1 PRIMARY - Santillana

WRITERMila Torres

EDITORSRuth Martín

Virginia R. Mitchell

MANAGING EDITORMontserrat Herrero

PROJECT DIRECTORLourdes Etxebarria

BILINGUAL PROJECT COORDINATIONMargarita España

CLIL

Teacher’s Handbook

Hearts & Crafts is a collective work, conceived, designed and created by the Primary Education department

at Santillana, under the supervision of Teresa Grence.

1 PRIMARY

White Portfolio

4 Creativity and emotions

6 Student's and Teacher's materials

8 Learning sequence

11 Syllabus

15 Teacher's notes

Draw my world TOWNS AND BUILDINGS

18 Have a look!

20 I can design buildings

22 I can design a house

24 I can play with lines

26 I can make a model

28 I can write artistic letters

30 We are a team: Our street

31 Project assessment rubric

Contents

Make machines JOBS

34 Have a look!

36 I can draw my ideas

38 I can design a machine

40 I can compare lines

42 I can use symmetry

44 I can make a rocket

46 We are a team: Carnival party


Play with colours LANDSCAPES

50 Have a look!

52 I can mix colours

54 I can draw animals

56 I am an artist

58 I can model plasticine

60 I can express emotions with colours

62 We are a team: The photo album


Hearts & Crafts is designed to increase imagination, developing creative, critical, cooperative, tolerant and dedicated students.

We live in a visual world saturated by a great variety of images spread by new technology, so it is essential to educate children in the visual arts.

As part of the CLIL projects series, Hearts & Crafts offers children a way of learning Arts & Crafts through English. All the materials have been written in a child-friendly language to help children use language in a fun and natural way.

Hearts & Crafts provides children with:

An experience to develop imagination

A means to communicate through visual language

A way to express emotions through art

Creativity and emotions

Creativity

Being creative is an extremely useful ability. Creativity stimulates the ability to analyse reality from different points of view.

Hearts & Crafts encourages creative activity through imaginative work proposals:

The activities allow students to work out the visual language for themselves by adding, creating and inventing.

The children let their imagination flow and follow their intuition to discover their own abilities.

Further reflection on the creative activity helps to reinforce curricular content.

Emotions

Hearts & Crafts is presented as a way to express emotional and personal development.

Both works of art and the process of artistic creation become a tool to explore and express emotions:

The children's own emotions: when they act as creators.

The emotions of others: when the children are spectators of works of art and images of any kind.

4

Cross-curricular contents

Hearts & Crafts offers a range of resources that support the teaching of Social Science and Natural Science through Arts & Crafts. The main theme of each project is linked to content from one of these areas.

Draw my world TOWNS AND BUILDINGS

Make machines JOBS

Play with colours LANDSCAPES

Cooperative work

Cooperative work in Arts & Crafts encourages experimentation, strategy, discussion development, emotional expression and communication.

Due to this, Hearts & Crafts combines individual work with other types of activities: in pairs, in teams and in groups.

Furthermore, a simple task designed for the whole group to work together is included at the end of each project: We are a team.

KEY

TYPES OF ACTIVITIES

Work with the whole CLASS

Work in TEAMS

Work in PAIRS

Work INDIVIDUALLY

Use extra MATERIALS

Express EMOTIONS

EMOJIS

SURPRISED YOUR CHOICE

ANGRY SHY

HAPPY SCARED

SAD BORED

5

1 Primary

2 Primary

Student's materials

1 PRIMARY

Green Portfolio

Name: Date:

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2 PRIMARY

Green Portfolio

Name: Date:



1 PRIMARY

White Portfolio

Name: Date:

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2 PRIMARY

White Portfolio

Name: Date:



Lines and shapes THE HUMAN BODY

1 PRIMARY

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1 PRIMARY

Different coloursTHE SEASONS


1 PRIMARY

Paint the seaWATER

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1 PRIMARY

Draw my worldTOWNS AND BUILDINGS

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Make machines JOBS

1 PRIMARY

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1 PRIMARY

Play with coloursLANDSCAPES


2 PRIMARY

Make sculptures ROCKS

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2 PRIMARY

Paint the skyAIR

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2 PRIMARY

Lines and dotsLIVING THINGS

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2 PRIMARY

Art and movementSPORT

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2 PRIMARY

Make comicsCHARACTERS

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2 PRIMARY

Palette of coloursTHE SEA

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Teacher's materials2 Primary1 Primary

3 Primary

3 Primary

3 PRIMARY

Yellow Portfolio

Name: Date:

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3 PRIMARY

White Portfolio

Name: Date:


3 PRIMARY

Lines and formsFOOD

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3 PRIMARY

A world of coloursANIMALS

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3 PRIMARY

Imagine and createINVENTIONS

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3 PRIMARY

Hot and coldFIRE

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3 PRIMARY

Light and shadeNATURE

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3 PRIMARY

Animated shapesOUR PAST

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It’s more than Arts & Crafts… It’s !

is designed to increase imagination, developing creative, critical, cooperative, tolerant and dedicated students.

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1 PRIMARY

Lines and shapesTHE HUMAN BODY

Different coloursTHE SEASONS

Paint the seaWATER

Green Portfolio

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2 PRIMARY


Make sculpturesROCKS

Paint the skyAIR

Lines and dotsLIVING THINGS

Green Portfolio

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Lines and formsFOOD

A world of coloursANIMALS

Imagine and createINVENTIONS

3 PRIMARY


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Yellow Portfolio

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1 PRIMARYDraw my worldTOWNS AND BUILDINGS

Make machinesJOBS

Play with coloursLANDSCAPES

White Portfolio

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Art and movementSPORT

Make comicsCHARACTERS

Palette of coloursTHE SEA

White Portfolio

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w.c

lil.s

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FIRE

Light and shadeNATURE

Animated shapesOUR PAST

3 PRIMARY


CLIL

White Portfolio

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7

Hearts & Crafts is designed to suit the diverse timetable of the Arts & Crafts teaching. The material is presented in two separate portfolios.

One session a week: choose one of the two portfolios.

Two sessions a week: use both portfolios.

Either option meets the requirements of the curriculum.

Learning sequence

The objective of the first side of

the sheet is to motivate

children to be creative.

They have to plan, decide

and develop an idea.

At this point, technical ability

is not as important as

self-expression.

The second side of the sheet offers children an opportunity to reflect on their work. These pages also guide them through observation. This helps them to understand different works of art.

Draw a house with LINES.

We are a team


HAVE A LOOK!

What can you see?

What line∫ can you see? Point.

curved line straight line

Talk with your hand∫.Support, Lorenzo Quinn, 2017

I can see...

WORD BANK• boat • building• hand • people• water• window

Hello! Silence! Stop!

4


The work in each project is divided into four steps:

1 HAVE A LOOK!The first sheet of each project encourages the observation of works of art and includes activities related to them. This step brings children closer to art and allows them to see what artists do and how they do it.

1 PRIMARY

Green Portfolio

Name: Date:



1 PRIMARY

White Portfolio

Name: Date:



8

2 ART TECHNIQUES

This step contains activities and ideas for artwork related to the children and their experiences. These contribute to their personal and environmental awareness.

The first side of the sheet is intended to encourage

creativity. The children receive

an instruction that can be

interpreted in different ways.

This allows them to express

themselves freely and

develop their creativity.

The second side of the sheet is a space where children can think, work and reflect on the work they have done.

I CAN MAKE A MODEL

H¬ow do you feel at school? Tick.

Bƒuild a school with recycled material∫. Tick the shape∫ you use.

square triangle

rectangle circle

At school I feel...

12


Draw a SCHOOL in this RECTANGLE.


3 WE ARE A TEAMThis final group task requires children to work in teams to develop an idea together. They then produce a final product and share it with the rest of the class.

TS TR E EURO

Paint your street.

Draw different buildings and parks.

Then, show your class.

M¬y team:

• W

E ARE •

A

T E A

M

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Create a holiday photo

album with your team.

W

E A R E•E

Q

UIPO•

A

T E A

M

O VI JEA

D

PH TOLBA U M

HT EO

M¬y team:


05/04/2018 15:51:13

Organise a carnival party.

• Choose a profession: astronaut, painter…

• Bring an object: helmet, paint brush…

• Role play and have fun.

LE D OSL OJ S

AP R YTRN I VALCA

W

E A R E•E

QUIPO

•A

T E A

M


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9

03/03

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EXTRA MATERIAL: WORKSHEETSIn each project, the children build a three-dimension model presented on a worksheet. These worksheets are used to explore and assist with the transition from working in two-dimensions to three-dimensions.

The worksheets are made of thicker paper, suitable for these types of tasks.

HOW IS MY WORK?

©olour.

We finish the activities.

We help our

classmates.

We have fun

working together.

TEAMWORK

I can draw

using lines.

I can design

buildings.

How do I feel about my work?

MY WORK

GREATGOOD

OK

SOMETIMES USUALLY ALWAYS

Portfolio ISBN: 978-84-680-2777-7


10/04/2018 13:38:36

RECTANGULAR HOUSE

What is the name

I CAN MODEL WITH PLASTICINE

©hoose a landscape. M¬odel it with plasticine.

Tick.

M¬ake a landscape watch.

COASTAL

LANDSCAPE

MOUNTAIN

LANDSCAPE

FLAT

LANDSCAPE

12

01/03


20/03/2018 12:35:09

02/03


20/03/2018 12:35:12

4 SELF-ASSESSMENTAt the end of the project, children evaluate their performance by thinking about their work and expressing their level of satisfaction with it. The children learn a simple way of forming opinions and being critical of their individual work and their teamwork.

HOW IS MY WORK?

©olour.

We finish the activities.

We tidy up the class.

We have fun

working together.

TEAMWORK

I can mix colours.

I can use colours

to express how I feel.


MY WORK

GREATGOODOK

SOMETIMES USUALLY ALWAYS

Portfolio ISBN: 978-84-680-2777-7


10/04/2018 16:01:38

HOW IS MY WORK?

©olour.

We take care of

the materials.

We help our

classmates.

We have fun

working

together.

TEAMWORK

I can use

stamps.

I can design

a machine.


MY WORK

GREAT

GOOD

OK

SOMETIMESUSUALLY

ALWAYS

Portfolio ISBN: 978-84-680-2777-7


10/04/2018 15:02:40

10

Syllabus

©hoose a landscape. M¬odel it with plasticine.

Glue your plasticine landscape

photograph here.

10/04/2018 16:01:36


TASK ARTS AND CRAFTS SOCIAL SCIENCE NATURAL SCIENCE ENGLISH LANGUAGE

HAVE A LOOK!Support, Lorenzo Quinn

Analysing a work of art Identifying types of lines: curved lines and straight lines

Describing a photograph Appreciating cultural and artistic expression

Caring for the environment Work: sculptors

Parts of the human body

Understanding (listening and reading):– Following oral

and written explanations, directions and instructions.

– Demonstrating understanding of the main ideas.

Speaking (interaction and production):– Producing simple

phrases.– Using the

appropriate vocabulary and structures.

– Asking for clarification and assistance when needed.

– Responding orally to questions.

– Talking to partners.

I can design buildings

Drawing symmetry Identifying types of lines: horizontal line and vertical line

The artistic and cultural heritage

I can design a house

Recognising geometric shapes

Constructing of a three-dimensional model

Describing photographs

The home The town

I can play with lines

Drawing animals Types of lines: open and closed, curved and straight, horizontal and vertical

Domestic and wild animals

I can make a model

Making three-dimensional objects from geometrical shapes

Organisation of the creative process

The school Recycled materials

I can write artistic letters

Using calligraphy for aesthetic purposes

Using colours Recognition of still and moving images

The city

We are a team: Our street

Organising the creative process

Drawing from life Working on team projects

Organising the space of a two-dimensional artwork: composition, balance and proportion

The street

1 PRIMARY

12

EMOTIONAL EDUCATION KEY COMPETENCES MULTIPLE INTELLIGENCES

Identifying other people’s emotions based on works of art.

Cultural awareness and expression. Linguistic competence. Initiative and entrepreneurship.

Linguistic intelligence. Intrapersonal intelligence. Spatial intelligence. Bodily-kinesthetic intelligence.

Identifying our emotions. Cultural awareness and expression. Social and civic competences. Initiative and entrepreneurship.

Interpersonal intelligence. Spatial intelligence.

Expressing emotions through language.

Cultural awareness and expression. Social and civic competences. Initiative and entrepreneurship.

Intrapersonal intelligence. Spatial intelligence. Bodily-kinesthetic intelligence.

Cultural awareness and expression. Scientific and technological competences.

Initiative and entrepreneurship.

Intrapersonal intelligence. Spatial intelligence.

Identifying and expressing our emotions.

Cultural awareness and expression. Scientific and technological competences.

Mathematical competence. Initiative and entrepreneurship.

Intrapersonal intelligence. Spatial intelligence Naturalist intelligence.

Cultural awareness and expression. Digital competence. Linguistic competence. Initiative and entrepreneurship.

Interpersonal intelligence. Spatial intelligence Linguistic intelligence.

Expressing our emotions through drawing.

Cultural awareness and expression. Social and civic competences. Learning to learn. Initiative and entrepreneurship.

Intrapersonal intelligence. Spatial intelligence Interpersonal intelligence.

13

Teacher's notes


Learning goals

To identify curved lines and straight lines

To describe a photograph

Creativity

Encourage children to draw curved and straight lines freely. Make sure they understand the difference between the two.

Explain what a zigzag line is and ask them to continue the one to the left of the house on page 3.

Key concepts

There are examples of different types of lines on page 3, in addition to the lines the students have freely drawn. For example, curved lines on the door and tiles; straight lines on the outline of the walls, the roof and windows. Children can point to them.

Children can draw curved lines (the hands) in green and straight lines (the building) in purple on the photo of Lorenzo Quinn’s sculpture on page 4.

Children can identify these types of lines in a real context. Ask the students to point to curved and straight lines in the objects that surround them.

HAVE A LOOK!

Support, Lorenzo Quinn, 2017

Sculpture made for the Venice Biennale.

There are two big hands holding the Ca’Sagredo Hotel building in Venice

(Italy).

Message: the sea water level is raising because of climate change.

LET’S TALK ABOUT ART!

Describe What part of the photo are we going to analyse: the hands or the building? Is it a sculpture, a painting, or a work of architecture? Make sure students understand the difference between a sculpture, a painting and a work of architecture.

Analyse What do you think its name is? What is its real name? Can you think of another title? Explain the meaning of the word support so students can understand the title of the sculpture.

Express emotions What do you feel when you look at this sculpture? Do you like it? Do you feel happy, sad…? Encourage the students to share their feelings with their classmates.

18

47

THE ENGLISH YOU NEED

SOCIAL SCIENCEHouses

Children can describe the house they have drawn on page 3. While listening to each other, children realise there are different types of houses with some common elements: door window roof wall stair chimney

Ask children to point to and name these elements on their drawing while they speak.

Key words and structures

curved line straight line work of art

artist to feel to express

house window door

roof wall stair

What can you see? I can see a building.

Can you see a curved line?

This is a straight line.

This work of art is a sculpture.

I like this sculpture because…

I do not like this sculpture because…

Body language

Ask children to communicate these messages using only their hands: - Yes! / No! / Ok! - Come here! / Go away! - Can I talk? / Can you repeat? - Alone. / All together. - I lose. / I win.

Ask children to express different emotions using only their hands: - I am happy. - I am sad. - I am angry. - I am surprised. - I am scared.

Cultural awareness and expressionIn analysing and describing a work of art students develop skills that allow them to discover artists and their work. This helps them to understand the way these artists see the world.Children also learn to appreciate the importance of artistic creations from different cultures.

PAGES 3-4

T S

CROSS-CURRICULAR CONTENTS

19

I CAN DESIGN BUILDINGS

Learning goals

To identify horizontal lines and vertical lines

To identify symmetry

To analyse a photograph

Creativity

Children design the rooms of building. Remind them that they have to draw a two-storey building. Check which rooms they have drawn on each floor.

Children can use coloured pencils or crayons to do this worksheet.

Key concepts

Children can identify examples of horizontal and vertical lines in the photograph of the Taj Mahal on page 6. For example, horizontal lines in the door and windows; vertical lines in the walls and towers... Children can mark the lines using felt-tip pens.

Children can draw a line in the middle of their non symmetrical drawing on page 5. They can compare their drawing to the Taj Mahal in order to understand the concept of symmetry.

Explain to the children that architecture is the art of designing buildings. Use the image of the Taj Mahal to explain that architectural works are also a form of artistic expression, just like paintings or sculptures.

The Taj Mahal looks like a palace, but it is actually a mausoleum commissioned by an emperor to honour his dead wife. It was built near the city of Agra (Uttar Pradesh state, India) in the 17th century.

POSSIBLE DIFFICULTIES

Drawing without going outside the lines might be difficult for some students. However, at this age, the aim is to express themselves freely, not a perfect result from the activity.

It could be helpful to ask these students to start by colouring the outline very carefully.

NOTES

20

47

Key words

horizontal line vertical line

part middle

building room

two-storey symmetric

to feel emotion

happy sad

bored surprised

scared angry

T SHow do you feel at home?

Ask children to talk about how they feel when they are at home. This is a way to help them express their feelings.

Children can explain in which moments they feel happy to be at home: - Playing with their toys - Enjoying a family meal - Celebrating a birthday party

Ask children to tell you how they express happiness: - Laughing - Jumping - Singing - Talking

PAGES 5-6

Spatial intelligenceDrawing the inside of a building implies the development of spatial intelligence.

Students understand reality by appreciating the sizes of different objects and organising them within a given space.

THE ENGLISH YOU NEED

Key structures

This is a horizontal line.

This is a vertical line.

The two parts are different.

The two parts are the same.

They are symmetric.

They are not symmetric.

At home I feel…

21

PAGE 15

This is a collective piece of work where children work in teams to develop an idea together. They then produce a final product and share it with the rest of the class. In their portfolios, students write down the names of their teammates.

Children will put what they have learnt into practice by drawing the buildings they like best in their street. By doing this, children discover the street where they live in a fun way, while developing their artistic skills. They can use the same materials they have used throughout the project: - crayons - coloured pencils - felt-tip pens

To draw from life, children have to first make a simple sketch of what they wish to draw: the building where they live, a shop or a park, etc. This sketch helps children to calculate the space they will need on the page. Afterwards, they can use a pen to trace the definite outline and colour in the drawing. Display all the drawings in the classroom with the name of the children that produce it. Children can add a brief explanation of why they decided to draw that particular building.

Ask the children about their experience: Do you like the project? What part do you like best? Do you want to repeat it?

Show children examples of famous artists who drew from life, such as Claude Monet, so they can see how these artists represented the reality around them.

A different approach

In order to draw the buildings in their street from life, students have to go

outside. However, if you are unable to take them out, they can do the activity inside the school, in the playground, for example. In this case, instead of their

favourite building in their street, children would draw the

school building.

FINAL TASKOUR STREET

• W

E ARE •

A T E A

M

30

PROJECT ASSESSMENT RUBRIC

DRAW MY WORLD

LOW PERFORMANCE

AVERAGE PERFORMANCE

GOOD PERFORMANCE

EXCELLENT PERFORMANCE ASSESSMENT

PERCENTAGE1 2 3 4

SHOWS INTEREST IN LEARNING

Shows little enthusiasm when carrying out the project tasks.

Shows interest and pays attention but not during all the tasks.

Pays attention and maintains interest when carrying out the tasks.

Shows a lot of interest and enthusiasm for all the proposed tasks.

PLANS AND DEVELOPS ACTIVITIES

Needs constant support in the planning and development of activities.

Tries to plan activities and achieves some acceptable results.

Plans the tasks correctly in general. Help with development is sometimes required from the teacher.

All activities are well planned. Their development is satisfactory.

TAKES CARE IN THE PRESENTATION OF WORK

Work is imperfect (the worksheets are torn or crumpled…). They are untidy. Many of the activities are incomplete.

Work is not damaged nor crossed out, but care is not taken with the presentation. Some activities are incomplete.

The majority of the work is correctly completed. It is neatly and carefully presented.

All the work is correctly completed. Great care is visible in the presentation.

COMPLETES THE WORK SHEETS CORRECTLY

Some of the worksheets were not started, others are incomplete or poorly realised. The teacher’s comments were not taken into account.

Various worksheets are incorrectly completed. Some of the teacher’s comments were taken into account.

The majority of the worksheets are completed. The teacher’s comments were taken into account.

All the worksheets are correctly completed. The teacher’s comments were taken into account.

DEMONSTRATES NEW KNOWLEDGE

At the end of the project, there are still important gaps in their knowledge.

At the end of the project they show some basic knowledge of the contents of the work.

At the end of the project they demonstrate a sufficient understanding of the contents of the work.

At the end of the project they demonstrate a good understanding of the contents of the work and have the ability to apply it.

31

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