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CLASSROOM PROGRAMMING – Arts and Crafts 5

Arts and Crafts 5PE edebé

CLASSROOM PROGRAMMING Programming for the educational units

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UNIT 1: Material

OBJECTIVES IN TERMS OF SKILLS / MULTIPLE INTELLIGENCES1. Analyzing examples of artistic expression and appreciating their diversity: identifying the main features of the informalist movement. (Cultural awareness and

expression / Visual-spatial intelligence)2. Identifying, distinguishing and experimenting with ranges of colour and textures and demonstrating appropriate use of techniques, resources and materials.

(Cultural awareness and expression / Visual-spatial intelligence)3. Producing an artistic sketch in an informalist style as an expression of ideas and proposals reached on your own initiative. (Sense of initiative and

enterprise / Intrapersonal)4. Creating a work of art inspired by informalism which displays the expressive capacity of the materials and tools employed. (Mathematical, and scientific and

technological competence / Naturalist intelligence)5. Developing projects in cooperation with others, and applying the techniques practiced and participating effectively in a common task. (Social and civic skills /

Interpersonal intelligence)6. Spreading the word about an event by employing appropriate linguistic skills. (Linguistic communication / Linguistic and verbal intelligence)7. Gathering and processing information using digital media. (Digital skills / Linguistic and verbal intelligence)

CONTENTS EVALUATION CRITERIA STANDARDS• Material as an artistic substance. C• Expression of prior knowledge and exchanging impressions on modern art.

P• Completing the interactive activity The expressivity of materials. P• Presentation of the unit challenge: setting up a small modern art museum. C• Researching into modern art on the Internet and visiting specialist museum

websites. P• Appreciating the originality of modern art. V

• An approach to reading about, ana-lyzing and interpreting art in a range of cultural and historical con-texts.

• Integrating basic initial information from traditional and digital sources, for the purpose of tackling topics developed subsequently.

• Employing observation and visual perception to interpret, analyze and appreciate images and examples of artistic expression.

• Appreciating and enjoying the op-portunities provided by museums to get to know the works of art they exhibit.

• Informalism. Main characteristics. C• Abstraction and material painting. C• Signs and meaning. C• Interpreting images: aesthetic appreciation and interpretation. P• Appreciating the expressiveness of informalist painting and abstract paint-

ing in general. V

• Using simple terms to comment on the main features of the in-formalist movement.

• Simple analysis using suitable ter-minology, of the features of pictorial works of art of the artistic movement under study.

• Expressive value of colour ranges and textures. C• Obtaining colour ranges and expressing sensations connected to them. P• Obtaining textures and expressing sensations connected to them. P

• Distinguishing ranges of colours and textures, experimenting with them and recognizing their ex-

• Recognizing and using ranges of colours and textures to transmit emotions and basic feelings (hap-

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• Expressing your own feelings related to the use of colour and material. P• Interest and effort when faced with new learning. V

pressive value. piness, sadness, calm, activity, etc.).

• The artistic sketch: the preparatory process for a work of art. C• Production of a complete sketch of an informalist work of art. P• Appreciation of the preliminary work required to achieve an artistic object-

ive. V

• Representing personal ideas, by using sketches with notes on col-ours, textures and materials.

• Organizing and planning your own creative processes starting with an idea and developing it in sketches.

• Production of an informalist work of art, which is first sketched. P• Identification of materials employed in an informalist work of art. P• Discovering experimentation as an essential part of artistic work. V

• Producing works of art through experimentation, by recognizing and differentiating the expressive-ness of a range of materials and techniques.

• Using the resources, materials and techniques required to com-plete an artistic task first planned out in sketches.

• Integrated task: an informalist art museum at school (planning, develop-ment and dissemination). P

• Actively collaborative attitude and respect for communal tasks. V

• Planning and cooperating with the group on the development of col-lective art activities.

• Completing group projects while respecting the ideas of others and undertaking tasks you are as-signed.

INTERDISCIPLINARY TEACHING• Consumer education: Exploration and inclusion of the aesthetic potential of non-artistic materials (natural elements, discarded objects, recyclables…). • Moral and civic education: Cooperative work finding a solution to the unit challenge.

LEARNING ACTIVITIES• Observing the work of Tàpies and Mateu as a first look at the artistic movement studied in the unit: informalism. • Completing the interactive activity “Getting started: explore and reflect. The expressivity of materials”, In order to elicit prior knowledge and encourage a posit-

ive attitude to learning. @• Reading the information on the challenge set in this unit (setting up a small informalist art museum at school) and exchanging first impressions on the topic.

• Using traditional and digital sources to investigate into the challenge set in the unit. @• Discovering the main formal and technical characteristics of informalism through an analysis of the work of Tàpies, Mateu, Fautrier and Millares.

• Analyzing ranges of colours employed in the work of Mateu and Fautrier, and reproducing these artistically.• Analyzing the textures present in the work of Tàpies and reproducing these artistically.

• Observing the creation process of the sketching of an informalist work of art.• Producing preparatory sketches of artistic productions according to established guidelines: preparatory drawings and notes.

• Creating your own “informalist” work of art from preparatory drawings and established technical guidelines: preparing the pictorial base, drawing, adding materi-

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als, (leaves, pine needles, sawdust, salt…).

• Setting up a small informalist art museum at school: producing the backings and identification cards for the works of art, choosing and producing a plan of the space, installing the works of art, making posters and educational diptychs, making use of a range of resources to publicise the event. @

OTHER ACTIVITIES

INITIAL EVALUATION Class group• Commenting on possible experiences of students related to the topic of the unit: informalist art (aesthetic possibilities of materi-

als).

MOTIVATION Class group• Encouraging group dialogue to arouse an interest in the topic of the unit by reading its title (Material) and the observation of

works by Tàpies and Mateu.• The teacher proposes looking at and talking about the works of art using the questions asked in the presentation of the unit. It

is a question of the students thinking about what the images suggest to them in terms of personal experiences.• Building up the desire and motivation of students, developing the interactive activity The expressivity of materials. @• Using the Challenge that introduces the Integrated Task as a motivational tool: turning the school into an informalist art

museum.

SKILLS AND MULTIPLE INTELLIGENCES

THE CHALLENGE (INTEGRATED TASK) – “An informalist art museum at school”• Contextualization: Establishing a space in the school for the exhibit of informalist style works of art made by the students. Co-

operative group work: planning, developing and publicising the event.• Activities:

– Remembering the key contents worked on in the unit: informalism, material painting, ranges of colours and textures, preparatory drawings.

– Making backings and identification cards for the works of art.– Choosing and producing a plan of the space, distributing the works of art in the space.– Installing the works of art in the chosen space.– Making posters and advertising diptychs.– Employing different communications media to publicise the event.

SKILLS ACTIVITIES• In the style of…: Artistically recreating the poem by the Canary Island poet José María Millares, in the style of one of the in-

formalist painters studied in the unit.

ACTIVITIES DEVELOPING MULTIPLE INTELLIGENCES• I am an informalist artist: Creating your own “informalist” work of art by employing non-artistic materials present in your social

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and natural environment (leaves, pine needles, sawdust, salt…). (Naturalist)• Our museum: preparing a space cooperatively in the school to turn it into a museum. (Interpersonal)• Posters and leaflets: Making posters, diptychs, etc. to publicise news of the creation of the museum; advertising the event on

the school web. (Linguistic and verbal intelligence)

SUPPLEMENTARY ACTIVITIES

• The work of Tàpies: Presenting a video in class in which the artist can be watched painting a picture using a range of different tools and materials: http://www.youtube.com/watch?v=PeNPxlGvdQQel @

• Original textures: Bringing together materials that can be used artistically (sand, plaster, cardboard, wood, fabric, rope, wire, etc.), and painting a DIN A3 sheet in small groups with a range of warm and cold colours, as chosen. Exhibiting the work in class and expressing thoughtful opinions on these.

• Landscape sketch: Drawing quick sketches of landscapes (in 4 or 5 minutes). Having drawn the sketches, the students ex-change their drawings and talk about what the drawings of their classmates represent. If you want, view this video h ttp:// www.youtube.com/watch?v=vToDycdYdYE @

• Original tools: Making a small work of art using a technique called “dripping”, which involves letting paint drip onto a sheet, to create free-forming effects and marks. Sprinkling on the sheet can also be used or allowing paint to filter through something, such as a colander.

ATTENDING DIVERSITY • Informalism (colours and textures).Choosing a colour range and painting an informalist composition. Inventing an appropriate title for the work of art.

• Planning the creative process (sketching).Looking at the informalist sculpture Sock, by Tàpies.Finding inspiration in the work of art under observation and making sketches of similar sculptures.

EMOTIONAL EDUCATION “These are my emotions”ObjectivesRecognizing emotions through expressions and acquiring emotional vocabulary.Identifying emotions in a range of situations.Understanding your own emotions and those of others.

A range of emotions: happiness, sadness, anger, fear, surprise, disgust, shame, tranquillity, affection, friendship, blame, envy, jealousy, fortune, gratitude, humour, love, enthusiasm, respect and bravery.

ActivitiesRemembering those moments in which they have felt any of these emotions and drawing themselves to express the emotions.Each student can show the class group his or her drawings and give a brief explanation.

• Finishing some of these sentences orally and writing them on the blackboard:

I learnt ………………………I felt …………………………I liked ……………………….

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http://www.youtube.com/watch?v=vToDycdYdYE


http://www.youtube.com/watch?v=PeNPxlGvdQQel


I did not like ………………..

EVALUATION OF THE UNIT COMPETENCES/MULTIPLE INTELLIGENCES• Observing and acquiring contents. • Checklist of educational units.

• Checklist of integrated tasks.• Quarterly evaluation checklists of basic skills.• Checklist of projects.• Checklists of general skills.• Evaluation of BS/MI. Individual record.• Evaluation of BS/MI. Group-class record.• Portfolio and e-portfolio.

• Evaluation report.

ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSION

Reading• Employing strategies for reading skills.

– Silent reading (self-regulation of comprehension).– Translation of everyday language into language specific to the area.– Producing syntheses, outlines, brief summaries or ideas (awareness of your own understanding).

• Reading texts comprehensively.• Reading other written texts, digitalized texts, interactive activities… to obtain information, learn, have fun and communicate.

Speaking and Writing• Presenting the approach to and development of the resolution of different activities orally: Presentation.• Adequately expressing orally/in writing what you have learnt using the right vocabulary.

ICT ACTIVITIES

CD resources• Interactive e-book with a gallery of images, web links and activities:

Getting started: explore and reflect. Interactive activity. Association game The expressivity of materials.• Understanding … Informalism. Gallery of images. Art sheets.

Web links• To access the webs of Spanish modern art museums:

http://www.arte10.com/museo/index.php

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• To learn more about informalist artists:http://www.assumpciomateu.com/http://www.fundaciotapies.org/site/spip.php?rubrique31

• http://www.youtube.com/watch?v=PeNPxlGvdQQel • To practice drawing sketches of landscapes:


MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION• An approach to reading about, analyzing and interpreting art in its historical and cultural context including a critical approach to understanding its meaning and

social function, and an ability to produce new images employing the knowledge learnt.• Using bibliographical resources from the news media and the Internet to obtain useful information for planning and organizing creative processes, and gather-

ing and exchanging information with other students.• Representing personal ideas, actions and situations by making use of the elements comprising the visual language.• Producing artistic pieces of work according to basic guidelines for creative processes, experimenting, recognizing and distinguishing expression in a range of

materials and pictorial techniques and selecting the most suitable for executing the planned work of art.

GRADING CRITERIA• Correct use of the concepts and vocabulary specific to the field when transmitting and asking for information.• Spontaneous use or in everyday contexts of what has been learnt.• Level of personal elaboration of ideas and projects.• Level of comprehension and communication of the information.• Order, clarity and punctuality when presenting activities: suitable presentation, correct and clear expression of data and procedures used, thorough application of

the artistic techniques...• Behaviour: respect for fellow students, teaching staff and the materials; interest and motivation; paying attention to explanations; tenacity, perseverance, com-

radeship.• Percentage or grade in individual work, tests, exercises…• Level of involvement in tasks, group work, projects…

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http://www.youtube.com/watch?v=PeNPxlGvdQQel

http://www.fundaciotapies.org/site/spip.php?rubrique31

http://www.assumpciomateu.com/


METHODOLOGYMATERIALS AND

RESOURCES SPACES - TIMES METHODOLOGICAL STRATEGIES

• ARTS AND CRAFTS 5 text book, Pixel; publi. edebé.

• ARTS AND CRAFTS 5 educational resources, Pixel; publi. edebé.

Other resources• Digital blackboard.• CDs• Educational resources.

• Perishable material.

• Classroom: Other spaces.• Approximate time: 6 weeks.

The methodology proposed promotes the construction of significant learning through the following sequence:• Initial motivation and evocation of prior knowledge.• Progressive and careful inclusion of contents by means of examples taken from everyday and

contextualized situations to enable the transfer, generalisation and expansion of learning, and which connect with the basic skills identified.

• Application of what is learnt to different activities: Applying, reasoning, working with basic skills and multiple intelligences, projects, cooperative group, interactive activities, reinforcement and in greater depth activities..., sequenced by levels of difficulty, and which facilitate the basic skills and the different cognitive styles of the students.

• Different kinds of digital resources, using the digital blackboard and the computer. These resources include activities integrated into the learning sequence, interactive activities and carefully selected Internet links.

Unit 1: MaterialSTRUCTURE:• Initial activity and motivation combined with an image and digital resource to increase

familiarity with the topic under study, improve self-esteem and activate prior knowledge.• Contents: Learning sequences for all the contents of the unit, tackled using contextualized

situations or examples, with learning activities in the deductive process, to end with a conclusion and with application activities.

• Work activities are also suggested for the BSs (basic skills) and the multiple intelligences, supplementary activities, ICT activities, and reinforcement and in greater depth activities.

• All the work on the contents is aimed at the development (working) of the basic skills identified in the unit.

• Put into practice: Activities for working and evaluating the BSs and multiple intelligences. These are contextualized activities, which refer to real and everyday situations for the students in which their knowledge must be applied and rolled out, and which take the range of skills and learning styles into account (with the reading, reasoning, movement, dramatization, artistic representation …).

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EVALUATION PROCEDURES AND TOOLS

WRITTEN ORAL OTHERS

• Wide-ranging student tasks carried out in the daily activities of the class.

• Wide-ranging student evaluation activities (book, photocopiable files...).

• Group work.• ICT activities: Interactive, Internet links.• Individual dossier.• Individual and collective creations.

Valuation of the approach and processes employed as well as the result obtained.

• Individual and collective questions.• Dialogue.• Oral presentation.

Observation and valuation of the degree to which each student participates and the quality of their involvement.

• Checklist of educational units.• Checklist of integrated tasks.• Quarterly evaluation checklists of basic skills.• Checklist of projects.• Checklists of general skills.• Evaluation of BS/MI. Individual record.• Evaluation of BS/MI. Group-class record.• Portfolio and e-portfolio.• Evaluation report.

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EVALUATION OF THE TEACHING

ADAPTATION OF THE PLANNING ACADEMIC RESULTS

SUGGESTIONS FOR IMPROVEMENTS

Class preparation and educational materials

There is consistency between what is programmed and the actual classes.There is a balanced distribution over time.The classes are adapted to the characteristics of the group.

Use of suitable methodology

Significant learning objectives have been taken into account. Interdisciplinarity is considered (during activities, handling contents, etc.).The methodology promotes motivation and develops the skills of students.

Regulation of the teaching in practice

Degree of monitoring of students.Suitability of resources used in class to the learning.The promotion criteria are agreed between the teachers.

Evaluation of what is learnt and the resulting

information supplied to students and families

The criteria for positive evaluations are linked to the objectives and contents.The evaluation tools enable the registration of numerous learning variables.The grading criteria are suited to the typology of planned activities.The evaluation criteria and the grading criteria are made available:• To the students.• To the families.

Employment of measures for attending diversity

Measures are taken in advance to become familiar with learning difficulties.A response is made to different learning speeds and skills.There are sufficient measures and resources available.Application of special measures recommended by the teaching staff in response to psycho-pedagogical reports.

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PROGRAMMING SUPPORTING SEN

Students1 …....

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• Individualized attention in the classroom for the execution of the proposed activities.• Adaptation of the activities of the programme.• Individualized attention inside and outside the classroom for the execution of adapted activities.• Significant curricular adaptation due to SEN.• Curricular adaptation for high intellectual capacity.• Adaptations made to the curricular material for late inclusion in the Education System.

…

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UNIT 2: Art and nature TEAMWORK: At Christmas, starfish

OBJECTIVES IN TERMS OF SKILLS / MULTIPLE INTELLIGENCES1. Analyzing and appreciating Modernism as a form of artistic expression, and exploring its aesthetic relationship with nature. (Cultural awareness and expres-

sion / Visual-spatial intelligence)2. Understanding modernist sign making as a major phenomenon of this movement. (Cultural awareness and expression / Visual-spatial intelligence)3. Identifying geometric shapes in nature and capturing their features and aesthetic potential. (Mathematical, and scientific and technological competence /

Naturalist intelligence)4. Making modernist friezes as an expression of personal artistic initiative. (Sense of initiative and enterprise / Intrapersonal)5. Designing a modernist style bookplate to demonstrate a capacity to produce work based on information acquired earlier. (Cultural awareness and expres-

sion / Visual-spatial intelligence)6. Developing artistic projects cooperatively and applying the techniques practiced by effectively participating in a communal task. (Social and civic skills / In-

terpersonal intelligence)7. Gathering and processing information using digital media. (Digital skills / Linguistic and verbal intelligence)1. Recognizing and analyzing forms of artistic expression found in our cultural heritage and appreciating their diversity. (Cultural awareness and expression /

Visual-spatial intelligence)2. Observing natural life forms and paying attention to their formal characteristics and similarities with other life forms or objects. (Mathematical, and scientific

and technological competence / Naturalist intelligence)3. Learning about and employing comparisons as a means of expressing similarities between life forms and objects. (Learning to learn / Intrapersonal

intelligence)4. Using language to express associations between ideas arising from creative thinking. (Linguistic communication / Linguistic and verbal intelligence)5. Making three-dimensional stars using techniques, resources and materials from artistic languages. (Cultural awareness and expression / Visual-spatial

intelligence)6. Participating in the initiatives of the group by cooperating to achieve a common objective. (Sense of initiative and enterprise / Intrapersonal intelligence)

CONTENTS EVALUATION CRITERIA STANDARDS• Nature as a source of artistic inspiration. C• Expressing prior knowledge and exchanging impressions on art and nature,

and on works of art inspired by elements of nature. P• Carrying out the interactive activity Trapped Nature. P• Presentation of the unit challenge: making a modernist style sign for the

school. C• Surfing the Internet to research into modernist sign making. P• Appreciation of the originality of modernist art and its relationship with

nature. V


• Using new technologies to find, assimilate and transmit information on the topic under study.

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• Modernism. Main characteristics. C• The beauty of nature and its wealth as a source of artistic inspiration. C• Interpreting images; aesthetic appreciation and interpretation. P• Appreciation of Modernism as a varied and versatile form of artistic

expression and its desire to modernise. V

• Using simple terms to comment on the main features of modernist art.


• Observing and explaining characteristics of the work of the artistic movement under study.

• Organic shapes: geometry and nature. C• Identification and drawing organic shapes. P• Designing an object inspired in geometric shapes from nature. P• Appreciating nature as a source of beauty and inspiration for artists. V

• Distinguishing organic shapes and reproducing them artistically.

• Recognizing organic shapes in nature and being able to use them artistically.

• Modernist friezes. C• Observation, description and production of modernist style friezes. P• Interest and effort when learning new things. V

• Completing a modernist frieze and creating another according to the guidelines of this style.

• Employing the resources, materials and techniques required to carry out an artistic task while respecting the guidelines given.

• Bookplates. Usefulness and formal characteristics. C• Making a bookplate in a modernist style. P• Appreciating the artistic value of everyday objects. V

• Producing a bookplate inspired in Modernism.

• Observing and using techniques, resources and materials from the artistic language being employed.

• Integrated task: a modernist sign for the school (competition, vote, development, installation). P

• Active cooperation and respect during communal tasks. V


• Participating in the activities pro-posed and demonstrating an in-terest in them, and cooperating as part of a communal project.

• Comparison as a creative resource. C• Starfish: basic features. C• Making comparisons based on associations of ideas and analogies. P• Appreciating the power of the imagination when creating poetic images and

reflecting on the essence of things. V

• Making comparisons between the proposed element and other similar elements.

• Making comparisons between starfish and other life forms or objects with which an analogous relationship can be established.

• Beauty in nature and its wealth as a source of artistic inspiration. C• Making decorative stars according to the procedure shown. P• Active and respectful participation in communal tasks. V

• Making decorative stars by employing suitable materials and respecting the sequential guide for its production.

• Making an individual artistic contribution to carrying out the communal task.

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INTERDISCIPLINARY TEACHING• Environmental education: Admiration for the beauty of the natural environment and perception of its value as a source of inspiration for Modernism.• Moral and civic education: Working cooperatively to resolve the unit challenge.• Moral and civic education: Developing the quarterly project cooperatively, and respecting and taking advantage of contributions made by the group.

LEARNING ACTIVITIES• Observing exponential works of modernist architecture and town planning, as a way of making contact with the artistic movement under study in the unit.• Undertaking the interactive activity “Getting started: explore and reflect. Trapped nature”, in order to elicit prior knowledge and create a positive predisposition

towards learning. @• Reading information on the challenge made in this unit (competition of modernist signs for the school; vote and construction of the winning sign) and exchan-

ging first impressions on the result.

• Using traditional and digital sources to make investigations related to the unit challenge. @• Discovering the main formal characteristics and techniques of modernism by analyzing work from a range of different fields: architecture, sign making, jewellery,

design…

• Observing natural elements and discovering the presence of geometric figures and shapes in them. • Designing modernist objects by making use of these geometric shapes.

• Analyzing friezes in modernist textile designs.• Understanding a range of drawing tools: freehand drawing and the use of technical drawing tools.• Creating your own textile designs by making use of the tools studied.

• Analyzing the formal characteristics and techniques of a range of modernist bookplates. • Designing modernist bookplates using the letters of your name, and respecting the established technical guidelines.

• Organizing a competition of modernist signs: individually, producing a sketch of a sign containing the name of the school; taking a vote to decide which is the best; getting together to build the chosen sign and hang it in a suitable space.

• Developing a thinking routine known as “Creative comparisons”, as a touch paper in the ideas class, for analogies, comparisons, metaphors, etc. when look-ing at starfish.

• Making starfish using the paper folding technique described in the book and hanging them in the windows of the classroom to represent an immense “celes-tial” sea filled with starfish.

• Undertaking the interactive activity “Artist views: The twinkling of the stars”, to reveal how stars have also inspired the work of great artists such as Miró. @

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OTHER ACTIVITIES

INITIAL EVALUATION Class group• Commenting on possible experiences of students related to the topic of the unit: modernist art (aesthetic possibilities of nature).

MOTIVATION Class group• Promoting dialogue in the group to arouse interest in the unit topic starting by reading the title (Art and nature) and observation

of the modernist works of art at the beginning of the unit.• The teacher proposes the observation and discussion of the works by asking the questions in the presentation of the unit. It is a

question of making the students think about what the images suggest to them in relation to their personal experiences.• Reinforcing the predisposition and motivation of students, by undertaking the interactive activity Trapped nature. @• Using the Challenge, which introduces the Integrated task as a motivational exercise: making a modernist sign for the school.


THE CHALLENGE (INTEGRATED TASK) – “A modernist sign for the school”• Contextualization: Organizing a competition of modernist signs of the name of the school, and getting together to make the

winning sign.• Activities:

– Remembering the key contents worked on in the unit: modernism, nature as an inspiration for art, geometry in art, the design of friezes and modernist letters.

– Individually, making a sketch of a modernist sign for the school.– Exhibiting all the sketches and taking a vote to choose the best proposal.– Getting together to make the winning sign (taking measurements, preparing the backing, drawing and painting).– Installing the sign in a visible space at school.

SKILLS ACTIVITIES• A modernist advert. In accordance with the example given by great sign makers (Alfons Mucha, Henri de Toulouse-Lautrec and

Ramón Casas), in groups of three or four students, making an advertising poster for a singer, actor or actress, or band, or for a food product you like, in the modernist style.

ACTIVITIES DEVELOPING MULTIPLE INTELLIGENCES• Inspirational nature: Discovering nature as a source of inspiration for different forms of expression in the modernist movement:

architecture, sign making, jewellery, design… (Naturalist)• Natural geometry: Investigating nature to discover the existence of geometric shapes and figures. Designing modernist objects

that include these shapes. (Logical-mathematical)• Modernist sign: Making a modernist sign of the name of the school cooperatively. (Interpersonal)

SUPPLEMENTARY • The art of Alfons Mucha: The teacher can organize a session to watch a video on this Czech painter and master of modernist sign making. Students can identify some of the products advertised in the video: http://www.youtube.com/watch?

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http://www.youtube.com/watch?v=0gBTstDxP_Q


ACTIVITIES v=0gBTstDxP_Q @• Understanding Modernism: Watching the following video, as an introduction to the topic of Modernism: http://www.youtube.-

com/watch?v=fmAw7wBXCy8. Or this video on the Parc Güell, one of the most well-known works of Gaudí: http://www.youtube.-com/watch?v=OZfA7l8rCjs @

• Sharing geometric shapes: Compiling photos of life forms in which geometric shapes can be seen.• Composition with friezes: Looking in magazines, books, the Internet… for examples of illustrations made with friezes, of any

kind or colour, and printing the examples and sticking them on a communal mural. The friezes can be combined to create new patterns if the teacher feels this exercise could be of interest.

• A modernist bookmark: Making a bookmark in the modernist style: cutting out a strip of cardboard and decorating it with a modernist style frieze or using the same design created for the bookplate.

ATTENDING DIVERSITY • Geometry in nature (organic shapes).Analyzing the shape and distribution of the leaves of plants in the file.Completing the foliage of plants according to the guidelines given.

• Modernist friezes (geometric drawing): Analyzing the guide for form and colour provided by the friezes drawn in the square.Completing the drawing of the friezes observed, and inventing new ones.

THINKING CULTURE THINKING ROUTINE: “Creative comparisons”• Aim: Developing the imagination and metaphorical thinking.• Activities: Observing photos of starfish and pointing out their most striking characteristics (forms, colours, shine). • Pooling resources: Drawing up a register of ideas somewhere visible in the classroom and mentioning other natural elements

that are similar to starfish in terms of their shape, colour, etc. Getting together to invent creative comparisons for these animals.

ENTERPRISE CULTURE QUARTERLY PROJECT: “At Christmas, starfish”• Description: Creating a festive environment in the classroom in the run up to Christmas.• Enterprising skills: Initiative, creativity, planning.• Activities:

Remembering the metaphor from the thinking routine: Starfish, reflections of heavenly stars in the sea.Creating an ambience in the classroom to represent an immense “celestial” sea full of “Christmas” stars. Planning the process and sharing out tasks:

– Making starfish using the paper folding technique.– Preparing the backing to stick the starfish on the windows of the classroom.– Decorating the glass with Christmas motifs.

Completing the project by undertaking the interactive activity “Artist views: The twinkling of the stars”. @• Evaluation: Checklist.

Indicators Level of involvement

1 2 3 4

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http://www.youtube.com/watch?v=OZfA7l8rCjs


http://www.youtube.com/watch?v=fmAw7wBXCy8




The student has contributed original and creative ideas.

He/she does not participate much and shows little interest in expressing ideas.

He/she participates but proposals are routine and not very creative.

He/she is motivated to contribute original and creative ideas.

His/her contributions are frequent, creative, original and feasible.

The student participates constructively in group activities.

He/she shows little interest in participating and remains at a distance during group activities.

He/she participates in group activities but does not make significant contributions.

He/she participates and makes relevant contributions.

He/she leads the group, encourages participation and contributes with creative proposals and suggestions.

The student accepts and takes on responsibilities to carry out initiatives.

He/she accepts very little responsibility and looks to avoid making commitments.

He/she accepts only those responsibilities he or she is assigned.

He/she takes on responsibilities and makes an effort to carry them through correctly.

He/she takes on those responsibilities requiring the most effort and dedication and executes them thoroughly and creatively.

EMOTIONAL EDUCATION “These are my emotions”• Objectives

Recognizing emotions through expressions and acquiring an emotional vocabulary.Identifying emotions in a range of situations.Understanding your own emotion and those of others.

Range of emotions: happiness, sadness, anger, fear, surprise, disgust, shame, tranquillity, affection, friendship, blame, envy, jealousy, fortune, gratitude, humour, love, enthusiasm, respect and bravery.

• ActivitiesRemembering moments in which they have felt any of these emotions and drawing themselves expressing them.Each student shows the class group his or her drawings and gives as brief explanation.Completing some of these sentences written on the board orally:

I learnt ……………………….I felt ………………………….I liked ………………………..I did not like ………………...

EVALUATION OF THE UNIT COMPETENCES/MULTIPLE INTELLIGENCES

• Observing and acquiring contents. • Checklist of educational units.• Checklist of integrated tasks.

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• Quarterly evaluation checklists of basic skills.• Checklist of projects.• Checklists of general skills.• Evaluation of BS/MI. Individual record.• Evaluation of BS/MI. Group-class record.• Portfolio and e-portfolio.







ICT ACTIVITIES


Getting started: explore and reflect. Interactive activity. Association game Trapped nature.Understanding… Modernism. Gallery of images. Art sheets.Artist views. Interactive activity for artistic exploration: The twinkling of the stars.

Web links• To view signs in the modernist and other styles:

http://www.internationalposter.com/• To expand your knowledge on modernist artists:

https://www.youtube.com/watch?v=6-uK9bcL7qshttp://www.youtube.com/watch?v=0gBTstDxP_Qhttp://www.youtube.com/watch?v=fmAw7wBXCy8

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https://www.youtube.com/watch?v=6-uK9bcL7qs


http://www.youtube.com/watch?v=OZfA7l8rCjs• To listen to music by Offenbach while you produce your modernist designs:

http://www.youtube.com/watch?v=4Diu2N8TGKA

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION• An approach to reading about, analyzing and interpreting art in its historical and cultural context and critically understanding its meaning and social function

while being able to produce new images using the knowledge acquired.• Using bibliographical resources from the news media and the Internet to obtain useful information for planning and organizing creative processes, and gather-






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• Classroom: Other spaces.• Approximate time: 6

weeks.





Unit 2: Art and natureSTRUCTURE:• Initial activity and motivation combined with an image and digital resource to increase





Put into practice: Activities for working and evaluating the BSs and multiple intelligences. These are contextualized activities, which refer to real and everyday situations for the students in which their knowledge must be applied and rolled out, and which take the range of skills and learning styles into account (with the reading, reasoning, movement, dramatization, artistic representation …).

QUARTERLY PROJECT: At Christmas, starfish• This project is to be tackled during the first quarter in order to consolidate work on skills and

multiple intelligences, promote creative thinking, and encourage cooperative work and an enterprising approach.

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WRITTEN ORAL OTHERS








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Students1 …....

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UNIT 3: Painting the Earth

OBJECTIVES IN TERMS OF SKILLS / MULTIPLE INTELLIGENCES1. Understanding the work of David Hockney, as an exponent of landscape painting and pictorial movements aimed at depicting the beauty of nature. (Cultural

awareness and expression / Visual-spatial intelligence)2. Observing landscapes and capturing their main features through the use of digital tools. (Digital skills / Linguistic and verbal intelligence)3. Understanding the concept of a panoramic view through the observation and representation of landscapes. (Cultural awareness and expression / Visual-

spatial intelligence)4. Understanding viewpoint and framing concepts and applying them to your graphical representations. (Cultural awareness and expression / Visual-spatial

intelligence)5. Representing landscapes by using techniques, resources and materials from the language of art. (Cultural awareness and expression / Visual-spatial in-

telligence)6. Interpreting textual and graphical information in order to complete your art projects and present them verbally to other students. (Linguistic communication /

Linguistic and verbal intelligence)7. Undertaking artistic projects cooperatively while applying the techniques learnt and effectively participating in a communal task. (Social and civic skills / in-

terpersonal intelligence)

CONTENTS EVALUATION CRITERIA STANDARDS• Landscape: forms, colours, relief. C• Expressing prior knowledge and exchanging impressions on landscape

painting and works by David Hockney. P• Carrying out the interactive activity The soul of landscapes. P• Presentation of the unit challenge: artistic recreation of a landscape ob-

served using Google Earth. C• Surfing the Internet to discover and observe especially beautiful landscapes.

P• Appreciating the beauty and variety of the Earth’s landscapes. V


• Using new technologies to find, as-similate and transmit information on the topic under study.

• Landscape painting in art. C• The work of David Hockney: main characteristics. C• Interpreting images; aesthetic appreciation and interpretation. P• Appreciating the originality of the landscapes of David Hockney. V

• Using simple terms to comment on the main features of David Hock-ney’s painting.


• Observing and explaining charac-teristics of the work of the artistic movement under study.

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• Panoramic views: landscapes from the sky. C• Drawing panoramic views of landscapes. P• Elements of visual language: lines, points, patches, colours and textures in

landscape painting. C

• Recognizing and observing panor-amic views of landscapes and identifying elements of composition.

• Detailed observation of landscapes and distinguishing their most strik-ing features.

• Employing the resources, materials and techniques required to recog-nize and produce panoramic views of landscapes.

• Viewpoint and framing. C• Relationship between drawings and their viewpoint. P• Drawing a landscape from a particular viewpoint. P• Interest and effort when learning new things. V

• Identifying landscapes according to their viewpoint.

• Drawing a landscape with a particu-lar viewpoint and applying the tech-niques and knowledge under study.

• Mixed techniques: colouring with crayons and water colours. C• Experimenting with crayons and water colours to draw a landscape. P• Predisposition and initiative when researching into art. V

• Painting a landscape by combining crayons and water colours.

• Painting a landscape using the techniques, resources and materi-als in the guidelines.

• Google Earth: features and uses. C• Integrated task: the best landscapes with Google Earth (selection, artistic re-

creation and exhibition). P• Active cooperative attitude and respect during communal tasks. V


• Participating in the activities pro-posed and demonstrating an in-terest in them, and cooperating as part of a communal project.

INTERDISCIPLINARY TEACHING• Environmental education: The beauty of nature as a source of inspiration and artistic recreation.• Moral and civic education: Working cooperatively to resolve the unit challenge.• Education for responsible leisure and free time activities: Free time potential offered by particular digital tools, such as Google Earth.

LEARNING ACTIVITIES

• Observing the works of art by David Hockney presented at the start of the unit as a way of making contact with the topic under study: landscape painting.• Undertaking the interactive activity “Getting started: explore and reflect. The soul of landscapes”, in order to elicit prior knowledge and create a positive predis-

position towards learning. @• Reading information on the challenge made in this unit (locating the best landscapes using Google Earth, artistic recreation and exhibition) and exchanging first

impressions on the result.

• Using traditional and digital sources to make investigations related to the unit challenge. @• Discovering the main formal characteristics and techniques of the landscape painting of David Hockney, through the analysis of his work.

• Analyzing the characteristics of a panoramic landscape by Hockney: the use of patches of colour, strokes and lines.

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• Representing a panoramic landscape using patches of colour, lines and brushstrokes.

• Observing drawings of the same landscape made from different viewpoints and identifying the place from which each has been made.• Representing a natural landscape, and first choosing a viewpoint and the framing you want.

• Creating a landscape by recreating the style of Hockney: sketching composition lines and colouring using a mixed technique (crayons and water colours).

• Travelling around the world with Google Earth and discovering the best landscapes; recreating them artistically and exhibiting them so the rest of the class can see them too. @

OTHER ACTIVITIES

INITIAL EVALUATION Class group• Commenting on possible experiences of students related to the topic of the unit: the landscape painting of David Hockney.

MOTIVATION Class group• Promoting dialogue in the group to arouse interest in the unit topic starting by reading the title (Painting the Earth) and

observation of the works of art by David Hockney.• The teacher proposes the observation and discussion of the works by asking the questions in the presentation of the unit. It is a

question of making the students think about what the images suggest to them in relation to their personal experiences.• Reinforcing the predisposition and motivation of students, by undertaking the interactive activity The soul of landscapes. @• Using the Challenge, which introduces the Integrated task as a motivational exercise: travelling around the world using Google

Earth and recreating the best landscapes artistically.


THE CHALLENGE (INTEGRATED TASK) – “Travelling around the world with Google Earth: recreating landscapes”• Contextualization: Learning to use Google Earth to visit the best landscapes in the World and recreating these artistically in the

style of Hockney.• Activities:

– Remembering the key contents worked on in the unit: the landscape painting of David Hockney; patches of colour, brushstrokes and lines in the aerial representation of landscapes; selecting the viewpoint and framing; mixed tech-nique: crayons and water colours.

– Watching videos and looking at web pages specialized in landscapes of the world. Selecting favourite destinations and visiting them using the Google Earth application. @

– Recreating the destinations visited artistically using the mixed technique worked on in the unit.– Exhibiting the landscapes created so the rest of the class can enjoy them too. @

SKILLS ACTIVITIES• From the desert to the tundra. Forming groups of three or four students to investigate the main types of bio-climatic land-

scapes found on our planet. Then paint a representative landscape for each of them, and explain what you have discovered

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about them to the other groups.

ACTIVITIES DEVELOPING MULTIPLE INTELLIGENCES• Informing myself. Using traditional and digital sources to make investigations related to the unit challenge: travelling around the

world with Google Earth, discovering interesting destinations. @ (Linguistic and verbal)• Learning with my classmates. Active and respectful participation in the artistic and verbal exhibition of the landscapes of the

world discovered through the unit challenge. (Interpersonal)


• Painters and landscapes: Watching videos of different painters and styles of landscape painting: @A general panoramic of landscape painters: https://www.youtube.com/watch?v=ihHkm9My0rQA monograph on Dutch landscape painting: https://www.youtube.com/watch?v=l3WvOIAXZ1AA monograph on landscape painting from the nineteenth and twentieth centuries: https://www.youtube.com/watch?v=lUB-9gCzN2V4The teacher can take advantage of the viewing to comment on the most important characteristics of paintings and artists, and to clear up any questions the students could have.

• Hockney in action: Watching a video showing Hockney painting a landscape au plein air. Observing his technique, seeing how the artist gradually brings the landscape to life with very simple brushstrokes: https://www.youtube.com/watch?v=du04F8WWYM0 @

• Framing: Watching the following video on framing photographs, in which some useful recommendations are made applicable to painting: https://www.youtube.com/watch?v=Hd3ygRX9q3Q @

• Landscape genres: Organizing a small landscape painting competition. Dividing the students into pairs and assigning each a different landscape genre: marine (landscapes related to the sea or beach), country landscapes, mountain landscapes, urban landscapes and river landscapes. Getting together to choose the best works from each genre.

• Landscape au plein air: Painting a landscape au plein air, or in other words, naturally and outdoors. A session could be organ-ized in an outdoor part of the school, or if possible, a nearby natural area.

ATTENDING DIVERSITY Drawing landscapes (panoramic views)Observing the dinosaur represented in the file and imagining the type of setting it might live in.Drawing and colouring in a panoramic landscape representing this setting.

Colouring in the style of Hockney (aerial landscapes)Observing the “maze of lines” represented in the file.Colouring in this maze to turn it into a rural setting with fields and crops.

EMOTIONAL EDUCATION “These are my emotions”ObjectivesRecognizing emotions through expressions and acquiring an emotional vocabulary.Identifying emotions in a range of situations.Understanding your own emotions and those of others.

Range of emotions: happiness, sadness, anger, fear, surprise, disgust, shame, tranquillity, affection, friendship, blame, envy,

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https://www.youtube.com/watch?v=Hd3ygRX9q3Q

https://www.youtube.com/watch?v=du04F8WWYM0

https://www.youtube.com/watch?v=du04F8WWYM0


jealousy, fortune, gratitude, humour, love, enthusiasm, respect and bravery.

ActivitiesRemembering moments in which they have felt any of these emotions and drawing themselves expressing them.Each student shows the Class group his or her drawings and gives a brief explanation.Completing some of these sentences written on the board orally:

I learnt …………………………….I felt ……………………………….I liked ……………………………..I did not like ………………………


• Observing and acquiring contents. • Checklist of educational units.• Checklist of integrated tasks.• Quarterly evaluation checklists of basic skills.• Checklist of projects.• Checklists of general skills.• Evaluation of BS/MI. Individual record.• Evaluation of BS/MI. Group-class record.• Portfolio and e-portfolio.• Evaluation report.






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ICT ACTIVITIES


Getting started: explore and reflect. Interactive activity. Association game The soul of landscapes.Understanding… David Hockney. Gallery of images. Art sheets.

Web links• To access webs and videos related to the most beautiful landscapes in the world:

https://www.youtube.com/watch?v=6v2L2UGZJAMhttp://nationalgeographic.es/fotografi a/foto-del-dia/paisajeshttp://101lugaresincreibles.com/2008/12/los-mejores-paisajes-y-lugares-del.htmlhttp://www.mundo-geo.es/naturaleza/paisajes

• To expand your knowledge on the work of David Hockney:http://www.hockneypictures.com/works_paintings.phphttps://www.youtube.com/watch?v=du04F8WWYM0

• To learn about other painters and styles of landscape painting:https://www.youtube.com/watch?v=ihHkm9My0rQhttps://www.youtube.com/watch?v=l3WvOIAXZ1Ahttps://www.youtube.com/watch?v=lUB9gCzN2V4

• To learn about the characteristics of framing photographs:https://www.youtube.com/watch?v=Hd3ygRX9q3Q

• To increase your ability using Google Earth:http://www.youtube.com/watch?v=PNg2RU27-3I&noredirect=1http://www.youtube.com/watch?v=asloedgdhqI





GRADING CRITERIA

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http://www.youtube.com/watch?v=PNg2RU27-3I&noredirect=1

https://www.youtube.com/watch?v=Hd3ygRX9q3Q

https://www.youtube.com/watch?v=lUB9gCzN2V4

http://www.hockneypictures.com/works_paintings.php

https://www.youtube.com/watch?v=6v2L2UGZJAM


• Correct use of the concepts and vocabulary specific to the field when transmitting and asking for information.• Spontaneous use or in everyday contexts of what has been learnt.• Level of personal elaboration of ideas and projects.• Level of comprehension and communication of the information.• Order, clarity and punctuality when presenting activities: suitable presentation, correct and clear expression of data and procedures used, thorough application of














Unit 3: Painting the EarthSTRUCTURE:• Initial activity and motivation combined with an image and digital resource to increase




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WRITTEN ORAL OTHERS








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UNIT 4: Visual poetry TEAMWORK: Carnival troupes, forward march!

OBJECTIVES IN TERMS OF SKILLS / MULTIPLE INTELLIGENCES1. Analyzing and appreciating the work of Chema Madoz as forming part of an artistic movement highlighting the poetic value of objects. (Cultural awareness

and expression / Visual-spatial intelligence)2. Observing and interpreting works of visual poetry. (Cultural awareness and expression / Visual-spatial intelligence)3. Understanding the concept of visual metaphors. (Linguistic communication / Linguistic and verbal intelligence)4. Observing everyday objects and exploring their expressive potential. (Cultural awareness and expression / Visual-spatial intelligence)5. Understanding the concepts of viewpoint, framing and lighting, and applying them when taking photographs. (Mathematical, and scientific and

technological competence)6. Creating and composing your own visual poem, and showing an ability to produce new works starting from prior information. Selecting visual poems and

showing them to others by means of a multimedia presentation. (Digital skills / Linguistic and verbal intelligence)7. Developing artistic projects cooperatively and applying the techniques learnt by participating effectively in a communal task. (Social and civic skills /

interpersonal intelligence)

1. Reading texts critically and analytically, and synthesizing their contents. (Linguistic communication / Linguistic and verbal intelligence)2. Analyzing forms of artistic expression and appreciating their diversity. (Cultural awareness and expression / Visual-spatial intelligence)3. Employing the symbolic potential of language to represent ideas. (Learning to learn / Intrapersonal intelligence)4. Associating images, colours and symbols with particular ideas. (Cultural awareness and expression / Visual-spatial intelligence)5. Gaining awareness of the need to adopt habits for a healthy lifestyle. (Social and civic skills / interpersonal intelligence)6. Participating in the initiatives of the group and cooperating to achieve a common goal. (Sense of initiative and enterprise / Interpersonal intelligence)

CONTENTS EVALUATION CRITERIA STANDARDS• Visual poetry. The poetic value of objects. C• Expressing prior knowledge and exchanging impressions on poetry made from

objects. P• Carrying out the interactive activity Confusing realities. P• Presentation of the unit challenge: making a multimedia presentation of photos

of visual poems. C• Investigating visual poetry on the Internet. P• Appreciating the expressive power of everyday objects. V


• Employing new technologies to find, assimilate and transmit basic information on the topic under study.

• Art made from objects: “found objects”. C• The work of Chema Madoz. Main characteristics. C• Interpreting images; aesthetic appreciation and interpretation. P• Appreciating the creativity of the art of Chema Madoz. V

• Using simple terms to comment on the main features of the visual poetry of Chema Madoz.


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• Observing and explaining characteristics of the work of the artistic movement under study.

• The visual metaphor concept. C• Interpreting images: aesthetic appreciation and interpretation. P• Creating and drawing visual metaphors from photos of everyday objects. P• Appreciating metaphors as everyday expressive phenomena. V

• Observing, interpreting and commenting on examples of visual poetry.

• Producing your own visual metaphors and visual poetry.

• Observing everyday objects and attempting to capture their expressive potential.

• Making associations of ideas to create your own visual metaphors.

• Association of ideas: notions generated through the observation of objects. C

• Drawing original and fun ideas. P• Appreciating a sense of humour as a perspective for observing the world. V

• Taking photos while respecting basic techniques.

• Using technological media as a tool for artistic research and creation.

• Photographic techniques. Framing, lighting and viewpoint. C• Creating and composing a visual poem. P• Taking a photo of the visual poem created. P• Framing the photo by employing a template. P

• Creating a poem and photograph-ing a visual poem.

• Observing and using techniques, resources and materials from the artistic language under study.

• Tools for a multimedia presentation. C• Integrated task: multimedia presentation of the class’s visual poems (design,

assembly and publication). P• Active and respectful attitude to cooperating on communal tasks. V

• Planning and working with the group on the development of col-lective artistic activities.

• Participating in the activities proposed and demonstrating an interest in them, and cooperating as part of a communal project.

• The HEALTH-EU portal. C• Basic principles for a healthy life. C• Carrying out the interactive activity The action of images. P• Reading and synthesizing texts. P• Choosing images, symbols and colours to represent ideas. P• Pooling resources for the conclusions. P• Appreciating the capacity of thought to represent ideas symbolically. V

• Summarizing the main ideas of a text.

• Connecting ideas to elements that could represent them abstractly.

• Correctly synthesizing the proposed texts and capturing the main ideas.

• Representing ideas using colours, symbols and images.

• Producing designs of a symbolic nature to represent health and energy. P• Reproducing the designs created in the support media provided. P• Making a costume using the material created. P• Raising awareness as to the need to adopt habits for healthy living. V• Active and respectful participation in communal activities. V

• Making a costume using suitable elements.


• Designing the decorative elements of your costume and making it ap-propriately.

• Generating ideas and proposals.• Participating in the initiatives of the

group and cooperating as one part of a communal project.

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INTERDISCIPLINARY TEACHING• Consumer education: Discovering the expressive potential of everyday objects, reuse and recycling.• Moral and civic education: Working cooperatively to ensure the optimal resolution of the unit challenge.• Education for health: Understanding and adopting basic habits for healthy living and personal care in order to improve your quality of life.

LEARNING ACTIVITIES• Observing photos taken by Chema Madoz, as a way of making contact with the topic under study in the unit: visual poetry (art with objects).• Undertaking the interactive activity “Getting started: explore and reflect. Confusing realities”, in order to elicit prior knowledge and create a positive predisposi-

tion towards learning. @• Reading information on the challenge made in this unit (multimedia presentation of visual poems produced by the students) and exchanging first impressions

on the result. @

• Using traditional and digital sources to make investigations related to the unit challenge. @• Discovering the main formal and technical characteristics of what is known as “art with objects” or “visual poetry”, through the analysis of the work of Chema

Madoz, Marcel Duchamp, Man Ray and Pablo Picasso.

• Analyzing the content of the works by Chema Madoz: naming the range of elements in the composition and explaining the interaction between them. Inventing an appropriate title for each work.

• Composing a visual poem in the style of Chema Madoz, from the objects photographed on the cut-out sheet.

• Sketching ideas for visual poems, which can be composed using everyday objects found in your vicinity: employing the process described to stimulate the ima-gination and let your ideas flow freely, however harebrained they might seem.

• Choosing and constructing one of the visual poems sketched out in the previous exercise. • Taking a photo of the poem by choosing a suitable viewpoint, distance and lighting.• Making a passepartout and framing the photos you have taken.

• Preparing a multimedia presentation to show the whole class your visual poems: compiling all the photos digitally, following the instructions explaining how to use the OpenOffice programme and mounting the presentation and properly referencing all the works presented.

• Developing the thinking routine called “CSI: Colour, Symbols, Images”, as a method for generating associations between the concepts of “health and sport” and elements of visual language (colours, symbols, images).

• Using colours, symbols and images generated in the routine to decorate the templates for a skeleton. Employing the template to make a costume for each stu-dent and set up a troupe of “partying skeletons” in the school.

• Developing the interactive activity “Artists views: The action of images”, to visit Ancient Greece and learn about the work of its artists. @

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OTHER ACTIVITIES

INITIAL EVALUATION Class group• Commenting on possible experiences of students related to the topic of the unit: art with objects or visual poetry (the aesthetic

and expressive potential of everyday objects).

MOTIVATION Class group• Promoting dialogue in the group to arouse interest in the unit topic starting by reading the title (Visual poetry) and the

observation of the photos of Chema Madoz presented at the start of the unit.• The teacher proposes the observation and discussion of the works by asking the questions in the presentation of the unit. It is a

question of making the students think about what the images suggest to them in relation to their personal experiences.• Reinforcing the predisposition and motivation of students, by undertaking the interactive activity Confusing realities. @• Using the Challenge introduced by the Integrated task (producing visual poems and showing them to the rest of the class in a

multimedia presentation) as a motivational tool.


THE CHALLENGE (INTEGRATED TASK) – “Multimedia presentation of the visual poems of the class”• Contextualization: Making and photographing your own “visual poems” while taking inspiration from the work of Madoz. Using

a multimedia presentation to show your creations to others. – Remembering the key contents worked on in the unit: the graphical work of Chema Madoz, art with objects, inventing

visual poems (sketches, assembly and photos).– Individually, devising and building a visual poem using objects found in your vicinity. Taking a photo of the poem ac-

cording to the technical guidelines given in the book.– Compiling all the photos of the poems created in digital support media.– Getting together to follow the instructions on the use of the OpenOffice programme and creating a multimedia present-

ation to show your poems to the rest of the school, your families, etc.

SKILLS ACTIVITIES• Dictionary of the absurd. Producing a short illustrated dictionary of invented or “absurd” words in groups of three or four. First

creating your own words and defining them; then illustrating them imaginatively in a large mural (by way of example: shoosy, somebody very fussy or choosy about the shoes they wear).

ACTIVITIES DEVELOPING MULTIPLE INTELLIGENCES• Visual metaphors: Analyzing the contents of works by Chema Madoz, naming elements in the composition and explaining the

interaction between them leading to them taking on new meanings. Inventing a suitable title for each work. (Linguistic and verbal)

• Harebrained ideas: Devising and building visual poems in the style of Chema Madoz; letting your imagination run riot and showing initiative when developing your own ideas. (Intrapersonal)

• Multimedia presentation: Making use of digital tools to mount a multimedia presentation of all the “poems” made by the chil-

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dren. (Interpersonal / Linguistic and verbal)


• Ready mades: Making a “ready made” according to the example of Duchamp’s found object studied in the book. Getting to-gether to contribute objects found at home for recycling and combining these to give them new meanings. Once the composition has been devised, giving it a suitable title.

• Visual poets: Watching videos on the work and careers of visual poets such as Chema Madoz and Joan Brossa: @http://www.youtube.com/watch?v=PVfKjEFMm48http://www.youtube.com/watch?v=QzZQUSoi8H0

• Metaphors: Developing a brief session creating linguistic metaphors. By way of example, reading some of Gómez de la Serna’s poetic aphorisms: “A is the alphabet’s tent”, “Fleas turn dogs into guitarists”…

• The most brilliant metaphor: Getting into groups to choose the most brilliant metaphor out of those composed in class from the cut outs. Getting organized to bring the objects required to class in order to build the winning metaphor in three dimensions.

• What is poetry?: Watching the following videos on poetry in class: @http://www.youtube.com/watch?v=ye88vTIoBA4http://www.youtube.com/watch?v=V05qweKcPJQIn small groups or pairs, choosing a poetic motif and assigning it a short piece of poetry composed by them.

• Cut-out metaphors: Obtaining magazines, catalogues, etc. and cutting out photos of a range of objects so they can be associ-ated together ingeniously. Sticking the discoveries to a sheet and adding an appropriate title.

• Photo gallery: Bringing in photos (preferably taken by the students), of objects, landscapes, etc. and which they feel have some kind of poetic value; explaining this value to the rest of the class.

ATTENDING DIVERSITY Photocopiable / printable materials:• Visual metaphors (the interaction between images)

Transforming the photo of a CD into a visual poem, making a composition of images of other objects it could interact with next to it.

• More poetry … (sketches)Inventing visual poems from things that can be found in a sewing box; sketching all the ideas.

THINKING CULTURE THINKING ROUTINE: “CSI: Colour, Symbols, Images”• Aim: Developing symbolic thinking and fostering the abilities of synthesis and abstraction.• Activities: Individually, reading two articles published in the HEALTH-EU portal and taking three striking ideas from them. For

one of them, choosing a colour representing it; for another choosing a symbol; and for the third, choosing an image. • Pooling resources: Sharing the ideas that have come up with the group, as well as the colours, symbols and images chosen to

represent these.

ENTERPRISE CULTURE QUARTERLY PROJECT: “Carnival troupes, forward march!”• Description: Making costumers to celebrate Carnival and organizing a troupe.• Enterprising skills: Communication skills, creativity, teamwork.• Activities:

Remembering ideas in favour of health and sport, from the thinking routine, as well as the colours, symbols and images that best

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http://www.youtube.com/watch?v=V05qweKcPJQ

http://www.youtube.com/watch?v=ye88vTIoBA4

http://www.youtube.com/watch?v=QzZQUSoi8H0

http://www.youtube.com/watch?v=PVfKjEFMm48


symbolise these ideas.Making costumes of “partying skeletons” and organizing a Carnival troupe. Planning the process:

– Using the colours, symbols and images generated during the routine to decorate the skeleton templates. – Making costumes using these templates.– In small groups, preparing choreographs and signs in favour of health and sport.– Getting together to participate in the Carnival party and presenting the different troupes.

Completing the project by undertaking the interactive activity. “Artists views: The action of images”. @• Evaluation: Checklist.

Indicators Levels of involvement

1 2 3 4The student generates ideas and proposals in a range of contexts and situations using prior information and components.

He/she has knowledge but contextualises very little.

He/she understands the knowledge learnt and generates ideas and contexts in similar situations.

He/she relates different areas of knowledge and sometimes generates new ideas in different contexts and situations.

He/she generates ideas and proposals in different contexts and situations using prior information and components.

The student associates images, colours and symbols with particular ideas.

He/she does not effectively associate images, colours and symbols with certain ideas.

He/she manages to associate ideas with images, colours and symbols, but with some difficulty.

He/she effectively associates images, colours and symbols with ideas demonstrating significant creative thinking.

He/she associates images, colours and symbols with particular ideas.

The student participates in the group activities constructively.

He/she shows little interest in participating and remains at a distance during group activities.

He/she participates in group activities but does not make significant contributions.

He/she participates and makes relevant contributions.

The student participates in the activity of the group constructively.



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ActivitiesRemembering moments in which they have felt any of these emotions and drawing themselves expressing them.Each student shows the Class group his or her drawings and gives a brief explanation.Completing some of these sentences written on the board orally:

I learnt ………………………..I felt ……………………………….I liked …………………………….I did not like ……………………


• Observing and acquiring contents. • Checklist of educational units.• Checklist of integrated tasks.• Quarterly evaluation checklists of basic skills.• Checklist of projects.• Checklists of general skills.• Evaluation of BS/MI. Individual record.• Evaluation of BS/MI. Group-class record.• Portfolio and e-portfolio.• Evaluation report.

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ICT ACTIVITIES


Getting started: explore and reflect. Interactive activity. Association game Confusing realities.Understanding… Chema Madoz. Gallery of images. Art sheets.Artist views. Interactive activity for artistic exploration: The action of images.

Web links• To become familiar with art made from objects:

http://www.moma.org/search/collection?query=readymade&page=1• To gain more in-depth knowledge on the work of Chema Madoz:

http://www.chemamadoz.com/http://www.youtube.com/watch?v=PVfKjEFMm48

• To learn about the visual poetry of Joan Brossa:http://www.youtube.com/watch?v=QzZQUSoi8H0

• To expand your knowledge on the concept of poetry:http://www.youtube.com/watch?v=ye88vTIoBA4http://www.youtube.com/watch?v=V05qweKcPJQ

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http://www.youtube.com/watch?v=V05qweKcPJQ

http://www.youtube.com/watch?v=QzZQUSoi8H0

http://www.youtube.com/watch?v=PVfKjEFMm48

http://www.chemamadoz.com/

http://www.moma.org/search/collection?query=readymade&page=1


• Perishable material. • Different kinds of digital resources, using the digital blackboard and the computer. These resources include activities integrated into the learning sequence, interactive activities and carefully selected Internet links.

Unit 4: Visual poetrySTRUCTURE:• Initial activity and motivation combined with an image and digital resource to increase






QUARTERLY PROJECT: Carnival troupes, forward march!• This project is to be tackled during the second quarter in order to consolidate work on skills

and multiple intelligences, promote creative thinking, and encourage cooperative work and an enterprising approach.


WRITTEN ORAL OTHERS





• Checklist of educational units.• Checklist of integrated tasks.• Quarterly evaluation checklists of basic skills.• Checklist of projects.• Checklists of general skills.• Evaluation of BS/MI. Individual record.• Evaluation of BS/MI. Group-class record.• Portfolio and e-portfolio.

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Students1 …....

2 ……

3 ……

4 ……

5 ……

6 ……

7 ……

8 ……

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EDUCATIONAL UNIT 5: Stone treasures

OBJECTIVES IN TERMS OF SKILLS / MULTIPLE INTELLIGENCES1. Understanding and appreciating Spain’s architectural heritage in terms of its historical and documentary value. (Cultural awareness and expression /

Visual-spatial intelligence)2. Discovering buildings and monuments in Spanish architecture and in Córdoba in particular; as an example of a world heritage site. (Cultural awareness and

expression / Visual-spatial intelligence)3. Understanding and employing systems for representing reality three dimensionally (perspective drawing and plans) and demonstrating the skills necessary.

(Mathematical, and scientific and technological competence / Logical-mathematical intelligence)4. Representing buildings using a range of techniques, resources and materials from the language of art. (Cultural awareness and expression / Visual-spatial

intelligence)5. Assimilating basic mathematical skills for representing models in perspective. (Mathematical, and scientific and technological competence / Logical-

mathematical intelligence)6. Developing artistic projects cooperatively, and applying the techniques learnt while effectively participating in a communal task. (Social and civic skills / in-

terpersonal intelligence)7. Obtaining and processing information using digital media. (Digital skills / Linguistic and verbal intelligence)

CONTENTS EVALUATION CRITERIA STANDARDS• Spanish monumental architecture: historical and documentary value. C• Expressing prior knowledge and exchanging impressions on artistic build-

ings and Spanish architectural complexes. P• Completing the interactive activity Unique architectures. P• Presenting the unit challenge: producing a skyline of the country’s emblem-

atic buildings and monuments. C• Researching on Internet into the artistic and cultural heritage of your region.

P• Appreciating ancient monuments and buildings as a cultural heritage and

means of communication with the past. V


• Employing new technologies to find, assimilate and transmit basic in-formation on the topic under study.

• Córdoba, world heritage site. C• The list of world heritage sites. C• Interpreting images: aesthetic appreciation and interpretation. P• Appreciating Córdoba as a city worthy of its world heritage site status. V

• Using simple terms to comment on the main features of monuments and buildings of outstanding histor-ical-artistic value.


• Observing and recognizing build-ings in your local area, and gaining awareness as to their historical-artistic value.

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• Representation systems: perspective drawing and plans. C• Interpreting images: aesthetic appreciation and interpretation. P• Completing drawings in perspective. P

• Identifying and completing drawings using a particular representation system.

• Distinguishing between plans and representations in perspective.

• Drawing buildings in perspective.

• Drawing in perspective using three dimensional models. P• Appreciating the potential of drawing in the representation of buildings in the

real world. V

• Completing and drawing represent-ations of buildings in perspective.

• Observing and using techniques, resources and materials from the artistic language under study.

• Water colour and ink combined technique. C• Drawing an artistic building using the technique under study. P• Interest and effort when learning new things. V

• Representing artistic buildings us-ing the technique under study.

• Employing drawings in perspective to represent three dimensional real-ities.

• The concept of an urban skyline. C• Integrated task: the skyline of where we live, region, country… (selection,

construction and assembly). P• Active and respectful attitude when participating in communal tasks. V


• Participating with interest in group proposals and cooperating as one part of a communal project.

INTERDISCIPLINARY TEACHING• Environmental education: Understanding the importance of learning about, enjoying and preserving the architectural heritage of the country.• Consumer education: Reducing the use of materials and recycling.• Moral and civic education: Working cooperatively to ensure the optimal resolution of the unit challenge.

LEARNING ACTIVITIES• Observing the architectural constructions presented at the start of the unit as a way of coming into contact with the topic under study: the historical and monu-

mental heritage of our country.• Undertaking the interactive activity “Getting started: explore and reflect. Unique architectures”, in order to elicit prior knowledge and create a positive predispos-

ition towards learning. @• Reading information on the challenge made in this unit (construction of the skyline of our area, region, country… as you wish) and exchanging first impressions

on the result.

• Using traditional and digital sources to make investigations related to the unit challenge. @• Discovering the wealth of architecture and monuments in the country, through the observation of the main constructions in Córdoba, a city awarded World Herit-

age Site status.

• Looking at plans and perspective drawings of the Mosque in Córdoba and analyzing the characteristics of both representation systems.• Completing a conical perspective drawing of the Mosque according to the template started in the book.

• Observing the process described to draw figures in perspective over a grid for a guide.

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• Drawing modular buildings freely in perspective over a grid for a guide.

• Representing a famous building from your city or town using the mixed technique described in the book: water colour and ink.

• Building a three dimensional skyline from a particular place (town, region, country…); constructing one of the buildings individually according to the guidelines given in the book to obtain a skyline made from bringing all the buildings together.

OTHER ACTIVITIES

INITIAL EVALUATION Class group• Commenting on possible experiences of students related to the topic of the unit: the architectural and monumental heritage of

our country.

MOTIVATION Class group• Promoting dialogue in the group to arouse interest in the unit topic starting by reading the title (Stone treasures) and observing

the works of architecture presented.• The teacher proposes the observation and discussion of the works by asking the questions in the presentation of the unit. It is a

question of making the students think about what the images suggest to them in relation to their personal experiences.• Reinforcing the predisposition and motivation of students, by undertaking the interactive activity Unique architectures. @• Using the Challenge introduced by the Integrated task as a motivational tool: building a three dimensional skyline of a particular

place (town, region, country…).


THE CHALLENGE (INTEGRATED TASK) – “Three dimensional construction of the skyline of our town, region, country…”• Contextualization: Discovering the buildings comprising our cultural and artistic heritage in order to recreate them in art and to

build a skyline. • Activities:

– Remembering the key contents worked on in the unit: architectural world heritage (Córdoba); plans and perspective drawings as examples of architectural representation systems; mixed technique for representing buildings: water col-our and ink.

– Choosing a place the skyline of which you want to recreate (town, region, country…) and finding out about its most emblematic buildings and constructions. @

– Individually, artistically recreating one of the chosen buildings using the mixed technique worked on in the unit. – Obtaining the three dimensional representation of the building represented using the guidelines laid out in the book. – Bringing all the buildings together to make a three dimensional skyline for the place chosen.

SKILLS ACTIVITIES• World heritage: Researching into cities from different countries that are world heritage sites. Compiling a technical file for each

place with representative photos and perspective drawings. http://portal.unesco.org/es/ev.php-URL_ID=45692&URL_DO=DO_TOPIC&URL_SECTION=201.html @

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http://portal.unesco.org/es/ev.php-URL_ID=45692&URL_DO=DO_TOPIC&URL_SECTION=201.html


ACTIVITIES DEVELOPING MULTIPLE INTELLIGENCES• In perspective: Looking at plans and perspective drawings of the Mosque of Córdoba and analyzing the characteristics of both

representation systems. Practicing the use of these systems. (Logical-mathematical)• Our skyline: Getting together to build a skyline of an emblematic place chosen by everyone in the group. (Interpersonal)


• Córdoba, a magnificent city: Watching the following video in class, which shows the artistic beauty of Córdoba that makes it a truly magnificent city: http://www.youtube.com/watch?v=GyfGdpF55Uk @

• World heritage: Defending your choice for the most deserving world heritage city in Spain. Getting into small groups to re-search into each of these cities and to prepare your arguments.

• Perspective drawing: Watching a short tutorial on perspective drawing to help students understand the concept better: http://www.ehowenespanol.com/dibujar-perspectiva-video_266744/ @

• The classroom in perspective: Practicing your perspective drawing by representing a space you are familiar with: the classroom or corridor of your school, your bedroom or another room in your house, etc.

• Drawing in 2D and 3D: In order to practice the differences between drawings with and without depth, carrying out a simple drawing activity in class of an object (a book, notebook, pencil sharpener, pencil case, cupboard or bookcase…). Dividing the sheet into two parts and using the first for a perspective drawing and the second for a plan of the object.

• 3D constructions: Getting into groups and building a castle made from building blocks; then attempting to draw it in perspect-ive. The following video can help with the building process: http://www.youtube.com/watch?v=ZeDbZVQ8AB0 @

• Water colour landscape: Searching for drawings of landscapes on Internet (preferably urban landscapes), printing them and painting them using water colours and finishing off with a felt-tip pen.

ATTENDING DIVERSITY • Representation systems (conical perspective):Observing the effect of depth obtained when drawing a straight road in conical perspective.Drawing cars, motorbikes and lorries driving along the road

• Representation systems (cavalier perspective):Observing letters drawn in perspective on a grid.Using these letters as a model for drawing your name on a grid for a guide.



ActivitiesRemembering moments in which they have felt any of these emotions and drawing themselves expressing them.

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http://www.youtube.com/watch?v=ZeDbZVQ8AB0

http://www.ehowenespanol.com/dibujar-perspectiva-video_266744/


http://www.youtube.com/watch?v=GyfGdpF55Uk


Each student shows the Class group his or her drawings and gives a brief explanation.• Completing some of these sentences written on the board orally:

I learnt ………………………..I felt ……………………………….I liked …………………………….I did not like …………………….

EVALUATION OF THE UNIT OF SKILLS / MULTIPLE INTELLIGENCES• Observing and acquiring contents. • Checklists for educational units.

• Checklists for quarterly projects.• Checklists for general skills.• Evaluation of skills / multiple intelligences. Individual record.• Evaluation of skills / multiple intelligences. Class-group record.• Portfolio and e-portfolio.• Evaluation report


Reading• Employing strategies for reading skills:

– Silent reading (self-regulation of comprehension).– Translation of everyday language into language specific to the area.– Producing syntheses, outlines, brief summaries of ideas (awareness of your own understanding).

• Reading texts comprehensively.• Reading other written texts, digitalized texts, interactive activities... to obtain information, learn, have fun and communicate.

Speaking and writing• Presenting the approach to and development of the resolution of different activities orally: presentation.• Adequately expressing orally/in writing what you have learnt using the right vocabulary.

ICT ACTIVITIES


Getting started: explore and reflect. Interactive activity. Association game Unique architectures.Understanding… Our architectural heritage. Gallery of images. Art sheets.

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Web links• To access tourism websites for the regions and learn about their art and architecture:

http://www.spain.info/es/informacion-practica/oficinasturismo-embajadas/• To expand you knowledge on the artistic and monumental heritage of Córdoba:

http://www.youtube.com/watch?v=GyfGdpF55Uk• To discover Spanish cities awarded World Heritage status:

http://www.ciudadespatrimonio.org• To discover World Heritage cities in countries all over the world:

http://portal.unesco.org/es/ev.php-URL_ID=45692&URL_DO=DO_TOPIC&URL_SECTION=201.html• To expand your knowledge on perspective drawing:

http://www.ehowenespanol.com/dibujar-perspectiva-video_266744/• To make three dimensional buildings as a model for perspective drawing:









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http://www.ciudadespatrimonio.org/

http://www.spain.info/es/informacion-practica/oficinasturismo-embajadas/






Other resources• Digital blackboard.• CDs• Educational resources.• Perishable material.


The methodology proposed promotes the construction of significant learning through the following sequence:

• Initial motivation and evocation of prior knowledge.• Progressive and careful inclusion of contents by means of examples taken from everyday and




Unit 5: Stone treasuresSTRUCTURE:• Initial activity and motivation combined with an image and digital resource to increase






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UNIT 6: Nefertari, QV66 TEAMWORK: Summer as you like it

OBJECTIVES IN TERMS OF SKILLS / MULTIPLE INTELLIGENCES1. Becoming familiar with Egyptian art and appreciating the importance of this civilisation in the history of humanity. (Cultural awareness and expression /

Visual-spatial intelligence)2. Understanding and appreciating Egyptian funerary art (especially in the Valley of Queens and the tomb of Nefertari) as an essential part of the cultural

heritage of mankind. (Cultural awareness and expression / Visual-spatial intelligence)3. Understanding the Egyptian writing system and showing appropriate linguistic skills when interpreting hieroglyphics and mastering the meaning of the symbols

used. (Linguistic communication / Linguistic and verbal intelligence)4. Drawing human figures while respecting the graphical conventions of Egyptian painting. (Cultural awareness and expression / Visual-spatial intelligence)5. Making engravings using a simple printing technique. (Cultural awareness and expression / Visual-spatial intelligence)6. Developing artistic projects cooperatively by applying the techniques under study and participating effectively in communal tasks. (Social and civic skills /

interpersonal intelligence)7. Obtaining and processing information using digital media. (Digital skills / Linguistic and verbal intelligence)1. Analyzing forms of artistic expression and appreciating their diversity. (Cultural awareness and expression / Visual-spatial intelligence)2. Understanding the leisure-cultural calendar on offer upon the arrival of summer. (Cultural awareness and expression / Visual-spatial intelligence)3. Observing and analyzing advertising posters. (Linguistic communication / Linguistic and verbal intelligence)4. Learning to extract information from graphical-verbal sources. (Learning to learn / Intrapersonal intelligence)5. Designing a poster for a leisure-cultural event held in the summer. (Cultural awareness and expression / Visual-spatial intelligence)6. Participating in the initiatives of the group by cooperating to undertake a communal project. (Sense of initiative and enterprise / Intrapersonal)7. Developing artistic projects cooperatively and applying the techniques learnt. (Social and civic skills / interpersonal intelligence)

CONTENTS EVALUATION CRITERIA STANDARDS• Queen Nefertari and her tomb. C• Expressing prior knowledge and exchanging impressions on Ancient Egypt

and its art. P• Executing the interactive activity The secrets of Nefertari. P• Presenting the unit challenge: making an art book containing engravings in

the Egyptian style. C• Researching into the Valley of Queens on Internet. P• Appreciating the originality of Egyptian culture and its funerary art. V


• Employing new technologies to find, assimilate and transmit basic information on the topic under study.

• The journey of Nefertari to the afterlife: the tomb of the queen. C• Beliefs and rites in Ancient Egypt related to life after death. C• Interpreting images: aesthetic appreciation and interpretation. P• The valley of Queens: main characteristics. C

• Using simple terms to comment on the main features of Egyptian art.


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• The Egyptian pantheon: the main gods and goddesses. C• Interest in discovering one of the most fascinating cultures in the history of

humanity. V• Hieroglyphic writing. C• Interpreting images: aesthetic appreciation and interpretation. P• Use of hieroglyphics to make an Egyptian solar ring. P• Appreciating the use of a range of ways of writing. V

• Interpreting and drawing simple hieroglyphics, and understanding the code used.

• Deciphering a simple hieroglyph and writing a message using these signs.

• The representation of human figures in Egyptian painting. C• Drawing Egyptian gods respecting the conventions studied for the

representation of human figures. P

• Representing figures of Egyptian gods.

• Using techniques, resources and materials from the language of art under study to represent the human figure.

• Engraving: features of this printing technique. C• Making an engraving in the Egyptian style using the technique learnt. P• Interest and effort when learning new things. V

• Making engravings according to the technical and artistic guidelines learnt.

• Making an engraving in Egyptian style respecting the guidelines laid down for the activity.

• The artist book. C• Integrated task: our artist book (printing, assembly and binding). P• Active and respectful attitude when participating in communal tasks. V

• Planning and cooperating with the group on the development of com-munal artistic activities.

• Participating in the activities proposed and demonstrating an interest in them, while cooperating as part of a communal project.

• Posters as a container of graphical and verbal information. C• Customs and traditions related to the arrival of summer. C• Undertaking the interactive activity The art of communicating messages. P• Careful observation of a poster and the formulation of ideas it

communicates. P• Repeating the process and pooling conclusions. P• Appreciating the quantity of information that can be obtained from a poster.

V

• Critically observing a poster con-taining information on summer cul-tural activities.

• Capturing ideas from the observa-tion of the poster.

• Learning about a range of summer leisure-cultural activities.

• Capturing and writing down ten ideas arising from the observation of a poster.

• Leisure activities of a cultural nature related to the summer. C• Choice of a summer leisure event and writing down the most important

information about it. P• Designing a poster for the event chosen. P• Appreciating summer leisure activities as collective cultural events. V• Active and respectful participation in communal activities. V

• Making your own design for a cul-tural event.


• Designing and creating your own poster according to the guidelines laid out in class and including graphical and verbal information.

• Generating ideas and proposals.• Participating in the initiatives of the

group cooperating as a part of a communal project.

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INTERDISCIPLINARY TEACHING• Gender equality education: Representing human figures while avoiding stereotypical or sexist drawings.• Moral and civic education: Respecting expressive diversity.• Responsible free time and leisure education: Understanding and participating in the leisure-festive activities taking place where you live.

LEARNING ACTIVITIES• Looking at the image of Nefertari accompanied by Anubis, as a way of making contact with the topic under study in the unit: visiting the tomb of Nefertari (cul-

ture and art in Ancient Egypt).• Undertaking the interactive activity “Getting started: explore and reflect. The secrets of Nefertari”, in order to elicit prior knowledge and create a positive predis-

position towards learning. @• Reading information on the challenge made in this unit (printing, assembly and binding an artist book) and exchanging first impressions on the result. @

• Using traditional and digital sources to make investigations related to the unit challenge. @• Discovering the main formal and technical characteristics of Egyptian painting through the analysis of the scenes represented in the tomb of Nefertari.

• Understanding the symbolic and ideological component of hieroglyphic writing by means of the analysis of its alphabet and the interpretation of short texts.• Creating a solar cartouche or shenu using your own name represented in hieroglyphic writing.

• Analyzing the formal characteristics of the representation of the Egyptian gods.• Drawing Egyptian gods, both real and invented, in accordance with the rules studied.

• Making engravings in the Egyptian style (designing the motifs, creating polystyrene plates and printing parchment paper).

• Creating an artist book, bringing together all the engraving plates made in the class; individually, choosing and printing your favourite engravings; binding to-gether the prints according to the instructions in the book (preparing the covers, ordering, sewing together).

• Developing the thinking routine called “Look: 10 times 2”, as a tool for capturing and contrasting information from the observation of a poster (analysis of the graphical and textual elements).

• Applying the tools observed in the thinking routine to make informative posters for summer events in which they can participate this summer. Exhibiting the posters, and getting together to compile all the information in a diary-calendar.

• Undertaking the interactive activity “Artist views: The art of communicating messages”, in which they will be able to observe and analyze authentic works of art presented in the form of posters.

OTHER ACTIVITIES

INITIAL EVALUATION Class group

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• Commenting on possible experiences of students related to the topic of the unit: the funerary art of Ancient Egypt (the Valley of Queens and the tomb of Nefertari).

MOTIVATION Class group• Promoting dialogue in the group to arouse interest in the unit topic starting by reading the title (Nefertari, QV66) and observing

the scene of Nefertari and Anubis presented at the start of the unit.• The teacher proposes the observation and discussion of the works by asking the questions in the presentation of the unit. It is a

question of making the students think about what the images suggest to them in relation to their personal experiences.• Reinforcing the predisposition and motivation of students, by undertaking the interactive activity The secrets of Nefertari. @• Using the Challenge introduced by the Integrated task as a motivational tool: making an artist book using the Egyptian

engravings made in class.


THE CHALLENGE (INTEGRATED TASK) – “Making the artist book of the class”• Contextualization: Recreating the art of Ancient Egypt by printing engravings on papyrus paper. Making an Artist book from the

prints.• Activities:

– Remembering the key contents worked on in the unit: Egyptian funerary art, hieroglyphic writing, rules for drawing Egyptian gods and printing technique.

– Individually, making printing plates from polystyrene with Egyptian motifs.– Bringing all the plates made in class together and sharing them around, so individually, each student can choose and

print his or her favourite prints.– Binding the prints together according to the instructions in the book (preparing the covers, ordering the pages and

sewing).

SKILLS ACTIVITIES• An Egyptian story: Organized in groups of three or four, producing an illustrated story set in Ancient Egypt. It could be a mys-

tery, concerning a pharaoh’s curse (they can find helpful information in the library), or a happier story, such as this one, which could be used as an inspiration: http://www.youtube.com/watch?v=7-LGwTSERl0 @

ACTIVITIES FOR DEVELOPING MULTIPLE INTELLIGENCES• Our shenu: An introduction to understanding the Egyptian writing system through the analysis of their alphabet and simple

hieroglyphics; creating a solar cartouche or shenu using your own name represented in hieroglyphic script. (Linguistic and verbal)

• Cultures of the world: Analyzing forms of artistic expression from a range of different cultures and eras; appreciating their di-versity and showing respect. (Interpersonal)


• Land of the pharaohs: Watching an interesting video in class explaining the mummification ritual: http://www.youtube.com/watch?v=GlB7jrttscM @

• Deciphering hieroglyphics: Organized into groups of 3 or 4, inventing your own ideographic alphabet in Egyptian style; writing a short text two or three sentences long using this alphabet; exchanging the alphabets and messages with the other groups and

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http://www.youtube.com/watch?v=GlB7jrttscM


http://www.youtube.com/watch?v=7-LGwTSERl0


deciphering them.• The class shenu: Organized in small groups, the students can produce their own shenu using a sentence they feel identified

with. They can also produce a shenu the whole class feels identified to, and hang it in the doorway or somewhere visible in the classroom.

• Walking like an Egyptian: The impossible posture of human figures in Egyptian art can also be fun, when seen in another type of image. To check this out, students can cut out fragments of photos from magazines and mount figures as if they were painted by an Egyptian. They can also bring in their own photos and combine them and mount them “walking like Egyptians”.

• The class of Egyptians: Bringing in your own passport-sized photos; getting together to draw the bodies of different gods and goddesses, and as a head, sticking on your photos. Making a mural of all the figures; writing a fun title beneath each character (for example: Luis, god of bicycles).

• Making a papyrus scroll: According to the tutorial http://www.youtube.com/watch?v=UowPOxnEJ5E, creating an old-style piece of paper reminiscent of papyrus, and using it to draw Egyptian motifs. @

ATTENDING DIVERSITY • Writing hieroglyphs (letters and signs)Remembering the graphical signs comprising the Egyptian alphabet. Inventing and drawing your own “Egyptian alphabet”.

• Egyptian painting (interpreting scenes)Remembering the function of images represented on the tombs of the pharaohs. Colouring in and explaining the meaning of a funerary scene: Anubis weighing the heart of the deceased.

THINKING CULTURE THINKING ROUTINE: “Look: 10 times 2” • Goal: Fostering observation and synthesis skills, as well as agility when extracting information from a particular source.• Activities: Observing a poster for a leisure-festive event for one minute, and individually noting down 10 words or short sen-

tences suggested by the poster on a post-it.• Pooling resources: Making a register of ideas in a visible place in the classroom and commenting on the ideas that have come

up. Repeating the process: observing the image again and individually, making another list of 10 words or sentences. Sharing the new contributions and thinking about how seeing the ideas of all their classmates has been of benefit to them.

ENTERPRISE CULTURE QUARTERLY PROJECT: “Summer as you like it” • Description: On the arrival of summer, drawing up a diary-calendar containing leisure-festive events they could take part in dur-

ing their holidays.• Enterprising skills: decision making and responsibilities, communication skills, motivation.• Activities:

Choosing leisure-festive events in which they can participate this summer, and making posters to publicise these. To this end, re-membering and applying the ideas that came up in the thinking routine concerning textual and graphical elements comprising advertising posters:

– Individually, choosing an event and making the poster.– Exhibiting the posters on a board so everybody can see them and discussing the events with the group.– Noting down the best events taking place in the summer in a diary-calendar.– During summer participating in the events in the diary whenever possible.

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http://www.youtube.com/watch?v=UowPOxnEJ5E


Completing the project by undertaking the interactive activity “Artist views: The art of communicating messages”. @• Evaluation: Checklist.

Indicators Levels of involvement

1 2 3 4The student knows about and makes a suitable selection of the leisure-cultural offering he or she wants to participate in.

He/she shows no interest in learning about the leisure-cultural offering where he or she lives, or in participating in it.

He/she knows about and participates in some leisure-cultural events where he or she lives.

He/she shows an interest in learning about the leisure-cultural events where he or she lives and in participation.

He/she shows and interest in learning about and participating in those leisure-cultural events suited to his or her age and interests.

The student organizes the graphical and textual information according to established criteria.

He/she has difficulty in ordering and classifying the graphical and textual information.

He/she usually orders the graphical and textual information according to simple guidelines.

He/she selects and orders the graphical and textual information according to established guidelines.

He/she orders and transmits the graphical and textual information effectively and creatively.

The student participates in group initiatives cooperating to achieve a common objective.

He/she shows a passive and/or negative attitude in regard to cooperative tasks.

On occasions he/she shows a positive attitude towards cooperative tasks aimed at achieving a common goal.

He/she respects and benefits from the work of others and normally displays a positive attitude towards the tasks and classmates in order to achieve a common goal.

He/she respects and benefits from the work of others and always displays a positive attitude to tasks and classmates in order to achieve a common goal.

EMOTIONAL EDUCATION “These are my emotions”• Objectives

Recognizing emotions through expressions and acquiring an emotional vocabulary.Identifying emotions in a range of situations.Understanding your own emotions and those of others.


• ActivitiesRemembering moments in which they have felt any of these emotions and drawing themselves expressing them.Each student shows the Class group his or her drawings and gives a brief explanation.Completing some of these sentences written on the board orally:

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I learnt ……………………………I felt ………………………………I liked …………………………….I did not like ……………………..

EVALUATION OF THE UNIT OF SKILLS / MULTIPLE INTELLIGENCES• Observing and acquiring contents. • Checklists for educational units.

• Checklists for quarterly projects.• Checklists for general skills.• Evaluation of skills / multiple intelligences. Individual record.• Evaluation of skills / multiple intelligences. Class-group re-

cord.• Portfolio and e-portfolio.• Evaluation report.


Reading • Employing strategies for reading skills:

– Silent reading (self-regulation of comprehension).– Translation of everyday language into language specific to the area.– Producing syntheses, outlines, brief summaries of ideas (awareness of your own understanding).

• Reading texts comprehensively.• Reading other written texts, digitalized texts, interactive activities... to obtain information, learn, have fun and communicate.

Speaking and writing• Presenting the approach to and development of the resolution of different activities orally: presentation.• Adequately expressing orally/in writing what you have learnt using the right vocabulary.

ICT ACTIVITIES


Understanding… the tomb of Queen Nefertari. Gallery of images. Art sheets.Getting started: explore and reflect. Interactive activity. Association game The secrets of Nefertari.

Artist views. Interactive activity for artistic exploration: The art of communicating messages.

© grupo edebé 63


Web links• To find out more about Ancient Egypt:

http://www.panoramas.dk/2008/flash/valley-of-the-kings.htmlhttps://www.youtube.com/watch?v=200HMqkN8MIwww.egiptoaldescubierto.comhttp://www.museuegipci.com/index.php?index

• To learn about the mummification ritual: http://www.youtube.com/watch?v=GlB7jrttscM

• To age pieces of paper and make them look like papyrus:http://www.youtube.com/watch?v=UowPOxnEJ5E

• To watch an illustrated story inspired by Egypt:http://www.youtube.com/watch?v=7-LGwTSERl0








© grupo edebé 64

http://www.youtube.com/watch?v=UowPOxnEJ5E


http://www.museuegipci.com/index.php?index

http://www.egiptoaldescubierto.com/

https://www.youtube.com/watch?v=200HMqkN8MI

http://www.panoramas.dk/2008/flash/valley-of-the-kings.html













Unit 6: Nefertari, QV66STRUCTURE:• Initial activity and motivation combined with an image and digital resource to increase






QUARTERLY PROJECT: Summer as you like itThis project is to be tackled during the third quarter in order to consolidate work on skills and multiple intelligences, promote creative thinking, and encourage cooperative work and an enterprising approach.

© grupo edebé 65

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