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