ByME
Arts & Crafts 3
SYLLABUS
Area: Plástica (English)
Stage: Primary Education
UNIT 1: SELF-PORTRAITS
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Using specific art vocabulary to analyse a work of art.
Competence in mathematics, science and technology: Observing and drawing the correct proportion of the face.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Using guidelines to develop the skills needed to draw a portrait.
Competence in social awareness and citizenship: Appreciating and valuing the uniqueness of each individual.
Competence in autonomous learning and personal initiative: Developing confidence when learning a new art technique.
Competence in artistic and cultural awareness: Respecting cultural diversity while learning about artists from other cultures.
CONTENTS
Proportion in self-portraits.
EVALUATION CRITERIA
Analyse and interpret the
works of art so that they can
create new artworks based on
new knowledge.
LEARNING
STANDARDS
Observe the shape, size
and position of the face in
portraits.
KEY
COMPETENCES
(LIN, LTL, SOC, CUL)
Complete portraits using
the correct shape, size and
position of the different
parts of the face.
Relation between photography and artworks.
Reflect on the relation
between photos and artworks.
Analysis of proportion in the painting The Frame by
Frida Kahlo.
Identify and describe reality
and fiction using adequate
artistic language.
Learn and respect the works
Observation of and reflection on the work of art by Frida
Use guidelines to draw the
parts of the face correctly.
Observe and understand
the similarities between
reality and artworks.
Identify the characteristics
of portraits.
Observe, recognise and
(LIN, LTL, CUL)
(LIN, LTL, SOC, CUL)
(LIN, SOC, CUL)
Kahlo as part of our cultural heritage.
Autonomy and creativity in art.
Development of computer skills and practice of art skills
on the Internet.
of art that make up our
cultural heritage.
Choose lines, shapes and
colours in their artworks
effectively, following the
basic steps of the creative
process.
Observe portraits by different
artists.
LINGUISTIC CONTENTS
Language focus
Self-portrait, shape, size, position
Parts of the face: eyes, eyebrows, eyelashes, ears, cheeks, chin, nose,
mouth, forehead
Divide, lines, centre
Head, neck, shoulders, hair
Key structures
Possessive pronouns: my, his, her
Prepositions of place: above, below, between
Affirmative and negative short answers
respect the artwork by the
artist Frida Kahlo.
Draw a self-portrait.
Search for and explore
other portraits by Frida
Kahlo, Van Gogh and
Picasso.
Create funny portraits.
(LIN, LTL, SOC, AUT,
CUL)
(LIN, MST, DIG, LTL,
CUL)
VALUES
Shows respect for personal artwork and the artwork of others.
Values diversity and respects art from different cultures.
METHODOLOGY
In this unit, pupils will explore facial proportion by observing and
analysing a portrait by Frida Kahlo. It is important that pupils
carefully observe facial proportion with a variety of resources
including portraits, photos and their peers. Encourage them to use a
mirror to observe their own facial features carefully in order to draw
a self-portrait. Through the activities presented in this unit, pupils
will develop critical and creative thinking skills and explore
opportunities to apply new learning in different contexts and
strengthen new art and language skills. Pupils will begin developing
their understanding of the four content areas of art: Perceptions and
response; Historical, cultural and social context; Creative expression
and production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also compare and contrast their partner’s
self-portraits and discuss the likeness each one shows.
CROSS-CURRICULAR ITEMS
Maths: proportion
Natural science: living things
MIXED-ABILITY ACTIVITIES
Unit 1 flashcards – Activity bank
Class worksheet 1 – Draw a portrait of a famous person.
Fast finishers
Colour the two portraits.
Draw a portrait of a friend.
Draw and colour your favourite things around your self-portrait to
make a frame.
English extension activities
Name the different parts of the face.
Use the prepositions below, above and between to describe the
portrait.
Practise affirmative and negative short answers.
UNIT 2: STILL LIFE
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Describing colours to analyse a work of art.
Competence in mathematics, science and technology: Exploring the shapes that make up a variety of objects.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Experimenting with the variety of possibilities when mixing colours.
Competence in social awareness and citizenship: Collaboratively making decisions on how to arrange objects in a still life.
Competence in autonomous learning and personal initiative: Following the sequence of steps required to complete an artwork.
Competence in artistic and cultural awareness: Observing and reflecting on a work of art that makes up their cultural heritage.
CONTENTS
Colours in art and the environment.
EVALUATION CRITERIA
Recognise the primary and
secondary colours.
Understand how to obtain
tertiary colours.
Still lifes.
Analysis of colours in the still life Guitar on a Table by
Juan Gris.
Observation of and reflection on the work of art by Juan
Gris as part of our cultural heritage.
Recognise and understand
still lifes as a mayor theme
throughout art history.
Identify and describe reality
and fiction using adequate
artistic language.
Learn and respect the works
of art that make up our
cultural heritage.
LEARNING
KEY
STANDARDS
COMPETENCES
Identify colours in a colour (LIN, LTL, AUT,
wheel and name them.
CUL)
Mix primary colours with
secondary colours to make
new colours (tertiary
colours).
Identify the elements in a
still life.
Arrange objects for a still
life.
Identify and name colours
in the still life Guitar on a
Table by Juan Gris.
Observe, recognise and
respect the artwork by the
artist Juan Gris.
(LIN, LTL, AUT,
CUL)
(LIN, LTL, SOC,
CUL)
(LIN, SOC, CUL)
Autonomy and creativity in art.
Art materials.
Development of computer skills and practice of art skills
on the Internet.
Choose objects and colours,
following the basic steps of
the creative process.
Identify recyclable objects to
be used in their artworks.
Learn more about Juan Gris
and his artwork.
Identify and use different
colours.
LINGUISTIC CONTENTS
Language focus
Still life, guitar, strings
Primary colours: red, yellow, blue
Secondary colours: orange, green, purple
New colours: red-orange, yellow-orange, yellow-green, blue-green,
blue-purple, red-purple
Key structures
Can to express ability
Present simple third person singular s
VALUES
Actively experiments with different materials and techniques.
Enjoys making connections between the visual arts and music.
Arrange objects in a
creative way to draw and
colour a still life.
Make a guitar.
Use recyclable objects to
make a guitar.
Compare objects
represented in different
artworks by Juan Gris.
Mix colours to make new
colours.
(LIN, LTL, SOC,
AUT, CUL)
(LTL, SOC, AUT,
CUL)
(LIN, MST, DIG, LTL,
CUL)
METHODOLOGY
In this unit, pupils will explore intermediate colours by observing
and analysing a still life by Juan Gris. It is important that pupils
carefully observe the colours found in both natural and manmade
objects in their immediate environment. Encourage them to
experiment with mixing colours with a variety of art materials and
discuss the outcomes of each one. Through the activities presented in
this unit, pupils will develop critical and creative thinking skills and
explore opportunities to apply new learning in different contexts and
strengthen new art and language skills. Pupils will begin developing
their understanding of the four content areas of art: Perceptions and
response; Historical, cultural and social context; Creative expression
and production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also work in pairs or small groups to
explore their own artworks using their five senses.
Fast finishers
Draw an object you can see and mix colours.
Draw a window and an outdoor scene.
Add more colours to your guitar.
CROSS-CURRICULAR ITEMS
Natural science: the senses
English extension activities
Talk about different activities.
Practise Present simple first person.
Practise Present simple third person.
MIXED-ABILITY ACTIVITIES
Unit 2 flashcards – Activity bank
Class worksheet 2 – Read the riddles, draw the objects and colour.
UNIT 3: COLLAGES
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Describing shapes to analyse a work of art.
Competence in mathematics, science and technology: Using lines and shapes to represent a figure in motion.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Observing an artwork and creating a new artwork inspired by an artistic style.
Competence in social awareness and citizenship: Awareness of the importance of physical fitness and participation in physical activity to
maintain personal health.
Competence in autonomous learning and personal initiative: Applying new techniques and skills to create a new work of art.
Competence in artistic and cultural awareness: Observing and using the outline to represent the human figure in an artwork.
CONTENTS
Space (positive and negative) in art and the environment.
Lines and shapes.
Analysis of the use of positive and negative shapes in the
painting Icarus by Henri Matisse.
EVALUATION CRITERIA
Analyse and interpret the
works of art so that they can
create new artwork based on
new knowledge.
Identify positive and negative
space.
Learn how to represent
figures with lines and shapes.
Identify shapes in a collage.
LEARNING
STANDARDS
Observe and recognise the
positive and negative
shapes in an artwork.
KEY
COMPETENCES
(LIN, MST, LTL,
CUL)
Represent figures in
motion effectively using
different types of lines and
shapes.
(LIN, LTL, AUT)
Draw the outline of a body
in motion.
Observe and identify the
positive and negative
shapes in the painting
(LIN, LTL, SOC,
CUL)
Observation of and reflection on the work of art by Henri
Matisse as part of cultural heritage.
Autonomy and creativity in art.
Development of computer skills and practice of art skills
on the Internet.
Learn and respect the works
of art that make up cultural
heritage.
Choose figures in motion for
a collage.
Learn about contour lines and
shapes.
Icarus by Henri Matisse.
Observe, recognise and
respect the artwork by the
artist Henri Matisse.
Cut and glue paper to
make a collage with
positive and negative
shapes.
Search the Internet for
more information on Henri
Matisse and his paintings.
(LIN, SOC, CUL)
(LIN, LTL, SOC,
AUT, CUL)
(LIS, MST, DIG, LTL,
CUL)
Learn about contour lines
and positive and negative
shapes.
LINGUISTIC CONTENTS
Language focus
Collage
Outline
Positive and negative shapes
Lines and shapes
Body, motion
Joints: shoulder, elbow, wrist, hip, knee, ankle
Key structures
Present continuous: I think he’s jumping, flying, falling, etc.
Can to express ability
VALUES
Enjoys participating in physical activities.
Listens and responds respectfully to the ideas of classmates.
METHODOLOGY
In this unit, pupils will explore positive and negative shapes by
observing and analysing a figure in motion in a collage by Henri
Matisse. It is important that pupils observe the outline of objects and
figures in their immediate environment and identify objects by
looking at their silhouettes. Encourage them to observe and reflect
on how the body moves and discuss the parts of the body (the joints)
that allow us to move in a variety of ways. Through the activities
presented in this unit, pupils will develop critical and creative
thinking skills and explore opportunities to apply new learning in
different contexts and strengthen new art and language skills. Pupils
will begin developing their understanding of the four content areas
of art: Perceptions and response; Historical, cultural and social
context; Creative expression and production; Aesthetics and
criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also observe one another as models to
draw a figure in motion.
CROSS-CURRICULAR ITEMS
Natural science: the body
MIXED-ABILITY ACTIVITIES
Unit 3 flashcards – Activity bank
Class worksheet 3 – Draw people jumping.
Fast finishers
Colour the negative shape one colour.
Draw another figure in motion.
Draw the outlines of objects in your classroom.
English extension activities
Talk about different movements.
Identify the parts of the body.
Practise Present continuous.
REVIEW 1: ART IN NATURE
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Expressing ideas and listening to others to complete a group project.
Competence in mathematics, science and technology: Using lines and shapes to represent the shape of an animal.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Experimenting with techniques and choosing from a variety of materials to create texture.
Competence in social awareness and citizenship: Sharing opinions and respecting the points of view of others when working in a group.
Competence in autonomous learning and personal initiative: Using creativity and imagination to share ideas through art.
Competence in artistic and cultural awareness: Using a variety of techniques to show visual and actual texture in an artwork.
CONTENTS
EVALUATION CRITERIA
Review of proportion, colours and shapes in art and the
environment.
Use basic elements of art
(proportion, colours, shapes)
effectively and in a personal
way.
Texture in art and in animal coverings.
Identify and reproduce
texture in a two-dimensional
artwork.
Posters.
Know the adequate elements
for a poster.
Observation and analysis of the use of proportion,
colours, shapes and texture in the painting Mandrill by
John G. Keulemans.
Identify and describe reality
and fiction using adequate
artistic language.
LEARNING
STANDARDS
Draw and animal and add
texture applying the
concepts learnt.
KEY
COMPETENCES
(LIN, LTL, AUT,
CUL)
Observe natural texture in
animal coverings.
(LIN, LTL, AUT,
CUL)
Use different objects and
materials to creature
texture.
Make a poster with images
and text using the correct
font and style to make it
legible.
Identify texture in the
painting Mandrill by John
G. Keulemans.
(LIN, LTL, SOC,
AUT, CUL)
(LIN, MST, LTL,
SOC, CUL)
Observation of and reflection on the work of art by John
G. Keulemans as part of cultural heritage.
Group work: an animal poster.
Autonomy and creativity in art.
Development of computer skills and practice of art skills
on the Internet.
Learn and respect the works
of art that make up cultural
heritage.
Identify the idea, belief or
opinion they want to express
in a poster.
Draw the outline of an animal
with the correct proportion.
Make a poster, following the
basic steps of the creative
process.
Learn about animals.
Observe, recognise and
respect the artwork by the
artist John G. Keulemans.
Carry out a group project
respecting the ideas of
others and collaborating in
the tasks they’ve been
assigned.
Draw the outline of an
animal and add texture
using different materials.
Explain the elements of
the poster using the
vocabulary learnt.
Search the Internet for
other posters to identify
the message they convey.
Make a virtual visit to the
art museum MoMA to
explore animals in art.
(LIN, SOC, CUL)
(LIN, LTL, SOC,
AUT, CUL)
(LIN, LTL, SOC,
AUT, CUL)
(LIN, MST, DIG, LTL,
CUL)
LINGUISTIC CONTENTS
Language focus
Texture, shape, size, position, colour, outline
Animal coverings: smooth skin, fur, feathers, scales, shell
Mandrill, frog, tiger, flamingo, snake, turtle
Mammal, bird, fish, reptile, amphibian
Carnivore, herbivore, omnivore
Habitat, protect, danger of extinction, poster
Key structures
Connectors of sequence: first, then, next, finally
Past simple: painted, glued, cut, etc.
Present simple: has, lives, eats, etc.
VALUES
Shows interest in protecting animals and their homes.
Cooperates with classmates to complete an art project.
METHODOLOGY
In this unit, pupils will review lines, shapes and colours by observing
and analysing the visual texture in an animal painting by John
Gerrard Keulemans. It is important that pupils observe a variety of
photos of animals and discuss the different textures in animal
coverings. Provide pupils with a variety of materials to explore and
use to create both visual and actual texture. Encourage pupils to
work in groups to create a poster in order to share ideas and feelings
about the importance of protecting animals and their homes.
Through the activities presented in this unit, pupils will develop
critical and creative thinking skills and explore opportunities to
apply new learning in different contexts and strengthen new art and
language skills. Pupils will begin developing their understanding of
the four content areas of art: Perceptions and response; Historical,
cultural and social context; Creative expression and production;
Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils will collaborate in partners or small groups
to create a poster and answer a list of questions to help prepare a
presentation of their artwork.
CROSS-CURRICULAR ITEMS
Natural science: animals
MIXED-ABILITY ACTIVITIES
Units 1-3 flashcards – Activity bank
Review Unit Class worksheet 1 – Listen and write about a famous
artist.
Fast finishers
Make texture rubbing with objects in your classroom.
Plan what you will write on the poster.
English extension activities
Describe the colour of the parts of an animal.
Describe what an animal looks like with “It’s got” and “It’s”.
Describe an animal and have classmates guess the animal.
UNIT 4: MOSAICS
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Describing patterns, shapes and colours to analyze a work of art.
Competence in mathematics, science and technology: Using a grid to create geometric patterns.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Reflecting on their artwork and the artwork of others.
Competence in social awareness and citizenship: Recognising the need to respect and care for plants.
Competence in autonomous learning and personal initiative: Using creativity to create an artwork that is unique and different than others.
Competence in artistic and cultural awareness: Reflecting on the works of art that make up our cultural heritage.
CONTENTS
Patterns in art and the environment.
EVALUATION CRITERIA
Identify patterns (lines,
shapes, colours).
LEARNING
STANDARDS
Observe and identify
patterns in a mosaic.
KEY
COMPETENCES
(LIN, MST, LTL,
AUT, CUL)
Colour patterns effectively
in a mosaic design.
Observation and analysis of patterns in a mosaic from the
Alhambra Palace.
Observation of and reflection on the mosaics from the
Alhambra Palace as part of our cultural heritage.
Understand what mosaics are
and how they are done.
Learn and respect the works
of art that make up our
cultural heritage.
Complete geometric
patterns using lines, shapes
and colours.
Identify the patterns in a
mosaic.
Appreciate the cultural
legacy of the Alhambra
Palace.
Identify the Alhambra
Palace as a World Heritage
Site.
(LIN, MST, LTL,
SOC, CUL)
(LIN, LTL, SOC,
CUL)
Circumference and circle.
Distinguish between a
circumference and a circle.
Recognise the elements of
a circumference.
Colour circle patterns.
Differentiate repetition by
the use of translation and
symmetry.
Make a mosaic flower.
Geometry: transformations.
Observe and identify types of
transformation.
Autonomy and creativity in art.
Identify geometric patterns.
Development of computer skills and practice of art skills
on the Internet.
Analyse and identify the steps Organise geometric shapes
of the creative process.
to create a circular pattern
with lines, shapes and
colours effectively.
Learn about the Alhambra
Make a virtual tour to the
Palace and patterns.
Alhambra Palace.
(LIN, MST, AUT)
(LIN, MST, LTL)
(LIN, MST, LTL,
SOC, AUT, CUL)
(LIN, MST, DIG, LTL,
CUL)
Explore patterns.
LINGUISTIC CONTENTS
Language focus
Mosaic, small pieces, puzzle
Pattern: repeated lines, shapes and colours
Geometric shapes
Wall, floor, flower, garden
Key structures
Adjective order: seven small black stars
Comparatives: bigger, smaller
VALUES
Appreciates the environment as a source of inspiration.
Demonstrates interest, curiosity and creativity when observing and
responding to a work of art.
METHODOLOGY
In this unit, pupils will explore patterns by observing and analysing a
mosaic from The Alhambra Palace. It is important that pupils
observe and identify patterns in both manmade and natural objects
(plants) in their world. Pupils will learn how to use a dotted grid to
help them draw geometric patterns more accurately. Through the
activities presented in this unit, pupils will develop critical and
creative thinking skills and explore opportunities to apply new
learning in different contexts and strengthen new art and language
skills. Pupils will continue developing their understanding of the
four content areas of art: Perceptions and response; Historical,
cultural and social context; Creative expression and production;
Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also compare and contrast their artwork
with the artwork of their peers.
CROSS-CURRICULAR ITEMS
Maths: patterns, geometric shapes, transformation
Natural science: plants
MIXED-ABILITY ACTIVITIES
Unit 4 flashcards – Activity bank
Class worksheet 4 – Design a T-shirt with geometric patterns.
Fast finishers
Draw a pattern with flowers.
Make more geometric patterns.
Draw a picture of your mosaic flower.
English extension activities
Identify and name geometric shapes.
Practise adjective order: describe shapes with number and size.
Describe shapes with number, size and colour.
UNIT 5: NEAR AND FAR
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Discussing the artistic techniques to show objects in space.
Competence in mathematics, science and technology: Exploring the relationship between the relative size of objects and their distance in
space.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Applying new techniques and skills in their art.
Competence in social awareness and citizenship: Recognizing the importance of respecting different habitats and the animals that live there.
Competence in autonomous learning and personal initiative: Using self-evaluation as a tool to improve artistic skills.
Competence in artistic and cultural awareness: Developing techniques to effectively create the illusion of depth in a two-dimensional artwork.
CONTENTS
Space in art and the environment.
EVALUATION CRITERIA
Identify the background,
middle ground and
foreground in a landscape.
Observation and analysis of the concept of depth in the
painting Tropical Forest with Monkeys by Henri
Rousseau.
Recognise how depth is
recreated in a
landscape.
Observation of and reflection on the work of art by Henri
Rousseau as part of our cultural heritage.
Learn and respect the works
of art that make up our
cultural heritage.
Make a 3-D landscape.
Autonomy and creativity in art.
LEARNING
STANDARDS
Relate size of objects with
planes in a landscape.
Draw objects of different
sizes in the three planes of
a landscape.
Identify objects of
different sizes in different
planes in the painting
Tropical Forest with
Monkeys by Henri
Rousseau.
Observe, recognise and
respect the artwork by the
artist Henri Rousseau.
Organise the elements in a
3-D landscape,
KEY
COMPETENCES
(LIN, MST, LTL,
CUL)
(LIN, MST, LTL,
SOC, CUL)
(LIN, MST, SOC,
CUL)
(LIN, MST, LTL,
SOC, AUT, CUL)
Development of computer skills and practice of art skills
on the Internet.
Learn about other artworks
by Henri Rousseau.
LINGUISTIC CONTENTS
Language focus
Background, middle ground, foreground
Near, far, small, big
Habitats: tropical rainforest, desert, water habitat
Cactus, lizard
Key structures
Prepositions of place: in, on, under, next to, between, in front of,
behind
Comparatives: nearer, further, smaller, bigger
Superlatives: nearest, furthest, smallest, biggest
VALUES
Actively follows the steps required to do the task and prepares materials
in advance.
Demonstrates responsibility when looking after the materials and the
space used to create an artwork.
METHODOLOGY
In this unit, pupils will explore the representation of depth in space
by observing and analysing animals and plants in the foreground,
overlapping them to create
the illusion of depth.
Search the Internet for
more artworks by Henri
Rousseau based on jungles
to reflect on depth.
(LIN, MST, DIG, LTL,
CUL)
middle ground and background of a jungle habitat painted by Henri
Rousseau. It is important that pupils observe a variety of photos of
different habitats to understand the relationship of the relative size of
objects in relationship to their distance in space. Encourage pupils to
explore and talk about real life observations regarding object size
and distance. Through the activities presented in this unit, pupils will
develop critical and creative thinking skills and explore
opportunities to apply new learning in different contexts and
strengthen new art and language skills. Pupils will continue
developing their understanding of the four content areas of art:
Perceptions and response; Historical, cultural and social context;
Creative expression and production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also discuss or present their final
projects in small groups.
CROSS-CURRICULAR ITEMS
Natural science: habitats
MIXED-ABILITY ACTIVITIES
Unit 5 flashcards – Activity bank
Class worksheet 5 – Draw a chameleon in a jungle scene.
Fast finishers
Draw, cut and glue more animals and plants in your jungle habitat.
Add more desert animals to your habitat.
Add details in your foreground, middle ground and background.
English extension activities
Practise prepositions of place to describe objects in the painting.
Practise comparative adjectives to describe objects in the painting.
Practise superlative adjectives to describe objects in the painting.
UNIT 6: KITES
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Sharing personal experiences to respond to a work of art.
Competence in mathematics, science and technology: Constructing three- dimensional geometrical forms and representing them in
two-dimensional drawings.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Exploring the artistic qualities in everyday objects.
Competence in social awareness and citizenship: Understanding and respecting festivals from different cultures.
Competence in autonomous learning and personal initiative: Using problem solving skills to find ways to make their kite fly better.
Competence in artistic and cultural awareness: Valuing diversity and respecting art from different cultures.
CONTENTS
Geometric forms in art and the environment.
EVALUATION CRITERIA
Learn the geometric forms.
Observe that forms have
volume.
Observation and analysis of the use of forms in kites.
Autonomy and creativity in art.
LEARNING
STANDARDS
Identify and name
different geometric forms.
KEY
COMPETENCES
(LIN, MST, LTL,
AUT, CUL)
Identify the three
dimensions of a form:
length, width and depth.
Analyse the difference
between shapes and forms.
Identify and describe forms in Identify forms in kites.
ordinary objects.
Distinguish between a 2-D
Draw lines from shapes to
and a 3-D form.
create forms that show
depth in space.
Use different materials to
make a 3-D form.
(LIN, MST, LTL,
SOC, CUL)
(LIN, MST, LTL,
SOC, AUT, CUL)
Make a carp kite.
Development of computer skills and practice of art skills
on the Internet.
Learn about forms in the
world.
Create a cylindrical carp
kite.
Play a game to review
forms.
(LIN, MST, DIG, LTL,
CUL)
LINGUISTIC CONTENTS
Language focus
Kites, carp kites
Forms: sphere, cube, pyramid, cone, cylinder, rectangular prism,
triangular prism
Three-dimensional: length, width, depth
thinking skills and explore opportunities to apply new learning in
different contexts and strengthen new art and language skills. Pupils
will continue developing their understanding of the four content
areas of art: Perceptions and response; Historical, cultural and social
context; Creative expression and production; Aesthetics and
criticism.
Key structures
Like verb + ing: I like flying kites.
Demonstrative pronouns: this, that, these, those
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also share ideas and explore effective
kite flying techniques with each other.
VALUES
Shows acceptance and respect for a variety of artworks.
Develops cultural awareness and appreciation of other viewpoints.
METHODOLOGY
In this unit, pupils will explore geometric forms by observing and
analysing a variety of kites. It is important that pupils observe and
construct a variety of geometric forms to understand the concept of
volume. Encourage pupils to practice different techniques in drawing
three-dimensional forms using a variety of techniques including one
point perspective and observation of a model. Through the activities
presented in this unit, pupils will develop critical and creative
CROSS-CURRICULAR ITEMS
Maths: forms
Natural science: water and air
MIXED-ABILITY ACTIVITIES
Unit 6 flashcards – Activity bank
Class worksheet 6 – Draw a cube and change it into different
objects.
Fast finishers
Add more shapes and draw lines to the point.
Construct more forms.
Design a new kite.
English extension activities
Talk about outdoor activities.
Practise using the gerund after the word like to talk about favourite
activities.
Practise affirmative and negative short answers.
REVIEW 2: LANDSCAPES
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Expressing ideas and listening to others to complete a group project.
Competence in mathematics, science and technology: Creating patterns with a variety of materials.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Learning from peers while working in a group.
Competence in social awareness and citizenship: Sharing ideas and respecting different opinions while working in a group.
Competence in autonomous learning and personal initiative: Planning and organizing materials to complete the steps of the artistic process.
Competence in artistic and cultural awareness: Using a variety of materials to create a mixed media artwork.
CONTENTS
Review of patterns, space and forms in art and the
environment.
Composition.
Texture.
Observation and analysis of the use of elements of art in
the painting Stone City Iowa by Grant Wood.
Observation of and reflection on the work of art by Grant
Wood as part of cultural heritage.
EVALUATION
CRITERIA
Use basic elements of art
(patterns, space, forms)
effectively and in a personal
way.
Distinguish between a
horizontal and a vertical
format.
Observe how texture can be
represented by different
materials.
Identify and describe reality
and fiction using adequate
artistic language.
Learn and respect the works
of art that make up cultural
LEARNING
STANDARDS
Make a landscape with
depth.
KEY
COMPETENCES
(LIN, MST, LTL,
CUL)
Identify the three planes in
a landscape: background,
middle ground and
foreground.
Observe and reflect on a
horizontal landscape.
(LIN, LTL, AUT,
CUL)
Use different materials in a
landscape depending on the
texture they want to show.
Identify depth in the
painting Stone City Iowa
by Grant Wood.
Observe, recognise and
respect the artwork by the
(LIN, AUT, CUL)
(LIN, MST, LTL,
SOC, CUL)
((LIN, MST, SOC,
CUL)
Group work: a landscape mural.
Autonomy and creativity in art.
Development of computer skills and practice of art skills
on the Internet.
heritage.
Recognise the elements in a
landscape with depth.
Decorate a landscape,
following the basic steps of
the creative process.
artist Grant Wood.
Carry out a group project
respecting the ideas of
others and collaborating in
the tasks they’ve been
assigned.
Cut and glue photos from
magazines of different size.
Create texture by using
different materials.
Describe their artwork orally. Explain the characteristics
of the mural using the
vocabulary learnt.
Learn about depth in other
Search the Internet for
artworks by Grant Wood.
landscapes by Grant Wood
and other artists, and
compare them.
(LIN, MST, LTL,
SOC, AUT, CUL)
(LIN, MST, LTL,
SOC, AUT, CUL)
(LIN, MST, DIG, LTL,
CUL)
LINGUISTIC CONTENTS
Language focus
Landscape, background, middle ground, foreground
Pattern, form, texture
Natural, man-made
Mountain, hill, beach
Nearer, further, bigger, smaller
Key structures
There is/There are... Is there/Are there any...?
Connectors of sequence: first, then, next, finally
VALUES
Understands and uses the basic elements of art to create a
composition.
Cooperates with classmates to complete an art project.
METHODOLOGY
In this unit, pupils will review patterns, space and forms by
observing and analysing a landscape painted by Grant Wood. It is
important that pupils view a variety of photos and make real life
observations of landscapes and discuss the different forms and
patterns they see in the foreground, middle ground and background.
Provide pupils with a variety of materials to explore the aesthetic
possibilities they can provide in the art process. Encourage pupils to
work in groups to create a mural in order to share ideas and feelings
about the unique plants, animals and structures found in different
landscapes. Through the activities presented in this unit, pupils will
develop critical and creative thinking skills and explore
opportunities to apply new learning in different contexts and
strengthen new art and language skills. Pupils will continue
developing their understanding of the four content areas of art:
Perceptions and response; Historical, cultural and social context;
Creative expression and production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils will collaborate in partners or small groups
to create a landscape mural and answer a list of questions to help
prepare a presentation of their artwork.
CROSS-CURRICULAR ITEMS
Maths: forms, patterns
Natural science: landscapes
MIXED-ABILITY ACTIVITIES
Units 4-6 flashcards – Activity bank
Review Unit Class worksheet 2 – Listen and write about kites.
Fast finishers
Add more shapes and draw lines to the point.
Construct more forms.
Design a new kite.
English extension activities
Identify and name objects in the painting using “There is/There are”.
Describe the objects and their placement in the painting.
Ask classmates questions about the objects in the painting using “Is
there a / Are there any”.
UNIT 7: LAND ART
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Describing the sequence of steps used to create an artwork.
Competence in mathematics, science and technology: Distinguishing between geometric and natural lines, shapes and forms.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Experimenting with the artistic possibilities of a variety of natural materials.
Competence in social awareness and citizenship: Understanding that land art can teach us the importance of civic behaviour and our duty to
take care of the Earth.
Competence in autonomous learning and personal initiative: Observing the form of a rock and choosing an animal to represent.
Competence in artistic and cultural awareness: Using a variety of natural materials to create art.
CONTENTS
Organic (natural) forms in art and the environment.
EVALUATION CRITERIA
Analyse and interpret the
works of art so that they can
create new artwork based on
new knowledge.
Land art.
Learn that elements from
nature inspire artists.
Technique: printing.
Learn the technique of
printing with natural
materials.
Identify natural forms.
Observation and analysis of organic forms in the land art
by Julia B. and Richard S.
Observation of and reflection on the work of art by Julia
Learn and respect the works
LEARNING
STANDARDS
Observe and identify
organic lines, shapes and
forms.
Make a land art collage
with organic shapes and
forms.
Show interest in the type
of art created with
elements from nature.
Make a nature print.
Reflect on the elements
from nature in an example
of land art.
Observe, recognise and
KEY
COMPETENCES
(LIN, MST, LTL,
AUT, CUL)
(LIN, LTL, SOC,
CUL)
(LIN, LTL, AUT,
CUL)
(LIN, LTL, SOC,
CUL)
(LIN, SOC, CUL)
B. and Richard S. as part of cultural heritage.
of art that make up cultural
heritage.
Autonomy and creativity in art.
Use a natural object to create
art.
Learn more about land art.
Development of computer skills and practice of art skills
on the Internet.
Use different materials in
nature collages.
LINGUISTIC CONTENTS
Language focus
Land art
Natural materials: sand, soil, rocks, plant parts
Organic lines, shapes and forms
Nature, stamp, print
Key structures
Connectors of sequence: first, then, next, finally
Past tense regular and irregular: looked, painted, shared, went,
found, made, took
VALUES
Appreciates the environment as a source of inspiration.
Shows creativity, autonomy and responsibility during the creative
process.
respect the artwork by the
artists Julia B. and Richard
S.
Paint a rock to create an
animal.
Explore and compare more
land art artists and their
artworks.
Make collages using rocks,
shells, twigs and leaves.
(LIN, LTL, SOC,
AUT, CUL)
(LIN, MST, DIG, LTL,
CUL)
METHODOLOGY
In this unit, pupils will explore natural lines, shapes and forms in a
photo of land art by Julia Brooklyn and Richard Shilling. It is
important that pupils understand the artistic possibilities natural
objects have to offer. Pupils can explore a variety of land art from
different artists. Encourage them to experiment with a variety of
natural materials in the art making process. Through the activities
presented in this unit, pupils will develop critical and creative
thinking skills and explore opportunities to apply new learning in
different contexts and strengthen new art and language skills. Pupils
will continue developing their understanding of the four content
areas of art: Perceptions and response; Historical, cultural and social
context; Creative expression and production; Aesthetics and
criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also share a variety of natural materials
they brought from home with their classmates.
CROSS-CURRICULAR ITEMS
Natural science: the Earth
MIXED-ABILITY ACTIVITIES
Unit 7 flashcards – Activity bank
Class worksheet 7 – Change these natural objects into something
completely different.
Fast finishers
Draw different organic lines, shapes and forms from nature.
Share your stamps and make another nature print.
Draw a picture of you rock animal and record facts about this
animal.
English extension activities
Practise regular past tense verbs.
Practise irregular past tense verbs.
Describe the art process using connectors of sequence: first, then,
finally.
UNIT 8: INVENTIONS
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Expressing opinions to analyze a work of art.
Competence in mathematics, science and technology: Identifying and investigating symmetry in a variety of natural and manmade objects.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Comparing and contrasting Art with animals and objects from nature.
Competence in social awareness and citizenship: Listening to and accepting different points of views.
Competence in autonomous learning and personal initiative: Designing a new type of flying machine.
Competence in artistic and cultural awareness: Developing creativity and imagination in art.
CONTENTS
Balance (symmetry) in art and the environment.
Analysis of the use of balance in the sketches Aerial
Screw and Flying Machines by Leonardo Da Vinci.
Observation of and reflection on the work of art
Leonardo Da Vinci as part of our cultural heritage.
Autonomy and creativity in art.
EVALUATION CRITERIA
Analyse and interpret the
works of art so that they can
create new artwork based on
new knowledge.
Observe sketches of flying
machines.
Learn and respect the works
of art that make up our
cultural heritage.
Design a flying machine.
LEARNING
STANDARDS
Identify symmetry in
everyday objects and in
elements from nature.
KEY
COMPETENCES
(LIN, MST, CUL)
Complete objects that fly
to make them symmetrical.
Understand the idea of
(LIN, LTL, SOC,
making drafts of new
CUL)
inventions before creating
them.
Reflect on the inventor’s
work.
Appreciate the artwork by
Leonardo Da Vinci.
Imagine and design a new
(LIN, SOC, CUL)
(LIN, LTL, SOC,
type of flying machine,
following the basic steps
of the creative process.
Development of computer skills and practice of art skills
on the Internet.
Find out more about
Leonardo Da Vinci and
inventions.
Make a paper plane.
Search the Internet for
more information on
Leonardo Da Vinci.
AUT, CUL)
(LIN, MST, DIG, LTL,
CUL)
Invent a new type of
transport.
LINGUISTIC CONTENTS
Language focus
Flying machine
Musician, scientist, inventor
Plane, helicopter
Observation, imagination
Balance
Key structures
Questions words: who, what, when, where, why
VALUES
Demonstrates interest, curiosity and creativity when observing and
responding to a work of art.
Enjoys sharing ideas and opinions about their own artwork and the
artwork of others.
METHODOLOGY
In this unit, pupils will explore symmetry and the inspiration that
artist and inventors find in nature by analysing sketches of flying
machines by Leonardo Da Vinci. Provide pupils with an opportunity
to share their own opinions about how this famous artist was
inspired by natural objects. Encourage them to observe objects in
their environment to find inspiration to invent a new type of flying
machine. Through the activities presented in this unit, pupils will
develop critical and creative thinking skills and explore
opportunities to apply new learning in different contexts and
strengthen new art and language skills. Pupils will continue
developing their understanding of the four content areas of art:
Perceptions and response; Historical, cultural and social context;
Creative expression and production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also work together to explore the flying
capabilities of their paper planes.
Fast finishers
Draw a picture of the sky with animals and objects that fly.
Invent a new form of transport.
Fly your plane.
CROSS-CURRICULAR ITEMS
Maths: symmetry
Natural science: Transport
English extension activities
Practise questions words: who, what, when, where, why.
Practise present tense questions about the artist and artworks.
Practise past tense questions about the artist and artworks.
MIXED-ABILITY ACTIVITIES
Unit 8 flashcards – Activity bank
Class worksheet 8 – Invent new forms of transport inspired by
nature.
UNIT 9: ILLUSTRATION
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Sharing personal interests and experiences to respond to a work of art.
Competence in mathematics, science and technology: Understanding and using a variety of lines to show movement.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Developing skills to communicate ideas in a comic.
Competence in social awareness and citizenship: Respecting the personal interests and experiences of others.
Competence in autonomous learning and personal initiative: Anaylsing and using basic characteristics of a comic.
Competence in artistic and cultural awareness: Understanding that artists can tell a story and share cultural information through art.
CONTENTS
EVALUATION CRITERIA
Movement in art and the environment.
Analyse and interpret the
works of art so that they can
create new artwork based on
new knowledge.
Illustration.
Understand a story through
images.
Observe movement in an
illustration.
Analysis of the illustration made by the Spanish
illustrator Nacho Gómez.
Identify the story in an
illustration that shows
movement.
LEARNING
STANDARDS
Observe and draw
different types of lines to
show movement.
KEY
COMPETENCES
(LIN, MST, LTL,
CUL)
Identify and understand
the story in a comic strip.
(LIN, MST, LTL,
AUT)
Design the characters for a
story.
Use lines to show
movement going forwards
and backwards, side to
side, up and down, and
around and around.
Talk about what’s
happening in an
illustration.
(LIN, MST, LTL,
SOC, CUL)
Observe the direction of
lines to show movement.
Observation of and reflection on the work of art by
Nacho Gómez as part of our cultural heritage.
Autonomy and creativity in art.
Development of computer skills and practice of art skills
on the Internet.
Learn and respect the works
of art that make up our
cultural heritage.
Create a comic, with images
and text, and its characters.
Learn about other illustrators.
Create stories.
Learn about animation.
Reflect on the illustrator’s
work.
Appreciate the artwork by
Nacho Gómez.
Draw a sequence of
pictures in a comic strip to
show movement and tell a
story, including the
dialogues.
Search the Internet for
more information on
illustrators such as Eric
Carle and Dr. Seuss.
Write and illustrate stories
online with different levels
of difficulty.
Make an animation online.
(LIN, MST, SOC,
CUL)
(LIN, LTL, SOC,
AUT, CUL)
(LIN, MST, DIG, LTL,
CUL)
LINGUISTIC CONTENTS
Language focus
Illustration, illustrator
Lines, movement
Forwards, backwards, side to side, up, down, around
Character, personality, story
Comic strip, cartoon, setting, action
Key structures
Present continuous: She’s scoring a goal, jumping, skateboarding,
etc.
What does she look like? She has got dark hair. She’s wearing a
yellow T-shirt.
VALUES
Shows interest in expressing feelings, sharing ideas and telling stories
through art.
Listens and responds respectfully to the ideas of classmates.
METHODOLOGY
In this unit, pupils will explore lines that show movement by
observing and analysing an illustration by Nacho Gomez. Pupils will
also develop an understanding of the communicative qualities of
illustrations and comics. Provide pupils with opportunities to view a
variety of different styles and techniques in illustrations and comics.
Encourage pupils to develop a unique style of telling a story through
character development, sequencing events and exploring the
expressive qualities of lines. Through the activities presented in this
unit, pupils will develop critical and creative thinking skills and
explore opportunities to apply new learning in different contexts and
strengthen new art and language skills. Pupils continue begin
developing their understanding of the four content areas of art:
Perceptions and response; Historical, cultural and social context;
Creative expression and production; Aesthetics and criticism.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils can also read and comment on the comics
created by their peers. They can also create a class comic book.
CROSS-CURRICULAR ITEMS
Social science: work
MIXED-ABILITY ACTIVITIES
Unit 9 flashcards – Activity bank
Class worksheet 9 – Draw a cartoon character and name it.
Fast finishers
Draw a picture of yourself doing your favourite activity with lines to
show movement.
Draw objects to show what your character likes to do.
Draw a new comic strip with your character.
English extension activities
Review Present continuous to describe actions.
Practise words to describe appearances.
Describe the children in the illustration.
REVIEW 3: BUILDINGS
KEY COMPETENCES EVALUATION
Competence in linguistic communication: Expressing ideas and listening to others to complete a group project.
Competence in mathematics, science and technology: Planning, constructing and decorating a model of a building using lines, shapes patterns,
forms and balance.
Digital competence: Developing computer skills and practising art skills on the Internet.
Competence in learning to learn: Exploring the artistic possibilities of using recyclable materials in art.
Competence in social awareness and citizenship: Sharing ideas and respecting different opinions while working in a group.
Competence in autonomous learning and personal initiative: Developing self-confidence and leadership skills when working in a group.
Competence in artistic and cultural awareness: Using a variety of elements of art to create an artwork.
CONTENTS
Review of lines, shapes, colours, texture, patterns, forms,
balance and space in art and the environment.
Observation and analysis of the Guggenheim Museum
Bilbao by Frank Gehry.
Observation of and reflection on the work of art by Frank
Gehry as part of cultural heritage.
Group work: a city.
EVALUATION CRITERIA
Use basic elements of art
(lines, shapes, colours,
texture, patterns, forms,
balance, space) effectively
and in a personal way.
Reflect on the design of
buildings.
Learn and respect the works
of art that make up cultural
heritage.
Recognise the most suitable
LEARNING
STANDARDS
Make a three-dimensional
building.
KEY
COMPETENCES
(LIN, LTL, AUT,
CUL)
Observe and name the
elements of art in the
Guggenheim Museum
Bilbao by Frank Gehry.
(LIN, LTL, SOC,
CUL)
Appreciate the architect’s
work.
Observe, recognise and
respect the artwork by the
architect Frank Gehry.
Carry out a group project
(LIN, MST, SOC,
CUL)
(LIN, MST, LTL,
materials for the execution of
their work.
Autonomy and creativity in art.
Development of computer skills and practice of art skills
in the Internet.
Follow the basic steps of the
creative process to plan a 3-D
city.
Describe their artwork orally.
Learn about architecture.
LINGUISTIC CONTENTS
Language focus
Building, architect, model, plan
Line, shape, colour, texture, pattern, form, balance, space
City, town, village
Key structures
Connectors of sequence: first, then, next, finally
Past simple: painted, glued, cut, etc.
Will to talk about the future
VALUES
Uses creativity and imagination to transform everyday objects into
something new.
respecting the ideas of
others and collaborating in
the tasks they’ve been
assigned.
Make a model of buildings
for a city.
Explain the characteristics
of the scene using the
vocabulary learnt.
Search the Internet for
information about
futuristic buildings and
living walls.
SOC, AUT, CUL)
(LIN, LTL, SOC,
AUT, CUL)
(LIN, MST, DIG, LTL,
CUL)
Cooperates with classmates to complete an art project.
METHODOLOGY
In this unit, pupils will review a variety of elements of art by
observing and analysing the structure of the Guggenheim Museum,
Bilboa by Frank Gehry. It is important that pupils understand and
actively participate in the planning and constructing of a model of a
new building. Provide pupils with a variety of materials to explore
and encourage the value of recyclable materials to create art.
Encourage pupils to work collaboratively to create a model of a city
and to take turns presenting their buildings in small groups. Through
the activities presented in this unit, pupils will develop critical and
creative thinking skills and explore opportunities to apply new
learning in different contexts and strengthen new art and language
skills. Pupils will continue developing their understanding of the
four content areas of art: Perceptions and response; Historical,
cultural and social context; Creative expression and production;
Aesthetics and criticism.
Fast finishers
Draw a picture of your building. Plan the windows, doors and other
details.
Colour the roads and the area around your building.
GROUPWORK
Encourage pupils to discuss the artwork in pairs or groups, using the
audio as a guide. Pupils will collaborate in partners or small groups
to create a model of a city and answer a list of questions to help
prepare a presentation of their artwork.
English extension activities
Talk about buildings in a town/city.
Describe the art process using connectors of sequence: first, then,
finally.
Practise the use of “Will” to talk about future predictions
CROSS-CURRICULAR ITEMS
Maths: shapes, patterns, forms
Social science: the city
MIXED-ABILITY ACTIVITIES
Units 7-9 flashcards – Activity bank
Review Unit Class worksheet 3 – Listen and write about a visit to
the Art museum.