PROJECT PLASTIC WORK

PROJECT: PLASTIC WORK

By: Alberto Costas; Bárbara Gregores; Iria Herbella; and Charity López

Index

1. Contextualization

2. Objectives, contents and learning outcomes

3. Vocabulary

4. Structures

5. Cognitive skills

6. Activities

7. Reflection

Recipients attending 1st primary education

Objectives

The general objectives are:

• b) To develop individual and group work habits, effort habits and responsibility. To develop self- confidence, critical sense, personal initiative, curiosity, interest and creativity, and entrepreneurial spirit.
• f) Acquire a basic communicative competence in a foreign language to express and understand simples messages.
• j) Use differents representations and artistic expressions and make visual and audiovisual proposal.

The specific objectives are:

• To make verbal description of their plastic work.
• To become active participants in the plastic work.

The contents are:

• To use simple and accurate vocabulary to assess their own creations and other people´s plastic work
• To make verbal description of their plastic work and observations about that

The learning outcome is:

• Make a description of what they feel or think about their own creations and their classmates’ creations, using accurate vocabulary

CALP VOCABULARY ARE:

ADJECTIVES

COLOURS

Great, good, fine, original, sad, happy, scary, angry, calm, amazing, beautiful and interesting

Primary (blue, red, yellow) and secondary (green, orange, purple) coloursWarm (red, yellow, orange) and cold (blue, purple, green) colours

EMOTIONS

Happy, sad, angry, relaxed, scared and excited.

BICS structures

• 1. Colours structures:
• The picture has color 1, color 2,... and color 3.
• This colour is + the name of the colour.
• These colours are + the names of the colours.
• For example: This colour is yellow/blue/red/…
• 2. Primary and secondary colours structures:
• If we mix ________ and ________, we will create _______.
• If we mix ________ and ________, we will get _______.
• If we mix ________ and ________, we will have _______.
• 3. Warm and cold colours structures
• The yellow, orange and red colours are warm.
• The blue, purple, green colours are cold.
• 4. Emotions structures
• I feel happy/angry/sad/scared/excited/relaxed.
• Picture n1 makes me feel + adjective
• Picture number 1 is + adjective

• 5. Opinion structures
• I like it
• I think that it is horrible
• In my opinion this painting is great
• The colors of this work of art are + name colour.
• (colour name) is used in the work of art.
• This artwork has a lot of primary/secondary/warm/cold colours.
• That work of art makes me feel + adjective.
• I feel (adjective) when I watch this artwork.
• I think that this artwork is +adjective + because they use warm/cold colours.

Cognitive skills

Evaluate: commenting and criticizing.Analyzing: categorizing and relating. Understand: classifying, describing and explaining. Remember: repeating.

CLIL learning sequence

We follow the CLIL sequence (activation, comprehesion, vocabulary, oral production, writing production and assesment) with this activities:

1. Pictures
2. Colour Laboratory
3. Remember feeling
4. Warm and cold pictures
5. Complete sentences
6. Dictation
7. Virtual art gallery

PICTURES

COLOUR LABORATORY

IF WE MIX RED AND YELLOW, WE CREATE ______.

IF WE MIX YELLOW AND BLUE, WE CREATE _____.

IF WE MIX BLUE AND RED, WE CREATE ______.

REMEMBER FEELINGS

TO CHOOSE THE EMOTION WITH THE CORRECT GIF

WHAT DO YOU FEEL WITH THESE PICTURES?

PICTURE NUMBER 1

PICTURE NUMBER 2

PICTURE NUMBER 3

PLASTIC WORK DICTATION

ART gallery

Now is your turn

• Be an artist
• Be an art critic

Internal Origin

Swot Analysis to Conclude

Weaknesses

Strengths

Pupils Motivation Unexpected Things Simplicity of the topic Material Resources Different English level

CLIL Methodology TICs Enriching for children

Opportunities

Threats

Allow us: To apply knowledge To improve our methology

Educative community Different level Lack of resources

External Origin