Teacher's Book Art 4º Santillana

8/11/2019 Teacher's Book Art 4 Santillana

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Teachers Book

Arts &Crafts4PRIMARY


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ContentsIntroduction

Key competences .......................................................3

Student's Book contents .............................................4

Science topics .............................................................6

The Student's Book .....................................................7

The Teacher's Book .....................................................8

Teacher's resources.................................................. 10

The Teacher's i-book .................................................11

Teachers Book lesson plansFirst term

Term 1 syllabus .......................................................... 12

Unit 1 .......................................................................... 16

Unit 2 ........................................................................ 20

Unit 3 ........................................................................ 24

Unit 4 ........................................................................ 28

Unit 5 ........................................................................ 32

Crafts ......................................................................... 36

Second term

Term 2 syllabus ........................................................ 40

Unit 6 ........................................................................ 44

Unit 7 ......................................................................... 48

Unit 8 ........................................................................ 52

Unit 9 ........................................................................ 56

Unit 10 ....................................................................... 60

Crafts ......................................................................... 64

Third term

Term 3 syllabus ........................................................ 68

Unit 11 .........................................................................72

Unit 12 ........................................................................76

Unit 13 ....................................................................... 80

Unit 14 ....................................................................... 84

Unit 15 ....................................................................... 88

Crafts ......................................................................... 92

Audio transcripts .............................. 95

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Key competences in Arts and Crafts

Key competences

Key competencesare a combination of knowledge, skills and attitudes appropriate to differentcontexts and situations. These competences have the following characteristics: They encourage the development of skills rather than the assimilation of theoretical content:

individuals become competent when they learn how to solve problems effectively. Competences develop progressively and can be acquired in different learning situations and

institutions. They are interdisciplinary because they integrate knowledge that originates in different academic

disciplines.

Competence in linguistic communication

This is the ability to interpret and use language as a tool fororal and written communication. Verbal communication isfostered by the exchange of opinions, the narration ofpersonal experiences and oral expositions on differenttopics. Reading and writing simple texts also develop thiscompetence. In Arts and Crafts, students have ampleopportunity to share and describe their artwork, as well asto express their opinions and experiences.

Mathematical competence

This competence is the ability to use numbers, performbasic operations, understand symbols and solve problemsin order to interpret the physical world. A range of activitieshelp students understand and apply perspective andgeometric arrangement in their compositions.

Knowledge and interaction with the physicalworld

This competence develops the ability to interact with thephysical world and apply scientific methods to explain itsphenomena. At primary level, students are encouraged to

define and solve problems, design and carry out simpleexperiments, work out solutions, analyse results andcommunicate them.

Processing information and digitalcompetence

This is the ability to use both traditional and moderntechnologies to obtain, process and transmit informationfound in traditional and digital media. The ComputerDrawing Programpromotes this competence.

Social competence and citizenship

This competence refers to the ability to understand andparticipate successfully in the society in which we live. Atprimary level, this is developed by promoting groupcooperation, solidarity and satisfaction at successfullycompleting tasks. Students often present their own artworkand appreciate the work of others.

Cultural and artistic competence

This competence involves the appreciation of theimportance of artistic creations and cultural productions atvarious times in history and from different cultures.It includes the appreciation of the visual arts, music andliterature. The systematic interpretation of illustrationsand photographs helps to develop this competence.The Art Masterpiecessections bring students closer togreat artistic works and the techniques used to producethem.

Competence in learning to learn

This competence is acquired by learning how to applydifferent techniques aimed at selecting, organising,interpreting and memorising information. At the end ofeach unit, students are given the opportunity to apply newtechniques they have learnt. The main concepts are alsorevised regularly.

Autonomy and personal initiative

The study of Arts and Crafts demands autonomy andinitiative. Students need to plan and organise their workcreatively and critically. A great deal of the activities requirethem to make their own decisions.

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TWO-DIMENSIONAL WORKSHEETS

TERM 1 TERM 2

1Drawinga still life

7

Drawing a still life.

Organisation of elementsin a composition. 11

A countrylandscape

29

Drawing a countrylandscape.

Use of different techniquesto create perspective.

2 A food poster9

Interpreting a posterby Greg Brown.

Use of different materialsto make a poster. 12

A puzzle of abuilding I

31

Studying the Romanesquechurch of San Martinde Fromista.

3Drawingpeople

11

Drawing an adultand a child.

Proportion withina composition.

A puzzle of abuilding II

33

Making a puzzlefrom a photograph.

4A differentkindof family

13

Interpreting Familyby Fernando Botero.

Proportion and disproportionin figures. 13

Colourson the beach

35

Choosing materialsto colour a blackand white photograph.

Use of different colouringtechniques.

5Drawing oncolouredbackgrounds

15

Drawing on colouredbackgrounds.

Creation of new coloursby mixing. 14

A landscapewithtemperas

37

Interpreting Promenadeamong the olives treesby Henri Matisse.

Techniques using temperapaints to create different effects.

6Cavepaintings

17

Interpretinga cave painting.

Cave art and diffusingtechniques. 15

Reflectionsin water39

Drawing a landscapewith reflections.

Use of diffusing techniquesto create reflections.

7Using lines todraw animals

19

Drawing animals using lines.

Use of curved and straightlines to create differenteffects. 16

Reflections:studying amasterpiece

41

Interpreting Narcissusby Caravaggio.

Tenebrism: contrastbetween light and shade.

8Geometricshapes I

21

Interpretingan abstract paintingby Wassily Kandinsky.

17A blackwindmill

43

Experimenting withcoloured backgrounds.

Contrast between the elementsand the background ofa drawing.

Geometric

shapes II23

Compositionsusing geometricshapes.

18A pop artcomposition

45

Interpreting Campbells soupsby Andy Warhol.

Pop art and the useof stencil patterns.

9Colourfulfriezes

25

Using grids to organisegraphic space.

Artistic compositionsusing friezes. 19 A fast car

47

Creating movement in a drawing.

Use of diffusingtechniques to createthe effect of speed.

10 A mosaic27

Studying a Roman mosaic.

Creation of a compositionusing the mosaictechnique. 20

A sculpturewith textures

49

Interpreting Walking man Iby Alberto Giacometti.

Use of plasticineto imitate textures.

Student's Book contents

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TERM 3

21A still lifein blackand white

51

Drawing a still lifein black and white.

Use of light and shadeto create volume.

22A beachscene

53

Interpreting Fisherwomanwith her childby Sorolla.

Application of lightand shadowsin a composition.

23A prehistoricman

55

Drawing the human bodyfrom the frontand the side view.

The observers position

in a drawing.

24Differentviews

57

Studying the Stonehengemegalith in England.

Representation of objectsfrom different angles.

25An Egyptiancomic strip

59

Drawing an Egyptiancomic strip.

Use of speech bubblesin a comic.

26Drawinga vignette

61

Studying a vignettefrom Asterix and Obelix.

Interpretation of a vignettechanging the texturesand the background.

27A medievalfair I

63

Creating a medieval sceneusing cut-outs.

A medievalfair II

65

Techniques for creatingdepth in a composition.

28Drawing amasterpiece

67

Interpreting Las Meninasby Diego Velzquez.

Representation of spaceand depth in a painting.

29An ice creamstall

69

Drawing a picture combiningthe primary colours.

Creation of new tonesby superimposing colours.

30A famousportrait

71

Interpreting A young ladysadventureby Paul Klee.

Use of coloured tissue paperto interpret a painting.

THREE-DIMENSIONAL WORKSHEETS

TERM 1

31Columbus Day:a totem pole

73

Colouring and constructinga totem pole.

32World TelevisionDay

75

Making atelevision setwith two storystrips.

33A Christmasplay

77

Assembling aChristmas theatrewith movingcharacters.

TERM 2

34 Carnival: a float

79

Constructinga Carnival float.

35Mothers Day: acalendar

81

Assemblinga calendarwithmovingparts.

36Childrens Day:a dragon card

83

Making agreetings cardwith moving parts.

TERM 3

37World SportsDay: a ball

85

Constructinga ball from ageometric net.

38Friendship Day:a photo frame

87

Decoratingand assemblinga photo frame.

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Arts and Craftshas been organised to include themes related to the PrimaryNatural Science,

Geography and Historysyllabus.

1. Food and nutrition Worksheet 1 Drawing a still lifeWorksheet 2 A food poster

2. The familyWorksheet 3 Drawing people

Worksheet 4 A different kind of family

3. Vertebrate animalsWorksheet 5 Drawing on coloured backgrounds

Worksheet 6 Cave paintings

4. Invertebrate animalsWorksheet 7 Using lines to draw animals

Worksheet 8 Geometric shapes

5. NatureWorksheet 9 Colourful friezes

Worksheet 10 A mosaic

6. Where we liveWorksheet 11 A country landscape

Worksheet 12 A puzzle of a building

7. The environmentWorksheet 13 Colours on the beach

Worksheet 14 A landscape with temperas

8. WaterWorksheet 15 Reflections in water

Worksheet 16 Reflections: studying a masterpiece

9. Objects and machinesWorksheet 17 A black windmill

Worksheet 18 A pop art composition

10. EnergyWorksheet 19 A fast car

Worksheet 20 A sculpture with textures

11. EcosystemsWorksheet 21 A still life in black and white

Worksheet 22 A beach scene

12. Prehistory

Worksheet 23 A prehistoric man

Worksheet 24 Different views

13. Ancient historyWorksheet 25 An Egyptian comic strip

Worksheet 26 Drawing a vignette

14. Changes in timeWorksheet 27 A medieval fair

Worksheet 28 Drawing a masterpiece

15. People, culture and societyWorksheet 29 An ice cream stall

Worksheet 30 A famous portrait

ARTS AND CRAFTS WORKSHEETSSCIENCE TOPICS

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The Student's BookArts and Crafts Students Book consists of fifteen units. There are thirty-eightworksheets, organised in three terms and divided into two blocks. The first blockincludes worksheets designed to practise two-dimensional tasks. There are twotypes: drawing and art techniques, and introduction to the world of art. The second

block introduces craftwork and practice with three-dimensional techniques.

Drawing and art techniques

Three-dimensional techniques

The activities in this block relate to colour, shape and organisation of the drawing space. The second

worksheet of each unit analyses techniques used by famous artists.

These pages, at the back of the Students Book, have thicker paper which is suitable for three-dimensional crafts.The students explore new techniques working in three dimensions.

73seventy-three

Columbus Day: a totem pole

Look at the model, then colour the pictures. Cut out the pieces, then fold along

the dotted lines. Glue the pieces together to make your totem pole.

31

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Number and title of theworksheet

Finished model

Icons indicating the materialsneeded to completethe worksheet

Pieces to cut out andglue together

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Drawing a still life1

Draw and colour a still life.

A still life is the representation of inanimate

objects, for example, foods, musical instruments,

flowers, etc. Before you draw a still life, make a

sketch to organise the elements within your

composition. Finally, add the details and colour.

1 _ - .indd 11 1 11: 1

Number and title of theworksheet

Model to follow

Icons indicating the materialsneeded to complete the activity

Drawing space

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Objectives

To draw a still life

To use a sketch as a first step

in drawing

To learn about organising

the elements in a composition

Materials

Graphite pencil

Coloured pencils

Rubber

Teaching suggestions

Ss listen totrack1.1and answer.

Explain that a still life is a

representation of inanimate objects.

Remind Ss of the importance of

making a quick pencil sketch before

they start drawing with more detail.

Draw their attention to the sketch in

the Student's Book and say: A sketch

helps us to organise the elements of

our composition better.

Then, Ss complete the sketch and

drawing, using colours of their choice

and adding a few more details.

Afterwards, volunteers show their

work to the class.

Anticipating difficulties

Remind Ss to use light pencil strokes

when sketching, so the lines are not

visible in the finished drawing.

UNIT 1

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A stilllife isthe representation of inanimate

objects,forexample,foods,musical instruments,

flowers,etc.Before you drawa still life,make a

sketch to organise the elementswithin your

composition.Finally,add the detailsand colour.

4 2 4 _ 7- 2 7 / / 2 4 2

LEARNING TO LEARN

Ss learn to use asketch to

organise the elements of their

compositions.

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UNIT

1

9nine

A food poster2

Look at the poster by Greg Brown, then look at the illustration. Draw a poster using some of these

objects. Choose your own materials. Finally, add a ny more details you like and write a title.

4 2 4 _ 7 - 2 / / 2 4 2

Objectives

To study a poster closely

To freely choose materials

to interpret a work of art

To draw a poster applying different

techniques

Materials

Graphite pencil

Coloured pencils

Felt-tip pens

Wax crayons

Tempera paints

Paintbrushes Rubber


Ss listen totrack 1.2and answer.

Explain: Greg Browns still life is

original because it gives life to

inanimate objects. This makes the

poster fun to observe.

Ask Ss to draw their own version

of Browns poster, choosing some of

Browns objects, as well as adding

their own details.

After completing the activity, Ss take

turns to show their posters to the

class, describing their compositions

in their own words.


To boost their confidence and

creativity, suggest Ss practise

sketching fun vegetables and fruits

on scrap paper first.

Digital resources

17

COMPUTER DRAWING PROGRAM

Imitating Mondrian

This first activity is a revision of the basic applications seen in the previous course,

such as creating shapes and colouring them in.

Mondrian developed a distinctive style influenced by the Cubist movement in

art early in the 1900s. In his paintings he used a grid of black lines on a white

background. He filled it in with geometric shapes, such as squares and rectangles,

painted with primary colours (red, blue and yellow).

By doing this activity, Ss will be able to interpret Mondrians artwork and then create

their own version.

AUTONOMY ANDPERSONAL INITIATIVE

This activity promotes creativity

by allowing Ss to draw their own

version of a famous work of art.

ART MASTERPIECES

Postersare sheets of paper, cardboard or any

other printable material which combine text

and images. Posters are usually displayed in

public places to draw consumers' attention. They

are used to advertise films, political or sales

campaigns and cultural events, such as concerts

and art exhibitions. Posters are informative as

well as decorative. Very big posters are called

billboards.

Alfons Mara Mucha and Henri de Toulouse-

Lautrec were artists famous for their poster

artwork. Mucha (1860-1939) was a Czech painter

and decorative artist, well-known for his unique

Art Nouveau style, as seen in the poster on the

right. Lautrec (1864-1901) was a French

Post-Impressionist painter and Art Nouveau

illustrator. He is also famous for his bohemian

posters painted for the Moulin Rouge.

Greg Brown is a 20th century artist. Club Veg

is one of a series of posters he painted of funny

vegetable characters in different situations.

In this one, they are on holiday!The Lady of the Camellias

by Alfons Mara Mucha

.

.

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Information and practice pages

The Teacher's Book

Basiccompetencesacquired bydoing activities

Objectives

Class Audiotrack numbers

Reproductions ofStudents Bookpages

Materialsneeded to

complete theactivity

Suggestionsto overcomedifficultiesinherent tothe activities

Resources in thei-book to practisea full range ofcomputer drawingtechniques usingdifferent tools

Teachingsuggestions forpresentation

Resources inthe i-bookrelated to thestudy of artmasterpieces

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Creativity

Objectives

To develop creativity

To foster interest in drawing as

a means of expression

To freely illustrate a piece of music

Materials

Graphite pencil

Coloured pencils

Wax crayons

Rubber


Before Ss listen to the music, explain

that the music may sound familiar.

It has been used in TV series and

played by several artists.

Afterwards, ask: Have you heard

this music before? Do you know anypopular dances from your country

or town?

DRAWING DICTATION

DRAWING THE MUSIC

Czardasby Vittorio MontiTrack 1.4

Before listening to the music, talk about the composer.

Vittorio Monti (1868-1922) was an Italian composer, violinist and conductor.

Explain that Czardas,composed in 1904, is Monti's most famous

composition and is based on the traditional Hungarian folk dance of the

same name. Czardais an old Hungarian term which means tavern. This

musical arrangement is composed in two movements; the first part is slow

and the second one is fast. It was initially written for violin, mandolin and

piano, but nowadays it is played on more instruments, such as saxophone

and guitar.

Ss listen closely to the music and draw the scene it inspires.

The hungry ghostTrack 1.3

Listen to the story about Gary the ghost.

Gary is a ghost who lives alone in a big, empty house.

He is always hungry!

One day a family comes to live in the house.

There is a grandmother, a mother and two children.

Now, there is always food to eat. There is cheese, milk,

bread and fruit.

Gary isnt hungry anymore!

Now, draw Gary the ghost with his new family.

UNIT 1

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UNIT1

Materials

White modelling clay

Modelling tools

Drinking straws

Thin string

Tempera paints

Paintbrushes

Wooden sticks or skewers

Objectives

To make a puppet from clay

To organise the steps needed to make a craft

To foster imagination and creativity

CRAFTS

A clay puppet

19

CREATIVITYObjectives To develop creativity

To listen closely to a dictation

To draw freely

Materials

Graphite pencil

Coloured pencils

Wax crayons

Rubber


Ask Ss: Do you like ghost stories?

Do you know any?Etc.

Playtrack 1.3. Play the recording

again, pausing to ask questions to

check comprehension: Where does

Gary live?Etc. Then, Ss draw the

scene.

Afterwards, ask: What food is there

in your kitchen? Do you lay the table?

Do you help clean up after meals?

Evaluate creativity and

appropriateness to the theme.


Ss cover their tables with plastic or paper and prepare

the materials they need.

They draw a rough sketch of their puppet, so they

know how many pieces they will need to make.

Next, Ss mould small pieces of clay to form the arms,

legs, head and body of the puppet.

Before the clay dries, Ss use the wooden skewers

to make holes in each moulded piece, big enough

to push pieces of drinking straw through. These

drinking straw pieces will hold the string that enables

the puppet to move.

Ss paint their puppet using tempera paints and leave

it to dry.

Then, they put the puppet pieces together bythreading the string through the holes.

Finally, Ss cross two wooden sticks and tie them

in the middle with some string. To each end of the

sticks, they tie the puppets head, hands and feet.

Ask Ss to form small groups and make up a story using

their puppets. Volunteers can act out their story in front

of the class.


Some Ss may need help threading and correctly

assembling the puppet pieces. Also, remind them to

smooth out any cracks in the clay before allowing their

puppet pieces to dry.

Afterwards, ask: What traditional toys and games do

you have at home? What other toys do you play with?

Do you share them?

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Suggestionsfor materials

Instructionsto completethe craft

Photograph ofcompleted craft

Drawing dictationon the Class Audioand in the i-book

Drawingdictation:activities where

the studentsdraw followingauralinstructions

Drawing the music: activitieswhere students listen to piecesof classical music and drawwhat the music inspires

Drawing themusic on theClass Audioand in thei-book

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Teacher's resources

Songs

Songs help to reinforce language and artistic concepts in

English. They can be played while the students are working,

or at the beginning or the end of each lesson. The song Arts

andCraftsacts as the theme song of the book. Clean up

songis designed to be played at the end of each lesson as

the students clean up the classroom.

Task listening

There are two simple task listening activities per unit which

help students focus on the materials presented in the

Students Book. They help develop good listening skills, at

the same time as practising essential vocabulary.

Drawing dictation

Each unit presents one Drawing dictation. These activities

are designed to offer the students a chance to draw freely

following a recorded text. At the same time, students learn to

listen closely for detail and develop their own creativity.

Drawing the music

There is one Drawing the musicactivity per unit. Students

listen to carefully-chosen pieces of classical music and draw

what each piece inspires. Different musical sounds suggest

colours, characters, landscapes, etc., fostering individual

artistic creation.

The Class Audio

Computer Drawing Program

Digital competence processing information, learning

computer programs and applying technology creatively is

part of the learning process. The Teachers i-book provides

video of how to exploit a drawing program in the classroom.

Notes on how the program relates to the Arts and Crafts

syllabus are provided in this Teachers Book.

Art MasterpiecesArt masterpieces are used to enhance basic skills

(concentration, memory, reasoning, etc.) which are

fundamental to effective learning, critical thinking and

interpersonal communication.

The use of famous works of art familiarises learners with

well-known artists and their techniques, helping them to

improve observational skills and to gain artistic knowledge.

How Arts and Crafts relates to other subjects

The Class Audio is available on CD and also in the i-book. There are full transcripts

at the back of this Teacher's Book. These are the different types of recordings:

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The Teacher's i-book

The Teacher's Book features an additional craft in each of the fifteenunits. These crafts offer hands-on use of a variety of materials, such

as plasticine, fabric, clay and even recycled materials. The purpose

of the craft activities is to explore the expressive possibilities of

different materials, to experiment with how everyday objects can be

used for artistic purposes, to learn to plan the different stages

needed to make a craft and to practise new techniques to express

creativity and enjoy autonomy through art.

Arts & Crafts 4Teachers i-book is the digital version of the Arts & Crafts course, which integrates all

the teaching materials: the Students Book, the Teachers Book, the Audio material and the Computer

Drawing Program.

The Teachers i-book can be used in two different ways: as an interactive guide to prepare lessons,

or in class with an interactive whiteboard (IWB). It is extremely user-friendly: at the click of a button you

can open any page of the Students Book or Teachers Book as well as the resources needed to fully

exploit each section or activity.

The Computer Drawing Program offers one video per unit. Each video provides a step-by-step tutorial

which teaches the students how to use a variety of tools within the Drawing Program. In order to

familiarise the students with basic technical terms in English, the videos display subtitles to clarify

each task.

Click on on the i-book page to open the video. A few of the Drawing Program sessions

require a template. Click on on the i-book page to download the template to give to the

students prior to the session.

Richmond i-books now offer the possibility of saving all teaching sessions. This allows the teacher to

customise the i-book for each class session by session. The Richmond i-tools can be used to enhance

the i-book with teachers own materials.

The Teachers i-book

Crafts

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Term 11

Unit Content objectives Language objectives

1 To use a sketch to organise elements in a drawing

To draw and colour a still life

To choose materials to interpret a poster by GregBrown

To enumerate the elements that make upa still life

To describe a poster using food vocabulary

To listen to a dictation and draw Gary the ghost

2 To draw an adult and a child using outlines To learn about proportion in drawing the humanfigure

To interpret a painting with disproportionatefigures by Fernando Botero

To describe a country landscape To talk about a Romanesque church

To describe ones own artwork

To listen to a dictation and draw a lighthouse

3 To explore the effect of different backgroundcolours on a drawing

To make new colours by mixing colours To study and copy the style of cave paintings

To talk about colours

To describe a drawing of animals

To answer questions about cave paintings To listen to a dictation and draw a Halloweenwitch

4 To draw animals using straight and curved lines

To create an abstract composition usinggeometric shapes

To identify and name different types of lines

To revise geometric shapes

To talk about realistic and abstract art

To listen to a dictation and draw a beehive

5 To use grids to organise graphic space

To make patterns using geometric shapes

To interpret a Roman mosaic using collage

To learn about the materials mosaics can bemade of

To talk about geometric shapes and patterns

To listen to a dictation about an under the seascene and draw

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Plan for term 1

The unit crafts in the Teachers Book are designed to furtherpromote students creativity, develop their organisational skillsand show them the expressive possibilities of different materialsand techniques.

Term 1 focuses on cutting, gluing, decorating and modellinga variety of materials to make familiar objects.

The unit crafts for this term are a clay puppet, a photo framegreeting card, an owl made from recycled materials, a plasticinebasket and a clay mosaic.

Proportion in the humanfigure

Columbus Day:

a totem pole

Artistic expression with

different types of lines

World Television Day:

a television story strip

Drawing natural shapes

A Christmas play:

a model theatre

Crafts in the Teacher's Book

Use of sketches

for drawingUse of grids

Arrangement of elements

in a drawing

Coloured backgrounds Free use of colours Use of wax crayons

COLOUR

FORM

ORGANISATION OF GRAPHIC SPACE

3D

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Unit Contents Assessment criteria

1 Organising the elements in a composition

Drawing and colouring a still life

A poster by Greg Brown

Showing interest in learning about poster art

Reflecting on the importance of arrangingelements in a composition

Use a sketch to organise elements in a drawing

Draw and colour a still life

Choose materials to interpret a poster by GregBrown

2 Drawing an adult and a child

Proportion within a composition

A painting by Fernando Botero

Use of disproportion in a composition

Appreciating the artistic use of disproportionto portray the human body in art

Recognising the importance of proportionfor drawing people

Draw an adult and a child using outlines

Apply proportion in a drawing of an adult anda child

Interpret a painting by Fernando Botero withdisproportionate figures

3 Different background colours

Making new colours

A cave painting from Ekain cave

Showing interest in learning how early humanspainted cave paintings

Copy a drawing onto a blue background andcompare two drawings with different backgroundcolours

Create new colours in a composition

Create a drawing in the style of cave paintingsby using various materials

4 Adding details to drawings using straight andcurved lines

Creating a composition with geometric shapes

An abstract work of art by Wassily Kandinsky

Showing interest in learning how three-dimensionaleffects are created on a flat surface

Appreciating the ability of abstract art to provokereactions and emotions

Draw animals using straight and curved lines

Create an abstract composition using geometricshapes

5 Using grids to organise graphic space

Designing friezes

A Roman mosaic

Showing interest in learning about the historyof mosaics

Complete friezes using grids

Create friezes using patterns with geometricshapes

Interpret a Roman mosaic using collage

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Unit Key competences

1Competence in linguistic communication

Making up and acting out a story with a puppet (TB p. 19: Crafts: A clay puppet)

Processing information and digital competence

Revising the use of basic applications and drawing tools to create compositions using geometric shapes

(TB p. 16: Computer drawing program. Imitating Mondrian)


Using preliminary sketches to organise the elements of a still life (SB p. 7: Drawing a still life; TB p. 16: Teachingsuggestions)

Use different materials and techniques to produce posters (SB p. 8: A food poster. Audio recording, track 1.2)

2Mathematical competence

Transforming a flat surface into a 3D craft (SB p. 73: Columbus Day: a totem pole)


Understanding the expressive possibilities of disproportionate features in depicting human figures (TB p. 21:Teaching suggestions)

Competence in learning to learn

Studying Fernando Boteros artistic use of disproportion in order to interpret his painting Family(SB p. 13: A different kind of family; TB p. 21: Art masterpieces)


Comparing drawings with different coloured backgrounds (SB p. 15: Drawing on coloured backgrounds;

TB p. 24: Teaching suggestions)

Knowledge and interaction with the physical world

Experimenting with colours (SB p. 15: Drawing on coloured backgrounds; TB p. 24: Teaching suggestions)

Listening to and answering questions about the characteristics of animals in order to draw a jungle scene(SB p. 15: Drawing on coloured backgrounds. Audio recording, track 3.1)


Studying and copying the style of cave paintings to learn about the art of early humans (SB p. 17: Cave paintings;TB p. 25: Teaching suggestions)


Telling stories using television story strips (SB p. 75: World Television Day)

Mathematical competence

Observing symmetry in nature (SB p. 19: Using lines to draw animals. Audio recording, track 4.1)

Learning to use geometric shapes in abstract compositions (SB p. 21: Geometric shapes. Audio recording,

track 4.2; TB p. 29: Teaching suggestions)

Autonomy and personal initiative

Applying new art techniques: 3D pictures, collage, weaving plasticine (TB p. 28: Computer drawing program.

Drawing a city with skyscrapers; SB p. 21: Geometric shapes; TB p. 31: Crafts: A plasticine basket)

5Mathematical competence

Repeating patterns and using grids (SB p. 25: Colourful friezes; TB p. 32: Teaching suggestions)


Learning about mosaics (SB p. 27: A mosaic: Audio recording, track 5.2; TB p. 33: Art masterpieces)

Competence in 'learning to learn'

Studying the techniques of mosaic making in order to reproduce mosaics (SB p. 27: A mosaic. Audio recording,

track 5.2; TB p. 33: Art masterpieces)

15


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Objectives

To draw a still life

To use a sketch as a first step

in drawing

To learn about organising

the elements in a composition

Materials

Graphite pencil

Coloured pencils

Rubber



Explain that a still life is a

representation of inanimate objects.

Remind Ss of the importance of

making a quick pencil sketch before

they start drawing with more detail.

Draw their attention to the sketch in

the Student's Book and say: A sketch

helps us to organise the elements of

our composition better.

Then, Ss complete the sketch and

drawing, using colours of their choice

and adding a few more details.


work to the class.


Remind Ss to use light pencil strokes

when sketching, so the lines are not

visible in the finished drawing.

UNIT 1

7seven



A still lifeis the representation of inanimate

objects, for example, foods, musical instruments,

flowers, etc. Before you draw a still life, make a

sketch to organise the elements within your

composition. Finally, add the details and colour.

_ -

LEARNING TO LEARN

Ss learn to use asketch to

organise the elements of their

compositions.

16

Digital resources


Imitating Mondrian

This first activity is a revision of the basic applications seen in the previous course,

such as creating shapes and colouring them in.

Mondrian developed a distinctive style influenced by the Cubist movement in

art early in the 1900s. In his paintings he used a grid of black lines on a white

background. He filled it in with geometric shapes, such as squares and rectangles,

painted with primary colours (red, blue and yellow).

By doing this activity, Ss will be able to interpret Mondrians artwork and then create

their own version.


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UNIT1

9nine

A food poster2

Look at the poster by Greg Brown, then look at the illustration. Draw a poster using some of these

objects. Choose your own materials. Finally, add any more details you like and write a title.

_ -

Objectives

To study a poster closely

To freely choose materials

to interpret a work of art

To draw a poster applying different

techniques

Materials

Graphite pencil

Coloured pencils

Felt-tip pens

Wax crayons

Tempera paints

Paintbrushes

Rubber

Teaching suggestionsSs listen totrack 1.2and answer.

Explain: Greg Browns still life is

original because it gives life to

inanimate objects. This makes the

poster fun to observe.

Ask Ss to draw their own version

of Browns poster, choosing some of

Browns objects, as well as adding

their own details.

After completing the activity, Ss take

turns to show their posters to the

class, describing their compositions

in their own words.


To boost their confidence and

creativity, suggest Ss practise

sketching fun vegetables and fruits

on scrap paper first.

17


This activity promotes creativity

by allowing Ss to draw their own

version of a famous work of art.

ART MASTERPIECES

Postersare sheets of paper, cardboard or any

other printable material which combine text

and images. Posters are usually displayed in

public places to draw consumers' attention. They

are used to advertise films, political or salescampaigns and cultural events, such as concerts

and art exhibitions. Posters are informative as

well as decorative. Very big posters are called

billboards.

Alfons Mara Mucha and Henri de Toulouse-

Lautrec were artists famous for their poster

artwork. Mucha (1860-1939) was a Czech painter

and decorative artist, well-known for his unique

Art Nouveau style, as seen in the poster on the

right. Lautrec (1864-1901) was a French

Post-Impressionist painter and Art Nouveauillustrator. He is also famous for his bohemian

posters painted for the Moulin Rouge.

Greg Brown is a 20th century artist. Club Veg

is one of a series of posters he painted of funny

vegetable characters in different situations.

In this one, they are on holiday!The Lady of the Camellias

by Alfons Mara Mucha


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Objectives To develop creativity




Materials

Graphite pencil

Coloured pencils

Wax crayons

Rubber


Before Ss listen to the music, explain

that the music may sound familiar.

It has been used in TV series and

played by several artists.

Afterwards, ask: Have you heard

this music before? Do you know any

popular dances from your country

or town?

DRAWING DICTATION

DRAWING THE MUSIC

Czardasby Vittorio MontiTrack 1.4


Vittorio Monti (1868-1922) was an Italian composer, violinist and conductor.

Explain that Czardas,composed in 1904, is Monti's most famous

composition and is based on the traditional Hungarian folk dance of the

same name. Czardais an old Hungarian term which means tavern. This

musical arrangement is composed in two movements; the first part is slow

and the second one is fast. It was initially written for violin, mandolin and

piano, but nowadays it is played on more instruments, such as saxophone

and guitar.


The hungry ghostTrack 1.3

Listen to the story about Gary the ghost.

Gary is a ghost who lives alone in a big, empty house.

He is always hungry!

One day a family comes to live in the house.

There is a grandmother, a mother and two children.

Now, there is always food to eat. There is cheese, milk,

bread and fruit.

Gary isnt hungry anymore!

Now, draw Gary the ghost with his new family.

UNIT 1

18

CREATIVITYObjectives To develop creativity


To draw freely

Materials

Graphite pencil Coloured pencils

Wax crayons

Rubber


Ask Ss: Do you like ghost stories?

Do you know any?Etc.


again, pausing to ask questions to

check comprehension: Where doesGary live?Etc. Then, Ss draw the

scene.

Afterwards, ask: What food is there

in your kitchen? Do you lay the table?

Do you help clean up after meals?




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UNIT1

Materials

White modelling clay

Modelling tools

Drinking straws

Thin string

Tempera paints

Paintbrushes

Wooden sticks or skewers

Objectives To make a puppet from clay

To organise the steps needed to make a craft


CRAFTS

A clay puppet

19




They draw a rough sketch of their puppet, so they

know how many pieces they will need to make.

Next, Ss mould small pieces of clay to form the arms,legs, head and body of the puppet.

Before the clay dries, Ss use the wooden skewers

to make holes in each moulded piece, big enough

to push pieces of drinking straw through. These

drinking straw pieces will hold the string that enables

the puppet to move.

Ss paint their puppet using tempera paints and leave

it to dry.

Then, they put the puppet pieces together by

threading the string through the holes.

Finally, Ss cross two wooden sticks and tie them

in the middle with some string. To each end of the

sticks, they tie the puppets head, hands and feet.

Ask Ss to form small groups and make up a story using

their puppets. Volunteers can act out their story in front

of the class.


Some Ss may need help threading and correctly

assembling the puppet pieces. Also, remind them to

smooth out any cracks in the clay before allowing their

puppet pieces to dry.

Afterwards, ask: What traditional toys and games do

you have at home? What other toys do you play with?

Do you share them?


20/10420

Objectives

To draw an adult and a child

To understand the concept

of proportion and apply it to

a drawing

To complete a drawing using

outlines

Materials

Graphite pencil

Coloured pencils

Rubber



Explain that proportion is the

relationship of the size of the elements

within a composition. Ss observethe drawings. Ask questions: Whose

head is bigger, the adults head or

the childs head?Whose hands are

bigger? Whose arms are longer? Etc.

Then, Ss draw an adult and a child

using the outlines as a guide.


work to the class. Ask: Do the outlines

make the activity easier? Do you

use outlines and sketches when you

draw?


Proportion may be a difficult concept

for some Ss to grasp. Bring some

drawings of different human figures to

class and draw some more examples

on the board.

UNIT 2

11eleven

Drawing people3

Look at the example and draw an adult and a child using the outlines.

Proportion is the relationship of the size of the elements

within a composition. Proportion is very important for

drawing people, for example, the head is smaller than the

torso and the legs and arms are longer than the torso.

_ -

20

Digital resources

KNOWLEDGE AND

INTERACTION WITHTHE PHYSICAL WORLD

Ss compare the proportions of

an adults body and a childs

body and observe the

differences. They learn how to

represent them in a drawing.

COMPUTER DRAWINGPROGRAM

Creating a front cover

This activity aims to practise how to

insert images and text when creatinga document.

Ss will learn how to create a front cover

for their school projects.

First, Ss position one rectangle on the

left side and another one on the right

side of the cover. The first rectangle

can be used as a text box, where Ss

can type the title of their project. Ss

can decide on the font size for the text

and the colours they wish to use. The

second one can be used for decorativeimages.

Creating front covers inspires Ss to take

pride in their work, as well as fostering

creativity and imagination.

S

C

IE

N

C

E


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UNIT2

13thirteen

A different kind of family4

Look at the painting and the illustration. Compare the differences.

Now, draw your own version of Boteros painting.

Family.Fernando

Botero, 1983.

Fernando Botero(1932) is a Colombian painter and sculptor.

He likes to paint very corpulent and disproportioned

figures to make them more expressive.

_ -

Objectives

To compare a drawing to the

masterpiece which inspired it

To interpret a work of art

To create a composition with

disproportionate human figures

Materials

Graphite pencil

Coloured pencils

Wax crayons

Felt-tip pens

Tempera paints

Paintbrushes

Rubber

Teaching suggestionsSs look at the two compositions, listen

totrack 2.2and answer.

Explain: Not all artists use real-life

proportions. Some artists draw certain

parts of a figure bigger or smaller

than they really are. This can make

them look more expressive. Give

the example of caricatures done by

street artists. They usually emphasise

one feature of their subjects face by

making it extremely big. Ask: Can yougive examples of cartoon characters

that have disproportionate features?

Then, Ss draw their own version of

Boteros painting.

Afterwards, ask: Which do you

prefer, drawing proportionate or

disproportionate figures? Which

do you think is more fun?


Some Ss may find it difficult to draw

a disproportionate human figure.

Show them pictures and encourage

them to use their imagination. Remind

Ss to draw a pencil outline of their

composition before adding details.

21

CULTURAL AND ARTISTIC

Ss discover how a work of art

can inspire their own creativity.

ART MASTERPIECES

Fernando Boterowas born in Colombia in

1932. He started off working as an illustrator

for the newspaper El Colombiano. Then, he

travelled to Spain, France, Italy and Mexico,

where he studied art.Botero paints human and animal figures with

rotund and disproportionate shapes, a unique

style which makes his work unmistakable. This

style of art is called Boterismo.

Botero is inspired by historic figures, bourgeois

life, Colombian culture and the great European

masters. Many of his paintings include settings

and backgrounds typical of the Colombian

landscape.

Botero isnt famous only for his paintings but

also for his sculptures. The sculpted figures are

similar to the ones depicted in his paintings. They are on display in over

twenty-five countries including Spain, where they can be seen in Barcelona,

Madrid, A Corua, Mallorca and Oviedo.

Boteros work largely revolves around the theme of family and his love for his

native country, Colombia. The painting Familyis similar to the family portraits

of the 19thcentury, in which families would pose for posterity. It is an oil painting

on canvas.

21


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Objectives



To draw freely

Materials


Wax crayons

Rubber


Ask: Have you ever been to a zoo?

What did you see? Etc.

Playtrack 2.3. Pause often to check

comprehension. Ask: What animals

does she like to watch? What is thebest part of the zoo?Etc. Then, Ss

draw the scene.

Afterwards, ask: What is your

favourite part of a zoo? What places

do you visit with your family?



Objectives





Materials

Graphite pencil

Coloured pencils

Wax crayons

Rubber


Set the scene before listening to

the music: Do you listen to classical

music?What is your favourite kind

of music?Etc.

After Ss have completed the activity,

ask: Does the music make you

feel happy or sad? Can youname

some other famous classical musiccomposers? Etc.

DRAWING DICTATION

DRAWING THE MUSIC

RondeaufromOrchestral SuiteNo. 2by Johann Sebastian BachTrack 2.4


Johann Sebastian Bach (16851750) was a German Baroque composer

and organist. Bach came from a family of musicians, and thanks to

them he was exposed to music from an early age. He played severalinstruments and wrote over 1,100 musical compositions. During his lifetime,

Bach was regarded as an old-fashioned composer, but nowadays he

is considered one of the greatest composers of all time. His compositions

became famous almost 100 years after his death, when the composer Felix

Mendelssohn performed the St Matthew Passion.

Explain that rondeau is a French word, which refers to a popular, traditional

French dance that is performed in a circle. This dance music inspired Bach.

Bachs rondeauhas a fast tempo and is characterised by the regular

repetition of its chorus.


The zooTrack 2.3

Listen and draw.

I love visiting the zoo! I usually go with my mother

and my little sister.

I like to watch the lions walking around in their cage.

I like to visit the Elephant House. The African elephants

look really funny with their long trunks and big ears.

My sister loves to watch the monkeys. The mothers

carry the little baby monkeys on their backs.But the best part of the zoo is the little ice cream shop.

I always choose a big chocolate ice cream. Yum-yum!

UNIT 2

CREATIVITY

22


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UNIT2

Materials

Graphite pencil

Coloured card

Tissue paper

Photographs

Rubber

Ruler

Scissors

Glue

Objectives To make a photo frame greeting

card using various techniques

To organise the steps needed

to make a craft

To foster imagination and

creativity

CRAFTS

A photo frame greeting card

Teaching suggestions Ss prepare all the materials they need before they

start making the craft.

First, they draw a large square on a piece of coloured

card and cut it out. Then, they fold it in half.

Next, Ss use a ruler to draw a rectangle on one half

of the card. Ask them to make sure the rectangle is

exactly centred.

Ss cut the rectangle out very carefully.

Then, they are ready to decorate the frame. They canglue on balls of tissue paper, lentils, glitter, ribbon or

shapes cut out from different-coloured card.

Finally, Ss glue a photograph inside the card.

Afterwards, suggest Ss write a greeting inside the card

and give it to a family member.


Some Ss may need help centering and cutting out the

rectangle.

23


24/104

Objectives

To copy a drawing of animals on

a coloured background

To compare and explain the

difference between the effect of

different background colours

on a drawing

To make new colours by mixing

colours

Materials

Graphite pencil

Coloured pencils

Rubber



Explain that the colour of the

background affects the final drawing.

Ask: Is the blue background a warm

colour or a cold colour?

Ss look at the drawing. Ask:What

animals can you see? What plants

can you see?

Next, Ss copy the drawing onto the

blue background and colour it using

the same colours as in the example.

Tell Ss that they can mix two coloursto make a new one. For example, red

and yellow make orange.

After completing the activity, Ss

compare the two pictures: Which

picture do you prefer? Why? Do the

colours look the same on the blue

background?


Ss should practise sketching animal

figures and mixing colours on scrappaper before they do the activity.

UNIT 3

15fifteen

Drawing on coloured backgrounds5

Copy the drawing onto the blue background. Use the same coloured pencils

as in the example. Compare the drawings.

When you mix two colours together you get a new colour. For

example, when you mix red and yellow you make orange. Coloured

backgrounds also change the colours you are using.

_ -

24

Digital resources


Creating a landscape

This activity focuses on the use of lines in an artistic composition. Ss first insert

a photo into the drawing program, then draw lines on top of the photo in order

to create a new version of the same scene. Explain to Ss that they can vary

the type, width and colour of the lines in order to outline, fill in or represent the

elements in the picture. They can also use different shades of the same colour

to provide contrast. Finally, they delete the image under the lines to see the final

effect.


Ss express their preferences for

drawings with different coloured

backgrounds.

24


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UNIT3

seventeen 17

Cave paintings6

Create your own cave painting on the background. Draw a horse using wax crayons.

Next, diffuse the colours using cotton wool. Finally, trace around the outlines using felt-tip pens.

A cave painting of horses in Ekain cave, Guipuzcoa.

It was painted over 10,000 years ago.

Cave art is prehistoric drawings and paintings found

on rocks and in caves. Cave paintings were related to

hunting rituals and the practice of magic.

_ -

Objectives

To explore the effects of a coloured

background

To copy the style of cave paintings

To create a drawing using various

materials

Materials

Felt-tip pens

Wax crayons

Cotton wool



Explain that cave paintings were

painted by early humans thousands

of years ago. They painted on the

walls of the caves where they lived.

Paintings included drawings of

animals they hunted, people and

handprints. They used mineral

pigments and juice from berries

as paints. They used twigs, leaves

and their hands to paint with.

Ss make their own cave paintings

using wax crayons. They wipe the

colours lightly with cotton wool to

soften them.


Tell Ss to be careful not to mix the

different colours when they are wiping

them with cotton wool to soften them.

25


Ss learn how early humans

expressed themselves

artistically.

ART MASTERPIECES

Cave paintingswere painted by early humans. They can be found on the walls

of caves all over the world. Paintings included animals and hunting scenes. Thepainting of the bears in the photograph are from the cave paintings in the Ekain

cave in the Basque country.

The Ekain cave in Guipuzcoa, in the Basque country, contains a very important

collection of cave paintings dating from the Palaeolithic age. Among the paintings

is a panel of horses which includes a dozen horses along with four bison, a deer,

an ibex and a fish. The cave was declared a UNESCO World Heritage site in July,

2008. The Ekain cave is one of the most important sites of prehistoric cave paintings

along with the caves at Lascaux, Niaux and Altamira.

25


26/104

Objectives



To draw freely

Materials


Wax crayons

Rubber


Ask:Do you celebrate Halloween?

Whats your favourite costume?

Ss listen totrack 3.3. Play the

recording again, pausing to ask

comprehension questions: Is the witchbeautiful? Has she got a big or small

nose?Etc. Then, Ss draw the scene.

When they have finished the activity,

ask:Have you ever dressed up as

a witch? Etc.



Objectives





Materials

Graphite pencil

Coloured pencils

Wax crayons

Rubber



the music: Can you name any wind

instruments?Can you play a wind

instrument? Etc.


ask: Is it a fast piece or a slow piece?

Have you heard this music before?Do you like it? Etc.

DRAWING DICTATION

DRAWING THE MUSIC

Bugler's Holidayby Leroy AndersonTrack 3.4


Leroy Anderson (1908-1975) was an American composer. He composed

many famous light orchestral pieces of music. These pieces are stillpopular today. He has a star on the Hollywood Walk of Fame for his

contribution to music.

Buglers Holidaywas composed in 1954 for trumpet trio and orchestra.

It has been interpreted by school bands and professional orchestras all

over the world. Explain that a bugle (in the title) is a simple brass wind

instrument. The sounds are made by changing the shape of the mouth.

This instrument is used in the army to communicate orders. Ask Ss to

imitate playing a bugle by blowing into their fist and changing the shape

of their mouth.


A Halloween witchTrack 3.3

Listen and draw.

Draw an ugly witch in the centre of the page.

Shes got a very big nose. Shes got spots on her face.

She is wearing a long black dress

and a pointed orange hat.

She is wearing purple boots.

She is making a magic potion in a big black pot.

Draw her broomstick on the left.

Draw a black cat next to her broomstick.

At the top of the paper write: Happy Halloween!

UNIT 3

26

CREATIVITY

26


27/104

UNIT3

Materials

Recyclable materials from home

Tempera paints

Paintbrushes

Scissors

Glue

Objectives To make an owl from recycled

materials


to make a craft


CRAFTS

An owl made from recycled materials

27


Ss prepare the materials they have brought from

home (bottle tops, drink cartons, shoe boxes, cereal

boxes, plastic cups and plates, coloured paper, wool,

cotton wool, buttons, etc.). They make sure the items

are clean.

Show Ss the finished owl. They say what materials

have been used to make the owl.

Ss choose materials and experiment with different

combinations before they glue the pieces together.

When they are satisfied with their owl, they glue the

various pieces together and paint and decorate them.

When Ss have finished, display the owls around the

room. Ask volunteers: Can you tell the class what

materials you used to make your owl?


It may help Ss to do a sketch of their owl on scrap

paper first. They should try different combinations of the

materials before they glue them together.

27


28/104

Objectives

To draw animals using outlines

as a guide

To add details to drawings and

create effects using curved

and straight lines

Materials Felt-tip pens


Explain that we can use different

kinds of lines (straight, curved, thick,

thin, different-coloured lines) to add

details to drawings and create effects.

Explain the meaning of symmetrical:

Symmetrical means that both sides

of a figure, an object or a pattern are

identical. Draw some examples on

the board.


Suggest that Ss start their drawings

with the outlines and then fill them in

with different types of lines. Encourage

them to be creative and use their

imagination.

After completing the activity,

volunteers show their work to the

class. Ask:Have you used morecurved lines or straight lines in your

drawings?


Remind Ss that felt-tip pens cannot

be rubbed out so they should think

carefully before they draw lines.

UNIT 4

19nineteen

Using lines to draw animals7

Look, then draw animals with curved and straight lines.

In these illustrations, the artist uses different types of lines

to draw animals and create different details and effects.

For example, he draws a snails shell with curved linesand

decorates it with straight lines.

_ -

28

Digital resources

COMPUTER DRAWINGPROGRAM

Drawing a citywith skyscrapers

In this activity Ss learn to make andmanipulate three-dimensional shapes.

Remind Ss that lines that converge

on the horizon give the impression of

depth. Tell Ss that they should draw the

elements in the background first and

work towards the foreground.

LEARNING TO LEARN

Ss learn to apply different typesof lines to add details and create

symmetry in drawings.


29/104

UNIT4

21twenty-one

Geometric shapes I8

Cut out the shapes. Next, try out different combinations on page 23.

When you decide on a composition you like, stick the pieces.

Painting by Wassily Kandinsky, 1926.

Wassily Kandinsky(1866-1944) was a Russian painter.

He was one of the creators of abstract art. He used lots

of lines and geometric shapes in his works of art.

_ -

LINGUISTICCOMMUNICATION

Ss learn to express their opinions

about a work of art.

Objectives

To appreciate an abstract work

of art

To carefully cut out geometric

shapes

To create an abstract composition

using geometric shapes

Materials

Scissors

Glue



Ss look at Kandinskys painting. Ask:

What geometric shapes can you

see? Explain that this painting is an

example of abstract art. Abstract artdoes not depict things, people or

places as we see them in the real

world. It uses shapes, lines, colours

and technique to provoke reactions

and emotions.

Ask Ss to look at the painting by

Caravaggio on page 41 and compare

it to Kandinskys work. Ask:Which

painting is realistic? Which do you

prefer?

Ss carefully cut out the geometricshapes and glue the pieces on page

23 to create an original abstract

composition.


Advise Ss to practise various

compositions before finally gluing the

pieces into place.

29

ART MASTERPIECES

Wassily Kandinsky (1866-1944)was born

in Moscow. When he was thirty, he moved

to Munich and began painting. At first, his

paintings were quite realistic. However, after

a trip to Paris in 1909, the influence of Fauvismand Post-Impressionism began to appear in

his work.

Kandinsky was very influential in 20thcentury

art. He taught at the Fine Arts Academy of

Moscow and later at the Bauhaus school of art

and design, Germany. When the Bauhaus was

closed in 1932, he emigrated to France and

continued to paint prolifically until his death

in the outskirts of Paris in 1944.

Kandinskys work combines his knowledge of music with abstract art. In this

painting (1926) we can see his use of bright colours and complex designs, differentgeometric shapes and straight and curved lines.

29


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Objectives



To draw freely

Materials


Wax crayons

Rubber


Ask: Where do bees live? Have you

seen a beehive? Etc.

Ss listen totrack 4.3. Play the

recording again, pausing to ask

comprehension questions: Where arethe bees? What colour are they? Etc.

When Ss have finished the activity,

ask them to work in pairs and

describe their drawings.



Objectives





Materials

Graphite pencil

Coloured pencils

Wax crayons

Rubber



the music:Have you seen a ballet?

Which one?

Explain the meaning of the title. (Les

bichesare female deer.)


ask: Was it happy music?

DRAWING DICTATION

DRAWING THE MUSIC

Les Bichesby Francis Jean Marcel PoulencTrack 4.4


Poulenc (1899-1963) was a French composer and pianist. He composed

this piece for a Russian ballet when he was twenty-four years old. Thismusic made him famous. He was very popular during the 1920s and

1930s in Paris. His music, although written during the early 1920s, is

characterised by strong rhythms and harmonious melodies. Poulenc

also wrote religious choral music. He is particulary known for his songs,

which are highly lyrical.


UNIT 4

30

CREATIVITY

The bee hiveTrack 4.3

Listen and draw a beehive and some bees.

Draw a large beehive in the centre of the page.

This is the beehive.

Draw lots of bees flying around the beehive.

Draw the bees like this:

Their bodies are round and fat.

Draw vertical straight lines on the bodies. Colour

them yellow and black.

Their heads are circles. Their eyes are small circles.

Their wings are two big triangles.

Their six legs are thin, straight lines.


31/104

UNIT4

Materials

Coloured plasticine

Modelling tools

Cardboard

Glue

Objectives To make a basket of flowers with

plasticine


to make a craft


CRAFTS

A plasticine basket

31


Ss create textures and details on a three-dimensional

craft using plasticine.



Show Ss the finished craft. Point out the basket, the

flowers and the leaves.

Ss roll out lengths of plasticine.

Next, they weave the horizontal lengths of plasticine

over and under rows of vertical lengths.

To make the handle, Ss twist two plasticine lengths

together and press them into the sides of the basket.

Then, Ss mould plasticine into flowers and leaves.

They use modelling tools to make the lines on the

leaves.

Finally, Ss glue their work to a piece of cardboard to

make it more stable for taking home.

Afterwards, Ss exhibit their work around the

classroom. Ask: What do we use baskets for? Where

can we see them?


Ss may need help weaving the lengths of plasticine.


32/104

Objectives

To make decorative designs

following a model

To complete friezes using grids

To make patterns using geometric

shapes

Materials

Felt-tip pens


Ask Ss to look at the model friezes.

Explain that grids are used as a guide

in drawing to organise space in a

composition when we copy an image.


Explain that to do this activity, Ss need

to pay close attention to the shapes

and colours that go in each grid.

Ask: What shapes can you see in the

snake?(Small triangles.) What colours

are they?(Green and orange.) And

in the flowers of the second frieze?

(More triangles.)

Afterwards, ask: Where can you see

designs like this? (On the tiles in the

kitchen or the bathroom.)


Ss should use a ruler to complete their

friezes neatly.

UNIT 5

25twenty-five

Colourful friezes9

Use the grids to complete the friezes. Then, design your own frieze.

_ -

MATHEMATICAL

COMPETENCE

Ss learn how to repeat patterns

using grids as a guide.

32

Digital resources


Making a Christmas card

In this activity, Ss use 3D elements, for example, cylinders and spheres, to make

a Christmas card.

Ss can choose their own colour schemes and if they wish, add a text to the card,

such as a simple greeting. Finally, they can print it out and give it to a friend or

a family member.


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UNIT5

27twenty-seven

A mosaic

Look at the mosaic and the illustration.

Now, create your own version using pieces of coloured card.

Mosaics are artistic compositions made of small coloured

pieces of different materials, such as ceramic, stone or glass.

We call the pieces that make up a mosaictessarae. Mosaics

can depict geometric shapes, human figures or animals.

10

Roman mosaic.

_ -

Objectives

To learn about mosaics

To make a mosaic using collage

Materials

Coloured card or paper

Scissors Glue


Ss look at the photo of the mosaic,

listen totrack 5.2and answer.

Explain that the Romans used

mosaics to decorate the floors, walls,

columns and ceilings of their buildings

and that we still use this decorative

technique today.

Ask Ss to look at the two mosaics.

Explain that the technique used to

make the mosaics is the same, but

different materials have been used.

Tell Ss to plan their mosaic. First, they

decide the colours that will go in each

part of the drawing. Then, they cut

small square tiles out of the coloured

paper and carefully glue each one in

place to make the shapes.

Anticipating difficultiesSs should work in small sections and

stick the squares carefully to avoid

getting glue on them.

When they have finished, ask: What

other materials can we use to create

mosaics? (Pulses, plasticine, cut up

paper from a magazine, etc.)

33

ART MASTERPIECES

Mosaicscame from the

ancient Mesopotamian,

Persian and Greek

cultures.

The Romans mademosaics with small cubic

tiles called tesserae,

made of calcareous

rocks, glass or ceramics.

Byzantine artists added

gold to their mosaics.

The artist made an image

with the tiles and then

filled in the gaps with

liquid mortar to stick the

tiles together.

Mosaics were used to decorate the floors, walls and ceilings of buildings. One of

the most famous examples of mosaics in Spain is found in Parc Gell, Barcelona.

Another example is the Arabic mosaics in the Alhambra, Granada.

The Roman mosaic depicting a male goat is one of the many mosaics on display

at the Bardo Museum in Tunisia. The museum houses a large collection of mosaics

collected from the floors of the Roman sites in Tunisia.


Ss apply new techniques as

a way to express themselves

and enjoy creating art.


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Objectives



To draw freely

Materials


Wax crayons

Rubber


Ask Ss: Do you like going to the sea?

What can you see under the sea?Etc.


again, pausing to ask comprehension

questions: What colour is thesubmarine? What animals can the

child see?Etc. Then, Ss listen and

draw the scene.

Afterwards, Ss share their drawings

with the class.

Evaluate creativity and appropiatness

to the theme.

Objectives





Materials

Graphite pencil

Coloured pencils

Rubber


Set the scene before listening to the

music: What is your favourite type

of music? What is your favourite

instrument?

When Ss have completed the activity,

ask: Which piece of music did you like

best?

DRAWING DICTATION

DRAWING THE MUSIC

Music from different periodsin historyTrack 5.4

Explain to Ss that they are going to listen to three different types of music

from different periods of history. Tell them that music has been around for

as long as humans have. The first instance of music was perhaps clappinghands and singing in nomadic tribes. Since then and up to the present day,

music and musical instruments have developed a great deal.

Ss listen closely to the music and draw the scene each piece inspires.

They can divide their sheet of paper into three parts, one for each piece

of music.

Under the seaTrack 5.3

Listen and draw.

In my little yellow submarine under the sea, I can

see all kinds of animals.

I can see pink starfish on the seabed.

I can see flat, yellow and black fish swimming

in a group.

There are two little seahorses swimming around.

I can see a baby octopus swimming next to a crab.

Now I can see a great white shark. Its time to go!

UNIT 5

34

CREATIVITY


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UNIT5

Materials

Modelling clay

Tempera paints

Paintbrushes

Ruler

Objectives To make a clay mosaic with geometric

shapes


to make a craft


CRAFTS

A clay mosaic

35




Suggest that Ss use a bottle top or coin to make

a template for the circles. For all other shapes, they

should use a ruler.

Next, Ss roll out a rectangular piece of clay 1 cm thick.

They use a ruler to cut triangular pieces off the corners

to make the six-sided shape of the base.

Ss make small geometric shapes such as squares,

triangles and circles whith the clay. They place the

shapes on the base to create their own composition.

Ss can choose different-coloured modelling clay or

paint the shapes using tempera paints.


Ss may need help cutting out the clay circles.


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Objectives

To follow instructions to create

a three-dimensional craft

To colour a template appropriately

before folding it into a 3D model

To cut and fold carefully and

accurately

To make a model of a totem pole

Materials

Coloured pencils

Scissors

Glue


Ask Ss: Who discovered America?

(Christopher Columbus.) Then, ask:

What people already lived in Americawhen Colombus arrived?(Native

Americans.)

Tell Ss that Colombus Day is

celebrated in the USA every 12th

October, the date that Columbus

discovered the New Continent.

To commemorate this day, Ss are

going to make a totem pole. Explain:

Totem poles are carved from tree

trunks. They represent different

aspects of life in Native Americantribes, for example, important people,

events or legends.

Make up an Indian legend using

the totems in the completed model

and tell it to Ss. Alternatively, take

suggestions from Ss and make up

a legend as a class.

After completing the craft, ask Ss:

What animals would you use to

make a totem pole about the people

in your family?


Make sure Ss make the right folds

and glue the right flaps together.

Steps to make the craft

Ss look closely at the finished example in their Students Book.

Next, they colour the elements of the totem pole.

Then, Ss carefully cut out the pieces and fold them along the dotted lines.

They assemble the figures and glue the flaps.

Ss glue the wings on the owl, using the red symbols as a guide. Pieces with the

same symbol go together.

Finally, Ss place the figures on top of each other following the pattern of arrows.

When the pieces are correctly in place, Ss secure them with glue.

COLUMBUS DAY: A TOTEM POLE

THREE-DIMENSIONAL CRAFTS


Ss learn about Native American

totem poles and their meaning.

36


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Next, they carefully cut out the television. They place the cork board under the

television and punch out the inside of the craft following the red dotted lines.

Then, Ss fold the television along the blue dotted line, and fold and glue the flaps.

Finally, Ss push the strip of vignettes through the lines made with the punch and

watch how the story unfolds across the screen.

WORLD TELEVISION DAY

FIRST TERM

LINGUISTICCOMMUNICATION

Ss narrate stories to each other

using a sequence of pictures.

Objectives

To make a three-dimensional craft

from a flat surface

To cut and punch out accurately

To use a sequence of pictures to tell

a story

To make a craft of a television witha moving screen

Materials

Scissors

Punch

Cork board

Glue


Explain to Ss that Television Day iscelebrated on 21stNovember, and that

they are going to celebrate this day

by making their own televisions. Ask:

How many hours of television do you

watch each day? Do you like the same

programmes as your brother/sister/

parents?

Ss look at the completed model in their

Students Book. Ask them what the

different buttons around the television

screen do. Then, they say what is

happening in some of the pictures.

After completing the craft, Ss narrate

the stories to each other in pairs.

Encourage them to add different

details each time.

Tell Ss that this craft can be used again

and again, as they can make more

story strips to watch on their new

televisions.

Anticipating difficultiesA punch is easy to make mistake with,and can also be a dangerous tool. Tell

Ss to use it correctly and carefully.

37


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Objectives

To make a three-dimensional craft

from a flat surface

To cut and assemble the pieces of

a craft

To build a craft with moving pieces

To create a stage for a Christmas

play

MATERIALS

Stiff card

Scissors

Glue


Tell Ss that they are going to make

a stage for a Christmas play on

which the people and animalscan move. Use the pictures in

their Students Book to teach them

the relevant vocabulary: curtains,

stage, characters, backdrop (the

background scenery). Ss describe the

different parts of the craft.

Then, ask: Do you and your family

set up a nativity scene at home?

What material are the pieces made

of? What other animals are there?

Have you ever seen a life-size nativityscene?

After completing the craft, Ss make

up a short Christmas play in groups

of three or four. They memorise the

dialogue and perform their play for

the class.


Make sure Ss know how to move the

characters with the guide strips.

A CHRISTMAS PLAY

THREE-DIMENSIONAL CRAFTS



Next, Ss carefully cut out the pieces of the craft.

They glue the parts of the stage structure onto stiff card so that the finished

stage is sturdy.

Then, they join the parts of the stage, folding the side skirts along the

dotted lines and gluing them to the backdrop: two at the top and two at

the bottom, as shown in the picture.

Next, Ss glue on the front part of the stage, the curtains. Finally, they glue the three people and the camel onto the four guide strips

so that they can be moved. They glue the sheep to the fixed strip at the

front of the stage, as indicated.

SOCIAL COMPETENCEAND CITIZENSHIP

Ss work in sma

Documents

Teacher's Book Art 4º Santillana