapes, colours, patterns and other objects in their artworks. / (LIN, MST, DIG, LTL, CUL)
LINGUISTIC CONTENTS
Language focus
Lines (straight, curved, wavy, zigzag), shapes (circle, square, triangle, rectangle), colours (red, orange, yellow, green, blue, purple), light colours, dark colours, patterns
Home: wall, window, door
Furniture: chair, table, sofa, television, cooker, fridge, bed, lamp, sink, shower, toilet
Rooms: living room, kitchen, bedroom, bathroom
In front of/next to/on/under
Key structures
My room has a (sofa).
In the (bedroom) there is a (bed).
I can see (straight lines) and (triangles).
VALUES
Listens and participates with others during group