SYLLABUS Landscapes
KEY ARTS AND CRAFTS 2
PRIMARY
LANDSCAPES
METHODOLOGY
The acquisition of cultural and artistic competence in primary education involves introducing students to different aspects of culture and art in order to increase appreciation, provide a source of personal enrichment and build an awareness of universal culture.
Content which comes under Block 1, Observing Art, will focus on the following areas:
▪ Observation and sensory exploration of both natural and artificial environments to learn different ways of representing space.
▪ Presenting the use of light and colour in different landscapes to highlight the concept of perspective.
▪ Developing the imagination by evoking images and memories through musical prompts.
Content under Block 2, Expression and Artistic Creation, will utilise the following methods:
▪ The progressive and appropriate use of textures, colour blends and patches to enhance artistic compositions.
▪ Experimentation with the expressive possibilities of spontaneous directed sketching to acquire skills that facilitate communication of artistic intent.
▪ Enhancing skills involving the use of various tools and techniques to provide attractive and eye-catching results, encouraging uninhibited use of colour and shapes.
▪ The unit ends with a craft activity called Hands On! The aim is to construct a landscape with both perspective and movable parts. It also works on strengthening paper cutting and folding skills and reinforces organisation while creating artwork.
▪ Speaking fluency and accuracy will be enhanced through a variety of linguistic activities.
Second language acquisition will be fostered by interesting topics and varied oral activities to engage students. Linguistic competence is enriched by both new material and ample revision.
1. TIMING
This unit will be undertaken during the first term of the year, and it is estimated to take eleven fifty minutes sessions.
2. RESOURCES
• Class CD
• Interactive whiteboard resources CD-ROM
3. SYLLABUS
Objectives
• Observe images related to the environment.
• Develop observational skills.
• Discuss feelings experienced when viewing an image.
• Match animals to their habitats.
• Enjoy a song in English.
Evaluation criteria
• Assess the aesthetic composition of the environment.
• Critically evaluate images.
• Express feelings among classmates.
• Relate terminology to the proper representation.
• Accurately communicate a message in English.
Key competencies
• Cultural and artistic competence. (KC6)
Show curiosity about the different elements present in natural environments.
• Competence in linguistic communication. (KC1)
Establish dialogue and orderly communication among all members of the class.
4. CONTENTS
• Landscape elements.
• The environment.
• Reading images.
• Animals.
• Animal habitats.
• Asking questions.
• Visual perception of volume.
• Aesthetic appreciation of the environment.
• Identifying the basic elements within an image: shapes, details and proportion.
• Engage in communicative exchanges that provide basic information regarding habitat.
• Expand linguistic descriptive strategies.
• Demonstrate linguistic accuracy.
• Awareness of artistic compositions.
• Recognition of and interest in the chromatic richness in nature.
• Willingness to use linguistic skills to accurately express an oral message.
• Enjoyment of singing a song.
Activity 23. One tree, and another, and another...
1. TECHNIQUES AND MATERIALS
• Draw.
• Felt-tip pens.
2. RESOURCES
• Class CD
• Interactive whiteboard resources CD-ROM
3. SYLLABUS
Objectives
• Use visual patterns and textures to add colour.
• Use drawing tools with ease to add colour and accurately represent objects.
• Become skilled at using different types of lines.
• Discuss a forest.
• Label the parts of a tree.
• Describe a natural setting.
Evaluation criteria
• Create artistic compositions using different textures.
• Work neatly and carefully when doing art projects.
• Compose and create drawings using dots and lines.
• Accurately describe features.
• Provide correct information.
• Give information properly to describe a setting.
Key competencies
• Cultural and artistic competence. (KC6)
Incorporate new techniques to acquire a basic knowledge of different artistic languages.
• Mathematical competence. (KC2)
Increase knowledge of spatial aspects of reality through drawing while remaining aware of aesthetic qualities.
• Competence in linguistic communication. (KC1)
4. CONTENTS
• Natural environments.
• Contour and line.
• Shapes and colours.
• Forests.
• Parts of a tree.
• Colours.
• Composition of different landscapes.
• Colouring with dots and lines.
• Identification and use of colours.
• Appropriate vocabulary for descriptions.
• Oral accuracy.
• Accurate use of descriptions and names of features.
• Desire to acquire and refine artistic knowledge.
• Respect for peers’ artwork.
• Enthusiasm for accurate speaking and pronunciation.
• Enjoyment of participating in a linguistic activity.
Activity 24. Colourful flowers and trees
1. TECHNIQUES AND MATERIALS
• Colour, cut and stick.
• Coloured pencils, tissue paper and glue.
2. RESOURCES
• Class CD
3. SYLLABUS
Objectives
• Interpret figures from their outline.
• Observe new shades and colours to expand art vocabulary resources.
• Become skilled at using drawing materials and supplies.
• Describe flowers.
• Label flower parts.
• Compare flowers.
Evaluation criteria
• Colour shapes with precision.
• Create drawings where distinct shades can be distinguished.
• Show progressive improvement in using different drawing materials and supplies.
• Accurately describe flowers.
• Correctly provide information.
• Transmit comparative information.
Key competencies
• Cultural and artistic competence. (KC6)
Develop self-confidence and the desire for excellence while creating art.
• Competence for learning to learn. (KC7)
Develop skills for effective self-expression and artistic representation.
• Competence in linguistic communication. (KC1)
4. CONTENTS
• Pure and blended colours.
• Contour and line.
• Artificial textures.
• Parts of a flower.
• Descriptive qualities of flowers.
• Types of flowers.
• Obtaining colours from different art techniques.
• Knowledge and use of outline.
• Use of different materials to create textures.
• Terminology to label plant parts.
• Verbal techniques for describing flowers.
• Strategies for differentiating between types of flowers.
• Effort as a means of overcoming difficulties.
• Interest in creating art with increasing autonomy.
• Willingness to share information to initiate and maintain a conversation.
• Enthusiasm about using verbal and non-verbal strategies to communicate.
Activity 25. Where do you live?
1. TECHNIQUES AND MATERIALS
• Colour.
• Felt-tip pens and coloured pencils.
2. RESOURCES
• Class CD
• Tunes CD 2 (Track 2).
3. SYLLABUS
Objectives
• Observe new shades and colours to expand art vocabulary resources.
• Effortlessly use materials to represent colour.
• Develop self-confidence about personal artistic productions.
• Generate vocabulary for urban and rural settings.
• Describe environments.
• Compare and contrast environments.
Evaluation criteria
• Create drawings where different shades can be distinguished.
• Work neatly and carefully when doing art projects.
• Address different creative and personal processes.
• Produce target vocabulary.
• Transmit information for descriptions.
• Accurately differentiate between environments.
Key competencies
• Cultural and artistic competence. (KC6)
Explore the qualities of materials and possibilities of colour.
• Autonomy and personal initiative. (KC8)
Focus on achievement as a way to improve self-learning.
• Competence in linguistic communication. (KC1)
4. CONTENTS
• The diversity of landscapes.
• Organising graphic space.
• Art techniques: drawing and colouring.
• Rural and urban settings and environments.
• Adjectives to describe environments.
• Observation and exploration of different habitats.
• Exploring different ways of representing space.
• Colour combinations and experimentation with new blends.
• Verbal techniques for describing environments.
• Skills to differentiate between environments.
• Knowledge and use of adjectives.
• Overcoming inhibitions when creating artwork.
• Awareness of artistic compositions.
• Eagerness to use oral strategies for descriptive accuracy.
• Willingness to share information to initiate and maintain a conversation.
• Enthusiasm about using verbal and non-verbal strategies to communicate.
Activity 26. Draw a sailing boat
1. TECHNIQUES AND MATERIALS
• Draw and colour.
• Felt-tip pens.
2. RESOURCES
• Class CD
• Interactive whiteboard resources CD-ROM
3. SYLLABUS
Objectives
• Schematically represent elements and objects.
• Recognise simple patterns within compositions.
• Experiment with the expressive possibilities of line.
• Revise vocabulary for aquatic environments.
• Communicate actions related to boating.
• Enjoy a song in English.
Evaluation criteria
• Identify the basic elements within an image: shapes, details and proportions.
• Make figurative interpretations from schematic drawings.
• Master line sketching in drawing and artwork.
• Accurately express descriptions.
• Correctly use strategies to communicate actions.
• Accurately communicate a message in English.
Key competencies
• Mathematical competence. (KC2)
Utilise mathematical activity in the widest possible variety of contexts.
• Competence for learning to learn. (KC7)
Use appropriate strategies to develop selfconfidence and a love of learning.
• Competence in linguistic communication. (KC1)
4. CONTENTS
• Geometric shapes as a prerequisite for figure drawing.
• Contour and line.
• Art techniques: drawing and colouring.
• Geometric shapes.
• Vocabulary and actions related to boating.
• Observation and understanding of figures.
• Knowledge and use of outline.
• Colour combinations and experimentation with new blends.
• Verbal techniques for describing a boat.
• Oral strategies for describing an action.
• Awareness of artistic compositions.
• Interest in creating art with increasing autonomy.
• Enjoyment of singing an English song.
• Eagerness to use oral messages to describe actions and actively participate in communicating basic information.
Activity 27. Each tree is different
1. TECHNIQUES AND MATERIALS
• Draw and colour.
• Pencil and crayons.
2. RESOURCES
• Class CD
3. SYLLABUS
Objectives
• Discover compositional resources.
• Frame elements in graphic space.
• Skilfully use art tools.
• Describe trees.
• Discuss different types of trees.
• Converse about characteristics of trees.
Evaluation criteria
• Create compositions in an individual style.
• Combine various materials and techniques in artwork.
• Understand and apply procedures to create artistic compositions.
• Use target vocabulary.
• Accurately communicate in English.
• Correctly use strategies to communicate descriptions.
Key competencies
• Cultural and artistic competence. (KC6)
Develop self-confidence and the desire for excellence while creating art.
• Competence for learning to learn. (KC7)
Develop skills for effective self-expression and artistic representation.
• Competence in linguistic communication. (KC1)
4. CONTENTS
• Reading images.
• Perspective.
• Landscape elements.
• Parts of trees.
• Adjectives to describe trees.
• Characteristics of trees.
• Aesthetic appreciation of the environment.
• Observation of depth in landscapes.
• Free distribution of landscape elements.
• Basic adjectives to describe trees.
• Verbal techniques to inquire about characteristics.
• Aesthetic appreciation of nature.
• Recognition of and interest in the chromatic richness of nature.
• Willingness to share information to initiate and maintain a conversation.
• Eagerness to use verbal and non-verbal strategies to communicate.
Activity 28. Front, middle, back
1. TECHNIQUES AND MATERIALS
• Colour.
• Coloured pencils.
2. RESOURCES
• Class CD
3. SYLLABUS
Objectives
• Observe and distinguish characteristics of spatial relationships.
• Interpret figures from their outline.
• Become skilled at using drawing materials and supplies.
• Describe location.
• Understand and communicate placement of items in relation to other items.
• Revise vocabulary.
Evaluation criteria
• Distinguish depth depending on the placement of objects.
• Be precise in colouring shapes.
• Show progressive improvement in using different drawing materials and supplies.
• Properly highlight information.
• Accurately communicate a message in English.
• Speak accurately using vocabulary mastered.
Key competencies
• Cultural and artistic competence. (KC6)
Develop observation skills to improve spatial perception.
• Competence for learning to learn. (KC7)
Use different learning strategies to help create artwork.
• Competence in linguistic communication. (KC1
4. CONTENTS
• Placement of objects in graphic space: foreground and background.
• Contour and line.
• Art techniques: drawing and colouring.
• Location vocabulary.
• Household items.
• Asking about placement.
• Placement of an object in relation to another object.
• Knowledge and use of outline.
• Practise colouring shapes.
• Linguistic strategies for describing and asking about placement.
• Techniques for describing.
• Effort as a means of overcoming difficulties.
• Desire to acquire and refine artistic knowledge.
• Enthusiasm about using linguistic strategies to give descriptions.
• Active participation in maintaining an English conversation.
Activity 29. My colourful landscape
1. TECHNIQUES AND MATERIALS
• Draw and colour.
• Pencil, felt-tip pens and coloured pencils.
2. RESOURCES
• Class CD
• Tunes CD 2 (Track 3)
3. SYLLABUS
Objectives
• Discover compositional resources.
• Frame elements in graphic space.
• Develop perception of natural shapes.
• Describe animal.
• Provide vivid details to describe a scene.
• Read a poem.
Evaluation criteria
• Create personal compositions.
• Combine various materials and techniques in artwork.
• Graphically represent natural shapes.
• Implement linguistic strategies to provide details.
• Provide details to create descriptions that maintain others’ interest.
• Accurately understand a message in English.
Key competencies
• Cultural and artistic competence. (KC6)
Apply different art resources to achieve the desired artistic expression.
• Competence for learning to learn. (KC7)
Learn how to draw natural art forms with expressive results.
• Competence in linguistic communication. (KC1)
4. CONTENTS
• Landscape elements.
• Geometric shapes as a prerequisite for figure drawing.
• Compositional balance.
• Descriptive information.
• Asking questions.
• Vivid descriptions.
• Free distribution of landscape elements.
• Composing artwork using a tangram.
• Methods of achieving balance in a composition.
• Linguistic strategies to provide information.
• Questioning tactics.
• Strategies to understand poetic content.
• Desire to create harmonious artistic compositions.
• Effort as a means of overcoming difficulties.
• Willingness to use oral strategies to initiate, maintain and conclude a conversation.