THE FOUR SEASONS FOR THE ARTS
THE FOUR SEASONS FOR THE ARTS DIDACTIC PLANNING
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
THE FOUR SEASONS FOR THE ARTS
CLIL UNIT PLAN TITLE THE FOUR SEASONS FOR THE ARTS SUBJECT Arts and Crafts Science English Languages
SUBTITLE AGE/LEVEL A CLIL UNIT THROUGH 9-10 ARCIMBOLDO AND VIVALDI 4th OTHER LINKED SUBJECTS Match, Spanish Language, ICT.
INTRODUCTION TO THE UNIT This unit is aimed at students in 3rd and 4th Primary. It related content, especially with music and painting, but also curricular aspects of knowledge of the environment. We will be using English as the language for learning. In the area of English we will work on this project, specifically, a weekly session in which those we will reinforce grammatical structures necessary to develop the project in other areas. Based on the series of paintings of Arcimboldo dedicated to the seasons, learning about its life as well as his work and about Vivaldi too, and their composition "Four Seasons". Inspired by this and the study of pictorial language, they will develop their own works which they will be present in a virtual gallery.
AIMS
1. To appreciate the paintings recognizing the value of the work itself and its cultural value. 2. To identify the painting and music as a means of expression and communication. 3. To know and analyze physical elements through the arts. 4. Transmitting ideas and thoughts through the arts. 5. Use English to find, understand and transfer information. 6. Give the children opportunities to use English language in other context. TEACHING OBJECTIVES
Content Seasons (meteorology, clothes, fruits and vegetables, movements of The Earth) Art: Arcimboldo and their pictures about 4 seasons. Music and instruments. Music and culture: Vivaldi and their composition “4 Seasons”. The language of music: listening maps English: grammatical structures, tenses and vocabulary.
LEARNING OUTCOMES They’ll be able to do their own creative portraits and compositions and describe them.
Cognition • Knowledge To remember and recognize words and elemental concepts. • Comprehension
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
THE FOUR SEASONS FOR THE ARTS
To understand the meaning, translation, and interpretation of artistic language. • Evaluation To value different arts models. Culture To learn different aspects of visual languages. Interest in knowing the surrounding World and their changes. Interest towards the English Language. Interest in knowing art and music works of painters and composers. Communication • Language of learning: Key vocabulary, language of describing, explaining… • Language for learning: asking and answering questions, language for project work… • Language through learning: observation and analysis, identification of elements ... INPUT Reflection on the language and learning through use. Listening, speaking and conversing. Reading and writing.
STUDENT INTERACTION Grouping systems will be adapted to the type of activities to be developed, including the class group, individual work, small groups and pairs, as well as flexible grouping for some reinforcement activities or expansion.
ACTIVITIES To implement this project raised three tasks: TASK 1: Analysis of paintings related to the seasons: Arcimboldo. TASK 2: Know the music of Vivaldi, in particular 4 seasons. TASK 3: Make their own creations inspired by seasons. KEY COMPETENCES Learning to learn: Autonomous work of students throughout the unit, we start from their previous knowledge, searching for information… Linguistic communication: Oral interactions and written contributions in class work. Sharing opinions, searching for information and extracting the main ideas. Production of sentences both written and orally. Cultural and Artistic competence: Appreciating the cultural aspect of art and making their own works. ICT and Information Processing:
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
THE FOUR SEASONS FOR THE ARTS
Use of language in different channels and tools for communication. Use of interactive digital processes to access data. Autonomy and personal initiative: Searching for information, giving a presentation, speaking to an audience EVALUATION • Procedures: • Verbal exchanges: Questions and Answers, dialogs, and sharing. • Observation of work and the participation of each student. • Analysis and review of the activities and work performed. • Test evaluation and self-evaluation of the student. • Instruments: • Registration form where results are recorded. • Oral tests. • Productions paintings and written tests. RESOURCES Autores http://en.wikipedia.org/wiki/Giuseppe_Arcimboldo http://www.biografiasyvidas.com/biografia/a/arcim boldo.htm http://www.tuitearte.es/arcimboldolas-estaciones/ http://www.epdlp.com/pintor.php?id=2754 http://www.giuseppe-arcimboldo.org/ http://www.abcgallery.com/ Museos http://www.louvre.fr/en …………
MATERIALS • • • • • •
Worksheets Representations of the Earth (Terrestrial Sphere, Terrestrial planisphere, maps...) Pictures of Arcimboldo (in paper, in digital format…) Computers. Interactive white board. Memory sticks. Portraits of the students to impress. Pens, colour pencils and other materials to paint.
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
THE FOUR SEASONS FOR THE ARTS
UNIT: “The four seasons for the arts” LESSON
SUBJECT
OTHER LINKED SUBJECTS
LEVEL
(Warm-up activity)
1. 2. 3. Arcimboldo
Art
English Language-Science
4º Primary E.
TEACHING OBJECTIVES Bringing students to the Surrealist movement through the works of Arcimboldo. Relate the painter with his time. To identify seasons as a topic frequent in art. Identify the characteristics of the art of Arcimboldo. Knowing the technical elements used in the paint: cool colours, warm colours, framing, perspective ... Develop an interest in knowing why the seasons are produced. Rate painting as a form of expression and communication. ASSESSMENT CRITERIA List the characteristics of surrealist art. It identifies the historical period in which the work of Arcimboldo occurs. Remember some biographical information of Arcimboldo. Enumerates technical features that can be seen in the works of Arcimboldo. Difference cool and warm colours. Know why the seasons occur. Apply effects employed by Arcimboldo in his own creations. KEY/BASIC COMPETENCES Artistic and Cultural: Enjoy different artistic manifestations such as music or painting. Create their creations. Communicative: Description. Rating works. New vocabulary. Learning to learn: organize information in a presentation. Data processing and digital competence: Search information about Arcimboldo. Make a presentation in digital format. CONTENTS Pictures about the seasons of Arcimboldo. Biography of Arcimboldo. Main features of Baroque music and painting. General characteristics of surrealism. Elements of painting: cool and warm colours, framing, perspective ... COGNITION Describing main facts in Arcimboldo´s life. Recognising the structure of the pictures in Arcimboldo’s pictures. Describing the pictures of Arcimboldo. Recognising techniques of art in those pictures. Describing surrealism art.
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
THE FOUR SEASONS FOR THE ARTS
COMMUNICATION Of learning Vocabulary Picture, surrealism, Baroque, cool colour, warm colour, framing, perspective, biography, techniques, materials, collage… Structures Present simple: He is from. It belongs to. Does this arts make you happy, sad, …? Suggestion: Let´s… For learning Expressing preferences. Describing pictures, forms, painter’s life, Through learning Use the dictionaries for vocabulary extension. Use web page to search information about this painter. Language through activities.
CULTURE Interest in knowing art and music works of painters and composers. Interest towards the English Language.
EXERCISES –ACTIVITIES-TASKS Images of Arcimboldo pictures are projected. They discussion about that it suggest, that it represent, that it can observe them ... Some questions: What do you see in this picture? What predominant colour? TASK: ANALYSIS OF PICTORIAL WORKS Brainstorm different questions with students and write them on the board. Distribute a sheet with each of the images and invite students to reflect about it and answer the questions on the board. The spokesperson from each team explains what worked. They present different activities: puzzles, complete the missing element ... We investigate about the author historical period, studies of his work, this particular work. Every team deals a topic that then have to explain to others. Exhibition of different aspects worked: all take notes, raise questions, it complete if they know anything more about it. They make their own creations using his portrait, imitating the technique of Arcimboldo. ...
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
OUR EASONS OR ART
THE FOUR SEASONS FOR THE ARTS
RESOURCES SOURCES Worksheets Pictures of Arcimboldo (in paper, in digital format‌) Computers. Interactive white board. Memory sticks. Links to the contents to work. Portraits of the students to impress. Pens, colour pencils and other materials to paint.
A
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
THE FOUR SEASONS FOR THE ARTS
UNIT: “The four seasons for the arts” LESSON 1. 2. 3. “Meeting Vivaldi”
SUBJECT Music
OTHER LINKED SUBJECTS Arts- English Language-Science
LEVEL 4º Primary E.
TEACHING OBJECTIVES Hold out Vivaldi to pupils through his play The four seasons. Relate the Composer with his period. Relate the worked play with the Arcimboldo’s paintings about the seasons. Know the structure of The four seasons. Work in musical appreciation: The mood Know the instruments make used of The four seasons. Develop the interest about knowing why the seasons are produced. Appreciate the classic music as a way of expresión and comunication. ASSESSMENT CRITERIA Know the main facts about Vivaldi’s life. Connect Vivaldi and Arcimboldo with the Baroque. Use the aprópiate word to express the mood. Know in how many parts is divided The four seasons Know which instruments sound in The four seasons . Know why the seasons are produced. KEY/BASIC COMPETENCES Artistic and cultural: Enjoy listening to a concert. Learning to learn: Organise the information in a mind map. Communicative: Express feelings and opinions about the music and paintings treated. Data processing and digital competence: Look for information about Vivaldi and Arcimboldo. Investigate about how seasons are developed. CONTENTS Music and painting for the seasons. Information about a composer : Vivaldi. Baroque general outlines in music and painting. “The four seasons”. Parts of this work. The concert structure. Los instrumentos con que se interpretan “Las cuatro estaciones” COGNITION Describing main facts in the Vivaldi´s life. Recognising music structure in the Four seasons. Describing different moods in the Four seasons. Recognising instruments in the Four seasons. Describing what a concert is. Evaluating themselves.
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
OUR EASONS OR ART
A
THE FOUR SEASONS FOR THE ARTS
COMMUNICATION Of learning Vocabulary Composer, composition, orchestra, music structure, string instruments, beginning, end, repetition, main theme Structures Present simple: He is from. It belongs to. Does this music make you happy, sad, …? Suggestion: Let´s… For learning Expressing preferences. Describing pictures. Explaining Vivaldi´s composition. Through learning Use the dictionaries for vocabulary extension. Language through activities.
CULTURE Interest in knowing art and music works of painters and composers. Normas para asistir a un concierto de música clásica. Interest towards the English Language EXERCISES –ACTIVITIES-TASKS E. Place Vivaldi and Arcimboldo in the Europe map. E. Place Vivaldi and Arcimboldo in the time. E. Interactive white board activity to match pictures and sounds. E. Watch and listen to different parts of the concert Las cuatro estaciones. E. Order the words about Vivaldi and Arcimboldo, to make sentences about them. WS 1 A. Use the cloud words generador Tagxedo to create an image with the new vocabulary. A. Interactive white board activity about seasons and Vivaldi´s music. T. Enter to the Padlet link and investigate to get information about Vivaldi and Arcimboldo. T. Organise the information in a mind map with Map Tools. RESOURCES SOURCES Worksheets Files with Vivaldi’s music. Computers. Interactive white board. Memory sticks. Links with the contents to work.
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
THE FOUR SEASONS FOR THE ARTS
UNIT: “The four seasons for the arts” LESSON 4. 5. “Autumn”
SUBJECT Music
OTHER LINKED SUBJECTS Arts- Science- English Language
LEVEL 4º
TEACHING OBJECTIVES Distinguish by listening the different parts to The Autumn from Vivaldi and relate them with the tempo. Know what music represents in The Autumn. Know what represents the Arcimboldo’s painting: The Autumn. Conocer los instrumentos utilizados en Las cuatro estaciones. Locate the string instruments in the orchestra. Distinguir los instrumentos de cuerda frotada por su altura. To practice expressions and vocabulary related to Autumn. Valorar la música clásica como forma de expresión y comunicación. ASSESSMENT CRITERIA Distinguish the instruments which Autumn is played Recognize in a visual and hearing way the string instruments Associate string instruments with the highness (pitch). Identify changes of tempo in the worked play. Describe the Arcimboldo’s painting. Represent graphically the main outlines from the listened music. Use the learned vocabulary to describe the music (Autumn). KEY/BASIC COMPETENCES Artistic and cultural: Disfrutar de distintas manifestaciones artísticas como música o pintura. Data processing and digital competence: Buscar información sobre los instrumentos de cuerda frotada. Hacer una presentación en formato digital. Communicative: Description. Valoración de obras. New vocabulary. Learning to learn: organise the information through a presentation. CONTENTS The string instruments section. High of sound and its relation with string instruments section. Tempo. Location of different sections of instruments in the orchestra. Analyse the structure of the Autumn. Active listening to the Autumn: follow a listening map. The autumn from Arcimboldo. COGNITION Describing the string instruments section in the orchestra and their position in it. Describing a picture.
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
THE FOUR SEASONS FOR THE ARTS
COMMUNICATION
LANGUAGE Of learning Vocabulary: Structure: listening map, beginning, end, repetition, main theme… Instruments: string instruments, orchestra, violin, viola, cello, double bass, arch, violinist. Tempo: steady, fast/ slow, faster/slower, speed. Pitch: high, low
Words about autumn Structures: What can you hear? It belongs to. It sounds higher/lower than… I like /don´t like it because… Suggestion: Let´s… For learning Expressing preferences. Describing sounds. Describing emotions and feelings. Through learning Language trough activities.
CULTURE What’s a Stradivarius? Valorate the musician and instrumentist jobs. Famous violinists Famous conductors.
ACTIVITIES E. Listening to Autumn. E. Read the poem about autumn. E. Watch the Arcimboldo’s painting about autumn. A. Make up lyrics for the Autumn main theme. T. Create a presentation for string instruments. T. Create a listening map to distinguish the different parts to the Autumn of Vivaldi. RESOURCES SOURCES Worksheets Files with the Vivaldi’s music. Computers. Interactive white board. Memory sticks. Links with contents to work. Image of Arcimboldo’s painting. Listening map: Autumn.
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
THE FOUR SEASONS FOR THE ARTS
UNIT: “The four seasons for the arts” SESSON 1. 2. The seasons
SUBJECT Science
OTHER LINKED SUBJECTS Arts- English Language
LEVEL 4º Primary E.
TEACHING OBJECTIVES To compare and describe the characteristics of the seasons. Know why the seasons are produced. To identify elements in any season and not in others. To identify and describe each weather season conditions. Know expressions about the weather.
ASSESSMENT CRITERIA It can describe characteristics of each of the seasons. It identifies the translation movement of the Earth as the causing that the seasons occur. Lists relating them clothes with the season in which they are used. Difference and can explain the weather conditions of each season. Use expressions related to the weather.
KEY/BASIC COMPETENCES Learning to learn: Organize information to later tell it. Communicative: Express what it sees. Describing images. Data processing and digital competence: Search information about the seasons, the movements of the Earth, weather. Investigate how the seasons unfold.
CONTENTS The Seasons of the year. The movements of The Earth. The Clothes. Meteorology and weather. Expressions related with the weather.
COGNITION Recognising characteristics of the seasons. Describing the movement of translation of The Earth. Describing different clothes that it wears in different seasons. Explaining elements meteorological. Describing effects of different elements meteorological.
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
OUR EASONS OR ART
A
THE FOUR SEASONS FOR THE ARTS
COMMUNICATION Of learning Vocabulary Precipitation, temperature, sunny, cloudy, windy, foggy, cold, hot, raining, clouds, snow, weather… Structures Present simple: What’s the weather like? , It’s sunny, Is it hot? ... What do I know? , ... For learning Expressing preferences. Describing pictures. Explaining situations. Through learning Use the dictionaries for vocabulary extension. Language through activities.
CULTURE Interest in knowing the surrounding World and their changes. Interest towards the English Language EXERCISES –ACTIVITIES-TASKS Brainstorm why the seasons are produced. First we discussed with the partner. Then we put it together in the group. Launched hypothesis. We look information to test the hypothesis. Organize information in a mind map to use as support in explaining to the class. map tools We project images of Arcimboldo and list the items that appear representing each of the seasons. Interactive white board activity to match pictures. Order the words to make sentences about weather. We observe the terrestrial sphere to verify how the translational movement occurs.
RESOURCES SOURCES Worksheets Representations of the Earth (Terrestrial Sphere, Terrestrial planisphere, maps...) Computers. Interactive white board. Memory sticks. Links to the contents to work.
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
THE FOUR SEASONS FOR THE ARTS
UNIT: “The four seasons for the arts” LESSON 1. 2. 3.
SUBJECT English
OTHER LINKED SUBJECTS Arts- Music- Science
LEVEL 4º Primary E.
TEACHING OBJECTIVES Bringing students to the Surrealist movement through the works of Arcimboldo Identify the differences of colours and fruits or vegetables in the Archimboldo´s frames. Describe the frames identifying the parts of the face. To compare and describe the characteristics of the seasons.
ASSESSMENT CRITERIA Remember some biographical information of Arcimboldo. It can describe characteristics of each of the seasons. Difference cool and warm colours. Use expressions related to the weather. List main vegetables and fruits and associate them with the seasons.
KEY/BASIC COMPETENCES Artistic and Cultural: Enjoy different artistic manifestations such as music or painting. Communicative: Express what it sees. Describing images.New vocabulary Learning to learn: organize information in a presentation. Data processing and digital competence: Search information about Arcimboldo, and main fruits and vegetables in different seasons.
CONTENTS Pictures about the seasons of Arcimboldo. Biography of Arcimboldo. Elements of painting: cool and warm colours, framing, ... Wheather, fruits and vegetables. Vivaldi concert.
COGNITION Describing main facts in Arcimboldo´s life. Describing the pictures of Arcimboldo. Describing different fruits and vegetables in different seasons. Recognicing cool and warm colours Recognicing “The four seasons” by Vivaldi
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
OUR EASONS OR ART
A
THE FOUR SEASONS FOR THE ARTS
COMMUNICATION Of learning Vocabulary Picture, surrealism, Baroque, cool colour, warm colour, framing, perspective, biography, techniques, materials, collage, symphony… Estructures Present simple: He is from. It belongs to. I can see .I like/ I don´t like Suggestion: Let´s…. There is/there are. Prepositions of place. For learning Expressing preferences. Describing pictures. Explaining Arcimboldo´s work Through learning Use the dictionaries and computers for vocabulary extension. Language through activities.
CULTURE Interest in knowing art and music works of painters and composers. Interest towards the English Language
EXERCISES –ACTIVITIES-TASKS Reading about Arcimboldo. Writing composition about Arcimboldo. Dictation. Order the words to build sentences. Look at the pictures. Read the sentences and ill in the gaps with the correct preposition. Became in a painter or a composer. Explain to your classmates what your do.
RESOURCES SOURCES Worksheets Images of Arcimboldo’s paintings. Computers. Interactive white board. Memory sticks.
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI
THE FOUR SEASONS FOR THE ARTS
Autoras: Mar Fernández Prieto Carmen Fuertes Alonso Mª Pilar Gómez Diéguez
A CLIL UNIT THROUGH ARCIMBOLDO AND VIVALDI