Teacher’s BookArts & Crafts 3 PRIMARY

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TWO-DIMENSIONAL WORKSHEETS

TERM 1 TERM 2 TERM 3

1 A colourful wizard

7

• Drawing the human body.• Warm and cold colours.

11 A mountain landscape

29

• Drawing a mountain landscape.

• Representation of depth in a drawing. 21 Painting

by numbers51

• Painting a drawing using a colour code.

• Different tones of colours.

2 A colourful sculpture

9

• Interpreting Le bel costumé by Jean Dubuffet.

• Primary colours in a composition. 12 The Solar

System I31

• Observing a scientific drawing of the Solar System. 22 A landscape

by Gauguin53

• Interpreting Tahitian landscape by Paul Gauguin.

• Experimenting with colours to create a landscape.

3 Still life with food

11

• Drawing a still life with food.• Vertical and horizontal

compositions. The Solar System II

33

• Scientific and artistic drawings using the collage technique.

23One landscape, three versions

55

• Drawing the same landscape using blocks of colours, dots and lines.

• Techniques with colour.

4 Drawing a still life

13

• Interpreting Still life with apples and a pot of primroses by Paul Cézanne.

• Vertical and horizontal compositions.

13 The bottom of the sea

35

• Creating a picture of the bottom of the sea using stamping techniques and stencils.

• Techniques using tempera paints.

24 Drawing with dots

57

• Interpreting A Sunday afternoon on the island of La Grande Jatte by Georges Seurat.

• The use of pointillism.

5 Different expressions I

15

• Observing facial features and expressions.

14 Strasbourg Cathedral

37

• Observing the rose window at Strasbourg Cathedral.

• Interpretation of a work of art using geometric shapes.

25 A tractor

59

• Drawing the front and the side view of an object.

• Perspective from different angles.

Different expressions II

17

• Depicting emotions through facial expressions.

15 A landscape with balloons

39

• Creating depth within a landscape.

• Varying the size of objects to create perspective. 26 A different

clown61

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

• Perspective from different angles.

6 A very famous portrait

19

• Interpreting Mona Lisa by Leonardo da Vinci.

• A personal interpretation of a portrait. 16 Concert

in an egg41

• Interpreting The concert in the egg by Hieronymus Bosch.

• Personal interpretation of a painting. 27 The fantastic

machine I63

• Combining various items to create a fantastic machine.

7 Drawing animals

21

• Drawing animals.• Different pencil strokes to create

visual textures. 17 Light and shade

43

• Completing a drawing applying light and shade.

• The effects of light and shade. The fantastic machine II

65

• Organisation of graphic space.

8Animal characters in films 23

• Observing a film frame from Rio.

• Different pencil strokes to create visual textures. 18 A castle

and a village45

• Interpreting The castle at La Roche-Guyon by Georges Braque.

• Use of different pencil strokes. 28 A mural

67

• Observing Man and machine by Diego Rivera.

• A personal interpretation of a mural.

9 Drawing plants

25

• Drawing plants.• Lighter and darker shades

to create volume. 19 A symmetrical vase

47

• Drawing a symmetrical object.• Use of shading techniques

to give volume. 29 A girl running

69

• Drawing a figure in motion. • The study of movement and

immobility.

10 A tropical jungle

27

• Interpreting Horse attacked by a jaguar by Henri Rousseau.

• Interpretation of a painting using various techniques. 20 A symmetrical

design49

• Interpreting Swans, rush and iris by Walter Crane.

• Drawing a symmetrical figure around an axis of symmetry. 30 A sculpture

in motion71

• Observing Replica of the Discobolus by Myron.

• Use of outlines to interpret motion in a sculpture.

Student's Book contents

4

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TWO-DIMENSIONAL WORKSHEETS

TERM 1 TERM 2 TERM 3

1 A colourful wizard

7

• Drawing the human body.• Warm and cold colours.

11 A mountain landscape

29

• Drawing a mountain landscape.

• Representation of depth in a drawing. 21 Painting

by numbers51

• Painting a drawing using a colour code.

• Different tones of colours.

2 A colourful sculpture

9

• Interpreting Le bel costumé by Jean Dubuffet.

• Primary colours in a composition. 12 The Solar

System I31

• Observing a scientific drawing of the Solar System. 22 A landscape

by Gauguin53

• Interpreting Tahitian landscape by Paul Gauguin.

• Experimenting with colours to create a landscape.

3 Still life with food

11

• Drawing a still life with food.• Vertical and horizontal

compositions. The Solar System II

33

• Scientific and artistic drawings using the collage technique.

23One landscape, three versions

55

• Drawing the same landscape using blocks of colours, dots and lines.

• Techniques with colour.

4 Drawing a still life

13

• Interpreting Still life with apples and a pot of primroses by Paul Cézanne.

• Vertical and horizontal compositions.

13 The bottom of the sea

35

• Creating a picture of the bottom of the sea using stamping techniques and stencils.

• Techniques using tempera paints.

24 Drawing with dots

57

• Interpreting A Sunday afternoon on the island of La Grande Jatte by Georges Seurat.

• The use of pointillism.

5 Different expressions I

15

• Observing facial features and expressions.

14 Strasbourg Cathedral

37

• Observing the rose window at Strasbourg Cathedral.

• Interpretation of a work of art using geometric shapes.

25 A tractor

59

• Drawing the front and the side view of an object.

• Perspective from different angles.

Different expressions II

17

• Depicting emotions through facial expressions.

15 A landscape with balloons

39

• Creating depth within a landscape.

• Varying the size of objects to create perspective. 26 A different

clown61

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

• Perspective from different angles.

6 A very famous portrait

19

• Interpreting Mona Lisa by Leonardo da Vinci.

• A personal interpretation of a portrait. 16 Concert

in an egg41

• Interpreting The concert in the egg by Hieronymus Bosch.

• Personal interpretation of a painting. 27 The fantastic

machine I63

• Combining various items to create a fantastic machine.

7 Drawing animals

21

• Drawing animals.• Different pencil strokes to create

visual textures. 17 Light and shade

43

• Completing a drawing applying light and shade.

• The effects of light and shade. The fantastic machine II

65

• Organisation of graphic space.

8Animal characters in films 23

• Observing a film frame from Rio.

• Different pencil strokes to create visual textures. 18 A castle

and a village45

• Interpreting The castle at La Roche-Guyon by Georges Braque.

• Use of different pencil strokes. 28 A mural

67

• Observing Man and machine by Diego Rivera.

• A personal interpretation of a mural.

9 Drawing plants

25

• Drawing plants.• Lighter and darker shades

to create volume. 19 A symmetrical vase

47

• Drawing a symmetrical object.• Use of shading techniques

to give volume. 29 A girl running

69

• Drawing a figure in motion. • The study of movement and

immobility.

10 A tropical jungle

27

• Interpreting Horse attacked by a jaguar by Henri Rousseau.

• Interpretation of a painting using various techniques. 20 A symmetrical

design49

• Interpreting Swans, rush and iris by Walter Crane.

• Drawing a symmetrical figure around an axis of symmetry. 30 A sculpture

in motion71

• Observing Replica of the Discobolus by Myron.

• Use of outlines to interpret motion in a sculpture.

THREE-DIMENSIONAL WORKSHEETS

TERM 1

31 A pencil holder

73

Colouring and constructing a pencil holder.

32Halloween: a house of horror

75

Making a house of horror with Halloween characters.

33 A Christmas tree

77&78

Assembling and decorating a Christmas tree.

TERM 2

34 Carnival: a fancy dress mobile

79

Colouring and assembling a fancy dress mobile.

35Father's Day: an abstract sculpture

81

Colouring and constructing an abstract sculpture.

36 World Water Day

83

Colouring and assembling a craft with moving parts.

TERM 3

37 Mother's Day: a jewellery box

85

Decorating and assembling a jewellery box.

38 Africa Day

87

Making an African scene.

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

1. Our bodyWorksheet 1 A colourful wizard

Worksheet 2 A colourful sculpture

2. NutritionWorksheet 3 Still life with food

Worksheet 4 Drawing a still life

3. The sensesWorksheet 5 Different expressions

Worksheet 6 A very famous portrait

4. AnimalsWorksheet 7 Drawing animals

Worksheet 8 Animal characters in films

5. PlantsWorksheet 9 Drawing plants

Worksheet 10 A tropical jungle

6. The Earth and the UniverseWorksheet 11 A mountain landscape

Worksheet 12 The Solar System

7. Water and landscapesWorksheet 13 The bottom of the sea

Worksheet 14 Strasbourg Cathedral

8. Air and waterWorksheet 15 A landscape with balloons

Worksheet 16 Concert in an egg

9. Where we liveWorksheet 17 Light and shade

Worksheet 18 A castle and a village

10. MaterialsWorksheet 19 A symmetrical vase

Worksheet 20 A symmetrical design

11. The environmentWorksheet 21 Painting by numbers

Worksheet 22 A landscape by Gauguin

12. LandscapesWorksheet 23 One landscape, three versions

Worksheet 24 Drawing with dots

13. JobsWorksheet 25 A tractor

Worksheet 26 A different clown

14. Work and machinesWorksheet 27 The fantastic machine

Worksheet 28 A mural

15. People, culture and historyWorksheet 29 A girl running

Worksheet 30 A sculpture in motion

ARTS AND CRAFTS WORKSHEETSSCIENCE TOPICS

6

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Term 11Unit Content objectives Language objectives

1 •• To•use•an•outline•to•draw•a•figure••• To•differentiate•between•warm•and•cold•colours•• To•distinguish•between•primary•colours•and•secondary•colours

•• To•describe•feelings•using•the•appropriate•adjectives

•• To•follow•oral•and•written•instructions•• To•listen•to•a•dictation•and•draw•a•sports•day•scene

2 •• To•compare•horizontal•and•vertical•compositions•• To•learn•how•to•arrange•objects•in•a•drawing••• To•interpret•a•still•life•by•Paul•Cézanne

•• To•describe•the•position•of•objects•using•prepositions•of•place•

•• To•describe•pictures•using•food•vocabulary•• To•listen•to•a•dictation•and•draw•a•picnic•scene

3 •• To•observe•how•facial•features•change•to•express•different•emotions•

•• To•combine•facial•features•to•create•different•expressions

•• To•interpret•Mona•Lisa•using•the•collage•technique

•• To•revise•the•parts•of•the•face•• To•describe•emotions•with•the•appropriate•adjectives•

•• To•follow•instructions•in•order•to•produce•different•facial•expressions

•• To•listen•to•a•dictation•about•a•drive•in•the•country•and•draw

4 •• To•use•outlines•to•draw•animals••• To•use•different•shading•techniques•to•draw••a•parrot•and•a•seahorse•with•different•textures•

•• To•study•a•cartoon•film•frame••• To•imitate•the•textures•of•the•body•covering••of•different•animals•

•• To•talk•about•different•types•of•animals•• To•revise•the•vocabulary•related•to•textures•• To•describe•the•body•covering•of•different•animals•• To•listen•to•a•dictation•and•draw•a•Halloween•monster

5 •• To•create•volume•in•a•drawing•of•plants•using•shading•techniques•with•pencils•and•wax•crayons

•• To•interpret•a•jungle•scene•by•Henri•Rousseau•using•shading•and•collage•techniques

•• To•describe•the•shape,•colour•and•texture•of•plants

•• To•ask•and•answer•questions•about•a•landscape•• To•describe•jungle•animals•• To•listen•to•a•dictation•and•draw•a•scene•in•the•park

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•an•outline•to•draw•a•figure••• To•differentiate•between•warm•and•cold•colours•• To•distinguish•between•primary•colours•and•secondary•colours

•• To•describe•feelings•using•the•appropriate•adjectives

•• To•follow•oral•and•written•instructions•• To•listen•to•a•dictation•and•draw•a•sports•day•scene

2 •• To•compare•horizontal•and•vertical•compositions•• To•learn•how•to•arrange•objects•in•a•drawing••• To•interpret•a•still•life•by•Paul•Cézanne

•• To•describe•the•position•of•objects•using•prepositions•of•place•

•• To•describe•pictures•using•food•vocabulary•• To•listen•to•a•dictation•and•draw•a•picnic•scene

3 •• To•observe•how•facial•features•change•to•express•different•emotions•

•• To•combine•facial•features•to•create•different•expressions

•• To•interpret•Mona•Lisa•using•the•collage•technique

•• To•revise•the•parts•of•the•face•• To•describe•emotions•with•the•appropriate•adjectives•

•• To•follow•instructions•in•order•to•produce•different•facial•expressions

•• To•listen•to•a•dictation•about•a•drive•in•the•country•and•draw

4 •• To•use•outlines•to•draw•animals••• To•use•different•shading•techniques•to•draw••a•parrot•and•a•seahorse•with•different•textures•

•• To•study•a•cartoon•film•frame••• To•imitate•the•textures•of•the•body•covering••of•different•animals•

•• To•talk•about•different•types•of•animals•• To•revise•the•vocabulary•related•to•textures•• To•describe•the•body•covering•of•different•animals•• To•listen•to•a•dictation•and•draw•a•Halloween•monster

5 •• To•create•volume•in•a•drawing•of•plants•using•shading•techniques•with•pencils•and•wax•crayons

•• To•interpret•a•jungle•scene•by•Henri•Rousseau•using•shading•and•collage•techniques

•• To•describe•the•shape,•colour•and•texture•of•plants

•• To•ask•and•answer•questions•about•a•landscape•• To•describe•jungle•animals•• To•listen•to•a•dictation•and•draw•a•scene•in•the•park

Plan for term 1

The•unit•crafts•in•the•Teacher’s•Book•are•designed•to•promote•students’•creativity,•develop•their•organisational•skills•and•show•them•the•expressive•possibilities•of•different•materials•and•techniques.Term•1•focuses•on•cutting,•gluing•and•decorating•a•variety•of•materials•to•make•familiar•objects.•The•unit•crafts•for•this•term•are•a•doll•made•from•recycled•materials,•a•plasticine•witch,•a•clay•clock,•wool•butterflies•and•different-shaped•greeting•cards.•

Types•of•pencil•strokes

A•pencil•holder

Use•of•outlines••for•drawing

Halloween:•a•house••of•horror

Creation••of•visual•textures

A•Christmas•tree

Crafts in the Teacher's Book

Arrangement•of•elements•in•a•drawing Making•rough•sketches

Horizontal•and•vertical•compositions

Colour•range Warm•and•cold•coloursThe•primary•and•

secondary•colours

COLOUR

FORM

ORGANISATION OF GRAPHIC SPACE

3D

13

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Unit Key competences

1 Competence in linguistic communication•• Understanding•and•following•instructions•(TB•p.•19:•A•doll•made•from•recycled•materials)•• Drawing•a•scene•based•on•a•dictation•(TB•p.•18:•Drawing•dictation.•Sports•day.•Audio•recording,•track•1.3)

Processing information and digital competence•• Learning•how•to•use•a•drawing•program•interface•(TB•p.•16:•Computer•drawing•program.•Designing•some•

pretty•clothes)

Cultural and artistic competence•• Learning•how•to•draw•and•colour•an•artistic•version•of•the•human•body•(SB•p.•7:•A•colourful•wizard)•• Analysing•Dubuffet’s•use•of•colour•in•his•sculpture•Le•bel•costumé•(SB•p.•9:•A•colourful•sculpture)

2 Competence in linguistic communication•• Pronouncing•the•names•of•artistic•styles•correctly•(SB•p.•13:•Drawing•a•still•life;•TB•p.•21:•Art•masterpieces)

Mathematical competence•• Learning•how•to•calculate•size•and•space•in•still•life•compositions•(SB•p.•11:•Still•life•with•food)•• Calculating•the•quantity•of•material•needed•for•a•project•(TB•p.•23:•A•plasticine•witch)

Social competence and citizenship•• Recognising•the•importance•of•cleaning•up•picnic•sites•(TB•p.•22:•Drawing•dictation.•My•perfect•picnic.•Audio•

recording,•track•2.3)

3 Competence in linguistic communication•• Describing•different•facial•expressions•(SB•p.15•and•16:•Different•expressions•I•and•II.•Audio•recording,•track•3.1)

Cultural and artistic competence•• Studying•masterpieces•to•learn•about•composition•techniques•(TB•p.•25:•Art•masterpieces.•Audio•recording,•

track•3.2)•

Autonomy and personal initiative•• Applying•the•new•art•techniques•practised•in•the•unit:•collage,•clay•modelling,•3D•model•making•(SB•p.•19:•

A•very•famous•portrait;•TB•p.•27:•A•clay•clock;•SB•p.•75:•Halloween:•a•house•of•horror )•

4 Knowledge and interaction with the physical word•• Expressing•artistically•the•texture•of•different•animal•body•coverings•(SB•p.•21:•Drawing•animals.•Audio•

recording,•track•4.1)•• Observing•the•movements•and•physical•features•of•animals•in•order•to•draw•them•correctly•(SB•p.•22:•Animal•

characters•in•films.•Audio•recording,•track•4.2)

Processing information and digital competence•• Developing•a•sense•of•visual•space•(TB•p.•28:•Computer•drawing•program.•Making•a•castle)•• Learning•about•animation•techniques•(SB•p.•22:•Animal•characters•in•films;•TB•p.•29:•Art•masterpieces)

Cultural and artistic competence•• Learning•how•to•vary•pencil•strokes•in•order•to•produce•a•variety•of•textures•(SB•p.•21:•Drawing•animals;•

TB•p.•28:•Teaching•suggestions)

5 Knowledge and interaction with the physical world•• Observing•the•elements•in•a•jungle•scene•in•order•to•reproduce•them•(SB•p.•26:•A•tropical•jungle.•Audio•

recording,•track•5.2)

Social competence and citizenship•• Drawing•attention•to•a•beautiful•and•endangered•ecosystem•(SB•p.•26:•A•tropical•jungle)

Competence in 'learning to learn'•• Studying•the•techniques•used•by•great•artists•(SB•p.•26:•A•tropical•jungle;•TB•p.•33:•Art•masterpieces)

Unit Contents Assessment criteria

1 •• A•drawing•of•a•wizard••• Warm•and•cold•colours•• A•sculpture•by•Jean•Dubuffet•• Primary•and•secondary•colours

•• Appreciating•the•importance•of•colour•in•art•• Expressing•interest•in•observing•a•work•of•art•

•• Use•an•outline•to•draw•a•figure•• Colour•a•figure•using•warm•colours•• Use•secondary•colours•to•interpret•a•sculpture•

2 •• A•still•life•drawing•of•food•• Horizontal•and•vertical•compositions•• Arranging•objects•in•a•drawing•• A•still•life•by•Paul•Cézanne

•• Reflecting•on•the•importance•of•choosing•the•right•format•for•a•drawing•in•order•to•arrange•the•elements•artistically

•• Distinguish•between•horizontal•and•vertical•compositions

•• Arrange•objects•in•a•still•life•drawing•according••to•the•format

•• Choose•a•format•and•interpret•a•still•life•by•Paul•Cézanne

3 •• Facial•features••• Creating•facial•expressions•• Leonardo•da•Vinci’s•portrait•of•Mona•Lisa

•• Understanding•that•facial•features•change•depending•on•the•emotions•expressed

•• Appreciating•how•masterpieces•can•inspire•creativity

•• Recognise•emotions•expressed•through•facial•features

•• Create•facial•expressions•showing•different•emotions

•• Interpret•Mona•Lisa•using•the•collage•technique

4 •• Drawing•animals••• Creating•different•textures•using•shading•techniques•

•• A•film•frame•from•the•animated•film•Rio•

•• Appreciating•the•creative•effect•of•different•pencil•strokes•and•shading•techniques

•• Recognising•that•different•animal•body•coverings•have•different•textures

•• Draw•animals•using•outlines•as•a•guide•• Draw•a•parrot•and•a•seahorse•with•different•textures•

•• Describe•an•animated•film•frame••• Imitate•the•textures•of•the•body•coverings•of•different•animals•in•a•drawing

5 •• Drawing•plants••• Creating•volume••• A•jungle•scene•by•Henri•Rousseau

•• Understanding•the•importance•of•developing•technical•skills•in•order•to•produce•creative•work•

•• Draw•plants,•creating•volume•with•different•shading•techniques•

•• Interpret•a•jungle•scene•by•Henri•Rousseau•using•shading•and•collage•techniques

14

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Unit Key competences

1 Competence in linguistic communication•• Understanding•and•following•instructions•(TB•p.•19:•A•doll•made•from•recycled•materials)•• Drawing•a•scene•based•on•a•dictation•(TB•p.•18:•Drawing•dictation.•Sports•day.•Audio•recording,•track•1.3)

Processing information and digital competence•• Learning•how•to•use•a•drawing•program•interface•(TB•p.•16:•Computer•drawing•program.•Designing•some•

pretty•clothes)

Cultural and artistic competence•• Learning•how•to•draw•and•colour•an•artistic•version•of•the•human•body•(SB•p.•7:•A•colourful•wizard)•• Analysing•Dubuffet’s•use•of•colour•in•his•sculpture•Le•bel•costumé•(SB•p.•9:•A•colourful•sculpture)

2 Competence in linguistic communication•• Pronouncing•the•names•of•artistic•styles•correctly•(SB•p.•13:•Drawing•a•still•life;•TB•p.•21:•Art•masterpieces)

Mathematical competence•• Learning•how•to•calculate•size•and•space•in•still•life•compositions•(SB•p.•11:•Still•life•with•food)•• Calculating•the•quantity•of•material•needed•for•a•project•(TB•p.•23:•A•plasticine•witch)

Social competence and citizenship•• Recognising•the•importance•of•cleaning•up•picnic•sites•(TB•p.•22:•Drawing•dictation.•My•perfect•picnic.•Audio•

recording,•track•2.3)

3 Competence in linguistic communication•• Describing•different•facial•expressions•(SB•p.15•and•16:•Different•expressions•I•and•II.•Audio•recording,•track•3.1)

Cultural and artistic competence•• Studying•masterpieces•to•learn•about•composition•techniques•(TB•p.•25:•Art•masterpieces.•Audio•recording,•

track•3.2)•

Autonomy and personal initiative•• Applying•the•new•art•techniques•practised•in•the•unit:•collage,•clay•modelling,•3D•model•making•(SB•p.•19:•

A•very•famous•portrait;•TB•p.•27:•A•clay•clock;•SB•p.•75:•Halloween:•a•house•of•horror )•

4 Knowledge and interaction with the physical word•• Expressing•artistically•the•texture•of•different•animal•body•coverings•(SB•p.•21:•Drawing•animals.•Audio•

recording,•track•4.1)•• Observing•the•movements•and•physical•features•of•animals•in•order•to•draw•them•correctly•(SB•p.•22:•Animal•

characters•in•films.•Audio•recording,•track•4.2)

Processing information and digital competence•• Developing•a•sense•of•visual•space•(TB•p.•28:•Computer•drawing•program.•Making•a•castle)•• Learning•about•animation•techniques•(SB•p.•22:•Animal•characters•in•films;•TB•p.•29:•Art•masterpieces)

Cultural and artistic competence•• Learning•how•to•vary•pencil•strokes•in•order•to•produce•a•variety•of•textures•(SB•p.•21:•Drawing•animals;•

TB•p.•28:•Teaching•suggestions)

5 Knowledge and interaction with the physical world•• Observing•the•elements•in•a•jungle•scene•in•order•to•reproduce•them•(SB•p.•26:•A•tropical•jungle.•Audio•

recording,•track•5.2)

Social competence and citizenship•• Drawing•attention•to•a•beautiful•and•endangered•ecosystem•(SB•p.•26:•A•tropical•jungle)

Competence in 'learning to learn'•• Studying•the•techniques•used•by•great•artists•(SB•p.•26:•A•tropical•jungle;•TB•p.•33:•Art•masterpieces)

Unit Contents Assessment criteria

1 •• A•drawing•of•a•wizard••• Warm•and•cold•colours•• A•sculpture•by•Jean•Dubuffet•• Primary•and•secondary•colours

•• Appreciating•the•importance•of•colour•in•art•• Expressing•interest•in•observing•a•work•of•art•

•• Use•an•outline•to•draw•a•figure•• Colour•a•figure•using•warm•colours•• Use•secondary•colours•to•interpret•a•sculpture•

2 •• A•still•life•drawing•of•food•• Horizontal•and•vertical•compositions•• Arranging•objects•in•a•drawing•• A•still•life•by•Paul•Cézanne

•• Reflecting•on•the•importance•of•choosing•the•right•format•for•a•drawing•in•order•to•arrange•the•elements•artistically

•• Distinguish•between•horizontal•and•vertical•compositions

•• Arrange•objects•in•a•still•life•drawing•according••to•the•format

•• Choose•a•format•and•interpret•a•still•life•by•Paul•Cézanne

3 •• Facial•features••• Creating•facial•expressions•• Leonardo•da•Vinci’s•portrait•of•Mona•Lisa

•• Understanding•that•facial•features•change•depending•on•the•emotions•expressed

•• Appreciating•how•masterpieces•can•inspire•creativity

•• Recognise•emotions•expressed•through•facial•features

•• Create•facial•expressions•showing•different•emotions

•• Interpret•Mona•Lisa•using•the•collage•technique

4 •• Drawing•animals••• Creating•different•textures•using•shading•techniques•

•• A•film•frame•from•the•animated•film•Rio•

•• Appreciating•the•creative•effect•of•different•pencil•strokes•and•shading•techniques

•• Recognising•that•different•animal•body•coverings•have•different•textures

•• Draw•animals•using•outlines•as•a•guide•• Draw•a•parrot•and•a•seahorse•with•different•textures•

•• Describe•an•animated•film•frame••• Imitate•the•textures•of•the•body•coverings•of•different•animals•in•a•drawing

5 •• Drawing•plants••• Creating•volume••• A•jungle•scene•by•Henri•Rousseau

•• Understanding•the•importance•of•developing•technical•skills•in•order•to•produce•creative•work•

•• Draw•plants,•creating•volume•with•different•shading•techniques•

•• Interpret•a•jungle•scene•by•Henri•Rousseau•using•shading•and•collage•techniques

15

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Objectives•   To recognise warm and cold 

colours

•   To use outlines to draw a figure

•   To understand that different colours transmit different feelings

Materials•   Graphite pencil

•   Coloured pencils

•   Rubber

Teaching suggestionsUse classroom objects to show the difference between warm and cold colours. 

Ask Ss to associate colours in nature with the seasons: What colours make you think of spring? What colours make you think of winter? 

Students listen to track 1.1 and answer. Next, they draw a wizard and colour him using warm colours.

After completing the activity, ask Ss about their drawings: Which colours make you feel happier, the warm or the cold colours? Which wizard do you like best? Which colours do you like to paint with?

Anticipating difficulties Children can find it difficult to draw the human figure. To practise beforehand, draw an outline of a figure on the board. Volunteers come to the board to complete different parts of the figure.

UNIT 1

seven 7

A colourful wizard1

Draw a wizard and colour him using warm colours.

Some colours transmit warm, happy feelings. Some colours transmit cold, sad feelings.

Yellow, orange and red are warm colours. Purple, blue and green are cold colours.

411997 _ 0007-0028.indd 7 16/03/12 12:47

LEARNING TO LEARN

Simple outlines are a good strategy to help students organise their work in stages.

16

9nine

A colourful sculpture2

Look at the sculpture and make your own version using the secondary colours: green, purple and orange.

Le bel costumé. Jean Dubuffet, 1973.

Jean Dubuffet (1901-1985). This French artist liked to experiment with new materials.

In this sculpture he used two of the three primary colours (yellow, blue and red) as well as black and white.

411997 _ 0007-0028.indd 9 16/03/12 12:47

Digital resources

COMPUTER DRAWING PROGRAM

Designing some pretty clothes

This first activity of the drawing program is designed to familiarise Ss with the program interface and teach them how to open and save documents. 

Ss use two tools: one to create shapes and another tool to colour them in.

Once Ss have completed the activity, create a folder in which to save the students’ files, so they can be corrected at a later stage. One option is to create a folder with the teacher’s name and course. Another option is to save the files on the school’s internal network and access those files using an administrator account. This will prevent Ss from accessing, modifying or erasing files and documents and will economise on memory space on the computers.

ART MASTERPIECES

Jean Dubuffet (1901-1985) was a French painter and sculptor. He worked in several different fields before finally dedicating himself exclusively to painting.

His first solo exhibition was held in Paris,  in 1944.

Dubuffet was a pioneer of the art brut movement. The term literally means raw art and refers to a style of art dominated by spontaneity, made by people without any artistic knowledge or experience. Dubuffet believed that this was the purest form of creative expression.

He experimented with new techniques and materials such as sand, plaster and debris, making him one of the most innovative artists in the world.

His sculpture, Le bel costumé (1973) is four metres tall and is painted on epoxy resin. This work of art illustrates Dubuffet’s unique visual language. He uses primary colours such as blue and red, and non-colours, such as black and white. The sculpture belongs to a series called Hourloupe, created by Dubuffet between 1962 and 1974. It is on display in the Tuileries Garden, in Paris.

412008 _ 0016-0035.indd 16 26/09/12 14:31

seven 7

A colourful wizard1

Draw a wizard and colour him using warm colours.

Some colours transmit warm, happy feelings. Some colours transmit cold, sad feelings.

Yellow, orange and red are warm colours. Purple, blue and green are cold colours.

411997 _ 0007-0028.indd 7 16/03/12 12:47

UNIT 1

9nine

A colourful sculpture2

Look at the sculpture and make your own version using the secondary colours: green, purple and orange.

Le bel costumé. Jean Dubuffet, 1973.

Jean Dubuffet (1901-1985). This French artist liked to experiment with new materials.

In this sculpture he used two of the three primary colours (yellow, blue and red) as well as black and white.

411997 _ 0007-0028.indd 9 16/03/12 12:47

CULTURAL AND ARTISTIC

Ss learn to appreciate the importance of colour in artistic creations and to create new colours by mixing primary colours.

Objectives•   To interpret a work of art

•   To distinguish between primary  and secondary colours

•   To draw using secondary colours

Materials•   Felt-tip pens

Teaching suggestionsUse a colour wheel to explain the difference between primary and secondary colours: Primary colours are yellow, red and blue. You cannot make them by mixing other colours. Secondary colours are green, purple and orange. You make them by mixing two primary colours together. 

Ask Ss to name colour combinations. Which two colours make green? Which two colours make purple?

Ss listen to track 1.2 and answer. 

After completing the colouring activity, Ss compare their sculpture with the original. Ask: Which do you prefer, the original sculpture with the primary colours or your version with the secondary colours? How does each sculpture make you feel?

Anticipating difficultiesNot all Ss will know how to mix colours. They can practise first on a separate piece of paper. Ask them to make purple, green and orange.

Digital resources

17

COMPUTER DRAWING PROGRAM

Designing some pretty clothes

This first activity of the drawing program is designed to familiarise Ss with the program interface and teach them how to open and save documents. 

Ss use two tools: one to create shapes and another tool to colour them in.

Once Ss have completed the activity, create a folder in which to save the students’ files, so they can be corrected at a later stage. One option is to create a folder with the teacher’s name and course. Another option is to save the files on the school’s internal network and access those files using an administrator account. This will prevent Ss from accessing, modifying or erasing files and documents and will economise on memory space on the computers.

ART MASTERPIECES

Jean Dubuffet (1901-1985) was a French painter and sculptor. He worked in several different fields before finally dedicating himself exclusively to painting.

His first solo exhibition was held in Paris,  in 1944.

Dubuffet was a pioneer of the art brut movement. The term literally means raw art and refers to a style of art dominated by spontaneity, made by people without any artistic knowledge or experience. Dubuffet believed that this was the purest form of creative expression.

He experimented with new techniques and materials such as sand, plaster and debris, making him one of the most innovative artists in the world.

His sculpture, Le bel costumé (1973) is four metres tall and is painted on epoxy resin. This work of art illustrates Dubuffet’s unique visual language. He uses primary colours such as blue and red, and non-colours, such as black and white. The sculpture belongs to a series called Hourloupe, created by Dubuffet between 1962 and 1974. It is on display in the Tuileries Garden, in Paris.

412008 _ 0016-0035.indd 17 26/09/12 14:31

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 suggestionsSet the scene before listening to the music: Can you play a musical instrument? What instrument can you play? Do you listen to piano music?

DRAWING DICTATION

DRAWING ThE MUSIC

German Dance No. 1 from Three German Dances by Wolfgang Amadeus MozartTrack 1.4

Before listening to the music, talk about the composer. 

Mozart (1756-1791) was a child genius. He was an excellent piano player and he wrote his first musical compositions when he was five.

Nowadays, Mozart is considered to be one of the world’s most important composers of classical music. His works include dances, operas, sonatas and symphonies.

German Dance No. 1  forms part of a series of three dances, each one with different instrumentation and character.

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

Sports DayTrack 1.3

Listen and draw the scene.

Today is Sports Day at school.

Amanda and Peter are running in a race.

They are standing at the starting line.

They are wearing blue T-shirts, black shorts and white trainers.

Their classmates are watching the race.

Their teacher is standing at the finishing line.

She is holding some medals for the winners.

Everybody is happy.

UNIT 1

18

Objectives•   To make a doll from recycled materials

•   To organise the steps needed to make  a craft

•   To foster imagination and creativity

CRAFTS

A doll made from recycled materials

CREATIVITYObjectives•   To develop creativity 

•   To listen closely to a dictation

•   To draw freely

Materials•   Graphite pencil

•   Coloured pencils

•   Wax crayons

•   Rubber

Teaching suggestionsAsk Ss: What sports do you like? Do you like running?

Ss listen to track 1.3. Play the recording again, pausing to ask questions to check comprehension: Where is the race? What clothes are the children wearing? Etc. Then, students draw the scene.  Afterwards, ask: Have you ever run in a race? Etc.

Evaluate creativity and appropriateness to the theme. 

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Sports DayTrack 1.3

Listen and draw the scene.

Today is Sports Day at school.

Amanda and Peter are running in a race.

They are standing at the starting line.

They are wearing blue T-shirts, black shorts and white trainers.

Their classmates are watching the race.

Their teacher is standing at the finishing line.

She is holding some medals for the winners.

Everybody is happy.

UNIT 1

Materials•   Graphite pencil

•   Tempera paints

•   Paintbrushes

•   Coloured card

•   Empty milk carton

•   Wool

•   Scissors

•   Glue

•   Adhesive tape

Objectives•   To make a doll from recycled materials

•   To organise the steps needed to make  a craft

•   To foster imagination and creativity

CRAFTS

A doll made from recycled materials

Teaching suggestions•   Ss prepare all the materials they need before they 

start making the craft. Make sure the milk cartons are clean inside. Ss should close the opening with adhesive tape.

•   Ss draw the doll's arms and shoes on a piece of card. Then, they colour them and cut them out. 

•   They use tempera paints to paint the milk carton. Once the paint is dry, they add the face and some clothes. Allow the paint to dry again before continuing.

•   Ss cut different lengths of wool and glue them to the top of the milk carton to make the doll’s hair.

•   They can make a hat by making a cylinder or a cone from card. Alternatively they can use ribbons to make a bow to put in the doll’s hair.

•   Assemble the doll by gluing the shoes, arms and hat to the milk carton.

Talk about the importance of recycling materials. Remind Ss that many of the objects that we throw in the rubbish can be reused in a creative way. This reduces waste and helps to prevent using up our natural resources.

Anticipating difficultiesRemind Ss to bring in only recycled objects. Also, ask them to wash out their empty milk carton before they bring it to class so it does not smell.

19

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