Download pdf - I'M A POP ARTIST!

Ce projet est construit à partir de divers supportsauthentiques trouvés en ligne ou référencés dans desmanuelsd’anglais,telsqueTeenTime5è,Hachette2017et English Vibes 4è, 2017. Il comprend également desactivitésd’exploitationadaptéesdecesmêmesmanuelsoucrééesparl’équipeenseignante.

Ce projet peut être mis en oeuvre dans le cadre duParcours d’Education Artistique et Culturelle endeuxièmeannéedecycle4etêtremenéeconjointementavecleprofesseurd’artsplastiques.

Lesnotions liéesà l’art sontexpliquéesencoursd’artset le professeur d’anglais se concentre sur l’apportculturel et lexical. Le projet final du cours d’artsplastiques (réalisation d’un auto-portrait) sertégalement de base pour l’évaluation du projet final decoursd’anglais(présentationdesonauto-portrait).

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✦ Séance1• Anticipationàpartirdutitreduprojetetdesupportsvisuels(affiches).• Présentationdesobjectifsduprojetetduprojetfinal.• AP:lesétapespourparlerd’uneoeuvred’art.• Lexique:lescouleurs,ladescriptiond’image

✦ Séance2• Pratiqueraisonnéedelalangue:there+BEauprésent,leprésentenBE+V-ing.

Activitésderéemploi.• Culture:lesoeuvresdeRoyLichtensteinetdeAndyWarhol.• Lexique:lesexpressionsdugoûtetdel’opinion,sejustifier• Lexique:l’art,lesnuances,l’expressiondesémotions

✦ Séance3• Ecouteretcomprendreunevidéoauthentiquedeprésentationd’unPopartiste.• Culture:RoyLichtenstein(vieprivée,techniquesd’art,sourcesd’inspiration).• Réagiràl’écrit/Parlerencontinu:parlerd’uneoeuvred’artenmobilisantles

outilsstratégiques,linguistiquesetculturelstravaillés.✦ Séance4• EcouteretcomprendreunevidéoauthentiquesurlePopArtetsesartistes.• Culture:lePopArt(dates,régions,caractéristiques,artistes,techniques...).

✦ Séance5• Lireetcomprendredesinformationsenligne.• Culture:lesgaleriesTATE,lesexpositionssurAndyWarholetKeithHaring.Le

PopArtdansdiversdomainesartistiques.• Lexique/Recap:lePopArt,sescaractéristiques,sestechniques.

✦ Séance6• Phonologie:l’accenttonique,laprononciationdelalettre«i».• Parlerencontinu:imiterEllieetconcourirpourêtreleprochain«TateKid».

✦ Séance7• EVALUATIONDELACOMPETENCECULTURELLE• EVALUATIONDECOMPREHENSIONDEL’ORAL-https://youtu.be/iMCxtFmzmxM

✦ Séance8• Lireetcomprendreunextraitdecritiqued’art.• Culture:JamesRosenquistetsatechniqued’art.MarylinMonroe.• Pratiqueraisonnéedelalangue:lesadjectifs(place,ordre,composition).

Activitésderéemploi.✦ Séance9• Lexique:ladescriptionmorale(lapersonnalité)• GETREADYFORYOURTASK-Expressionoraleencontinu.Consigneetdélai.

Déroulement & Activités

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Séance 1

Activité vidéo-projetée

Trace écrite

Document 1

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Séance 2

Document 1

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Document 2

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BECOME AN ART SPECIALIST!

ART Task 1 – Unscramble the letters to find words related to art. HELP : the first letter of each word is already framed.

a)PAERINT!………………………………….. e)DEMOL!…………………………………..

b)PNGANITI!………………………………….. f)LACAPENDS!…………………………………..

c)VACANS!………………………………….. g)FLES-PITORART!…………………………………..

d)OKRWFORAT=KROTWAR!………………………………….. =…………………………………..

COLOURS, LIGHTS, SHADES Task 2 – Make sure you understand the meaning of each adjective. Connect each one to its antonym.

warm colourful artificial bright glossyo o o o o

o o o o

natural cold gloomy monochromatic

MOOD, ATMOSPHERE, EMOTIONS Task 3 – Use the elements provided to fill in the blanks.

VERBE ADJECTIFDÉRIVÉ TRADUCTIONENFRANÇAIS

toamaze amazing

touplift inspirant,exaltant

tostimulate stimulating

tochill effrayant,quiglacelesang

todistress éprouvant,bouleversant,inquiétant

tobore boring

Task 4 – Match a word from Box 1 to a word from Box 2 to build up an adjective corresponding to the translation.

-quiinviteàréfléchir:……………………………………… -quibriselecoeur:……………………………..…………

-attirant,accrocheur:……………………………………… -émouvant,touchant:………………….…………………

-àcouperlesouffle:……………………………..…………

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BOX1:breath–eye–heart–soul–thought BOX2:breaking–catching–provoking–stirring–taking

Unadjectifdérivéd’unverbeestunadjectifconstruitàpartird’unverbe,enajoutantunpréfixeouunsuffixe.

VOCABULARY

" Enanglais,onajoutesouventlesuffixe………àunverbepourconstruireunadjectifexprimantune…………………..

" Enfrançais,cesadjectifsseterminentsouventparlesuffixe……… .Ex:excitingàpassionnant,palpitant

" Enanglais,certainsadjectifspeuventêtre…………………………deplusieurséléments:noms,verbes,adjectifs…

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Document 3

Séance 3

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Document 4

EXPLORE

ART AS A LIFESTYLE (1)

POP ART MASTER Theartandtheartist-Channel4News

! Getintotwogroups.Watchtheclipandtakenotestofillinthegridbelow.

Group A : The art ist ’s identity and personal l ife . Group B : The art ist ’s works and techniques.

! Name: ……………….………………………………….

! Period(years): ………………………………………….

! Family: ………………….……………………………….

! Music: ………………….…………………………….….

! Visionoflife:………………….…………………………

…………………..…………………….………..………….

! Whathesaid:

-«Eveninourmomentsofpersonalhighdrama,we’re

actuallyjust….………….…..…….……………..…... the

….………..……..……. we….…………………………. »

-«ThethingsI….………..………. ,I….…..…..………. »

! Placeofexhibitionandeventmentioned:….………….

……………………………………………..…….…………

! Visualelements: ………...……………………………….

………………………………………………...……………

! Atool: …..…………….…………………..…..………….

! Themes: ………….……...…...……………………….….

! Inspirations: ………………….……………………….….

……………………………………...………………………

! Workmentionedandanecdotearounditscreation:

………………….………….…………...……………….….

…………………………………………..…………………

! Completeyourclassmates’notesiftheyneedhelp!Then,presentyourfindingstotheclass.

AdaptedfromEnglishVibes4è(2017)–Project1

SHOW YOUR SKILLS

YOUR TASK

Youareaskedtotalkaboutanoil-on-canvaspaintingbyRoyLichtenstein.Workinteamsoronyourown.Chooseoneofthepaintingsbelow,thenusethetipstohelpyouwriteafewparagraphsinyournotebook.

GirlinWindow(1963)

DrowningGirl(1963)

LookMickey(1961)

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Step 2

Doestheartistuselotsofcolours?Whatorwhoisinthepainting?Wherearetheelementssituated?

Step 1

Whatisthetitleofthepainting?Whoistheartist?Whendidhepaintthiswork?

Step 3 Whatisthemeaningofthiswork?Whatistheartist’sgoal?

Step 4

Whatdoyoulike/thinkaboutit?Justifyyourself.

Concentre-toisurlesmots-clefs.

T"PS

@!

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Document 4

EXPLORE


POP ART MASTER Theartandtheartist-Channel4News

! Getintotwogroups.Watchtheclipandtakenotestofillinthegridbelow.

Group A : The art ist ’s identity and personal l ife . Group B : The art ist ’s works and techniques.

! Name: ……………….………………………………….

! Period(years): ………………………………………….

! Family: ………………….……………………………….

! Music: ………………….…………………………….….

! Visionoflife:………………….…………………………

…………………..…………………….………..………….

! Whathesaid:

-«Eveninourmomentsofpersonalhighdrama,we’re

actuallyjust….………….…..…….……………..…... the

….………..……..……. we….…………………………. »

-«ThethingsI….………..………. ,I….…..…..………. »

! Placeofexhibitionandeventmentioned:….………….

……………………………………………..…….…………

! Visualelements: ………...……………………………….

………………………………………………...……………

! Atool: …..…………….…………………..…..………….

! Themes: ………….……...…...……………………….….

! Inspirations: ………………….……………………….….

……………………………………...………………………

! Workmentionedandanecdotearounditscreation:

………………….………….…………...……………….….

…………………………………………..…………………

! Completeyourclassmates’notesiftheyneedhelp!Then,presentyourfindingstotheclass.


SHOW YOUR SKILLS

YOUR TASK

Youareaskedtotalkaboutanoil-on-canvaspaintingbyRoyLichtenstein.Workinteamsoronyourown.Chooseoneofthepaintingsbelow,thenusethetipstohelpyouwriteafewparagraphsinyournotebook.

GirlinWindow(1963)

DrowningGirl(1963)

LookMickey(1961)

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Step 2

Doestheartistuselotsofcolours?Whatorwhoisinthepainting?Wherearetheelementssituated?

Step 1

Whatisthetitleofthepainting?Whoistheartist?Whendidhepaintthiswork?

Step 3 Whatisthemeaningofthiswork?Whatistheartist’sgoal?

Step 4

Whatdoyoulike/thinkaboutit?Justifyyourself.

Concentre-toisurlesmots-clefs.

T"PS

@!

SHOW YOUR SKILLS!

2 exemples de productions d’élèves

!The title of this painting isGirl inWindow. It is anoil on canvasmadeby famous

artistRoyLichtensteinin1963.Thereisagirlinthemiddleofthepainting.Shehaslong

wavyredhair.Sheissmiling/laughing.Sheiswearingayellowdress,redlipstickand

nailpolish.Sheisatthewindow.Therearewhitecurtainsontherightandontheleft

of thewoman.And thewindow is in thebackground. The colors are bright andeye-

catching.Maybethisworkrepresentsawomanhavingfunorenjoyingherfreedom.In

myopinion,thepaintingisverybeautifulandcreative.Iappreciatethisworkbecauseit

showshappiness,freedom...andawoman.

! In the painting, Drowning Girl (1963) by American artist Roy Lichtenstein,

there is a sad girlwho is crying in themiddle of a rough sea.Her entire body is

covered with water, she is drowning. We can read the woman’s feelings in the

thoughtbubbleinthetopleft-handcorner,sothisartworkremindsmeofacomic

strip. There isn’t much contrast between the colors. Instead, Lichtenstein uses

differentshadesofblue.Iguesstheswirlinglinesusedtoshowthemotionofthe

watercreateafeelingofchaosandconfusion.But,asforme,theartistismaking

funofthegirl:she isriskingher lifebecauseofherego.This isridiculous. Ienjoy

theartist’samazingandthought-provokingsenseofhumor.

Séance 4

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Document 5EXPLORE


FOLLOW THE GUIDE

TheTateguidetoPopArt! Watchthevideoonce.Saywhatyou’veunderstoodandgiveyourfirstimpressions.! Watchthevideotwiceandcompleteyourcolumn,whetheryouareingroupA,BorC.! Teamup!Discusswhatyou’veunderstood.! Watchthevideoonelasttimetocompleteyournotes,thenrecap.

GRO

UPA

PopArt…

………………….. Definition:

! Expressions

! AdjectivesCountries:

GRO

UPB

PopArt…

………………….. DatesandCharacteristics:-!

-!Visualelements:

Activities:

GRO

UPC

PopArt…

…………………..

Famousnames:Mediumused,ArtTechniques,Subjectsrepresented…:

!

!

!

!

!

!

!

!

! Usingyournotes,tickthephrasethatsumsupPopartists’visionbest."Keepartawayfromeverydaylife."Makeartpartofeverydaylife."Makepeopleforgetartificiallife.


C’estunevidéo:aide-toidesimagesetdesmotstransparents.

Séance 5

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Document 6

Visitthe websiteandsearchforanswerstothefollowingquestions.! www.tate.org.uk

1-HowmanyTategalleriesarethere?!3 !4!5

2-a)IdentifyandpickoutinformationaboutthegallerieslocatedinLondon.Fillinthegrid.

Name ………………………………………………… …………………………………………………

Location ………………………………………………… …………………………………………………

Whatyoucansee…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

OpeningTimes…………………………………………………

…………………………………………………

…………………………………………………

…………………………………………………

Price ………………………………………………… …………………………………………………

b)WhichofthetwogallerieswillyouvisittoseeanexhibitionaboutPopArt?

………………………………………

c)ThisgalleryiscurrentlyholdinganexhibitionaboutagreatPopartist.Whichone?

………………………………………

3-TATELiverpoolexhibitedamajorartistnamedKeithHaringfromJunetoNovember2019.

Typehisnameinthesearchbar,thenreadandcompletetheartist’sprofile.

Dateofbirth&death:………………….……… - …………………………….…

Nationality:………...……………………Period(years):……………………..

Inspirations:……………………..……………….……………………………………

Famouscollaborators:……………………………………………………………..………………………………..

………………………………………………………………………………………..……….……………….…………….

Artisticareas:………………………………………………………………………..………………………………….

Themes:…………………………………………………………………………………………………………………..

………………………………………………………………………………………..……….……………….…………….

PartlyadaptedfromTeenTime5è(2017)–Unit4

CULTURE

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Document 7

The Pop Art movement Fillintheblankswithwordsorexpressionsfromthebox.

everyday–boldandfun–comicstrips–way–packaging–1950s–colourful–advertising–lifestyle

Pop Art is a …………………………… and a

…………………………… of looking at the world. It is a

young,……………………………andmovement.

Pop Art started in Great Britain in the

…………………………… . Pop artists wanted tomake art part of…………………………… life, something that

everyonecouldenjoy.Manyoftheartistswereinspiredby……………………………,……………………………and

product ……………………………, so their work was very "down-to-earth". Pop Art is often very bright and

…………………………….

The characteristics of Pop Art UnscrambletheletterssoastolearnmoreaboutPopArt.Thefirstletterisoftenframed.

Pop Art uses images and icons that are …………………………. (P O R L P U A) in the modern world. This

includesfamous…………………..…………….(EBLESCERITI)likemoviestars(MarilynMonroe)androckstars

(ElvisPresley), commercial items like soup…………………. (NACS) andsoft……………………. (RS IN DK),

………………………. (SOM C I C), and any other items that are popular in the commercialworld. There are a

numberofwaysthatartistsusetheseitemstocreateartsuchas…………………………….(PEGAETRIN)the

item over and over again, …………………………. (G I N G C H A N) the colour or texture of the item, and

………………………….(UGTPNTI)differentitemstogethertomakeapicture.

Pop artists’ techniques Usetheimagessoastoguessthemissingwordsandfillintheblanks.

-AndyWarholusedbright colours and…………………………………………. techniques toproduceartonahugescale.

-EduardoPaolozzimade…………………………….andcollages.

-RichardHamiltonmade…………………………….usingimageshefoundinglossymagazines.

-RoyLichtensteinused……………………………. tomakehisartwokslooklike…………………………….

Newton

TitledInterior

TwentyMarilyns

SleepingGirl

Séance 6

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Séance 8

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Document 9

DIVEIN

ICONS IN THE GALLERY POO-POO-PEE-DOO

JamesRosenquist painted this inverted and fragmentedportrait ofMarilynMonroejust following her unexpected death in 1962. Like fellow Pop artist Andy Warhol, RosenquisttransformedMarilyn’s iconic image. But whereas Warhol used well-known photographs of thecelebrity sex symbol repetitiously, Rosenquist chose to present her in a manner that deniedimmediate recognition,while preserving her coquettishness.He achieved this by breaking aparther eyes, lips, and hand, reassembling the pieces into a seemingly random configuration, andboldlyoverlayinglettersthatarethemselvesfragmentsofhername.

theartstory.org

GLOBAL COMPREHENSION

1-Whatkindoftextisit?Tickthecorrectanswer.!anextractfromanovel!anarticle!ablog!anartworkreview2-a)Usedifferentcolourstohighlightkeyinformation.b)Recaporallywhatyouhaveunderstood.

DETAILLED COMPREHENSION

3-SearchthetextforsynonymsorEnglishequivalentsforthefollowingwords.

-reversed=………….…………………………

-famous=……………...………………………

-apparently=……….…………………………

-superposing=…………………………………

-inattendu:……………………………………

-tandisque:…………….……………………

-refuser:………………………………………

- aléatoire:……………………………………

4-ObservethepaintingMarilynMonroe,IbyJ.Rosenquist(Bkp14).Then,fillintheblankswiththemissinginformation.

5-PickoutexpressionsqualifyingMarilyn.

………………………………………………………………………………………………………………………….…….…

………………………………………………………………………………………………………………………….…….…

6-Howdidtheartistcreatehisworkofart?Spotexpressionsdescribing/explaininghistechniques.Then,explain.

………………………………………………………………………………………………………………………….……..

………………………………………………………………………………………………………………………….……..

7-React!Doyoulike/dislikethisworkofart?Explainwhy.AdaptedfromEnglishVibes4è(2017)–Project1

Repérerlesverbest’aideraàcomprendrelesactions.

Observerl’illustration,lamiseenpageetlasourcedudocumentestdéterminant.

Surlignerdansletextetepermettradevisualiserlesinformationsclés.QUI?ðlesnoms.QUAND?ðlesdates.QUOI?ðlesobjets.

in the top left-hand corner………………………………..

………………………………..nose

in the bottom right-hand corner………………………………..

………………………………..mouth / lips

Marilyn Monroe, I

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Document 11

PROJECT … - FINAL TASK

Step1:Créationdel’autoportrait!Option1-Tuasréalisétonautoportraitenutilisantl’unedestechniquesduPopArtvuesencoursd’ArtsPlastiquesetencoursd’anglais(collage,répétition,pointsBen-Day…)!Option2–Créetonautoportraitenlignesurl’undecessitesparexemple:https://www.bloggif.com/pop-arthttps://www.befunky.com/features/collage-maker/

Step2:Phasepréparatoireàlaprésentation

!Saluelepublicetprésente-toibrièvement(identité,âge,classe…)!Présentetonœuvre:"Décristonautoportraitenveillantàsituerlesdifférentsélémentslecomposant" Indiquelatechniquequetuasutilisée,pourquoitul’appréciesetquelleaététasourced’inspiration(artiste,œuvre…)" Explique en quoi / pourquoi cetteœuvre te représente (personnalité, goûts,loisirs…)

Step3:Présentationorale

• Enregistre taprésentation touten filmant tonautoportraità l’aidede la camérad’un téléphoneportable,d’unetablette…

• Envoieensuitelefichieraudioàcetteadresse:[email protected]éUSB.

Encasdedifficulté,tupourrasenregistrertaprésentationoraledirectementsurlesitehttp://vocaroo.com/etjoindreunephotodetonautoportraitàtoncourriel.

#CRITÈRESD’ÉVALUATIONDEL’EXPRESSIONORALEENCONTINU.

Critères Cequ’onattendauniveauA2+ Barème

Respectdelaconsigne&

ducontenuinformatif

-L’autoportraitaétérenduoufilmé. 1 9 0

-Lesinformationsattendues(Step2)sonttoutesfournies.-Uneoudeuxinitiativessontpossiblesentermesdecontenu. 1 2 4 9 0

Réalisationdela

tâche:cohérence

interne,savoir-être

-L’ensembledesinformationsestprésentédefaçonlogiqueetcohérente. 1 2 4 9 0

-Emploiedeconnecteurslogiquessuffisantetpertinent. 1 2 4 9 0

-Ensemblenatureletconvaincant,l’élèveestbienentrédanssonrôle.-Parleassezfort,enarticulant 1 2 4 9 0

Phonologie

- Prononciation clairement intelligible mais des erreurs occasionnellessurviennentencore.!laplacedel’accenttonique!lespauses!lesliaisons!l’accentuationdemots!laprononciationde«i»

11

22

44

99

00

Richesseetcorrection

linguistique

(lexique&grammaire)

-Réinvestitlelexiqueduprojetenquantitésuffisanteetdefaçonpertinente.!ladescriptiond’œuvred’art!lajustificationetl’opinion!lejugement,l’émotion!ladescriptionmorale(personnalité)

1 2 4 9 0

-Maîtrise les structures attendues,mais commetencorequelqueserreursnegênantpaslacompréhension!there+be!leprésentenBe+V-ing!l’expressiondugoût!laplaceetordredesadjectifs!lesadjectifscomposés

1 2 4 9 0

-Lesacquisantérieurssontmaîtrisés,maisdeserreursrécurrentesdemeurent. 1 2 4 9 0

Tuesunjeuneartiste inspirépar lemouvementPopArt.Afindetefaireconnaîtredugrandpublicetdemontrerl’étenduede ton talent, lagaleried’artéphémèreRoom19 teproposedecréeretprésenter tonautoportraitquiseraensuitetemporairementexposé.Indisponibleàladateproposéeparlagalerie,enregistretaprésentationorale,envoie-laparcourrielouremets-lasurclefUSB.Suisbienlesdifférentesétapespourexprimertoncôtéartistique!

Créer et présenter son autoportrait. ………………………

- Vérifielaprononciationetl’accentua-tiondesmotsdansundictionnaire.

- Entraîne-toiavec:https://www.naturalreaders.com/online/ouhttp://www.fromtexttospeech.com/.