Teacher s Book Arts & Crafts 4 PRIMARY

Transcription

1 Teacher s Book Arts & Crafts 4 PRIMARY

2 Student's Book contents 1 Drawing a still life TWO-DIMENSIONAL WORKSHEETS TERM 1 TERM A food poster 9 3 Drawing people 4 A different kind of family 5 Drawing on coloured backgrounds 6 Cave paintings 7 Using lines to draw animals 8 Geometric shapes I Geometric shapes II 9 Colourful friezes A mosaic 27 Drawing a still life. Organisation of elements in a composition. Interpreting a poster by Greg Brown. Use of different materials to make a poster. Drawing an adult and a child. Proportion within a composition. Interpreting Family by Fernando Botero. Proportion and disproportion in figures. Drawing on coloured backgrounds. Creation of new colours by mixing. Interpreting a cave painting. Cave art and diffusing techniques. Drawing animals using lines. Use of curved and straight lines to create different effects. Interpreting an abstract painting by Wassily Kandinsky. Compositions using geometric shapes. 11 A country landscape 12 A puzzle of a building I A puzzle of a building II 13 Colours on the beach 14 A landscape with temperas 15 Reflections in water 16 Reflections: studying a masterpiece 17 A black windmill 18 A pop art composition Using grids to organise graphic space. Artistic compositions using friezes. 19 A fast car 47 Studying a Roman mosaic. Creation of a composition using the mosaic technique. 20 A sculpture with textures 49 Drawing a country landscape. Use of different techniques to create perspective. Studying the Romanesque church of San Martin de Fromista. Making a puzzle from a photograph. Choosing materials to colour a black and white photograph. Use of different colouring techniques. Interpreting Promenade among the olives trees by Henri Matisse. Techniques using tempera paints to create different effects. Drawing a landscape with reflections. Use of diffusing techniques to create reflections. Interpreting Narcissus by Caravaggio. Tenebrism: contrast between light and shade. Experimenting with coloured backgrounds. Contrast between the elements and the background of a drawing. Interpreting Campbell s soups by Andy Warhol. Pop art and the use of stencil patterns. Creating movement in a drawing. Use of diffusing techniques to create the effect of speed. Interpreting Walking man I by Alberto Giacometti. Use of plasticine to imitate textures. 4

3 THREE-DIMENSIONAL WORKSHEETS TERM 3 TERM 1 21 A still life in black and white 22 A beach scene 23 A prehistoric man 24 Different views 25 An Egyptian comic strip 26 Drawing a vignette 27 A medieval fair I A medieval fair II 28 Drawing a masterpiece 29 An ice cream stall 30 A famous portrait Drawing a still life in black and white. Use of light and shade to create volume. Interpreting Fisherwoman with her child by Sorolla. Application of light and shadows in a composition. Drawing the human body from the front and the side view. The observer s position in a drawing. Studying the Stonehenge megalith in England. Representation of objects from different angles. Drawing an Egyptian comic strip. Use of speech bubbles in a comic. Studying a vignette from Asterix and Obelix. Interpretation of a vignette changing the textures and the background. Creating a medieval scene using cut-outs. Techniques for creating depth in a composition. Interpreting Las Meninas by Diego Velázquez. Representation of space and depth in a painting. Drawing a picture combining the primary colours. Creation of new tones by superimposing colours. Interpreting A young lady s adventure by Paul Klee. Use of coloured tissue paper to interpret a painting Columbus Day: a totem pole World Television Day 33 A Christmas play TERM 2 34 Carnival: a float Mother s Day: a calendar Children s Day: a dragon card World Sports Day: a ball Friendship Day: a photo frame TERM Colouring and constructing a totem pole. Making a television set with two story strips. Assembling a Christmas theatre with moving characters. Constructing a Carnival float. Assembling a calendar with moving parts. Making a greetings card with moving parts. Constructing a ball from a geometric net. Decorating and assembling a photo frame. 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. Food and nutrition 2. The family 3. Vertebrate animals 4. Invertebrate animals Worksheet 1 Worksheet 2 Worksheet 3 Worksheet 4 Worksheet 5 Worksheet 6 Worksheet 7 Worksheet 8 Drawing a still life A food poster Drawing people A different kind of family Drawing on coloured backgrounds Cave paintings Using lines to draw animals Geometric shapes 5. Nature 6. Where we live 7. The environment 8. Water 9. Objects and machines 10. Energy 11. Ecosystems 12. Prehistory 13. Ancient history 14. Changes in time 15. People, culture and society Worksheet 9 Colourful friezes Worksheet 10 A mosaic Worksheet 11 A country landscape Worksheet 12 A puzzle of a building Worksheet 13 Colours on the beach Worksheet 14 A landscape with temperas Worksheet 15 Reflections in water Worksheet 16 Reflections: studying a masterpiece Worksheet 17 A black windmill Worksheet 18 A pop art composition Worksheet 19 A fast car Worksheet 20 A sculpture with textures Worksheet 21 A still life in black and white Worksheet 22 A beach scene Worksheet 23 A prehistoric man Worksheet 24 Different views Worksheet 25 An Egyptian comic strip Worksheet 26 Drawing a vignette Worksheet 27 A medieval fair Worksheet 28 Drawing a masterpiece Worksheet 29 An ice cream stall Worksheet 30 A famous portrait 6

5 1 Term 1 Unit Content objectives Language objectives 1 To use a sketch to organise elements in a drawing To draw and colour a still life To choose materials to interpret a poster by Greg Brown To enumerate the elements that make up a still life To describe a poster using food vocabulary To listen to a dictation and draw Gary the ghost 2 To draw an adult and a child using outlines To learn about proportion in drawing the human figure To interpret a painting with disproportionate figures by Fernando Botero To describe a country landscape To talk about a Romanesque church To describe one s own artwork To listen to a dictation and draw a lighthouse 3 To explore the effect of different background colours on a drawing To make new colours by mixing colours To study and copy the style of cave paintings To talk about colours To describe a drawing of animals To answer questions about cave paintings To listen to a dictation and draw a Halloween witch 4 To draw animals using straight and curved lines To create an abstract composition using geometric shapes To identify and name different types of lines To revise geometric shapes To talk about realistic and abstract art To listen to a dictation and draw a beehive 5 To use grids to organise graphic space To make patterns using geometric shapes To interpret a Roman mosaic using collage To learn about the materials mosaics can be made of To talk about geometric shapes and patterns To listen to a dictation about an under the sea scene and draw 12

6 Plan for term 1 COLOUR Coloured backgrounds Free use of colours Use of wax crayons FORM Proportion in the human figure Artistic expression with different types of lines Drawing natural shapes ORGANISATION OF GRAPHIC SPACE Use of sketches for drawing Use of grids Arrangement of elements in a drawing 3D Columbus Day: a totem pole World Television Day: a television story strip A Christmas play: a model theatre Crafts in the Teacher's Book The unit crafts in the Teacher s Book are designed to further promote students creativity, develop their organisational skills and show them the expressive possibilities of different materials and techniques. Term 1 focuses on cutting, gluing, decorating and modelling a variety of materials to make familiar objects. The unit crafts for this term are a clay puppet, a photo frame greeting card, an owl made from recycled materials, a plasticine basket and a clay mosaic. 13

7 Unit Contents Assessment criteria 1 Organising the elements in a composition Drawing and colouring a still life A poster by Greg Brown Showing interest in learning about poster art Reflecting on the importance of arranging elements in a composition Use a sketch to organise elements in a drawing Draw and colour a still life Choose materials to interpret a poster by Greg Brown 2 Drawing an adult and a child Proportion within a composition A painting by Fernando Botero Use of disproportion in a composition Appreciating the artistic use of disproportion to portray the human body in art Recognising the importance of proportion for drawing people Draw an adult and a child using outlines Apply proportion in a drawing of an adult and a child Interpret a painting by Fernando Botero with disproportionate figures 3 Different background colours Making new colours A cave painting from Ekain cave Showing interest in learning how early humans painted cave paintings Copy a drawing onto a blue background and compare two drawings with different background colours Create new colours in a composition Create a drawing in the style of cave paintings by using various materials 4 Adding details to drawings using straight and curved lines Creating a composition with geometric shapes An abstract work of art by Wassily Kandinsky Draw animals using straight and curved lines Create an abstract composition using geometric shapes Showing interest in learning how three-dimensional effects are created on a flat surface Appreciating the ability of abstract art to provoke reactions and emotions 5 Using grids to organise graphic space Designing friezes A Roman mosaic Showing interest in learning about the history of mosaics Complete friezes using grids Create friezes using patterns with geometric shapes Interpret a Roman mosaic using collage 14

8 Unit Key competences Competence in linguistic communication Making up and acting out a story with a puppet (TB p. 19: Crafts: A clay puppet) Processing information and digital competence Revising the use of basic applications and drawing tools to create compositions using geometric shapes (TB p. 16: Computer drawing program. Imitating Mondrian) Cultural and artistic competence Using preliminary sketches to organise the elements of a still life (SB p. 7: Drawing a still life; TB p. 16: Teaching suggestions) Use different materials and techniques to produce posters (SB p. 8: A food poster. Audio recording, track 1.2) Mathematical competence Transforming a flat surface into a 3D craft (SB p. 73: Columbus Day: a totem pole) Cultural and artistic competence Understanding the expressive possibilities of disproportionate features in depicting human figures (TB p. 21: Teaching suggestions) Competence in learning to learn Studying Fernando Botero s artistic use of disproportion in order to interpret his painting Family (SB p. 13: A different kind of family; TB p. 21: Art masterpieces) Competence in linguistic communication Comparing drawings with different coloured backgrounds (SB p. 15: Drawing on coloured backgrounds; TB p. 24: Teaching suggestions) Knowledge and interaction with the physical world Experimenting with colours (SB p. 15: Drawing on coloured backgrounds; TB p. 24: Teaching suggestions) Listening to and answering questions about the characteristics of animals in order to draw a jungle scene (SB p. 15: Drawing on coloured backgrounds. Audio recording, track 3.1) Cultural and artistic competence Studying and copying the style of cave paintings to learn about the art of early humans (SB p. 17: Cave paintings; TB p. 25: Teaching suggestions) Competence in linguistic communication Telling stories using television story strips (SB p. 75: World Television Day) Mathematical competence Observing symmetry in nature (SB p. 19: Using lines to draw animals. Audio recording, track 4.1) Learning to use geometric shapes in abstract compositions (SB p. 21: Geometric shapes. Audio recording, track 4.2; TB p. 29: Teaching suggestions) Autonomy and personal initiative Applying new art techniques: 3D pictures, collage, weaving plasticine (TB p. 28: Computer drawing program. Drawing a city with skyscrapers; SB p. 21: Geometric shapes; TB p. 31: Crafts: A plasticine basket) Mathematical competence Repeating patterns and using grids (SB p. 25: Colourful friezes; TB p. 32: Teaching suggestions) Cultural and artistic competence Learning about mosaics (SB p. 27: A mosaic: Audio recording, track 5.2; TB p. 33: Art masterpieces) Competence in 'learning to learn' Studying the techniques of mosaic making in order to reproduce mosaics (SB p. 27: A mosaic. Audio recording, track 5.2; TB p. 33: Art masterpieces) 15

9 UNIT 1 Objectives To draw a still life To use a sketch as a first step in drawing To learn about organising the elements in a composition 1 Drawing a still life Materials Graphite pencil Coloured pencils Rubber Teaching suggestions Ss listen to track 1.1 and answer. Explain that a still life is a representation of inanimate objects. Remind Ss of the importance of making a quick pencil sketch before they start drawing with more detail. Draw their attention to the sketch in the Student's Book and say: A sketch helps us to organise the elements of our composition better. Then, Ss complete the sketch and drawing, using colours of their choice and adding a few more details. Afterwards, volunteers show their work to the class. Anticipating difficulties Remind Ss to use light pencil strokes when sketching, so the lines are not visible in the finished drawing. A still life is the representation of inanimate objects, for example, foods, musical instruments, flowers, etc. Before you draw a still life, make a sketch to organise the elements within your composition. Finally, add the details and colour. Draw and colour a still life. Digital resources COMPUTER DRAWING PROGRAM seven 7 LEARNING TO LEARN Ss learn to use a sketch to organise the elements of their compositions. Imitating Mondrian This first activity is a revision of the basic applications seen in the previous course, such as creating shapes and colouring them in. Mondrian developed a distinctive style influenced by the Cubist movement in art early in the 1900s. In his paintings he used a grid of black lines on a white background. He filled it in with geometric shapes, such as squares and rectangles, painted with primary colours (red, blue and yellow). By doing this activity, Ss will be able to interpret Mondrian s artwork and then create their own version. 16

10 2 A food poster UNIT 1 Objectives To study a poster closely To freely choose materials to interpret a work of art To draw a poster applying different techniques Look at the poster by Greg Brown, then look at the illustration. Draw a poster using some of these objects. Choose your own materials. Finally, add any more details you like and write a title. ART MASTERPIECES Posters are sheets of paper, cardboard or any other printable material which combine text and images. Posters are usually displayed in public places to draw consumers' attention. They are used to advertise films, political or sales campaigns and cultural events, such as concerts and art exhibitions. Posters are informative as well as decorative. Very big posters are called billboards. Alfons María Mucha and Henri de Toulouse- Lautrec were artists famous for their poster artwork. Mucha ( ) was a Czech painter and decorative artist, well-known for his unique Art Nouveau style, as seen in the poster on the right. Lautrec ( ) was a French Post-Impressionist painter and Art Nouveau illustrator. He is also famous for his bohemian posters painted for the Moulin Rouge. Greg Brown is a 20th century artist. Club Veg is one of a series of posters he painted of funny vegetable characters in different situations. In this one, they are on holiday! The Lady of the Camellias by Alfons María Mucha nine 9 Materials Graphite pencil Coloured pencils Felt-tip pens Wax crayons Tempera paints Paintbrushes Rubber Teaching suggestions Ss listen to track 1.2 and answer. Explain: Greg Brown s still life is original because it gives life to inanimate objects. This makes the poster fun to observe. Ask Ss to draw their own version of Brown s poster, choosing some of Brown s objects, as well as adding their own details. After completing the activity, Ss take turns to show their posters to the class, describing their compositions in their own words. Anticipating difficulties To boost their confidence and creativity, suggest Ss practise sketching fun vegetables and fruits on scrap paper first. AUTONOMY AND PERSONAL INITIATIVE This activity promotes creativity by allowing Ss to draw their own version of a famous work of art. 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: Do you like ghost stories? Do you know any? Etc. Play track 1.3. Play the recording again, pausing to ask questions to check comprehension: Where does Gary live? Etc. Then, Ss draw the scene. Afterwards, ask: What food is there in your kitchen? Do you lay the table? Do you help clean up after meals? Evaluate creativity and appropriateness to the theme. CREATIVITY DRAWING DICTATION The hungry ghost Track 1.3 Listen to the story about Gary the ghost. Gary is a ghost who lives alone in a big, empty house. He is always hungry! One day a family comes to live in the house. There is a grandmother, a mother and two children. Now, there is always food to eat. There is cheese, milk, bread and fruit. Gary isn t hungry anymore! Now, draw Gary the ghost with his new family. 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 Before Ss listen to the music, explain that the music may sound familiar. It has been used in TV series and played by several artists. Afterwards, ask: Have you heard this music before? Do you know any popular dances from your country or town? Drawing the music Czardas by Vittorio Monti Track 1.4 Before listening to the music, talk about the composer. Vittorio Monti ( ) was an Italian composer, violinist and conductor. Explain that Czardas, composed in 1904, is Monti's most famous composition and is based on the traditional Hungarian folk dance of the same name. Czarda is an old Hungarian term which means tavern. This musical arrangement is composed in two movements; the first part is slow and the second one is fast. It was initially written for violin, mandolin and piano, but nowadays it is played on more instruments, such as saxophone and guitar. Ss listen closely to the music and draw the scene it inspires. 18

12 UNIT 1 CRAFTS A clay puppet Objectives To make a puppet from clay To organise the steps needed to make a craft To foster imagination and creativity Materials White modelling clay Modelling tools Drinking straws Thin string Tempera paints Paintbrushes Wooden sticks or skewers Teaching suggestions Ss cover their tables with plastic or paper and prepare the materials they need. They draw a rough sketch of their puppet, so they know how many pieces they will need to make. Next, Ss mould small pieces of clay to form the arms, legs, head and body of the puppet. Before the clay dries, Ss use the wooden skewers to make holes in each moulded piece, big enough to push pieces of drinking straw through. These drinking straw pieces will hold the string that enables the puppet to move. Ss paint their puppet using tempera paints and leave it to dry. Then, they put the puppet pieces together by threading the string through the holes. Finally, Ss cross two wooden sticks and tie them in the middle with some string. To each end of the sticks, they tie the puppet s head, hands and feet. Ask Ss to form small groups and make up a story using their puppets. Volunteers can act out their story in front of the class. Anticipating difficulties Some Ss may need help threading and correctly assembling the puppet pieces. Also, remind them to smooth out any cracks in the clay before allowing their puppet pieces to dry. Afterwards, ask: What traditional toys and games do you have at home? What other toys do you play with? Do you share them? 19