teacher’s book arts crafts 4 - richmondelt.es and crafts has been organised to include themes...
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TWO-DIMENSIONAL WORKSHEETS
TERM 1 TERM 2 TERM 3
1 Drawing a still life
7
• Drawing a still life.• Organisation of elements
in a composition. 11 A country landscape
29
• Drawing a country landscape.
• Use of different techniques to create perspective. 21
A still life in black and white
51
• Drawing a still life in black and white.
• Use of light and shade to create volume.
2 A food poster
9
• Interpreting a poster by Greg Brown.
• Use of different materials to make a poster. 12 A puzzle of a
building I 31
• Studying the Romanesque church of San Martin de Fromista. 22 A beach
scene 53
• Interpreting Fisherwoman with her child by Sorolla.
• Application of light and shadows in a composition.
3 Drawing people
11
• Drawing an adult and a child.
• Proportion within a composition.
A puzzle of a building II
33
• Making a puzzle from a photograph.
23 A prehistoric man
55
• Drawing the human body from the front and the side view.
• The observer’s position in a drawing.
4A different kind of family
13
• Interpreting Family by Fernando Botero.
• Proportion and disproportion in figures. 13 Colours
on the beach 35
• Choosing materials to colour a black and white photograph.
• Use of different colouring techniques.
24 Different views
57
• Studying the Stonehenge megalith in England.
• Representation of objects from different angles.
5Drawing on coloured backgrounds
15
• Drawing on coloured backgrounds.
• Creation of new colours by mixing. 14
A landscape with temperas 37
• Interpreting Promenade among the olives trees by Henri Matisse.
• Techniques using tempera paints to create different effects.
25 An Egyptian comic strip
59
• Drawing an Egyptian comic strip.
• Use of speech bubbles in a comic.
6 Cave paintings
17
• Interpreting a cave painting.
• Cave art and diffusing techniques. 15 Reflections
in water39
• Drawing a landscape with reflections.
• Use of diffusing techniques to create reflections. 26 Drawing
a vignette 61
• Studying a vignette from Asterix and Obelix.
• Interpretation of a vignette changing the textures and the background.
7 Using lines to draw animals
19
• Drawing animals using lines.• Use of curved and straight
lines to create different effects. 16
Reflections: studying a masterpiece
41
• Interpreting Narcissus by Caravaggio.
• Tenebrism: contrast between light and shade. 27 A medieval
fair I 63
• Creating a medieval scene using cut-outs.
8 Geometric shapes I
21
• Interpreting an abstract painting by Wassily Kandinsky. 17 A black
windmill 43
• Experimenting with coloured backgrounds.
• Contrast between the elements and the background of a drawing.
A medieval fair II
65
• Techniques for creating depth in a composition.
Geometric shapes II
23
• Compositions using geometric shapes. 18 A pop art
composition 45
• Interpreting Campbell’s soups by Andy Warhol.
• Pop art and the use of stencil patterns. 28 Drawing a
masterpiece 67
• Interpreting Las Meninas by Diego Velázquez.
• Representation of space and depth in a painting.
9 Colourful friezes
25
• Using grids to organise graphic space.
• Artistic compositions using friezes. 19 A fast car
47
• Creating movement in a drawing.• Use of diffusing
techniques to create the effect of speed. 29 An ice cream
stall 69
• Drawing a picture combining the primary colours.
• Creation of new tones by superimposing colours.
10 A mosaic
27
• Studying a Roman mosaic.• Creation of a composition
using the mosaic technique. 20 A sculpture
with textures 49
• Interpreting Walking man I by Alberto Giacometti.
• Use of plasticine to imitate textures. 30 A famous
portrait 71
• Interpreting A young lady’s adventure by Paul Klee.
• Use of coloured tissue paper to interpret a painting.
Student's Book contents
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TWO-DIMENSIONAL WORKSHEETS
TERM 1 TERM 2 TERM 3
1 Drawing a still life
7
• Drawing a still life.• Organisation of elements
in a composition. 11 A country landscape
29
• Drawing a country landscape.
• Use of different techniques to create perspective. 21
A still life in black and white
51
• Drawing a still life in black and white.
• Use of light and shade to create volume.
2 A food poster
9
• Interpreting a poster by Greg Brown.
• Use of different materials to make a poster. 12 A puzzle of a
building I 31
• Studying the Romanesque church of San Martin de Fromista. 22 A beach
scene 53
• Interpreting Fisherwoman with her child by Sorolla.
• Application of light and shadows in a composition.
3 Drawing people
11
• Drawing an adult and a child.
• Proportion within a composition.
A puzzle of a building II
33
• Making a puzzle from a photograph.
23 A prehistoric man
55
• Drawing the human body from the front and the side view.
• The observer’s position in a drawing.
4A different kind of family
13
• Interpreting Family by Fernando Botero.
• Proportion and disproportion in figures. 13 Colours
on the beach 35
• Choosing materials to colour a black and white photograph.
• Use of different colouring techniques.
24 Different views
57
• Studying the Stonehenge megalith in England.
• Representation of objects from different angles.
5Drawing on coloured backgrounds
15
• Drawing on coloured backgrounds.
• Creation of new colours by mixing. 14
A landscape with temperas 37
• Interpreting Promenade among the olives trees by Henri Matisse.
• Techniques using tempera paints to create different effects.
25 An Egyptian comic strip
59
• Drawing an Egyptian comic strip.
• Use of speech bubbles in a comic.
6 Cave paintings
17
• Interpreting a cave painting.
• Cave art and diffusing techniques. 15 Reflections
in water39
• Drawing a landscape with reflections.
• Use of diffusing techniques to create reflections. 26 Drawing
a vignette 61
• Studying a vignette from Asterix and Obelix.
• Interpretation of a vignette changing the textures and the background.
7 Using lines to draw animals
19
• Drawing animals using lines.• Use of curved and straight
lines to create different effects. 16
Reflections: studying a masterpiece
41
• Interpreting Narcissus by Caravaggio.
• Tenebrism: contrast between light and shade. 27 A medieval
fair I 63
• Creating a medieval scene using cut-outs.
8 Geometric shapes I
21
• Interpreting an abstract painting by Wassily Kandinsky. 17 A black
windmill 43
• Experimenting with coloured backgrounds.
• Contrast between the elements and the background of a drawing.
A medieval fair II
65
• Techniques for creating depth in a composition.
Geometric shapes II
23
• Compositions using geometric shapes. 18 A pop art
composition 45
• Interpreting Campbell’s soups by Andy Warhol.
• Pop art and the use of stencil patterns. 28 Drawing a
masterpiece 67
• Interpreting Las Meninas by Diego Velázquez.
• Representation of space and depth in a painting.
9 Colourful friezes
25
• Using grids to organise graphic space.
• Artistic compositions using friezes. 19 A fast car
47
• Creating movement in a drawing.• Use of diffusing
techniques to create the effect of speed. 29 An ice cream
stall 69
• Drawing a picture combining the primary colours.
• Creation of new tones by superimposing colours.
10 A mosaic
27
• Studying a Roman mosaic.• Creation of a composition
using the mosaic technique. 20 A sculpture
with textures 49
• Interpreting Walking man I by Alberto Giacometti.
• Use of plasticine to imitate textures. 30 A famous
portrait 71
• Interpreting A young lady’s adventure by Paul Klee.
• Use of coloured tissue paper to interpret a painting.
THREE-DIMENSIONAL WORKSHEETS
TERM 1
31 Columbus Day: a totem pole
73
Colouring and constructing a totem pole.
32 World Television Day
75
Making a television set with two story strips.
33 A Christmas play
77
Assembling a Christmas theatre with moving characters.
TERM 2
34 Carnival: a float
79
Constructing a Carnival float.
35 Mother’s Day: a calendar
81
Assembling a calendar with moving parts.
36 Children’s Day: a dragon card
83
Making a greetings card with moving parts.
TERM 3
37 World Sports Day: a ball
85
Constructing a ball from a geometric net.
38 Friendship Day: a photo frame
87
Decorating and assembling a photo frame.
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Arts and Crafts has been organised to include themes related to the Primary Natural Science, Geography and History syllabus.
1. Food and nutritionWorksheet 1 Drawing a still life
Worksheet 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. PrehistoryWorksheet 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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Term 11Unit 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•Greg•Brown•
•• To•enumerate•the•elements•that•make•up••a•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•human•figure
•• To•interpret•a•painting•with•disproportionate•figures•by•Fernando•Botero
•• To•describe•a•country•landscape•• To•talk•about•a•Romanesque•church•• To•describe•one’s•own•artwork•• To•listen•to•a•dictation•and•draw•a•lighthouse
3 •• To•explore•the•effect•of•different•background•colours•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•Halloween•witch•
4 •• To•draw•animals•using•straight•and•curved•lines•• To•create•an•abstract•composition•using•geometric•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•be•made•of
•• To•talk•about•geometric•shapes•and•patterns•• To•listen•to•a•dictation•about•an•under•the•sea•scene•and•draw
Plan for term 1COLOUR
FORM
ORGANISATION OF GRAPHIC SPACE
3D
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Term 1
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•Greg•Brown•
•• To•enumerate•the•elements•that•make•up••a•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•human•figure
•• To•interpret•a•painting•with•disproportionate•figures•by•Fernando•Botero
•• To•describe•a•country•landscape•• To•talk•about•a•Romanesque•church•• To•describe•one’s•own•artwork•• To•listen•to•a•dictation•and•draw•a•lighthouse
3 •• To•explore•the•effect•of•different•background•colours•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•Halloween•witch•
4 •• To•draw•animals•using•straight•and•curved•lines•• To•create•an•abstract•composition•using•geometric•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•be•made•of
•• To•talk•about•geometric•shapes•and•patterns•• To•listen•to•a•dictation•about•an•under•the•sea•scene•and•draw
Plan for term 1
The•unit•crafts•in•the•Teacher’s•Book•are•designed•to•further•promote•students’•creativity,•develop•their•organisational•skills•and•show•them•the•expressive•possibilities•of•different•materials•and•techniques.Term•1•focuses•on•cutting,•gluing,•decorating•and•modelling••a•variety•of•materials•to•make•familiar•objects.•The•unit•crafts•for•this•term•are•a•clay•puppet,•a•photo•frame•greeting•card,•an•owl•made•from•recycled•materials,•a•plasticine•basket•and•a•clay•mosaic.••
Proportion•in•the•human•figure
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•drawing Use•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 Key competences
1 Competence 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)
Cultural and artistic competence•• Using•preliminary•sketches•to•organise•the•elements•of•a•still•life•(SB•p.•7:•Drawing•a•still•life;•TB•p.•16:•Teaching•
suggestions)•• Use•different•materials•and•techniques•to•produce•posters•(SB•p.•8:•A•food•poster.•Audio•recording,•track•1.2)
2 Mathematical competence•• Transforming•a•flat•surface•into•a•3D•craft•(SB•p.•73:•Columbus•Day:•a•totem•pole)
Cultural and artistic competence•• Understanding•the•expressive•possibilities•of•disproportionate•features•in•depicting•human•figures•(TB•p.•21:•
Teaching•suggestions)
Competence in ‘learning to learn’•• Studying•Fernando•Botero’s•artistic•use•of•disproportion•in•order•to•interpret•his•painting•Family•
(SB•p.•13:•A•different•kind•of•family;•TB•p.•21:•Art•masterpieces)
3 Competence in linguistic communication•• 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)
Cultural and artistic competence•• 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)
4 Competence in linguistic communication•• 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 )
5 Mathematical competence•• Repeating•patterns•and•using•grids•(SB•p.•25:•Colourful•friezes;•TB•p.•32:•Teaching•suggestions)
Cultural and artistic competence•• 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)
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•arranging•elements•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•Greg•Brown•
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•disproportion••to•portray•the•human•body•in•art••
•• Recognising•the•importance•of•proportion••for•drawing•people
•• Draw•an•adult•and•a•child•using•outlines•• Apply•proportion•in•a•drawing•of•an•adult•and••a•child
•• Interpret•a•painting•by•Fernando•Botero•with•disproportionate•figures
3 •• Different•background•colours•• Making•new•colours••• A•cave•painting•from•Ekain•cave
•• Showing•interest•in•learning•how•early•humans•painted•cave•paintings
•• Copy•a•drawing•onto•a•blue•background•and•compare•two•drawings•with•different•background•colours
•• Create•new•colours•in•a•composition••• Create•a•drawing•in•the•style•of•cave•paintings••by•using•various•materials•
4 •• Adding•details•to•drawings•using•straight•and•curved•lines•
•• Creating•a•composition•with•geometric•shapes•• An•abstract•work•of•art•by•Wassily•Kandinsky
•• Showing•interest•in•learning•how•three-dimensional•effects•are•created•on•a•flat•surface
•• Appreciating•the•ability•of•abstract•art•to•provoke•reactions•and•emotions
•• Draw•animals•using•straight•and•curved•lines••• Create•an•abstract•composition•using•geometric•shapes
5 •• Using•grids•to•organise•graphic•space••• Designing•friezes•• A•Roman•mosaic
•• Showing•interest•in•learning•about•the•history••of•mosaics•
•• Complete•friezes•using•grids•• Create•friezes•using•patterns•with•geometric•shapes
•• Interpret•a•Roman•mosaic•using•collage
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Unit Key competences
1 Competence 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)
Cultural and artistic competence•• Using•preliminary•sketches•to•organise•the•elements•of•a•still•life•(SB•p.•7:•Drawing•a•still•life;•TB•p.•16:•Teaching•
suggestions)•• Use•different•materials•and•techniques•to•produce•posters•(SB•p.•8:•A•food•poster.•Audio•recording,•track•1.2)
2 Mathematical competence•• Transforming•a•flat•surface•into•a•3D•craft•(SB•p.•73:•Columbus•Day:•a•totem•pole)
Cultural and artistic competence•• Understanding•the•expressive•possibilities•of•disproportionate•features•in•depicting•human•figures•(TB•p.•21:•
Teaching•suggestions)
Competence in ‘learning to learn’•• Studying•Fernando•Botero’s•artistic•use•of•disproportion•in•order•to•interpret•his•painting•Family•
(SB•p.•13:•A•different•kind•of•family;•TB•p.•21:•Art•masterpieces)
3 Competence in linguistic communication•• 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)
Cultural and artistic competence•• 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)
4 Competence in linguistic communication•• 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 )
5 Mathematical competence•• Repeating•patterns•and•using•grids•(SB•p.•25:•Colourful•friezes;•TB•p.•32:•Teaching•suggestions)
Cultural and artistic competence•• 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)
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•arranging•elements•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•Greg•Brown•
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•disproportion••to•portray•the•human•body•in•art••
•• Recognising•the•importance•of•proportion••for•drawing•people
•• Draw•an•adult•and•a•child•using•outlines•• Apply•proportion•in•a•drawing•of•an•adult•and••a•child
•• Interpret•a•painting•by•Fernando•Botero•with•disproportionate•figures
3 •• Different•background•colours•• Making•new•colours••• A•cave•painting•from•Ekain•cave
•• Showing•interest•in•learning•how•early•humans•painted•cave•paintings
•• Copy•a•drawing•onto•a•blue•background•and•compare•two•drawings•with•different•background•colours
•• Create•new•colours•in•a•composition••• Create•a•drawing•in•the•style•of•cave•paintings••by•using•various•materials•
4 •• Adding•details•to•drawings•using•straight•and•curved•lines•
•• Creating•a•composition•with•geometric•shapes•• An•abstract•work•of•art•by•Wassily•Kandinsky
•• Showing•interest•in•learning•how•three-dimensional•effects•are•created•on•a•flat•surface
•• Appreciating•the•ability•of•abstract•art•to•provoke•reactions•and•emotions
•• Draw•animals•using•straight•and•curved•lines••• Create•an•abstract•composition•using•geometric•shapes
5 •• Using•grids•to•organise•graphic•space••• Designing•friezes•• A•Roman•mosaic
•• Showing•interest•in•learning•about•the•history••of•mosaics•
•• Complete•friezes•using•grids•• Create•friezes•using•patterns•with•geometric•shapes
•• Interpret•a•Roman•mosaic•using•collage
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
Teaching suggestionsSs listen to track 1.1 and 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 difficultiesRemind Ss to use light pencil strokes when sketching, so the lines are not visible in the finished drawing.
UNIT 1
7seven
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.
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LEARNING TO LEARN
Ss learn to use a sketch to organise the elements of their compositions.
16
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.
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Digital resources
COMPUTER DRAWING PROGRAM
Imitating MondrianThis 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 Mondrian’s artwork and then create their own version.
ART MASTERPIECES
Posters are 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 María 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!
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7seven
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.
412034 _ 0007-0028.indd 7 16/03/12 14:23
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 any more details you like and write a title.
412034 _ 0007-0028.indd 9 16/03/12 14:23
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 to track 1.2 and answer.
Explain: Greg Brown’s 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 Brown’s poster, choosing some of Brown’s 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.
Anticipating difficultiesTo boost their confidence and creativity, suggest Ss practise sketching fun vegetables and fruits on scrap paper first.
Digital resources
17
COMPUTER DRAWING PROGRAM
Imitating MondrianThis 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 Mondrian’s artwork and then create their own version.
AUTONOMY AND PERSONAL INITIATIVE
This activity promotes creativity by allowing Ss to draw their own version of a famous work of art.
ART MASTERPIECES
Posters are 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 María 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 María Mucha
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!
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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
Teaching suggestionsBefore 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
Czardas by 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. Czarda is 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 isn’t hungry anymore!
Now, draw Gary the ghost with his new family.
UNIT 1
18
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
CREATIVITYObjectives• To develop creativity
• To listen closely to a dictation
• To draw freely
Materials• Graphite pencil
• Coloured pencils
• Wax crayons
• Rubber
Teaching suggestionsAsk Ss: Do you like ghost stories? Do you know any? Etc.
Play track 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.
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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 isn’t hungry anymore!
Now, draw Gary the ghost with his new family.
UNIT 1
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
Teaching suggestions• 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 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 puppet’s 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.
Anticipating difficultiesSome 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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