3 PRIMARY

Yellow Portfolio

WRITERSMila Torres

Almudena Machío

EDITORSRuth Martín Alicia Melero

Virginia R. Mitchell

MANAGING EDITORMontserrat Herrero

PROJECT DIRECTORLourdes Etxebarria

BILINGUAL PROJECT COORDINATIONMargarita España

Teacher's Handbook

Hearts & Crafts is a collective work, conceived, designed and created by the Primary Education department

at Santillana, under the supervision of Teresa Grence.

2

4 Creativity and emotions

6 Student's and Teacher's materials

8 Learning sequence

11 Syllabus

18 Key competences

19 Multiple intelligences

21 Teacher's notes

Lines and forms FOOD

24 Have a look!

26 I can draw different lines

28 I can design a card

30 I can identify light and dark areas

32 I can rotate and copy figures

34 I can play with space

36 We are a team: Let’s go to the market!

37 Project assessment rubric

Contents

2

3

A world of colours ANIMALS

40 Have a look!

42 I can play with colours

44 I can draw using shapes

46 I can draw textures

48 I can paint with my fingers

50 I can make a dragon

52 We are a team: A fantasy story

53 Project assessment rubric

Imagine and create INVENTIONS

56 Have a look!

58 I can make an aeroplane

60 I can draw symmetrical images

62 Backgrounds and feelings

64 I can draw movement

66 I can create a storyboard

68 We are a team: Inventions exhibition

69 Project assessment rubric

3

4

We live in a visual world saturated by a great variety of images spread by new technology, so it is essential to educate children in the visual arts.

Hearts & Crafts is designed to increase imagination, developing creative, critical, cooperative, tolerant and dedicated students.

As part of the CLIL projects series, Hearts & Crafts, offers children a way of learning Arts and Crafts through English. All the materials have been written in a child-friendly way to help children use language in a fun and natural way.

Hearts & Crafts provides children with:

An experience to develop imagination.

A means to communicate through visual language.

A way to express emotions through art.

Creativity and emotions

Creativity

Being creative is an extremely useful ability. Creativity stimulates the ability to analyse reality from different points of view.

Hearts & Crafts encourages creativity through imaginative learning:

The activities allow the children to work out the visual language for themselves by adding, creating and inventing.

The children are encouraged to use their imagination and intuition to discover their own abilities.

Further reflection on the creative activity helps to reinforce curricular content.

Emotions

Hearts & Crafts is presented as a way to express emotional and personal development.

The children will explore and express emotions through works of art and the process of artistic creation:

The children's own emotions: when they act as creators.

The emotions of others: when the children observe works of art and images of any kind.

4

5

KEY

TYPES OF ACTIVITIES

Work with the whole CLASS

Work in TEAMS

Work in PAIRS

Work INDIVIDUALLY

Use extra MATERIALS

Express EMOTIONS

EMOJIS

SURPRISED YOUR CHOICE

ANGRY SHY

HAPPY SCARED

SAD BORED

Cooperative work

Cooperative work in Arts and Crafts encourages experimentation, discussion development, emotional expression and communication.

For this reason, Hearts & Crafts combines individual work with other types of activities: in pairs, in teams and with the whole class.

Furthermore, at the end of each project there is a simple task designed for the class to do together: We are a team.

Cross-curricular content

Hearts & Crafts offers a range of resources that support the teaching of Social Science and Natural Science through Arts and Crafts. The main theme of each project is linked to content from one of these areas.

Lines and forms FOOD

A world of colours ANIMALS

Imagine and create INVENTIONS

5

Syllabus

12

Lines and formsFOOD

TASK ARTS AND CRAFTS SOCIAL SCIENCE NATURAL SCIENCE ENGLISH

LANGUAGE

Have a look!Still life with curtain and flowered pitcher, Paul Cézanne, and Still life with lemons, Roy Lichtenstein

Analysing a work of art Vertical and horizontal composition

Learning about the concept of a still life

Taste Understanding (listening and reading):– Following oral and

written explanations, directions and instructions

– Demonstrating understanding of the main ideas

Speaking (interaction and production):– Producing simple

phrases– Using the

appropriate vocabulary and structures

– Asking for clarification and assistance when needed

– Responding orally to questions

– Talking to partners

I can draw different lines

Identifying geometric shapes

Recognising parallel, perpendicular and oblique lines

A balanced diet

I can design a card

Drawing a comic Making a collage Making a pop-up card

Gender equality The digestive system

I can identify light and dark areas

Looking at a work of art Identifying light and dark areas in a composition

Historic and artistic heritage

The food wheel

I can rotate and copy figures

Learning about transformations in flat shapes: symmetry, rotation and translation

Using a grid in modular compositions

Sport Symmetry in nature

I can play with space

Designing a composition working with size, space and depth

Reflecting on the proportions of different elements in a work of art

Units of measurement

We are a team: Let’s go to the market!

Drawing nature Working in a team

My town: the market Food

Fruit and vegetables

3 PRIMARY

12

18

CONTRIBUTION OF THE PROJECT IN DEVELOPING KEY COMPETENCES

KEY

CO

MPE

TEN

CES

RELA

TED

AC

TIV

ITIE

S

LIN

GU

ISTI

C C

OM

MU

NIC

ATIO

NTh

is c

ompe

tenc

e is

dev

elop

ed b

y co

mm

unic

atin

g w

ith

grou

p m

embe

rs, o

btai

ning

in

form

atio

n fr

om e

xter

nal s

ourc

es, r

eadi

ng a

nd s

elec

ting

info

rmat

ion,

read

ing

diff

eren

t ty

pes

of t

exts

and

ora

lly p

rese

ntin

g co

nclu

sion

s an

d re

sult

s.

MAT

HEM

ATIC

AL

CO

MPE

TEN

CE

Act

ivit

ies

rela

ted

to lo

cati

ng a

nd p

osit

ioni

ng e

lem

ents

in s

pace

and

rep

rese

ntin

g da

ta,

num

eric

al o

rder

and

chr

onol

ogic

al t

ime

will

con

trib

ute

to im

prov

ing

mat

hem

atic

al

com

pete

nces

.

SOC

IAL

AN

D C

IVIC

CO

MPE

TEN

CES

Lear

ning

abo

ut o

ur s

ocia

l env

ironm

ent

and

part

icip

atin

g in

impr

ovin

g it

as

wel

l as

deve

lopi

ng s

kills

rela

ted

to in

terp

erso

nal c

omm

unic

atio

n w

ill d

evel

op s

ocia

l and

civ

ic

com

pete

nces

.

BA

SIC

SC

IEN

CE

AN

D T

ECH

NO

LOG

ICA

L C

OM

PETE

NC

ES

Ana

lysi

ng re

sult

s an

d ob

tain

ing

conc

lusi

ons

prov

ide

an in

trod

ucti

on t

o sc

ient

ific

met

hods

. The

y al

so c

ontr

ibut

e to

dev

elop

ing

scie

ntifi

c sk

ills,

env

ironm

enta

l aw

aren

ess

and

resp

onsi

ble

beha

viou

r tow

ards

the

nat

ural

env

ironm

ent.

CU

LTU

RAL

AWA

REN

ESS

AN

D E

XPRE

SSIO

N

This

com

pete

nce

is d

evel

oped

thr

ough

the

obs

erva

tion

of

cult

ural

and

art

isti

c el

emen

ts in

our

env

ironm

ent

as w

ell a

s th

roug

h de

velo

ping

cre

ativ

ity

to m

ake

diff

eren

t ar

ts a

nd c

raft

s.

LEA

RNIN

G T

O L

EARN

Sele

ctin

g an

d us

ing

diff

eren

t so

urce

s of

info

rmat

ion,

ana

lysi

ng d

ata,

mak

ing

deci

sion

s ba

sed

on c

onse

nsus

and

cre

atin

g di

agra

ms

and

conc

ept

map

s si

gnifi

cant

ly c

ontr

ibut

e to

lear

ning

to

lear

n.

DIG

ITA

L C

OM

PETE

NC

ESTh

is is

a k

ey s

kill

in t

he p

roje

ct g

iven

tha

t se

arch

ing

for a

nd s

elec

ting

info

rmat

ion

is

don

e us

ing

com

pute

rs. V

ario

us d

igit

al re

sour

ces

will

be

used

and

thi

s w

ill c

ontr

ibut

e to

str

engt

heni

ng d

igit

al c

ompe

tenc

es.

INIT

IATI

VE

AN

D E

NTR

EPRE

NEU

RSH

IPTi

me

man

agem

ent,

div

idin

g up

wor

k, t

he a

bilit

y to

cho

ose,

exp

ress

ing

pers

onal

op

inio

ns, c

ritic

ism

, ass

erti

vene

ss w

hen

prop

osin

g id

eas

and

lead

ersh

ip s

kills

wit

hin

a

team

all

prom

ote

inde

pend

ence

, per

sona

l ini

tiat

ive

and

entr

epre

neur

ship

.

18

19

MULTIPLE INTELLIGENCES IN THE PROJECT

MU

LTIP

LE IN

TELL

IGEN

CES

RELA

TED

AC

TIV

ITIE

S

LIN

GU

ISTI

C IN

TELL

IGEN

CE

Pres

enti

ng t

he re

sult

s of

an

inve

stig

atio

n, c

arry

ing

out

an in

terv

iew

, writ

ing

a te

xt, w

ritin

g

a re

port

, giv

ing

an o

ral p

rese

ntat

ion,

par

tici

pati

ng in

a d

ebat

e, e

xpre

ssin

g lik

es a

nd p

erso

nal

pref

eren

ces,

etc

.

INTE

RPER

SON

AL

INTE

LLIG

ENC

EA

ctiv

ely

part

icip

atin

g in

gro

up w

ork,

tak

ing

on c

olle

ctiv

e re

spon

sibi

litie

s, a

ppro

pria

tely

reso

lvin

g di

sagr

eem

ents

, giv

ing

and

aski

ng f

or h

elp,

etc

.

INTR

APE

RSO

NA

L IN

TELL

IGEN

CE

Plan

ning

indi

vidu

al w

ork,

link

ing

new

ly le

arnt

fac

ts t

o pr

evio

us k

now

ledg

e, a

dequ

atel

y m

anag

ing

tim

e, b

eing

rigo

rous

and

met

icul

ous

wit

h on

e’s

own

wor

k, v

alui

ng t

he g

oals

ach

ieve

d, re

cogn

isin

g m

ista

kes,

etc

.

NAT

URA

LIST

INTE

LLIG

ENC

EA

naly

sing

real

-life

sit

uati

ons

and

com

ing

to c

oncl

usio

ns, b

eing

aw

are

of e

nviro

nmen

tal p

robl

ems

and

prop

osin

g so

luti

ons,

dev

elop

ing

resp

ectf

ul b

ehav

iour

tow

ards

nat

ural

ele

men

ts in

the

en

viro

nmen

t, e

tc.

LOG

ICA

L-M

ATH

EMAT

ICA

L IN

TELL

IGEN

CE

Ord

erin

g a

sequ

ence

of

fact

s, e

xpla

inin

g a

situ

atio

n, e

stab

lishi

ng c

ompa

rison

s, w

orki

ng w

ith

num

bers

, com

parin

g, s

orti

ng a

nd in

terp

reti

ng s

tati

stic

s, e

tc.

SPAT

IAL

INTE

LLIG

ENC

ELo

cati

ng p

lace

s on

a m

ap, d

esig

ning

pos

ters

, cho

osin

g im

ages

for

an

exhi

biti

on, m

akin

g a

mod

el,

visu

ally

repr

esen

ting

idea

s, e

tc.

BO

DIL

Y-K

INES

THET

IC IN

TELL

IGEN

CE

Han

dlin

g di

ffer

ent

mat

eria

ls, u

sing

role

pla

y to

repr

esen

t fa

cts

and

situ

atio

ns, m

akin

g cr

afts

, us

ing

cut-

outs

and

sti

cker

s, e

tc.

MU

SIC

AL

INTE

LLIG

ENC

ERe

cogn

isin

g so

unds

in t

he e

nviro

nmen

t, e

xpre

ssin

g on

esel

f th

roug

h da

nce,

etc

.

19

Lines and formsFOOD

24

NATURAL SCIENCETaste

How do the lemons painted by Lichtenstein and the apples painted by Cézanne taste? Explain to the children that we can detect five basic tastes: sweet, salty, bitter, sour and umami.

Which other sense helps us to taste food?

HAVE A LOOK!

Learning goals

To look at works of art

To differentiate between vertical and horizontal compositions

To understand the concept of a still life

Creativity

The children should pay attention to the position of the frames. Are they limited to drawing horizontal or vertical pictures?

The children have to design a sculpture on the pedestal.

Key concepts

Make sure the children understand that a still-life painting contains objects that cannot move.

The most important elements in a still life are light, colours, textures and details.

Ask the children to say whether the paintings are portrait or landscape (vertical or horizontal compositions).

Still-life paintings do not necessarily have to contain food. The children can create their own still life with musical instruments, books, flowers or toys.

CROSS-CURRICULAR CONTENT

Cultural awareness and expressionDescribing, analysing and interpreting a work of art helps the children to recognise how the artists see the world and to appreciate cultural heritage.

Still life with

lemons, an abstract painting by Roy

Lichtenstein, 1975. Still life with curtain and

flowered pitcher, a figurative painting by Paul Cézanne, 1899.

24

25

LET’S TALK ABOUT ART!

Describe

Is it a sculpture or a painting?

Which painting is more realistic?

Which painting is more abstract?

Analyse

What elements can you see in the paintings?

What colours can you see?

What differences can you see in the paintings?

Can you see any similarities between Lichtenstein’s painting and comic pictures?

Express emotions

Do you like fruit juice?

What is your favourite fruit?

Encourage the children to share their preferences with their classmates.

47

T STalk to your partner– What is your favourite painting?

– Do you like the colours?

– Do you like the shapes?

– Which painting is easier to paint?

– How do you feel when you look at these paintings?

Can you stay still? Ask the children to work in groups to portray different actions while staying still. They can't talk or move!

– A football match

– A P. E. class

– Lunch time

PAGES 3-4

Key words

THE ENGLISH YOU NEED

Key structures

The work of art is a painting.

Cézanne's painting is more realistic.

I can see a pitcher, fruit, plates and a curtain.

I think Lichtenstein's painting is easier to paint.

I feel happy when I look at these paintings.

Yes, I like/I don't like fruit juice.

We use the sense of smell too.

work of art

portrait

vertical composition

curtain

Five basic tastes:

bitter salty sour sweet umami

still life

landscape

horizontal composition

pitcher

25

I CAN DRAW DIFFERENT LINES

26

Learning goals

To identify geometric shapes in a composition and in reality

To differentiate between parallel, perpendicular and oblique lines

Creativity

Begin the class by asking the children: Which is your favourite cake? What ingredients does it have? Are there different flavours? Then, ask them to draw a cake without limiting their imagination.

This worksheet is full of different geometric shapes. Ask them to look at the plates, the cake, the tablecloth, the forks and the glasses.

Key concepts

Check whether the children have used all of the drawing space on the page. Have they drawn anything on the plates and in the glasses? Is there any cutlery missing?

CROSS-CURRICULAR CONTENT

NATURAL SCIENCEBalanced diet

Ask the children to sort the ingredients that they have drawn into categories according to the type of nutrients they provide: fats, carbohydrates, proteins, or vitamins and minerals.

Remind them that they should only eat these ingredients every now and then. However, they should eat three pieces of fruit per day and drink lots of water.

Spatial intelligenceThese activities encourage

the children to be aware of

ideas and images that come

from elsewhere so that they

are capable of transforming,

modifying or recreating them.

It is also important that they look at the colours and shapes they have used to check whether they resemble reality or not.

You could suggest that they draw an axis of symmetry on the cake and then draw different ingredients on each half.

Lastly, ask them to give their drawing a title.

In the second activity, the children have to divide a cake into four equal pieces and identify the types of lines they have drawn. When they have finished, ask them to decorate it like a birthday cake.

26

2747

T SSelf-esteem

Ask the children how they feel about their work.

– Do you like your painting?

– Does it look like a cake?

– Is it easy or difficult to draw a cake? Why?

– Do you like drawing food?

Ask the children to describe their cake.

– What colours did you use?

– What flavour is your cake?

– Did you use any fruits?

– Is your cake symmetrical?

Embarrassment is one of the basic emotions. It is important to avoid comparisons with other children.

PAGES 5-6

Place de la Concorde, Piet Mondrian, 1943

Key words

cake tablecoth

ingredient fork

glass symmetrical

Describing shapes:

triangular rectangular

round square

Describing lines:

parallel oblique perpendicular

THE ENGLISH YOU NEED

Key structures

My favourite cake is chocolate with strawberries.

In Mondrian's painting I can see rectangular shapes and parallel and perpendicular lines.

I like drawing cakes, it is easy.

My cake is brown and red because I have used chocolate and strawberries.

My cake is symmetrical.

Ask the children: What types of lines and geometric shapes can you see in this painting by Mondrian? Encourage them to create their own version of the painting, using a ruler to draw lines and secondary colours to colour in the rectangles.

27

I CAN DESIGN A CARD

28

NATURAL SCIENCEThe digestive system

Which is your favourite recipe? What happens when you eat food?

The digestive system helps us to digest food and absorb nutrients.

Ask the children to name the parts of the digestive system:

mouth - oesophagus - stomach - small intestine - large intestine - anus

Learning goals

To learn to draw a comic

To make a collage

To make a pop-up card

Creativity

Ask the children to write a title for their comic in the rectangle at the top.

Before starting to draw, the children should do a sketch to help them decide what they want to draw in their comic.

Show them different speech bubbles they could use. These will change depending on what they want to express: if the character is thinking, shouting, whispering, crying, etc.

Look at how they have used the space. Have they just drawn inside the boxes or have they drawn anything outside of them?

Key concepts

Explain to the children that comics are an artistic discipline in which the artist has a lot of freedom. Comics can have characters or scenery outside the edges of each box. They can also be square, triangular, circular, etc.

Copy the outline below onto the board. Ask the children to copy it onto a piece of paper and to imagine that it is a comic strip. What story can they tell? Where can they start to draw?

The children should follow the steps to make the pop-up card. They can look for pictures on the computer or in magazines to stick next to their recipe. At the end, the recipes can be put together to make a class recipe book.

CROSS-CURRICULAR CONTENT

28