Teacher s Book Arts & Crafts 3 PRIMARY

Transcription

1 Teacher s Book Arts & Crafts 3 PRIMARY

2 Student's Book contents 1 A colourful wizard 2 A colourful sculpture 3 Still life with food 4 Drawing a still life 5 Different expressions I 6 Different expressions II A very famous portrait 7 Drawing animals 8 Animal characters in films TWO-DIMENSIONAL WORKSHEETS TERM 1 TERM Drawing plants A tropical jungle 27 Drawing the human body. Warm and cold colours. Interpreting Le bel costumé by Jean Dubuffet. Primary colours in a composition. Drawing a still life with food. Vertical and horizontal compositions. Interpreting Still life with apples and a pot of primroses by Paul Cézanne. Vertical and horizontal compositions. Observing facial features and expressions. Depicting emotions through facial expressions. Interpreting Mona Lisa by Leonardo da Vinci. A personal interpretation of a portrait. 11 A mountain landscape The Solar System I The Solar System II The bottom of the sea 14 Strasbourg Cathedral 15 A landscape with balloons 16 Concert in an egg Drawing animals. Different pencil strokes to create visual textures. 17 Light and shade 43 Observing a film frame from Rio. Different pencil strokes to create visual textures. Drawing plants. Lighter and darker shades to create volume. Interpreting Horse attacked by a jaguar by Henri Rousseau. Interpretation of a painting using various techniques. 18 A castle and a village 19 A symmetrical vase 20 A symmetrical design Drawing a mountain landscape. Representation of depth in a drawing. Observing a scientific drawing of the Solar System. Scientific and artistic drawings using the collage technique. Creating a picture of the bottom of the sea using stamping techniques and stencils. Techniques using tempera paints. Observing the rose window at Strasbourg Cathedral. Interpretation of a work of art using geometric shapes. Creating depth within a landscape. Varying the size of objects to create perspective. Interpreting The concert in the egg by Hieronymus Bosch. Personal interpretation of a painting. Completing a drawing applying light and shade. The effects of light and shade. Interpreting The castle at La Roche-Guyon by Georges Braque. Use of different pencil strokes. Drawing a symmetrical object. Use of shading techniques to give volume. Interpreting Swans, rush and iris by Walter Crane. Drawing a symmetrical figure around an axis of symmetry. 4

3 THREE-DIMENSIONAL WORKSHEETS 21 Painting by numbers 22 A landscape by Gauguin 23 One landscape, three versions 24 Drawing with dots TERM A tractor A different clown 27 The fantastic machine I The fantastic machine II A mural A girl running 69 Painting a drawing using a colour code. Different tones of colours. Interpreting Tahitian landscape by Paul Gauguin. Experimenting with colours to create a landscape. Drawing the same landscape using blocks of colours, dots and lines. Techniques with colour. Interpreting A Sunday afternoon on the island of La Grande Jatte by Georges Seurat. The use of pointillism. Drawing the front and the side view of an object. Perspective from different angles. Drawing the human body from the front and the side. Perspective from different angles. Combining various items to create a fantastic machine. Organisation of graphic space. Observing Man and machine by Diego Rivera. A personal interpretation of a mural. Drawing a figure in motion. The study of movement and immobility. 31 A pencil holder Halloween: a house of horror 33 A Christmas tree Carnival: a fancy dress mobile Father's Day: an abstract sculpture World Water Day Mother's Day: a jewellery box TERM &78 TERM TERM 3 85 Colouring and constructing a pencil holder. Making a house of horror with Halloween characters. Assembling and decorating a Christmas tree. Colouring and assembling a fancy dress mobile. Colouring and constructing an abstract sculpture. Colouring and assembling a craft with moving parts. Decorating and assembling a jewellery box. 30 A sculpture in motion 71 Observing Replica of the Discobolus by Myron. Use of outlines to interpret motion in a sculpture. 38 Africa Day 87 Making an African scene. 5

4 Arts and Crafts has been organised to include themes related to the Primary Natural Science, Geography and History syllabus. SCIENCE TOPICS ARTS AND CRAFTS WORKSHEETS 1. Our body 2. Nutrition 3. The senses 4. Animals Worksheet 1 Worksheet 2 Worksheet 3 Worksheet 4 Worksheet 5 Worksheet 6 Worksheet 7 Worksheet 8 A colourful wizard A colourful sculpture Still life with food Drawing a still life Different expressions A very famous portrait Drawing animals Animal characters in films 5. Plants 6. The Earth and the Universe 7. Water and landscapes 8. Air and water 9. Where we live 10. Materials 11. The environment 12. Landscapes 13. Jobs 14. Work and machines 15. People, culture and history Worksheet 9 Drawing plants Worksheet 10 A tropical jungle Worksheet 11 A mountain landscape Worksheet 12 The Solar System Worksheet 13 The bottom of the sea Worksheet 14 Strasbourg Cathedral Worksheet 15 A landscape with balloons Worksheet 16 Concert in an egg Worksheet 17 Light and shade Worksheet 18 A castle and a village Worksheet 19 A symmetrical vase Worksheet 20 A symmetrical design Worksheet 21 Painting by numbers Worksheet 22 A landscape by Gauguin Worksheet 23 One landscape, three versions Worksheet 24 Drawing with dots Worksheet 25 A tractor Worksheet 26 A different clown Worksheet 27 The fantastic machine Worksheet 28 A mural Worksheet 29 A girl running Worksheet 30 A sculpture in motion 6

5 1 Term 1 Unit Content objectives Language objectives 1 To use an outline to draw a figure To differentiate between warm and cold colours To distinguish between primary colours and secondary colours To describe feelings using the appropriate adjectives To follow oral and written instructions To listen to a dictation and draw a sports day scene 2 To compare horizontal and vertical compositions To learn how to arrange objects in a drawing To interpret a still life by Paul Cézanne To describe the position of objects using prepositions of place To describe pictures using food vocabulary To listen to a dictation and draw a picnic scene 3 To observe how facial features change to express different emotions To combine facial features to create different expressions To interpret Mona Lisa using the collage technique To revise the parts of the face To describe emotions with the appropriate adjectives To follow instructions in order to produce different facial expressions To listen to a dictation about a drive in the country and draw 4 To use outlines to draw animals To use different shading techniques to draw a parrot and a seahorse with different textures To study a cartoon film frame To imitate the textures of the body covering of different animals To talk about different types of animals To revise the vocabulary related to textures To describe the body covering of different animals To listen to a dictation and draw a Halloween monster 5 To create volume in a drawing of plants using shading techniques with pencils and wax crayons To interpret a jungle scene by Henri Rousseau using shading and collage techniques To describe the shape, colour and texture of plants To ask and answer questions about a landscape To describe jungle animals To listen to a dictation and draw a scene in the park 12

6 Plan for term 1 COLOUR Colour range Warm and cold colours The primary and secondary colours FORM Types of pencil strokes Use of outlines for drawing Creation of visual textures ORGANISATION OF GRAPHIC SPACE Arrangement of elements in a drawing Making rough sketches Horizontal and vertical compositions 3D A pencil holder Halloween: a house of horror A Christmas tree Crafts in the Teacher's Book The unit crafts in the Teacher s Book are designed to promote students creativity, develop their organisational skills and show them the expressive possibilities of different materials and techniques. Term 1 focuses on cutting, gluing and decorating a variety of materials to make familiar objects. The unit crafts for this term are a doll made from recycled materials, a plasticine witch, a clay clock, wool butterflies and different-shaped greeting cards. 13

7 Unit Contents Assessment criteria 1 A drawing of a wizard Warm and cold colours A sculpture by Jean Dubuffet Primary and secondary colours Use an outline to draw a figure Colour a figure using warm colours Use secondary colours to interpret a sculpture Appreciating the importance of colour in art Expressing interest in observing a work of art 2 A still life drawing of food Horizontal and vertical compositions Arranging objects in a drawing A still life by Paul Cézanne Reflecting on the importance of choosing the right format for a drawing in order to arrange the elements artistically Distinguish between horizontal and vertical compositions Arrange objects in a still life drawing according to the format Choose a format and interpret a still life by Paul Cézanne 3 Facial features Creating facial expressions Leonardo da Vinci s portrait of Mona Lisa Understanding that facial features change depending on the emotions expressed Appreciating how masterpieces can inspire creativity Recognise emotions expressed through facial features Create facial expressions showing different emotions Interpret Mona Lisa using the collage technique 4 Drawing animals Creating different textures using shading techniques A film frame from the animated film Rio Appreciating the creative effect of different pencil strokes and shading techniques Recognising that different animal body coverings have different textures Draw animals using outlines as a guide Draw a parrot and a seahorse with different textures Describe an animated film frame Imitate the textures of the body coverings of different animals in a drawing 5 Drawing plants Creating volume A jungle scene by Henri Rousseau Understanding the importance of developing technical skills in order to produce creative work Draw plants, creating volume with different shading techniques Interpret a jungle scene by Henri Rousseau using shading and collage techniques 14

8 Unit Key competences Competence in linguistic communication Understanding and following instructions (TB p. 19: A doll made from recycled materials) Drawing a scene based on a dictation (TB p. 18: Drawing dictation. Sports day. Audio recording, track 1.3) Processing information and digital competence Learning how to use a drawing program interface (TB p. 16: Computer drawing program. Designing some pretty clothes) Cultural and artistic competence Learning how to draw and colour an artistic version of the human body (SB p. 7: A colourful wizard) Analysing Dubuffet s use of colour in his sculpture Le bel costumé (SB p. 9: A colourful sculpture) Competence in linguistic communication Pronouncing the names of artistic styles correctly (SB p. 13: Drawing a still life; TB p. 21: Art masterpieces) Mathematical competence Learning how to calculate size and space in still life compositions (SB p. 11: Still life with food) Calculating the quantity of material needed for a project (TB p. 23: A plasticine witch) Social competence and citizenship Recognising the importance of cleaning up picnic sites (TB p. 22: Drawing dictation. My perfect picnic. Audio recording, track 2.3) Competence in linguistic communication Describing different facial expressions (SB p.15 and 16: Different expressions I and II. Audio recording, track 3.1) Cultural and artistic competence Studying masterpieces to learn about composition techniques (TB p. 25: Art masterpieces. Audio recording, track 3.2) Autonomy and personal initiative Applying the new art techniques practised in the unit: collage, clay modelling, 3D model making (SB p. 19: A very famous portrait; TB p. 27: A clay clock; SB p. 75: Halloween: a house of horror) Knowledge and interaction with the physical word Expressing artistically the texture of different animal body coverings (SB p. 21: Drawing animals. Audio recording, track 4.1) Observing the movements and physical features of animals in order to draw them correctly (SB p. 22: Animal characters in films. Audio recording, track 4.2) Processing information and digital competence Developing a sense of visual space (TB p. 28: Computer drawing program. Making a castle) Learning about animation techniques (SB p. 22: Animal characters in films; TB p. 29: Art masterpieces) Cultural and artistic competence Learning how to vary pencil strokes in order to produce a variety of textures (SB p. 21: Drawing animals; TB p. 28: Teaching suggestions) Knowledge and interaction with the physical world Observing the elements in a jungle scene in order to reproduce them (SB p. 26: A tropical jungle. Audio recording, track 5.2) Social competence and citizenship Drawing attention to a beautiful and endangered ecosystem (SB p. 26: A tropical jungle) Competence in 'learning to learn' Studying the techniques used by great artists (SB p. 26: A tropical jungle; TB p. 33: Art masterpieces) 15

9 UNIT 1 Objectives To recognise warm and cold colours To use outlines to draw a figure To understand that different colours transmit different feelings Materials Graphite pencil Coloured pencils Rubber 1 A colourful wizard Some colours transmit warm, happy feelings. Some colours transmit cold, sad feelings. Yellow, orange and red are warm colours. Purple, blue and green are cold colours. Teaching suggestions Use classroom objects to show the difference between warm and cold colours. Ask Ss to associate colours in nature with the seasons: What colours make you think of spring? What colours make you think of winter? Students listen to track 1.1 and answer. Next, they draw a wizard and colour him using warm colours. After completing the activity, ask Ss about their drawings: Which colours make you feel happier, the warm or the cold colours? Which wizard do you like best? Which colours do you like to paint with? Anticipating difficulties Children can find it difficult to draw the human figure. To practise beforehand, draw an outline of a figure on the board. Volunteers come to the board to complete different parts of the figure. LEARNING TO LEARN Simple outlines are a good strategy to help students organise their work in stages. Draw a wizard and colour him using warm colours. Digital resources COMPUTER DRAWING PROGRAM Designing some pretty clothes This first activity of the drawing program is designed to familiarise Ss with the program interface and teach them how to open and save documents. Ss use two tools: one to create shapes and another tool to colour them in. Once Ss have completed the activity, create a folder in which to save the students files, so they can be corrected at a later stage. One option is to create a folder with the teacher s name and course. Another option is to save the files on the school s internal network and access those files using an administrator account. This will prevent Ss from accessing, modifying or erasing files and documents and will economise on memory space on the computers. seven 7 16

10 2 A colourful sculpture UNIT 1 Objectives To interpret a work of art To distinguish between primary and secondary colours To draw using secondary colours Materials Felt-tip pens Le bel costumé. Jean Dubuffet, Jean Dubuffet ( ). This French artist liked to experiment with new materials. In this sculpture he used two of the three primary colours (yellow, blue and red) as well as black and white. Look at the sculpture and make your own version using the secondary colours: green, purple and orange. nine 9 Teaching suggestions Use a colour wheel to explain the difference between primary and secondary colours: Primary colours are yellow, red and blue. You cannot make them by mixing other colours. Secondary colours are green, purple and orange. You make them by mixing two primary colours together. ART MASTERPIECES Jean Dubuffet ( ) was a French painter and sculptor. He worked in several different fields before finally dedicating himself exclusively to painting. His first solo exhibition was held in Paris, in Dubuffet was a pioneer of the art brut movement. The term literally means raw art and refers to a style of art dominated by spontaneity, made by people without any artistic knowledge or experience. Dubuffet believed that this was the purest form of creative expression. He experimented with new techniques and materials such as sand, plaster and debris, making him one of the most innovative artists in the world. His sculpture, Le bel costumé (1973) is four metres tall and is painted on epoxy resin. This work of art illustrates Dubuffet s unique visual language. He uses primary colours such as blue and red, and non-colours, such as black and white. The sculpture belongs to a series called Hourloupe, created by Dubuffet between 1962 and It is on display in the Tuileries Garden, in Paris. Ask Ss to name colour combinations. Which two colours make green? Which two colours make purple? Ss listen to track 1.2 and answer. After completing the colouring activity, Ss compare their sculpture with the original. Ask: Which do you prefer, the original sculpture with the primary colours or your version with the secondary colours? How does each sculpture make you feel? Anticipating difficulties Not all Ss will know how to mix colours. They can practise first on a separate piece of paper. Ask them to make purple, green and orange. CULTURAL AND ARTISTIC Ss learn to appreciate the importance of colour in artistic creations and to create new colours by mixing primary colours. 17

11 UNIT 1 Objectives To develop creativity To listen closely to a dictation To draw freely Materials Graphite pencil Coloured pencils Wax crayons Rubber Teaching suggestions Ask Ss: What sports do you like? Do you like running? Ss listen to track 1.3. Play the recording again, pausing to ask questions to check comprehension: Where is the race? What clothes are the children wearing? Etc. Then, students draw the scene. Afterwards, ask: Have you ever run in a race? Etc. Evaluate creativity and appropriateness to the theme. CREATIVITY DRAWING DICTATION Sports Day Track 1.3 Listen and draw the scene. Today is Sports Day at school. Amanda and Peter are running in a race. They are standing at the starting line. They are wearing blue T-shirts, black shorts and white trainers. Their classmates are watching the race. Their teacher is standing at the finishing line. She is holding some medals for the winners. Everybody is happy. Objectives To develop creativity To foster interest in drawing as a means of expression To freely illustrate a piece of music Materials Graphite pencil Coloured pencils Wax crayons Rubber Teaching suggestions Set the scene before listening to the music: Can you play a musical instrument? What instrument can you play? Do you listen to piano music? Drawing the music German Dance No. 1 from Three German Dances by Wolfgang Amadeus Mozart Track 1.4 Before listening to the music, talk about the composer. Mozart ( ) was a child genius. He was an excellent piano player and he wrote his first musical compositions when he was five. Nowadays, Mozart is considered to be one of the world s most important composers of classical music. His works include dances, operas, sonatas and symphonies. German Dance No. 1 forms part of a series of three dances, each one with different instrumentation and character. Ss listen closely to the music and draw the scene it inspires. 18

12 UNIT 1 CRAFTS A doll made from recycled materials Objectives To make a doll from recycled materials To organise the steps needed to make a craft To foster imagination and creativity Materials Graphite pencil Tempera paints Paintbrushes Coloured card Empty milk carton Wool Scissors Glue Adhesive tape Teaching suggestions Ss prepare all the materials they need before they start making the craft. Make sure the milk cartons are clean inside. Ss should close the opening with adhesive tape. Ss draw the doll's arms and shoes on a piece of card. Then, they colour them and cut them out. They use tempera paints to paint the milk carton. Once the paint is dry, they add the face and some clothes. Allow the paint to dry again before continuing. Ss cut different lengths of wool and glue them to the top of the milk carton to make the doll s hair. They can make a hat by making a cylinder or a cone from card. Alternatively they can use ribbons to make a bow to put in the doll s hair. Assemble the doll by gluing the shoes, arms and hat to the milk carton. Talk about the importance of recycling materials. Remind Ss that many of the objects that we throw in the rubbish can be reused in a creative way. This reduces waste and helps to prevent using up our natural resources. Anticipating difficulties Remind Ss to bring in only recycled objects. Also, ask them to wash out their empty milk carton before they bring it to class so it does not smell. 19