Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
PROJECT PLANNING TEMPLATE
GEP 2nd year
TITLE: Colours and feelings in Art AREA: Art CS Primary
AUTHOR: Rosa Ma. Navas Bernat
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
IDENTIFICATION
Project teaching sequence
TITLE
Colours and feelings in Art
AUTHOR(S) Rosa Ma. Navas Bernat
(Project created in the framework of the Formació GEP 2n. any by Departament d’Ensenyament 2015-16)
With the support of Oriol Pallarés Monge
COE Level A1
Grade CS of Primary (2 classes: 9 pupils in Menàrguens school and 11 pupils in Camarasa school)
Content areas Art
Number of sessions 4 (1,5h. per session)
Teacher(s) involved Rosa Ma. Navas Bernat
Key words creation, colours, feelings, mood, atmosphere, Picasso, Goya, English competence and cooperative work.
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
INTRODUCTION TO THE PROJECT TEACHING SEQUENCE
Do you think your creations in the Art class are the same when you are happy that when you have personal or health problems? Have you ever thought that you choose one colour or another according to your mood? It’s common to relate some colours to feelings... Would the atmosphere of our corridor change if it was painted in another colour different from grey?
Do the names Picasso or Goya sound to you? Do you know any famous artwork by these people? This project will provide you with some ideas about the relation between colours and feelings in Art. Through two famous painters we’re going to take into account how mood can influence our work. And in the end, we are not going to change the mood and colour of the walls of our corridor but... we’ll try to do it with our Art works!
The driving question: How could we show different moods with our paintings to change the atmosphere of our corridor?
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
GOALS HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS?
1. Connect colours to feelings.
2. Distinguish the colours used by Goya and Picasso in different periods of their artwork and identify the feelings they showed.
3. Describe historical and personal events in Goya’s and Picasso’s lives and match them to their period of painting.
4. Create their personal paintings expressing different feelings through colours.
1.1. Associates one or more colours with a particular feeling. 1.2. Recognizes the mood of a character in a painting depending on the colour used in it.
2.1. Detects the main colours of some of the most famous paintings by Picasso or Goya. 2.2. Interprets which feeling the artists could have had at the moment of painting. 2.3. Classifies to which period of the artists’ artwork the paintings belong.
3.1. Places in time of their lives some of the most famous paintings by Picasso and Goya. 3.2. Contrasts the different use of colours in each period and relates it to the artists’ personal situation.
4.1. Chooses one colour or another and creates a picture depending on the feeling we want to show. 4.2. Compares and justifies the use of his/her colours with the ones used by Picasso or Goya.
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
FINAL PRODUCT
What is the final product?
- Art exhibition with their paintings showing feelings (happiness, sadness and fear) in different spaces of the corridor and with some Goya’s and Picasso’s paintings and brief written explanations, too.
- Oral presentation of the exhibition (recorded on video): pupils are going to present their work orally to the rest of the school (children in the other classes and teachers):
* Which colour they match to one feeling and why. How colours influence our mood. * Which colours Picasso and Goya matched to the feelings and their reasons for feeling that
way. Influence of colours and feelings in Art. * Show their own creations. Different feelings in different parts of the corridor.
KEY COMPETENCES
1 Linguistic communication √
2 Cultural awareness and expression √
3 Digital competence √
4 Mathematical
5 Learning to learn √
6 Sense of initiative and entrepreneurship √
7 Interaction with the physical world
8 Social and civic competences √
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
CONTENTS (Knowledge and Skills)
TOPIC-RELATED CONTENTS TOPIC-RELATED SKILLS
1. Colours and feelings in Art.
2. Francisco de Goya.
3. Pablo Ruiz Picasso.
1. Link one or more colours used in paintings to one particular feeling.
2. Point out and justify the different style in Goya’s paintings before and during the “black period”.
3. Distinguish the colours in the main paintings by Picasso and include them in his different artwork periods.
4. Create and present orally your own exhibition about the relation between colours and feelings in Art and support it with Goya’s and Picasso’s works.
CONTENT-OBLIGATORY LANGUAGE
● Vocabulary related to the feelings happiness, sadness and fear (nouns, adjectives and verbs) ● Why/Because: How are you? I’m ... because ...
How am I? You’re … because …
Why do you use … colour? Because I’m ... ● When: When I’m … (feeling) I … ● Locations and prepositions: There’s a .../There are … (on, in, under, next to, between, on the right/left, at the top/bottom, in the
middle) ● The alphabet ● The Past Simple of to be and some regular verbs: was/were, -ed ● Comparatives: -er/more … than
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
PERSONAL and EMOTIONAL DEVELOPMENT
- Show evidences that there’s a progress in the learning process. - Make the effort to participate in class. - Work in a collaborative way. - Do their best. - Appreciate the work of other people (famous painters and even their classmates)
MATERIALS and RESOURCES
- Book: “Colour me happy” by Shen Roddie and Ben Cort. - Some materials included in the e-Twinning project: A rainbow of feelings http://new-twinspace.etwinning.net/web/p88723/welcome - Youtube video: Powerpoint Picasso. - Webs pages like padres hispanos.com, etc. - Flashcards of paintings with images of happy, sad, scared, surprised… people by Goya or Picasso. - Some famous paintings by Picasso in black and white to colour and flashcards with the original ones. - Templates of the characters, animals and objects in Guernica painting. - Mind map about Picasso. - Photo camera. - Three classical music pieces in MP3 format. - Different art materials: crayons, wax crayons, paints, paintbrush, coloured cardboard, sticks, newspapers and glue stick. - Language patterns flashcards/posters. - Self-assessment checklist. - Teacher’s rubric.
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
REFERENCES
COMMENTS
ACKNOWLEDGEMENTS
UNIT OVERVIEW
Session Activities Timing Skills Interaction CMC Assessment
1
1- Decide the colour and colour 6 emoticons
5’ L individually
2- Share their choices 5’ S all the group S - S
3- The teacher tells a story and they compare it with their choices
10’ L - S all the group T - S The teacher interacts with the students to check about their comprehension
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
1
4- Make a puppet 10’ S in groups of 3
5- Talk about colours and mood in pictures and rooms
10’ S all the group T - S The teacher values their contributions
6- Brainstorming about Picasso
5’ L - S all the group T - S
7- Do a research and complete a mind map
45’ R - W groups of 3 Students realize if they have completed or not their mind maps
The teacher evaluates the mind maps
2
1- Decide the feeling of portraits by Picasso and classify them in 3 groups
5’ S all the group S - S
2- Make photos of themselves 5’ S groups of 3
3- Put filters on the photos with a computer program
30’ S groups of 3 Children value their final photos
4- Explain feelings related to photos and paintings
5’ S - L groups to the rest S - S
The teacher prepares a rubric to evaluate their oral productions
5- Change colours in Picasso’s paintings
35’ individually-pairs
6- Explain feelings expressed when changing colours
10’ S all the group S - S The same rubric for the teacher than before
3
1- Read a text about Guernica 15’ R - S - L
first individually, then in groups of 3 S - S
Self-assessment (have they understood the main ideas of the text?)
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
3
2- Surf Google images 10’ R groups of 3
3- Compose a mural about Guernica 30’ S groups of 3 S - S
4- Classify Goya’s paintings 5’ S individually
5- Choose the right titles for the paintings
5’ R - S groups of 3 - 4 S - T
6- Compose sentences about Goya’s life
10’ R - W groups of 3 - 4 S - S
The group realizes if they’ve ordered the sentences in the right way
7- Play hangman
5’ R - W individually S - T
8- Compare Picasso and Goya’s use of colours
10’ S groups 3 - 4 S - T
4
1- Listen to 3 pieces of classical music
10’
individually
2- Choose 2 colours for each music
5’ S individually
3- Paint 3 paintings while listening to the pieces of music again
10’ individually
4- Write words related to their paintings
5’ W individually S - T
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
4
5- Decide a place in the corridor and collect the materials to show
10’ S groups of 3 - 4
S - T
6- Prepare the exhibition 40’ S - W groups of 3 - 4 S - T
Students realize how the exhibition looks like and if their explanations of the project to the other people have been a success or not.
7- Complete a checklist
5’ R individually Self-evaluation about all the project
Teacher’s final rubric for all the project
SESSION-BY-SESSION PLANNING: SESSION 1
Activity 1
Activity description Make our own emoticons (puppets): - Students are given a sheet of paper with 6 big emoticons (happy, sad, angry, scared, bored and
surprised) and they colour them using one crayon to express each feeling (it’s not possible to repeat the colour). They share their choices afterwards.
- The teacher tells the story “Colour me happy” (book) and we compare the use of colours in it with ours.
- Finally, we divide the class in groups to make a puppet-emoticon per group with coloured cardboards.
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Outcomes
Speaking: Match one colour with one feeling
Writing: - Conversation: Decide the puppet’s design (face and colour) with the group
Non-linguistic output: Make the puppet
Input Listening: Listen to the teacher’s story
Reading: Read the feelings under the emoticons in the sheet of paper Read the bubbles in the book
Viewing: - Others
Subject-matter CONTENT Relation between colours and feelings (listening and speaking)
Content-Obligatory LANGUAGE ● When I’m … (feeling) I feel … (colour) ● When we’re … (feeling) we feel … (colour)
Timing 30’
Format of interaction /
Grouping
Individual work: Choose the colour of their emoticons in the sheet of paper
Peer interaction: Design their emoticon in group
Teacher-led interaction: Tell the story
CMC (Computer Mediated Communication) -
Material - Sheet of paper with 6 emoticons - Crayons - Book: Colour me happy by Shen Roddie and Ben Cort - Coloured cardboards and sticks for puppets
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Assessment Self-assessment: - Peer assessment: - Teacher assessment: Teacher provides feedback when the groups are designing their puppets
Activity 2
Activity description Look for information about Picasso: - The teacher makes pupils think and talk about the use of colours in their drawings depending on
their mood and also about how colours in rooms influence us (we can go out to our corridor and imagine it painted in different colours). The teacher points out the importance of colours for everyone, including the artists.
- Ask the pupils what they know about Picasso (brainstorming in L1 if necessary). Can we investigate more about him and what colours he used?
- Students are given a mind map with different blanks to complete about this artist: birth (place and date), where he lived, family, periods of his artwork and death (place and date). In groups of 3, they do a research on the internet (the teacher gives them some appropriate web pages).
Outcomes
Speaking: Link colours and feelings in our drawings
Say what they know about Picasso (also in L1 when brainstorming)
Writing: Fill in the blanks in the mind map
Conversation: Interaction with the teacher and with classmates in order to find out information
Non-linguistic output: -
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Input Listening: Listen to the teacher’s and partners’ contributions and opinions
Reading: Read the information in webs (padres hispanos.com and others) and the mind map
Viewing: Youtube video: Powerpoint Picasso
Others
Subject-matter CONTENT Pablo Ruiz Picasso’s life (reading, writing and speaking)
Content-Obligatory LANGUAGE The Past Simple: ● Picasso was born in … (place) in … (year) ● He lived in …, … and .... (towns) ● He was married …. times and he had … children ● He had … periods of painting: the … (colour) period, the ... , etc. ● He died in … (place) in … (year)
Timing 60’
Format of interaction /
Grouping
Individual work: Give their opinion about the use of colours in pictures and in places
Peer interaction: Do the research in groups of 3
Teacher-led interaction: Provide the mind map and explain what to do
Order the pupils’ ideas and opinions
Guide their research
CMC (Computer Mediated Communication) Web pages and videos about Picasso appropriate for children such as Powerpoint Picasso and Padres hispanos.com (they are in Spanish or Catalan and the information has to be translated into English for our mind map)
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Material - Mind map about Picasso - Language pattern for the biography - Computers
Assessment Self-assessment: - Peer assessment: The members of the group try to complete all the mind map
Teacher assessment: Children’s participation giving opinions
Feedback with the pupils during their research
Completed mind maps
SESSION-BY-SESSION PLANNING: SESSION 2
Activity 1
Activity description Discover paintings by Picasso and relate them to feelings: - The teacher will provide children with one flashcard of a famous portrait or character by Picasso
(title included). Each child decides what feeling matches with it. Then we make 3 groups in 3 different spaces in the classroom: portraits that show happiness, sadness and fear or trouble.
- The groups take photos of each child’s face expressing that feeling. They put a colour filter on them with a computer program in Picasso’s style and print the photos with and without the filter.
- After that, each group will have their photos with Picasso’s portraits and with the corresponding puppet made in the last Art session. The groups decide a period of Picasso’s work.
- They prepare an explanation (about feeling and period) for the rest of the groups and show their photos and the paintings.
- The other classmates can ask the members of the group about their feeling.
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Outcomes
Speaking: Tell the others why we think one portrait/photo expresses one particular feeling
Writing: Prepare the sentences to argue our opinion Conversation: Interaction with the members of the group to decide the period of the painting and the justification Non-linguistic output: Photos
Input Listening: Listen to the partners’ contributions Reading: The title of Picasso’s portraits
Viewing: - Others: Flashcards with Picasso’s paintings
Subject-matter CONTENT Different periods of colour in Picasso’s paintings and feelings related to them (speaking)
Content-Obligatory LANGUAGE
Why/Because:
● This painting called “... (title)” expresses … (feeling) because Picasso uses … (colours) and … (other reasons)
● It belongs to the … (colour) period ● In this photo … (student’s name) is … (feeling) because … ● How are you? I’m … because … / How am I? You are … because ...
Timing 45’
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Format of interaction /
Grouping
Individual work: Decide the feeling of their own flashcard Peer interaction: Contrast their flashcard with the others in the same group Choose a period in Picasso’s artwork for the group
Justify the use of colours and the feeling that Picasso’s tried to express
Adapt their own photos to the feeling by using colour filters with a computer program
Teacher-led interaction: Help the groups with their arguments
Help children with the photo program
CMC (Computer Mediated Communication) Use any program that lets add colour filters on photos (PaintShop Pro, Paint or Photoshop)
Material - Flashcards about Picasso’s characters - Puppets made in session 1 - Photo camera - Computers and printer - Language patterns about giving opinions and expressing feelings.
Assessment Self-assessment: Analyze their own expression and colour related to the feeling in their personal photo
Peer assessment: - Teacher assessment: Appraise the arguments of each group
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Activity 2
Activity description Change the colour in some Picasso’s paintings: - The children sit in pairs. The teacher distributes different paintings by Picasso in black and white
for children to colour (the same for each pair). They can look at the original ones on the board but they have to change their colours in order to change the mood in the painting, too. Colour can’t be repeated for the same painting.
Outcomes
Speaking: Tell the others how your colour has changed the mood in the painting
Writing: - Conversation: Choose a different colour for each member of the pair
Non-linguistic output: New coloured paintings
Input Listening: Listen to classmates’ explanations
Reading: - Viewing: Powerpoints from the eTwinning Project “A rainbow of feelings” Others: Real paintings by Picasso
Subject-matter CONTENT Relation between colours and feelings (speaking)
Content-Obligatory LANGUAGE
Why/Because:
● This painting called “... (title)” expresses … (feeling) because Picasso uses … (colour). ● My painting expresses … (feeling) because I’ve used … (colour).
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Timing 45’
Format of interaction /
Grouping
Individual work: Colour the painting with different colours
Peer interaction: Decide their colour with their partner Teacher-led interaction: Give advice to children about using the same range of colour.
CMC (Computer Mediated Communication) Project on the digital whiteboard 2 powerpoints of the eTwinning Project “A rainbow of feelings”
Material
- Powerpoints in http://new-twinspace.etwinning.net/web/p88723/welcome - Picasso’s paintings in black and white - Flashcards with the original ones - Wax crayons
Assessment
Self-assessment: - Peer assessment: Each member of the pair compares his/her painting with his/her partners’ one. Teacher assessment: Value the child’s effort and result
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
SESSION-BY-SESSION PLANNING: SESSION 3
Activity 1
Activity description Compose Guernica: - Jigsaw technique: The students are given a piece of a text related to Guernica (numbered from 1 to
3). They read their part, join to others who have the same text and decide what to tell about it. Next, they make new groups with members of all numbers of the text (1 to 3) and each “specialist” tells his/her part.
- Each group surfs Google images for the Guernica painting and for its place in Reina Sofía museum. They analyze the objects and characters in it (vocabulary in English and location).
- The teacher provides each group with a black cardboard (with the appropriate proportions), a newspaper and some templates of the characters and objects in Guernica. They have to trace the templates on the newspaper, cut them out and try to remember their location on the black cardboard without looking at the original.
Outcomes
Speaking: Tell the others our piece of text
Describe the characters and their location in the painting
Writing: - Conversation: Interaction with the members of the group to decide the position of objects and characters in the painting
Non-linguistic output: Murals of Guernica
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Input Listening: Listen to the partners’ contributions Reading: Read our piece of text
Viewing: - Others: Guernica painting
Subject-matter CONTENT One of Picasso’s most famous paintings: Guernica (reading and speaking)
Content-Obligatory
LANGUAGE
The Past Simple: ● was/were and some verbs with -ed (painted, used, expressed…)
Location and prepositions: ● There’s a … (character-animal-object) and it’s … (on the right/left/at the top/at the bottom/in the
middle/next to/between/on/under)
Timing 55’
Format of interaction /
Grouping
Individual work: Read and explain the piece of text
Peer interaction: Listen to the classmates’ explanations
Do research in Internet about Guernica painting and Reina Sofía Museum
Teacher-led interaction: Help groups making the mural
CMC (Computer Mediated Communication) Surf in Google images
Material - Text in 3 parts for the Jigsaw Activity - Black cardboard - Newspaper - Templates of Guernica - Glue stick - Language pattern about locations
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Assessment Self-assessment: Realize about his/her explanation of the text to the group
Peer assessment: Value their mural of Guernica
Teacher assessment: Value the murals of Guernica and their explanations about the composition
Activity 2
Activity description Discover paintings by Goya and relate them to feelings: - The teacher distributes one image of a Goya’s painting to each pupil (some from before and others
from his “black period”) and places the “happy puppet” and the “scary puppet” in both sides of the classroom. Children choose where to go to.
- The teacher shows cards with titles and each group has to match them to their pictures. - The teacher gives each group two different coloured sentences divided into words and they have
to order them. They try to guess what the sentences are explaining (the reasons why Goya painted in such styles).
- The teacher asks pupils if they know who’s the painter. If the name doesn’t come out, we can play the hangman. When they’ve got the name (Francisco de Goya), each group has 2 minutes to surf the Internet and find out the century when he lived.
- Brainstorming on the board: What are the similarities between 2 painters who lived so far in time? And the differences? Each group gets a point for each right sentence (in sense, the teacher can help them with grammar)
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Outcomes
Speaking: Say the letters of the alphabet to play hangman
Make sentences about similarities and differences between the two artists
Writing: - Conversation: Order the sentences within the group
Decide the sentences for similarities and differences
Non-linguistic output: -
Input Listening: Listen to the titles read by the teacher
Reading: Read the titles of the paintings
Order the sentences about Goya’s feelings and experiences in life
Viewing: - Others: -
Subject-matter CONTENT Goya’s black period (reading and speaking)
Content-Obligatory LANGUAGE Past Simple and Why/Because: ● Goya was sad because he was deaf / Goya was happy because he worked for the king
The English alphabet
Comparatives: ● -er / more … than (This painting is happier, This painting is more beautiful than… , Picasso is more
modern than Goya, etc.)
Timing 35’
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Format of interaction /
Grouping
Individual work: Choose the happy or scared side of the classroom for his/her painting
Peer interaction: Match the titles to the paintings
Order the sentences
Compare Goya and Picasso
Teacher-led interaction: Guide the children to give reasons
CMC (Computer Mediated Communication) Surf Google for the century when Goya lived
Material - Flashcards with Goya’s paintings - Cards with the titles - Words to compose sentences - Language pattern about comparisons
Assessment Self-assessment: - Peer assessment: Count the comparisons they’ve made
Teacher assessment: Value the participation of each group when guessing the painter’s name and comparing him to Picasso
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
SESSION-BY-SESSION PLANNING: SESSION 4
Activity 1
Activity description Match music, feelings and colours: - The teacher plays 3 different classical music pieces (happy, sad and scary music). Each child listens
to them in a relaxing way (eyes closed and head on his/her arms on the desk). After having listened to them, we talk about the feelings we’ve felt in each one.
- Children have to choose 2 colours of paint for each piece (no possibility of repetition). While listening to them again, they can paint what the music inspires them. We’ll get 3 paintings per pupil.
- Each child writes words related to his/her painting at the bottom of it.
Outcomes
Speaking: Tell the others what feeling the music transmits. Writing: Write vocabulary related to his/her painting (nouns, verbs or adjectives)
Conversation: - Non-linguistic output: 3 paintings with 2 colours
Input Listening: Listen to the others’ feelings
Reading: Read the vocabulary from your classmates’ paintings
Viewing: - Others: Listen to three classical music pieces
Subject-matter CONTENT Mood and Art (writing)
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Content-Obligatory LANGUAGE
Vocabulary related to feelings: nouns, verbs or adjectives
● Words related to happiness, sadness and fear.
Timing 30’
Format of interaction /
Grouping
Individual work: Paint the three pictures
Peer interaction: Share our creations and tell our feelings in them
Teacher-led interaction: Play the music
Ask about the children’s reasons for choosing certain colours and what they’ve painted
CMC (Computer Mediated Communication) Three classical musical pieces in Youtube (without images)
Material - 3 classical music pieces: Rondo Veneziano (happiness), Spring by Vivaldi (sadness) and one scary play The Phantom of Opera.
- Paints and paintbrushes - Language pattern about expressing feelings
Assessment Self-assessment: Defend our creations Peer assessment: - Teacher assessment: Value the child’s paintings and interest
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Activity 2
Activity description Prepare the final exhibition in our corridor: - The children join the same group they had in session 2 when discovering Picasso’s works. The 3
groups decide a place in the corridor to exhibit our works during the project. - Each group collects all the works and also the information about Goya’s or Picasso’s related to
their feeling to prepare their corner in the corridor for the final exhibition. They need to design some posters with easy explanations about the painters, some photos of them and also titles for the feelings and colours… (sentences they have produced during the sessions)
Outcomes Speaking: - Writing: Write the titles and simple explanations for the exhibition
Conversation: Talk to others about the way of exposing our works
Non-linguistic output: The images and creations in the exhibition
Input Listening: Listen to the teacher’s recommendations for preparing everything
Reading: Read the information we’ve got during the project Viewing: - Others: -
Subject-matter CONTENT All the contents previously worked during the activities
Content-Obligatory LANGUAGE All the contents previously worked during the activities
Timing 60’ (and extra time)
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Format of interaction /
Grouping
Individual work: - Peer interaction: Collect all the material Prepare the corner for the exhibition
Teacher-led interaction: Help the groups in the organisation of everything
CMC (Computer Mediated Communication) Surf the Internet for images, letters for creating titles…
Prepare word documents for explanations
Prepare posters
Material - All the works and materials used and created during the project - New texts, posters and titles
Assessment Self-assessment: Complete a checklist to evaluate the whole project
Peer assessment: Value the part that the group has prepared for the exhibition
Teacher assessment: Measure the impact of the project with a rubric
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
TEACHER’S & STUDENT’S MATERIAL
TITLE: Colours and feelings in Art AREA: Art CS Primary
GEP 2nd year
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
SESSION 1
Teacher’s material:
Book “COLOUR ME HAPPY” by Shen Roddie and Ben Cort
Macmillan Publishing.
Web pages to provide pupils with Picasso’s biography and artwork:
https://youtu.be/1r-r0xxPrr0
http://www.slideshare.net/mjosegine/presentaci-picasso
http://www.plusesmas.com/nostalgia/biografias/pablo_picasso
http://aliciagonzalezka.blogspot.com.es/2010/01/los-periodos-de-
picasso.html
https://trescaixesplenesdart.files.wordpress.com/2009/08/presentacio-
pablo-picasso1.pdf
Students’ material:
Sheet 1 with 6 emoticons to colour (attached)
Sheet 2 with the mind map (attached)
Sheet 3 with a language pattern for the biography
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
WHEN I’M … , COLOUR ME …
HAPPY SAD ANGRY
SCARED BORED SURPRISED
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
MIND MAP
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
PICASSO’S BIOGRAPHY
Pablo Ruiz Picasso was born in ......................, ....................... (city, country)
in ............... (year).
He lived in: ......................, ......................., ........................, ..........................
and ............................ (cities).
He was married ............ times and he had ........... children.
His artwork is divided in ....... periods:
The first is called the ...................... period and it’s related to
...................... feelings.
The second is called the .................. period and it’s related to
...................... feelings.
The third is the period of ....................
The fourth is the period of ..................
And the last is the period of .................... related to ..................... feelings.
Pablo Ruiz Picasso died in ....................., ....................... (city, country)
in ............... (year).
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
SESSION 2
Teacher’s material:
Laminated flashcards with Picasso’s portraits (attached)
Powerpoint about colours in Art: http://new-
twinspace.etwinning.net/c/portal/layout?p_l_id=23049169
Two language patterns to help pupils to speak
Rubric (attached)
Students’ material:
Sheets with paintings by Picasso in black and white (attached)
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
THE OLD GUITAR PLAYER
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
TWO SISTERS
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
OLD BEGGAR WITH A BOY
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
HOMELESS
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
GIRL WITH A DOVE
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
FAMILY OF ACROBATS
WITH A MONKEY
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
BOY AND DOG
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
ACROBAT ON A BALL
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
HARLEQUIN ON HIS ELBOW
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
MOTHERHOOD
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
PAULO DRESSED AS A HARLEQUIN
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
WOMAN WITH BREAD
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
SORROW
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
DORA MAAR’S PORTRAIT
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
MAYA WITH A DOLL
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
GIVING PERSONAL OPINIONS
Picasso uses .................. colour
The characters look ............. (feeling)
The subject is ................. (feeling)
....
In my opinion... In my view... From my point of view... I think that...
the painting called …………………………… (title) expresses ………………… (feeling) because: ...
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
EXPRESSING FEELINGS IN PAINTINGS AND PHOTOS
How are you?
What colour are you?
Why?
I’m .............. (feeling)
and ............. (colour)
because I .................
.................................
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
TEACHER’S RUBRIC (oral productions)
Student: ______________________________
Barely gives his/her opinion to the group
Gives his/her opinion to the group
Gives his/her opinion to the group and justifies it
Has problems in distinguishing different periods of the paintings
Distinguishes the different periods of paintings
Distinguishes the different periods of paintings and says why
Doesn’t match colours and feelings
Matches colours and feelings
Matches colours and feelings and gives reasons
Doesn’t explain clearly his/her feelings with a painting
Explains clearly his/her feelings with a painting
Explains his/her feelings with a painting and tells why
Student: ______________________________
Barely gives his/her opinion to the group
Gives his/her opinion to the group
Gives his/her opinion to the group and justifies it
Has problems in distinguishing different periods of the paintings
Distinguishes the different periods of paintings
Distinguishes the different periods of paintings and says why
Doesn’t match colours and feelings
Matches colours and feelings
Matches colours and feelings and gives reasons
Doesn’t explain clearly his/her feelings with a painting
Explains clearly his/her feelings with a painting
Explains his/her feelings with a painting and tells why
Student: ______________________________
Barely gives his/her opinion to the group
Gives his/her opinion to the group
Gives his/her opinion to the group and justifies it
Has problems in distinguishing different periods of the paintings
Distinguishes the different periods of paintings
Distinguishes the different periods of paintings and says why
Doesn’t match colours and feelings
Matches colours and feelings
Matches colours and feelings and gives reasons
Doesn’t explain clearly his/her feelings with a painting
Explains clearly his/her feelings with a painting
Explains his/her feelings with a painting and tells why
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
SESSION 3
Teacher’s material:
Text about Guernica (attached)
The same text photocopied in 4 different coloured papers and each one
divided in 3 parts (jigsaw technique) (attached)
Poster with patterns about the use of prepositions (attached)
Laminated flashcards with Goya’s paintings (attached)
Cards with the titles of the paintings (attached)
Cards in 2 different colours (Goya’s positive and bad experiences) to make 4
sentences about Goya (attached)
Web page about Goya’s artwork:
http://presentacionesinfantiles.blogspot.com.es/2012/11/goya-para-
ninos_25.html
Students’ material:
Guernica templates (attached)
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
GUERNICA
Guernica is one of the most famous paintings
by Pablo Picasso. It was painted in 1937 during
his cubism period. It’s a very big mural of
3,50 x 7,80 metres!
Picasso showed the bombing of Guernica, a
village in the Basque Country, by German and
Italian warplanes during the Spanish Civil War.
Picasso used grey, black and white colours to
express the violence and the suffering of people
and animals.
Guernica mural travelled to lots of museums
around the world. Today it’s in the Reina Sofía
Museum in Madrid. Many people visit the
museum to see Guernica.
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
TEXT 1
Guernica is one of the most famous paintings by Pablo Picasso.
It was painted in 1937 during his cubism period.
It’s a very big mural of 3,50 x 7,80 metres!
----------------------------------------------------------------------------------------
TEXT 2
Picasso showed the bombing of Guernica,
a village in the Basque Country,
by German and Italian warplanes during the Spanish Civil War.
Picasso used grey, black and white colours to express
the violence and the suffering of people and animals.
-----------------------------------------------------------------------------------------
TEXT 3
Guernica mural travelled to lots of museums around the world.
Today it’s in the Reina Sofía Museum in Madrid.
Many people visit the museum to see Guernica
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
LOCATIONS There’s a / an .........................
(animal-object-character)
It’s situated .................... (on the right / on the left / in the middle)
(at the top / at the bottom)
(next to the... / between the... and the.../
on the... / under the...)
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
THE UMBRELLA ___________________________________________________
THE BLIND MAN’S BLUFF ___________________________________________________
THE VINTAGE ___________________________________________________
THE DRESSED MAJA ___________________________________________________
THE KITE ______________________________________________________
SATURN DEVOURING HIS SON
_______________________________________________________
THE WITCHES
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
TWO OLD MEN EATING SOUP _______________________________________________________
THE SHOOTING OF 3rd. MAY _______________________________________________________
CARLOS IV’s FAMILY _______________________________________________________
THE COLOSSUS
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Goya painted a lot
and he was rich.
Goya worked for the
king and the nobility
of Spain.
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
Goya suffered an illness
and became deaf.
Goya lived during the
war between Spain and
France.
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
COMPARING
Remember!
This painting by Picasso is ................................... than this painting by Goya
Picasso is .................................... than Goya
Goya is ....................................... than Picasso
.......
Short adjectives + -er + than
More + long adjectives + than
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
SESSION 4
Teacher’s material:
3 pieces of music in mp3 format:
Rondò Veneziano (happiness)
https://youtu.be/wSVXndemCV8?list=PLhLuxO1UWtEbxcS594xuFYJXEZQq_
Hzno
Spring by Vivaldi (sad part of it for sadness) https://youtu.be/cEcGxoa8Yfc
The phantom of Opera (fear) https://youtu.be/PHcmSK3SXWI
The same language pattern used in session 2 about expressing feelings in
paintings.
Final rubric for the whole project (attached)
Students’ material:
Checklist for all the project (attached)
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
STUDENT’S CHECKLIST
□ I can connect one or more colours with a particular feeling.
□ I classified different periods in Picasso and Goya’s artwork.
□I observed and analyzed some paintings by Picasso and Goya.
□ I can interpret Picasso or Goya’s feelings in some of their paintings.
□ I can explain some historical and personal events in Picasso and Goya’s lives.
□I understood that personal situations can influence art.
□I created my own paintings showing different feelings by using colours.
□ I looked for information on the Internet about Picasso and Goya.
□I worked in group to take decisions and prepare tasks.
□I assessed and evaluated my progress, participation, recalling and understanding of the
concepts about the relation between colours and feelings in Art.
Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/
TEACHER’S RUBRIC
4 3 2 1
Recalling
information
The pupil can remember
without any problem the
information about Picasso or
Goya.
The pupil can remember
most of the information
about Picasso and Goya.
The pupil can remember
part of the information
about Picasso and Goya.
The pupil can remember very little
information about Picasso and
Goya.
Understanding
information
The pupil can identify very
well the relation between
the painters’ use of some
colours with their personal
situation.
The pupil can identify a
great number of relations
between the painters’ use of
some colours with their
personal situation.
The pupil can identify some
relations between the
painters’ use of some
colours with their personal
situation.
The pupil can identify not many
relations between the painters’
use of some colours with their
personal situation.
Applying
information
The pupil can easily give
information about relations
between the painters’ use of
some colours with their
personal situation.
The pupil can give a lot of
information about relations
between the painters’ use of
some colours with their
personal situation.
The pupil can give some
information about relations
between the painters’ use of
some colours with their
personal situation.
The pupil can give short
information about relations
between the painters’ use of
some colours with their personal
situation.
Group work
The pupil actively
cooperated in all the group
activities of the unit. He/She
constantly worked and
solved matters with his/her
classmates.
The pupil cooperated with
interest in the group
activities of the unit. He/She
worked and solved matters
with his/her classmates
quite often.
The pupil cooperated in the
group activities of the unit.
He/She sometimes solved
problems and helped his/her
classmates.
The pupil hardly cooperated in the
group activities of the unit.
He/She solved few problems and
not ever helped his/her
classmates.
The exhibition
project
He/She absolutely
participated in the creation
and presentation of the
exhibition.
He/She participated a lot in
the creation and
presentation of the
exhibition.
He/She participated in some
aspects of the creation and
presentation of the
exhibition.
He/She rarely participated in the
creation and presentation of the
exhibition.
Use of English
He/She spoke English
almost all the time.
He/She usually tried to
speak English.
He/She used both English
and Catalan.
He/She almost never used
English.