Post on 29-Jun-2020
WRITERSMila Torres
Almudena Machío
EDITORSRuth Martín
Virginia R. Mitchell
MANAGING EDITORMontserrat Herrero
PROJECT DIRECTORLourdes Etxebarria
BILINGUAL PROJECT COORDINATIONMargarita España
CLIL
Teacher's Handbook
Hearts & Crafts is a collective work, conceived, designed and created by the Primary Education department
at Santillana, under the supervision of Teresa Grence.
1 PRIMARY
Green Portfolio
4 Creativity and emotions
6 Student's and Teacher's materials
8 Learning sequence
11 Syllabus
18 Key competences
19 Multiple intelligences
21 Teacher's notes
Lines and shapes THE HUMAN BODY
24 Have a look!
26 I can draw you
28 I can draw my face
30 I can draw different faces
32 I can make a puppet
34 I can draw lines
36 We are a team: The wish tree
37 Project assessment rubric
Contents
2
Different colours THE SEASONS
40 Have a look!
42 I can name colours
44 I can draw with spots
46 I can create symbols
48 Seasons in art
50 I can draw and model
52 We are a team: The colour party
53 Project assessment rubric
Paint the sea WATER
56 Have a look!
58 I can colour with dots
60 I can draw the weather
62 We can create a mural
64 I can read an image
66 I can work with a computer
68 We are a team: Save water!
69 Project assessment rubric
3
We live in a visual world saturated by a great variety of images spread by new technology, so it is essential to educate children in the visual arts.
Hearts & Crafts is designed to increase imagination, developing creative, critical, cooperative, tolerant and dedicated students.
As part of the CLIL projects series, Hearts & Crafts offers children a way of learning Arts and Crafts through English. All the materials have been written in a child-friendly way to help children use language in a fun and natural way.
Hearts & Crafts provides children with:
An experience to develop imagination.
A means to communicate through visual language.
A way to express emotions through art.
Creativity and emotions
Creativity
Being creative is an extremely useful ability. Creativity stimulates the ability to analyse reality from different points of view.
Hearts & Crafts encourages creativity through imaginative learning:
The activities allow the children to work out the visual language for themselves by adding, creating and inventing.
The children are encouraged to use their imagination and intuition to discover their own abilities.
Further reflection on the creative activity helps to reinforce curricular content.
Emotions
Hearts & Crafts is presented as a way to express emotional and personal development.
The children will explore and express emotions through works of art and the process of artistic creation:
The children's own emotions: when they act as creators.
The emotions of others: when the children observe works of art and images of any kind.
4
Cross-curricular contents
Hearts & Crafts offers a range of resources that support the teaching of Social Science and Natural Science through Arts and Crafts. The main theme of each project is linked to content from one of these areas.
Lines and shapes THE HUMAN BODY
Different colours THE SEASONS
Paint the sea WATER
Cooperative work
Cooperative work in Arts and Crafts encourages experimentation, discussion development, emotional expression and communication.
For this reason, Hearts & Crafts combines individual work with other types of activities: in pairs, in teams and with the whole class.
Furthermore, at the end of each project there is a simple task designed for the class to do together: We are a team.
KEY
TYPES OF ACTIVITIES
Work with the whole CLASS
Work in TEAMS
Work in PAIRS
Work INDIVIDUALLY
Use extra MATERIALS
Express EMOTIONS
EMOJIS
SURPRISED YOUR CHOICE
ANGRY SHY
HAPPY SCARED
SAD BORED
5
Syllabus
Lines and shapesTHE HUMAN BODY
TASK ARTS AND CRAFTS SOCIAL SCIENCE NATURAL SCIENCE ENGLISH LANGUAGE
Have a look!Discobolus, Myron, Reclining figure, Henry Moore, and Walking man, Alberto Giacometti
Analysing a work of art. Representing the human figure
Identifying paintings and sculptures
Caring for the environment Work: sculptors
Parts of the human body
Understanding (listening and reading):– Following oral
and written explanations, directions and instructions
– Demonstrating understanding of the main ideas
Speaking (interaction and production):– Producing simple
phrases– Using the
appropriate vocabulary and structures
– Asking for clarification and assistance when needed
– Responding orally to questions
– Talking to partners
I can draw you Drawing the human figure
Identifying geometric shapes
Doing an activity in pairs
Proportions of the human body
Outline of the human body
I can draw my face
Recognising symmetry Drawing from a photograph
Proportions of the face Drawing a self-portrait
Parts of the face
I can draw different faces
Drawing human faces Identifying symmetry Using geometric shapes to draw
Different people's ages
Healthy habits
I can make a puppet
Making three-dimensional objects from a model
Organising the creative process
Working in a team
Theatre performance
Joints of the human body
I can draw lines Identifying different types of lines
Using coloured lines to draw
Looking at artwork by Amedeo Modigliani
Thinking about art Body language
We are a team: The wish tree
Organising the creative process
Drawing a self-portrait Working together on a group project
Working together. Different people’s wishes
Trees
1 PRIMARY
12
CONTRIBUTION OF THE PROJECT IN DEVELOPING KEY COMPETENCES
KEY
CO
MPE
TEN
CES
RELA
TED
AC
TIV
ITIE
S
LIN
GU
ISTI
C C
OM
MU
NIC
ATIO
NTh
is c
ompe
tenc
e is
dev
elop
ed b
y co
mm
unic
atin
g w
ith
grou
p m
embe
rs, o
btai
ning
in
form
atio
n fr
om e
xter
nal s
ourc
es, r
eadi
ng a
nd s
elec
ting
info
rmat
ion,
read
ing
diff
eren
t ty
pes
of t
exts
and
ora
lly p
rese
ntin
g co
nclu
sion
s an
d re
sult
s.
MAT
HEM
ATIC
AL
CO
MPE
TEN
CE
Act
ivit
ies
rela
ted
to lo
cati
ng a
nd p
osit
ioni
ng e
lem
ents
in s
pace
and
rep
rese
ntin
g da
ta,
num
eric
al o
rder
and
chr
onol
ogic
al t
ime
will
con
trib
ute
to im
prov
ing
mat
hem
atic
al
com
pete
nce.
SOC
IAL
AN
D C
IVIC
CO
MPE
TEN
CES
Lear
ning
abo
ut o
ur s
ocia
l env
ironm
ent
and
part
icip
atin
g in
impr
ovin
g it
as
wel
l as
deve
lopi
ng s
kills
rela
ted
to in
trap
erso
nal c
omm
unic
atio
n w
ill d
evel
op s
ocia
l and
civ
ic
com
pete
nces
.
BA
SIC
SC
IEN
CE
AN
D T
ECH
NO
LOG
ICA
L C
OM
PETE
NC
ES
Ana
lysi
ng re
sult
s an
d ob
tain
ing
conc
lusi
ons
prov
ide
an in
trod
ucti
on t
o sc
ient
ific
met
hods
. The
y al
so c
ontr
ibut
e to
dev
elop
ing
scie
ntifi
c sk
ills,
env
ironm
enta
l aw
aren
ess
and
resp
onsi
ble
beha
viou
r tow
ards
the
nat
ural
env
ironm
ent.
CU
LTU
RAL
AWA
REN
ESS
AN
D E
XPRE
SSIO
N
This
com
pete
nce
is d
evel
oped
thr
ough
the
obs
erva
tion
of
cult
ural
and
art
isti
c el
emen
ts in
our
env
ironm
ent
as w
ell a
s th
roug
h de
velo
ping
cre
ativ
ity
to m
ake
diff
eren
t ar
ts a
nd c
raft
s.
LEA
RNIN
G T
O L
EARN
Sele
ctin
g an
d us
ing
diff
eren
t so
urce
s of
info
rmat
ion,
ana
lysi
ng d
ata,
mak
ing
deci
sion
s ba
sed
on c
onse
nsus
and
cre
atin
g di
agra
ms
and
conc
ept
map
s si
gnifi
cant
ly c
ontr
ibut
e to
lear
ning
to
lear
n.
DIG
ITA
L C
OM
PETE
NC
ETh
is is
a k
ey s
kill
in t
he p
roje
ct g
iven
tha
t se
arch
ing
for a
nd s
elec
ting
info
rmat
ion
is
done
usi
ng c
ompu
ters
. Var
ious
dig
ital
reso
urce
s w
ill b
e us
ed a
nd t
his
will
con
trib
ute
to
stre
ngth
enin
g di
gita
l com
pete
nce.
INIT
IATI
VE
AN
D E
NTR
EPRE
NEU
RSH
IPTi
me
man
agem
ent,
div
idin
g up
wor
k, t
he a
bilit
y to
cho
ose,
exp
ress
ing
pers
onal
op
inio
ns, c
ritic
ism
, ass
erti
vene
ss w
hen
prop
osin
g id
eas
and
lead
ersh
ip s
kills
wit
hin
a
team
all
prom
ote
inde
pend
ence
, per
sona
l ini
tiat
ive
and
entr
epre
neur
ship
.
18
MULTIPLE INTELLIGENCES IN THE PROJECT
MU
LTIP
LE IN
TELL
IGEN
CES
RELA
TED
AC
TIV
ITIE
S
LIN
GU
ISTI
C IN
TELL
IGEN
CE
Pres
enti
ng t
he re
sult
s of
an
inve
stig
atio
n, c
arry
ing
out
an in
terv
iew
, writ
ing
a te
xt, w
ritin
g a
repo
rt, g
ivin
g an
ora
l pre
sent
atio
n, p
arti
cipa
ting
in a
deb
ate,
exp
ress
ing
likes
and
per
sona
l pr
efer
ence
s, e
tc.
INTE
RPER
SON
AL
INTE
LLIG
ENC
EA
ctiv
ely
part
icip
atin
g in
gro
up w
ork,
tak
ing
on c
olle
ctiv
e re
spon
sibi
litie
s, a
ppro
pria
tely
reso
lvin
g di
sagr
eem
ents
, giv
ing
and
aski
ng f
or h
elp,
etc
.
INTR
APE
RSO
NA
L IN
TELL
IGEN
CE
Plan
ning
indi
vidu
al w
ork,
link
ing
new
ly le
arnt
fac
ts t
o pr
evio
us k
now
ledg
e, a
dequ
atel
y m
anag
ing
tim
e, b
eing
rigo
rous
and
met
icul
ous
wit
h on
e’s
own
wor
k, v
alui
ng t
he g
oals
ach
ieve
d, re
cogn
isin
g m
ista
kes,
etc
.
NAT
URA
LIST
INTE
LLIG
ENC
EA
naly
sing
real
-life
sit
uati
ons
and
com
ing
to c
oncl
usio
ns, b
eing
aw
are
of e
nviro
nmen
tal p
robl
ems
and
prop
osin
g so
luti
ons,
dev
elop
ing
resp
ectf
ul b
ehav
iour
tow
ards
nat
ural
ele
men
ts in
the
en
viro
nmen
t, e
tc.
LOG
ICA
L-M
ATH
EMAT
ICA
L IN
TELL
IGEN
CE
Ord
erin
g a
sequ
ence
of
fact
s, e
xpla
inin
g a
situ
atio
n, e
stab
lishi
ng c
ompa
rison
s, w
orki
ng w
ith
num
bers
, com
parin
g, s
orti
ng a
nd in
terp
reti
ng s
tati
stic
s, e
tc.
SPAT
IAL
INTE
LLIG
ENC
ELo
cati
ng p
lace
s on
a m
ap, d
esig
ning
pos
ters
, cho
osin
g im
ages
for
an
exhi
biti
on, m
akin
g a
mod
el,
visu
ally
repr
esen
ting
idea
s, e
tc.
BO
DIL
Y-K
INES
THET
IC I
NTE
LLIG
ENC
EH
andl
ing
diff
eren
t m
ater
ials
, usi
ng ro
le p
lay
to re
pres
ent
fact
s an
d si
tuat
ions
, mak
ing
craf
ts,
usin
g cu
t-ou
ts a
nd s
tick
ers,
etc
.
MU
SIC
AL
INTE
LLIG
ENC
ERe
cogn
isin
g so
unds
in t
he e
nviro
nmen
t, e
xpre
ssin
g on
esel
f th
roug
h da
nce,
etc
.
19
Lines and shapes THE HUMAN BODY
Learning goals
To draw the human figure
To identify paintings and sculptures
To describe a sculpture
Creativity
The children have to use their imagination and creativity to draw their friends.
Sit the children in small groups of four or six. If necessary, ask them to divide the page into sections so they have enough space to draw each member of the group.
Show them what face and body proportions should look like.
Key concepts
On page 4, the children have to look at the photographs and identify the works of art as sculptures. Show them paintings that represent the human figure so they can understand the differences between a painting and a sculpture.
HAVE A LOOK!
LET'S TALK ABOUT ART!
Describe Is it a sculpture or a painting? Which sculpture is more realistic?
Look at the differences between the limbs and the trunk in the Walking man and in the Discobolus to show and explain proportion.
Analyse What do these sculptures represent?
There are different ways of representing the human body. This idea helps the children understand that not all bodies are the same.
Express emotions Do you like these sculptures? Which is your favourite? What do you feel when you look at the Reclining figure?
Encourage the children to share their feelings with their classmates.
Reclining figure, Henry Moore, 1938
This sculpture depicts a woman lying down. Moore made several
versions with this same title.
24
Discobolus This is a copy of a Greek sculpture created by Myron
around 450 BC.
Walking man, Alberto Giacometti, 1960 This sculpture is made from
unpolished bronze to give it texture.
47
PAGES 3-4T S
Ask the children to express the following statements only using their bodies: - I am happy. - I am angry. - I am sad.
The children can explain in which moments they feel happy, sad, etc. - When do you feel happy? - When do you feel sad?
Ask the children how they think the people in the sculptures feel.
- Is the person in the Discobolus sculpture happy or angry?
Bodily-kinesthetic
intelligence
Looking at how people use their
bodies to express themselves
helps children understand body
language, moods and non-verbal
communication.
CROSS-CURRICULAR CONTENT
SOCIAL SCIENCEWe live in society
Make a poster with the children. Talk about the rules at school, in the classroom and at home. Divide the poster into three columns. Write the rules in each column. Hang it up on the classroom wall.What are the rules? - At school: Be on time, be calm,
be tolerant, etc.- In the classroom: Respect the
teacher and classmates, don’t shout, let everyone participate, etc.
- At home: Wash your hands, brush your teeth, do your homework, help your parents, etc.
Key words
friend painting
sculpture work of art
Emotions: happy sad
angry surprised
shy
THE ENGLISH YOU NEED
Key structures
Is it a sculpture or a painting? It is a _______.Which sculpture is more realistic?The Discobolus sculpture is more realistic.Do you like these sculptures?Yes, I do./No, I don't. When do you feel happy? I feel happy when I listen to music.
25
I CAN DRAW YOU
Learning goals
To identify geometric shapes
To draw outlines of the human figure
Creativity
Before doing the activity, ask the children to describe the figure on the bottom left hand corner of the worksheet. Use it to show different examples of geometric shapes. Remind the children that they should respect proportions.
The children can use felt-tip pens and coloured pencils to complete this worksheet.
Key concepts
Ask the children to count and write the number of geometric shapes they can see in their drawing.
Reflect on the proportions of parts of the human body. The children can compare the size of a hand compared to an arm, the size of a foot compared to a leg, etc.
In pairs, ask the children to show and explain which geometric shapes they have assigned to each part of the body.
NOTES
POSSIBLE DIFFICULTIES
Some children may have problems when drawing circles and straight lines in parallelograms and triangles. They can use objects as templates, such as buttons or pen lids to draw circles, rubbers for squares or rectangles, etc.
CROSS-CURRICULAR CONTENT
MATHSGeometric shapes
Draw a geometric shape in the air with your finger, and ask the children to name the shape.
- circle - square - triangle - rectangle
Show different objects to the children and ask them to name the geometric shapes they see.
26
T S Ask the children to talk about their drawings with their partner.
- Do you like my drawing?
- Does it look like you?
- How many triangles can you see in my drawing?
- How many circles can you see in my drawing?
- Is my drawing happy or sad?
Ask the children to express their emotions.
- How do you feel?
- I feel…
PAGES 5-6
47
Key words
partner friend
Geometric shapes: circle square
triangle rectangle
Emotions: happy sad
surprised angry
shy
Key structures
Do you like my drawing?
Yes, I do./No, I don't.
Does it look like you?
Yes, it does./No, it doesn't.
How many triangles can you see in my drawing?
I can see two triangles.
Is my drawing happy or sad?
Your drawing is happy!
How do you feel?
I feel surprised.
THE ENGLISH YOU NEED
Mathematical competenceUnderstanding the concept of proportion when we refer to the size of an element compared to the whole thing, is a good way of developing mathematical thinking. It requires the children to measure and compare.
27