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Teacher’s Book Arts & Crafts 6 PRIMARY
Teacher’s BookArts & Crafts 6 PRIMARY
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ContentsIntroductionKey competences .......................................................4Science topics .............................................................5Student's Book contents .............................................6Student's Book ............................................................8Teacher's Book .......................................................... 10Teacher's resources.................................................. 12Teacher's i-book........................................................ 13
Teacher’s Book lesson plansFirst termTerm 1 syllabus .......................................................... 14Unit 1 .......................................................................... 18Unit 2 ........................................................................ 22Unit 3 ........................................................................ 26Unit 4 ........................................................................ 30Unit 5 ........................................................................ 34Crafts ......................................................................... 38
Second termTerm 2 syllabus ........................................................ 40Unit 6 ........................................................................ 44Unit 7 ......................................................................... 48Unit 8 ........................................................................ 52Unit 9 ........................................................................ 56Unit 10 ....................................................................... 60Crafts ......................................................................... 64
Third termTerm 3 syllabus ........................................................ 66Unit 11 .........................................................................70Unit 12 ........................................................................74Unit 13 ........................................................................78Unit 14 ....................................................................... 82Unit 15 ....................................................................... 86Crafts ......................................................................... 90
Audio transcripts .............................. 94
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Key competences in Arts and Crafts
Key competences
Key competences are a combination of knowledge, skills and attitudes appropriate to different contexts and situations. These competences have the following characteristics:• They encourage the development of skills rather than the assimilation of theoretical content:
individuals become ‘competent’ when they learn how to solve problems effectively. • Competences develop progressively and can be acquired in different learning situations and
institutions.• They are interdisciplinary because they integrate knowledge that originates in different academic
disciplines.
Competence in linguistic communication
This is the ability to interpret and use language as a tool for oral and written communication. Verbal communication is fostered by the exchange of opinions, the narration of personal experiences and oral expositions on different topics. Reading and writing simple texts also develop this competence. In Arts and Crafts, students have ample opportunity to share and describe their artwork, as well as to express their opinions and experiences.
Mathematical competence
This competence is the ability to use numbers, perform basic operations, understand symbols and solve problems in order to interpret the physical world. A range of activities help students understand and apply perspective and geometric arrangement in their compositions.
Knowledge and interaction with the physical world
This competence develops the ability to interact with the physical world and apply scientific methods to explain its phenomena. At primary level, students are encouraged to define and solve problems, design and carry out simple experiments, work out solutions, analyse results and communicate them.
Processing information and digital competence
This is the ability to use both traditional and modern technologies to obtain, process and transmit information found in traditional and digital media. The Computer Drawing Program promotes this competence.
Social competence and citizenship
This competence refers to the ability to understand and participate successfully in the society in which we live. At primary level, this is developed by promoting group cooperation, solidarity and satisfaction at successfully completing tasks. Students often present their own artwork and appreciate the work of others.
Cultural and artistic competence
This competence involves the appreciation of the importance of artistic creations and cultural productions at various times in history and from different cultures. It includes the appreciation of the visual arts, music and literature. The systematic interpretation of illustrations and photographs helps to develop this competence. The Art Masterpieces sections bring students closer to great artistic works and the techniques used to produce them.
Competence in ‘learning to learn’
This competence is acquired by learning how to apply different techniques aimed at selecting, organising, interpreting and memorising information. At the end of each unit, students are given the opportunity to apply new techniques they have learnt. The main concepts are also revised regularly.
Autonomy and personal initiative
The study of Arts and Crafts demands autonomy and initiative. Students need to plan and organise their work creatively and critically. A great deal of the activities require them to make their own decisions.
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Social competence and citizenship
This competence refers to the ability to understand and participate successfully in the society in which we live. At primary level, this is developed by promoting group cooperation, solidarity and satisfaction at successfully completing tasks. Students often present their own artwork and appreciate the work of others.
Cultural and artistic competence
This competence involves the appreciation of the importance of artistic creations and cultural productions at various times in history and from different cultures. It includes the appreciation of the visual arts, music and literature. The systematic interpretation of illustrations and photographs helps to develop this competence. The Art Masterpieces sections bring students closer to great artistic works and the techniques used to produce them.
Competence in ‘learning to learn’
This competence is acquired by learning how to apply different techniques aimed at selecting, organising, interpreting and memorising information. At the end of each unit, students are given the opportunity to apply new techniques they have learnt. The main concepts are also revised regularly.
Autonomy and personal initiative
The study of Arts and Crafts demands autonomy and initiative. Students need to plan and organise their work creatively and critically. A great deal of the activities require them to make their own decisions.
Arts and Crafts has been organised to include themes related to the Primary Natural Science, Geography and History syllabus.
1. The human bodyWorksheet 1 Drawing a human figure
Worksheet 2 Cartoon characters
2. Food and nutritionWorksheet 3 Drawing fruits with shading
Worksheet 4 A portrait by Rembrandt
3. Our sensesWorksheet 5 A poster of the five senses
Worksheet 6 Malaga Cathedral I & II
4. LandscapesWorksheet 7 A linear landscape
Worksheet 8 A sculpture in motion
5. Diversity of living thingsWorksheet 9 Scientific drawings
Worksheet 10 The composition of a famous painting
6. Work and technologyWorksheet 11 A personal engraving I & II
Worksheet 12 Stamping techniques
7. Objects and materialsWorksheet 13 Drawing a star polygon
Worksheet 14 Tessellations in art
8. Culture and societyWorksheet 15 Different views of a slide
Worksheet 16 Drawing an observatory
9. Where we liveWorksheet 17 Drawing people in a scene
Worksheet 18 Maps and colours
10. The environmentWorksheet 19 White on grey
Worksheet 20 Visual textures
11. Culture and historyWorksheet 21 Drawing perspective
Worksheet 22 A famous fresco by Fra Angelico I & II
12. Light and energyWorksheet 23 A flight of stairs
Worksheet 24 A painting by Velázquez
13. NatureWorksheet 25 Painting with temperas
Worksheet 26 Same shape, different objects
14. Objects and machinesWorksheet 27 A pattern of circles
Worksheet 28 An abstract sculpture
15. People and societyWorksheet 29 Drawing a caricature
Worksheet 30 A humorous banquet
ARTS AND CRAFTS WORKSHEETSSCIENCE TOPICS
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TWO-DIMENSIONAL WORKSHEETS
TERM 1 TERM 2 TERM 3
1 Drawing a human figure
7
• Drawing a human figure.• Use of expressive lines for
drawing characters in comics. 11 A personal engraving I
29
• Creating a monotype.
21 Drawing perspective
51
• Drawing perspective.• Representation of frontal and
oblique perspectives, and the vanishing point.
2 Cartoon characters
9
• Drawing a comic strip.• Different techniques to create
cartoon characters. A personal engraving II
31
• Use of different materials to create a unique piece of work.
22A famous fresco by Fra Angelico I
53
• Interpreting Annunciation by Fra Angelico.
3 Drawing fruits with shading
11
• Drawing fruits.• Use of shading techniques to
create volume in a drawing. 12 Stamping techniques
33
• Interpreting 4th station: Hodogaya by Utagawa Hiroshigei.
• Use of stamping techniques.
A famous fresco by Fra Angelico II
55
• Use of the collage technique to reproduce a fresco.
4 A portrait by Rembrandt
13
• Interpreting Portrait of an old man with a beard by Rembrandt.
• Use of different hues of colour.
13 Drawing a star polygon
35
• Drawing a star polygon.• Use of a compass and a ruler
to create geometric shapes. 23 A flight of stairs
57
• Drawing a flight of stairs.• Techniques to represent light
in a composition.
5 A poster of the five senses
15
• Drawing a poster.• Organisation of elements
in a composition. 14 Tessellations in art
37
• Studying the patterns of a tile from the Alhambra by M.C. Escher.
• Artistic use of tessellations. 24 A painting by Velázquez
59
• Interpreting Prince Baltasar Carlos on horseback by Diego Velázquez.
• Techniques to create backgrounds.
6 Malaga Cathedral I
17
• Studying Malaga Cathedral.
15 Different views of a slide
39
• Drawing a bookshelf.• Representation of the observer’s
viewpoint in a drawing. 25 Painting with temperas
61
• Painting a photograph with tempera paints.
• Use of fractals in art.
Malaga Cathedral II
19
• Making a puzzle from a photograph.
16 Drawing an observatory
41
• Studying the architecture of an astronomical observatory.
• Use of light and shade in a composition. 26 Same shape,
different objects63
• Drawing different objects using the same shape.
• Use of geometric shapes.
7 A linear landscape
21
• Drawing horizontal and perpendicular lines with set squares.
• Representation of movement. 17 Drawing people in a scene
43
• Drawing human figures in a scene.
• Techniques for drawing to scale. 27 A pattern of circles
65
• Drawing a pattern using circles.• Use of a compass.
8 A sculpture in motion
23
• Interpreting Uranus by Pablo Gargallo.
• Use of curved lines to create the feeling of movement. 18 Maps and
colours45
• Interpreting Map by Jasper Johns.• Use of colouring techniques
to paint a map. 28 An abstract sculpture
67
• Interpreting Beached mermaid by Eduardo Chillida.
• Use of the sgraffito technique.
9 Scientific drawings
25
• Making a scientific drawing of a bird.
• Techniques to represent nature in a composition. 19 White on grey
47
• Creating textures in a drawing.• Representation of different
textures. 29 Drawing a caricature
69
• Drawing a caricature.• Techniques to create
caricatures.
10The composition of a famous painting 27
• Interpreting Primavera by Sandro Botticelli.
• The position of figures in a composition. 20 Visual textures
49
• Interpreting Houses in Unterach on Lake Atter by Gustav Klimt.
• Representation of visual textures in a composition. 30 A humorous
banquet71
• Interpreting Peasant wedding by Pieter Brueghel the Elder.
• A personal interpretation of a famous painting.
Student's Book contents
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THREE-DIMENSIONAL WORKSHEETS
TERM 1
31 World Tourism Day: a bridge
73
Constructing a bridge
32 Christmas decorations
75
Making Christmas decorations
TERM 2
33 A family of penguins
79
Mounting a penguin family scene
34 Father’s Day: a big wheel
83
Constructing a big wheel
TERM 3
35International Museum Day: a sculpture of a cat
85
Assembling a sculpture of a cat
36World Oceans Day: a pop-up card
87
Making a greetings card with moving parts
TWO-DIMENSIONAL WORKSHEETS
TERM 1 TERM 2 TERM 3
1 Drawing a human figure
7
• Drawing a human figure.• Use of expressive lines for
drawing characters in comics. 11 A personal engraving I
29
• Creating a monotype.
21 Drawing perspective
51
• Drawing perspective.• Representation of frontal and
oblique perspectives, and the vanishing point.
2 Cartoon characters
9
• Drawing a comic strip.• Different techniques to create
cartoon characters. A personal engraving II
31
• Use of different materials to create a unique piece of work.
22A famous fresco by Fra Angelico I
53
• Interpreting Annunciation by Fra Angelico.
3 Drawing fruits with shading
11
• Drawing fruits.• Use of shading techniques to
create volume in a drawing. 12 Stamping techniques
33
• Interpreting 4th station: Hodogaya by Utagawa Hiroshigei.
• Use of stamping techniques.
A famous fresco by Fra Angelico II
55
• Use of the collage technique to reproduce a fresco.
4 A portrait by Rembrandt
13
• Interpreting Portrait of an old man with a beard by Rembrandt.
• Use of different hues of colour.
13 Drawing a star polygon
35
• Drawing a star polygon.• Use of a compass and a ruler
to create geometric shapes. 23 A flight of stairs
57
• Drawing a flight of stairs.• Techniques to represent light
in a composition.
5 A poster of the five senses
15
• Drawing a poster.• Organisation of elements
in a composition. 14 Tessellations in art
37
• Studying the patterns of a tile from the Alhambra by M.C. Escher.
• Artistic use of tessellations. 24 A painting by Velázquez
59
• Interpreting Prince Baltasar Carlos on horseback by Diego Velázquez.
• Techniques to create backgrounds.
6 Malaga Cathedral I
17
• Studying Malaga Cathedral.
15 Different views of a slide
39
• Drawing a bookshelf.• Representation of the observer’s
viewpoint in a drawing. 25 Painting with temperas
61
• Painting a photograph with tempera paints.
• Use of fractals in art.
Malaga Cathedral II
19
• Making a puzzle from a photograph.
16 Drawing an observatory
41
• Studying the architecture of an astronomical observatory.
• Use of light and shade in a composition. 26 Same shape,
different objects63
• Drawing different objects using the same shape.
• Use of geometric shapes.
7 A linear landscape
21
• Drawing horizontal and perpendicular lines with set squares.
• Representation of movement. 17 Drawing people in a scene
43
• Drawing human figures in a scene.
• Techniques for drawing to scale. 27 A pattern of circles
65
• Drawing a pattern using circles.• Use of a compass.
8 A sculpture in motion
23
• Interpreting Uranus by Pablo Gargallo.
• Use of curved lines to create the feeling of movement. 18 Maps and
colours45
• Interpreting Map by Jasper Johns.• Use of colouring techniques
to paint a map. 28 An abstract sculpture
67
• Interpreting Beached mermaid by Eduardo Chillida.
• Use of the sgraffito technique.
9 Scientific drawings
25
• Making a scientific drawing of a bird.
• Techniques to represent nature in a composition. 19 White on grey
47
• Creating textures in a drawing.• Representation of different
textures. 29 Drawing a caricature
69
• Drawing a caricature.• Techniques to create
caricatures.
10The composition of a famous painting 27
• Interpreting Primavera by Sandro Botticelli.
• The position of figures in a composition. 20 Visual textures
49
• Interpreting Houses in Unterach on Lake Atter by Gustav Klimt.
• Representation of visual textures in a composition. 30 A humorous
banquet71
• Interpreting Peasant wedding by Pieter Brueghel the Elder.
• A personal interpretation of a famous painting.
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Introduction to the world of art
Three-dimensional techniques
Student's BookArts and Crafts Student’s Book consists of fifteen units. There are thirty-six worksheets, organised in three terms and divided into two blocks. The first block includes worksheets designed to practise two-dimensional tasks. There are two types: drawing and art techniques, and an introduction to the world of art. The first worksheet of each unit relates to colour, shape or organisation of the drawing space. The second worksheet of each unit analyses techniques used by famous artists. The second block introduces craftwork and practice with three-dimensional techniques. These pages, at the back of the Student’s Book, have thicker paper, which is suitable for three-dimensional crafts.
Icons indicating the materials needed to complete the activity
Drawing space
Drawing and art techniques
21
A linear landscape
Look at how to draw parallel lines with set squares. Then, draw a landscape with horizontal, vertical and diagonal parallel lines. Try to create a feeling of movement.
To draw parallel horizontal lines, position the 30-60-90 and the 90-45-45 degree set squares as shown in the illustration. Draw the first line. Then, slide the 90-45-45 set square up or down the longest edge of the 30-60-90 degree set square to draw more lines.
To draw parallel perpendicular lines, position the set squares as shown in the illustration. Slide the 90-45-45 degree set square up or down the longest edge to draw more lines.
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twenty-one
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Model to follow
Precise, simple instructions
Number and title of the worksheet
8
Number of worksheet
Themes related to celebrations on the
international calendar
Number and title of the worksheet
Art masterpiece
Interpretation of the masterpiece
Information about the artist
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Introduction to the world of art
Three-dimensional techniques
Arts and Crafts Student’s Book consists of fifteen units. There are thirty-six worksheets, organised in three terms and divided into two blocks. The first block includes worksheets designed to practise two-dimensional tasks. There are two types: drawing and art techniques, and an introduction to the world of art. The first worksheet of each unit relates to colour, shape or organisation of the drawing space. The second worksheet of each unit analyses techniques used by famous artists. The second block introduces craftwork and practice with three-dimensional techniques. These pages, at the back of the Student’s Book, have thicker paper, which is suitable for three-dimensional crafts.
Icons indicating the materials needed to complete the activity
Drawing and art techniques
9
85
International Museum Day: a sculpture of a cat
Look at the sculpture of the cat. Then, cut out the pieces, fold the flaps along the dotted lines and make up the shapes. Match the colours to assemble them. Finally, glue the shapes together to make your own cat.
35
eighty-five
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Finished model
Icons indicating the materials needed to complete the craft
Pieces to cut out and glue together
Number of worksheet
Themes related to celebrations on the
international calendar
23
A sculpture in motion
Look at Gargallo’s sculpture and the illustration. Make a drawing using curved lines to create a feeling of movement. Use different types of graphite pencils, such as 2H, HB and 4B.
8
Uranus. Pablo Gargallo, 1933.
Pablo Gargallo (1881-1934) was a Spanish sculptor. His early sculptures were traditional, and he used marble and terracotta. Later, his works became more experimental, and he used iron and other metals. Gargallo liked to experiment with space in his sculptures. The spaces make them unique.
twenty-three
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Number and title of the worksheet
Art masterpiece
Interpretation of the masterpiece
Information about the artist
Drawing space
Icons indicating the materials needed to complete the activity
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Objectives• To create movement in a landscape
• To draw parallel lines using set squares
Materials• Graphite pencil
• Set squares
Teaching suggestionsSs look at the illustration, listen to track 4.1 and answer.
On the board, demonstrate to Ss how to draw parallel horizontal lines and parallel perpendicular lines. Explain that when they draw perpendicular lines they should start drawing from the top of the set squares.
Ask: What movement can we see in this landscape? (The wind blowing the trees, the water flowing, etc.)
Ss draw a landscape using parallel lines to create movement. Suggest they draw flowing water, or grass or flowers swaying in the wind as shown in the illustration.
After completing the activity, ask Ss: What other ways can we show movement in a drawing? (Using diffusing techniques.)
Anticipating difficultiesSuggest Ss start drawing the lines from top to bottom and from left to right to avoid smudging their drawing with the set squares.
UNIT 4
30
UNIT 4
Objectives• To interpret a sculpture by Pablo
Gargallo
• To create a feeling of movement using curved lines
Materials• Graphite pencil
• Rubber
Teaching suggestionsSs listen to track 4.2 and answer.
Tell Ss that Gargallo’s work was influenced by Cubism and artists like Pablo Picasso. Explain to them that the use of curves in a drawing or sculpture transmits a feeling of movement and dynamism. Ask: What natural or man-made objects have curved shapes? (A wave, a winding road, etc.)
Ask Ss to find and bring to class images from advertisements that transmit a feeling of movement using curves.
Ss draw an original composition using curved lines. Encourage them to experiment using different types of lead pencils.
Afterwards, ask Ss: Does your drawing transmit a feeling of movement?
Anticipating difficultiesRemind Ss to be careful when using soft pencils because they can easily smudge. Suggest they cover the completed parts of their drawing with a piece of paper.
Digital resources
31
CULTURAL AND ARTISTIC
Ss learn about new techniques and discover how a famous work of art can inspire their own creativity.
LEARNING TO LEARN
Ss learn how to create drawings using different set squares.
COMPUTER DRAWING PROGRAM
Editing images
In this unit, Ss learn to edit images using different tools in the program. They start by inserting an image from the images folder. They reduce its size and copy and paste the image eight times. Then, they apply different effects to each new image, for example, black and white, sepia or vintage effects. Remind Ss to leave the first image in the original version.
21
A linear landscape
Look at how to draw parallel lines with set squares. Then, draw a landscape with horizontal, vertical and diagonal parallel lines. Try to create a feeling of movement.
To draw parallel horizontal lines, position the 30-60-90 and the 90-45-45 degree set squares as shown in the illustration. Draw the first line. Then, slide the 90-45-45 set square up or down the longest edge of the 30-60-90 degree set square to draw more lines.
To draw parallel perpendicular lines, position the set squares as shown in the illustration. Slide the 90-45-45 degree set square up or down the longest edge to draw more lines.
7
twenty-one
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ART MASTERPIECES
Pablo Gargallo (1881-1934) is considered one of the most important Spanish avant-garde artists. Gargallo was interested in representing light and movement in his sculptures. He left open spaces, creating volume from the absence of material. In this way, a solid, opaque material such as iron appears lighter and more expressive.
Some of his most famous representations of movement are the sculptures of Grand Ballerina. He created three different versions but in each case the precise measurements, the stylisation of the figure, the use of curved lines, the different shapes of the iron and the grace of the ballerina combine to make an extraordinary work of art.
23
A sculpture in motion
Look at Gargallo’s sculpture and the illustration. Make a drawing using curved lines to create a feeling of movement. Use different types of graphite pencils, such as 2H, HB and 4B.
8
Uranus. Pablo Gargallo, 1933.
Pablo Gargallo (1881-1934) was a Spanish sculptor. His early sculptures were traditional, and he used marble and terracotta. Later, his works became more experimental, and he used iron and other metals. Gargallo liked to experiment with space in his sculptures. The spaces make them unique.
twenty-three
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Grand Ballerina. Pablo Gargallo, 1929.
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Information and practice pages
Teacher's Book
Basic competences acquired by doing activities
Objectives Reproductions of Student’s Book pages
Materials needed to complete the activity
Resources in the i-book to practise a full range of computer drawing techniques using different tools
Suggestions to overcome difficulties inherent in the activities
Class Audio track numbers Teaching
suggestions for presentation
Resources in the i-book related to the study of art masterpieces
Creativity
Activities where students listen to a description and draw a scene
Drawing the music on the Class Audio and in the i-book
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Basic competences acquired by doing activities
Teaching suggestions for presentation
Creativity
DRAWING DICTATION
A boat in a stormTrack 4.3
Listen and draw.
There is a huge storm at sea today.
There are giant waves. They’re rolling and curving.
There is a little boat on top of a wave.
In the background, you can see a lighthouse.
The light is shining on the rocks. They are sharp and black.
The waves are crashing against the rocks.
The sky is dark with grey clouds.
Suddenly, lightning strikes the lighthouse!
UNIT 4
32
UNIT 4
Materials• Graphite pencil
• Coloured card
• Corrugated cardboard
• Felt-tip pens
• Scissors
• Glue
• Rubber
Objectives• To make a pop-up greetings card
• To follow the steps needed to make a craft
• To foster imagination and creativity
CRAFTS
A pop-up greetings card
33
CREATIVITYObjectives• To develop creativity
• To listen closely to a dictation
• To draw freely
Materials• Graphite pencil
• Coloured pencils
• Pastel crayons
• Rubber
Teaching suggestionsTeach vocabulary related to storms (wind, thunder, lightning, etc.) Write the words on the board and then ask Ss to think of a storm at sea. Elicit additional words: waves, rocks, lighthouse, etc. Play track 4.3. Play the recording again, pausing to ask questions to check comprehension: Where is the storm? What are the waves doing? Etc. Then, Ss draw the scene.
Afterwards, ask: Do you like storms?Evaluate creativity and appropriateness to the theme.
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
• Felt-tip pens
• Rubber
Teaching suggestionsBefore listening to the music, ask Ss: What is a military march? When do soldiers march to music? Ask a student to demonstrate how a soldier marches.
Afterwards, ask: Have you ever seen a military parade? Was there music?
DRAWING THE MUSIC
Prussia's Glory,by Johann Gottfried PiefkeTrack 4.4
Before listening, talk about the composer and the music.
Johann Gottfried Piefke (1817-1884) was a German conductor and composer. He composed some of the most well-known military music.
Prussia’s Glory is one of Piefke’s most famous military marches. He composed it in 1871 after the victory of the Prussians over the French, which led to the unification of Germany.
Nowadays, it is used as marching music by the German army and also as international military marching music.
Ss listen closely to the music and draw the scene it inspires.
Teaching suggestions• Ss cover their tables with plastic or paper
and prepare the materials they need.
• Show Ss the photo of the finished craft in the Teacher’s Book. Ask them to think first about what kind of card they want to make, for example, a birthday card, a Christmas card, a party invitation, etc.
• Ss cut out a rectangular piece of coloured card and fold it in half.
• Then, they take different coloured card and draw and cut out the figures they want to make.
• To give the composition volume, Ss should glue a piece of corrugated cardboard on the back of each figure.
• Remind Ss that the central figure should be more or less symmetrical. They should make folds along the centre and sides and only glue the figure along the edges, so that when the card opens, it pops up.
Afterwards, suggest Ss write a message, and ask: Who are you going to give your card to?
Anticipating difficultiesSs may need help folding and gluing the central figure. Suggest they use a ruler to fold it more accurately.
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Suggestions for materials
Instructions to complete extra crafts in the Teacher’s Book
Photograph of completed craft
Drawing dictation on the Class Audio and in the i-book
Activities where students listen to a description and draw a scene
Drawing the music: activities where students listen to pieces of classical music and draw what the music inspires
Drawing the music on the Class Audio and in the i-book
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Teacher's resources
Songs
Songs help to reinforce language and artistic concepts in English. They can be played while the students are working, or at the beginning or the end of each lesson. The song Arts and Crafts acts as the theme song of the book. Clean up song is designed to be played at the end of each lesson as the students clean up the classroom.
Task listening
There are two simple task listening activities per unit which help students focus on the materials presented in the Student’s Book. They help develop good listening skills, at the same time as practising essential vocabulary.
Drawing dictation
Each unit presents one Drawing dictation. These activities are designed to offer the students a chance to draw freely following a recorded text. At the same time, students learn to listen closely to detail and develop their own creativity.
Drawing the music
There is one Drawing the music activity per unit. Students listen to carefully-chosen pieces of classical music and draw what each piece inspires. Different musical sounds suggest colours, characters, landscapes, etc., fostering individual artistic creation.
Class Audio
Computer Drawing Program
Digital competence – processing information, learning computer programs and applying technology creatively – is part of the learning process. The Teacher’s i-book provides video of how to exploit a drawing program in the classroom. Notes on how the program relates to the Arts and Crafts syllabus are provided in this Teacher’s Book.
Art MasterpiecesThe study of art masterpieces helps to develop basic skills (concentration, memory, reasoning, etc.) which are fundamental to effective learning, critical thinking and interpersonal communication.The use of famous works of art familiarises learners with well-known artists and their techniques, helping them to improve observational skills and to gain artistic knowledge.
How Arts and Crafts relates to other subjects
The Class Audio is available on CD and also in the i-book. There are full transcripts at the back of this Teacher's Book. There are four different types of recordings:
Teacher's i-book
The Teacher's Book features an additional craft for each of the fifteen units. These crafts offer hands-on use of a variety of materials, such as plasticine, fabric, clay and recycled materials. The purpose of the craft activities is to explore the expressive possibilities of different materials, to experiment with how everyday objects can be used for artistic purposes, to learn to plan the different stages needed to make a craft and to practise new techniques to express creativity and develop autonomy through art.
Arts & Crafts 6 Teacher’s i-book is the digital version of the Arts & Crafts course, which integrates all the teaching materials: the Student’s Book, the Teacher’s Book, the Audio material and the Computer Drawing Program. The Teacher’s i-book can be used in two different ways: as an interactive guide to prepare lessons, or in class with an interactive whiteboard (IWB). It is extremely user-friendly: at the click of a button you can open any page of the Student’s Book or Teacher’s Book as well as the resources needed to fully exploit each section or activity.The Computer Drawing Program offers one video per unit. Each video provides a step-by-step tutorial which teaches the students how to use a variety of tools within the Drawing Program. The activities are created with the program DRAW, which is part of OPEN OFFICE free software. You can download the program at www.openoffice.org/download/ Click on on the i-book page to open the video. A few of the Drawing Program sessions require a template. Click on on the i-book page to download the template to give to the students prior to the session.Richmond i-books offer the possibility of saving all teaching sessions. This allows the teacher to customise the i-book for each class session by session. The Richmond i-tools can be used to enhance the i-book with the teacher’s own materials.
Teacher’s i-book
Crafts
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Drawing dictation
Each unit presents one Drawing dictation. These activities are designed to offer the students a chance to draw freely following a recorded text. At the same time, students learn to listen closely to detail and develop their own creativity.
Drawing the music
There is one Drawing the music activity per unit. Students listen to carefully-chosen pieces of classical music and draw what each piece inspires. Different musical sounds suggest colours, characters, landscapes, etc., fostering individual artistic creation.
Art MasterpiecesThe study of art masterpieces helps to develop basic skills (concentration, memory, reasoning, etc.) which are fundamental to effective learning, critical thinking and interpersonal communication.The use of famous works of art familiarises learners with well-known artists and their techniques, helping them to improve observational skills and to gain artistic knowledge.
Teacher's i-book
The Teacher's Book features an additional craft for each of the fifteen units. These crafts offer hands-on use of a variety of materials, such as plasticine, fabric, clay and recycled materials. The purpose of the craft activities is to explore the expressive possibilities of different materials, to experiment with how everyday objects can be used for artistic purposes, to learn to plan the different stages needed to make a craft and to practise new techniques to express creativity and develop autonomy through art.
Arts & Crafts 6 Teacher’s i-book is the digital version of the Arts & Crafts course, which integrates all the teaching materials: the Student’s Book, the Teacher’s Book, the Audio material and the Computer Drawing Program. The Teacher’s i-book can be used in two different ways: as an interactive guide to prepare lessons, or in class with an interactive whiteboard (IWB). It is extremely user-friendly: at the click of a button you can open any page of the Student’s Book or Teacher’s Book as well as the resources needed to fully exploit each section or activity.The Computer Drawing Program offers one video per unit. Each video provides a step-by-step tutorial which teaches the students how to use a variety of tools within the Drawing Program. The activities are created with the program DRAW, which is part of OPEN OFFICE free software. You can download the program at www.openoffice.org/download/ Click on on the i-book page to open the video. A few of the Drawing Program sessions require a template. Click on on the i-book page to download the template to give to the students prior to the session.Richmond i-books offer the possibility of saving all teaching sessions. This allows the teacher to customise the i-book for each class session by session. The Richmond i-tools can be used to enhance the i-book with the teacher’s own materials.
Teacher’s i-book
Crafts
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Term 11Unit Content objectives Language objectives
1 • To study the facial features of characters in comics • To learn about techniques for drawing cartoon characters
• To create a comic strip using cartoon characters
• To describe emotions and how they are shown in a drawing
• To talk about the differences between hand drawings and computer drawings
• To listen to a dictation and draw an enchanted forest
2 • To use colour to represent light and shade • To mix primary colours to obtain different hues • To create volume using shading techniques • To interpret a portrait by Rembrandt using different hues of colour
• To use prepositional phrases to talk about where light comes from in a drawing
• To use adjectives to describe realistic and abstract drawings
• To listen to a dictation about a hot air balloon race
3 • To identify the elements of a poster • To learn how to design a poster • To observe perspective in a photograph of Malaga Cathedral
• To describe a poster representing the five senses • To talk about perspective in a photograph • To listen to a dictation and draw a dragon’s castle
4 • To draw a landscape creating a feeling of movement
• To draw parallel lines using set squares • To interpret a sculpture by Pablo Gargallo using curved lines
• To discuss ways of showing movement in a drawing
• To talk about man-made objects and their shapes • To listen to a dictation and draw a boat in a storm
5 • To learn techniques to represent nature in a drawing
• To study the position of figures within a composition
• To interpret a painting by Botticelli
• To discuss the elements of a scientific drawing • To compare figurative and abstract compositions • To listen to a dictation and draw camels in the desert
Plan for term 1COLOUR
FORM
ORGANISATION OF GRAPHIC SPACE
3D
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Term 1
Unit Content objectives Language objectives
1 • To study the facial features of characters in comics • To learn about techniques for drawing cartoon characters
• To create a comic strip using cartoon characters
• To describe emotions and how they are shown in a drawing
• To talk about the differences between hand drawings and computer drawings
• To listen to a dictation and draw an enchanted forest
2 • To use colour to represent light and shade • To mix primary colours to obtain different hues • To create volume using shading techniques • To interpret a portrait by Rembrandt using different hues of colour
• To use prepositional phrases to talk about where light comes from in a drawing
• To use adjectives to describe realistic and abstract drawings
• To listen to a dictation about a hot air balloon race
3 • To identify the elements of a poster • To learn how to design a poster • To observe perspective in a photograph of Malaga Cathedral
• To describe a poster representing the five senses • To talk about perspective in a photograph • To listen to a dictation and draw a dragon’s castle
4 • To draw a landscape creating a feeling of movement
• To draw parallel lines using set squares • To interpret a sculpture by Pablo Gargallo using curved lines
• To discuss ways of showing movement in a drawing
• To talk about man-made objects and their shapes • To listen to a dictation and draw a boat in a storm
5 • To learn techniques to represent nature in a drawing
• To study the position of figures within a composition
• To interpret a painting by Botticelli
• To discuss the elements of a scientific drawing • To compare figurative and abstract compositions • To listen to a dictation and draw camels in the desert
Plan for term 1
Term 1 crafts develop students’ knowledge of techniques for creating objects using papier-mâché or modelling clay and painting them with temperas. Students also make greetings cards and decorations for festive occasions, working with different types of paper. The unit crafts for this term are a decorative kitchen spoon, a papier-mâché pencil holder, clay polar bears, a pop-up greetings card and a paper chain decoration.
Computer drawings
World tourism day: a bridge
Representation of movement
Figurative and abstract compositions
Christmas decorations
Crafts in the Teacher's Book
Representation of perspective
Arrangement of elements in a poster
A puzzle of a building
Different hues of colour Shading techniques Free use of colours
COLOUR
FORM
ORGANISATION OF GRAPHIC SPACE
3D
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Unit Contents Assessment criteria
1 • Studying the facial features and emotions of characters in comics
• Learning about techniques for drawing cartoon characters
• Creating a comic strip
• Reflecting on emotions shown through facial expressions
• Observing the differences between hand drawn and computer drawn cartoon characters
• Represent the emotions of characters in comics
• Use techniques for drawing cartoon characters
• Create a comic strip
2 • Using colour to represent light and shade • Mixing primary colours to obtain different hues • Creating volume using shading techniques • A portrait by Rembrandt
• Showing interest in shading techniques to create volume in a drawing
• Appreciating the use of different hues of colour in art compositions
• Draw a still life using shading techniques • Interpret a painting by Rembrandt
3 • Identifying the elements of a poster • Representing the five senses in a poster • Studying Malaga Cathedral
• Appreciating the use of a preliminary sketch before drawing
• Understanding the concept of perspective
• Design a poster • Draw a sketch as a preliminary step before drawing
• Assemble a puzzle
4 • Drawing a landscape depicting movement • Using set squares to draw parallel lines • A sculpture by Pablo Gargallo
• Reflecting on ways of showing movement in a drawing
• Showing interest in interpreting abstract art
• Draw a landscape • Use set squares to create a composition • Interpret a sculpture by Pablo Gargallo
5 • Learning techniques to represent nature in a composition
• Studying the position of figures within a composition
• A painting by Botticelli
• Showing interest in learning about scientific drawings and how they help us understand the world around us
• Understanding the differences between realistic and abstract representations
• Make a detailed scientific drawing • Interpret a painting by Botticelli
Unit Key competences
1 Competence in linguistic communication • Learning how body language and facial expressions are used for communication (SB p. 7: Drawing a human figure. Audio recording, track 1.1; TB p. 18: Teaching suggestions)
Processing information and digital competence • Understanding how new technologies can be applied to drawing (SB p. 9: Cartoon characters. Audio recording, track 1.2; TB p. 19: Teaching suggestions)
Cultural and artistic competence • Reflecting on culture from medieval times (TB p. 20: Drawing the music. Scarborough Fair, traditional English ballad. Audio recording, track 1.4)
2 Knowledge and interaction with the physical world • Identifying how light affects the colour of objects and creates shadows (SB p. 11: Drawing fruits with shading. Audio recording, track 2.1; TB p. 22: Teaching suggestions)
Competence in ‘learning to learn’ • Experimenting with different hues of colour (SB p. 13: A portrait by Rembrandt. Audio recording, track 2.2; TB p. 23: Teaching suggestions)
Social competence and citizenship • Thinking and talking about the culture of indigenous people in Mexico (TB p. 23: Art Masterpieces)
3 Knowledge and interaction with the physical world • Learning how to represent the human body and the senses (SB p. 15: A poster of the five senses. Audio recording, track 3.1; TB p. 26: Teaching suggestions)
Cultural and artistic competence • Promoting interest in learning about historic buildings (SB p. 17: Malaga Cathedral. Audio recording, track 3.2; TB p. 27: Teaching suggestions)
Competence in ‘learning to learn’ • Developing concentration and memory through puzzle activities (SB p. 17: Malaga Cathedral. Audio recording, track 3.2; TB p. 27: Teaching suggestions)
4 Competence in ‘learning to learn’ • Learning how to create drawings using set squares (SB p. 21: A linear landscape. Audio recording, track 4.1; TB p. 30: Teaching suggestions)
Cultural and artistic competence • Studying new techniques and discovering how a famous work of art can inspire creativity (SB p. 23: A sculpture in motion. Audio recording, track 4.2; TB p. 31: Teaching suggestions)
Competence in linguistic communication • Reading and talking about Gargallo’s sculptures (TB p. 31: Art masterpieces.)
5 Knowledge and interaction with the physical world • Learning about different species and the importance of recording information about the world around us (SB p. 25: Scientific drawings. Audio recording, track 5.1; TB p. 34: Teaching suggestions)
Cultural and artistic competence • Learning about figurative and abstract art and how the same theme can be represented in different ways (SB p. 27: The composition of a famous painting. Audio recording, track 5.2; TB p. 35: Teaching suggestions)
Processing information and digital competence • Creating a postcard using a computer drawing program (TB p. 34: Computer drawing program. Creating a postcard)
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Unit Contents Assessment criteria
1 • Studying the facial features and emotions of characters in comics
• Learning about techniques for drawing cartoon characters
• Creating a comic strip
• Reflecting on emotions shown through facial expressions
• Observing the differences between hand drawn and computer drawn cartoon characters
• Represent the emotions of characters in comics
• Use techniques for drawing cartoon characters
• Create a comic strip
2 • Using colour to represent light and shade • Mixing primary colours to obtain different hues • Creating volume using shading techniques • A portrait by Rembrandt
• Showing interest in shading techniques to create volume in a drawing
• Appreciating the use of different hues of colour in art compositions
• Draw a still life using shading techniques • Interpret a painting by Rembrandt
3 • Identifying the elements of a poster • Representing the five senses in a poster • Studying Malaga Cathedral
• Appreciating the use of a preliminary sketch before drawing
• Understanding the concept of perspective
• Design a poster • Draw a sketch as a preliminary step before drawing
• Assemble a puzzle
4 • Drawing a landscape depicting movement • Using set squares to draw parallel lines • A sculpture by Pablo Gargallo
• Reflecting on ways of showing movement in a drawing
• Showing interest in interpreting abstract art
• Draw a landscape • Use set squares to create a composition • Interpret a sculpture by Pablo Gargallo
5 • Learning techniques to represent nature in a composition
• Studying the position of figures within a composition
• A painting by Botticelli
• Showing interest in learning about scientific drawings and how they help us understand the world around us
• Understanding the differences between realistic and abstract representations
• Make a detailed scientific drawing • Interpret a painting by Botticelli
Unit Key competences
1 Competence in linguistic communication • Learning how body language and facial expressions are used for communication (SB p. 7: Drawing a human figure. Audio recording, track 1.1; TB p. 18: Teaching suggestions)
Processing information and digital competence • Understanding how new technologies can be applied to drawing (SB p. 9: Cartoon characters. Audio recording, track 1.2; TB p. 19: Teaching suggestions)
Cultural and artistic competence • Reflecting on culture from medieval times (TB p. 20: Drawing the music. Scarborough Fair, traditional English ballad. Audio recording, track 1.4)
2 Knowledge and interaction with the physical world • Identifying how light affects the colour of objects and creates shadows (SB p. 11: Drawing fruits with shading. Audio recording, track 2.1; TB p. 22: Teaching suggestions)
Competence in ‘learning to learn’ • Experimenting with different hues of colour (SB p. 13: A portrait by Rembrandt. Audio recording, track 2.2; TB p. 23: Teaching suggestions)
Social competence and citizenship • Thinking and talking about the culture of indigenous people in Mexico (TB p. 23: Art Masterpieces)
3 Knowledge and interaction with the physical world • Learning how to represent the human body and the senses (SB p. 15: A poster of the five senses. Audio recording, track 3.1; TB p. 26: Teaching suggestions)
Cultural and artistic competence • Promoting interest in learning about historic buildings (SB p. 17: Malaga Cathedral. Audio recording, track 3.2; TB p. 27: Teaching suggestions)
Competence in ‘learning to learn’ • Developing concentration and memory through puzzle activities (SB p. 17: Malaga Cathedral. Audio recording, track 3.2; TB p. 27: Teaching suggestions)
4 Competence in ‘learning to learn’ • Learning how to create drawings using set squares (SB p. 21: A linear landscape. Audio recording, track 4.1; TB p. 30: Teaching suggestions)
Cultural and artistic competence • Studying new techniques and discovering how a famous work of art can inspire creativity (SB p. 23: A sculpture in motion. Audio recording, track 4.2; TB p. 31: Teaching suggestions)
Competence in linguistic communication • Reading and talking about Gargallo’s sculptures (TB p. 31: Art masterpieces.)
5 Knowledge and interaction with the physical world • Learning about different species and the importance of recording information about the world around us (SB p. 25: Scientific drawings. Audio recording, track 5.1; TB p. 34: Teaching suggestions)
Cultural and artistic competence • Learning about figurative and abstract art and how the same theme can be represented in different ways (SB p. 27: The composition of a famous painting. Audio recording, track 5.2; TB p. 35: Teaching suggestions)
Processing information and digital competence • Creating a postcard using a computer drawing program (TB p. 34: Computer drawing program. Creating a postcard)
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COMPUTER DRAWING PROGRAM
Creating a fictional character
In this activity, Ss create a fictional character. They practise drawing faces, focusing on the proportions of the features and the way emotions can be represented. There are pre-designed elements that Ss can use. Although the example shows a female face, Ss can also create a male face if the features are hardened: the chin and jaw should be more angular, the cheeks somewhat wider and the nose more prominent.
Objectives• To identify the elements that create
facial expressions in a drawing
• To study the facial features of characters in comics
• To practise drawing a human figure
Materials• Graphite pencil
• Coloured pencils
• Rubber
Teaching suggestionsSs listen to track 1.1 and answer.
Explain to Ss that characters in comics are drawn with exaggerated facial features to show the emotions and personalities of the characters.
Revise vocabulary for the parts of the face and write them on the board.
Then, ask: Are characters in comics realistic? How do we know the girl in the photo is happy? How do we know the girl in the drawing is sad? Look at her eyebrows and her mouth. Elicit how we can show different emotions in a drawing, for example, surprise, anger or fear.
Afterwards, Ss show their work to a partner and explain which facial features show the emotions of their character.
Anticipating difficultiesAsk a student to act as a model for the class. The other Ss should ask him/her to adopt the postures and facial expressions they want to draw.
UNIT 1
7
Drawing a human figure
Look at the happy girl in the photograph. Then, look at the illustration of the comic version. She looks sad. Now, draw a happy boy.
Characters in comics need to be expressive to illustrate different stories. The most important parts are the face and the position of the body.
When drawing the face of a comic character, the main elements are the shape of the head, the ears, the nose, the eyes, the eyebrows and the mouth. The eyebrows and the eyes are especially important. They constantly change to show the emotions of the characters.
1
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COMPETENCE IN LINGUISTIC COMMUNICATION
Ss learn how body language and facial expressions are used for communication.
ART MASTERPIECES
There are many different themes for comics, such as adventure, humour, science fiction, war, history, romance and horror. Goomer is a humorous fantasy which takes place on a distant planet. The characters are aliens, friendly monsters and other strange beings. These stories were first created in 1988 by the writer, Nacho and the illustrator, Ricardo for the publication El Pequeño País. Since then, they have been published in other magazines and Sunday supplements. In 1999, a Goomer cartoon film directed by José Luis Feito and Carlos Varela, won a Goya award for the best animated film.
9
Cartoon characters
Look at the cartoon characters. One is drawn using a computer program and the others are drawn by hand. Draw a comic strip with these characters or invent other characters.
Cartoonists use many resources and techniques to produce the effects they desire. Computers are very useful tools for creating cartoons because the drawing process is much quicker and it is easier to make changes.
2
A digital image for a cartoon.
nine
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Digital resources
18
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19
COMPUTER DRAWING PROGRAM
Creating a fictional character
In this activity, Ss create a fictional character. They practise drawing faces, focusing on the proportions of the features and the way emotions can be represented. There are pre-designed elements that Ss can use. Although the example shows a female face, Ss can also create a male face if the features are hardened: the chin and jaw should be more angular, the cheeks somewhat wider and the nose more prominent.
7
Drawing a human figure
Look at the happy girl in the photograph. Then, look at the illustration of the comic version. She looks sad. Now, draw a happy boy.
Characters in comics need to be expressive to illustrate different stories. The most important parts are the face and the position of the body.
When drawing the face of a comic character, the main elements are the shape of the head, the ears, the nose, the eyes, the eyebrows and the mouth. The eyebrows and the eyes are especially important. They constantly change to show the emotions of the characters.
1
seven
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ART MASTERPIECES
There are many different themes for comics, such as adventure, humour, science fiction, war, history, romance and horror. Goomer is a humorous fantasy which takes place on a distant planet. The characters are aliens, friendly monsters and other strange beings. These stories were first created in 1988 by the writer, Nacho and the illustrator, Ricardo for the publication El Pequeño País. Since then, they have been published in other magazines and Sunday supplements. In 1999, a Goomer cartoon film directed by José Luis Feito and Carlos Varela, won a Goya award for the best animated film.
9
Cartoon characters
Look at the cartoon characters. One is drawn using a computer program and the others are drawn by hand. Draw a comic strip with these characters or invent other characters.
Cartoonists use many resources and techniques to produce the effects they desire. Computers are very useful tools for creating cartoons because the drawing process is much quicker and it is easier to make changes.
2
A digital image for a cartoon.
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Objectives• To learn techniques for drawing
cartoon characters
• To compare hand-drawn and computer-drawn characters
• To create a comic strip
Materials• Graphite pencil
• Felt-tip pens
• Rubber
Teaching suggestionsSs listen to track 1.2 and answer.
Explain to Ss that comics use pictures rather than words to tell a story. Ask them to bring comics to class to see examples of how characters can be drawn and how the story is organised into vignettes. Then, Ss decide whether the comic is hand-drawn or computer-drawn.
Ask: Do you prefer the hand-drawn comics or the computer-drawn comics? Do you like to draw by hand or using a computer?
Suggest that Ss write the story they want to tell first, before they start drawing. Then, they decide how many vignettes they will use for their comic strip.
Afterwards, volunteers show their work to the class and describe the feelings of the characters.
Anticipating difficultiesSs may have difficulty thinking of a story to illustrate. Brainstorm ideas for creating a story by asking: Where does the story happen? Who are the characters? Are they friends / enemies?
Digital resources
PROCESSING INFORMATION AND DIGITAL COMPETENCE
Ss learn about how new technologies can be applied to drawing.
Goomer by Ricardo and Nacho.
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Objectives• Todevelopcreativity
• Tofosterinterestindrawingas a means of expression
• Tofreelyillustrateapieceofmusic
Materials• Graphitepencil
• Felt-tippens
• Rubber
Teaching suggestionsBefore listening to the music, ask Ss about medieval times and how people lived: Did people live in the city or the country? What did they buy and sell in markets?
Afterwards, ask: Is this music romantic?
DRAWING DICTATION
DRAWING THE MUSIC
Scarborough Fair traditional English balladTrack 1.4
Before listening, talk about the music.
Explain to Ss that the name of this song comes from an important medieval fair held in England in the 12th century. The fair lasted 45 days and was held every year starting on August 15th. People from all around England came to buy and sell fruit, vegetables, animals and other products, and also to meet other people.
The song tells the story of a young man who tells the listener to ask his former love to do some impossible tasks for him.
Various musicians have produced different versions of Scarborough Fair. Generally, it is sung as a duet with one male and one female voice. The melody of the song is typical of the Middle Ages in England.
Ss listen closely to the music and draw the scene it inspires.
The enchanted forestTrack 1.3
Listen and draw.
Jan and Sophie live in a village near a dense forest.
They love playing with the animals that live in the forest.
The forest is enchanted and the animals are magical.
There is a squirrel that can talk. He loves telling jokes.
There is a family of mice who run up and down the trees.
The trees are always laughing.
Sometimes the trees shake so much that their fruit falls to the ground.
Draw the laughing trees and the animals in the enchanted forest.
UNIT 1
20
Objectives• Tomakeadecorativekitchenspoon
• Tofollowthestepsneededtomakeacraft
• Tofosterimaginationandcreativity
CRAFTS
A decorative kitchen spoon
CREATIVITYObjectives• Todevelopcreativity
• Tolistencloselytoadictation
• Todrawfreely
Materials• Graphitepencil
• Colouredpencils
• Waxcrayons
• Rubber
Teaching suggestionsAsk Ss: What animals can you find in a forest? What can you find in an enchanted forest?
Play track 1.3. Play the recording again, pausing to ask questions to check comprehension: Where do Jan and Sophie live? What can the squirrel do? Etc. Then, Ss draw the scene.
Afterwards, ask: Do you know any films about animals that can talk?
Evaluate creativity and appropriateness to the theme.
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The enchanted forestTrack 1.3
Listen and draw.
Jan and Sophie live in a village near a dense forest.
They love playing with the animals that live in the forest.
The forest is enchanted and the animals are magical.
There is a squirrel that can talk. He loves telling jokes.
There is a family of mice who run up and down the trees.
The trees are always laughing.
Sometimes the trees shake so much that their fruit falls to the ground.
Draw the laughing trees and the animals in the enchanted forest.
UNIT 1
Materials• Modellingclay
• Modellingtools
• Temperapaints
• Paintbrushes
Objectives• Tomakeadecorativekitchenspoon
• Tofollowthestepsneededtomakeacraft
• Tofosterimaginationandcreativity
CRAFTS
A decorative kitchen spoon
21
Teaching suggestions• Ss cover their tables with plastic or paper and
prepare the materials they need.
• Show Ss the finished craft in the Teacher’s Book.
• Ss take a large piece of clay and mould it until it is smooth. Remind them to smooth out any cracks.
• Then, they roll out the clay to make a slab about 1 cm thick.
• Next, Ss shape the clay to make the spoon. They can use any leftover clay to decorate it with other shapes.
• They use modelling tools to add details to the spoon, such as small holes or lines. Then, they leave the clay to dry.
• When the clay has dried completely, Ss paint it using tempera paints. Encourage them to use different colours and patterns.
Afterwards, ask: What decorated objects are there in your kitchen at home? What other objects could you make with clay to decorate the kitchen?
Anticipating difficultiesSuggest Ss wet the modelling tools a little so that the clay does not stick to them.
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