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Adapted from CLIL-SI 2015. More information at: http: //grupsderecerca.uab.cat/clilsi/

PROJECT PLANNING TEMPLATE

GEP 2nd year

TITLE: Colours and feelings in Art AREA: Art CS Primary

AUTHOR: Rosa Ma. Navas Bernat


PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments


IDENTIFICATION

Project teaching sequence

TITLE

Colours and feelings in Art

AUTHOR(S) Rosa Ma. Navas Bernat

(Project created in the framework of the Formació GEP 2n. any by Departament d’Ensenyament 2015-16)

With the support of Oriol Pallarés Monge

COE Level A1

Grade CS of Primary (2 classes: 9 pupils in Menàrguens school and 11 pupils in Camarasa school)

Content areas Art

Number of sessions 4 (1,5h. per session)

Teacher(s) involved Rosa Ma. Navas Bernat

Key words creation, colours, feelings, mood, atmosphere, Picasso, Goya, English competence and cooperative work.


INTRODUCTION TO THE PROJECT TEACHING SEQUENCE

Do you think your creations in the Art class are the same when you are happy that when you have personal or health problems? Have you ever thought that you choose one colour or another according to your mood? It’s common to relate some colours to feelings... Would the atmosphere of our corridor change if it was painted in another colour different from grey?

Do the names Picasso or Goya sound to you? Do you know any famous artwork by these people? This project will provide you with some ideas about the relation between colours and feelings in Art. Through two famous painters we’re going to take into account how mood can influence our work. And in the end, we are not going to change the mood and colour of the walls of our corridor but... we’ll try to do it with our Art works!

The driving question: How could we show different moods with our paintings to change the atmosphere of our corridor?


GOALS HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS?

1. Connect colours to feelings.

2. Distinguish the colours used by Goya and Picasso in different periods of their artwork and identify the feelings they showed.

3. Describe historical and personal events in Goya’s and Picasso’s lives and match them to their period of painting.

4. Create their personal paintings expressing different feelings through colours.

1.1. Associates one or more colours with a particular feeling. 1.2. Recognizes the mood of a character in a painting depending on the colour used in it.

2.1. Detects the main colours of some of the most famous paintings by Picasso or Goya. 2.2. Interprets which feeling the artists could have had at the moment of painting. 2.3. Classifies to which period of the artists’ artwork the paintings belong.

3.1. Places in time of their lives some of the most famous paintings by Picasso and Goya. 3.2. Contrasts the different use of colours in each period and relates it to the artists’ personal situation.

4.1. Chooses one colour or another and creates a picture depending on the feeling we want to show. 4.2. Compares and justifies the use of his/her colours with the ones used by Picasso or Goya.


FINAL PRODUCT

What is the final product?

- Art exhibition with their paintings showing feelings (happiness, sadness and fear) in different spaces of the corridor and with some Goya’s and Picasso’s paintings and brief written explanations, too.

- Oral presentation of the exhibition (recorded on video): pupils are going to present their work orally to the rest of the school (children in the other classes and teachers):

* Which colour they match to one feeling and why. How colours influence our mood. * Which colours Picasso and Goya matched to the feelings and their reasons for feeling that

way. Influence of colours and feelings in Art. * Show their own creations. Different feelings in different parts of the corridor.

KEY COMPETENCES

1 Linguistic communication √

2 Cultural awareness and expression √

3 Digital competence √

4 Mathematical

5 Learning to learn √

6 Sense of initiative and entrepreneurship √

7 Interaction with the physical world

8 Social and civic competences √


CONTENTS (Knowledge and Skills)

TOPIC-RELATED CONTENTS TOPIC-RELATED SKILLS

1. Colours and feelings in Art.

2. Francisco de Goya.

3. Pablo Ruiz Picasso.

1. Link one or more colours used in paintings to one particular feeling.

2. Point out and justify the different style in Goya’s paintings before and during the “black period”.

3. Distinguish the colours in the main paintings by Picasso and include them in his different artwork periods.

4. Create and present orally your own exhibition about the relation between colours and feelings in Art and support it with Goya’s and Picasso’s works.

CONTENT-OBLIGATORY LANGUAGE

● Vocabulary related to the feelings happiness, sadness and fear (nouns, adjectives and verbs) ● Why/Because: How are you? I’m ... because ...

How am I? You’re … because …

Why do you use … colour? Because I’m ... ● When: When I’m … (feeling) I … ● Locations and prepositions: There’s a .../There are … (on, in, under, next to, between, on the right/left, at the top/bottom, in the

middle) ● The alphabet ● The Past Simple of to be and some regular verbs: was/were, -ed ● Comparatives: -er/more … than


PERSONAL and EMOTIONAL DEVELOPMENT

- Show evidences that there’s a progress in the learning process. - Make the effort to participate in class. - Work in a collaborative way. - Do their best. - Appreciate the work of other people (famous painters and even their classmates)

MATERIALS and RESOURCES

- Book: “Colour me happy” by Shen Roddie and Ben Cort. - Some materials included in the e-Twinning project: A rainbow of feelings http://new-twinspace.etwinning.net/web/p88723/welcome - Youtube video: Powerpoint Picasso. - Webs pages like padres hispanos.com, etc. - Flashcards of paintings with images of happy, sad, scared, surprised… people by Goya or Picasso. - Some famous paintings by Picasso in black and white to colour and flashcards with the original ones. - Templates of the characters, animals and objects in Guernica painting. - Mind map about Picasso. - Photo camera. - Three classical music pieces in MP3 format. - Different art materials: crayons, wax crayons, paints, paintbrush, coloured cardboard, sticks, newspapers and glue stick. - Language patterns flashcards/posters. - Self-assessment checklist. - Teacher’s rubric.

http://new-twinspace.etwinning.net/web/p88723/welcome


REFERENCES

COMMENTS

ACKNOWLEDGEMENTS

UNIT OVERVIEW

Session Activities Timing Skills Interaction CMC Assessment

1

1- Decide the colour and colour 6 emoticons

5’ L individually

2- Share their choices 5’ S all the group S - S

3- The teacher tells a story and they compare it with their choices

10’ L - S all the group T - S The teacher interacts with the students to check about their comprehension


1

4- Make a puppet 10’ S in groups of 3

5- Talk about colours and mood in pictures and rooms

10’ S all the group T - S The teacher values their contributions

6- Brainstorming about Picasso

5’ L - S all the group T - S

7- Do a research and complete a mind map

45’ R - W groups of 3 Students realize if they have completed or not their mind maps

The teacher evaluates the mind maps

2

1- Decide the feeling of portraits by Picasso and classify them in 3 groups

5’ S all the group S - S

2- Make photos of themselves 5’ S groups of 3

3- Put filters on the photos with a computer program

30’ S groups of 3 Children value their final photos

4- Explain feelings related to photos and paintings

5’ S - L groups to the rest S - S

The teacher prepares a rubric to evaluate their oral productions

5- Change colours in Picasso’s paintings

35’ individually-pairs

6- Explain feelings expressed when changing colours

10’ S all the group S - S The same rubric for the teacher than before

3

1- Read a text about Guernica 15’ R - S - L

first individually, then in groups of 3 S - S

Self-assessment (have they understood the main ideas of the text?)


3

2- Surf Google images 10’ R groups of 3

3- Compose a mural about Guernica 30’ S groups of 3 S - S

4- Classify Goya’s paintings 5’ S individually

5- Choose the right titles for the paintings

5’ R - S groups of 3 - 4 S - T

6- Compose sentences about Goya’s life

10’ R - W groups of 3 - 4 S - S

The group realizes if they’ve ordered the sentences in the right way

7- Play hangman

5’ R - W individually S - T

8- Compare Picasso and Goya’s use of colours

10’ S groups 3 - 4 S - T

4

1- Listen to 3 pieces of classical music

10’

individually

2- Choose 2 colours for each music

5’ S individually

3- Paint 3 paintings while listening to the pieces of music again

10’ individually

4- Write words related to their paintings

5’ W individually S - T


4

5- Decide a place in the corridor and collect the materials to show

10’ S groups of 3 - 4

S - T

6- Prepare the exhibition 40’ S - W groups of 3 - 4 S - T

Students realize how the exhibition looks like and if their explanations of the project to the other people have been a success or not.

7- Complete a checklist

5’ R individually Self-evaluation about all the project

Teacher’s final rubric for all the project

SESSION-BY-SESSION PLANNING: SESSION 1

Activity 1

Activity description Make our own emoticons (puppets): - Students are given a sheet of paper with 6 big emoticons (happy, sad, angry, scared, bored and

surprised) and they colour them using one crayon to express each feeling (it’s not possible to repeat the colour). They share their choices afterwards.

- The teacher tells the story “Colour me happy” (book) and we compare the use of colours in it with ours.

- Finally, we divide the class in groups to make a puppet-emoticon per group with coloured cardboards.


Outcomes

Speaking: Match one colour with one feeling

Writing: - Conversation: Decide the puppet’s design (face and colour) with the group

Non-linguistic output: Make the puppet

Input Listening: Listen to the teacher’s story

Reading: Read the feelings under the emoticons in the sheet of paper Read the bubbles in the book

Viewing: - Others

Subject-matter CONTENT Relation between colours and feelings (listening and speaking)

Content-Obligatory LANGUAGE ● When I’m … (feeling) I feel … (colour) ● When we’re … (feeling) we feel … (colour)

Timing 30’

Format of interaction /

Grouping

Individual work: Choose the colour of their emoticons in the sheet of paper

Peer interaction: Design their emoticon in group

Teacher-led interaction: Tell the story

CMC (Computer Mediated Communication) -

Material - Sheet of paper with 6 emoticons - Crayons - Book: Colour me happy by Shen Roddie and Ben Cort - Coloured cardboards and sticks for puppets


Assessment Self-assessment: - Peer assessment: - Teacher assessment: Teacher provides feedback when the groups are designing their puppets

Activity 2

Activity description Look for information about Picasso: - The teacher makes pupils think and talk about the use of colours in their drawings depending on

their mood and also about how colours in rooms influence us (we can go out to our corridor and imagine it painted in different colours). The teacher points out the importance of colours for everyone, including the artists.

- Ask the pupils what they know about Picasso (brainstorming in L1 if necessary). Can we investigate more about him and what colours he used?

- Students are given a mind map with different blanks to complete about this artist: birth (place and date), where he lived, family, periods of his artwork and death (place and date). In groups of 3, they do a research on the internet (the teacher gives them some appropriate web pages).

Outcomes

Speaking: Link colours and feelings in our drawings

Say what they know about Picasso (also in L1 when brainstorming)

Writing: Fill in the blanks in the mind map

Conversation: Interaction with the teacher and with classmates in order to find out information

Non-linguistic output: -


Input Listening: Listen to the teacher’s and partners’ contributions and opinions

Reading: Read the information in webs (padres hispanos.com and others) and the mind map

Viewing: Youtube video: Powerpoint Picasso

Others

Subject-matter CONTENT Pablo Ruiz Picasso’s life (reading, writing and speaking)

Content-Obligatory LANGUAGE The Past Simple: ● Picasso was born in … (place) in … (year) ● He lived in …, … and .... (towns) ● He was married …. times and he had … children ● He had … periods of painting: the … (colour) period, the ... , etc. ● He died in … (place) in … (year)

Timing 60’


Grouping

Individual work: Give their opinion about the use of colours in pictures and in places

Peer interaction: Do the research in groups of 3

Teacher-led interaction: Provide the mind map and explain what to do

Order the pupils’ ideas and opinions

Guide their research

CMC (Computer Mediated Communication) Web pages and videos about Picasso appropriate for children such as Powerpoint Picasso and Padres hispanos.com (they are in Spanish or Catalan and the information has to be translated into English for our mind map)


Material - Mind map about Picasso - Language pattern for the biography - Computers

Assessment Self-assessment: - Peer assessment: The members of the group try to complete all the mind map

Teacher assessment: Children’s participation giving opinions

Feedback with the pupils during their research

Completed mind maps


Activity 1

Activity description Discover paintings by Picasso and relate them to feelings: - The teacher will provide children with one flashcard of a famous portrait or character by Picasso

(title included). Each child decides what feeling matches with it. Then we make 3 groups in 3 different spaces in the classroom: portraits that show happiness, sadness and fear or trouble.

- The groups take photos of each child’s face expressing that feeling. They put a colour filter on them with a computer program in Picasso’s style and print the photos with and without the filter.

- After that, each group will have their photos with Picasso’s portraits and with the corresponding puppet made in the last Art session. The groups decide a period of Picasso’s work.

- They prepare an explanation (about feeling and period) for the rest of the groups and show their photos and the paintings.

- The other classmates can ask the members of the group about their feeling.


Outcomes

Speaking: Tell the others why we think one portrait/photo expresses one particular feeling

Writing: Prepare the sentences to argue our opinion Conversation: Interaction with the members of the group to decide the period of the painting and the justification Non-linguistic output: Photos

Input Listening: Listen to the partners’ contributions Reading: The title of Picasso’s portraits

Viewing: - Others: Flashcards with Picasso’s paintings

Subject-matter CONTENT Different periods of colour in Picasso’s paintings and feelings related to them (speaking)

Content-Obligatory LANGUAGE

Why/Because:

● This painting called “... (title)” expresses … (feeling) because Picasso uses … (colours) and … (other reasons)

● It belongs to the … (colour) period ● In this photo … (student’s name) is … (feeling) because … ● How are you? I’m … because … / How am I? You are … because ...

Timing 45’



Grouping

Individual work: Decide the feeling of their own flashcard Peer interaction: Contrast their flashcard with the others in the same group Choose a period in Picasso’s artwork for the group

Justify the use of colours and the feeling that Picasso’s tried to express

Adapt their own photos to the feeling by using colour filters with a computer program

Teacher-led interaction: Help the groups with their arguments

Help children with the photo program

CMC (Computer Mediated Communication) Use any program that lets add colour filters on photos (PaintShop Pro, Paint or Photoshop)

Material - Flashcards about Picasso’s characters - Puppets made in session 1 - Photo camera - Computers and printer - Language patterns about giving opinions and expressing feelings.

Assessment Self-assessment: Analyze their own expression and colour related to the feeling in their personal photo

Peer assessment: - Teacher assessment: Appraise the arguments of each group


Activity 2

Activity description Change the colour in some Picasso’s paintings: - The children sit in pairs. The teacher distributes different paintings by Picasso in black and white

for children to colour (the same for each pair). They can look at the original ones on the board but they have to change their colours in order to change the mood in the painting, too. Colour can’t be repeated for the same painting.

Outcomes

Speaking: Tell the others how your colour has changed the mood in the painting

Writing: - Conversation: Choose a different colour for each member of the pair

Non-linguistic output: New coloured paintings

Input Listening: Listen to classmates’ explanations

Reading: - Viewing: Powerpoints from the eTwinning Project “A rainbow of feelings” Others: Real paintings by Picasso

Subject-matter CONTENT Relation between colours and feelings (speaking)


Why/Because:

● This painting called “... (title)” expresses … (feeling) because Picasso uses … (colour). ● My painting expresses … (feeling) because I’ve used … (colour).


Timing 45’


Grouping

Individual work: Colour the painting with different colours

Peer interaction: Decide their colour with their partner Teacher-led interaction: Give advice to children about using the same range of colour.

CMC (Computer Mediated Communication) Project on the digital whiteboard 2 powerpoints of the eTwinning Project “A rainbow of feelings”

Material

- Powerpoints in http://new-twinspace.etwinning.net/web/p88723/welcome - Picasso’s paintings in black and white - Flashcards with the original ones - Wax crayons

Assessment

Self-assessment: - Peer assessment: Each member of the pair compares his/her painting with his/her partners’ one. Teacher assessment: Value the child’s effort and result

http://new-twinspace.etwinning.net/web/p88723/welcome



Activity 1

Activity description Compose Guernica: - Jigsaw technique: The students are given a piece of a text related to Guernica (numbered from 1 to

3). They read their part, join to others who have the same text and decide what to tell about it. Next, they make new groups with members of all numbers of the text (1 to 3) and each “specialist” tells his/her part.

- Each group surfs Google images for the Guernica painting and for its place in Reina Sofía museum. They analyze the objects and characters in it (vocabulary in English and location).

- The teacher provides each group with a black cardboard (with the appropriate proportions), a newspaper and some templates of the characters and objects in Guernica. They have to trace the templates on the newspaper, cut them out and try to remember their location on the black cardboard without looking at the original.

Outcomes

Speaking: Tell the others our piece of text

Describe the characters and their location in the painting

Writing: - Conversation: Interaction with the members of the group to decide the position of objects and characters in the painting

Non-linguistic output: Murals of Guernica


Input Listening: Listen to the partners’ contributions Reading: Read our piece of text

Viewing: - Others: Guernica painting

Subject-matter CONTENT One of Picasso’s most famous paintings: Guernica (reading and speaking)

Content-Obligatory

LANGUAGE

The Past Simple: ● was/were and some verbs with -ed (painted, used, expressed…)

Location and prepositions: ● There’s a … (character-animal-object) and it’s … (on the right/left/at the top/at the bottom/in the

middle/next to/between/on/under)

Timing 55’


Grouping

Individual work: Read and explain the piece of text

Peer interaction: Listen to the classmates’ explanations

Do research in Internet about Guernica painting and Reina Sofía Museum

Teacher-led interaction: Help groups making the mural

CMC (Computer Mediated Communication) Surf in Google images

Material - Text in 3 parts for the Jigsaw Activity - Black cardboard - Newspaper - Templates of Guernica - Glue stick - Language pattern about locations


Assessment Self-assessment: Realize about his/her explanation of the text to the group

Peer assessment: Value their mural of Guernica

Teacher assessment: Value the murals of Guernica and their explanations about the composition

Activity 2

Activity description Discover paintings by Goya and relate them to feelings: - The teacher distributes one image of a Goya’s painting to each pupil (some from before and others

from his “black period”) and places the “happy puppet” and the “scary puppet” in both sides of the classroom. Children choose where to go to.

- The teacher shows cards with titles and each group has to match them to their pictures. - The teacher gives each group two different coloured sentences divided into words and they have

to order them. They try to guess what the sentences are explaining (the reasons why Goya painted in such styles).

- The teacher asks pupils if they know who’s the painter. If the name doesn’t come out, we can play the hangman. When they’ve got the name (Francisco de Goya), each group has 2 minutes to surf the Internet and find out the century when he lived.

- Brainstorming on the board: What are the similarities between 2 painters who lived so far in time? And the differences? Each group gets a point for each right sentence (in sense, the teacher can help them with grammar)


Outcomes

Speaking: Say the letters of the alphabet to play hangman

Make sentences about similarities and differences between the two artists

Writing: - Conversation: Order the sentences within the group

Decide the sentences for similarities and differences

Non-linguistic output: -

Input Listening: Listen to the titles read by the teacher

Reading: Read the titles of the paintings

Order the sentences about Goya’s feelings and experiences in life

Viewing: - Others: -

Subject-matter CONTENT Goya’s black period (reading and speaking)

Content-Obligatory LANGUAGE Past Simple and Why/Because: ● Goya was sad because he was deaf / Goya was happy because he worked for the king

The English alphabet

Comparatives: ● -er / more … than (This painting is happier, This painting is more beautiful than… , Picasso is more

modern than Goya, etc.)

Timing 35’



Grouping

Individual work: Choose the happy or scared side of the classroom for his/her painting

Peer interaction: Match the titles to the paintings

Order the sentences

Compare Goya and Picasso

Teacher-led interaction: Guide the children to give reasons

CMC (Computer Mediated Communication) Surf Google for the century when Goya lived

Material - Flashcards with Goya’s paintings - Cards with the titles - Words to compose sentences - Language pattern about comparisons

Assessment Self-assessment: - Peer assessment: Count the comparisons they’ve made

Teacher assessment: Value the participation of each group when guessing the painter’s name and comparing him to Picasso



Activity 1

Activity description Match music, feelings and colours: - The teacher plays 3 different classical music pieces (happy, sad and scary music). Each child listens

to them in a relaxing way (eyes closed and head on his/her arms on the desk). After having listened to them, we talk about the feelings we’ve felt in each one.

- Children have to choose 2 colours of paint for each piece (no possibility of repetition). While listening to them again, they can paint what the music inspires them. We’ll get 3 paintings per pupil.

- Each child writes words related to his/her painting at the bottom of it.

Outcomes

Speaking: Tell the others what feeling the music transmits. Writing: Write vocabulary related to his/her painting (nouns, verbs or adjectives)

Conversation: - Non-linguistic output: 3 paintings with 2 colours

Input Listening: Listen to the others’ feelings

Reading: Read the vocabulary from your classmates’ paintings

Viewing: - Others: Listen to three classical music pieces

Subject-matter CONTENT Mood and Art (writing)



Vocabulary related to feelings: nouns, verbs or adjectives

● Words related to happiness, sadness and fear.

Timing 30’


Grouping

Individual work: Paint the three pictures

Peer interaction: Share our creations and tell our feelings in them

Teacher-led interaction: Play the music

Ask about the children’s reasons for choosing certain colours and what they’ve painted

CMC (Computer Mediated Communication) Three classical musical pieces in Youtube (without images)

Material - 3 classical music pieces: Rondo Veneziano (happiness), Spring by Vivaldi (sadness) and one scary play The Phantom of Opera.

- Paints and paintbrushes - Language pattern about expressing feelings

Assessment Self-assessment: Defend our creations Peer assessment: - Teacher assessment: Value the child’s paintings and interest


Activity 2

Activity description Prepare the final exhibition in our corridor: - The children join the same group they had in session 2 when discovering Picasso’s works. The 3

groups decide a place in the corridor to exhibit our works during the project. - Each group collects all the works and also the information about Goya’s or Picasso’s related to

their feeling to prepare their corner in the corridor for the final exhibition. They need to design some posters with easy explanations about the painters, some photos of them and also titles for the feelings and colours… (sentences they have produced during the sessions)

Outcomes Speaking: - Writing: Write the titles and simple explanations for the exhibition

Conversation: Talk to others about the way of exposing our works

Non-linguistic output: The images and creations in the exhibition

Input Listening: Listen to the teacher’s recommendations for preparing everything

Reading: Read the information we’ve got during the project Viewing: - Others: -

Subject-matter CONTENT All the contents previously worked during the activities

Content-Obligatory LANGUAGE All the contents previously worked during the activities

Timing 60’ (and extra time)



Grouping

Individual work: - Peer interaction: Collect all the material Prepare the corner for the exhibition

Teacher-led interaction: Help the groups in the organisation of everything

CMC (Computer Mediated Communication) Surf the Internet for images, letters for creating titles…

Prepare word documents for explanations

Prepare posters

Material - All the works and materials used and created during the project - New texts, posters and titles

Assessment Self-assessment: Complete a checklist to evaluate the whole project

Peer assessment: Value the part that the group has prepared for the exhibition

Teacher assessment: Measure the impact of the project with a rubric


TEACHER’S & STUDENT’S MATERIAL

TITLE: Colours and feelings in Art AREA: Art CS Primary

GEP 2nd year


SESSION 1

Teacher’s material:

Book “COLOUR ME HAPPY” by Shen Roddie and Ben Cort

Macmillan Publishing.

Web pages to provide pupils with Picasso’s biography and artwork:

https://youtu.be/1r-r0xxPrr0

http://www.slideshare.net/mjosegine/presentaci-picasso

http://www.plusesmas.com/nostalgia/biografias/pablo_picasso

http://aliciagonzalezka.blogspot.com.es/2010/01/los-periodos-de-

picasso.html

https://trescaixesplenesdart.files.wordpress.com/2009/08/presentacio-

pablo-picasso1.pdf

Students’ material:

Sheet 1 with 6 emoticons to colour (attached)

Sheet 2 with the mind map (attached)

Sheet 3 with a language pattern for the biography

https://youtu.be/1r-r0xxPrr0

http://www.slideshare.net/mjosegine/presentaci-picasso

http://www.plusesmas.com/nostalgia/biografias/pablo_picasso

http://aliciagonzalezka.blogspot.com.es/2010/01/los-periodos-de-picasso.html

http://aliciagonzalezka.blogspot.com.es/2010/01/los-periodos-de-picasso.html

https://trescaixesplenesdart.files.wordpress.com/2009/08/presentacio-pablo-picasso1.pdf

https://trescaixesplenesdart.files.wordpress.com/2009/08/presentacio-pablo-picasso1.pdf


WHEN I’M … , COLOUR ME …

HAPPY SAD ANGRY

SCARED BORED SURPRISED


MIND MAP


PICASSO’S BIOGRAPHY

Pablo Ruiz Picasso was born in ......................, ....................... (city, country)

in ............... (year).

He lived in: ......................, ......................., ........................, ..........................

and ............................ (cities).

He was married ............ times and he had ........... children.

His artwork is divided in ....... periods:

The first is called the ...................... period and it’s related to

...................... feelings.

The second is called the .................. period and it’s related to

...................... feelings.

The third is the period of ....................

The fourth is the period of ..................

And the last is the period of .................... related to ..................... feelings.

Pablo Ruiz Picasso died in ....................., ....................... (city, country)

in ............... (year).


SESSION 2


Laminated flashcards with Picasso’s portraits (attached)

Powerpoint about colours in Art: http://new-

twinspace.etwinning.net/c/portal/layout?p_l_id=23049169

Two language patterns to help pupils to speak

Rubric (attached)


Sheets with paintings by Picasso in black and white (attached)

http://new-twinspace.etwinning.net/c/portal/layout?p_l_id=23049169

http://new-twinspace.etwinning.net/c/portal/layout?p_l_id=23049169


THE OLD GUITAR PLAYER


TWO SISTERS


OLD BEGGAR WITH A BOY


HOMELESS


GIRL WITH A DOVE


FAMILY OF ACROBATS

WITH A MONKEY


BOY AND DOG


ACROBAT ON A BALL


HARLEQUIN ON HIS ELBOW


MOTHERHOOD


PAULO DRESSED AS A HARLEQUIN


WOMAN WITH BREAD


SORROW


DORA MAAR’S PORTRAIT


MAYA WITH A DOLL







GIVING PERSONAL OPINIONS

Picasso uses .................. colour

The characters look ............. (feeling)

The subject is ................. (feeling)

....

In my opinion... In my view... From my point of view... I think that...

the painting called …………………………… (title) expresses ………………… (feeling) because: ...


EXPRESSING FEELINGS IN PAINTINGS AND PHOTOS

How are you?

What colour are you?

Why?

I’m .............. (feeling)

and ............. (colour)

because I .................

.................................


TEACHER’S RUBRIC (oral productions)

Student: ______________________________

Barely gives his/her opinion to the group

Gives his/her opinion to the group

Gives his/her opinion to the group and justifies it

Has problems in distinguishing different periods of the paintings

Distinguishes the different periods of paintings

Distinguishes the different periods of paintings and says why

Doesn’t match colours and feelings

Matches colours and feelings

Matches colours and feelings and gives reasons

Doesn’t explain clearly his/her feelings with a painting

Explains clearly his/her feelings with a painting

Explains his/her feelings with a painting and tells why

Student: ______________________________













Student: ______________________________














SESSION 3


Text about Guernica (attached)

The same text photocopied in 4 different coloured papers and each one

divided in 3 parts (jigsaw technique) (attached)

Poster with patterns about the use of prepositions (attached)

Laminated flashcards with Goya’s paintings (attached)

Cards with the titles of the paintings (attached)

Cards in 2 different colours (Goya’s positive and bad experiences) to make 4

sentences about Goya (attached)

Web page about Goya’s artwork:

http://presentacionesinfantiles.blogspot.com.es/2012/11/goya-para-

ninos_25.html


Guernica templates (attached)

http://presentacionesinfantiles.blogspot.com.es/2012/11/goya-para-ninos_25.html

http://presentacionesinfantiles.blogspot.com.es/2012/11/goya-para-ninos_25.html


GUERNICA

Guernica is one of the most famous paintings

by Pablo Picasso. It was painted in 1937 during

his cubism period. It’s a very big mural of

3,50 x 7,80 metres!

Picasso showed the bombing of Guernica, a

village in the Basque Country, by German and

Italian warplanes during the Spanish Civil War.

Picasso used grey, black and white colours to

express the violence and the suffering of people

and animals.

Guernica mural travelled to lots of museums

around the world. Today it’s in the Reina Sofía

Museum in Madrid. Many people visit the

museum to see Guernica.


TEXT 1

Guernica is one of the most famous paintings by Pablo Picasso.

It was painted in 1937 during his cubism period.

It’s a very big mural of 3,50 x 7,80 metres!

----------------------------------------------------------------------------------------

TEXT 2

Picasso showed the bombing of Guernica,

a village in the Basque Country,

by German and Italian warplanes during the Spanish Civil War.

Picasso used grey, black and white colours to express

the violence and the suffering of people and animals.

-----------------------------------------------------------------------------------------

TEXT 3

Guernica mural travelled to lots of museums around the world.

Today it’s in the Reina Sofía Museum in Madrid.

Many people visit the museum to see Guernica


LOCATIONS There’s a / an .........................

(animal-object-character)

It’s situated .................... (on the right / on the left / in the middle)

(at the top / at the bottom)

(next to the... / between the... and the.../

on the... / under the...)




















THE UMBRELLA ___________________________________________________

THE BLIND MAN’S BLUFF ___________________________________________________

THE VINTAGE ___________________________________________________

THE DRESSED MAJA ___________________________________________________

THE KITE ______________________________________________________

SATURN DEVOURING HIS SON

_______________________________________________________

THE WITCHES


TWO OLD MEN EATING SOUP _______________________________________________________

THE SHOOTING OF 3rd. MAY _______________________________________________________

CARLOS IV’s FAMILY _______________________________________________________

THE COLOSSUS


Goya painted a lot

and he was rich.

Goya worked for the

king and the nobility

of Spain.


Goya suffered an illness

and became deaf.

Goya lived during the

war between Spain and

France.


COMPARING

Remember!

This painting by Picasso is ................................... than this painting by Goya

Picasso is .................................... than Goya

Goya is ....................................... than Picasso

.......

Short adjectives + -er + than

More + long adjectives + than


SESSION 4


3 pieces of music in mp3 format:

Rondò Veneziano (happiness)

https://youtu.be/wSVXndemCV8?list=PLhLuxO1UWtEbxcS594xuFYJXEZQq_

Hzno

Spring by Vivaldi (sad part of it for sadness) https://youtu.be/cEcGxoa8Yfc

The phantom of Opera (fear) https://youtu.be/PHcmSK3SXWI

The same language pattern used in session 2 about expressing feelings in

paintings.

Final rubric for the whole project (attached)


Checklist for all the project (attached)

https://youtu.be/wSVXndemCV8?list=PLhLuxO1UWtEbxcS594xuFYJXEZQq_Hzno

https://youtu.be/wSVXndemCV8?list=PLhLuxO1UWtEbxcS594xuFYJXEZQq_Hzno

https://youtu.be/cEcGxoa8Yfc

https://youtu.be/PHcmSK3SXWI


STUDENT’S CHECKLIST

□ I can connect one or more colours with a particular feeling.

□ I classified different periods in Picasso and Goya’s artwork.

□I observed and analyzed some paintings by Picasso and Goya.

□ I can interpret Picasso or Goya’s feelings in some of their paintings.

□ I can explain some historical and personal events in Picasso and Goya’s lives.

□I understood that personal situations can influence art.

□I created my own paintings showing different feelings by using colours.

□ I looked for information on the Internet about Picasso and Goya.

□I worked in group to take decisions and prepare tasks.

□I assessed and evaluated my progress, participation, recalling and understanding of the

concepts about the relation between colours and feelings in Art.


TEACHER’S RUBRIC

4 3 2 1

Recalling

information

The pupil can remember

without any problem the

information about Picasso or

Goya.


most of the information

about Picasso and Goya.


part of the information

about Picasso and Goya.

The pupil can remember very little

information about Picasso and

Goya.

Understanding

information

The pupil can identify very

well the relation between

the painters’ use of some

colours with their personal

situation.

The pupil can identify a

great number of relations

between the painters’ use of

some colours with their

personal situation.

The pupil can identify some

relations between the

painters’ use of some

colours with their personal

situation.

The pupil can identify not many

relations between the painters’

use of some colours with their

personal situation.

Applying

information

The pupil can easily give

information about relations



personal situation.

The pupil can give a lot of




personal situation.

The pupil can give some




personal situation.

The pupil can give short



some colours with their personal

situation.

Group work

The pupil actively

cooperated in all the group

activities of the unit. He/She

constantly worked and

solved matters with his/her

classmates.

The pupil cooperated with

interest in the group

activities of the unit. He/She

worked and solved matters

with his/her classmates

quite often.

The pupil cooperated in the

group activities of the unit.

He/She sometimes solved

problems and helped his/her

classmates.

The pupil hardly cooperated in the

group activities of the unit.

He/She solved few problems and

not ever helped his/her

classmates.

The exhibition

project

He/She absolutely

participated in the creation

and presentation of the

exhibition.

He/She participated a lot in

the creation and

presentation of the

exhibition.

He/She participated in some

aspects of the creation and

presentation of the

exhibition.

He/She rarely participated in the

creation and presentation of the

exhibition.

Use of English

He/She spoke English

almost all the time.

He/She usually tried to

speak English.

He/She used both English

and Catalan.

He/She almost never used

English.

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