Teacher’s BookArts & Crafts 4 PRIMARY

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TWO-DIMENSIONAL WORKSHEETS

TERM 1 TERM 2 TERM 3

1 Drawing a still life

7

• Drawing a still life.• Organisation of elements

in a composition. 11 A country landscape

29

• Drawing a country landscape.

• Use of different techniques to create perspective. 21

A still life in black and white

51

• Drawing a still life in black and white.

• Use of light and shade to create volume.

2 A food poster

9

• Interpreting a poster by Greg Brown.

• Use of different materials to make a poster. 12 A puzzle of a

building I 31

• Studying the Romanesque church of San Martin de Fromista. 22 A beach

scene 53

• Interpreting Fisherwoman with her child by Sorolla.

• Application of light and shadows in a composition.

3 Drawing people

11

• Drawing an adult and a child.

• Proportion within a composition.

A puzzle of a building II

33

• Making a puzzle from a photograph.

23 A prehistoric man

55

• Drawing the human body from the front and the side view.

• The observer’s position in a drawing.

4A different kind of family

13

• Interpreting Family by Fernando Botero.

• Proportion and disproportion in figures. 13 Colours

on the beach 35

• Choosing materials to colour a black and white photograph.

• Use of different colouring techniques.

24 Different views

57

• Studying the Stonehenge megalith in England.

• Representation of objects from different angles.

5Drawing on coloured backgrounds

15

• Drawing on coloured backgrounds.

• Creation of new colours by mixing. 14

A landscape with temperas 37

• Interpreting Promenade among the olives trees by Henri Matisse.

• Techniques using tempera paints to create different effects.

25 An Egyptian comic strip

59

• Drawing an Egyptian comic strip.

• Use of speech bubbles in a comic.

6 Cave paintings

17

• Interpreting a cave painting.

• Cave art and diffusing techniques. 15 Reflections

in water39

• Drawing a landscape with reflections.

• Use of diffusing techniques to create reflections. 26 Drawing

a vignette 61

• Studying a vignette from Asterix and Obelix.

• Interpretation of a vignette changing the textures and the background.

7 Using lines to draw animals

19

• Drawing animals using lines.• Use of curved and straight

lines to create different effects. 16

Reflections: studying a masterpiece

41

• Interpreting Narcissus by Caravaggio.

• Tenebrism: contrast between light and shade. 27 A medieval

fair I 63

• Creating a medieval scene using cut-outs.

8 Geometric shapes I

21

• Interpreting an abstract painting by Wassily Kandinsky. 17 A black

windmill 43

• Experimenting with coloured backgrounds.

• Contrast between the elements and the background of a drawing.

A medieval fair II

65

• Techniques for creating depth in a composition.

Geometric shapes II

23

• Compositions using geometric shapes. 18 A pop art

composition 45

• Interpreting Campbell’s soups by Andy Warhol.

• Pop art and the use of stencil patterns. 28 Drawing a

masterpiece 67

• Interpreting Las Meninas by Diego Velázquez.

• Representation of space and depth in a painting.

9 Colourful friezes

25

• Using grids to organise graphic space.

• Artistic compositions using friezes. 19 A fast car

47

• Creating movement in a drawing.• Use of diffusing

techniques to create the effect of speed. 29 An ice cream

stall 69

• Drawing a picture combining the primary colours.

• Creation of new tones by superimposing colours.

10 A mosaic

27

• Studying a Roman mosaic.• Creation of a composition

using the mosaic technique. 20 A sculpture

with textures 49

• Interpreting Walking man I by Alberto Giacometti.

• Use of plasticine to imitate textures. 30 A famous

portrait 71

• Interpreting A young lady’s adventure by Paul Klee.

• Use of coloured tissue paper to interpret a painting.

Student's Book contents

4

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TWO-DIMENSIONAL WORKSHEETS

TERM 1 TERM 2 TERM 3

1 Drawing a still life

7

• Drawing a still life.• Organisation of elements

in a composition. 11 A country landscape

29

• Drawing a country landscape.

• Use of different techniques to create perspective. 21

A still life in black and white

51

• Drawing a still life in black and white.

• Use of light and shade to create volume.

2 A food poster

9

• Interpreting a poster by Greg Brown.

• Use of different materials to make a poster. 12 A puzzle of a

building I 31

• Studying the Romanesque church of San Martin de Fromista. 22 A beach

scene 53

• Interpreting Fisherwoman with her child by Sorolla.

• Application of light and shadows in a composition.

3 Drawing people

11

• Drawing an adult and a child.

• Proportion within a composition.

A puzzle of a building II

33

• Making a puzzle from a photograph.

23 A prehistoric man

55

• Drawing the human body from the front and the side view.

• The observer’s position in a drawing.

4A different kind of family

13

• Interpreting Family by Fernando Botero.

• Proportion and disproportion in figures. 13 Colours

on the beach 35

• Choosing materials to colour a black and white photograph.

• Use of different colouring techniques.

24 Different views

57

• Studying the Stonehenge megalith in England.

• Representation of objects from different angles.

5Drawing on coloured backgrounds

15

• Drawing on coloured backgrounds.

• Creation of new colours by mixing. 14

A landscape with temperas 37

• Interpreting Promenade among the olives trees by Henri Matisse.

• Techniques using tempera paints to create different effects.

25 An Egyptian comic strip

59

• Drawing an Egyptian comic strip.

• Use of speech bubbles in a comic.

6 Cave paintings

17

• Interpreting a cave painting.

• Cave art and diffusing techniques. 15 Reflections

in water39

• Drawing a landscape with reflections.

• Use of diffusing techniques to create reflections. 26 Drawing

a vignette 61

• Studying a vignette from Asterix and Obelix.

• Interpretation of a vignette changing the textures and the background.

7 Using lines to draw animals

19

• Drawing animals using lines.• Use of curved and straight

lines to create different effects. 16

Reflections: studying a masterpiece

41

• Interpreting Narcissus by Caravaggio.

• Tenebrism: contrast between light and shade. 27 A medieval

fair I 63

• Creating a medieval scene using cut-outs.

8 Geometric shapes I

21

• Interpreting an abstract painting by Wassily Kandinsky. 17 A black

windmill 43

• Experimenting with coloured backgrounds.

• Contrast between the elements and the background of a drawing.

A medieval fair II

65

• Techniques for creating depth in a composition.

Geometric shapes II

23

• Compositions using geometric shapes. 18 A pop art

composition 45

• Interpreting Campbell’s soups by Andy Warhol.

• Pop art and the use of stencil patterns. 28 Drawing a

masterpiece 67

• Interpreting Las Meninas by Diego Velázquez.

• Representation of space and depth in a painting.

9 Colourful friezes

25

• Using grids to organise graphic space.

• Artistic compositions using friezes. 19 A fast car

47

• Creating movement in a drawing.• Use of diffusing

techniques to create the effect of speed. 29 An ice cream

stall 69

• Drawing a picture combining the primary colours.

• Creation of new tones by superimposing colours.

10 A mosaic

27

• Studying a Roman mosaic.• Creation of a composition

using the mosaic technique. 20 A sculpture

with textures 49

• Interpreting Walking man I by Alberto Giacometti.

• Use of plasticine to imitate textures. 30 A famous

portrait 71

• Interpreting A young lady’s adventure by Paul Klee.

• Use of coloured tissue paper to interpret a painting.

THREE-DIMENSIONAL WORKSHEETS

TERM 1

31 Columbus Day: a totem pole

73

Colouring and constructing a totem pole.

32 World Television Day

75

Making a television set with two story strips.

33 A Christmas play

77

Assembling a Christmas theatre with moving characters.

TERM 2

34 Carnival: a float

79

Constructing a Carnival float.

35 Mother’s Day: a calendar

81

Assembling a calendar with moving parts.

36 Children’s Day: a dragon card

83

Making a greetings card with moving parts.

TERM 3

37 World Sports Day: a ball

85

Constructing a ball from a geometric net.

38 Friendship Day: a photo frame

87

Decorating and assembling a photo frame.

5

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Arts and Crafts has been organised to include themes related to the Primary Natural Science, Geography and History syllabus.

1. Food and nutritionWorksheet 1 Drawing a still life

Worksheet 2 A food poster

2. The familyWorksheet 3 Drawing people

Worksheet 4 A different kind of family

3. Vertebrate animalsWorksheet 5 Drawing on coloured backgrounds

Worksheet 6 Cave paintings

4. Invertebrate animalsWorksheet 7 Using lines to draw animals

Worksheet 8 Geometric shapes

5. NatureWorksheet 9 Colourful friezes

Worksheet 10 A mosaic

6. Where we liveWorksheet 11 A country landscape

Worksheet 12 A puzzle of a building

7. The environmentWorksheet 13 Colours on the beach

Worksheet 14 A landscape with temperas

8. WaterWorksheet 15 Reflections in water

Worksheet 16 Reflections: studying a masterpiece

9. Objects and machinesWorksheet 17 A black windmill

Worksheet 18 A pop art composition

10. EnergyWorksheet 19 A fast car

Worksheet 20 A sculpture with textures

11. EcosystemsWorksheet 21 A still life in black and white

Worksheet 22 A beach scene

12. PrehistoryWorksheet 23 A prehistoric man

Worksheet 24 Different views

13. Ancient historyWorksheet 25 An Egyptian comic strip

Worksheet 26 Drawing a vignette

14. Changes in timeWorksheet 27 A medieval fair

Worksheet 28 Drawing a masterpiece

15. People, culture and societyWorksheet 29 An ice cream stall

Worksheet 30 A famous portrait

ARTS AND CRAFTS WORKSHEETSSCIENCE TOPICS

6

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Term 11Unit Content objectives Language objectives

1 •• To•use•a•sketch•to•organise•elements•in•a•drawing•• To•draw•and•colour•a•still•life•• To•choose•materials•to•interpret•a•poster•by•Greg•Brown•

•• To•enumerate•the•elements•that•make•up••a•still•life

•• To•describe•a•poster•using•food•vocabulary••• To•listen•to•a•dictation•and•draw•Gary•the•ghost

2 •• To•draw•an•adult•and•a•child•using•outlines•• To•learn•about•proportion•in•drawing•the•human•figure

•• To•interpret•a•painting•with•disproportionate•figures•by•Fernando•Botero

•• To•describe•a•country•landscape•• To•talk•about•a•Romanesque•church•• To•describe•one’s•own•artwork•• To•listen•to•a•dictation•and•draw•a•lighthouse

3 •• To•explore•the•effect•of•different•background•colours•on•a•drawing

•• To•make•new•colours•by•mixing•colours••• To•study•and•copy•the•style•of•cave•paintings

•• To•talk•about•colours••• To•describe•a•drawing•of•animals••• To•answer•questions•about•cave•paintings•• To•listen•to•a•dictation•and•draw•a•Halloween•witch•

4 •• To•draw•animals•using•straight•and•curved•lines•• To•create•an•abstract•composition•using•geometric•shapes

•• To•identify•and•name•different•types•of•lines•• To•revise•geometric•shapes•• To•talk•about•realistic•and•abstract•art•• To•listen•to•a•dictation•and•draw•a•beehive

5 •• To•use•grids•to•organise•graphic•space•• To•make•patterns•using•geometric•shapes•• To•interpret•a•Roman•mosaic•using•collage

•• To•learn•about•the•materials•mosaics•can•be•made•of

•• To•talk•about•geometric•shapes•and•patterns•• To•listen•to•a•dictation•about•an•under•the•sea•scene•and•draw

Plan for term 1COLOUR

FORM

ORGANISATION OF GRAPHIC SPACE

3D

12

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Term 1

Unit Content objectives Language objectives

1 •• To•use•a•sketch•to•organise•elements•in•a•drawing•• To•draw•and•colour•a•still•life•• To•choose•materials•to•interpret•a•poster•by•Greg•Brown•

•• To•enumerate•the•elements•that•make•up••a•still•life

•• To•describe•a•poster•using•food•vocabulary••• To•listen•to•a•dictation•and•draw•Gary•the•ghost

2 •• To•draw•an•adult•and•a•child•using•outlines•• To•learn•about•proportion•in•drawing•the•human•figure

•• To•interpret•a•painting•with•disproportionate•figures•by•Fernando•Botero

•• To•describe•a•country•landscape•• To•talk•about•a•Romanesque•church•• To•describe•one’s•own•artwork•• To•listen•to•a•dictation•and•draw•a•lighthouse

3 •• To•explore•the•effect•of•different•background•colours•on•a•drawing

•• To•make•new•colours•by•mixing•colours••• To•study•and•copy•the•style•of•cave•paintings

•• To•talk•about•colours••• To•describe•a•drawing•of•animals••• To•answer•questions•about•cave•paintings•• To•listen•to•a•dictation•and•draw•a•Halloween•witch•

4 •• To•draw•animals•using•straight•and•curved•lines•• To•create•an•abstract•composition•using•geometric•shapes

•• To•identify•and•name•different•types•of•lines•• To•revise•geometric•shapes•• To•talk•about•realistic•and•abstract•art•• To•listen•to•a•dictation•and•draw•a•beehive

5 •• To•use•grids•to•organise•graphic•space•• To•make•patterns•using•geometric•shapes•• To•interpret•a•Roman•mosaic•using•collage

•• To•learn•about•the•materials•mosaics•can•be•made•of

•• To•talk•about•geometric•shapes•and•patterns•• To•listen•to•a•dictation•about•an•under•the•sea•scene•and•draw

Plan for term 1

The•unit•crafts•in•the•Teacher’s•Book•are•designed•to•further•promote•students’•creativity,•develop•their•organisational•skills•and•show•them•the•expressive•possibilities•of•different•materials•and•techniques.Term•1•focuses•on•cutting,•gluing,•decorating•and•modelling••a•variety•of•materials•to•make•familiar•objects.•The•unit•crafts•for•this•term•are•a•clay•puppet,•a•photo•frame•greeting•card,•an•owl•made•from•recycled•materials,•a•plasticine•basket•and•a•clay•mosaic.••

Proportion•in•the•human•figure

Columbus•Day:••a•totem•pole•

Artistic•expression•with•different•types•of•lines•

World•Television•Day:••a•television•story•strip••

Drawing•natural•shapes

A•Christmas•play:••a•model•theatre•

Crafts in the Teacher's Book

Use•of•sketches•for•drawing Use•of•grids

Arrangement•of•elements•in•a•drawing

Coloured•backgrounds Free•use•of•colours Use•of•wax•crayons•

COLOUR

FORM

ORGANISATION OF GRAPHIC SPACE

3D

13

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Unit Key competences

1 Competence in linguistic communication•• Making•up•and•acting•out•a•story•with•a•puppet•(TB•p.•19:•Crafts:•A•clay•puppet )

Processing information and digital competence•• Revising•the•use•of•basic•applications•and•drawing•tools•to•create•compositions•using•geometric•shapes••

(TB•p.•16:•Computer•drawing•program.•Imitating•Mondrian)

Cultural and artistic competence•• Using•preliminary•sketches•to•organise•the•elements•of•a•still•life•(SB•p.•7:•Drawing•a•still•life;•TB•p.•16:•Teaching•

suggestions)•• Use•different•materials•and•techniques•to•produce•posters•(SB•p.•8:•A•food•poster.•Audio•recording,•track•1.2)

2 Mathematical competence•• Transforming•a•flat•surface•into•a•3D•craft•(SB•p.•73:•Columbus•Day:•a•totem•pole)

Cultural and artistic competence•• Understanding•the•expressive•possibilities•of•disproportionate•features•in•depicting•human•figures•(TB•p.•21:•

Teaching•suggestions)

Competence in ‘learning to learn’•• Studying•Fernando•Botero’s•artistic•use•of•disproportion•in•order•to•interpret•his•painting•Family•

(SB•p.•13:•A•different•kind•of•family;•TB•p.•21:•Art•masterpieces)

3 Competence in linguistic communication•• Comparing•drawings•with•different•coloured•backgrounds•(SB•p.•15:•Drawing•on•coloured•backgrounds;•

TB•p.•24:•Teaching•suggestions)

Knowledge and interaction with the physical world•• Experimenting•with•colours•(SB•p.•15:•Drawing•on•coloured•backgrounds;•TB•p.•24:•Teaching•suggestions)•• Listening•to•and•answering•questions•about•the•characteristics•of•animals•in•order•to•draw•a•jungle•scene••

(SB•p.•15:•Drawing•on•coloured•backgrounds.•Audio•recording,•track•3.1)

Cultural and artistic competence•• Studying•and•copying•the•style•of•cave•paintings•to•learn•about•the•art•of•early•humans•(SB•p.•17:•Cave•paintings;•

TB•p.•25:•Teaching•suggestions)

4 Competence in linguistic communication•• Telling•stories•using•television•story•strips•(SB•p.•75:•World•Television•Day)

Mathematical competence•• Observing•symmetry•in•nature•(SB•p.•19:•Using•lines•to•draw•animals.•Audio•recording,•track•4.1)•• Learning•to•use•geometric•shapes•in•abstract•compositions•(SB•p.•21:•Geometric•shapes.•Audio•recording,•

track•4.2;•TB•p.•29:•Teaching•suggestions)

Autonomy and personal initiative•• Applying•new•art•techniques:•3D•pictures,•collage,•weaving•plasticine•(TB•p.•28:•Computer•drawing•program.•

Drawing•a•city•with•skyscrapers;•SB•p.•21:•Geometric•shapes;•TB•p.•31:•Crafts:•A•plasticine•basket )

5 Mathematical competence•• Repeating•patterns•and•using•grids•(SB•p.•25:•Colourful•friezes;•TB•p.•32:•Teaching•suggestions)

Cultural and artistic competence•• Learning•about•mosaics•(SB•p.•27:•A•mosaic:•Audio•recording,•track•5.2;•TB•p.•33:•Art•masterpieces)

Competence in 'learning to learn'•• Studying•the•techniques•of•mosaic•making•in•order•to•reproduce•mosaics•(SB•p.•27:•A•mosaic.•Audio•recording,•

track•5.2;•TB•p.•33:•Art•masterpieces)

Unit Contents Assessment criteria

1 •• Organising•the•elements•in•a•composition••• Drawing•and•colouring•a•still•life•• A•poster•by•Greg•Brown

•• Showing•interest•in•learning•about•poster•art•• Reflecting•on•the•importance•of•arranging•elements•in•a•composition

•• Use•a•sketch•to•organise•elements•in•a•drawing•• Draw•and•colour•a•still•life••• Choose•materials•to•interpret•a•poster•by•Greg•Brown•

2 •• Drawing•an•adult•and•a•child••• Proportion•within•a•composition•• A•painting•by•Fernando•Botero••• Use•of•disproportion•in•a•composition

•• Appreciating•the•artistic•use•of•disproportion••to•portray•the•human•body•in•art••

•• Recognising•the•importance•of•proportion••for•drawing•people

•• Draw•an•adult•and•a•child•using•outlines•• Apply•proportion•in•a•drawing•of•an•adult•and••a•child

•• Interpret•a•painting•by•Fernando•Botero•with•disproportionate•figures

3 •• Different•background•colours•• Making•new•colours••• A•cave•painting•from•Ekain•cave

•• Showing•interest•in•learning•how•early•humans•painted•cave•paintings

•• Copy•a•drawing•onto•a•blue•background•and•compare•two•drawings•with•different•background•colours

•• Create•new•colours•in•a•composition••• Create•a•drawing•in•the•style•of•cave•paintings••by•using•various•materials•

4 •• Adding•details•to•drawings•using•straight•and•curved•lines•

•• Creating•a•composition•with•geometric•shapes•• An•abstract•work•of•art•by•Wassily•Kandinsky

•• Showing•interest•in•learning•how•three-dimensional•effects•are•created•on•a•flat•surface

•• Appreciating•the•ability•of•abstract•art•to•provoke•reactions•and•emotions

•• Draw•animals•using•straight•and•curved•lines••• Create•an•abstract•composition•using•geometric•shapes

5 •• Using•grids•to•organise•graphic•space••• Designing•friezes•• A•Roman•mosaic

•• Showing•interest•in•learning•about•the•history••of•mosaics•

•• Complete•friezes•using•grids•• Create•friezes•using•patterns•with•geometric•shapes

•• Interpret•a•Roman•mosaic•using•collage

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Unit Key competences

1 Competence in linguistic communication•• Making•up•and•acting•out•a•story•with•a•puppet•(TB•p.•19:•Crafts:•A•clay•puppet )

Processing information and digital competence•• Revising•the•use•of•basic•applications•and•drawing•tools•to•create•compositions•using•geometric•shapes••

(TB•p.•16:•Computer•drawing•program.•Imitating•Mondrian)

Cultural and artistic competence•• Using•preliminary•sketches•to•organise•the•elements•of•a•still•life•(SB•p.•7:•Drawing•a•still•life;•TB•p.•16:•Teaching•

suggestions)•• Use•different•materials•and•techniques•to•produce•posters•(SB•p.•8:•A•food•poster.•Audio•recording,•track•1.2)

2 Mathematical competence•• Transforming•a•flat•surface•into•a•3D•craft•(SB•p.•73:•Columbus•Day:•a•totem•pole)

Cultural and artistic competence•• Understanding•the•expressive•possibilities•of•disproportionate•features•in•depicting•human•figures•(TB•p.•21:•

Teaching•suggestions)

Competence in ‘learning to learn’•• Studying•Fernando•Botero’s•artistic•use•of•disproportion•in•order•to•interpret•his•painting•Family•

(SB•p.•13:•A•different•kind•of•family;•TB•p.•21:•Art•masterpieces)

3 Competence in linguistic communication•• Comparing•drawings•with•different•coloured•backgrounds•(SB•p.•15:•Drawing•on•coloured•backgrounds;•

TB•p.•24:•Teaching•suggestions)

Knowledge and interaction with the physical world•• Experimenting•with•colours•(SB•p.•15:•Drawing•on•coloured•backgrounds;•TB•p.•24:•Teaching•suggestions)•• Listening•to•and•answering•questions•about•the•characteristics•of•animals•in•order•to•draw•a•jungle•scene••

(SB•p.•15:•Drawing•on•coloured•backgrounds.•Audio•recording,•track•3.1)

Cultural and artistic competence•• Studying•and•copying•the•style•of•cave•paintings•to•learn•about•the•art•of•early•humans•(SB•p.•17:•Cave•paintings;•

TB•p.•25:•Teaching•suggestions)

4 Competence in linguistic communication•• Telling•stories•using•television•story•strips•(SB•p.•75:•World•Television•Day)

Mathematical competence•• Observing•symmetry•in•nature•(SB•p.•19:•Using•lines•to•draw•animals.•Audio•recording,•track•4.1)•• Learning•to•use•geometric•shapes•in•abstract•compositions•(SB•p.•21:•Geometric•shapes.•Audio•recording,•

track•4.2;•TB•p.•29:•Teaching•suggestions)

Autonomy and personal initiative•• Applying•new•art•techniques:•3D•pictures,•collage,•weaving•plasticine•(TB•p.•28:•Computer•drawing•program.•

Drawing•a•city•with•skyscrapers;•SB•p.•21:•Geometric•shapes;•TB•p.•31:•Crafts:•A•plasticine•basket )

5 Mathematical competence•• Repeating•patterns•and•using•grids•(SB•p.•25:•Colourful•friezes;•TB•p.•32:•Teaching•suggestions)

Cultural and artistic competence•• Learning•about•mosaics•(SB•p.•27:•A•mosaic:•Audio•recording,•track•5.2;•TB•p.•33:•Art•masterpieces)

Competence in 'learning to learn'•• Studying•the•techniques•of•mosaic•making•in•order•to•reproduce•mosaics•(SB•p.•27:•A•mosaic.•Audio•recording,•

track•5.2;•TB•p.•33:•Art•masterpieces)

Unit Contents Assessment criteria

1 •• Organising•the•elements•in•a•composition••• Drawing•and•colouring•a•still•life•• A•poster•by•Greg•Brown

•• Showing•interest•in•learning•about•poster•art•• Reflecting•on•the•importance•of•arranging•elements•in•a•composition

•• Use•a•sketch•to•organise•elements•in•a•drawing•• Draw•and•colour•a•still•life••• Choose•materials•to•interpret•a•poster•by•Greg•Brown•

2 •• Drawing•an•adult•and•a•child••• Proportion•within•a•composition•• A•painting•by•Fernando•Botero••• Use•of•disproportion•in•a•composition

•• Appreciating•the•artistic•use•of•disproportion••to•portray•the•human•body•in•art••

•• Recognising•the•importance•of•proportion••for•drawing•people

•• Draw•an•adult•and•a•child•using•outlines•• Apply•proportion•in•a•drawing•of•an•adult•and••a•child

•• Interpret•a•painting•by•Fernando•Botero•with•disproportionate•figures

3 •• Different•background•colours•• Making•new•colours••• A•cave•painting•from•Ekain•cave

•• Showing•interest•in•learning•how•early•humans•painted•cave•paintings

•• Copy•a•drawing•onto•a•blue•background•and•compare•two•drawings•with•different•background•colours

•• Create•new•colours•in•a•composition••• Create•a•drawing•in•the•style•of•cave•paintings••by•using•various•materials•

4 •• Adding•details•to•drawings•using•straight•and•curved•lines•

•• Creating•a•composition•with•geometric•shapes•• An•abstract•work•of•art•by•Wassily•Kandinsky

•• Showing•interest•in•learning•how•three-dimensional•effects•are•created•on•a•flat•surface

•• Appreciating•the•ability•of•abstract•art•to•provoke•reactions•and•emotions

•• Draw•animals•using•straight•and•curved•lines••• Create•an•abstract•composition•using•geometric•shapes

5 •• Using•grids•to•organise•graphic•space••• Designing•friezes•• A•Roman•mosaic

•• Showing•interest•in•learning•about•the•history••of•mosaics•

•• Complete•friezes•using•grids•• Create•friezes•using•patterns•with•geometric•shapes

•• Interpret•a•Roman•mosaic•using•collage

15

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Objectives•   To draw a still life 

•   To use a sketch as a first step  in drawing

•   To learn about organising  the elements in a composition

Materials•   Graphite pencil

•   Coloured pencils

•   Rubber

Teaching suggestionsSs listen to track 1.1 and answer. Explain that a still life is a representation of inanimate objects. 

Remind Ss of the importance of making a quick pencil sketch before they start drawing with more detail.

Draw their attention to the sketch in the Student's Book and say: A sketch helps us to organise the elements of our composition better.

Then, Ss complete the sketch and drawing, using colours of their choice and adding a few more details. 

Afterwards, volunteers show their work to the class.

Anticipating difficultiesRemind Ss to use light pencil strokes when sketching, so the lines are not visible in the finished drawing. 

UNIT 1

7seven

Drawing a still life1

Draw and colour a still life.

A still life is the representation of inanimate objects, for example, foods, musical instruments, flowers, etc. Before you draw a still life, make a sketch to organise the elements within your composition. Finally, add the details and colour.

412034 _ 0007-0028.indd 7 16/03/12 14:23

LEARNING TO LEARN

Ss learn to use a sketch to organise the elements of their compositions. 

16

9nine

A food poster2

Look at the poster by Greg Brown, then look at the illustration. Draw a poster using some of these objects. Choose your own materials. Finally, add any more details you like and write a title.

412034 _ 0007-0028.indd 9 16/03/12 14:23

Digital resources

COMPUTER DRAWING PROGRAM

Imitating MondrianThis first activity is a revision of the basic applications seen in the previous course, such as creating shapes and colouring them in.

Mondrian developed a distinctive style influenced by the Cubist movement in art early in the 1900s. In his paintings he used a grid of black lines on a white background. He filled it in with geometric shapes, such as squares and rectangles, painted with primary colours (red, blue and yellow).

By doing this activity, Ss will be able to interpret Mondrian’s artwork and then create their own version.

ART MASTERPIECES

Posters are sheets of paper, cardboard or any other printable material which combine text and images. Posters are usually displayed in public places to draw consumers' attention. They are used to advertise films, political or sales campaigns and cultural events, such as concerts and art exhibitions. Posters are informative as well as decorative. Very big posters are called billboards.

Alfons María Mucha and Henri de Toulouse-Lautrec were artists famous for their poster artwork. Mucha (1860-1939) was a Czech painter and decorative artist, well-known for his unique Art Nouveau style, as seen in the poster on the right. Lautrec (1864-1901) was a French  Post-Impressionist painter and Art Nouveau illustrator. He is also famous for his bohemian posters painted for the Moulin Rouge.

Greg Brown is a 20th century artist. Club Veg is one of a series of posters he painted of funny vegetable characters in different situations.  In this one, they are on holiday!

412045 _ 0016-0035.indd 16 05/10/12 13:13

7seven

Drawing a still life1

Draw and colour a still life.

A still life is the representation of inanimate objects, for example, foods, musical instruments, flowers, etc. Before you draw a still life, make a sketch to organise the elements within your composition. Finally, add the details and colour.

412034 _ 0007-0028.indd 7 16/03/12 14:23

UNIT 1

9nine

A food poster2

Look at the poster by Greg Brown, then look at the illustration. Draw a poster using some of these objects. Choose your own materials. Finally, add any more details you like and write a title.

412034 _ 0007-0028.indd 9 16/03/12 14:23

Objectives•   To study a poster closely

•   To freely choose materials  to interpret a work of art

•   To draw a poster applying different techniques

Materials•   Graphite pencil

•   Coloured pencils

•   Felt-tip pens

•   Wax crayons

•   Tempera paints

•   Paintbrushes

•   Rubber

Teaching suggestionsSs listen to track 1.2 and answer.

Explain: Greg Brown’s still life is original because it gives life to inanimate objects. This makes the poster fun to observe.

Ask Ss to draw their own version  of Brown’s poster, choosing some of Brown’s objects, as well as adding their own details.

After completing the activity, Ss take turns to show their posters to the class, describing their compositions  in their own words.

Anticipating difficultiesTo boost their confidence and creativity, suggest Ss practise sketching fun vegetables and fruits  on scrap paper first.

Digital resources

17

COMPUTER DRAWING PROGRAM

Imitating MondrianThis first activity is a revision of the basic applications seen in the previous course, such as creating shapes and colouring them in.

Mondrian developed a distinctive style influenced by the Cubist movement in art early in the 1900s. In his paintings he used a grid of black lines on a white background. He filled it in with geometric shapes, such as squares and rectangles, painted with primary colours (red, blue and yellow).

By doing this activity, Ss will be able to interpret Mondrian’s artwork and then create their own version.

AUTONOMY AND PERSONAL INITIATIVE

This activity promotes creativity by allowing Ss to draw their own version of a famous work of art.

ART MASTERPIECES

Posters are sheets of paper, cardboard or any other printable material which combine text and images. Posters are usually displayed in public places to draw consumers' attention. They are used to advertise films, political or sales campaigns and cultural events, such as concerts and art exhibitions. Posters are informative as well as decorative. Very big posters are called billboards.

Alfons María Mucha and Henri de Toulouse-Lautrec were artists famous for their poster artwork. Mucha (1860-1939) was a Czech painter and decorative artist, well-known for his unique Art Nouveau style, as seen in the poster on the right. Lautrec (1864-1901) was a French  Post-Impressionist painter and Art Nouveau illustrator. He is also famous for his bohemian posters painted for the Moulin Rouge.

Greg Brown is a 20th century artist. Club Veg is one of a series of posters he painted of funny vegetable characters in different situations.  In this one, they are on holiday!

The Lady of the Camellias by Alfons María Mucha

Greg Brown is a 20th century artist. Club Veg is one of a series of posters he painted of funny vegetable characters in different situations. In this one, they are on holiday!

412045 _ 0016-0035.indd 17 05/10/12 13:13

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

•   Wax crayons

•   Rubber

Teaching suggestionsBefore Ss listen to the music, explain that the music may sound familiar. It has been used in TV series and played by several artists.

Afterwards, ask: Have you heard this music before? Do you know any popular dances from your country  or town?

DRAWING DICTATION

DRAWING ThE MUSIC

Czardas by Vittorio MontiTrack 1.4

Before listening to the music, talk about the composer.

Vittorio Monti (1868-1922) was an Italian composer, violinist and conductor. 

Explain that Czardas, composed in 1904, is Monti's most famous composition and is based on the traditional Hungarian folk dance of the same name. Czarda is an old Hungarian term which means tavern. This musical arrangement is composed in two movements; the first part is slow and the second one is fast. It was initially written for violin, mandolin and piano, but nowadays it is played on more instruments, such as saxophone and guitar.

Ss listen closely to the music and draw the scene it inspires.

The hungry ghostTrack 1.3

Listen to the story about Gary the ghost.

Gary is a ghost who lives alone in a big, empty house.

He is always hungry!

One day a family comes to live in the house.

There is a grandmother, a mother and two children.

Now, there is always food to eat. There is cheese, milk, bread and fruit.

Gary isn’t hungry anymore!

Now, draw Gary the ghost with his new family.

UNIT 1

18

Objectives•   To make a puppet from clay

•   To organise the steps needed to make a craft

•   To foster imagination and creativity

CRAFTS

A clay puppet

CREATIVITYObjectives•   To develop creativity 

•   To listen closely to a dictation

•   To draw freely 

Materials•   Graphite pencil

•   Coloured pencils 

•   Wax crayons

•   Rubber

Teaching suggestionsAsk Ss: Do you like ghost stories? Do you know any? Etc.

Play track 1.3. Play the recording again, pausing to ask questions to check comprehension: Where does Gary live? Etc. Then, Ss draw the scene.

Afterwards, ask: What food is there in your kitchen? Do you lay the table? Do you help clean up after meals?

Evaluate creativity and appropriateness to the theme. 

412045 _ 0016-0035.indd 18 05/10/12 13:13

The hungry ghostTrack 1.3

Listen to the story about Gary the ghost.

Gary is a ghost who lives alone in a big, empty house.

He is always hungry!

One day a family comes to live in the house.

There is a grandmother, a mother and two children.

Now, there is always food to eat. There is cheese, milk, bread and fruit.

Gary isn’t hungry anymore!

Now, draw Gary the ghost with his new family.

UNIT 1

Materials•   White modelling clay

•   Modelling tools

•   Drinking straws

•   Thin string

•   Tempera paints

•   Paintbrushes

•   Wooden sticks or skewers

Objectives•   To make a puppet from clay

•   To organise the steps needed to make a craft

•   To foster imagination and creativity

CRAFTS

A clay puppet

19

Teaching suggestions•   Ss cover their tables with plastic or paper and prepare 

the materials they need. 

•   They draw a rough sketch of their puppet, so they know how many pieces they will need to make.

•   Next, Ss mould small pieces of clay to form the arms, legs, head and body of the puppet.

•   Before the clay dries, Ss use the wooden skewers to make holes in each moulded piece, big enough to push pieces of drinking straw through. These drinking straw pieces will hold the string that enables the puppet to move.

•   Ss paint their puppet using tempera paints and leave it to dry. 

•   Then, they put the puppet pieces together by threading the string through the holes. 

•   Finally, Ss cross two wooden sticks and tie them in the middle with some string. To each end of the sticks, they tie the puppet’s head, hands and feet. 

Ask Ss to form small groups and make up a story using their puppets. Volunteers can act out their story in front of the class.

Anticipating difficultiesSome Ss may need help threading and correctly assembling the puppet pieces. Also, remind them to smooth out any cracks in the clay before allowing their puppet pieces to dry.

Afterwards, ask: What traditional toys and games do you have at home? What other toys do you play with? Do you share them?

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