art, craft and design · 2009-03-11 · one of them was teaching this subject in cicle mitjà-year...

Llicència d’Estudis modalitat C 2004-05 ART, CRAFT AND DESIGN

ART, CRAFT AND DESIGNPart I

Tallers de Plàstica en Llengua Anglesa per a Primària

Llicència d’Estudis Modalitat CCurs 2004-05

Pilar Olivares [email protected]

Pilar Olivares Aguilar 1

mailto:[email protected]


La realització d’aquest treball i del material didactic que conté ha estat possible gràcies a una llicència retribuïda modalitat C concedida pel Departament d’Educació de la Generalitat de

Catalunya (DOGC núm.:4182 de 26.7.2004)



TABLE OF CONTENTS

INTRODUCTION......................................................................................................................4

TEACHING ENGLISH AT CEIP JOAN CORET..................................................................................... 4

OBJECTIVES.............................................................................................................................. 5

THEORETICAL FRAMEWORK............................................................................................................5

WORKING IN ENGLAND........................................................................................................ 7

THE ENGLISH EDUCATION SYSTEM.................................................................................................7

THE ENGLISH SCHOOLS...............................................................................................................9

ATTENDING ART LESSONS.......................................................................................................... 10

TEACHING SPANISH...................................................................................................................11

BIBLIOGRAPHY....................................................................................................................14

APPENDIX............................................................................................................................. 16



INTRODUCTION

Teaching English at CEIP Joan Coret

At CEIP Joan Coret in Badalona, we have been carrying out different innovative projects in relation to psychomotor development, Aula taller -carpentry, electricity and vegetable patch-, Art and English for a long time. The staff have always been interested in innovating the teaching process improving at the same time the standards in our school at the same time.

In this sense, and from the school year 2001-02, we had already implemented an Art workshop in English called ‘Let’s paint!’ Teaching this area in English came as a consequence of the teachers’ concern to improve children’s results in English. It was possible to set this workshop because of the school’s organisation as all teachers in our school teach Art, even English or Music teachers. With this project, the school got an important budget from getting a Projecte Orator, being able to acquire resources for the teaching of English, such as books, board games, cassette players and even a computer. More over, and as a result of the intense work in Photography, the school won some awards from the Department for Education, which allowed us to buy a projector.

To understand how we are going to implement this project in our school, it is necessary to explain the organisation of Art. This school has got two groups of each level, from P3 -3 year olds- to Year 6 -12 year olds-. It means 18 classes, with a ratio of 25,1 children per class in Educació Infantil -3, 4 and 5 year olds- and 23,1 in Primary -6 to 12 year olds-. To teach Art in Educació Infantil, the 6 classes get mixed up following specific criteria and they regroup them into 10 groups, with a ratio of 15,1 children per teacher. The same pattern is followed for year 1, 2 and 3 in Primary, as well as year 4, 5 and 6, with the only difference that the oldest ones form 9 groups, not 10. Each teacher in the school teaches in one or two workshops, because each group does this subject in a different afternoon. After 5 or 6 lessons, children change into another workshop with a different teacher.

In relation to English, there are two specialists in the school. Until the school year 2003-04, one of them was teaching this subject in Cicle Mitjà -year 3 and 4- and the other one in Cicle Superior -year 5 and 6-. One of them being Deputy Head teacher and the other for working with Aula Taller made it impossible to start teaching English in year 1 or 2. From the school year 2004-05, we started teaching English in year 2, and this year we have introduced it in year 1, as the staff organisation has changed and the English teachers have got more time to dedicate to English.

At the same time, the next three school years we will implement an Experimental Plan in Foreign Languages applied to photography and video and these Art workshops.

This project, based on the idea of teaching Art in English and the first approximation to this, the workshop ‘Let’s paint!’, is a pretension to expand and improve this activity, especially in relation to the use of English. This necessity was the origin of the application for the Llicència d’Estudis (study leave) that originated this project.



Objectives

In relation to the school

- Elaborate the planning of 4 workshops (units) of Art and Design in English, two of them for years 1, 2 and 3 and the other two for years 4, 5 and 6.

- Try to motivate the staff in the school, especially those who don’t teach English, to learn this language and make them see the need to improve its teaching in the school.

- Encourage these teachers to teach Art in English, as far as possible.

In relation to children

- To improve their language competence, particularly in speaking and listening.- To let them use this language in a different context to the English class,

experimenting the functional use and their immersion in an English environment, with specific and original resources.

- To get some objectives of the Art and Design curriculum.

In relation to my personal development

- To improve my linguistic competence, either general or specific in relation to Art and Design, as well as update the vocabulary and structures.

- To improve teaching and theoretical knowledge about Art.

Theoretical framework

This project is based on CLIL (Content and Language Integrated Learning), that is to say, teaching a subject from the curriculum -in our case Art and Design- in the foreign language the student is learning -in our case English-. This approximation to the learning of foreign languages presents a lot of advantages, but also some difficulties.

Although children can show some reserves at the very beginning, their motivation increases quickly in relation to the subject as well as to English, because it is not an English lesson, it is a lesson in English. We give the child the opportunity to put into practise oral and written skills they learned in the English lessons in a functional setting, showing them that this language is really useful. Likewise, it allows the children to improve their self-confidence, because they see themselves able to use this language in a different context to the English class.

We have to take into account that the curricular subject we are dealing with must be the main aim in the teaching and learning process, so that the child feels that he is learning in English, but it is not an English lesson.

On the other hand, it is important to consider that the children won’t be as skilled as in their mother tongue, so it will be necessary to adapt the use of the language we do in order not to decrease the contents we deal with in the curricular subject. The worst result would be to have anxious children because they don’t understand what we are asking them to do. It will be more difficult when we are working with Year 1 and 2, whose children have made their first contact with English recently. So we will have to be extremely cautious when planning



the activities, offering the students personal help and resources to get to understand the language.

As Dr. Do Coyle from the Faculty of Education in the University of Nottingham says, a CLIL class has to combine elements from these 4 principles:

CONTENT: Progression in knowledge, skills and understanding related to specific elements of a defined curriculum.

COMMUNICATION: Using language to learn whilst learning to use language COGNITION: Developing thinking skills which link concept formation (abstract and

concrete), understanding and language CULTURE: Exposure to alternative perspectives and shared understandings, which

deepen awareness of otherness and self.

All these considerations demand a careful planning of the activities, with a continuous review and assessment, taking into account that in some occasions we will be able to plan higher linguistic activities than in others, but we will always plan high cognitive Art activities.

When putting into practice the next planning, we will deal with both Art and English learning objectives, and when defining the activities we will have those that try to improve the four skills, that is to say listening, speaking, reading and writing, emphasizing the first two. In relation to assessment, we will assess both subjects, starting from the learning objectives we had planned.



WORKING IN ENGLAND

The English Education System

English schools can be state (Escoles públiques) or private (Escoles privades). The Governing Body, similar to our Consell Escolar but with much more functions, monitors the performance of the school. The governors work in smaller committees, dealing with the staff selection and targets, curriculum issues, finances and the school building and grounds. Together with the Head teacher, they agree the budget for each school year. Local Education Authority (LEA) or the Department for Education and Standards (DfES) provides part of this budget, being the school able to raise funds with lots of different activities.

The organisation of the school years is the following:

Foundation

- Nursery (3 year olds)- Reception (4 year olds)

Key Stage 1 (KS1) - Infants.

- Year 1 (5 year olds)- Year 2 (6 year olds)

Key Stage 2 (KS2) - Juniors.

- Year 3 (7 year olds)- Year 4 (8 year olds)- Year 5 (9 year olds)- Year 6 (10 year olds)

At the end of year 2, children are assessed by National Curriculum tests in Mathematics, Reading, Writing and Science. At the same time, in year 6 they are assessed in Mathematics, English and Science. These exams are called SATs. Their results are published in the media, setting a ranking with all the schools in England. The budget the school gets depends, among other issues, on its SATs results.

The teaching time is a little bit longer for the juniors than the infants. Not all schools have a Nursery, because the LEA does not subsidize it and, if they have one, it is normally apart from the main school, both physically and organizationally. Most of schools have an After School Club, which is similar to our Activitats Extraescolars.

Each class has a class teacher (mestre tutor), and depending on the circumstances of the children, the school can have assistants or support staff for children with special educational needs. The number of children in each class is higher than here, and there aren’t special educational needs teachers in all the schools. There aren’t specialized teachers the way we have them here, but some of them have been trained in Music or Information Technology (ICT), for example. Some teachers are in charge of every subject in the school (Subject Coordinator), with different attributions depending on the school.



Children wear uniforms in most Primary schools, both estate and private schools. The main aim is to reinforce the sense of school identity and also to reduce differences between children.

The school calendar is quite different to the Catalan one. It can vary from one county to another, but in Lancashire schools open on 1st September and normally finish on 20th July. Each term is divided into two parts, and there is a week holiday or half term in October, one in February and one in late May. There are two weeks holiday in Christmas and Easter (Setmana Santa).

The school hours can also vary from county to county and from school to school. In general, the school day is 5,5 h long, with two short breaks, one in the morning and one in the afternoon.

Teaching a foreign language is not compulsory in English schools, but things are changing and it seems that towards 2009 there will be variations. This is the reason why schools have applied for Spanish teachers.



The English Schools

Last school year I was teaching in two schools in England from 1st October to 30th May: Aughton Christ Church Church of England Primary School (we will call it Christ Church) and Aughton Town Green Primary School (Town Green – TG). Both were located in Aughton, a small village near Ormskirk, a bigger town within Lancashire, north of Liverpool. We could consider that the average child in both schools comes from a middle class background, with hardly any foreign student. It is a rural area, but very close to big cities like Liverpool or Manchester.

Aughton Christ Church C.E. Primary School

Long LaneAughtonOrmskirk

LancashireL39 5AS

www.aughtonchristchurch.lancs.sch.uk

Head teacher: Mrs Barbara Stevens

State religious school (Church of England). One class for each year, from Reception (19 children) to year 6, with a ratio in Primary of

29,5 children per class. Private Nursery. During the school year 2004-05, the school had 10 teachers (4 of them part time), 14

support staff (some of them part time as well), a Secretary and a part time ICT technician. School hours:

8.55 am Registration9.05 am Lesson10.05 am Assembly10.20 am Playtime10.35 am Lesson12.00 noon Lunch1.05 pm Registration and

lesson2.15 pm/ 2.20 pm Infant/Junior break2.30 pm Lesson3.30 am End of day

Aughton Christ Church, Year 2, Art lesson


http://www.aughtonchristchurch.lancs.sch.uk/


Aughton Town Green Primary School

Town Green LaneAughtonOrmskirk

LancashireL39 6SF

www.aughtontowngreen.co.uk

Head teacher: Mr David Evans

State non-religious school. Two Reception classes, Year 1 and Year 2, one Year 3 class, one Year 4 class, and one

mixed Year 3 and 4 class. The same with Years 5 and 6. The ratio per class during the year 2004-05 was 23,5 in Reception and Infants and 32,5 with the juniors.

During that school year, the school had 13 teachers, two of them part time, 6 teaching assistants, a Secretary and two part time office staff and a part time ICT technician.

School hours:

8.45 am Children in the playground

8.50 am Children get into school9.00 am Registration and lesson9.30 am Assembly10.00 am Lesson10.30 am Playtime10.45 am Lesson12.00 noon Lunch1.00 pm Registration and lesson2.15 pm/2.20 pm Infant/Junior break2.30 pm Lesson3.30 am End of day

´´´´´´````+++çç0099//

Aughton Town Green, Year 3&4, Assembly

Aughton Christ Church is smaller, with fewer children in the classrooms and more support staff, but with more Special Educational Needs children, whereas Town Green is bigger, with less support staff and less children with Special Needs. Both schools reach high standards and good discipline and acceptable behaviour are a priority.

Whole-school staff training days are called Inset days. Each school’s head teacher settles 5 Inset days during the school year. I was able to join the staff in some of these training days in both schools. Apart from this, I was also able to attend a one day course on Interactive Boards with some teachers in Town Green.

Attending Art lessons

This subject is called Art and design. In former years, it was divided into two subjects, Art and craft and Design and Technology, and in some cases they still use this terminology. All through my stay in England I attended Art lessons in both schools, from Year 2 to Year 6.


http://www.aughtontowngreen.co.uk/


Not only did I observe the lessons but also tried to participate helping both the teacher and the children. Sometimes I just helped the children within the classroom after the introduction of the activity and on other occasions I worked with a small group inside or outside the class, even with a different activity, like the one in Year 4 in Town Green with Gustav Klimt.

Town Green, year 4, Gustav Klimt

I was very lucky to attend a whole morning art lesson in Newfield School. It is a special school for children with emotional and behavioural problems. Among its staff there is a brilliant art teacher who works with secondary students. She works with a wide range of innovative techniques and the students become “real” artists.

Newfield school, GCSE students, Gaudí

All the lessons I attended are transcribed in appendix 1.

Teaching Spanish

Apart from attending Art lessons, I taught Spanish in both schools for 12 h a week, 6 h in each school.

Except for Year 6 in Christ Church that had been taught Spanish one lesson a week in Year 5, it was the first year for all the other groups in both schools. I did all the planning with Núria Carrillo Monsó, another teacher in the same area. This planning was organized in four blocs:

Reception, Year 1 and Year 2

Year 3 and 4

Year 5 and 6

Adults



As it is not a compulsory subject, there is not a prescriptive curriculum, but a recommended one, which we tried to follow. You can have a look at it in the web site www.standards.dfes.gov.uk

Our methodology was based in developing listening and speaking skills, introducing reading and writing in Year 3. We used Spanish as a communication language in the classroom, except in difficult explanations for activities or when dealing with disruptive behaviour. Stories, songs, games and even dancing in the class rose the students’ motivation.

In relation to the resources, children didn’t have any book, but we could take some ideas from textbooks, online resources, resources from previous teachers and so on. We used CD for the songs, laminated flashcards for the stories, a video I recorded in my school in Badalona, worksheets, etc. All the classrooms had projectors as well as interactive boards, so we used Power Point presentations to introduce new vocabulary and tell stories.

In Christ Church school, we organised a Spanish Day. We planned activities related to the topic for all the classes like doing maps, art activities, tasting food, language games, etc. At the same time, each practised dancing in the Hall. Finally, an assembly with a presentation about the differences in culture, language and folklore in Spain took place for all the school.

My timetable, including both teaching Spanish and attending Art lessons was the following:

Monday Tuesday Wednesday Thursday Friday

9-9.45 SpanishTG – Year 6

SpanishTG– Year 3 & 4

9.45-10.30 SpanishTG – Year 5 & 6

SpanishTG – Year 3

10.30-11 Break

11-11.45 SpanishTG – Year 5

SpanishTG – Year 4

11.45-13 Lunch13-13.30

13.30-14.15Art

CC - Year 2

SpanishCC – Year 1


ArtTG – Year 2



ArtTG – Year 5/ Year 5 & 6

14.15-14.30 Break14.30-15.00

15.00-15.30Art

CC - Year 6

SpanishCC - Reception

Resources research

15.45-16.15

ArtTG – Year 4 /

Resources research

SpanishCC –Year 3


ArtTG – Year 3&4

SpanishCC - Adults


http://www.standards.dfes.gov.uk/


CONCLUSIONSHaving experienced this study leave has been a fantastic opportunity for me, both personally and professional.

Firstly, comparing between both systems, Catalan and English has made me think about how we could improve and what mistakes have not to be made. The developments in ICT or having support staff in the classrooms should be considered in our schools.

On the other hand, my English has improved substantially, particularly in listening and speaking. Being plunged into an English atmosphere has made this improvement possible. It has encouraged me to keep studying here.

I have also improved my knowledge about Art, not only about the way to teach it but also in relation to artists and artistic movements. We should admit that our theoretical background is not sound enough.

We could consider that skills are more important than concepts in Art. From my point of view, this makes teaching it in English easier than any other subject.

Finally, the fact that I have had this study leave, having had a Language Assistant in a previous year and the participation in the Experimental Plan for Foreign Languages have motivated other teachers in the school to study English. Having more trained staff is essential to rise our standards in this language.



BIBLIOGRAPHY

Generalitat de Catalunya, Departament d’Ensenyament (1992). Currículum Educació Primària. Barcelona: Servei de Difusió i Edicions.

Andrew, M. (1989). Language in colour. Twickenham: Belair Publications.

Barnes, M. (2002). Art for all seasons. Dunstable: Belair Publications.

Bullock, I. James, D. (1993). Let’s make and do. London: Two-Can Publishing.

Burwood, S. Dunford, H. Phillips, D (1999). Projects with young learners. Oxford: Oxford University Press. Resource Books For Teachers.

Chambers, J. Hood, M. (1988). Simply artistic. Twickenham: Belair Publications.

Chambers, J. Hood, M. Peake, M. (1995). A work of art. Dunstable: Belair Publications.

Clement, R. Page, S. (1992). Knowledge and understanding in art. London: Oliver and Boyd.

Coyle, D. Faculty of Education, University of Nottingham. What is CLIL?. Ponència. Barcelona.

Curtis, A. Hindley, J. (1975). The knowhow book of paper fun. London: Usborne Publishing Ltd.

David and Charles (2002). The complete book of papercrafts. Devon: David & Charles.

Fitzsimmons, J. Whiteford, R. (1988). Bright ideas display. Leamington Spa: Scholastic Publications Ltd.

Gardner, B. Gardner, F. (2000). Classroom English. Oxford: Oxford University Press. Oxford basics.

Peachey, N. The British Council. Content-based instruction. Article.

Pitcher, C. (1983). Make it yourself: Animals. London: Aladdin books Ltd.

Wilkes, A. (1989). My first activity book. London: Dorling Kindersley Books.

Wright, A. (2001). Art and Crafts with children. Oxford: Oxford University Press. Resource Books For Teachers.



WEB SITES

Official Webs:

1. <www.nc.uk.net>: National Curriculum for England. Schemes of work for all the subject in the curriculum.

2. <www.ncaction.org.uk>: Programmes of study and guidelines for the National Curriculum.

3. <www.standards.dfes.gov.uk/schemes2/art>: Developed units for Art and Design.

Resources in general:

4. <www.kizclub.com>: Stories with sound, excellent.5. <www.artteaching.co.uk>: Secondary, with lots of information and plans.6. <www.artattack.co.uk>: TV programme, simple activities, very visual.7. <www.crayola.com>: You can join it for free and they send you activities periodically.8. <www.yahooligans.yahoo.com/Arts_and_Entertainment/Art>: Links to other webs

with lots of colouring books, small crafts, pictures, etc.9. <www.primaryresources.co.uk>: Activities for all the subjects. The Art ones are not

very developed but they can provide good ideas. Some printable worksheets.10. <www.sitesforteachers.com>: Links to interesting webs, like clip art, power point

presentations, etc.11. <www.abcteach.com>: Photocopiable worksheets from different topics.12. <www.kidzone.ws>: Photocopiable crafts and other resources.13. <www.thegrid.org.uk>: Art plans with ICT, very interesting.14. <www.accessart.org.uk>: Online workshops. Very detailed explanation of what to do

with pictures. Easy to print.15. <www.teachingideas.co.uk/art/contents.htm>: Short plans, classified according to

age. Very interesting.16. <www.teachernet.gov.uk>: Very general, with job search, but also plans on any

subject and year. Links to other webs17. <http://artsedge.Kennedy-center.org>: Art plans classified according to age (Painting,

Music, etc.). Very rounded, with objectives, activities, assessment, etc.18. <www.goshen.edu/art/ed/art_ed-links.html>: Very interesting. Theoretical knowledge

about art, for example how to improve creativity and develop artistic thought. Also contains plans.

19. <www.incredibleart.org>: Lesson plans sent by teachers, as well as resources.20. <www.bbc.co.uk/cbbc/art>: Activities around painters and information about them.21. <www.bbc.co.uk/schools/4_11/art.shtml>: Three displays very well developed about

three topics, very useful.22. <www.lessonplanspage.com/Art.htm>: Lesson plans. Links related to each lesson.23. <www.zoomschool.com/coloring>: Colouring pages related to all subjects.24. <www.unclefred.com>: Easy drawing instructions, step by step.

Information about Art

25. <www.artlex.com>: Art dictionary. Pictures from painters.26. <www.guidancecom.com/alphabet>: Explanation about how Art elements (line,

colour, texture, have an influence in art.27. <www.artcyclopedia.com>: Information about artists.28. <www.artchive.com>: A bit of information about lots of artists and images of his main

pictures.


http://www.artchive.com/

http://www.artcyclopedia.com/

http://www.guidancecom.com/alphabet

http://www.artlex.com/

http://www.unclefred.com/

http://www.zoomschool.com/coloring

http://www.lessonplanspage.com/Art.htm

http://www.bbc.co.uk/schools/4_11/art.shtml

http://www.bbc.co.uk/cbbc/art

http://www.incredibleart.org/

http://www.goshen.edu/art/ed/art_ed-links.html

http://artsedge.Kennedy-center.org/

http://www.teachernet.gov.uk/

http://www.teachingideas.co.uk/art/contents.htm

http://www.accessart.org.uk/

http://www.thegrid.org.uk/

http://www.kidzone.ws/

http://www.abcteach.com/

http://www.sitesforteachers.com/

http://www.primaryresources.co.uk/

http://www.yahooligans.yahoo.com/Arts_and_Entertainment/Art

http://www.crayola.com/

http://www.artattack.co.uk/

http://www.artteaching.co.uk/

http://www.kizclub.com/

http://www.standards.dfes.gov.uk/schemes2/art

http://www.ncaction.org.uk/

http://www.nc.uk.net/


APPENDIXTranscripció de les observacions de sessions de Plàstica realitzades a les escoles angleses.



Abreviacions: A/As: alumne/s M: mestre/a act: activitat

Date 10-11-04 School Town Green Group Yr 2 Subject Technology

Activity Vocabulary / structures Meaning

La M explica als As l’act, asseguts a l’estora. Penja a la pissarra dos rètols plastificats on posa:

A – Adhesives- Sellotape- Parcel tape- Glue sticks- PVA glue

B – Which fastenings allow the most movement?

Explica breument l’act a fer i diu als As que hauran d’arribar a una conclusió.

Els As es reparteixen en dues taules, una amb cada mestra. Damunt la taula hi ha els materials preparats. A cada taula s’hi farà una activitat diferent, seran els As els que canviïn d’una a l’altra en acabar.

Act A

Han d’enganxar materials diferents amb adhesius diferents i, al final, amb la direcció de la M, escollir quin creuen més adient en cada cas, raonant la resposta. La M insisteix que no hi ha una resposta correcta, sinó que cadascuna és la millor per un mateix si està raonada. Cada A disposa d’un full preparat per la M (els requadres blancs són de paper i els grisos de cartolina):

Paper to paper Card to paper Card to card

Sellotape

Parcel tape

Glue stick

PVA glue

Tick the ones you think are the best

Act B

Els As disposen de un cercle verd (amb les antenes) i tres de blancs per confeccionar una eruga. Han de fer forats amb cercles amb una eina de fer forats i unir-los utilitzant tres tipus diferents de fastenings:

a) Treasury tacks (cordillet dels dossiers)b) Pipe cleanerc) Paper fastener

Mentre l’altre grup no acaba, poden decorar-lo.

En acabar els dos grups, la M reuneix els nens a l’estora i analitzen quin fastening dóna més possiblitat de moviment. Cada A raona la resposta.

ARTFill the paper

Stick it on like thatSellotape

Parcel tape

Glue stick PVC glue or white glue

The parcel tape is shiny in one sideMessy hands

It’s not going to come off

It sticks on well Colouring

PaintingJam jar

Adhesive - /ad’jisiv/GENERAL

Can you read it for me?Can you go and sit over there?

The rest of you sit here.Here you are.

I can reach it for you.Put a hole

Use it to attach it.Did you put your name on it?

Which allows most movement?Which allows the next most

movement?Who thinks something different?

cel·lofull marró que cal humitejarcola de barracola blanca

mans brutes de cola

no es desenganxarà

LlapisPinturaPot de vidre



Date 15 – 11 - 04 School Christ Church Group Yr 2 Subject Art


CHRISTMAS CARD

La M pregunta als As quins creuen que són els colors tradicionals del Nadal. Diuen que són el verd i el vermell degut al boix grèvol (holly). Els diu que faran una targeta de Nadal amb els colors tradicionals.

Els explica que enlloc de tallar el paper l’estriparan, per tenir marges diferents. Es una activitat per desenvolupar l’habilitat manual dels As.

Es reparteix una cartolina doblegada a cada A de manera que queda tamany DINA5. Els As han d’anar estripant els marges de cada full i engantxant-lo un damunt de l’altre, ordenant-los de gran a petit, i alternant els colors i la posició.

Utilitzen diferents textures: cartolines, trama de llluentons, lluentons i metall, que la M ja dóna retallats a cada A. També es poden deixar damunt la taula en diferents recipients.

En un altre moment escriuran el text de la targeta.

ARTThe colours we think of at Christmas

Tear up the paperEdge

Border

SequinSequin trim

The edge is floppy

Once you have glued...Rub your fingers together to get the glue off

Estripar-loMarge del paper (cantonada)Marge del paper (espai deixat)lluentótrama del lluentonsCom queda el marge si no l’enganxes bé

GENERAL Sit by someone

MonitorsCarry two at a time

Keep it away from your fingersGive out the paper

Keep your eyes in what you are doingA bit of paper

To be crossed

Encarregats

Repartir

Estar enfadat





DESIGNING MONEY CONTAINERS

En un full quadriculat, els As fan 4 dissenys diferents d’un portamonedes. Han de decidir la forma (quadrat o rectangular), el color de roba (pot ser vermell, verd o blanc) i el sistema de tancament (botó, velcro, fermall o ganxet).

Escullen el que més els agrada i el dibuixen al darrera del full.

Després, en full quadriculat, fan els patrons (un quadrat de 8x8 i un quadrat igual amb un triangle a sobre de 4 quadrats d’altura).

Enganxen amb agulles de cap els patrons a la roba i la retallen.

Cusen el portamonedes i hi posen les decoracions (nansa, etc.)

ART8 by 8

4 squares up

VelcroButtons

Press studHook and eye

PatternPin

The pinningMeasurements

StitchesScrap material

GENERALFlap

It’s half wayThe front bit and the back bit

Sew /sou/The pattern fits on the paper

Put it right on the edge not to waste the material2 or 3 at the most

The pins have come throughOnce you have done it, you are ready to...

Remind me of the measurementsWhat’s the size of the square?

How many squares up is the triangle?She’s going to come round and collect the scissors

Is there anybody not sure about what to do?Glitter pen

Planning sheetI am far more interesting than it

8 per 84 quadrats cap amunt

fermallganxetpatróagulla de capposar le agulles

puntadesmaterial sobrer

Hi cap

Boli de purpurina





COMPOSICIÓ GEOMÈTRICA

Col·locats els As a la catifa, la M explica l’act. Deixa escollir a cada A el color d’un full DINA3 diferent del tipus paper d’embalatge.Els dóna tres fulls blancs amb:

− Línies diferents− Formes geomètriques diferents− Dibuixos del mar diferents

Han de decidir què volen fer, pintar-ho, retallar-ho i enganxar-ho. La M ho demostra davant d’ells amb algunes formes com a mostra. Els demana que utilitzin el màxim de figures possibles.

ARTWavy lines

Zig zag linesKeep on the line while cutting out

Coloured it in blueWax crayons

I have a choice of colours

Leftovers

I overlap a picture

Can you put the lids on the glue?

GENERALNeat

I want you to do your very bestI’ll show you what I’ve got

I am looking for very neat cutting and colouringEel

Who wants to go on the writing table?

You come over this side, there is more space

CeresTinc diferents colorsPapers sobrersEnganxar un dibuix sobre l’altre

Referit al paper tallat, regular, amb bona forma. En general, polit

AnguilaQui vol seure a ...?



Date 22-11-04 School Christ Church Group Yr 2 Subject Art


CHRISTMAS DECORATIONS

Cada A pinta un pastor d’uns 40 cm d’alt amb témperes en un tros de paper d’embalar. Després confeccionen una ovella per cada pastor.

La M reparteix fulls tamany foli a cada A. Els demana que dibuixin el perfil del cos de l’ovella amb el llapis. Els ensenya com fer-ho. Després els demana que dibuixin les potes i el cap. Els As ho retallen.

La M reparteix tires de paper blanc retallades de 10x1cm aprox. Les cargolen al voltant del llapis i les van enganxant imitant la llana de les ovelles.

ARTCut it all around

StripWrap the strip around the pencil

Franja, tira

GENERAL Nice, quiet and sensible children

Turn so you can look at the boardPretend that this is your piece of paper

That is about the size I wantNext job

You’ll miss what I want you to doStick on the same direction

I don’t mind little gaps in betweenIt’s very kind of you

Quiet reading Lectura silenciosa

Date 26-11-04 School Town Green Group Yr 3+4 Subject Art


DESIGNING MONEY CONTAINERS

Els As pensen quina forma tindrà, com serà el sistema per tancar-lo i el color (poden escollir entre dos o tres colors diferents).

Han de raonar sobre què fer i com fer-ho i quines propietats ha de tenir el portamonedes.

(veure sessió del dia 17-11-04)

ARTPortrait

Landscape

FabricTemplate

Count squares down

Count squares acrossFelt

Threat

Paper verticalPaper apaïsatRobaPatró

FeltreFil

GENERAL At the top/bottom of the pageLet’s see what table is ready

It tends to go wrong if you don’t listenRoughly

To stick (stuck) outPlace the templates on the fabric

Scruffy

To chop

Aproximadament, a ullsobresortir

brut, desendreçat





CHRISTMAS DECORATIONS: ADVENT CALENDAR

Es tracta d’un mural gran per fer un calendari d’advent fet per la M. El fons és negre, hi ha flocs de neu fets en paper blanc amb la tècnica de doblegar o tallar.

Es fan diferents rectangles en paper daurat i la neu de sobre en paper blanc. També hi ha neu a la base feta amb paper blanc.

Les finestres del calendari les fan els nens. Amb cartolina negra dobleguen la finestra. A dins hi ha un full groc, on ells han fet una decoració nadalenca retallant targetes de Nadal antigues. Al davant s’hi escriu el núm.

ART5/6 points star

GENERALTo spoil

It’s got to be that way upAll you have to do is...

Fer-ho malbé, pifiar-la

Date 01-12-04 School Town Green Group Yr 4 Subject Art (Displays)


CHRISTMAS DECORATIONSFer murals amb “Bon Nadal” en diferents llengües. Els fons, sempre en els tons tradicionals del Nadal: verd, vermell i blanc, però en diferents tècniques:

− Quadres verds, vermells i blancs en pintura.− Paper pinotxo en els tres tons enganxat.− Figures irregulars arrodonides en cera.

Sempre amb marcs platejats. En acabar les bases, enganxar les lletres del missatge i decorar-les amb purpurina.

ARTLayer Capa

GENERAL By the end of the afternoon Al final de la

tarda...





DISPLAY: LA JAQUETA DE’N JOSEP (Religió)

Es tracta d’un collage representant la Jaqueta de’n Joseph. Ha de ser molt acolorida. La M els dóna el perfil de la jaqueta en un full DINA3. Després han d’anar omplint la jaqueta amb tires de collage verticals ben primes amb diferents materials (roba, lluentons, feltre, cordons, etc.).

ARTThe colours we think of at Christmas

SnipTo snip it off

SymmetricalStrips

To collage

TisoradaRetallar alguna cosa en un extrem

tires

GENERAL I have never seen such a silliness

Whatever colour you have usedThere isn’t room to...

Starting from the bottom all the timeYou can overlap slightly

Put everything downI don’t want any white showing

All the bits can be saved



CHRISTMAS CARD

La tècnica a utilitzar serà l’Origami. El M explica què és i d’on ve. El M va ensenyant què fer (un Father Christmas) amb un paper gran a la pissarra i l’enganxa amb blutack. Va fent preguntes de predicció als As.

Els As tenen dins la seva “Christmas folder” dos fulls quadrats (gummed paper) de diferents colors per fer les dues parts del Pare Noel, el cos i el barret.

ARTTo fold

To crease

Gummed paper

DoblegarDoblegar, senyal en el full, arrugaPaper de color per una banda i enganxós al contacte amb aigua per l‘altre

GENERAL It won’t take that long

Keep your fingers away of …Ideally they had to be exactly the same

Off you go!Stiff

Not quite straight but fairly

Encarcerat, dur



Date 3,10,17-12-04 School Christ Church Group Yr 6 Subject Art

Activity Vocabulary / structures MeaningDISSENY D’UNA MÀSCARA

Parteixen d’una recerca a Internet, buscant les funcions, orígens i diferents exemples de màscares. La M proposa als As que facin la màscara d’un personatge del seu llibre o conte preferits. Ella n’escull un, l’escriu a la pissarra i demana als As que diguin adjectius que descriguin al personatge.

Cup of tea jacket

Small

Mad hatFa el diagrama anterior. Dóna tres minuts als As per parlar en grup de la història i el personatge que escolliran. Després, ho comenten en gran grup i la M ajuda a fer algunes correccions (repeticions, personatges difícils...).Escriuen a la pissarra el procés que han de seguir:

1. Decide on a character2. Thought shower3. Little sketches4. Design-anotate

a. Shape of the faceb. Coloursc. Texturesd. Expressione. Materials

Ho fan a la sketchbook, escrivint Aim: to design a mask. Un A de cada taula explica el seu disseny als altres i els altres li suggereixen possibles canvis. Un A ho explica davant de tota la classe.Es reparteixen cintes mètriques per mesurar-se els uns als altres les cares i el cap. En prenen nota.La M explica les propietats de les diferents bases per les màscares: cartolina, cartró plegat, paper maxé. Els As poden disposar de cartolina, cartró marró, cola blanca, paper de diari, cola blanca barrejada amb aigua per fer el paper maxé, globus de diferents colors per fer la base del paper maxé (el fan tallant trossets de diari i enganxant-los dins el globus, anant posant capes de cola amb un trosset d’esponja o de fregall de cuina).Durant dues sessions més, cada alumne confecciona la seva pròpia màscara, amb l’orientació de les mestres.

ARTWhat the mask can be/was made of?

I want lots of bits addedString

Plastic bandTo fold gently

CreaseTo put the scissors through to make a hole

Measuring tapeLengthWidth

The basic outlineStick them on

Paint the hole thingShreds of fabric

Paint doesn’t go on SellotapeHow do we make pink?

To stirA tiny little bit of red

Mix it roundStart with the lightest colours

Can I have yellow, please?What colours make orange?

You can see the newspaper through itIt’s more 3D

To make something stand out

A lot of cardboard showing throughTo brush in the same direction

spatula

Plec

Cinta mètricaLlargadaAmplada

Remenar

tridimenisionalFer sobresortir

GENERAL Brilliant, excellent

To sit upThat’s better, here we go

To label thisDo you get the idea?

Nice or nasty characterWe want lots of things going round

You make a really good job of itFold your arms

This is very handyOne minute, off you go

It’s up to you whether to have a mouth hole or notWhat do we call this technique?

I can’t wait to see themHold it in the air

MessyIn subsequent weeks

Let’s have John’s table firstSit quietly

Give the art books outThat’s a good start

There’s no point in doing...Add extra things on the mask

That’s dead easyFace the window

Hold your pencil the right wayDos and don’ts for a good handwriting

Seure recte

Mira a la finestra



Date 07-01-05 School Town Green Group Yr 6 Subject Art


WEAVING

Amb un cartró dur de tamany DINA4 aproximadament, els As dibuixen una línia a dalt i una a baix a 2 cm de distància del marge. Després hi posen una marca cada cm i les retallen fins a la línia.

2 cm ↕

✂

S’embolica al voltant el fil que serà la trama, de llana o ràfia. Es fixen els dos extrems amb cel·lo al darrera.

Amb diferents materials (llana, cintes de regal, roba, puntes, ràfia, etc.) es va fent l’ordit passant per sobre i per sota la trama alternativament. Els As han d’escollir diferents colors i textures.

ARTWool

RibbonLaces

Tassel

KnotsDouble-sided

Weaving frameEquidistant

ParallelKnitting

SwirlSpiral

Spring2 cm from the end

CintaCordó, llaçBorla, nus decoratiu per les cortines

Reversible

Fer mitjaRemolí

Molla

GENERAL You notice that I’m waiting for youUnless you listen very carefully...

Fold your arms

To be accurateTips

Don’t go pass the marginYou need to watch carefully

Don’t get mixed up

Get quiet down there

Creuar els braçosSer precísPuntes de les tisores

Que no es barregin



ANIMALS

En un full DINA3, els As enganxen les diferents parts del cos de l’animal escollit retallades. Després hi enganxen els diferents patterns de cada animal: quadrets per la girafa, ratlles per la zebra, punts per la serp, etc. Els animals que es treballen són: giraffe, elephant, zebra, tiger, snake, ostrich, lion. Utilitzen cola blanca per enganxar.

A l’hora de planificar, fan un dibuix primer i han de vetllar per l’aprofitament del paper.

Per acabar, fan els detalls de les parts del cos en altres colors: ungles, ulls, etc.

La M els presenta un model per poder veure-ho.

GENERAL You are going to miss the play

To mess around or aboutThey went in two by two

We are going to do one between two

To turn roundI’m very pleased by the way it’s going on

Go back to your placesGlue helpers/group monitors

Quiet reading

InterferirHi van anar de dos en dosEn farem un entre dosGirar-se

EncarregatsLectura silenciosa



Date 14-01-05 School Town Green Group Yr 3, 4, 5 and 6 Subject Art


GUSTAV KLIMT i HENRY MATISSE

Cada classe fa un treball diferent al voltant d’aquests pintors.

Yr3: amb rotlles de cartró dels que s’utilitzen per la venda de teixits, tallats en seccions d’uns 15 cm d’alt, els pinten de blanc. El M introdueix la sessió amb una PP sobre l’autor. Ens sessions posteriors els decoren imitant l’estil de l’artista.

Yr4: recrear un dels quadres de l’autor amb la tècnica d’enganxar paper de seda en quadrets petits i posar-hi molta cola blanca perque quedi brillant. Pintar els espais exteriors a la figura amb pastels (una mena de cera menys greixosa). En assecar-se el paper de seda, fer-hi els patterns al damunt amb pintura blanca, els mateixos pastels o retoladors.

Copiar alguns dels papers que l’autor utilitza, fer-ne fotocòpies en forma de quadrat en tamany 20x20 i que els As els pintin al seu gust.

Yr5: agafar diferents fotos de quadres de l’autor, i amb diferents materials (llana, paper, roba, llaços, etc.) fer un collage sense forma, només intentant copiar els colors que l’autor utilitza (el daurat hi és molt present).

Agafar el quadre “The snail” i intentar copiar-lo amb un programa de dibuix (Textease)

ARTContrasting colours and textures

Ribbon, to ribRoll your sleeves up

A stroke

LayersGuillotine

Una pinzelladacapa

GENERAL Background activity

As I showed you yesterday...Save it correctly

Go into “Save as”When your name comes out, …

Go back to your proper placesPut your hand up if you have...

Can you get out your worksheet...?Put them side by side in front of you

Turn so you are looking this wayTo grumble

To tell offWithered

A puff of smokeBorder

SeaweedI’m doing it upside down

The same sort of ideasWe are going to staple them together

The O stands for orange

Rondinar, queixar-seRenyarPansit, mustiBafaradaMarge d’un fullAlgues





RANGOLI DESIGNS

El M ensenya els As figures geomètriques tipus rajola plastificades. Demana als As deduir les característiques. En fan un entre tots a la pissarra. Els explica que hi ha d’haver patterns de formes i colors. Els dóna un full quadrat a cada dos As amb la base dels punts ja dibuixada. El dobleguen per trobar l’eix de simetria i hi dibuixen les formes que ells volen amb regla. Després decideixen quins colors faran servir per cobrir els quadrats, indicant-ho amb la inicial a cada quadret.

Ho cobreixen amb trossets de paper de seda que prèviament han arrugat i desarrugat, amb vàries capes, cobrint-ho abundantment amb cola blanca més aigua,de manera que quan es seca queda brillant. Cal remarcar que no han de passar de les línies dibuixades, utilitzant la espàtula o l’ungla per enretirar el paper.

ARTStraight linesSymmetrical

Dotted paperTranspose this to the other side

BackgroundPattern in shapes and colours

Tissue paper Paper de seda

GENERAL Some of you are very good at this

You’ve got two things to think aboutStand back and look

Whatever colour you colourTo scrunch Arrugar



COLLAGE

Amb materials diversos (roba, paper de seda, fruits secs, llavors seques, filferro, malla, trossos d’envasos de productes alimentaris, flors seques, cartolina, etc.) fan un collage que representa les diferents escenes d’un conte, per parelles.

Aquesta activitat forma part d’un treball de llengua. Els As havien reescrit un conte que la mestra els havia explicat amb l’ajuda d’un llibre gegant. Aquest full, amb un marge que havien decorat amb petits motius sobre el conte, l’havien enganxat en una base de color. També havien fet un dibuix individual del conte en un quadrat de 20x20, que s’havia enganxat sobre un quadrat blau i aquest sobre un de negre.

Tot forma part d’un display.

ART5/6 points star

GENERALPut that pencil away

Only a few people have finishedThere are lots of bits to do

To give it outWhen you finish, you might either do this or that

Repartir





CLAY – TRANSFER PRINTING

Cada A té un paper en el qual ha fet un disseny del tipus

Els As pinten per darrera el dibuix amb carbonet. Després posen el disseny damunt un tros de fang, el qual han aplanat prèviament damunt una tovalloleta de paper. Fregant amb el dits, la part en carbonet queda marcada damunt el fang.

Van rebaixant el fang amb una eina fins a tenir el dibuix en volum (han marcat tant els contorns que s’ha desprès la figura).

Un cop sec, l’han pintat tot sencer d’un color fosc (vermell, verd o blau). Un cop s’ha assecat aquesta pintura, han repassat els dibuixots gravats o n’han afegit d’altres amb retoladors daurats i platejats.

ARTClay board La fusta per

fer fang al damunt

GENERAL Can you make sure that...?

To go round itTo squash the clay

RepassarAixafar el fang





DIBUIX

Utilitzen un sketchbook per anar fent pràctica de dibuix o per fer els esbossos de diferents treballs. Aquesta llibreta es dóna a 1r i dura fins 6è.

Practiquen els diferents tipus de línies, primer amb llapis i després amb plastidecor negre:

(de més fort o més suau i a la inversa)

En un full nou, fan una figura tancada amb corbes. L’ombregen amb diferents intensitats. Cal estar alerta que no facin una figura molt complexa.

En un altre full, inicien un treball d’expressions. La M dibuixa cares amb diferents expressions i demana els As que diguin què espressen. Ho escriu a sota de cadascuna d’elles. Després els demana que s’hi fixin bé: celles, ulls, boca, etc., les esborra, i els demana que les facin a la seva llibreta, demanant-los que ens facin 2 o 3 més de diferents.

ARTTo shade

Keep inside the edgesDon’t go over the edges

Two lines going downTwo lines going across

We’ve done all sort of shadings in betweenMake loops

Make curve linesSharp corners

Fill most of the spacesTo draw from memory

Ombrejar

GENERALBring your sketchbook

What do you call it when...?A rough picture

I don’t expect you to have it right in a sketchbookHave another go until you have it right

Don’t do it yet, just watchStart very soft and get harder

At the very end/beginningHave another go of each

The more different ways you can use your pencil, the better can be your sketch

It must be about the size we normally do...A brand new one

Practice doing thatCan I see everybody’s face?

To take a directionIt’s a good try

I am very pleased with everybodyOne table at a time

Don’t rush, don’t spoil it by rushingI was off school

To Fiddle

To fidget

Expression: something you may notice about somebody’s face and then you know his feelings

Their expression on their faceTo pull a face that suits that expression

GrumpyCrossed

Don’t spend ages doing itDo one at a time

To cross it outIt drives me mad

I don’t careThoughtful

Nou de trinca

Jugar amb alguna cosa a les mansMoure’s de manera inquieta

RondinaireAngry, ill-humoured

Tatxar

M’és igualPensatiu/atent/reflexiu





A FRUIT SALAD

La M pregunta els As què hi poden posar a una amanida. A mesura que els As li diuen, ella ho va anotant en dues columnes diferents a la pissarra. Els demana el criteri per haver-ho fet així (fruit salad i vegetable salad).

Després miren quants tipus d’amanides poden fer: green, red, orangy yelllow, crunchy and hard, soft...

Els reparteix pissares blanques petites, una per grup, i els demana que anotin què necessitaran per a la seva amanida. Els grups s’han format amb aquells que volien fer la mateixa amanida.

Després escriuen el nom de cadascú a sota de la fruita que duran. En un full escriuen “My red/orangy yellow salad” i a sota dibuixen totes les fruites que necessitaran i hi escriuen el nom.

Per grups, aprenen a pelar amb un pelador, ratllar i tallar a trossos.

Fan l’amanida per grups.

ARTOrangey yellow

GENERALTo split them up

To make a saladWhat you’ve got to think about is...

PeelerBlade

To chop

GraterTo grate

SqueezerTwist it down

Separar-los

PeladorFulla del ganivetTallar a trossosRatlladorRatllarEspremedor



A CLAY SEA ANEMONE

Agafar dues boles iguals de fang d’uns 5-6cm de diàmetre i treballar-les fins que estiguin ben rodones. Dona’ls-hi la forma d’un pot de fons rodó prement amb el polze i anant aprimant els costats. Anar comprovant que les dues meitats siguin iguals. Unir-les com dues semiesferes per formar-ne una, posant “cola” de fang: agafar una mica de fang i barrejar-lo amb aigua i escampar-la amb un pinzell, i després fer-hi uns tallets perquè s’uneixi millor. Per fer desaparèixer la unió, agafar un CD vell i utilitzar-lo com a “afinador”. Utilitzar una cullera de cuina de fusta el més gran possible i anar colpejant la superfície de l’esfera fins a donar-li la forma desitjada. Acabar-la d’allisar amb el CD.

Quan l’esfera està acabada, decorar-la amb un xurro recargolat a la part superior. Per enganxar-lo, fer una mica de forma de base amb el polze i seguir el mateix procés que en unir les dues esferes. Afegir-hi boletes aixafades o fer-hi dibuixos amb diferents patters o posar-hi elements naturals (branquetes, fulles seques, etc.).

Coure’l i pintar-lo.

ARTTo smooth Allisar, afinar





THE GREAT BEAR

James Patterson va agafar el mapa de les línies de metro de London i va “renomenar” totes les estacions, donant-los-hi els noms de coses que eren molt importants per a ell. La M proposa els As fer el mateix. Amb paper de calca, calcar vàries de les línies de metro de London i donar diferents noms a les estacions de metro, escollint un tema diferent per a cada línia. Els posa alguns exemples a la pissarra com poder ser: pets, cars, countries, names of friends, etc.

ARTTo trace

To outlineTracing paper

Put it over the mapA variety of colours

It’s an interpretation, there’s no right or wrongBacking paper

ReseguirRepassarPaper de calca

Paper d’embalatge

GENERAL People I like listening the music of

Put your hands down, I haven’t finishedYou might choose 4 or 5

Your homework today is about...It isn’t going to take a long time

This is for your own good



A SNAIL

L’activitat està basada en el quadre “The snail” de Henri Matisse.

La M ensenya els As la làmina del quadre i els pregunta quina “mini beast” (estan treballant el topic) representa. Els explica de quin quadre es tracta i els va donant informació sobre l’autor, mentre va enganxant a la pissarra rètols que diuen:

“The snail” by Henri Matisse Henri Matisse was a french artist who loved strong

bright colours and patterns. He didn’t want to copy nature, he wanted to turn

what he saw into interesting shapes and patterns

Demana els As a qui li agrada el quadre. Els comenta la forma en espiral i penja més rètols.

Can you see the spiral shape of the snail’s shell? Matisse has used random shapes with rough edges

touching

Parlen del marc dins el quadre i comenten que mesura diferent en diferents llocs. La M explica als As que faran un quadre a l’estil del de Matisse, però decidint ells els colors. En fa una demostració en un full al cavallet.

Els dóna un full quadrat a cadascun i fulls de colors engomats (glue paper) i cada A fa la seva pròpia creació. No utilitzen tisores, els As estripen els papers.

ARTGuillotine

EdgeAround the edge

Nice, bright, strong coloursFrame

To tear

GENERALGood afternoon everyone/ everybody

Let someone else have a goNo, but It was a good guess thoughDon’t shout it out, put your hand up





THE IRON MAN

A Literacy els As estan treballant un llibre anomenat “The iron man”. Avui faran un dibuix del protagonista de la història.

El M els dóna un full DINA4 de dibuix que han de doblegar per la meitat. Tapen la meitat dreta amb un full perquè no s’embruti. Han de pintar amb ceres a la meitat de l’esquerra , fent diferents bandes més o menys gruixudes. No poden usar el negre.

En acabar, han de cobrir totes les tires amb negre. Pintar en direcció perpendicular a les tires ajuda força.

En acabar, retiren el full que separava les dues meitats, dobleguen el full, i dibuixen el personatge del conte a la part del darrera on han pintat en negre, de manera que queda marcat a la banda neta (positiu i negatiu).

ARTFold it over

It’s folded in halfOpen it up

Flatten it downPress on hard

Cover it completelyColour it in stripes

Push the black wax offOnce the corners have met, you push out

WaxGENERAL

You have to share themOff you go!

ChunkyUtterly

Solid and bulky

Com a ordre per començar la feina

Totally



Date 08,15-04-05 School Town Green Group Yr 5 Subject Art


TONALITATS DE BLAU

La M ensenya els As dos quadres de pintors japonesos pintats amb tonalitats diferents de blau. Els explica que treballaran amb aquestes diferents tonalitats. Els fa doblegar per marcar quadrets un tros de full de la següent manera:

Han de pintar els 16 quadrets amb diferents tonalitats de blau, començant pel més fosc i acabant amb el més clar.

REPRODUCCIO D’UN QUADRE

Els As, en grups de tres, miren de fer l’esboç d’un dels dos quadres mostrats per la M. En acabar l’esboç, es divideix l’esboç en tres, de manera que cada A pugui pintar el seu tros. Cal que es posin d’acord en fer les barreges i decideixin quin color va a cada part.

ARTColour mixing

The main colour that has been usedThe mountains at the background/at the front

Mixing shades de blueFrom dark gradually as light as you can

Blending into light blueMake the blue paler

It’ll go pale too quicklyStrip

To make that shade slightly lighterTo shade one direction

Fold in halfA paint pallet

To recreate a pictureTo blend colours

Shades/tones

Tonalitats

Barrejar

GENERALWe’ll start our work in a little while

Under no circumstancesTo wander about

We are going to have a look at the work of famous artists

Can anybody tell me...?It shouldn’t cause any problems

You should have the piece of paper this wayFor some reason you are not being sensible and I

don’t know whyIt should be about that size

You have to make sure that...That means that...

It’s all about looking at shades of colourYou are going to be working in groups of 3

Passejar-se sense motiu





THE FIRE OF LONDON

La M fa seure els As a la catifa. Amb un llibre gegant, parlen del Fire of London (l’estan treballant a Socials). Els As han de fer cases en flames.

Amb un full de paper negre, retallen la silueta de la casa. Retallen rectangles grocs, vermells i taronges per fer les finestres i la porta. Damunt les finestres hi enganxen tiretes negres en forma de creu simulant els barrots. Les flames les fan estripant trossos de paper groc, taronja o vermell i enganxant-los sobresortint de la taulada i de les finestres.

ARTA wood cut

Strips going acrossTo tear /tξ:r/

GENERALSit properly in your sits

Are you ready to listen?Leave him alone

The fire spreadIt’s got to look like a...

In a way, it doesn’t matter if...That sounds good/lovely...

When you hear my voice telling you something, you should be quiet straight away



PATTERNS ON MINI BEASTS

La M demana quins patterns poden trobar en les mini beasts. Va enganxant les paraules que diuen els nens a la pissarra a mesura que les van dient.

La primera activitat es tracta de fer punts, espirals i ratlles at random i in a pattern. La M demostra els As que s’ha de fer a la pissarra fent-ho ella. Es reparteixen als As fulls prèviament doblegats perquè els As tinguin la marca de cada requadre.

1 2 3

4 5 6

1,2,3 at random4,5,6 in a pattern1,4 spots2,5 spirals3,6 stripes

La segona activitat consisteix en pintar la meitat d’una minibeast a un full, doblegar-lo i d’aquesta manera la pintura imprimeix l’altra meitat, de manera que queda simètric.

Per fer això, la M demana els As noms d’aquests animals que siguin simètrics, els escriu a la pissarra i els As escullen el que volen dibuixar. Diuen quins són insectes i quins no i parlen de les seves característiques.

ARTSpots

StripesSwirls=spirals

TessellateWavy

SymmetricalCurved

WideNarrowRound

In a pattern/at randomGENERAL

I’m getting a little crossedWe are running out of space to

writeAntenna

I’m not very good at...I’ll sort it out in a minute

Let’s carry on

/antenai/





SPIDERS AND WEBS

La M llegeix en veu alta un poema: “A spider in the bath”. Pregunta als As qui té por de les aranyes. Parlen de que són aràcnids. Els llegeix informació sobre les aranyes continguda en un llibre, a l’hora que els va ensenyant les il·lustracions. Els explica, sobretot, com es fan les teranyines. Primer, l’exterior, el mig, els radis i l’espiral. Els As fan tres activitats diferents.

La primera consisteix en un fitxa on han d’ordenar les frases que expliquen com les aranyes fan les teranyines.

La segona és una teranyina cosida sobre un cartró amb llana, seguint els passos explicats per la M:1r pas:

2n pas:

3r pas:

La tercera tasca és fer una teranyina amb cola blanca al damunt d’una superfície de plàstic, de manera que es pot desenganxar quan s’asseca i enganxar-la a un vidre, per exemple.

ARTEdgesMiddle

SpokesSpiral

radis

GENERALThat’s much better

Can you just fit in here?Just keep trying

We’ll never get there if you keep interruptingMost spiders have 8 eyes

All spiders have 8 legsSome spiders have 16 claws

I’ve got some other books about…Number your pictures first

Put the sentences in the right orderI’ll keep it on the nice sideWe’ve got three jobs to do





MARBELLING

Es tracta de posar aigua en una safata. S’afegeixen algunes gotes de tinta de diferents colors, i es barregen amb un bastonet. Es posa un full de paper pla damunt la superfície del líquid i ràpidament es treu. Es deixa assecar el full.

ARTPut the paper down

Lift the paper upCool colours/warm colours

GENERALLet’s see what table is ready for meThere are going to be two activities

It’s already been settle up for youI wouldn’t do any more than three

Think about choosing the colours carefullySupposed that you wanted to have a complete contrast...

I’m not interested on itDon’t give them out yet

I’m going to stop you at ten toish Al voltant de les 10



WATERCOLOURS

Els As han estat practicant al Sketchbook la setmana anterior com barrejar colors i fer diferents tonalitats amb aquarel·les.

Avui han de pintar un full on hi ha les siluetes de diferents fruites, fent primer una capa clareta i després afegir ombres amb una capa més fosca.

ARTYou put too much water on

I want you to avoid having too much water in your brushThe water spans out

Make sure you keep your brush cleanClean your brush before you go to another colour

Fluffy brushHold the brush like a pencil

Don’t put your hand on wet paintTo blend

There are some lighter parts and some darker parts

Espellofat

Barrejar els colors

GENERALTake out your sketchbooks

They will be given other things to doYou’ve done a good job

Last warning, StephenIt comes with practise

ripe Fruita verda





TEXTURES ON MINIBEASTS

La M distribueix els As a taules diferents, tenint en compte els diferents nivells.

A cada taula reparteix una safata amb els adjectius referits a textures que pensa treballar. També té diferents safates amb trossos de materials que representen aquests adjectius. Són:

Flat (botons grans)Hard (botons, palets petits)Squishy (trossos d’escuma de coixí)Rought (trossos de paper de vidre)Smooth (roba de vellut)Soft (roba)Bumpy (trossos d’oueres)Silky (roba sedosa)

La M diu les paraules en veu alta i els As les han d’ensenyar (les han repartides pel damunt de la taula prèviament).

Els As recullen els objectes que representen les diferents textures i la M els ho fa ensenyar a tota la classe.

Tornen a la catifa. La M els ensenya la foto d’un caragol i els demana que diguin quines textures pot tenir. La M dibuixa el diagrama a la pissarra i enganxa els objectes corresponent a cada textura.

Soft hard

Squishy Smooth

Els pregunta com serien les textures d’una papallona. Finalment, per parelles els dóna un full DINA·i els As escullen una foto d’una mini beast perquè facin el mateix ells sols.

Al final, els As es passegen per les diferents taules per veure què han fet els altres.

ARTEdges

GENERAL“There’s a pen on the floor”, “I’ll get it after”

Sit down here by BenYou need to be listening

Who’s got “soft” on that table?Put your chair down

Try and find something out of these boxesOnly one person from each table can come

at onceThe rest of you...

Nobody knows, we’ll have to guess this oneShall we go for smooth?

Do as many as you can doCome and choose a picture

Do we share one?We’re going to move round and look at we’ve

done hereLeave the pieces of paper where they are

Sit on your own chairYou are very noisy today

Put the chairs on a pile





INSECTS

Els As s’asseuen per grups i anoten a una pissarra blanca petita diferents fets sobre els insectes, amb l’ajuda de llibres que la M ha deixat pel damunt de les taules.

Tornen a seure a la catifa i les posen en comú, anotant-les la M a la pissarra.

La M els ensenya un llibre sobre insectes i va confirmant la informació que han trobat ells.

Amb materials de diferents tipus (oueres, retalls de roba i de paper, tubs estrets i amples,...) els As han de construir un insecte i enganxar-lo en un full DINA3 tenint en compte les característiques dels insectes: el cos dividit en tres parts, 6 potes que surten del tòrax, antenes.

ARTRoll up your piece of paper

GENERALWork together in your table

Collecting facts about insectsDon’t get one until one is full

You’ve got books to look throughTo lay eggs

Have you got a different one?They all have got no bones

Which body part are the legs on?The top bit/the middle bit/the bottom bit

ThoraxAbdomen

Compound eyesWhat I would like you to do is...

It doesn’t have to be...Cross your legs nicely

It might have wingsI’m going to choose children to...



OBSERVATIONAL DRAWINGS

A la llibreta de dibuix hi fan un dibuix al natural d’una petxina o conquilla (en tenen una per cada dos alumnes).

La M els fa observar la petxina acuradament, fixant-se en la forma, colors, textures...

Els demana que facin primer el perfil i després afegeixin els detalls (ombres,...). Els adverteix que cal dibuixar sense prémer molt el llapis.

ARTA special pencil to draw with

Lead

Soft/hard leadA sharp pencil

You’ve got no control over your pencilA rough outline, not with a really heavy hand

Use the space that you’ve gotMake it as big as your piece of paper

My outline is very roughly drawnTo rub it out

Start to draw in detailGENERAL

Pick your pencils upIt could be worth a lot of money

At one point, an animal lived hereTo be right/left handed

Just one another little point...You are not concentrated

Don’t bend your book overNot big enough

I wouldn’t do any shading yetYou can put it (learning to concentrate) into every subject

/lεd/ mina del llapis



Date 06, 13, 20-05-05 School Town Green Group Yr 5 + 6 Subject Technology


DESIGNING SLIPPERS

En grups de 5 o 6, hauran de dissenyar unes sabatilles per a una empresa (“Moccasines Ltd”) i fer una presentació Power Point per presentar-les a l’empresa. El disseny de les sabatilles serà individual.

Parlen del diferents tipus de sabatilles que hi ha, les característiques de les diferents parts... La M porta algunes mostres de sabatilles per analitzar-les.

A cada grup se li assigna un personatge per al qual han de ser les sabatilles. Es reparteixen targetes amb les característiques de cadascun dels personatges.

La M els dóna un full a cada A per començar a discutir el disseny, on han d’anotar les característiques que hauran de tenir les seves sabatilles depenent del públic al qual van dirigides i han de fer el dibuix.

En una sessió posterior, els As dibuixen amb detall la sabatilla des de dos punts de vista i posen els noms dels materials que utilitzaran.

Posteriorment construeixen les sabatilles amb materials diferents.

ARTYou put too much water on

Measuring tapeColouring pencils

Bird’s eye viewSide view

WidthLength

GENERALYou have one minute to pick your group of 5 or 6

You need to listenA wide range of peopleA profile for somebody

I can’t listen to people who are trying to respondIn your teams...

It may include pictures...We are changing the groups around

To hand out=to give outTo split up

Without any fussTo work as a team

To see how you have progressedI don’t want you to disturb people on your way

To set up traysLook in the way, please

You have to come up with group rulesIt is not too much to ask you to listen

To label the parts

Dividir-se en grups

Escriure els noms amb fletxes



CLAY MINIBEASTS

La M ensenya els As una Presentació Power Point amb fotografies de mini beasts, preguntant els As de quin tipus són (insistint molt en els insectes) i perquè (parts del cos, nombre de potes, antenes o no, etc.).

Els proposa que facin un animaló cadascú en fang, recordant les característiques que han comentat. Els dóna també netejadors de pipes per poder fer potes, antenes, etc.

ARTTo stuck the clay on there

To put patterns on the wingsGENERAL

Nice and brightYou’ll have to forgive meOn your bottom, please.

That looks very complicatedSome of them you’ll be familiar with

Don’t shout out

A good tryThat will give us an idea

Utilitzat quan un As contesta sense aixecar la mà





PRINTING THE FIRE OF LONDON

La M dóna a cada A un rectagle de 20cmx10cm de poliestilè. Hi han de fer un dibuix de les cases de London quan el gran foc de l’any 1666. El fan amb llapis, prement bastant perquè les línies quedin enfonsades.

En una taula, prepara tinta negra en una safata i utilitza un rodillo per escampar-la bé. Passa el rodillo pel damunt de la placa ja dibuixada i després la cobreix amb un full blanc, demanat els As que passin les mans pel damunt, relliscant. Es treu la placa i queda la impressió al full.

ARTPolystyrene

To face it downPress down very smoothly

GENERALTo keep the classroom tidy

Some people are going to...

Don’t do any writingDon’t do too many details

We’ll see how this turn outStand up if you...

I’m choosing people who can do the printingOff you go to your places

Quan explica diferents feines a fer per grups



ABSTRACT BUTTERFLY

La M ensenya els As una foto d’una papallona. Els demana quines formes hi veuen, i ella les va dibuixant en un paper però barrejades, desordenades.

Després els demana quins colors hi veuen i els anoten. Els ensenya dues fotos més (una d’una papallona i una d’una marieta) i també anoten els colors que hi veuen.

S’asseuen en tres grups, cadascú escollint la foto amb la que vol treballar. Dibuixen les formes amb plastidecor negre, procurant fer les línies bastant gruixudes. Pinten el fons amb un dels colors que han anotat i després acaben pintant les formes dibuixades amb els altres colors. La M insisteix que no han de deixar cap espai en blanc.

ARTWhat shapes can you see?

Is there anything else you can see?My piece of paper is full enough now

Don’t go over the bitsLook at the shapes and copy them

Choose one of the colours and do the background

Your black line must be thickYou must press hard

To go over it

Quan pinten el fons

Repassar-hoGENERAL

Come round this waySit by Ellie, please

I don’t want any faces on...

I can’t have all that noiseLet’s have a look at what we are doing today

Stand up and show itCome and show usI hadn’t noticed that

Move out the way so Paul can move through it

Referint-se a cares dels nens amb expressions de disgust

No m’havia adonat



Date 20, 27-05-05 School Town Green Group Yr 3+4 Subject Art


PATTERNS IN FIELDS

El M ensenya als As fotografies aèries de camps amb diferents formes. Les comenten.

Els As dibuixen a un full DINA4 línies rectes entrecreuades i després pinten els espais lliures amb colors calents (vermell, taronja, groc, marró).

En una altra sessió, tornen a mirar la presentació Power Point i aleshores busquen quines línies veuen al damunt de cadascun dels camps i les anoten. Les dibuixen amb cera dura al damunt dels camps pintats i secs, utilitzant la regla en cas que sigui necessari.

ARTCross hatching lines

Faint dotted lines

Concentric circlesQuadrilaterals

GENERAL If you get it wrong it doesn’t matter

Get pencils out of the basket for everybody

Date 06-05-04 School Town Green Group Yr 4 Subject GUIDED

READING


GUIDED READING

Abans de començar la sessió de Plàstica, fan una sessió de mitja hora de Guided Reading.

Mentre tota la classe llegeix els seus llibres en veu baixa, un grup de 4 llegeix el mateix llibre amb la M. Es tracta d’un llibre exprés per fer aquest tipus de lectures, amb textos de dues pàgines. Es tracta de treballar la diferència entre fets i opinions a través d’un lectura que parla dels avantatges i inconvenients de portar uniformes a les escoles.

Els As llegeixen en veu alta una estona cadascún, mentre la M els va corregint la pronúncia. La M llegeix un fragment ella mateixa.

Després els va fent preguntes sobre el que han llegit, i també els demana que busquin informació mitjançant un “escanejat” ràpid del text.

GENERALTurn over

Carry on, MollyLet’s have a look at...

Tatty

Go on, Molly, have a go!

Passar pàginaContinua tú

Molt usat, fet malbéQuan una alumna aixeca la mà


art, craft and design · 2009-03-11 · one of them was teaching this subject in cicle mitjà-year...

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