2 Visual language Unit introduction
In this unit, we will work on our ability to use images as a means of expression, which will give us the tools not only to illustrate, but to communicate what we see in the outside world as well as what is in our inner world: thoughts, emotions and feelings, using our imagination and even creating images of what does not exist. We must show the students the possibility of representing reality in a more or less realistic way, differentiating it from the interpretation, modification or creation of something new, emphasising the role of emotions in artistic activity.
Resources and materials It is recommended that you first consult all of the information, plan the activities and prepare the resources that are most suitable to tailor the lessons to the unique needs and characteristics of the students. In addition to the student’s book and the teacher’s guide, you will also have access to digital resources available on Anaya’s website.
General suggestions Previous knowledge and possible difficulties When teaching the unit, it may be helpful to relate the contents to students’ lives, with an approach based on students’ prior knowledge, going over well-known issues and situations connected to the topic that they can relate to, which will make them more motivated to learn. In this unit, it may be difficult for students to learn how to differentiate strokes, colours and textures and to recognise the value of hand-eye coordination, and therefore it is recommended that you encourage students to experiment, providing daily exercises which involve observation, distinguishing and manual abilities, without forgetting to encourage imagination and creativity.
Related tasks We can use the first session to introduce the unit and go over the planned tasks. Each block can be covered in a different session. You can propose the activities that are most suitable for understanding and applying the contents, aiming to personalise the teaching to students’ needs.
Values education You should focus on encouraging students’ imagination and creativity, as well as the satisfaction they will feel after doing a good job, which are aspects that must be included in their portfolio presentation. In the development of the unit, there will be an emphasis on aesthetic, intellectual, social and ethical values. It is important to insist on students’ involvement, on their responsibility for their tasks, and to encourage them to collaborate with each other. We must also emphasise critical observation and reflection, and to do so, questions are included throughout the entire unit.
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Key competences. CLC: competence in linguistic communication, CMST: competence in Mathematics, Science and Technology, DC: digital competence, LL: learning to learn, SCC: social and civic competence, SIE: sense of initiative and entrepreneurship, CAE: cultural awareness and expression.
CONTENTS AND COMPETENCES Unit contents
Key competences
Opening pages • Cai Guo-Qiang
CLC CMST LL SCC CAE
1. Basic components of images • Basic components • Drawing shapes • Textures • Representation and interpretation
CLC CMST DC SCC CAE
2. Colour: a complex phenomenon • The mechanics of colour perception • From white to black • Let’s organise colours • Warm colours and cold colours • The dimensions of colour • Colour palette • Colour is made
CLC CMST DC SCC CAE
Artistic workshop • Action or gestural painting • Jackson Pollock and action painting • Activity: Express your emotions with spontaneous gestures • Activity: Dream, create and share • Spontaneity and expressiveness in figurative art
CLC CMST DC LL SCC SIE CAE
Final pages • Unit outline and glossary • Check your progress
CLC DC LL SCC SIE CAE
