Express A RT u s! · Express A RT u s! E s c o l a S a n t J u l i à H e n a r G o n z á l e z F...

ExpressART us!

Escola Sant Julià

Henar González Fernández Generació Plurilingüe (GEP)

Year 2 2018-2019

Els materials creats en el marc de la formació del programa GEP pertanyen a l’autor/a amb una llicència creative commons CC BY-NC-SA: Reconeixement - No Comercial - Compartir Igual

https://creativecommons.org/licenses/by-nc-sa/4.0/legalcode

Generació Plurilingüe (GEP) – 2018-2021 l

0.Identification of the GEP project: 4

1. OUR PROJECT 5

2. HOW DO YOU KNOW STUDENTS ARE MAKING PROGRESS? 6

3. CURRICULUM CONNECTIONS SPECIFIC COMPETENCES AND KEY CONTENTS 7

4. 21st CENTURY COMPETENCES 10

5. KEY COMPETENCES 11

6. CONTENT (Knowledge and Skills) 12

7. REFERENCES 13

8. COMMENTS (optional) 13

9. ACKNOWLEDGEMENTS (optional) 13

10. UNIT OVERVIEW 14

11. SESSION PLANNING 17 SESSION 1: Getting to know Matisse 17 SESSION 2: Let’s talk as artists. 21 SESSION 3: When I’m… 27 SESSION 4: What did we create? 33 EXTRA SESSION : The big opening 36

Teaching Materials 39 Session one 39

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


Activity 1.1 39 Activity 1.2 39 Activity 1.3 39

Session two 39 Activity 2.1 39 Activity 2.2 39 Activity 2.3 39 Activity 2.4 39

Session three 39 Activity 3.1 40 Activity 3.2 40 Activity 3.3 40 Activity 3.4 40

Session four 40 Session extra 40

SELF-ASSESSMENT CHECKLIST 41



PROJECT PLANNING TEMPLATE for CLIL and Content-Rich Environments

0.Identification of the GEP project:

Title Let’s find ways to express ourselves!/ ExpressART us!

Authorship Henar González Fernández.

School Escola Sant Julià

Students’ CEFR Level (A1, A2...) Beginners

Grade 2nd

Content areas English, arts and crafts, social values.

Number of sessions 4 sessions

Teacher(s) involved Cristina Moreno Arenaz, Iñaki Ibargoyen Vergara, Henar González Fernández

Key words emotions, feelings, expression, art, Matisse



1. OUR PROJECT

Introduction: In our opinion, we live a rushed life that causes stress and other psychological disorders and nobody has taught us how to manage with all that. These circumstances drive to social disputes, problems or even bullying. For that reason, our main goal is to help students to identify and control feelings in order to be balanced citizens. In addition, as we are involved in a project about painters in the school, we think it is a good idea to link the feelings project with the painters because they painted according to their mood, their feelings or their life situations.

Driving question: Why did Matisse paint that way?

Final product: 1. An art exhibition in the Public Library “El Nord” with: ● Students’ creations about dealing with feelings. ● Videos or short texts/comics explaining their productions about the feelings. ● Painter’s timeline and “feeling line”. 2. A post in the school web explaining the project and showing the art gallery elements



1. GOALS 2. HOW DO YOU KNOW STUDENTS ARE MAKING

PROGRESS?

1. To get in touch with the main facts of Matisse’s life.

1. Students organize the main facts of Matisse’s life in a timeline.

2. To empathize with different situations.

2. Students are able to identify feelings and to express when they have felt that way.

3. To understand how the life of the painter influenced his productions.

3.1 Students identify and list items that express the painter’s emotional state in the selected paintings.

3.2 Students complete the painter’s timeline with a feeling’s timeline.

4. To realize that our emotions influence our lives.

4. When given an emotion, students can make roleplaying showing how they are when they are feeling

that emotion.

5. To use their preferred strategy to express themselves.

5.1 Students choose a strategy to express an emotion given.

5.2 Students explain which emotion are they representing and why did they use that strategy in a

video, a comic or short text.



3. CURRICULUM CONNECTIONS SPECIFIC COMPETENCES AND KEY CONTENTS

Subject-matter curriculum Foreign language curriculum

Specific Competences Key Contents Specific Competences Key Contents

Arts and crafts ● Competència 2.

Utilitzar elements bàsics dels llenguatges visual, corporal i musical i estratègies per comprendre i apreciar les produccions artístiques.

● Competència 3. Comprendre i valorar elements significatius del patrimoni artístic proper, de Catalunya i d’arreu.

● Competència 4. Comprendre i valorar elements significatius

Arts and crafts Perceive and explore

1. Expressió en diferents llenguatges de les idees, emocions i experiències que desvetllen les manifestacions artístiques i culturals.

2. Interès i curiositat per descobrir, gaudir i participar de les manifestacions artístiques que ofereix l’entorn: exposicions, espectacles, actuacions...

3. Apreciació de les habilitats i la imaginació dels creadors.

• Competència 1. Comprendre textos orals de la vida quotidiana, dels mitjans de comunicació i escolars. • Competència 2. Produir textos orals de tipologia diversa adequats a la situació comunicativa. • Competència 4. Llegir amb fluïdesa per comprendre textos de la vida quotidiana, dels mitjans de comunicació i escolars en diferents suports i formats. • Competència 7. Aplicar estratègies de cerca i

Oral communication 1. Comprensió d’instruccions simples

de treball i d’actuació a l’aula. 2. Reconeixement i identificació de

mots i textos orals breus acompanyats de suport visual i/o audiovisual.

3. Comprensió global d’un text oral d’estructura repetitiva, amb un contingut fàcil d’entendre i de predir amb ajut d’elements gestuals i icònics.

4. Comprensió específica del lèxic bàsic per entendre el contingut de narracions, descripcions i situacions, amb ajut d’elements gestuals i icònics.

5. Reproducció de textos breus orals memoritzats com ara cançons,



de la contemporaneïtat artística.

● Competència 5. Emprar elements bàsics del llenguatge visual amb tècniques i eines artístiques per expressar-se i comunicar-se.

Social values Personal

● Competència 1. Actuar amb autonomia en la presa de decisions i assumir la responsabilitat dels propis actes.

● Competència 3. Qüestionar-se i usar l’argumentació per superar prejudicis i consolidar el pensament propi.

Interpersonal

● Competència 4. Mostrar actituds de respecte actiu envers

4. Valoració i respecte de les produccions d’un mateix i dels altres.

5. Característiques de les imatges fixes i seriades del món visual proper (historietes, còmics, il·lustracions, fotografies, cartells, publicitat) que provenen del camp de les arts i la cultura visual.

6. Propietats dels materials, els colors, i les formes… en les imatges, els objectes i les obres artístiques.

Perform and create

1. • Produccions artístiques (plàstiques, musicals i corporals) amb diverses tècniques i procediments a partir de la percepció sensorial, les experiències, la realitat, les idees i les emocions.

Social values Personal

gestió de la informació per adquirir coneixement propi. • Competència 8. Planificar l’escrit d’acord amb la situació comunicativa i el destinatari. • Competència 9. Produir textos de tipologies diverses amb un lèxic i estructura que s’adeqüin al tipus de text, a les intencions i al destinatari. • Competència 12. Crear textos amb recursos literaris per expressar sentiments, realitats i ficcions

poemes, rimes, amb la utilització de diferents suports.

Reading

1. Reconeixement i identificació de mots i textos breus acompanyats de suport visual o audiovisual.

2. Comprensió de mots i frases senzilles conegudes i treballades àmpliament en els contextos orals de l’aula.

3. Estratègies de lectura: ús del context visual i verbal i dels coneixements previs sobre el tema o la situació.

Writing 1. Escriptura de mots i textos breus a

partir de produccions orals relacionades amb les vivències, les experiències i les activitats a l’aula.

2. Producció de textos breus seguint un model treballat oralment.

Language working knowledge and learning

1. Reconeixement i ús de mots i estructures senzilles pròpies de la llengua estrangera.

2. Escriptura de paraules d’ús habitual a la classe.



les persones, les seves idees, opcions, creences i les cultures que les conformen.

● Competència 6. Adoptar hàbits d’aprenentatge cooperatiu que promoguin el compromís personal i les actituds de convivència.

Social ● Competència 7.

Analitzar l’entorn amb criteris ètics per cercar solucions alternatives als problemes.

● Conductes autònomes. ● Conductes responsables i

corresponsables. ● Relació amb l’entorn:

implicacions socials i naturals de la pròpia conducta.

Interpersonal

● Fases en el procés de resolució de problemes i de presa de decisions.

● Estratègies del pensament crític i creatiu.

● Estratègies de prevenció i resolució de problemes o conflictes.

● La voluntat i l’esforç com a components de les conductes resilients.

Social ● Estratègies per al diàleg:

l’argumentació, la contraargumentació i les proves.

● Característiques del pensament argumentatiu

Literary education 1. Dramatització de contes i altres

textos literaris senzills d’estructura repetitiva.

Multilingualism and multiculturalism

1. Valoració del fet que totes les llengües serveixen per comunicar-se, per aprendre i per aproximar-se a d’altres cultures.

2. Reconeixement de la pròpia identitat lingüística i cultural, i la de la resta de la classe.

3. Actitud receptiva cap a persones que parlen una altra llengua i tenen una cultura diferent a la pròpia

4. Sensibilitat per a les diferències i les semblances entre llengües diferents.

5. Ús d’elements verbals i no verbals per comunicar-se en situacions multilingües.

6. Actitud positiva d’interès i de confiança davant de l’aprenentatge de les llengües i motivació per conèixer altres llengües i cultures.



4. 21st CENTURY COMPETENCES

Collaboration X Information, media and technology X

Communication X Leadership & Responsibility

Critical Thinking and Problem Solving Initiative & Self-direction X

Creativity & Innovation X Social & Cross-cultural X

Others:



5. KEY COMPETENCES

Communicative, linguistic and audiovisual competence X Digital competence X

Mathematical competence Social and civic competence X

Interaction with the physical world competence Learning to learn competence X

Cultural & artistic competence X Personal initiative and

entrepreneurship competence

X



6. CONTENT (Knowledge and Skills)

CONTENT-RELATED KNOWLEDGE

CONTENT-RELATED SKILLS

- Matisse biography.

- Painting content: colour, lines,

shapes, materials, techniques...

- Feelings and emotions.

- Identifying the main characteristics of a painting.

- Analyzing the context of a painting.

- Justifying the intention of the painting with its context.

- Linking the characteristics of a painting with feelings and personal situations.

- Experiment with feelings and emotions.

- Plan, design and create a product to show people how to express feelings.

- Giving a presentation of their final product.



7. REFERENCES

All the pictures used in the teaching materials are respectful with creative commons (free use). I get a general idea from Matisse’s life and art from the following books:

- Friedman, S. (2017). El jardín de Matisse. Ediciones SM. - Geis, P. (2014). ¡Mira qué artista!. Matisse. Editorial Combel. - Winter, J. (2014) Les tisores de Matisse. Editorial Juventud.

8. COMMENTS (optional)

This project is linked to two other projects, created by Cristina Moreno and Iñaki Ibargoyen. They have made a similar project with Van Gogh and Picasso, and we three share our final product.

9. ACKNOWLEDGEMENTS (optional)

First of all, we will like to thank to our school Managing team for they help, they support and they courage. They engage us to join that project, and we are really happy to have done it. Secondly, to the teacher trainers, Monica and Laura. You have been supporting all the course long, believing in us and being the light we always needed.



Thirdly, to my colleagues, Iñaki and Cristina. I think it would have not been the same without your support, your commitment and your ideas. I love working with you two. We would like to acknowledge Sabadell Nord Library support for letting us made our final exhibition there, in order to gain a real audience. We both share the same mission: open the kid’s minds to other possible worlds. If we work together, we will succeed.

Skills: R: reading , S:speaking, L: listening, W: writing, I: Interaction Interaction: T-S: teacher-student, S-S: student-student, SG: small groups, WG: whole group, S-Expert, S-World Assessment: PA: Peer assessment, SA: Self-assessment, TA: Teacher assessment, AT: Assessment tools

10. UNIT OVERVIEW

Session Activities Timing

Skills

Interaction

ICT

Assessment



1: Getting to

know Matisse

Warm up:

What’s an

artist?

10 minutes S, I S-S (SG)

T-S (WG)

Answergarden TA:

Observation grid

Who is

Matisse?

40 minutes R, S, I S-S (SG)

T-S(WG)

TA:

Observation grid

Acting out the

Matisse’s

biography

10 minutes L,S T-S (WG) Powerpoint TA: Observation

grid

2: Let’s talk as

artists.

Warm up:

review Matisse

biography

10 minutes S T-S (WG) Powerpoint TA: Observation

grid.

Artists

vocabulary

15 minutes S, R, I S-S (SG) TA: Observation

grid.

The gallerist 20 minutes S, W, I S-S (SG) Padlet SA: Checklist

The opening 15 minutes S S-S (WG) Padlet PA: Rubric



3: When I’m…. Warm up:

review Matisse

biography

10 minutes S T-S (WG) Powerpoint TA: Observation

grid.

Act out feelings 10 minutes S S-S (WG) TA: Observation

grid.

Feeling’s

timeline

20 minutes S S-S (WG) TA: Observation

grid.

Let’s create 20 minutes (plus

an extra

session)

I S-S (SG) TA: Observation

grid.

4: What did we create?

Warm up:

review artists

vocabulary

10 minutes S S-S (WG) TA: Observation

grid.

Getting ready

our gallery

20 minutes S, W, S-S (SG)

T-S (SG)

TA:

Observation grid

The premiere 30 minutes S, I S-S (WG)

T-S (WG)

PA: Rubric

TA: Rubric



Extra: Shared exhibition

The big opening 1h 30 min S, I Students-Other

Adults/ Students

TA: Observation

grid.

PA: How did you

feel wall.

11. SESSION PLANNING

SESSION 1: Getting to know Matisse Objectives of the session:

Project goal 1: To get in touch with the main facts of Matisse’s life. Sessions goals:

- Get used with Matisse’s life. - Create a Matisse timeline.

Content-obligatory language for the session: - Verbs in past: lived, was born, etc. - Language to make a short discussion: I think, I agree, I don’t agree.. - Artists vocabulary: painter, musician, etc.



Activities

1.1: Warm up:

what’s an artist?

Students will receive some pictures with a word written at the back. We will create the groups using the “colours matching activity”. students will close their eyes and the teacher will stick a coloured sticker on their forehead. The teacher will control which colour will stick to each student in order to make balanced groups. Then, they will open their eyes and will receive the order to

10 minutes Speaking (in

small groups,

using a speaking

support table)

Student-student

(in the discussion)

Teacher-student

(in the revision)

answerg

arden

https://a

nswerga

rden.ch/

855161

Teacher

assessment:

Observation grid

1.


https://answergarden.ch/855161





group. They will have to ask which colour they are and look for the other students with their same colour. In small groups (4 students) they will decide which words are related to artists and will write them on the answergarden page (they will have a tablet). The teacher is not going to show the word cloud until the end of the activity. Once all groups have finished, we will have a look at the word cloud and we will



discuss what’s an artist for them. Then, it will be the moment to introduce the project to the kids. I will show them the driving question “Why did Matisse paint that way?” and then we will discuss about what they think the goals of the project will be. I will tell them that we will explore about Matisse life and paintings and that at the end of the project we will show our paintings at the… public Library! I think that this activity will give them the motivation needed for the project.



1.2: Who is

Matisse?

In the same groups, students will receive some envelopes. In each envelope, they will find the pieces of a puzzle. Completing the puzzle they will find a picture and a sentence about Matisse’s life. Once they complete the puzzle, they will stick it on a paper. When having completed their puzzles, it’s time to share it with the whole group. We will go to the Matisse’s life timeline ( a big wall poster in the

40 minutes Interaction (make

the puzzle)

Reading: read the

sentence and try

to understand it

(with the help of

the picture)

Speaking: discuss

the place of the

puzzle in

Matisse’s

timeline.

Student-student

(making and

reading the

puzzle)

Student-student:

discussing.

Teacher-student:

the whole process

(helping, busy

bee)

Teacher

assessment:

Observation grid

2



corridor) and we will discuss and then stick the puzzles in the correct place.

1.3: Acting out

Matisse

biography.

Now we have Matisse timeline completed, we are going to act it out. The teacher will read aloud the different sentences at the same time that, with the students, act out the scenes of Matisse’s life. As it is the first time they do it, we will try to negotiate the gestures for each sentence.

10 minutes Listening:

listening to the

teacher narration.

Speaking:

repeating the

sentences

Teacher-students:

modelling

powerpo

int /

timeline

Teacher

assessment:

Observation grid

3



SESSION 2: Let’s talk as artists.

Objectives of the session: - Obtain vocabulary to describe a painting. - Describe a painting using a substitution table. - Give a short oral exposition.

Content-obligatory language for the session: - Painting vocabulary: materials, techniques, tools or types of paintings. - Descriptive structures: it is, it was created, he used, etc.

Activities

2.1 Warm up:

Review

Matisse’s

biography

This activity is a quick reminder of activity 1.3. It will help the students to activate their previous

10 minutes Speaking Teacher-student Powerpoint/timeli

ne

Teacher

assessment:

Observation grid

3



knowledge and vocabulary. The teacher can play with the kids changing the gestures to notice if the students are paying attention.

2.2: Artists

vocabulary

To make this activity more engaging, we are going to do it in the art and craft room. Students will work in the same groups they have been working on during session 1. In turns, one member of each group will walk around the room to find one

15 minutes Interaction:

moving around

the class,

organize the

groups, decide

the classification.

Reading

Speaking

(assuring the

comprehension)

Student-student

(the whole

activity)

Teacher-student

(at the final

revision).

Teacher

assessment:

Observation grid



vocabulary word. Once they have found it, they will have to classify it on the poster, according to if it is a tool, a type material, a type of painting or a technique. Then, they’ll go back to their group and one other member would stand up and look for another word. Once all the words are found, we are going to check if the classification is correct and we will assure they all comprehend all the words.



2.3: The gallerist Now the students know the vocabulary, they are ready to describe some of the most famous paintings of Matisse. We are going back to the English class and, in groups, they will receive a painting and a substitution table. They will see first how the teacher describes one painting using the substitution table, as an example. Then, they will have to write a description of the painting using

20 minutes Interaction: the

students work in

teams.

Speaking:

discuss how to

write the text,

which words are

needed.

Writing:

complete the

painting

description.

Student-student

(the whole

activity)

Teacher-student

(busy bee, more

intensive at the

final revision).

Self-assessment:

Checklist.



the substitution table and the vocabulary from the previous activity. At the end of the activity, the students will check their text with a checklist to assure they have reached the goals of the activity.

2.4 The opening: As it was a real art gallery, students are going to present their paintings. We are going to go to the timeline and we will complete a second line, the art line. Students

15 minutes Speaking: giving

a presentation,

discussing how

to complete the

rubric .

Student-student. Peer

assessment:

Rubric



will stick their painting at the correct place and will read their descriptions. While a group is doing the presentation, the other groups will complete a short rubric about their performance.



SESSION 3: When I’m…

Objectives of the session: - Identify and express different types of feelings. - Empathize with different situations and the feelings we can feel in those situations. - Create a video, a painting or a comic related to an emotion and the way it makes us feel.

Content-obligatory language for the session: - Feelings vocabulary. - Discussion structures: I think it is...

Activities

3.1: Warm up:

review Matisse’s

biography

This activity is a quick reminder of activity 1.3. It will help the students to activate their previous

10 minutes Speaking Teacher-student Powerpoint/timel

ine

Teacher

assessment:

Observation grid

3



knowledge and vocabulary. The teacher can play with the kids changing the gestures to notice if the students are paying attention.

3.2: Act out

feelings

In turns, students are going to come to the front of the class, take a feeling card from the box and act out for the rest of the class. The one who guesses the feeling will take its place.

10 minutes Speaking Student-student

(the whole

activity)

Teacher-student

(busy bee)

Teacher

assessment:

Observation

grid.



3.3: Feelings

timeline

It’s time to complete the last line of our timeline: the feeling’s line. In this activity, the students are going to work in the same groups they have been working during the whole project. They will receive some emojis of the different feelings they have been working on activity 3.3. In groups, they will discuss in which time of his life Matisse was feeling that way,

20 minutes Speaking Student-student

(the whole

activity)

Teacher-student

(busy bee)

Teacher

assessment:

Observation

grid.



and they will try to justify their answer using a fact of his life’s timeline of a characteristic of one of his paintings. After the group’s discussion, we all will be going to the timeline and we will discuss where to stick the emojis.

3.4: Let’s create Now they are conscious that our feelings influence our way to live, it’s time to express ourselves. Students will choose between

20minutes Speaking:

discuss the

feeling, express

their ideas.

Interaction: work

in pairs

Student-student Teacher

assessment:

Observation

grid.



work on their own or in pairs and will choose one feeling. They will have to create something (they can choose between a drawing, a comic or a short video) expressing, without words, what do they do when they experience the feeling they have chosen. That’s a quite demanding activity so, in case their need extra time, they will have a full session to



complete the task.



SESSION 4: What did we create?

Objectives of the session: - Describe their own creations. - Give an oral presentation about their creations. - Assess other’s performance on the oral presentation.

Content-obligatory language for the session: - Structures and vocabulary to describe their creations: I created, the feeling I represented is… when I am…. I like to...

Activities

4.1: Warm up:

review artists

vocabulary.

In order to activate the previous knowledge, students are going to do a matching

10 minutes Reading Student-student Quizlet

https://quizlet.co

m/_61gr7x

Teacher

assessment:

observation grid


https://quizlet.com/_61gr7x

https://quizlet.com/_61gr7x


activity on quizlet to review the vocabulary learnt in activity 2.2. They will have to match the word or expression with its picture.

4.2: Getting

ready our

gallery

Students are going to prepare a short description of their creations for their presentation. They will have a substitution table similar to the one they used in activity 2.3.

20 minutes Writing:

complete the

description

Speaking:

discuss what

they have to

write

Student-student

Teacher-student

(busy bee)

Teacher

assessment:

observation

grid.



4.3: The

premiere

To practice for the big opening, students are going to show their creations and to present their descriptions to the rest of the group. They will complete a rubric in order to assess their peer’s achievement as well as to give them feedback for the big opening day.

30 minutes Speaking Student-student Teacher

assessment:

rubric

Peer

assessment:

rubric.



EXTRA SESSION : The big opening

Objectives of the session: ● Show the results of the project with the community.

Content-obligatory language for the session: - The same for session 4.

Activities

The big

opening: This

activity is going

to be done at

Sabadell Nord

public Library.

Students from

1h 30 min Speaking

Interaction

Students-Other

Adults/ Students

TA: Observation

grid.

Audience

Assessment:

How did you

feel “wall”. All

the visitors will



2nd grade

(mine), 4th

grade (Cristina’s

Moreno) and 6th

grade (Iñaki’s)

are going to

show their final

products. It will

be an open

session; families

are going to

receive an

invitation, we

will announce it

through social

media, etc.

The goal of this

session is to

give the

opportunity to

find a white wall

in which they

can express,

whatever they

have felt in our

exhibition, in the

way they chose.



the students to

show their work

to other people

from their

context.



SELF-ASSESSMENT CHECKLIST

CLIL-PBL Project - Teaching materials

The teaching materials are visually attractive and well-organized.

The teaching materials are self-explanatory and ready-to-use.

All activities and teaching materials are original and created by the course participant.

Any resource in any format (including videos, images, texts from the Internet), that is not original, is respectful of copyright

and its sources are cited.

Students are presented with multimodal and varied input (spoken, written, visual, hands-on…).

Input is presented at the right cognitive level.

Input is presented at the right language level.

Students are helped in some way to understand and process the input presented.



Visuals are used to support comprehension.

Students are presented with good questions (explicit, implicit and referential) that help them process input and that challenge them not only to understand, but to think, create...

There are opportunities for significant linguistic output (the students produce communicative “products”, speak, write, interact…).

Support is provided to help students read, write, speak and interact.

A variety of collaborative and cooperative learning strategies are used throughout the sessions.

Activities facilitate inquiry and reflection and promote the role of the teacher as a facilitator/coach.

Task instructions are short, concise, clear and comprehensible to the students. Activities are written using an appropriate level of language.

The teaching materials are written in accurate English. There are no mistakes at all.


Teaching materials

Index1. Session 1

a. Activity 1 b. Activity 2c. Activity 3

2. Session 2a. Activity 1 b. Activity 2c. Activity 3d. Activity 4

3. Session 3a. Activity 1 b. Activity 2c. Activity 3d. Activity 4

4. Session 4a. Activity 1 b. Activity 2c. Activity 3

5. Extra sessiona. Gridb. The feeling’s wall

Session 1

Activity 1: Warm up, what’s an artist?

writer


ideas


painter


sculptor


musician


architect


paint


famous


rich


photographer


fashion designer


dancer


clay


brush


painting

Activity 1: Warm up, what’s an artist?Speaking support table

I think this picture is about artists.

I agree with you.

I don’t think this picture is about artists.

I don’t agree with you.

Activity 1: Warm up, what’s an artist?Teacher Assessment: Observation grid 1

Name of the student Understand the meaning of the word

Participate in the discussion

Use English to express himself

The grid will be completed with the following code:NI=Needs improvement.OK= AcceptableG= GreatE= Excel·lent.

Activity 2: Who is Matisse?

Henri Matisse was born in Nice in 1869.


He was a good student. He studied law.


He got bored working as a lawyer.


In 1890 he got appendicitis.


When he was sick, her mum gives him a box of paintings.


he painted “Still life with books and candle”Retrieved from https://es.wahooart.com/@@/8XY7U6-Henri-Matisse-Naturaleza-muerta-con-libros-y-Vela

https://es.wahooart.com/@@/8XY7U6-Henri-Matisse-Naturaleza-muerta-con-libros-y-Vela


he discovered he loved painting.


he went to paris to study arts.


he got fascinated with van gogh works.


he discovered the colours wheel.


he didn’t like perfection.


In 1905, he felt unmotivated


He travelled to colliure.


In colliure, he felt in love with the mediterranean.


He started experimenting with colours


He loved music and dancing.


in 1941 he was very sick.


he stayed in bed for long time


he was weak, he couldn’t paint.


he went back to the coast, to recover energy


he took a pair of scissors and started to cut papers.


he created the “gouaches decoupees”.


he died in nice in 1954.


Activity 2: Who is Matisse?Timeline draft

1891 1954

Events timeline

Feelings timeline

Paintings timeline

Activity 2: Who is Matisse?Discussion support table

In my opinion, that picture goes here.

I agree..

I don’t agree..

Activity 2: Who is Matisse?Teacher Assessment: Observation grid 2

Name of the student Participates in the teamwork

Makes an effort to use English in the

discussion

Participates in the sharing moment.


Activity 3: Acting out the biography.We will use the powerpoint from activity 2.

Activity 3: Acting out the biography.Teacher Assessment: Observation grid 3

Name of the student Actively participates in the act out.

Makes an effort to repeat the sentences.

Remembers some of the parts.


Session 2

Activity 1: Warm up, review Matisse biography.

Power point from activity 1.2


Teacher assessment: Observation grid 3

Activity 2: Artists vocabulary

brush strokes


primary colours


collage


thick painting


still life


portrait


landscape


warm colours


cold colours

Activity 2: Artists vocabularySubstitution table

I put …… in ………….

I think ……… goes in ………………….

I think you are right

I think you are wrong

Activity 2: Artists vocabularyClassification grid.

MATERIAL TECHNIQUE TOOL TYPE OF PAINTING

Activity 2: Artists vocabularyTeacher Assessment: Observation grid 4

Name of the student Actively participates

in the discussion.Makes an effort to speak in English.

Work in team.


Activity 3: The gallerist

Red studio (1911)


Open window (1905)


The snail (1953)


Red room (1908)


Woman with the hat (1905)


The dance (1910)


The goldfish (1911)


Moroccan in green (1913)

Activity 3: The galleristSubstitution table: Describing the painting.

This painting is …………….

It was painted by Matisse in ……….

It is painted in colours…….

He used……….

It is a ………..

Activity 3: The galleristThis painting is The green line

It was painted by Matisse in 1905

It is painted in warm colours: orange, green, pink.

He used brush strokes.

It is a portrait.

Activity 3: The galleristDiscussion scaffolding for completing the painting description.

Here we have to write……

We have to use the vocabulary...

Activity 3: The galleristChecklist for activity 3:

Before finishing the activity, check:

❏ You have written all the sentences

❏ The vocabulary is well written.

❏ The colours are well written.

❏ You have worked in group.

Activity 4: The opening

Members participation

Use of the vocabulary

Volume

Corporal skills

Session 3


Powerpoint from activity 1.2


Assessment grid from activity 1.3

Activity 2: Act out feelings

Happiness


Sadness


Boredness


Sickness


Tiredness


Surprise


Excitement

Activity 2: Act out feelingsTo guess:

Is it…….?

Activity 2: Act out feelings. Teacher assessment : Observation grid 5


Name of the student Actively participates in the act out.

Makes an effort to speak in English.

Respect turns.

Activity 3: Feelings timelineTimeline draft

1891 1954

Events timeline

Feelings timeline

Paintings timeline

Activity 3: Feelings timelineEmojis from activity 3.2

Activity 3: Feelings timeline

Feeling timeline’s speaking scaffolding

I think this picture goes here…. because he painted…..

I think that moment Matisse felt…….because he used …..

I think you are right

I think you are wrong

Activity 3: Feelings timelineTeacher assessment : Observation grid 6


Name of the student Actively participates in completing the timeline.


Listen and respect other’s opinions.

Activity 4: Let’s createComic pattern.

Feeling I want to represent:

Activity 4: Let’s createLanguage scaffolding for the creation process:

When I am……..

I like to …………..

I don’t like to …………….

Activity 4: Let’s createTeacher assessment : Observation grid 7


Name of the student Is focused on the task.

Asks for help to express what he/she

wants.

Uses the worked vocabulary.

Session 4

Activity 1: Warm up, review artists vocabulary

Vocab cards from activity 2.2

Activity 1: Warm up, review artists vocabularyTeacher assessment : Observation grid 8

Name of the student Respects turns. Remembers previous vocabulary.



Activity 2: Getting ready our gallery.Substitution table for the creation’s descriptions

I created a …….

The feeling I represented is……..

I used……………..

When I am ………………. I……………...

Activity 2: Getting ready our gallery.Creations exemple

I will show the students a video of myself being sad.

Activity 2: Getting ready our gallery.Substitution table for the creation’s descriptions

I created a Video

The feeling I represented is Sadness

I used a tablet, an assistant and some paper tissues.

When I am sad I like to eat chocolate and stay at home.

Activity 2: Getting ready our gallery.Teacher assessment: Observation grid 9

Name of the student Is focused on the task.

Uses previous vocabulary.

Asks for help if needed.


Activity 3: Showing our creationsPeer assessment rubric

Express an emotion

Use of the vocabulary

Volume

Corporal skills

One good idea we really liked: ______________________________________________________

Something to improve: ____________________________________________________________

Activity 3: Showing our creationsTeacher assessment rubric 1

Great Acceptable Not acceptable

Express an emotion The student identified an express the emotion clearly.

The student identified the emotion, but the expression is not clear

The feeling expressed is not easy to identify.

Use of the vocabulary The student uses the vocabulary from the unit.

The student uses some of the vocabulary, but some clue words are missing.

The student doesn’t use the vocabulary needed to describe it’s creation.

Volume The student use a correct voice volume.

The student use in some moments loud or low voice.

The student use loud or low voice the whole presentation.

Corporal skills The student shows good corporal skills: posture, eye contact.

The student makes efforts to show good corporal skills.

The student doesn’t look to the audience or doesn’t show a good corporal posture.

Extra Session

Teacher assessment gridTeacher assessment rubric 2

Great Acceptable Not acceptable

Interact with the audience

The student interacts with the audience with enthusiasm.

The student just interacts with some of the audience.

The student is shy or rude with the audience.

Use of English The student uses English to describe its work.

The student uses some words in English to describe its work.

The student doesn’t use English in any moment.

Body language The student shows good corporal skills: posture, eye contact.

The student makes efforts to show good corporal skills.

The student doesn’t look to the audience or doesn’t show a good corporal posture.

The feeling’s wallWe will create a poster in which the audience could write what have they felt in our exhibition.

Express A RT u s! · Express A RT u s! E s c o l a S a n t J u l i à H e n a r G o n z á l e z F...

Documents

Transcript of Express A RT u s! · Express A RT u s! E s c o l a S a n t J u l i à H e n a r G o n z á l e z F...