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UNIDAD DIDĂ CTICA CLIL: History of Art. This unit has been designed to be taught in the subject History of Art in 2nd of Bachillerato. With this unit, the students will learn about art and, specifically, about the Avant-garde Movements and at the same time they will be practicing the four linguistic skills in English and they will improve their level in that language. Furthermore, we will use ICT to explain and practice the content for the students to develop their digital skills while learning.

Therefore, the main objectives of this unit are the following ones: -

To

learn

the

different

Avant-garde

movements with its main characteristics and its main representatives. -

To practice the four linguistic skills in English and improve one’s level.

-

To learn Art and English through practice and by using ICT.

This unit is divided into 3 different sessions. The first session is focused on the Avant-garde movements. It consists in presenting a Google Slides presentation with some information about the Avant-garde movements and its main characteristics and representatives with some pieces of art as examples. After presenting the content, the students should do three brief activities. The first one consists in reading different definitions and say the movement they correspond to. This activity is a kind of summary of the Google Slides presentation. So, it is an introductory activity in order to clarify the main concepts in the students’ minds. In the second activity, the students have to match different pieces of art to their author and they should write some characteristics of those pieces of art that make them fit in one movement or another. Therefore, this activity will be a development activity that will be useful for the students to put into practice the information that have been presented before. Finally, in the third activity, they will be assigned a specific movement and, in groups of four, they have to prepare an oral presentation talking about the main characteristics of that movement and about one of its representatives together with some of


his/her pieces of art. Although this activity will probably be finished at home, they will start looking for some information in class. In order to do that, we will go to the computer lab to facilitate their research. We think that this last activity is a good idea as an evaluation activity because they can use the information they have learned to carry it out.

The second session is focused on some authors of the Avant-garde movements. We will start the session with the students’ presentations about one of the Avant-garde movements, the biography of one of its representatives and some of his/her pieces of art. This activity is an introductory activity to talk about the authors. After that, we will do a reading activity about Dalí’s life as an example of biography in order to know more about this author and a listening activity by watching a video about Kandinsky’s life. These activities are development activities that are useful for the students to see some examples of what they were supposed to do in their presentations and it will be also useful to practice their reading and listening comprehension skills. The closing activity will be focused on creating a mural in which each group should write the main characteristic of an artwork from one author that they have not done in the presentation, in this way, we will see if they have pay attention to their classmates and have learnt about authors of the different movements seen.

The third session is going to be more focused on the reflection of the students about different pieces of art. The first activity that is an introductory activity to introduce them into reflection is about an artwork from the author Kandinsky. In this activity, we will propose them to interpret the picture of ​Composition 8 ​by Kandinsky, but in order to help them because the artwork is a bit difficult to understand, they will have some questions that can be used as a guide. For the second activity, we are going to project some images of the pieces of art that we have seen throughout the unit and the students should write in a piece of paper what the different pieces of art transmit to them (happiness, sadness, chaos, tranquility, anger, etc) and why. And the last activity will be useful as a kind of evaluation activity where we are going to do a debate with the ideas that students wrote in activity 2 and we will see what they have learned in this unit and the things they can add to our explanations.


SESSION 1

1. ​Match the following words to the definitions provided below. Fauvism, Cubism, Expressionism, Futurism, Abstraction, Dadaism, Surrealism, Pop Art.

1. An artistic movement inspired by comics, advertising cartels and photography of consumption: _________________ 2. An artistic movement where the painting is based on the triumph of color and intuition. The color acquires a symbolic value. The main representatives are Gauguin and Van Gogh: ____________________ 3. An artistic movement that uses dark colors and deformed figures to express emotions and pain: _____________________ 4. An artistic movement that creates spatial disintegration, the disconnected treatment of the figures, the breakdown of traditional modeling and the intellectual use of color. It is based on geometric shapes and almost complete absence of color. A main representative is Pablo Picasso: ______________________ 5. An artistic movement where the picture is reduced to forms and colors, and the human figure and any connection with the reality is lost. Main representative is Kandinsky: __________________ 6. An artistic movement that captures the movement of the objects and the main aim is the velocity: _________________ 7. An artistic movement that denounces the market of the art that sells depending on the name of the author and not for the value of the work itself and they do their works with trash and urinals: ________________ 8. An artistic movement that is based on emotions and irrationality. It is influenced by Freud and the psychoanalysis and it represents the world of dreams, of the subconscious that escapes from the human rationality: _______________


2. Match each of the following pieces of art with its author. Then, write some characteristics of each of the pieces of art that are specific from one of the Avant-garde movements.


Picasso →

Kandinsky →

Matisse →

Duchamp →

Munch →

Dalí →

Boccioni →

Andy Warhol →

1. _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________.

2. _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________. 3. _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________.

4. _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________.


5. _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________.

6. _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________.

7. _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________.

8. _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________.

3. This activity will be carried out in groups of four people. We will do a toss with the different Artistic Avant-Garde movements and each group has to look for information about the movement you have to do the research. You should choose an author representative of that movement and a piece of art made by that author. Then, you have to prepare an oral presentation in which you should talk about the main characteristics of that piece of art and its movement and about the author.

SESSION 2

1. In your groups, you have to do your oral presentations explaining to the rest of the class the information you have found on the internet.

2. Reading: a brief biography of Salvador DalĂ­. Read the text in the following webpage and answer the questions. http://www.ducksters.com/biography/artists/salvador_dali.php


1. What did Dalí paint? a) Sailboats and houses. b) Portraits. c) A and B are correct. 2. Why was he imprisoned? a) Because he joined a radical group of artists. b) Because he supposedly opposed the Spanish dictatorship. c) Because he had problems with his teachers. 3. Who is responsible for Dalí’s love for art? a) His father. b) His sister Ana Maria. c) His mother. 4. Which is the most representative Avant-garde movement in which Dalí develop his figure as a painter? a) Cubism. b) Surrealism. c) Dadaism. 5. Surrealism… a) had an impact on many different arts. b) was initiated by ​a French painter named Andre Breton. c) held that the subconscious mind do not exist. 6. ​The Persistence of Memory​… a) represents a desert landscape covered with melting witches. b) is the most famous painting of the Cubism movement. c) is Dalí’s most famous painting. 7. Dalí painted pictures depicting the horror of war, he painted about religion and about legal aspects. a) True. b) False. 8. One of his most famous paintings during the war time was ​Christ of St. John of the Cross which he painted in 1951. a) True. b) False.


9. Dalí… a) is the most famous of the British Surrealist artists. b) has been inspired by many of today’s artists. c) had the ability to shock and entertain and that made his paintings popular to many people. 10. He worked in a movie with Alfred Hitchcock, ​he wrote an autobiography called ​The Secret Life of Salvador Dali​ and all the​ ​watches in ​The Persistence of Memory​ tell the same time. a) True. b) False.

3. Listening: Kandinsky’s life. Watch and listen to this video and answer the following questions. https://www.youtube.com/watch?v=AaviUsz2r9M 1. Which instrument did Kandinsky play when he was nine? a) Viola b) Violin c) Piano 2. What happened during his tour of Russia? a) He saw lots of folk art b) He married a girl called Anna c) He saw different Matisse’s paintings 3. Where did Kandinsky study for a few years? a) In a private free paying art college b) In the Munich Academy of Fine Arts c) In the Academy of Arts 4. When did he begin experimenting with the use of colour? a) In the art college b) In Munich. c) In Murnau, Southern Germany 5. What did he wear while painting? a) A white suit. b) A swimsuit. c) A white shirt.


6. What was the name of the club he founded with other artists? a) The Green Rider. b) The Blue Rider c) The Blue Art. 7. When did he teach art in Russia? a) 1920 b) 1922 c) 1914 8. Which important institution of art invited him to teach art in Germany? a) Bauhaus. b) Vkhutemas. c) HfG. 9. Where did he escape to after the Nazis controlled Germany? a) Spain. b) Paris. c) New York. 10. When did Kandinsky die in obscurity? a) 1940 b) 1941 c) 1944

SESSION 3 1. Look at the image that is presented below and try to explain what it suggests: - What do the forms represent? - What do you think of the colors used? - Can you see instruments in this painting?


Here it is the music man! When you put in order the forms of this painting you can see what Kandinsky wanted to represent.

2. Look at the images projected in the Google Slides presentation. Then, write in a piece of paper what the different pieces of art transmit to you (happiness, sadness, chaos, tranquility, anger, etc) and why.


3. Discuss your ideas in exercise 2 with your classmates.

References: - Ceballos, M. (2018). ​Kirchner: lider del expresionismo alemán​. ​Guillermo Martí Ceballos Pintor Fauvista y Expresionista​. Retrieved 24 April 2018, from http://www.gmarticeballosart.com/2012/09/kirchner-lider-del-expresionismo-aleman​/ - DE VLAMINCK, Maurice​. (2018). ​Pinterest​. Retrieved 24 April 2018, from https://www.pinterest.es/pin/525584218999435908/ - End of Autumn 1 by Georges Rouault (1871-1958, France)​. (2018). ​En.wahooart.com​. Retrieved

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http://sabemos.es/2016/05/11/salvador-dali-icono-la-publicidad_16780/ - La fuente - Marcel Duchamp. (2018). ​HA!​. ​Retrieved 27 April 2018, from https://historia-arte.com/obras/la-fuente-de-duchamp - La muerte y las mascaras (1897) -James Ensor​. (2018). ​Expresionismo​. Retrieved 24 April 2018,

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https://expresionismocalasanzfemenino.wordpress.com/analisis/las-mascaras-y-la-2/ - Las Meninas, Picasso | La guía de Historia del Arte​. (2018). ​Arte.laguia2000.com​. Retrieved 24 April 2018, from https://arte.laguia2000.com/pintura/las-meninas-picasso - La tentación de San Antonio, c. (2018). ​La tentación de San Antonio, ca. 1946 Lámina por Salvador

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Laura Martínez Ballestrín Iris Campoy García

from

History of Art  

This is a Didactic Unit about Avant-garde movement designed for History of Art imparted in English.

History of Art  

This is a Didactic Unit about Avant-garde movement designed for History of Art imparted in English.

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