You are on page 1of 104

Teachers Book

Arts & Crafts 4 PRIMARY

412045 _ 0001-0011.indd 1

05/10/12 13:10

Contents

K
c

Introduction

Key competences........................................................3
Student's Book contents..............................................4
Science topics..............................................................6
The Student's Book......................................................7
The Teacher's Book......................................................8
Teacher's resources.................................................. 10
The Teacher's i-book..................................................11

Teachers Book lesson plans


First term
Term 1 syllabus........................................................... 12
Unit 1........................................................................... 16
Unit 2......................................................................... 20
Unit 3......................................................................... 24
Unit 4......................................................................... 28
Unit 5......................................................................... 32
Crafts.......................................................................... 36

Second term
Term 2 syllabus......................................................... 40
Unit 6......................................................................... 44
Unit 7.......................................................................... 48
Unit 8......................................................................... 52
Unit 9......................................................................... 56
Unit 10........................................................................ 60
Crafts.......................................................................... 64

Third term
Term 3 syllabus......................................................... 68
Unit 11..........................................................................72
Unit 12.........................................................................76
Unit 13........................................................................ 80
Unit 14........................................................................ 84
Unit 15........................................................................ 88
Crafts.......................................................................... 92

Audio transcripts.............................. 95
2
412045 _ 0001-0011.indd 2

11/10/12 16:34

Key competences
Key competences are a combination of knowledge, skills and attitudes appropriate to different
contexts and situations. These competences have the following characteristics:
They encourage the development of skills rather than the assimilation of theoretical content:
individuals become competent when they learn how to solve problems effectively.
Competences develop progressively and can be acquired in different learning situations and
institutions.
They are interdisciplinary because they integrate knowledge that originates in different academic
disciplines.

Key competences in Arts and Crafts


Competence in linguistic communication
This is the ability to interpret and use language as a tool for
oral and written communication. Verbal communication is
fostered by the exchange of opinions, the narration of
personal experiences and oral expositions on different
topics. Reading and writing simple texts also develop this
competence. In Arts and Crafts, students have ample
opportunity to share and describe their artwork, as well as
to express their opinions and experiences.

Mathematical competence
This competence is the ability to use numbers, perform
basic operations, understand symbols and solve problems
in order to interpret the physical world. A range of activities
help students understand and apply perspective and
geometric arrangement in their compositions.

Knowledge and interaction with the physical


world
This competence develops the ability to interact with the
physical world and apply scientific methods to explain its
phenomena. At primary level, students are encouraged to
define and solve problems, design and carry out simple
experiments, work out solutions, analyse results and
communicate them.

Processing information and digital


competence
This is the ability to use both traditional and modern
technologies to obtain, process and transmit information
found in traditional and digital media. The Computer
Drawing Program promotes this competence.

Social competence and citizenship


This competence refers to the ability to understand and
participate successfully in the society in which we live. At
primary level, this is developed by promoting group
cooperation, solidarity and satisfaction at successfully
completing tasks. Students often present their own artwork
and appreciate the work of others.

Cultural and artistic competence


This competence involves the appreciation of the
importance of artistic creations and cultural productions at
various times in history and from different cultures.
It includes the appreciation of the visual arts, music and
literature. The systematic interpretation of illustrations
and photographs helps to develop this competence.
The Art Masterpieces sections bring students closer to
great artistic works and the techniques used to produce
them.

Competence in learning to learn


This competence is acquired by learning how to apply
different techniques aimed at selecting, organising,
interpreting and memorising information. At the end of
each unit, students are given the opportunity to apply new
techniques they have learnt. The main concepts are also
revised regularly.

Autonomy and personal initiative


The study of Arts and Crafts demands autonomy and
initiative. Students need to plan and organise their work
creatively and critically. A great deal of the activities require
them to make their own decisions.

3
412045 _ 0001-0011.indd 3

05/10/12 13:10

Student's Book contents


TWO-DIMENSIONAL WORKSHEETS
TERM 1

1 Drawing
a still life
2 A food poster
3 Drawing
people
4

A different
kind
of family

Drawing on
coloured
backgrounds

6 Cave
paintings
lines to
7 Using
draw animals

8 Geometric
shapes I
Geometric
shapes II

9 Colourful
friezes
10 A mosaic

Drawing a still life.


Organisation of elements
in a composition.

11

13

15

17

19

Interpreting a poster
by Greg Brown.
Use of different materials
to make a poster.

Interpreting Family
by Fernando Botero.
Proportion and disproportion
in figures.
Drawing on coloured
backgrounds.
Creation of new colours
by mixing.
Interpreting
a cave painting.
Cave art and diffusing
techniques.
Drawing animals using lines.
Use of curved and straight
lines to create different
effects.

21
Compositions
using geometric
shapes.

23

27

country
11 Alandscape

puzzle of a
12 Abuilding
I

Drawing an adult
and a child.
Proportion within
a composition.

Interpreting
an abstract painting
by Wassily Kandinsky.

25

TERM 2

Using grids to organise


graphic space.
Artistic compositions
using friezes.
Studying a Roman mosaic.
Creation of a composition
using the mosaic
technique.

A puzzle of a
building II

13 Colours
on the beach
14

A landscape
with
temperas

15 Reflections
in water
16

Reflections:
studying a
masterpiece

black
17 Awindmill

pop art
18 Acomposition

19 A fast car
20 Awithsculpture
textures

29

Drawing a country
landscape.
Use of different techniques
to create perspective.

Studying the Romanesque


church of San Martin
de Fromista.

31
Making a puzzle
from a photograph.

33

35

Choosing materials
to colour a black
and white photograph.
Use of different colouring
techniques.

37

Interpreting Promenade
among the olives trees
by Henri Matisse.
Techniques using tempera
paints to create different effects.

39

41

43

45

47

49

Drawing a landscape
with reflections.
Use of diffusing techniques
to create reflections.

Interpreting Narcissus
by Caravaggio.
Tenebrism: contrast
between light and shade.

Experimenting with
coloured backgrounds.
Contrast between the elements
and the background of
a drawing.
Interpreting Campbells soups
by Andy Warhol.
Pop art and the use
of stencil patterns.

Creating movement in a drawing.


Use of diffusing
techniques to create
the effect of speed.

Interpreting Walking man I


by Alberto Giacometti.
Use of plasticine
to imitate textures.

4
412045 _ 0001-0011.indd 4

05/10/12 13:10

THREE-DIMENSIONAL WORKSHEETS

TERM 1

TERM 3

21

A still life
in black
and white

beach
22 Ascene

23
24

A prehistoric
man

Different
views

Egyptian
25 An
comic strip

26

Drawing
a vignette

27 Afairmedieval
I
A medieval
fair II

28

Drawing a
masterpiece

51

53

Interpreting Fisherwoman
with her child by Sorolla.
Application of light
and shadows
in a composition.

55

Drawing the human body


from the front
and the side view.
The observers position
in a drawing.

57

59

61

29
30

A famous
portrait

Studying the Stonehenge


megalith in England.
Representation of objects
from different angles.
Drawing an Egyptian
comic strip.
Use of speech bubbles
in a comic.
Studying a vignette
from Asterix and Obelix.
Interpretation of a vignette
changing the textures
and the background.
Creating a medieval scene
using cut-outs.

Day:
31 Columbus
a totem pole

Colouring and constructing


a totem pole.

73

32

Making a
television set
with two story
strips.

World Television
Day

75

33

Assembling a
Christmas theatre
with moving
characters.

A Christmas
play

77

TERM 2

34 Carnival: a float

Constructing
a Carnival float.

79
Day: a
35 Mothers
calendar

81

Assembling
a calendar
with
moving
parts.

63
Techniques for creating
depth in a composition.

36

67

69

71

Making a
greetings card
with moving parts.

Childrens Day:
a dragon card

65

g.

An ice cream
stall

Drawing a still life


in black and white.
Use of light and shade
to create volume.

83
Interpreting Las Meninas
by Diego Velzquez.
Representation of space
and depth in a painting.
Drawing a picture combining
the primary colours.
Creation of new tones
by superimposing colours.
Interpreting A young ladys
adventure by Paul Klee.
Use of coloured tissue paper
to interpret a painting.

TERM 3

37

Constructing
a ball from a
geometric net.

World Sports
Day: a ball

85
Decorating
and assembling
a photo frame.

Day:
38 Friendship
a photo frame

87

5
412045 _ 0001-0011.indd 5

05/10/12 13:10

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

SCIENCE TOPICS
1. Food and nutrition
2. The family
3. Vertebrate animals
4. Invertebrate animals
5. Nature
6. Where we live
7. The environment
8. Water
9. Objects and machines
10. Energy
11. Ecosystems
12. Prehistory
13. Ancient history
14. Changes in time
15. People, culture and society

ARTS AND CRAFTS WORKSHEETS


Worksheet 1 Drawing a still life
Worksheet 2 A food poster
Worksheet 3 Drawing people
Worksheet 4 A different kind of family
Worksheet 5 Drawing on coloured backgrounds
Worksheet 6 Cave paintings
Worksheet 7 Using lines to draw animals
Worksheet 8 Geometric shapes
Worksheet 9 Colourful friezes
Worksheet 10 A mosaic
Worksheet 11 A country landscape
Worksheet 12 A puzzle of a building
Worksheet 13 Colours on the beach
Worksheet 14 A landscape with temperas
Worksheet 15 Reflections in water
Worksheet 16 Reflections: studying a masterpiece
Worksheet 17 A black windmill
Worksheet 18 A pop art composition
Worksheet 19 A fast car
Worksheet 20 A sculpture with textures
Worksheet 21 A still life in black and white
Worksheet 22 A beach scene
Worksheet 23 A prehistoric man
Worksheet 24 Different views
Worksheet 25 An Egyptian comic strip
Worksheet 26 Drawing a vignette
Worksheet 27 A medieval fair
Worksheet 28 Drawing a masterpiece
Worksheet 29 An ice cream stall
Worksheet 30 A famous portrait

6
412045 _ 0001-0011.indd 6

05/10/12 13:10

The Student's Book


Arts and Crafts Students Book consists of fifteen units. There are thirty-eight
worksheets, organised in three terms and divided into two blocks. The first block
includes worksheets designed to practise two-dimensional tasks. There are two
types: drawing and art techniques, and introduction to the world of art. The second
block introduces craftwork and practice with three-dimensional techniques.

Drawing and art techniques


Number and title of the
worksheet

Drawing a still life

Icons indicating the materials


needed to complete the activity

Model to follow
A still life is the representation of inanimate
objects, for example, foods, musical instruments,

Drawing space

flowers, etc. Before you draw a still life, make a


sketch to organise the elements within your
composition. Finally, add the details and colour.

Draw and colour a still life.


seven

412034 _ 0007-0028.indd 7

7
11/09/12 11:31

The activities in this block relate to colour, shape and organisation of the drawing space. The second
worksheet of each unit analyses techniques used by famous artists.

Three-dimensional techniques
Number and title of the
worksheet

31

Columbus Day: a totem pole

Icons indicating the materials


needed to complete
the worksheet

Finished model

Pieces to cut out and


glue together

L ook at the model, then colour the pictures. Cut out the pieces, then fold along
the dotted lines. Glue the pieces together to make your totem pole.
seventy-three

412034 _ 0073-0088.indd 73

73
11/09/12 11:40

These pages, at the back of the Students Book, have thicker paper which is suitable for three-dimensional crafts.
The students explore new techniques working in three dimensions.

7
412045 _ 0001-0011.indd 7

05/10/12 13:10

The Teacher's Book


Information and practice pages

Reproductions of
Students Book
pages

Objectives

UNIT 1

Materials
needed to
complete the
activity

Drawing a still life

A food poster

UNIT

Objectives

Objectives

Todrawastilllife

Tostudyaposterclosely

Touseasketchasafirststep
indrawing

Tofreelychoosematerials
tointerpretaworkofart

Tolearnaboutorganising
theelementsinacomposition

Todrawaposterapplyingdifferent
techniques

Materials

Materials

Graphitepencil

Graphitepencil

Colouredpencils
Rubber

Teaching suggestions

Colouredpencils
Felt-tippens

A still life is the representation of inanimate


objects, for example, foods, musical instruments,

Waxcrayons

flowers, etc. Before you draw a still life, make a


sketch to organise the elements within your
composition. Finally, add the details and colour.

Temperapaints

Sslistentotrack1.1andanswer.
Explainthatastilllifeisa
representationofinanimateobjects.
RemindSsoftheimportanceof
makingaquickpencilsketchbefore
theystartdrawingwithmoredetail.
Drawtheirattentiontothesketchin
theStudent'sBookandsay:Asketch
helpsustoorganisetheelementsof
ourcompositionbetter.

Paintbrushes
Rubber
Look at the poster by Greg Brown, then look at the illustration. Draw a poster using some of these
Draw and colour a still life.

objects. Choose your own materials. Finally, add any more details you like and write a title.
seven

412034 _ 0007-0028.indd

7
16/03/12

COMPUTER DRAWING PROGRAM

412034 _ 0007-0028.indd

Anticipating difficulties
RemindSstouselightpencilstrokes
whensketching,sothelinesarenot
visibleinthefinisheddrawing.

LEARNING TO LEARN

Imitating Mondrian
Thisfirstactivityisarevisionofthebasicapplicationsseeninthepreviouscourse,
suchascreatingshapesandcolouringthemin.
MondriandevelopedadistinctivestyleinfluencedbytheCubistmovementin
artearlyinthe1900s.Inhispaintingsheusedagridofblacklinesonawhite
background.Hefilleditinwithgeometricshapes,suchassquaresandrectangles,
paintedwithprimarycolours(red,blueandyellow).

Teaching suggestions
Sslistentotrack 1.2andanswer.

14:23

Explain:GregBrownsstilllifeis
originalbecauseitgiveslifeto
inanimateobjects.Thismakesthe
posterfuntoobserve.

ART MASTERPIECES

AskSstodrawtheirownversion
ofBrownsposter,choosingsomeof
Brownsobjects,aswellasadding
theirowndetails.
Aftercompletingtheactivity,Sstake
turnstoshowtheirposterstothe
class,describingtheircompositions
intheirownwords.

Anticipating difficulties

AlfonsMaraMuchaandHenrideToulouseLautrecwereartistsfamousfortheirposter
artwork.Mucha(1860-1939)wasaCzechpainter
anddecorativeartist,well-knownforhisunique
ArtNouveaustyle,asseenintheposteronthe
right.Lautrec(1864-1901)wasaFrench
Post-ImpressionistpainterandArtNouveau
illustrator.Heisalsofamousforhisbohemian
posterspaintedfortheMoulinRouge.
GregBrownisa20thcenturyartist.ClubVeg
isoneofaseriesofpostershepaintedoffunny
vegetablecharactersindifferentsituations.
Inthisone,theyareonholiday!

9
16/03/12

Postersaresheetsofpaper,cardboardorany
otherprintablematerialwhichcombinetext
andimages.Postersareusuallydisplayedin
publicplacestodrawconsumers'attention.They
areusedtoadvertisefilms,politicalorsales
campaignsandculturalevents,suchasconcerts
andartexhibitions.Postersareinformativeas
wellasdecorative.Verybigpostersarecalled
billboards.

Afterwards,volunteersshowtheir
worktotheclass.

Sslearntouseasketchto
organisetheelementsoftheir
compositions.

nine

14:23

Digital resources

Then,Sscompletethesketchand
drawing,usingcoloursoftheirchoice
andaddingafewmoredetails.

Suggestions
to overcome
difficulties
inherent to
the activities

GregBrownisa20thcenturyartist.ClubVegisoneofa
seriesofpostershepaintedoffunnyvegetablecharacters
indifferentsituations.Inthisone,theyareonholiday!

AUTONOMY AND
PERSONAL INITIATIVE
Thisactivitypromotescreativity
byallowingSstodrawtheirown
versionofafamousworkofart.

TheLadyoftheCamellias
byAlfonsMaraMucha

17

16

Class Audio
track numbers

Toboosttheirconfidenceand
creativity,suggestSspractise
sketchingfunvegetablesandfruits
onscrappaperfirst.

Bydoingthisactivity,SswillbeabletointerpretMondriansartworkandthencreate
theirownversion.

412045_Primer trimestre_016-035.indd 16-17

Teaching
suggestions for
presentation

Basic
competences
acquired by
doing activities

14/09/12 13:06

Resources in the
i-book to practise
a full range of
computer drawing
techniques using
different tools

Resources in
the i-book
related to the
study of art
masterpieces

8
412045 _ 0001-0011.indd 8

Dra
dic
act
the
dra
aur
ins

05/10/12 13:10

Dra
mu
Cla
and
i-bo

s for
n

Creativity

Drawing dictation
on the Class Audio
and in the i-book
UNIT 1
Objectives

Photograph of
completed craft
UNIT

CREATIVITY

Todevelopcreativity
Tolistencloselytoadictation
Todrawfreely

Drawing
dictation:
activities where
the students
draw following
aural
instructions

Materials

A clay puppet

Listen to the story about Gary the ghost.

Tomakeapuppetfromclay

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

Toorganisethestepsneededtomakeacraft

Rubber

Teaching suggestions
AskSs:Doyoulikeghoststories?
Doyouknowany?Etc.
Playtrack 1.3.Playtherecording
again,pausingtoaskquestionsto
checkcomprehension:Wheredoes
Garylive?Etc.Then,Ssdrawthe
scene.
Afterwards,ask:Whatfoodisthere
inyourkitchen?Doyoulaythetable?
Doyouhelpcleanupaftermeals?

He is always hungry!

Objectives

Tofreelyillustrateapieceofmusic

Drinkingstraws
Thinstring
Temperapaints
Paintbrushes
Woodensticksorskewers

Tofosterimaginationandcreativity

One day a family comes to live in the house.


There is a grandmother, a mother and two children.
Now, there is always food to eat. There is cheese, milk,
bread and fruit.
Gary isnt hungry anymore!
Now, draw Gary the ghost with his new family.

Materials
Graphitepencil
Colouredpencils
Waxcrayons
Rubber

Teaching suggestions
BeforeSslistentothemusic,explain
thatthemusicmaysoundfamiliar.
IthasbeenusedinTVseriesand
playedbyseveralartists.

DRAWING The musIC

Czardas by Vittorio Monti


Track 1.4
Beforelisteningtothemusic,talkaboutthecomposer.
VittorioMonti(1868-1922)wasanItaliancomposer,violinistandconductor.
ExplainthatCzardas,composedin1904,isMonti'smostfamous
compositionandisbasedonthetraditionalHungarianfolkdanceofthe
samename.CzardaisanoldHungariantermwhichmeanstavern.This
musicalarrangementiscomposedintwomovements;thefirstpartisslow
andthesecondoneisfast.Itwasinitiallywrittenforviolin,mandolinand
piano,butnowadaysitisplayedonmoreinstruments,suchassaxophone
andguitar.
Sslistencloselytothemusicanddrawthesceneitinspires.

Teaching suggestions
Sscovertheirtableswithplasticorpaperandprepare
thematerialstheyneed.
Theydrawaroughsketchoftheirpuppet,sothey
knowhowmanypiecestheywillneedtomake.
Next,Ssmouldsmallpiecesofclaytoformthearms,
legs,headandbodyofthepuppet.
Beforetheclaydries,Ssusethewoodenskewers
tomakeholesineachmouldedpiece,bigenough
topushpiecesofdrinkingstrawthrough.These
drinkingstrawpieceswillholdthestringthatenables
thepuppettomove.
Sspainttheirpuppetusingtemperapaintsandleave
ittodry.

Afterwards,ask:Haveyouheard
thismusicbefore?Doyouknowany
populardancesfromyourcountry
ortown?

Then,theyputthepuppetpiecestogetherby
threadingthestringthroughtheholes.

Finally,Sscrosstwowoodensticksandtiethem
inthemiddlewithsomestring.Toeachendofthe
sticks,theytiethepuppetshead,handsandfeet.
AskSstoformsmallgroupsandmakeupastoryusing
theirpuppets.Volunteerscanactouttheirstoryinfront
oftheclass.

Instructions
to complete
the craft

Anticipating difficulties
SomeSsmayneedhelpthreadingandcorrectly
assemblingthepuppetpieces.Also,remindthemto
smoothoutanycracksintheclaybeforeallowingtheir
puppetpiecestodry.
Afterwards,ask:Whattraditionaltoysandgamesdo
youhaveathome?Whatothertoysdoyouplaywith?
Doyousharethem?

19

18

ies

Suggestions
for materials

Modellingtools

Evaluatecreativityand
appropriatenesstothetheme.

Tofosterinterestindrawingas
ameansofexpression

es

The hungry ghost


Track 1.3

Todevelopcreativity

Drawing the
music on the
Class Audio
and in the
i-book

CRAFTs

Colouredpencils

Objectives

ers

Whitemodellingclay

DRAWING DICTATION

Graphitepencil
Waxcrayons

Materials

14/09/12 13:08

412045_Primer trimestre_016-035.indd 18-19

Drawing the music: activities


where students listen to pieces
of classical music and draw
what the music inspires

9
412045 _ 0001-0011.indd 9

05/10/12 13:10

Teacher's resources

The Class Audio

The Class Audio is available on CD and also in the i-book. There are full transcripts
at the back of this Teacher's Book. These are the different types of recordings:

Songs

Drawing dictation

Songs help to reinforce language and artistic concepts in


English. They can be played while the students are working,
or at the beginning or the end of each lesson. The song Arts
and Crafts acts as the theme song of the book. Clean up
song is designed to be played at the end of each lesson as
the students clean up the classroom.

Each unit presents one Drawing dictation. These activities


are designed to offer the students a chance to draw freely
following a recorded text. At the same time, students learn to
listen closely for detail and develop their own creativity.

Task listening

There is one Drawing the music activity per unit. Students


listen to carefully-chosen pieces of classical music and draw
what each piece inspires. Different musical sounds suggest
colours, characters, landscapes, etc., fostering individual
artistic creation.

There are two simple task listening activities per unit which
help students focus on the materials presented in the
Students Book. They help develop good listening skills, at
the same time as practising essential vocabulary.

Drawing the music

How Arts and Crafts relates to other subjects


Computer Drawing Program

Art Masterpieces
Art masterpieces are used to enhance basic skills
(concentration, memory, reasoning, etc.) which are
fundamental to effective learning, critical thinking and
interpersonal communication.
The use of famous works of art familiarises learners with
well-known artists and their techniques, helping them to
improve observational skills and to gain artistic knowledge.

Digital competence processing information, learning


computer programs and applying technology creatively is
part of the learning process. The Teachers i-book provides
video of how to exploit a drawing program in the classroom.
Notes on how the program relates to the Arts and Crafts
syllabus are provided in this Teachers Book.

10
412045 _ 0001-0011.indd 10

T
u
a
o
d
u
n
c

05/10/12 13:10

A
th
D
T
o
c
e
T
w
fa
e
C
r
s
R
c
th

s
y
o

s
w
st
al

s
e
d

h
o
.

The Teacher's i-book


Crafts
The Teacher's Book features an additional craft in each of the fifteen
units. These crafts offer hands-on use of a variety of materials, such
as plasticine, fabric, clay and even recycled materials. The purpose
of the craft activities is to explore the expressive possibilities of
different materials, to experiment with how everyday objects can be
used for artistic purposes, to learn to plan the different stages
needed to make a craft and to practise new techniques to express
creativity and enjoy autonomy through art.

The Teachers i-book


Arts & Crafts 4 Teachers i-book is the digital version of the Arts & Crafts course, which integrates all
the teaching materials: the Students Book, the Teachers Book, the Audio material and the Computer
Drawing Program.
The Teachers i-book can be used in two different ways: as an interactive guide to prepare lessons,
or in class with an interactive whiteboard (IWB). It is extremely user-friendly: at the click of a button you
can open any page of the Students Book or Teachers Book as well as the resources needed to fully
exploit each section or activity.
The Computer Drawing Program offers one video per unit. Each video provides a step-by-step tutorial
which teaches the students how to use a variety of tools within the Drawing Program. In order to
familiarise the students with basic technical terms in English, the videos display subtitles to clarify
each task.
Click on
on the i-book page to open the video. A few of the Drawing Program sessions
require a template. Click on
on the i-book page to download the template to give to the
students prior to the session.
Richmond i-books now offer the possibility of saving all teaching sessions. This allows the teacher to
customise the i-book for each class session by session. The Richmond i-tools can be used to enhance
the i-book with teachers own materials.

11
412045 _ 0001-0011.indd 11

05/10/12 13:10

Term 1

Unit Content objectives

Language objectives

To use a sketch to organise elements in a drawing


To draw and colour a still life
To choose materials to interpret a poster by Greg
Brown

To enumerate the elements that make up


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

To draw an adult and a child using outlines


To learn about proportion in drawing the human
figure
To interpret a painting with disproportionate
figures by Fernando Botero

To describe a country landscape


To talk about a Romanesque church
To describe ones own artwork
To listen to a dictation and draw a lighthouse

To explore the effect of different background


colours on a drawing
To make new colours by mixing colours
To study and copy the style of cave paintings

To talk about colours


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

To draw animals using straight and curved lines


To create an abstract composition using
geometric shapes

To identify and name different types of lines


To revise geometric shapes
To talk about realistic and abstract art
To listen to a dictation and draw a beehive

To use grids to organise graphic space


To make patterns using geometric shapes
To interpret a Roman mosaic using collage

To learn about the materials mosaics can be


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

12
412045 _ 0012-0015.indd

12

05/10/12

13:10

Plan for term 1


COLOUR

Coloured backgrounds

Free use of colours

Use of wax crayons

FORM

Proportion in the human


figure

Artistic expression with


different types of lines

Drawing natural shapes

ORGANISATION OF GRAPHIC SPACE

Use of sketches
for drawing

Use of grids

Arrangement of elements
in a drawing

3D

Columbus Day:
a totem pole

World Television Day:


a television story strip

A Christmas play:
a model theatre

Crafts in the Teacher's Book


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

13
412045 _ 0012-0015.indd

13

05/10/12

13:10

Unit Contents

Organising the elements in a composition


Drawing and colouring a still life
A poster by Greg Brown

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

Showing interest in learning about poster art


Reflecting on the importance of arranging
elements in a composition

Drawing an adult and a child


Proportion within a composition
A painting by Fernando Botero
Use of disproportion in a composition

Draw an adult and a child using outlines


Apply proportion in a drawing of an adult and
a child
Interpret a painting by Fernando Botero with
disproportionate figures

Appreciating the artistic use of disproportion


to portray the human body in art
Recognising the importance of proportion
for drawing people

Different background colours


Making new colours
A cave painting from Ekain cave
Showing interest in learning how early humans
painted cave paintings

Adding details to drawings using straight and


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

Copy a drawing onto a blue background and


compare two drawings with different background
colours
Create new colours in a composition
Create a drawing in the style of cave paintings
by using various materials

Draw animals using straight and curved lines


Create an abstract composition using geometric
shapes

Showing interest in learning how three-dimensional


effects are created on a flat surface
Appreciating the ability of abstract art to provoke
reactions and emotions

Using grids to organise graphic space


Designing friezes
A Roman mosaic

Complete friezes using grids


Create friezes using patterns with geometric
shapes
Interpret a Roman mosaic using collage

Showing interest in learning about the history


of mosaics

14
412045 _ 0012-0015.indd

14

05/10/12

13:10

Unit Key competences

Competence in linguistic communication


Making up and acting out a story with a puppet (TB p. 19: Crafts: A clay puppet )

Processing information and digital competence


Revising the use of basic applications and drawing tools to create compositions using geometric shapes
(TB p. 16: Computer drawing program. Imitating Mondrian )

Cultural and artistic competence


Using preliminary sketches to organise the elements of a still life (SB p. 7: Drawing a still life; TB p. 16: Teaching
suggestions)
Use different materials and techniques to produce posters (SB p. 8: A food poster. Audio recording, track 1.2)

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

Cultural and artistic competence


Understanding the expressive possibilities of disproportionate features in depicting human figures (TB p. 21:
Teaching suggestions)

Competence in learning to learn


Studying Fernando Boteros artistic use of disproportion in order to interpret his painting Family
(SB p. 13: A different kind of family; TB p. 21: Art masterpieces)

Competence in linguistic communication


Comparing drawings with different coloured backgrounds (SB p. 15: Drawing on coloured backgrounds;
TB p. 24: Teaching suggestions)

Knowledge and interaction with the physical world


Experimenting with colours (SB p. 15: Drawing on coloured backgrounds; TB p. 24: Teaching suggestions)
Listening to and answering questions about the characteristics of animals in order to draw a jungle scene
(SB p. 15: Drawing on coloured backgrounds. Audio recording, track 3.1)

Cultural and artistic competence


Studying and copying the style of cave paintings to learn about the art of early humans (SB p. 17: Cave paintings;
TB p. 25: Teaching suggestions)

Competence in linguistic communication


Telling stories using television story strips (SB p. 75: World Television Day )

Mathematical competence
Observing symmetry in nature (SB p. 19: Using lines to draw animals. Audio recording, track 4.1)
Learning to use geometric shapes in abstract compositions (SB p. 21: Geometric shapes. Audio recording,
track 4.2; TB p. 29: Teaching suggestions)

Autonomy and personal initiative


Applying new art techniques: 3D pictures, collage, weaving plasticine (TB p. 28: Computer drawing program.
Drawing a city with skyscrapers; SB p. 21: Geometric shapes; TB p. 31: Crafts: A plasticine basket )

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

Cultural and artistic competence


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

Competence in 'learning to learn'


Studying the techniques of mosaic making in order to reproduce mosaics (SB p. 27: A mosaic. Audio recording,
track 5.2; TB p. 33: Art masterpieces)

15
412045 _ 0012-0015.indd

15

05/10/12

13:10

UNIT 1

Drawing a still life

Objectives
To draw a still life
To use a sketch as a first step
in drawing
To learn about organising
the elements in a composition

Materials
Graphite pencil
Coloured pencils
Rubber

Teaching suggestions

A still life is the representation of inanimate


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

Ss listen to track 1.1 and answer.


Explain that a still life is a
representation of inanimate objects.
Remind Ss of the importance of
making a quick pencil sketch before
they start drawing with more detail.
Draw their attention to the sketch in
the Student's Book and say: A sketch
helps us to organise the elements of
our composition better.

Draw and colour a still life.


seven

412034 _ 0007-0028.indd

7
16/03/12

14:23

Digital resources
COMPUTER DRAWING PROGRAM

Then, Ss complete the sketch and


drawing, using colours of their choice
and adding a few more details.

P
o
a
p
a
c
a
w
b

Afterwards, volunteers show their


work to the class.

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

A
L
a
a
A
r
P
il
p

L EARNING TO LEARN
Ss learn to use a sketch to
organise the elements of their
compositions.

Imitating Mondrian
This first activity is a revision of the basic applications seen in the previous course,
such as creating shapes and colouring them in.
Mondrian developed a distinctive style influenced by the Cubist movement in
art early in the 1900s. In his paintings he used a grid of black lines on a white
background. He filled it in with geometric shapes, such as squares and rectangles,
painted with primary colours (red, blue and yellow).
By doing this activity, Ss will be able to interpret Mondrians artwork and then create
their own version.

16
412045 _ 0016-0035.indd 16

05/10/12 13:13

G
is
v
In

12

A food poster

UNIT

Objectives
To study a poster closely
To freely choose materials
to interpret a work of art
To draw a poster applying different
techniques

Materials
Graphite pencil
Coloured pencils
Felt-tip pens
Wax crayons
Tempera paints
Paintbrushes
Rubber
Look at the poster by Greg Brown, then look at the illustration. Draw a poster using some of these
objects. Choose your own materials. Finally, add any more details you like and write a title.
nine

14:23

412034 _ 0007-0028.indd

16/03/12

Teaching suggestions
Ss listen to track 1.2 and answer.

14:23

Explain: Greg Browns still life is


original because it gives life to
inanimate objects. This makes the
poster fun to observe.

ART MASTERPIECES

Ask Ss to draw their own version


of Browns poster, choosing some of
Browns objects, as well as adding
their own details.

Posters are sheets of paper, cardboard or any


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

After completing the activity, Ss take


turns to show their posters to the
class, describing their compositions
in their own words.

Anticipating difficulties

Alfons Mara Mucha and Henri de ToulouseLautrec were artists famous for their poster
artwork. Mucha (1860-1939) was a Czech painter
and decorative artist, well-known for his unique
Art Nouveau style, as seen in the poster on the
right. Lautrec (1864-1901) was a French
Post-Impressionist painter and Art Nouveau
illustrator. He is also famous for his bohemian
posters painted for the Moulin Rouge.
Greg Brown is a 20th century artist. Club Veg
is one of a series of posters he painted of funny
vegetable characters in different situations.
In this one, they are on holiday!

To boost their confidence and


creativity, suggest Ss practise
sketching fun vegetables and fruits
on scrap paper first.

A
 UTONOMY AND
PERSONAL INITIATIVE
This activity promotes creativity
by allowing Ss to draw their own
version of a famous work of art.

The Lady of the Camellias


by Alfons Mara Mucha

17
412045 _ 0016-0035.indd 17

05/10/12 13:13

G
s
in

UNIT 1
Objectives

CREATIVITY

To develop creativity


To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

The hungry ghost

Graphite pencil

Track 1.3

Coloured pencils

Listen to the story about Gary the ghost.

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

Wax crayons
Rubber

Teaching suggestions
Ask Ss: Do you like ghost stories?
Do you know any? Etc.
Play track 1.3. Play the recording
again, pausing to ask questions to
check comprehension: Where does
Gary live? Etc. Then, Ss draw the
scene.
Afterwards, ask: What food is there
in your kitchen? Do you lay the table?
Do you help clean up after meals?

He is always hungry!
One day a family comes to live in the house.
There is a grandmother, a mother and two children.
Now, there is always food to eat. There is cheese, milk,
bread and fruit.
Gary isnt hungry anymore!
Now, draw Gary the ghost with his new family.

Evaluate creativity and


appropriateness to the theme.

Objectives
To develop creativity
To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber

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

Drawing the music

Czardas by Vittorio Monti


Track 1.4
Before listening to the music, talk about the composer.
Vittorio Monti (1868-1922) was an Italian composer, violinist and conductor.
Explain that Czardas, composed in 1904, is Monti's most famous
composition and is based on the traditional Hungarian folk dance of the
same name. Czarda is an old Hungarian term which means tavern. This
musical arrangement is composed in two movements; the first part is slow
and the second one is fast. It was initially written for violin, mandolin and
piano, but nowadays it is played on more instruments, such as saxophone
and guitar.
Ss listen closely to the music and draw the scene it inspires.

Afterwards, ask: Have you heard


this music before? Do you know any
popular dances from your country
or town?

18
412045 _ 0016-0035.indd 18

05/10/12 13:13

UNIT

Materials
White modelling clay

CRAFTS

A clay puppet
Objectives
To make a puppet from clay

Modelling tools
Drinking straws
Thin string
Tempera paints
Paintbrushes
Wooden sticks or skewers

To organise the steps needed to make a craft


To foster imagination and creativity

Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
They draw a rough sketch of their puppet, so they
know how many pieces they will need to make.
Next, Ss mould small pieces of clay to form the arms,
legs, head and body of the puppet.
Before the clay dries, Ss use the wooden skewers
to make holes in each moulded piece, big enough
to push pieces of drinking straw through. These
drinking straw pieces will hold the string that enables
the puppet to move.
Ss paint their puppet using tempera paints and leave
it to dry.
Then, they put the puppet pieces together by
threading the string through the holes.

Finally, Ss cross two wooden sticks and tie them


in the middle with some string. To each end of the
sticks, they tie the puppets head, hands and feet.
Ask Ss to form small groups and make up a story using
their puppets. Volunteers can act out their story in front
of the class.

Anticipating difficulties
Some Ss may need help threading and correctly
assembling the puppet pieces. Also, remind them to
smooth out any cracks in the clay before allowing their
puppet pieces to dry.
Afterwards, ask: What traditional toys and games do
you have at home? What other toys do you play with?
Do you share them?

19
412045 _ 0016-0035.indd 19

05/10/12 13:13

UNIT 2

Drawing people

Objectives
To draw an adult and a child
To understand the concept
of proportion and apply it to
a drawing
To complete a drawing using
outlines

Materials
Graphite pencil
Coloured pencils

Teaching suggestions
Ss listen to track 2.1 and answer.
Explain that proportion is the
relationship of the size of the elements
within a composition. Ss observe
the drawings. Ask questions: Whose
head is bigger, the adults head or
the childs head? Whose hands are
bigger? Whose arms are longer? Etc.
Then, Ss draw an adult and a child
using the outlines as a guide.
Afterwards, volunteers show their
work to the class. Ask: Do the outlines
make the activity easier? Do you
use outlines and sketches when you
draw?

Anticipating difficulties
Proportion may be a difficult concept
for some Ss to grasp. Bring some
drawings of different human figures to
class and draw some more examples
on the board.

K
 NOWLEDGE AND
INTERACTION WITH
THE PHYSICAL WORLD
Ss compare the proportions of
an adults body and a childs
body and observe the
differences. They learn how to
represent them in a drawing.

Proportion is the relationship of the size of the elements


within a composition. Proportion is very important for
drawing people, for example, the head is smaller than the
torso and the legs and arms are longer than the torso.

Look at the example and draw an adult and a child using the outlines.
eleven

412034 _ 0007-0028.indd

11

11
16/03/12

14:23

Digital resources
COMPUTER DRAWING
PROGRAM

F
1
fo
tr
w

Creating a front cover


This activity aims to practise how to
insert images and text when creating
a document.
Ss will learn how to create a front cover
for their school projects.
First, Ss position one rectangle on the
left side and another one on the right
side of the cover. The first rectangle
can be used as a text box, where Ss
can type the title of their project. Ss
can decide on the font size for the text
and the colours they wish to use. The
second one can be used for decorative
images.

S C I E N C E

Rubber

B
r
s
s

B
li
m
a
la

B
a
s
tw
M

Creating front covers inspires Ss to take


pride in their work, as well as fostering
creativity and imagination.

B
n
o
o

20
412045 _ 0016-0035.indd 20

05/10/12 13:13

12

A different kind of family

UNIT

Objectives
To compare a drawing to the
masterpiece which inspired it
To interpret a work of art
To create a composition with
disproportionate human figures

Family. Fernando
Botero, 1983.

Materials
Graphite pencil
Coloured pencils
Wax crayons
Felt-tip pens
Tempera paints

Fernando Botero (1932) is a Colombian painter and sculptor.


He likes to paint very corpulent and disproportioned

Paintbrushes

figures to make them more expressive.

Rubber
Look at the painting and the illustration. Compare the differences.
Now, draw your own version of Boteros painting.
thirteen

14:23

412034 _ 0007-0028.indd

13

ART MASTERPIECES
Fernando Botero was born in Colombia in
1932. He started off working as an illustrator
for the newspaper El Colombiano. Then, he
travelled to Spain, France, Italy and Mexico,
where he studied art.
Botero paints human and animal figures with
rotund and disproportionate shapes, a unique
style which makes his work unmistakable. This
style of art is called Boterismo.
Botero is inspired by historic figures, bourgeois
life, Colombian culture and the great European
masters. Many of his paintings include settings
and backgrounds typical of the Colombian
landscape.
Botero isnt famous only for his paintings but
also for his sculptures. The sculpted figures are
similar to the ones depicted in his paintings. They are on display in over
twenty-five countries including Spain, where they can be seen in Barcelona,
Madrid, A Corua, Mallorca and Oviedo.
Boteros work largely revolves around the theme of family and his love for his
native country, Colombia. The painting Family is similar to the family portraits
of the 19th century, in which families would pose for posterity. It is an oil painting
on canvas.

Teaching suggestions

13
16/03/12

14:23

Ss look at the two compositions, listen


to track 2.2 and answer.
Explain: Not all artists use real-life
proportions. Some artists draw certain
parts of a figure bigger or smaller
than they really are. This can make
them look more expressive. Give
the example of caricatures done by
street artists. They usually emphasise
one feature of their subjects face by
making it extremely big. Ask: Can you
give examples of cartoon characters
that have disproportionate features?
Then, Ss draw their own version of
Boteros painting.
Afterwards, ask: Which do you
prefer, drawing proportionate or
disproportionate figures? Which
do you think is more fun?

Anticipating difficulties
Some Ss may find it difficult to draw
a disproportionate human figure.
Show them pictures and encourage
them to use their imagination. Remind
Ss to draw a pencil outline of their
composition before adding details.

C
 ULTURAL AND ARTISTIC
Ss discover how a work of art
can inspire their own creativity.

21
412045 _ 0016-0035.indd 21

05/10/12 13:13

UNIT 2

CREATIVITY

Objectives
To develop creativity
To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

The zoo

Graphite pencil

Track 2.3

Coloured pencils

Listen and draw.

Wax crayons
Rubber

I love visiting the zoo! I usually go with my mother


and my little sister.

Teaching suggestions

I like to watch the lions walking around in their cage.

Ask: Have you ever been to a zoo?


What did you see? Etc.

I like to visit the Elephant House. The African elephants


look really funny with their long trunks and big ears.

Play track 2.3. Pause often to check


comprehension. Ask: What animals
does she like to watch? What is the
best part of the zoo? Etc. Then, Ss
draw the scene.
Afterwards, ask: What is your
favourite part of a zoo? What places
do you visit with your family?

My sister loves to watch the monkeys. The mothers


carry the little baby monkeys on their backs.
But the best part of the zoo is the little ice cream shop.
I always choose a big chocolate ice cream. Yum-yum!

Evaluate creativity and


appropriateness to the theme.

Objectives

Drawing the music

To develop creativity


To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Materials

Rondeau from Orchestral Suite


No. 2 by Johann Sebastian Bach
Track 2.4
Before listening to the music, talk about the composer.

Graphite pencil
Coloured pencils
Wax crayons
Rubber

Teaching suggestions
Set the scene before listening to
the music: Do you listen to classical
music? What is your favourite kind
of music? Etc.
After Ss have completed the activity,
ask: Does the music make you
feel happy or sad? Can you name
some other famous classical music
composers? Etc.

Johann Sebastian Bach (16851750) was a German Baroque composer


and organist. Bach came from a family of musicians, and thanks to
them he was exposed to music from an early age. He played several
instruments and wrote over 1,100 musical compositions. During his lifetime,
Bach was regarded as an old-fashioned composer, but nowadays he
is considered one of the greatest composers of all time. His compositions
became famous almost 100 years after his death, when the composer Felix
Mendelssohn performed the St Matthew Passion.
Explain that rondeau is a French word, which refers to a popular, traditional
French dance that is performed in a circle. This dance music inspired Bach.
Bachs rondeau has a fast tempo and is characterised by the regular
repetition of its chorus.
Ss listen closely to the music and draw the scene it inspires.

22
412045 _ 0016-0035.indd

22

11/10/12

16:34

UNIT

Materials
Graphite pencil

CRAFTS

A photo frame greeting card


Objectives
To make a photo frame greeting
card using various techniques
To organise the steps needed
to make a craft

Coloured card
Tissue paper
Photographs
Rubber
Ruler
Scissors
Glue

To foster imagination and


creativity

Teaching suggestions
Ss prepare all the materials they need before they
start making the craft.
First, they draw a large square on a piece of coloured
card and cut it out. Then, they fold it in half.
Next, Ss use a ruler to draw a rectangle on one half
of the card. Ask them to make sure the rectangle is
exactly centred.
Ss cut the rectangle out very carefully.

Then, they are ready to decorate the frame. They can


glue on balls of tissue paper, lentils, glitter, ribbon or
shapes cut out from different-coloured card.
Finally, Ss glue a photograph inside the card.
Afterwards, suggest Ss write a greeting inside the card
and give it to a family member.

Anticipating difficulties
Some Ss may need help centering and cutting out the
rectangle.

23
412045 _ 0016-0035.indd 23

05/10/12 13:13

UNIT 3

Drawing on coloured backgrounds

Objectives
To copy a drawing of animals on
a coloured background
To compare and explain the
difference between the effect of
different background colours
on a drawing
To make new colours by mixing
colours

Materials
Graphite pencil
Coloured pencils
Rubber

Teaching suggestions
Ss listen to track 3.1 and answer.
Explain that the colour of the
background affects the final drawing.
Ask: Is the blue background a warm
colour or a cold colour?
Ss look at the drawing. Ask: What
animals can you see? What plants
can you see?

When you mix two colours together you get a new colour. For
example, when you mix red and yellow you make orange. Coloured
backgrounds also change the colours you are using.

Copy the drawing onto the blue background. Use the same coloured pencils
as in the example. Compare the drawings.
fifteen

412034 _ 0007-0028.indd

15

15
16/03/12

14:23

Digital resources
COMPUTER DRAWING PROGRAM

Creating a landscape

C
o
p
c

Next, Ss copy the drawing onto the


blue background and colour it using
the same colours as in the example.
Tell Ss that they can mix two colours
to make a new one. For example, red
and yellow make orange.
After completing the activity, Ss
compare the two pictures: Which
picture do you prefer? Why? Do the
colours look the same on the blue
background?

Anticipating difficulties
Ss should practise sketching animal
figures and mixing colours on scrap
paper before they do the activity.

A
 UTONOMY AND
PERSONAL INITIATIVE
Ss express their preferences for
drawings with different coloured
backgrounds.

This activity focuses on the use of lines in an artistic composition. Ss first insert
a photo into the drawing program, then draw lines on top of the photo in order
to create a new version of the same scene. Explain to Ss that they can vary
the type, width and colour of the lines in order to outline, fill in or represent the
elements in the picture. They can also use different shades of the same colour
to provide contrast. Finally, they delete the image under the lines to see the final
effect.

T
c
is
a
2
a

24
412045 _ 0016-0035.indd 24

05/10/12 13:13

12

Cave paintings

UNIT

Objectives

Cave art is prehistoric drawings and paintings found


on rocks and in caves. Cave paintings were related to
hunting rituals and the practice of magic.

To explore the effects of a coloured


background
To copy the style of cave paintings
To create a drawing using various
materials

A cave painting of horses in Ekain cave, Guipuzcoa.


It was painted over 10,000 years ago.

Materials
Felt-tip pens
Wax crayons
Cotton wool

Teaching suggestions
Ss listen to track 3.2 and answer.
Create your own cave painting on the background. Draw a horse using wax crayons.
Next, diffuse the colours using cotton wool. Finally, trace around the outlines using felt-tip pens.
seventeen

14:23

412034 _ 0007-0028.indd

17

ART MASTERPIECES

17
16/03/12

14:23

Explain that cave paintings were


painted by early humans thousands
of years ago. They painted on the
walls of the caves where they lived.
Paintings included drawings of
animals they hunted, people and
handprints. They used mineral
pigments and juice from berries
as paints. They used twigs, leaves
and their hands to paint with.
Ss make their own cave paintings
using wax crayons. They wipe the
colours lightly with cotton wool to
soften them.

Anticipating difficulties
Tell Ss to be careful not to mix the
different colours when they are wiping
them with cotton wool to soften them.

C
 ULTURAL AND ARTISTIC
Cave paintings were painted by early humans. They can be found on the walls
of caves all over the world. Paintings included animals and hunting scenes. The
painting of the bears in the photograph are from the cave paintings in the Ekain
cave in the Basque country.

Ss learn how early humans


expressed themselves
artistically.

The Ekain cave in Guipuzcoa, in the Basque country, contains a very important
collection of cave paintings dating from the Palaeolithic age. Among the paintings
is a panel of horses which includes a dozen horses along with four bison, a deer,
an ibex and a fish. The cave was declared a UNESCO World Heritage site in July,
2008. The Ekain cave is one of the most important sites of prehistoric cave paintings
along with the caves at Lascaux, Niaux and Altamira.

25
412045 _ 0016-0035.indd 25

05/10/12 13:13

UNIT 3
Objectives

CREATIVITY

To develop creativity


To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

A Halloween witch

Graphite pencil

Track 3.3

Coloured pencils

Listen and draw.

Wax crayons

Draw an ugly witch in the centre of the page.

Rubber

Teaching suggestions
Ask: Do you celebrate Halloween?
Whats your favourite costume?
Ss listen to track 3.3. Play the
recording again, pausing to ask
comprehension questions: Is the witch
beautiful? Has she got a big or small
nose? Etc. Then, Ss draw the scene.
When they have finished the activity,
ask: Have you ever dressed up as
a witch? Etc.

Shes got a very big nose. Shes got spots on her face.

She is wearing a long black dress


and a pointed orange hat.

She is wearing purple boots.


She is making a magic potion in a big black pot.
Draw her broomstick on the left.
Draw a black cat next to her broomstick.
At the top of the paper write: Happy Halloween!

Evaluate creativity and


appropriateness to the theme.

Objectives
To develop creativity
To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber

Teaching suggestions
Set the scene before listening to
the music: Can you name any wind
instruments? Can you play a wind
instrument? Etc.
After Ss have completed the activity,
ask: Is it a fast piece or a slow piece?
Have you heard this music before?
Do you like it? Etc.

Drawing the music

Bugler's Holiday
by Leroy Anderson
Track 3.4
Before listening to the music, talk about the composer.
Leroy Anderson (1908-1975) was an American composer. He composed
many famous light orchestral pieces of music. These pieces are still
popular today. He has a star on the Hollywood Walk of Fame for his
contribution to music.

Buglers Holiday was composed in 1954 for trumpet trio and orchestra.
It has been interpreted by school bands and professional orchestras all
over the world. Explain that a bugle (in the title) is a simple brass wind
instrument. The sounds are made by changing the shape of the mouth.
This instrument is used in the army to communicate orders. Ask Ss to
imitate playing a bugle by blowing into their fist and changing the shape
of their mouth.
Ss listen closely to the music and draw the scene it inspires.

26
412045 _ 0016-0035.indd 26

05/10/12 13:13

UNIT

Materials
Recyclable materials from home

CRAFTS

Tempera paints

An owl made from recycled materials


Objectives

Paintbrushes
Scissors
Glue

To make an owl from recycled


materials
To organise the steps needed
to make a craft
To foster imagination and creativity

Teaching suggestions
Ss prepare the materials they have brought from
home (bottle tops, drink cartons, shoe boxes, cereal
boxes, plastic cups and plates, coloured paper, wool,
cotton wool, buttons, etc.). They make sure the items
are clean.
Show Ss the finished owl. They say what materials
have been used to make the owl.
Ss choose materials and experiment with different
combinations before they glue the pieces together.

When they are satisfied with their owl, they glue the
various pieces together and paint and decorate them.
When Ss have finished, display the owls around the
room. Ask volunteers: Can you tell the class what
materials you used to make your owl?

Anticipating difficulties
It may help Ss to do a sketch of their owl on scrap
paper first. They should try different combinations of the
materials before they glue them together.

27
412045 _ 0016-0035.indd 27

05/10/12 13:13

UNIT 4

Using lines to draw animals

Objectives
To draw animals using outlines
as a guide
To add details to drawings and
create effects using curved
and straight lines

Materials
Felt-tip pens

Teaching suggestions
Explain that we can use different
kinds of lines (straight, curved, thick,
thin, different-coloured lines) to add
details to drawings and create effects.
Explain the meaning of symmetrical:
Symmetrical means that both sides
of a figure, an object or a pattern are
identical. Draw some examples on
the board.
Ss listen to track 4.1 and answer.
Suggest that Ss start their drawings
with the outlines and then fill them in
with different types of lines. Encourage
them to be creative and use their
imagination.
After completing the activity,
volunteers show their work to the
class. Ask: Have you used more
curved lines or straight lines in your
drawings?

Anticipating difficulties
Remind Ss that felt-tip pens cannot
be rubbed out so they should think
carefully before they draw lines.

In these illustrations, the artist uses different types of lines


to draw animals and create different details and effects.
For example, he draws a snails shell with curved lines and
decorates it with straight lines.

Look, then draw animals with curved and straight lines.


nineteen

412034 _ 0007-0028.indd

19

19
16/03/12

14:23

Digital resources
COMPUTER DRAWING
PROGRAM

W
in
to
p
a
a
h

Drawing a city
with skyscrapers
In this activity Ss learn to make and
manipulate three-dimensional shapes.
Remind Ss that lines that converge
on the horizon give the impression of
depth. Tell Ss that they should draw the
elements in the background first and
work towards the foreground.

K
a
M
a
c
c
in

L EARNING TO LEARN

K
p
g

Ss learn to apply different types


of lines to add details and create
symmetry in drawings.

28
412045 _ 0016-0035.indd 28

05/10/12 13:13

12

Geometric shapes I

UNIT

Objectives
To appreciate an abstract work
of art
To carefully cut out geometric
shapes
To create an abstract composition
using geometric shapes

Materials
Scissors

Painting by Wassily Kandinsky, 1926.

Glue

Teaching suggestions

Wassily Kandinsky (1866-1944) was a Russian painter.


He was one of the creators of abstract art. He used lots
of lines and geometric shapes in his works of art.

Ss listen to track 4.2 and answer.

Cut out the shapes. Next, try out different combinations on page 23.
When you decide on a composition you like, stick the pieces.
twenty-one

14:23

412034 _ 0007-0028.indd

21

ART MASTERPIECES
Wassily Kandinsky (1866-1944) was born
in Moscow. When he was thirty, he moved
to Munich and began painting. At first, his
paintings were quite realistic. However, after
a trip to Paris in 1909, the influence of Fauvism
and Post-Impressionism began to appear in
his work.
Kandinsky was very influential in 20th century
art. He taught at the Fine Arts Academy of
Moscow and later at the Bauhaus school of art
and design, Germany. When the Bauhaus was
closed in 1932, he emigrated to France and
continued to paint prolifically until his death
in the outskirts of Paris in 1944.
Kandinskys work combines his knowledge of music with abstract art. In this
painting (1926) we can see his use of bright colours and complex designs, different
geometric shapes and straight and curved lines.

21
16/03/12

14:23

Ss look at Kandinskys painting. Ask:


What geometric shapes can you
see? Explain that this painting is an
example of abstract art. Abstract art
does not depict things, people or
places as we see them in the real
world. It uses shapes, lines, colours
and technique to provoke reactions
and emotions.
Ask Ss to look at the painting by
Caravaggio on page 41 and compare
it to Kandinskys work. Ask: Which
painting is realistic? Which do you
prefer?
Ss carefully cut out the geometric
shapes and glue the pieces on page
23 to create an original abstract
composition.

Anticipating difficulties
Advise Ss to practise various
compositions before finally gluing the
pieces into place.

L INGUISTIC
COMMUNICATION
Ss learn to express their opinions
about a work of art.

29
412045 _ 0016-0035.indd 29

05/10/12 13:13

UNIT 4
Objectives

CREATIVITY

To develop creativity


To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

The bee hive

Graphite pencil

Track 4.3

Coloured pencils

Listen and draw a beehive and some bees.

Draw a large beehive in the centre of the page.


This is the beehive.

Wax crayons
Rubber

Teaching suggestions
Ask: Where do bees live? Have you
seen a beehive? Etc.
Ss listen to track 4.3. Play the
recording again, pausing to ask
comprehension questions: Where are
the bees? What colour are they? Etc.
When Ss have finished the activity,
ask them to work in pairs and
describe their drawings.
Evaluate creativity and
appropriateness to the theme.

Objectives

Draw lots of bees flying around the beehive.


Draw the bees like this:

Their bodies are round and fat.


Draw vertical straight lines on the bodies. Colour
them yellow and black.
Their heads are circles. Their eyes are small circles.
Their wings are two big triangles.
Their six legs are thin, straight lines.

Drawing the music

To develop creativity


To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Materials

Les Biches
by Francis Jean Marcel Poulenc
Track 4.4

Graphite pencil

Before listening to the music, talk about the composer.

Coloured pencils

Poulenc (1899-1963) was a French composer and pianist. He composed


this piece for a Russian ballet when he was twenty-four years old. This
music made him famous. He was very popular during the 1920s and
1930s in Paris. His music, although written during the early 1920s, is
characterised by strong rhythms and harmonious melodies. Poulenc
also wrote religious choral music. He is particulary known for his songs,
which are highly lyrical.

Wax crayons
Rubber

Teaching suggestions
Set the scene before listening to
the music: Have you seen a ballet?
Which one?

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

Explain the meaning of the title. (Les


biches are female deer.)
After Ss have completed the activity,
ask: Was it happy music?

30
412045 _ 0016-0035.indd 30

05/10/12 13:13

UNIT

Materials
Coloured plasticine

CRAFTS

A plasticine basket

Modelling tools
Cardboard
Glue

Objectives
To make a basket of flowers with
plasticine
To organise the steps needed
to make a craft
To foster imagination and creativity

Teaching suggestions
Ss create textures and details on a three-dimensional
craft using plasticine.
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the finished craft. Point out the basket, the
flowers and the leaves.
Ss roll out lengths of plasticine.
Next, they weave the horizontal lengths of plasticine
over and under rows of vertical lengths.

Then, Ss mould plasticine into flowers and leaves.


They use modelling tools to make the lines on the
leaves.
Finally, Ss glue their work to a piece of cardboard to
make it more stable for taking home.
Afterwards, Ss exhibit their work around the
classroom. Ask: What do we use baskets for? Where
can we see them?

Anticipating difficulties
Ss may need help weaving the lengths of plasticine.

To make the handle, Ss twist two plasticine lengths


together and press them into the sides of the basket.

31
412045 _ 0016-0035.indd 31

05/10/12 13:13

UNIT 5

Colourful friezes

Objectives
To make decorative designs
following a model
To complete friezes using grids
To make patterns using geometric
shapes

Materials
Felt-tip pens

Teaching suggestions
Ask Ss to look at the model friezes.
Explain that grids are used as a guide
in drawing to organise space in a
composition when we copy an image.
Ss listen to track 5.1 and answer.
Explain that to do this activity, Ss need
to pay close attention to the shapes
and colours that go in each grid.
Ask: What shapes can you see in the
snake? (Small triangles.) What colours
are they? (Green and orange.) And
in the flowers of the second frieze?
(More triangles.)

Use the grids to complete the friezes. Then, design your own frieze.
twenty-five

412034 _ 0007-0028.indd

25

25
16/03/12

14:23

Digital resources
COMPUTER DRAWING PROGRAM

M
a
P
c

Afterwards, ask: Where can you see


designs like this? (On the tiles in the
kitchen or the bathroom.)

T
m
ti
m
r
B
g

Anticipating difficulties
Ss should use a ruler to complete their
friezes neatly.

M
 ATHEMATICAL
COMPETENCE

T
w
fi
li
ti

Ss learn how to repeat patterns


using grids as a guide.

M
th
A

Making a Christmas card


In this activity, Ss use 3D elements, for example, cylinders and spheres, to make
a Christmas card.

T
a
c

Ss can choose their own colour schemes and if they wish, add a text to the card,
such as a simple greeting. Finally, they can print it out and give it to a friend or
a family member.

32
412045 _ 0016-0035.indd 32

05/10/12 13:13

12

10

A mosaic

UNIT

Objectives
To learn about mosaics
To make a mosaic using collage

Materials

Roman mosaic.

Coloured card or paper


Scissors
Glue

Teaching suggestions
Ss look at the photo of the mosaic,
listen to track 5.2 and answer.

Mosaics are artistic compositions made of small coloured


pieces of different materials, such as ceramic, stone or glass.

Explain that the Romans used


mosaics to decorate the floors, walls,
columns and ceilings of their buildings
and that we still use this decorative
technique today.

We call the pieces that make up a mosaic tessarae. Mosaics


can depict geometric shapes, human figures or animals.

Look at the mosaic and the illustration.


Now, create your own version using pieces of coloured card.
twenty-seven

14:23

412034 _ 0007-0028.indd

27

ART MASTERPIECES
Mosaics came from the
ancient Mesopotamian,
Persian and Greek
cultures.
The Romans made
mosaics with small cubic
tiles called tesserae,
made of calcareous
rocks, glass or ceramics.
Byzantine artists added
gold to their mosaics.
The artist made an image
with the tiles and then
filled in the gaps with
liquid mortar to stick the
tiles together.
Mosaics were used to decorate the floors, walls and ceilings of buildings. One of
the most famous examples of mosaics in Spain is found in Parc Gell, Barcelona.
Another example is the Arabic mosaics in the Alhambra, Granada.

27
16/03/12

14:23

Ask Ss to look at the two mosaics.


Explain that the technique used to
make the mosaics is the same, but
different materials have been used.
Tell Ss to plan their mosaic. First, they
decide the colours that will go in each
part of the drawing. Then, they cut
small square tiles out of the coloured
paper and carefully glue each one in
place to make the shapes.

Anticipating difficulties
Ss should work in small sections and
stick the squares carefully to avoid
getting glue on them.
When they have finished, ask: What
other materials can we use to create
mosaics? (Pulses, plasticine, cut up
paper from a magazine, etc.)

C
 ULTURAL AND ARTISTIC
Ss apply new techniques as
a way to express themselves
and enjoy creating art.

The Roman mosaic depicting a male goat is one of the many mosaics on display
at the Bardo Museum in Tunisia. The museum houses a large collection of mosaics
collected from the floors of the Roman sites in Tunisia.

33
412045 _ 0016-0035.indd 33

05/10/12 13:13

UNIT 5
Objectives

CREATIVITY

To develop creativity


To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

Under the sea

Graphite pencil

Track 5.3

Coloured pencils

Listen and draw.

Wax crayons
Rubber

In my little yellow submarine under the sea, I can


see all kinds of animals.

Teaching suggestions

I can see pink starfish on the seabed.

Ask Ss: Do you like going to the sea?


What can you see under the sea? Etc.

I can see flat, yellow and black fish swimming


in a group.

Play track 5.3. Play the recording


again, pausing to ask comprehension
questions: What colour is the
submarine? What animals can the
child see? Etc. Then, Ss listen and
draw the scene.

There are two little seahorses swimming around.


I can see a baby octopus swimming next to a crab.
Now I can see a great white shark. Its time to go!

Afterwards, Ss share their drawings


with the class.
Evaluate creativity and appropiatness
to the theme.

Objectives

Drawing the music

To develop creativity


To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Materials
Graphite pencil
Coloured pencils
Rubber

Teaching suggestions
Set the scene before listening to the
music: What is your favourite type
of music? What is your favourite
instrument?

Music from different periods


in history
Track 5.4
Explain to Ss that they are going to listen to three different types of music
from different periods of history. Tell them that music has been around for
as long as humans have. The first instance of music was perhaps clapping
hands and singing in nomadic tribes. Since then and up to the present day,
music and musical instruments have developed a great deal.
Ss listen closely to the music and draw the scene each piece inspires.
They can divide their sheet of paper into three parts, one for each piece
of music.

When Ss have completed the activity,


ask: Which piece of music did you like
best?

34
412045 _ 0016-0035.indd 34

05/10/12 13:13

UNIT

Materials
Modelling clay

CRAFTS

A clay mosaic

Tempera paints
Paintbrushes
Ruler

Objectives
To make a clay mosaic with geometric
shapes
To organise the steps needed
to make a craft
To foster imagination and creativity

Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Suggest that Ss use a bottle top or coin to make
a template for the circles. For all other shapes, they
should use a ruler.
Next, Ss roll out a rectangular piece of clay 1 cm thick.
They use a ruler to cut triangular pieces off the corners
to make the six-sided shape of the base.

Ss make small geometric shapes such as squares,


triangles and circles whith the clay. They place the
shapes on the base to create their own composition.
Ss can choose different-coloured modelling clay or
paint the shapes using tempera paints.

Anticipating difficulties
Ss may need help cutting out the clay circles.

35
412045 _ 0016-0035.indd 35

05/10/12 13:13

Objectives
To follow instructions to create
a three-dimensional craft
To colour a template appropriately
before folding it into a 3D model
To cut and fold carefully and
accurately
To make a model of a totem pole

THREE-DIMENSIONAL CRAFTS
COLUMBUS DAY: A TOTEM POLE

31 Columbus Day: a totem pole

Materials
Coloured pencils
Scissors
Glue

Teaching suggestions
Ask Ss: Who discovered America?
(Christopher Columbus.) Then, ask:
What people already lived in America
when Colombus arrived? (Native
Americans.)
Tell Ss that Colombus Day is
celebrated in the USA every 12th
October, the date that Columbus
discovered the New Continent.
To commemorate this day, Ss are
going to make a totem pole. Explain:
Totem poles are carved from tree
trunks. They represent different
aspects of life in Native American
tribes, for example, important people,
events or legends.
Make up an Indian legend using
the totems in the completed model
and tell it to Ss. Alternatively, take
suggestions from Ss and make up
a legend as a class.
After completing the craft, ask Ss:
What animals would you use to
make a totem pole about the people
in your family?


Look at the model, then colour the pictures. Cut out the pieces, then fold along
the dotted lines. Glue the pieces together to make your totem pole.

412034 _ 0073-0088.indd

seventy-three

73

73
16/03/12

14:33

Steps to make the craft

Ss look closely at the finished example in their Students Book.

Next, they colour the elements of the totem pole.

Then, Ss carefully cut out the pieces and fold them along the dotted lines.
They assemble the figures and glue the flaps.

Ss glue the wings on the owl, using the red symbols as a guide. Pieces with the
same symbol go together.

Finally, Ss place the figures on top of each other following the pattern of arrows.
When the pieces are correctly in place, Ss secure them with glue.

Anticipating difficulties
Make sure Ss make the right folds
and glue the right flaps together.

C
 ULTURAL AND ARTISTIC
Ss learn about Native American
totem poles and their meaning.

36
412045 _ 0036-0039.indd

36

05/10/12

13:12

FIRST TERM

S
WORLD TELEVISION DAY

from a flat surface


To cut and punch out accurately
To use a sequence of pictures to tell
a story
To make a craft of a television with
a moving screen

32 World Television Day

Materials
Scissors
Punch
Cork board
Glue

Teaching suggestions
Explain to Ss that Television Day is
celebrated on 21st November, and that
they are going to celebrate this day
by making their own televisions. Ask:
How many hours of television do you
watch each day? Do you like the same
programmes as your brother/sister/
parents?
L ook at the model. Cut out the pieces. Punch along the red dotted lines. Then, fold along the blue dotted
lines. Glue the television set. Pass the story strips through the box to watch television!

/12

Objectives
To make a three-dimensional craft

seventy-five

14:33

412034 _ 0073-0088.indd

75

75
16/03/12

Steps to make the craft


Ss look closely at the finished example in their Students Book.
Next, they carefully cut out the television. They place the cork board under the
television and punch out the inside of the craft following the red dotted lines.
Then, Ss fold the television along the blue dotted line, and fold and glue the flaps.
Finally, Ss push the strip of vignettes through the lines made with the punch and
watch how the story unfolds across the screen.

Ss look at the completed model in their


Students Book. Ask them what the
different buttons around the television
screen do. Then, they say what is
happening in some of the pictures.

14:33

After completing the craft, Ss narrate


the stories to each other in pairs.
Encourage them to add different
details each time.
Tell Ss that this craft can be used again
and again, as they can make more
story strips to watch on their new
televisions.

Anticipating difficulties
A punch is easy to make mistake with,
and can also be a dangerous tool. Tell
Ss to use it correctly and carefully.

L INGUISTIC
COMMUNICATION
Ss narrate stories to each other
using a sequence of pictures.

37
412045 _ 0036-0039.indd

37

05/10/12

13:12

THREE-DIMENSIONAL CRAFTS

Objectives
To make a three-dimensional craft
from a flat surface
To cut and assemble the pieces of
a craft

A CHRISTMAS PLAY

To build a craft with moving pieces


To create a stage for a Christmas
play

33 A Christmas play

MATERIALS
Stiff card
Scissors
Glue

Teaching suggestions
Tell Ss that they are going to make
a stage for a Christmas play on
which the people and animals
can move. Use the pictures in
their Students Book to teach them
the relevant vocabulary: curtains,
stage, characters, backdrop (the
background scenery). Ss describe the
different parts of the craft.
Then, ask: Do you and your family
set up a nativity scene at home?
What material are the pieces made
of? What other animals are there?
Have you ever seen a life-size nativity
scene?
After completing the craft, Ss make
up a short Christmas play in groups
of three or four. They memorise the
dialogue and perform their play for
the class.

Anticipating difficulties
Make sure Ss know how to move the
characters with the guide strips.

Look at the model theatre. Cut out the pieces and fold along the dotted lines. Then, glue each character onto a separate strip.
Glue the strip with the sheep across the front of the theatre. Now, invent a dialogue for your Christmas play.
seventy-seven

412034 _ 0073-0088.indd

77

77
16/03/12

14:33

Steps to make the craft


Ss look closely at the finished example in their Students Book.
Next, Ss carefully cut out the pieces of the craft.
They glue the parts of the stage structure onto stiff card so that the finished
stage is sturdy.
Then, they join the parts of the stage, folding the side skirts along the
dotted lines and gluing them to the backdrop: two at the top and two at
the bottom, as shown in the picture.
Next, Ss glue on the front part of the stage, the curtains.
Finally, they glue the three people and the camel onto the four guide strips
so that they can be moved. They glue the sheep to the fixed strip at the
front of the stage, as indicated.

S
 OCIAL COMPETENCE
AND CITIZENSHIP
Ss work in small groups to
create and perform a small play.

38
412045 _ 0036-0039.indd

38

05/10/12

13:13

/12

14:33

412045 _ 0036-0039.indd

39

05/10/12

13:13

2
Unit

Term 2

Content objectives

Language objectives

To learn how to show perspective by drawing


objects of different sizes
To draw a country landscape
To learn how to make a puzzle

To describe a country landscape


To talk about a Romanesque church
To describe ones own artwork
To listen to a dictation and draw a lighthouse

To colour a photograph using unrealistic colours


To decorate a painting using the technique
of blowing paint through a drinking straw
To interpret a painting by Henri Matisse

To describe a painting by Henri Matisse


To talk about rainbows and leprechauns
To talk about a visit to an aquarium
To listen to a dictation about rainbows and
leprechauns and draw

To draw reflections using different techniques


To sharply contrast light and dark in a drawing
To interpret a tenebrist painting by Caravaggio

To invent a text for a pirate scroll


To talk about Caravaggios painting Narcissus
To listen to a dictation and draw a pair of twins

To design and draw a contrasting background


for a figure
To use geometric shapes and templates to create
a background
To freely create a Pop Art composition in the style
of Andy Warhol

To describe ones own artwork to a partner


To talk about Andy Warhols painting Campbells
soups
To listen to a dictation about a surprise birthday
party and draw the scene

10

To use the diffusing technique to create the effects


of movement and speed in a drawing
To draw and colour a stationary car and
a moving car
To interpret a sculpture by Alberto Giacometti
imitating its rough texture

To describe the texture of various surfaces


To talk about Alberto Giacomettis sculpture
Walking man I
To listen to a dictation about a visit to the doctors
and draw

40
412045 _ 0040-0043.indd 40

05/10/12 13:15

Plan for term 2


COLOUR

Colours in nature

Diffusing colours

Freely colouring
a photograph

FORM

Reflection of objects

Contrasting between
figures and background

Representation
of movement

ORGANISATION OF GRAPHIC SPACE

Representing perspective
with lines

A puzzle of a building

Arrangement of elements
in a drawing

3D

Carnival: a float

Mothers Day: a calendar

Childrens Day:
a dragon card

Crafts in the Teacher's Book


Term 2 crafts begin to incorporate a wider variety of materials.
Students use a range of familiar objects, working with plasticine,
clay, papier mch or salt dough. Modelling tools are also used
extensively.
The unit crafts for this term are a clay house, a plasticine coastal
landscape, a papier mch mask, a Mir picture made of salt
dough and a clay space scene.

41
412045 _ 0040-0043.indd 41

05/10/12 13:15

Unit

Contents

Assessment criteria

Showing perspective
A drawing of a country landscape
Varying the size of elements to give the
appearance of distance
Cutting out and assembling a puzzle

Show perspective by drawing objects of different


sizes
Draw a country landscape
Use a photograph to make and assemble
a puzzle

Understanding how the size of objects in


a drawing relates to perspective
Appreciating indigenous Brazilian music

Using unrealistic colours to colour a photograph


The technique of blowing paint through a drinking
straw
A painting by Henri Matisse

Colour a photograph using unrealistic colours


Decorate a painting using the technique
of blowing paint through drinking straws
Interpret a painting by Henri Matisse

Reflecting on the importance of colour in the


representation of real objects
Appreciating how everyday objects such as
drinking straws can be used for artistic effect

Diffusing techniques to create reflections


Illuminating figures with a source of light to create
a sense of volume
A painting by Caravaggio
Contrasting light and dark in a drawing to create
dramatic effects

Draw and colour a scene with accurate reflections


in water
Illuminate some figures in a drawing to contrast
light and dark
Interpret a tenebrist painting by Caravaggio

Appreciating the artistic use of reflections to create


realism
Showing interest in learning about artistic styles
and techniques

Using contrasting shapes and colours to set off


a figure from its background
Using the stencilling technique to repeat a pattern
A painting by Andy Warhol
Appreciating Pop Art and its use of familiar
everyday objects
Reflecting on how traditional African music can
express joyful emotions

10

Diffusing techniques to create the effect of speed


Use of plasticine to create texture
A sculpture by Alberto Giacometti
Appreciating a selection of fragments of well-known
classical music
Showing interest in Childrens Day celebrations
and the reasons for them

Design and draw a contrasting background


for a foreground figure
Use geometric shapes and templates to create
a background
Interpret an Andy Warhol painting choosing ones
own composition of figures and background
colours

Diffuse objects in a drawing to achieve the effects


of movement and speed
Draw and colour a stationary car and a moving
car
Interpret a sculpture by Alberto Giacometti
imitating its rough texture

42
412045 _ 0040-0043.indd 42

05/10/12 13:15

Unit

Key competences
Competence in linguistic communication
Reading and talking about Romanesque architecture (SB p. 31: A puzzle of a building. Audio recording,
track 6.2; TB p. 45: Art masterpieces)

Knowledge and interaction with the physical world


Comparing real landscapes with their two-dimensional representation (SB p. 29: A country landscape.
Audio recording, track 6.1; TB p. 44: Teaching suggestions)

Cultural and artistic competence


Learning about Romanesque architecture and the church of St Martn of Frmista (SB p. 31: A puzzle
of a building. Audio recording, track 6.2; TB p. 45: Art masterpieces)

Competence in linguistic communication


Listening closely to the legend of rainbows and leprechauns in order to draw a scene (TB p. 50: Drawing
dictation. A Rainbow. Audio recording, track 7.3)

Cultural and artistic competence


Learning about Henri Matisses experiments with colour (SB p. 37: A landscape with temperas. Audio recording,
track 7.2; TB p. 49: Art masterpieces)

Autonomy and personal initiative


Freely choosing materials and colours to create different effects when colouring a photograph (SB p. 35:
Colours on the beach; TB p. 48: Teaching suggestions)

Mathematical competence
Locating the axis of symmetry between objects and their reflection (SB p. 39: Reflections in water;
p. 41: Reflections: studying a masterpiece; TB p. 53: Teaching suggestions)

Knowledge and interaction with the physical world


Observing how objects are reflected in water and reproducing this effect on paper (SB p. 39: Reflections
in water; TB p. 52: Teaching suggestions)

Competence in learning to learn


Learning how to model with papier-mch (TB p. 55: Crafts. A papier-mch mask)

Processing information and digital competence


Learning the technique of zooming in to work on finer details in a computer drawing (TB p. 56: Computer
drawing program. Making a pirate flag)

Social competence and citizenship


Discovering how Pop Art portrays modern mass-produced objects (SB p. 45: A pop art composition. Audio
recording, track 9.2; TB p. 57: Teaching suggestions)

Cultural and artistic competence


Learning about the influence of Andy Warhol on modern art (TB p. 57: Art masterpieces)

10

Competence in linguistic communication


Reading and talking about Giacomettis art (SB p. 49: A sculpture with textures. Audio recording, track 10.2;
TB p. 61: Teaching suggestions; Art masterpieces)

Social competence and citizenship


Participating in Childrens Day activities (SB p. 83: Childrens Day: a dragon card )
Thinking and talking about the rights of children (TB p. 66: Teaching suggestions)

Cultural and artistic competence


Creating the impression of movement in drawings and sculptures (SB p. 47: A fast car; p. 49: A sculpture with
textures )

43
412045 _ 0040-0043.indd 43

05/10/12 13:15

UNIT 6

11

A country landscape

Objectives
To observe how perspective helps to
organise the space in a composition
To learn how to show perspective
in a two-dimensional drawing
To draw a country landscape

Materials
Graphite pencil
Coloured pencils
Rubber

Teaching suggestions
Ss look at the picture, then listen to
track 6.1 and answer.
Ask more questions: How many
sheep are there? What colour are
the leaves on the trees? Can you see
a church?
Explain that this picture shows depth
and perspective: The edges of the road
are closer to each other in the distance.
To give the appearance of distance, the
village in the background is very small
and the cat in the foreground
is very big.

Perspective is a technique artists use to organise


elements within a space.
In a landscape drawing, the elements seem to be
placed following a series of lines that join together
at a point in the distance.
To show perspective, objects that are near look bigger
and objects that are farther away look smaller.

Draw a country landscape like in the example.


twenty-nine

412034 _ 0029-0050.indd

29

29
16/03/12

14:28

Digital resources
COMPUTER DRAWING PROGRAM

Ss draw their version of the landscape.


Afterwards, volunteers show their
work to the class. Ask: Which objects
are in the foreground and which ones
are in the background? Which objects
are smaller/bigger?

Anticipating difficulties
Perspective is a difficult concept to
grasp. Ss look at real views from
the classroom window or from the
playground.

K
 NOWLEDGE AND
INTERACTION WITH
THE PHYSICAL WORLD
Students observe perspective in
real landscapes. Then, they show
perspective in a two-dimensional
drawing.

T
a
s
c

Drawing a wind rose


The next five activities will culminate in a sixth activity which will bring together
all the things Ss have learnt.

P
o

This unit is designed to further practise how to copy and rotate figures.

C
a
fo

To make up the wind rose, Ss start with three equal star shapes. Then, they make
changes to the stars colour, size and rotation.
The result is a wind rose with eight points. Tell Ss that this figure is used to show
wind direction on maps. It is often shown with sixteen or even thirty-two points.

T
a

44
412045 _ 0044-0063.indd 44

09/10/12 8:40

12

12

A puzzle of a building I

UNIT

Objectives
To observe and analyse a work
of architecture
To learn the steps necessary
to create a puzzle
To use a photograph as a reference
to put the pieces of a puzzle
together

Materials
Scissors
Glue

Teaching suggestions
Ss listen to track 6.2 and answer.
Cut out the pieces of the Romanesque church of San Martin de Fromista, in Palencia.
Make the puzzle and stick the pieces on page 33.
thirty-one

14:28

412034 _ 0029-0050.indd

31

31
16/03/12

ART MASTERPIECES

14:28

This activity uses pages 31 and 33


of the Students Book. Explain: We
can make a puzzle using any picture
we like. We make a photocopy of the
picture before we cut up the original.
We can cut out regular or irregular
shapes.
Show Ss a photograph of San Martn
de Frmista before they begin the
activity. Ss cut out the puzzle pieces
and keep them together in an
envelope so they do not lose them.
Then, they place them in the correct
position on page 33. When the puzzle
is correctly assembled, Ss glue the
pieces into place.
Afterwards, ask: Do you do puzzles
at home? How many pieces do they
have? What sort of pictures do you
like?

Anticipating difficulties
Remind Ss to cut the pieces out
carefully.
The Romanesque style of architecture was popular in the 11th and 12th centuries
and was probably the first truly European style of architecture. It appeared
simultaneously in Italy, Germany, France and Spain, although with different
characteristics in each country.
Pilgrims travelling the Pilgrims Way to Santiago de Compostela spread the influence
of this architectural style from France to the rest of Europe.
Characteristics of the Romanesque style are massive, thick walls, very few
and usually very small windows, semicircular arches, and the use of columns
for decoration. The photograph shows a typically Romanesque Corinthian capital.

C
 ULTURAL AND ARTISTIC
This activity promotes interest
in learning about historic
buildings.

The Romanesque church of Saint Martn of Frmista is a fine example of Romanesque


architecture on the Pilgrim's Way.

45
412045 _ 0044-0063.indd

45

05/10/12

13:15

UNIT 6

CREATIVITY

Objectives
To develop creativity
To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

The old lighthouse

Graphite pencil

Track 6.3

Coloured pencils

Listen and draw.

Rubber

Every summer I go on holiday to a tiny village by the sea.

Teaching suggestions
Ss listen to track 6.3. Play the
recording again, pausing to ask
questions to check comprehension:
Is the lighthouse by the sea or in
the mountains? Is it on the cliffs or
on the beach? Then, Ss draw the
scene.
Afterwards, ask Ss: Where do you like
to go on holiday?
Evaluate creativity and
appropriateness to the theme.

Objectives

I love to visit the old lighthouse on the cliffs.

The lighthouse is a very tall building made of stone.


It has ten blue windows.
Its door is made of wood and it is very old, too. It is red.
I like to climb the spiral staircase up to the top of the
lighthouse.
There is a huge light at the top. It helps the sailors
to find their way at sea and keep off the cliffs.
Now, draw the lighthouse.

Drawing the music

To develop creativity


To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Materials

Na baha tem, a traditional


Brazilian folksong
Track 6.4
Write the lyrics of the song on the board.

Graphite pencil

Explain that the words are in Portuguese, which is the language spoken
in Brazil.

Coloured pencils
Wax crayons

Na Baha tem, tem, tem, tem,

Rubber

Coco de vintm, la-i

Teaching suggestions
Set the scene before listening to the
music. Tell Ss that this is a traditional
song from Brazil. The song combines
indigenous melodies with elements
from European culture. Explain:
Indigenous music means music
created by the native people of Brazil.

Na Baha tem!
(repeat)
Play the piece several times. Ss listen closely to the music and draw
the scene it inspires.

Ss show their pictures to the rest of the


class and describe them.

46
412045 _ 0044-0063.indd

46

05/10/12

13:15

UNIT

Materials
Modelling clay of various colours

CRAFTS

Modelling tools

A clay house

Graphite pencil
A piece of stiff card or cardboard
Tissue paper

Objectives

Tempera paints

To design and create a 3D model of a house


with different textures
To organise the steps needed to make a craft
To foster imagination and creativity

Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the model in the Teacher's Book.
First, they draw a rough sketch of their house on the
card. This will help Ss to know which materials to
choose.
Ss roll out the modelling clay and cut out a square
and a triangle for the faade and the roof. Next,
they add a door and a chimney.
To decorate their composition, Ss cut out strips
of coloured clay and glue them vertically and
horizontally to the house.

Paintbrushes
Glue
Scissors
Rubber

Ss use the modelling tools to make marks in the clay


to imitate texture.
Leave the clay to dry. Then, Ss decorate the
background using tempera paints, clay and tissue
paper. Remind Ss that if they use bright colours
their work will look cheerful.
Afterwards, in pairs, Ss take turns to describe their
houses.

Anticipating difficulties
Remind Ss not to use very thick pieces of clay, otherwise
the cardboard might bend under the weight.

47
412045 _ 0044-0063.indd

47

05/10/12

13:15

UNIT 7

13

Colours on the beach

Objectives
To observe and distinguish colours
found in nature
To colour a photograph using
unrealistic colours

Materials
Coloured pencils
Tempera paints
Paintbrushes
Wax crayons
Felt-tip pens

Teaching suggestions
Ss look at the photograph, listen to
track 7.1 and answer.
Explain how important colour is in the
representation of reality: If we want
to draw a realistic scene, we have to
focus on shape, position and colour.
Show Ss a colour photograph of
a landscape and a black and white
photocopy of the same photograph.
Ask: Which photograph shows the
true colours of nature? Which one is
more realistic?

Colour this photograph with materials of your choice. Choose colours that are
not realistic.
thirty-five

412034 _ 0029-0050.indd

35

35
16/03/12

14:28

Digital resources
COMPUTER DRAWING PROGRAM

Ss colour the photograph using


colours that do not represent reality.
Afterwards, volunteers show their
work to the class. Ask: Which do you
prefer, the realistic photograph or your
picture?

Anticipating difficulties
Some Ss may find it difficult to use
colours freely. Encourage them
to use their imagination and choose
unrealistic colours.

C
 ULTURAL AND ARTISTIC
Ss learn to appreciate the
importance of colour in the
representation of real objects.

Drawing a palm tree

H
a
c
p
to

In this unit Ss draw a palm tree.


They use some of the same techniques practised in the previous unit, such as
rotation and juxtaposition. However, the component shapes and the resulting
figure are more difficult. Ss experiment with the effect of using a range of tones
from a single colour. They also learn how to flip an element in a drawing, creating
its mirror image.

M
tr
fi
c

48
412045 _ 0044-0063.indd

48

05/10/12

13:15

12

14

A landscape with temperas

UNIT

Objectives
To study a work of art
To use outlines to complete
a picture
To interpret a masterpiece using
the technique of blowing paint
through a drinking straw

Promenade among the olive trees.


Henri Matisse, 1905.
Henri Matisse (1869-1954) was a French painter.
He is famous for painting simplified figures
and using blocks of colour in bright tones.

Materials
Drinking straws
Tempera paints
Paintbrushes

Teaching suggestions
Create your own version of Matisses painting. Decorate with splashes of paint made
by blowing temperas through drinking straws. Use the end of the straws to make
spots of colour. Finish with a paintbrush.

14:28

thirty-seven

412034 _ 0029-0050.indd 37

37
20/03/12 17:59

ART MASTERPIECES

Ss look at Matisses painting and


the illustration on the same page.
They listen to track 7.2 and answer.
Explain that Ss are going to create
their own version of Matisse's
painting. Say: Dip the end of a straw
into some tempera paint. Now,
carefully blow the paint onto the
picture to make a splash of colour.
Repeat with other colours. Add spots
using the end of your straws. Finally,
finish your picture using a paintbrush.

Anticipating difficulties
Beforehand, Ss should practise
blowing paint through a straw onto
scrap paper. They should cover their
tables with newspaper and be careful
when blowing the paint.

A
 UTONOMY AND
PERSONAL INITIATIVE
Ss take pride in their individual
interpretation of a famous work
of art.
Henri Matisse (1869-1954) was a French painter. He is one of the most famous
artists of the 20th century. In his later years, Matisse was not able to paint, so he
changed his technique. He used cut-outs of bright, sometimes wild colours to make
paper collages. These collages were decorative and fun. Matisse wanted people
to enjoy them.
Matisse was often revolutionary in his use of colour. Promenade among the olive
trees is a good example. He painted this picture while living in a small French
fishing village near the Spanish border. It shows how he was experimenting with
colours and different brushstrokes.

49
412045 _ 0044-0063.indd

49

05/10/12

13:15

UNIT 7
Objectives

CREATIVITY

To develop creativity


To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

A rainbow

Graphite pencil

Track 7.3

Coloured pencils

Listen and draw.

Rubber

Sometimes on a rainy day, the Sun comes out, and you


can see a rainbow.

Teaching suggestions
Ask Ss: Have you ever seen
a rainbow? Show pictures of
leprechauns. Explain that they are
mythical creatures from Ireland.
Ss listen to track 7.3. Play the recording
again, pausing to ask questions:
What colours are there in a rainbow?
What does a leprechaun do? Etc.
Then, Ss draw the scene.
Afterwards, ask: Do you think
leprechauns are good or bad?

Irish people say that there is a pot of gold at the end


of a rainbow.
A little man called a leprechaun guards the pot of gold.
If you want the gold, you must answer three questions.
The leprechaun always asks questions that are
impossible to answer.
Now, draw the rainbow and the leprechaun.

Objectives

Drawing the music

To foster interest in drawing as


a means of expression
To freely illustrate a piece of music

Materials
Wax crayons
Blue watercolour paint
Paintbrushes

Teaching suggestions
Set the scene before listening to
the music: Have you ever visited
an aquarium? What animals did you
see there? What colours were they?
Ss draw and colour marine animals
using wax crayons. Then, they 'wash'
the picture with blue watercolour
paint to represent the water.

A rainbow is a beautiful arch made up of seven colours:


red, orange, yellow, green, blue, indigo and violet.

Evaluate creativity and


appropriateness to the theme.

To develop creativity

Aquarium from The Carnival of the


Animals by Camille Saint-Sans
Track 7.4
Before listening to the music, talk about the composer.
Camille Saint-Sans (1835-1921) was a French composer, conductor,
organist and pianist. He wrote his first piece for the piano when he was
only four years old. He wrote his first symphony when he was sixteen.
Saint-Sans was an intellectual, interested in many disciplines: acoustics,
mathematics, archaeology, geology, botany, etc.

The Carnival of the Animals is one of his most famous and popular works.
He wrote it while on holiday in Austria. It is a musical suite of fourteen
movements. The piece that Ss listen to is movement number 7. The melody
is interpreted by a flute, string instruments and a piano. It evokes the
peaceful atmosphere of an aquarium.
Ss listen closely to the music and draw the scene it inspires.

Ss share their work with the class.

50
412045 _ 0044-0063.indd 50

11/10/12 16:36

UNIT

Materials
Photographs of coastal landscapes

CRAFTS

Plasticine

A plasticine coastal landscape

A large piece of cardboard


Modelling tools
Glue

Objectives
To make a 3D model of a coastal
landscape
To organise the steps needed
to make a craft
To foster imagination and creativity

Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
They roll out a piece of plasticine to form a rectangular
tile about 1 cm thick. They glue this onto the piece of
cardboard. This is the base of the landscape.
Then, Ss add pieces of plasticine to the base to form
the sea, the beach, the land and rivers. Next, they
form the elevated landscape features, for example,
the mountains and houses. They glue these to the
base of the model.

Ss use modelling tools to add details and create


different textures.
Remind Ss to create realistic textures, for example,
rough, irregular mountain slopes.

Anticipating difficulties
Show Ss the model in the photograph and other
photographs to help them create a realistic model.
Afterwards, ask: Do you prefer holidays by the coast
or in the mountains?

51
412045 _ 0044-0063.indd

51

05/10/12

13:15

UNIT 8

15

Reflections in water

Objectives
To learn how to portray reflected
objects in a drawing
To complete a drawing with
reflections, using outlines as a guide
To use different techniques to soften
colours in a drawing

Materials
Graphite pencil
Coloured pencils
Rubber

Teaching suggestions
Ss look at the drawing and identify
the differences between the real
objects and the reflected objects.
Ss listen to track 8.1, look at the
drawing and answer.
Explain how to create the effect of a
reflection: The object and its reflection
have to be symmetrical, but the shape
and colours of the reflection are softer
and less defined. You can do this by
using lighter pencil strokes and
by using a rubber to soften the lines.

A reflection is the image of an object in any reflective


surface, such as a mirror or the surface of a lake. The real
object and the reflected image are symmetrical. However,
the shape and colours of the reflected object are softer and
less defined.

Copy and colour the drawing. Now, soften the colours where there are reflections.
thirty-nine

412034 _ 0029-0050.indd

39

39
16/03/12

14:28

Digital resources

COMPUTER DRAWING PROGRAM

M
w
fo
a
w
b

Ss complete and colour the drawing.


Then, they soften the colours of the
reflections. They can add more details
such as ducks or birds.

C
in
r
s
a
te
im
a

After Ss have completed the activity,


ask: What surfaces reflect objects?
(A mirror, glass, water.) Can you see
any reflections in the classroom?

Anticipating difficulties
Suggest Ss start with the background
and the real objects and then colour
the reflections. Make sure they use the
rubber very lightly to soften the colours
of the reflections.

Making a pirate scroll


In this activity, Ss make a pirate scroll and invent their own text to write
on the scroll. They can choose the style, size and colour of the font. Then,
they add a seal with a stamp.

C
In
H

Tell Ss that they will use this scroll in a later unit to make a treasure map. They
can invent a text such as the name of the island or a pirate message.

T
th

K
 NOWLEDGE AND
INTERACTION WITH
THE PHYSICAL WORLD
Ss observe the effect of reflection
on objects and apply their
knowledge to portray reflections.

52
412045 _ 0044-0063.indd

52

05/10/12

13:15

12

16

Reflections: studying a masterpiece

UNIT

Objectives
To study a work of art

Michelangelo Merisi da Caravaggio


(1571-1610) was an Italian painter. He
developed a style of painting called

To colour a drawing creating


reflection

tenebrism. This style is characterised by


strong contrasts between light and shade to
create dramatic effects.

To sharply contrast light and dark


in a drawing

Materials
Coloured pencils
Cotton wool

Teaching suggestions
Explain that by illuminating figures
and objects with a source of light,
artists can create the sense of volume
in paintings. This makes the paintings
very realistic.

Narcissus. Caravaggio, 1600.

Look at the painting by Caravaggio. Now, complete the drawing.


forty-one

14:28

412034 _ 0029-0050.indd

41

41
16/03/12

ART MASTERPIECES
Michelangelo Merisi da Caravaggio (1571- 1610)
was an Italian Baroque painter. His work is famous
for the dramatic use of sharp contrast between light
and dark. He created Tenebrism, an art movement
with illuminated figures and objects against a dark
background.
Caravaggio broke with the traditional idealised
interpretation of religious themes and painted
realistically. This natural interpretation of religious
scenes was seen as disrespectful to the Church
and brought him many enemies. He was very
temperamental and was often arrested and
imprisoned for getting into fights. He died of
a fever at the age of 38.
Caravaggios painting Narcissus shows Narcissus looking at his reflection.
In Greek mythology, Narcissus fell in love with his own reflection in a pool of water.
He died because he couldn't abandon his own reflection.

14:28

Ask Ss to observe the painting and


say where they think the light is
coming from. Ask: What parts of the
painting are illuminated by this light?
Ss look at Caravaggio's painting,
listen to track 8.2 and answer.
Ss colour the picture. Then, they rub
cotton wool over the reflection to create
a blurred effect as in Caravaggios
painting.
After completing the activity, volunteers
describe their drawings to the class.

Anticipating difficulties
Remind Ss to use very dark colours
for the areas that are not illuminated.

C
 ULTURAL AND ARTISTIC
Ss learn to understand
and appreciate the techniques
used in a famous work of art.

The painting on the right shows a self-portrait of Caravaggio. His face is reflected in
the mirror.

53
412045 _ 0044-0063.indd

53

05/10/12

13:15

UNIT 8

CREATIVITY

Objectives
To develop creativity
To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

My baby brother and sister

Graphite pencil

Track 8.3

Coloured pencils

Listen and draw.

Wax crayons
Rubber

I have a baby brother and a baby sister. They are both


two years old.

Teaching suggestions

They are twins but they are very different.

Ask Ss: Do you have a baby brother


or sister? What do they like doing?

Tom has dark hair and brown eyes. He is small and he


is always laughing.

Play track 8.3. Pause to ask


questions: How old are the twins?
What colour is Toms hair? Then, Ss
draw the scene.
Afterwards, ask: Do you know any
twins or triplets? Do they look exactly
the same? How are they different?
Evaluate creativity and
appropriateness to the theme.

Objectives

He likes playing with his toy cars.


Daniela has blonde hair and green eyes. She's bigger
than Tom.
She likes watching cartoons on the television.
Now, draw Tom and Daniela.

Drawing the music

To develop creativity


To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Bolero by Maurice Ravel


Track 8.4
Before listening to the music, talk about the composer.

Materials

Maurice Ravel (1875-1937) was a French composer.

Graphite pencil

Explain that this is Ravel's most famous composition. It was originally


composed for a ballet. It was based on the musical form of the Spanish
bolero dance. In Ravel's Bolero, the same melody is repeated and the
orchestra gradually grows in size. The music rises in a continuous
crescendo to a loud finish.

Coloured pencils
Wax crayons
Rubber

Teaching suggestions

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

Set the scene before listening to


the music: How many musical
instruments can you name? Are
they wind, string, brass or percussion
instruments? Which instruments
do you like best? Etc.
After completing the activity, ask Ss:
What instrument did the music start
with? How did it finish?

54
412045 _ 0044-0063.indd

54

05/10/12

13:15

UNIT

Materials
Balloons

CRAFTS

Felt-tip pens

A papier-mch mask

Newspaper
Water
Glue

Objectives

Scissors

To make a papier-mch mask

Tempera paints

To organise the steps needed


to make a craft

Paintbrushes

To foster imagination and creativity

Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Ss inflate a balloon and tie a knot in the end. Then,
they draw a vertical line around the balloon with a
felt-tip pen to mark the front and back of the balloon.
They rest the balloon on a cup or bowl.
Next, they mix the glue with water and dip strips
of newspaper into the mixture. They stick the paper
strips to the front half of the balloon.
Ss continue until they have put at least five layers of
the paper and glue mixture on the front of the balloon.

Cotton wool

Each layer of paper strips should be perpendicular


to the previous layer.
Allow the mask to dry for a few days. Then, Ss
carefully separate it from the balloon.
Ss use scissors to make holes for the eyes and nose.
Finally, Ss paint the mask as they wish and add details
such as teeth and eyebrows.

Anticipating difficulties
Some Ss may need help inflating and tying the balloon.
They may also need help separating the balloon from
the mask.

55
412045 _ 0044-0063.indd

55

05/10/12

13:15

UNIT 9

17

A black windmill

Objectives

There is always an important contrast between the


elements of a drawing or a painting and its

To study the contrast between


a figure and its background

background. Whatever elements are chosen, they


always stand out from the background.

To design and draw a background


for a figure
To complete a picture using
geometric shapes

Materials
Graphite pencil
Felt-tip pens
Rubber

Teaching suggestions
Revise geometric shapes. Ss look at
the black windmill and its background,
listen to track 9.1 and answer.
Explain: We can see the black windmill
clearly because it contrasts with the
colourful background.
Ss design, draw and colour their own
background for the windmill.
Ss should be creative and use
small objects as templates for the
background shapes, for example
coins, a rubber, a bottle top, etc.

Look, then draw your own background that contrasts with the black windmill.
forty-three

412034 _ 0029-0050.indd

43

43
16/03/12

14:28

Digital resources
COMPUTER DRAWING PROGRAM

A
p
H
T
a

Once finished, in pairs, Ss take turns


to describe their work.

A
c
a
P
a
c

Anticipating difficulties
Remind Ss that felt-tip pens can
smudge, so they should not lean
on their work.

L INGUISTIC
COMMUNICATION
Ss gain confidence in using
English to describe a personal
piece of art.

A
p
d
C

Making a pirate flag


In this activity, Ss create a pirate flag. They make the skull and cross bones image
by joining together oval and rectangular shapes. Then, they insert a black background
so the famous pirate symbol stands out in contrast. Ss also learn the technique
of zooming in to work on finer details.

T
b

56
412045 _ 0044-0063.indd

56

05/10/12

13:15

12

18

A pop art composition

UNIT

Objectives
To analyse Pop Art by examining
one of its most representative artists
To freely interpret a work of art
by Andy Warhol
To create a composition using
stencilling techniques

Campbell's soups. Andy Warhol, 1965.

Materials
Graphite pencils
Coloured pencils
Felt-tip pens

Andy Warhol (1930-1987) was an American artist. He loved to


paint everyday objects such as Coca-Cola bottles, Campbells

Tempera paints

soup cans and dollar bills. He also painted celebrities. He liked


to repeat the same object many times in his paintings. This type
of art is called pop art.

Paintbrushes
Scissors

Look at Warhols painting and the illustration. Choose one of the two shapes and trace it onto a separate

Rubber

piece of paper. Cut it out and use it as a stencil pattern to create your own version of Warhols painting.
forty-five

14:28

412034 _ 0029-0050.indd

45
16/03/12

45

14:28

Teaching suggestions
Ss look at the painting by Andy Warhol
and at the illustration of the Russian
nesting dolls.

ART MASTERPIECES
Andy Warhol (1928-1987) was an American
painter, born in Pittsburgh, Pennsylvania.
He graduated from the Carnegie Institute of
Technology in 1949 and began work as
a graphic artist.
Andy Warhol is famous for his Pop Art creations,
characterised by the use of repeated images
and bold colours. He is also known for his
Pop Art portraits of famous people. He was
a photographer and a film producer, too. Warhol
called his studio in New York The Factory.
Andy Warhol showed his first collection of
paintings of Campbells soup cans in his
debut fine art exhibition in 1962. He portrayed
Campbells soup cans in later periods as well.
These canvases have become some of his
best-known and best-loved works of Pop Art.

They listen to track 9.2 and answer.


Explain that Pop Art started in Britain
and the USA in the 1950s. One of its
characteristics is to portray the same
object many times over, with slight
variations. Pop Art does not reflect
nature. Instead, it portrays massproduced objects found in cities.
First, Ss trace and cut out one of the
stencils. Then, they either dab paint
over the stencil with a paintbrush,
or blow paint through a drinking
straw onto the stencil. Ss should use
a different colour for each background
and figure.

Anticipating difficulties
Ss should practise the stencilling
technique first on a separate piece
of paper.

A
 utonomy and
personal initiative
Ss take pride in mastering a new
technique and using it to interpret
a famous work of art.

57
412045 _ 0044-0063.indd

57

05/10/12

13:15

UNIT 9

CREATIVITY

Objectives
To develop creativity
To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

The surprise birthday party

Graphite pencil

Track 9.3

Coloured pencils

Listen and draw.

When I got home from school yesterday, there were a


lot of cars in front of my house.

Wax crayons
Rubber

Teaching suggestions
Ss listen to track 9.3. Play
the recording again and ask
comprehension questions: Who is
visiting the boys house? What special
day is this? Then, Ss draw the scene.
Afterwards, ask Ss: When is your
birthday? What presents did you
get for your birthday? What was your
favourite present?

When my mum opened the door, I saw my


grandparents, my aunt, my uncle and my two cousins.

Everyone had a balloon in their hand. They all sang


Happy Birthday.
Then, my father gave me a big, red box.
Inside the box were some new football boots.
What a lovely birthday surprise!

Evaluate creativity and


appropriateness to the theme.

Objectives

Drawing the music

To develop creativity


To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Che, Che, Kule,


a traditional Ghanaian song
Track 9.4

Materials

Before listening, talk about the music: We are going to listen to traditional
music from Ghana. This is a happy song that children sing when they
are playing together. What games do you think children play in Africa?

Graphite pencil
Coloured pencils
Wax crayons

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

Rubber

Teaching suggestions

Afterwards, ask: Do you think African children play the same games
as you do?

Set the scene before listening to


the music. Show a map of Africa
and point out Ghana. Say: Ghana is
a country in West Africa. It has a hot
tropical climate, and bananas and
rice are grown there.

58
412045 _ 0044-0063.indd

58

05/10/12

13:15

UNIT

Materials
A tray

CRAFTS

Salt

A Mir picture made of salt dough

Flour
Tempera paints
Paintbrushes

Objectives

A rolling pin or a plastic bottle

To create a copy of a Mir painting


using salt dough
To organise the steps needed
to make a craft
To foster imagination and creativity

Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
First, Ss prepare the salt dough by mixing equal parts
of salt and flour to half the amount of water.
They knead the dough for 10 minutes. Leave it to stand
in a fridge for at least 24 hours.
Remove the salt dough from the fridge and tell Ss to
roll it out on a tray using a rolling pin or plastic bottle
full of water. Previously, they sprinkle flour on the tray
to prevent the dough from sticking.

Next, Ss draw the shapes from Mir's painting


on the dough and leave it to dry in the open or put it
in an oven at a low temperature.
Finally, Ss paint their picture using tempera paints.

Anticipating difficulties
It is important to mould the dough well before placing
it in the fridge to prevent cracks appearing in the craft.

59
412045 _ 0044-0063.indd

59

05/10/12

13:15

UNIT 10

19

A fast car

Objectives

Artists use the diffusing


technique to make objects look
softer around the edges using
a piece of cotton wool. This

To analyse the characteristics


of a moving object

technique is used to give the


impression of speed or to
create a misty landscape.

To represent a stationary car and


a moving car
To use the diffusing technique to
give the impression of movement

Materials
Graphite pencil
Wax crayons
Cotton wool
Rubber

Teaching suggestions
Ss look at the two cars, listen to
track 10.1 and answer.
Draw their attention to the differences
between the two images. Ask: How do
we know the second car is moving?
Ss complete the drawings and colour
them using wax crayons. To suggest
movement, they apply the diffusing
technique by dragging cotton wool
over the wax crayons in the opposite
direction to the movement of the car.

Draw and colour a stationary car and a fast moving car.


forty-seven

412034 _ 0029-0050.indd

47

47
16/03/12

14:29

Digital resources
COMPUTER DRAWING PROGRAM

Explain that there are other


techniques for suggesting movement,
for example, drawing lines beneath
the moving object or diffusing the
background landscape.
Afterwards, volunteers show their
work to the class. Ask: Who drives
in your family?

Anticipating difficulties
Remind Ss not to lean on their work
or they will smudge it and dirty their
clothes.

L EARNING TO LEARN
Ss show interest in using new art
techniques to represent
movement in their work.

Drawing a ship
This activity is designed to further explore the many shape tools available
in the program. Ss continue to learn how these tools can be used to create
realistic pictures of familiar objects and scenes.

A
w
a
a

In this unit, Ss draw a pirate ship with masts, sails, flags and banners. Ss can
also choose to insert the pirate flag from the previous unit. They will need to adjust
the size and rotation of the flag to place it on the ship.

G
e
s

W
In

60
412045 _ 0044-0063.indd

60

05/10/12

13:15

12

20

A sculpture with textures

UNIT

10

Objectives
To study a sculpture of a walking
man
To interpret a sculpture using
plasticine
To transmit the feeling of movement
in a sculpture

Materials
Plasticine
Glue

Walking man I. Alberto Giacometti, 1960.

Teaching suggestions

Alberto Giacometti (1901-1966) was a Swiss sculptor and painter.


His distinctive sculptures are famous for their small heads and elongated
bodies. He liked to create rough textures using iron.

Listen to track 10.2 and answer.

Look at the Giacomettis original sculpture and another version of it.


Now, complete the figure using plasticine to imitate the texture.
forty-nine

14:29

412034 _ 0029-0050.indd

49

49
16/03/12

ART MASTERPIECES

14:29

Remind Ss that texture refers to how


a surface feels. Say: Look at
Giacomettis sculpture and describe
its texture. Then ask about other
surfaces: How does your table feel?
How does the floor feel? Are they
smooth? Rough? Wrinkled?
To do this activity, tell Ss to imitate
the texture of the sculpture by rolling
plasticine into very small balls.
Then, they put glue on the silhouette.
Next, Ss squash the plasticine balls
on top of the silhouette taking care
not to leave gaps.

Anticipating difficulties
It may be difficult for some students
to leave the spaces between the
mans arms and his torso. Remind
them to use very small plasticine balls.

C
 ULTURAL AND ARTISTIC
Ss experiment with new
techniques as a way to express
themselves and to enjoy art.
Alberto Giacometti (1901-1966), one of the most important artists of the 20th century,
was born in Switzerland near the Italian border. At an early age, he moved to Paris
and began experimenting with surrealistic sculpting. The portrait of Giacometti
above was painted by lvaro Delgado Ramos in 1922.
Giacomettis works are very famous and recognisable. He is best known for his
elongated figures, like Walking Man I. The body is very long and very thin and
seems stretched out. These sculptures almost look like stick figures.

Walking Man I was created for a plaza in New York City, but was never installed.
In 2010, it was sold at auction in London for a record 65 million.

61
412045 _ 0044-0063.indd

61

05/10/12

13:15

UNIT 10

CREATIVITY

Objectives
To develop creativity
To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

A visit to the doctor's

Graphite pencil

Track 10.3

Coloured pencils

Listen and draw.

Wax crayons

My doctor is a friendly old man.

Rubber

Teaching suggestions
Ss listen to track 10.3. Play the
recording again, pausing to ask
questions to check comprehension:
What does the doctor look like? What
does he wear around his neck?
What does he ask the sick child
to do? Etc. Then, Ss draw the scene.

He wears small round glasses, a white coat and a


stethoscope around his neck for listening to my chest.

My mother takes me to see the doctor when I am ill.


He always says, Open your mouth wide and say ahhh!
I don't like the pink medicine he gives me. Yuk! It tastes
horrible.
But sometimes, he gives me a lollipop!

Afterwards, ask: What does your


doctor look like? Do you like going
to the doctors?
Evaluate creativity and
appropriateness to the theme.

Objectives

Drawing the music

To develop creativity


To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Classical music selection from Bach,


Vivaldi, Mozart and Beethoven
Track 10.4

Materials
Graphite pencil
Coloured pencils

Explain to Ss that they are going to listen to various fragments of classical


music by famous composers. Talk briefly about each one.

Rubber

Johann Sebastian Bach (1685-1750) was a famous German composer


of the Baroque period. He was also an organist and a teacher.

Teaching suggestions

Antonio Vivaldi (1678-1741) was from Venice, Italy. He was a violinist,


a priest and a very famous composer of the Baroque period.

Set the scene before listening to the


music: Where can you hear classical
music? Can you name some classical
composers?
Afterwards, play the recording again.
Ss come to the front of the class
to show their pictures in groups
according to the composer they
chose.

Wolfgang Amadeus Mozart (1756-1791) was a musical genius of the Classical


period who was born in Salzburg, Austria. He composed over 600 works
during his short life.
Ludwig van Beethoven (1770-1827) is perhaps the most famous and influential
of these four composers. He was born in Germany. His compositions span
from the Classical to the Romantic periods. He began to lose his hearing when
he was only 26 years old, but he continued to write music until his death.
Ss choose one of the fragments and draw the scene it inspires.

62
412045 _ 0044-0063.indd

62

05/10/12

13:15

UNIT

10

Materials
White modelling clay

CRAFTS

Modelling tools

A clay space scene

Pasta stars
Tempera paints
Paintbrushes

Objectives

Glue

To make a 3D picture using various


materials

Ruler

To organise the steps needed to make


a craft
To foster imagination and creativity

Teaching suggestions
Ss cover their tables with plastic or paper
and prepare the materials they need.
Next, they roll out a piece of clay to form
a rectangular tile 1 cm thick, which will form
the base for the craft.

Using modelling tools, Ss create texture


on the surface of the planets before gluing them
to the base.
Finally, Ss use tempera paints to paint their scene.
They can apply a layer of white glue to the finished
craft to create a glossy effect.

To make the planets, Ss roll the clay into balls


and slice them in half with a ruler.

Anticipating difficulties

Then, they glue pasta stars onto the clay base.

Some Ss may need help slicing the clay balls in half.

63
412045 _ 0044-0063.indd

63

05/10/12

13:15

Objectives
To observe a model and use it
to complete a craft
To follow instructions to create
a three-dimensional craft from
a flat surface
To cut and fold carefully and
accurately

THREE-DIMENSIONAL CRAFTS
CARNIVAL: A FLOAT

34 Carnival: a float

To construct a Carnival float

Materials
Scissors
Glue

Teaching suggestions
Tell Ss that they are going to make
a Carnival float. Revise vocabulary
related to Carnival celebrations and
write it on the board.
Next, Ss look at the craft in their
Students Book and, in pairs, they
describe what they can see in the
template (a car, a girl who is driving
the float, etc.). Ask: Have you seen
a Carnival float? Where? Volunteers
describe the Carnival floats they
have seen.
After completing the craft, talk to Ss
about how Carnival is celebrated in
different parts of the world. Ask
them: Do you like carnivals? Is
Carnival celebrated in your country?
When? Do you dress up in fancy
dress costumes? What is your
favourite costume?

Anticipating difficulties
Remind Ss to take special care when
cutting out the pieces and flaps of
the Carnival float. Before they start
the craft, suggest that they glue the
page onto stiff card to strengthen
the construction.


Look at the model. Cut out the pieces and fold the flaps along the dotted lines.
Finally, glue and make your own Carnival float.

412034 _ 0073-0088.indd

seventy-nine

79

79
16/03/12

14:33

Steps to make the craft

Before starting the activity, Ss look closely at the completed model in their Students
Book to see exactly where each piece goes.

Next, Ss carefully cut out each piece of the float.

Then, they fold back the flaps along the dotted lines.
Ss assemble the van and apply glue to the flaps, holding them in place until they
are firmly stuck.

Finally, they glue the flower, figures and butterflies onto the main piece of the
Carnival float.

M
 ATHEMATICAL
COMPETENCE
Ss see how a flat 2D plane
becomes a 3D object with
volume.

64
412045 _ 0064-0067.indd 64

05/10/12 13:17

SECOND TERM

S
MOTHER'S DAY: A CALENDAR

a special occasion
To cut and assemble a craft with
moving parts
To complete the missing dates of the
month on the wheel

35 Mothers Day: a calendar

To construct a calendar with various


pieces

Materials
Felt-tip pens
Punch
Split pins
Scissors
Glue

Teaching suggestions
Explain that in Spain Mothers Day is
celebrated on the first Sunday of May
and that this calendar is an ideal gift to
give their mothers. Tell Ss that Mothers
Day is celebrated on various dates
all around the world, for instance, in
the UK Mothers Day is celebrated
in March.

F irst, on the blue circle write the numbers of the dates of the month. Then, cut out all the pieces
and punch out along the red dotted lines. Next, fold the flaps along the dotted lines and glue
the framework of the calendar. Finally, attach the circles with split pins.

/12

Objectives
To make a decorative object for

eighty-one

14:33

412034 _ 0073-0088.indd

81

Steps to make the craft

81
16/03/12

Before starting the activity, revise days


and months with the class and write
them on the board.

14:33

Before starting the craft, Ss complete the missing dates of the month on the blue
circle. Point out that the first three numbers are already provided.

After Ss have finished the craft, ask


them: How does your family celebrate
Mothers Day? What do you usually
do? Do you go for a special meal?

Next, they carefully punch out along the red dotted lines on the main part of the
calendar as well as the centres of the wheels.

Anticipating difficulties

Then, Ss cut out all the pieces, fold the flaps along the dotted lines and glue
the framework of the calendar.
Finally, they attach the wheels with split pins.

Remind Ss that they should use the


punch cautiously. Also, tell them not
to fasten the wheels too tightly, or they
will not spin well.

L EARNING TO LEARN
Ss learn to organise the steps
needed to carry out a craft.

65
412045 _ 0064-0067.indd 65

05/10/12 13:17

Objectives
To observe a model and use it
to complete a craft
To assemble pieces in numerical
order

THREE-DIMENSIONAL CRAFTS
CHILDREN'S DAY: A DRAGON CARD

To fit pieces together carefully


To make a three-dimensional card
from a flat surface

36 Childrens Day: a dragon card

Materials
Punch
Scissors
Glue

Teaching suggestions
Tell Ss that they are going to make
a card which they can give to a friend
or a classmate.
Explain that according to the UN
recommendation Children's Day
is celebrated on 20th November.
However, different countries
celebrate it on different dates. In
Spain, Children's Day is celebrated
on 15th April.
After completing the activity,
brainstorm ways to celebrate the
day and ask volunteers to write them
on the board. Ask: Why do we need
Children's Day? What problems do
you think children have in other parts
of the world?

Anticipating difficulties
Show Ss how to use a ruler to fold
more accurately. Also, tell them to
make sure to follow the order the
pieces are numbered in before they
glue them together.


Look at the model. Cut out the pieces. Punch out along the small red dotted lines. Then, fold the flaps
along the dotted lines and assemble the card. Stick the pieces in the order they are numbered.

412034 _ 0073-0088.indd

83

eighty-three

83
16/03/12

14:33

Steps to make the craft


Before starting the activity, Ss look closely at the completed model of the
card in their Student's Book.
Next, Ss cut out the pieces of the construction, taking special care with the
irregular edges.
Then, they punch out along the small red dotted lines, and they fold the
flaps along the dashed lines with the help of a ruler for better results.
Finally, Ss assemble the card, gluing the pieces together in the order each
one is numbered.
When the card opens, the face of a dragon will pop out.

A
 UTONOMY AND
PERSONAL INITIATIVE
Ss build self-esteem by
completing a complicated craft
with minimum guidance from
the teacher.

66
412045 _ 0064-0067.indd 66

05/10/12 13:17

/12

14:33

412045 _ 0064-0067.indd 67

05/10/12 13:17

Term 3

Unit

Content objectives

Language objectives

11

To draw a still life in black and white


To use light and dark shading to create volume
To interpret a painting by Joaqun Sorolla, painting
the shadows in a different position

To talk about where the light is coming from


in a drawing
To describe the position of elements in a painting
To listen to a dictation and draw the lost city
of Atlantis

12

To observe and draw the human body from


the front and from the side
To observe how the appearance of an object
changes depending on the observers position
and then draw the front view of prehistoric huts

To revise the parts of the body


To talk about Suriname and alligators
To listen to a dictation about a circus and draw

13

To study the elements that make up a comic strip


To use speech bubbles
To use visual texture in a comic strip vignette

To name the main elements in a comic strip


To invent a dialogue for a comic strip
To listen to a dictation and draw a Roman
gladiator

14

To represent depth and perspective by placing


objects in the foreground or in the background
according to size and position
To create a medieval fair by arranging cut-outs
on a given background
To interpret Las Meninas by Diego Velzquez

To talk about the painting Las Meninas by Diego


Velzquez
To talk about pirates
To listen to a dictation about pirates and draw

15

To create new colours by superimposing primary


colours
To understand the concept of harmonious colours
To interpret a painting by Paul Klee using
the collage technique

To describe the colours obtained by mixing


primary colours
To talk about a painting by Paul Klee
To listen to a dictation about alien visitors
and draw

68
412045 _ 0068-0071.indd

68

05/10/12

13:17

Plan for term 3


COLOUR

Black and white

Superimposing colours

Primary and secondary


colours

FORM

Front view and side view

Elements of comic strips

Visual texture

ORGANISATION OF GRAPHIC SPACE

Different viewpoints

Organisation of space
in vignettes

Foreground and
background

3D

World Sports Day: a ball

Friendship Day:
a photo frame

Crafts in the Teacher's Book


Term 3 crafts consolidate the techniques and materials used
in the previous two terms in order to revise the skills students
have acquired.
The unit crafts for this term are a clay bust of an indigenous
tribesman, a papier-mch bowl, a clay model of Anubis,
a sailing boat scene and a helicopter made with recycled
materials.

69
412045 _ 0068-0071.indd

69

05/10/12

13:17

Unit

Contents

Assessment criteria

11

A still life in black and white


Identifying the source of light in a painting
Using different pencil strokes to create light
and shade
A painting by Joaqun Sorolla

Draw a still life in black and white


Create volume in a drawing by using light
and dark shading
Interpret a painting by Joaqun Sorolla painting
the shadows in a different position

Appreciating the effects of light and colour


in a painting
Showing interest in learning how to use different
pencil strokes to create volume in a still life

12

Observing a human figure from different angles


Ariel views and front views of the Stonehenge
megalith
Drawing the front view of prehistoric huts

Draw a prehistoric man from the front and from


the side
Draw prehistoric huts as they appear from
the front

Showing interest in learning about a prehistoric


monument
Appreciating that the appearance of an object
changes depending on the observers position
Learning about the role of sports in keeping us
healthy and promoting understanding

13

The elements of a comic strip


Changing the texture of the background
in a comic strip vignette
A vignette of Asterix and Obelisk

Complete a comic strip story with vignettes


and speech bubbles
Write a comic strip using speech bubbles
Draw a comic strip vignette changing the textures
in the background

Showing interest in reading a comic strip


Appreciating that a comic strip can provoke
interest in history

14

Use of foreground and background to represent


depth and perspective in a composition
Creating a medieval scene using cut-outs
A painting by Diego Velzquez
Reflecting on the use of foreground and
background to represent depth and perspective
Appreciating a Baroque masterpiece

15

Superimposing primary colours to create new


colours
A drawing of an ice cream stall
The concept of harmonious colours
A painting by Paul Klee

Place objects in the foreground or in the


background in order to represent depth
and perspective
Arrange cut-outs on a background in order
to create a medieval fair
Interpret Las Meninas by Diego Velzquez

Draw and colour an ice cream stall by


superimposing primary colours
Choose and combine harmonious colours
in a collage
Interpret a painting by Paul Klee using the collage
technique

Appreciating the different techniques used


by artists to create their masterpieces
Using recycled materials in a variety of creative
ways

70
412045 _ 0068-0071.indd

70

05/10/12

13:17

Unit

Key competences

11

Competence in linguistic communication


Reading and talking about Sorollas style of painting (SB p. 53: A beach scene. Audio recording, track 11.2;
TB p. 73: Art masterpieces)

Cultural and artistic competence


Creating the impression of volume in a drawing (SB p. 51: A still life in black and white ; TB p. 72: Teaching
suggestions)

Autonomy and personal initiative


Varying pencil strokes and using smudging techniques to create light and dark shades in a drawing (TB p. 72:
Teaching suggestions)

12

Mathematical competence
Transforming a flat surface into a 3D craft (SB p. 85: World Sports Day: a ball )

Knowledge and interaction with the physical world


Applying knowledge of size, distance and angle to create perspective (SB p. 57: Different views; TB p. 77:
Teaching suggestions)

Social competence and citizenship


Reflecting on how children live in other parts of the world (TB p. 78: Drawing the music. Bigi Kaiman. Audio
recording, track 12.4)

13

Competence in linguistic communication


Listening closely to the description of a gladiator in the arena in order to draw the scene (TB p. 82: Drawing
dictation. The gladiator. Audio recording, track 13.3)

Cultural and artistic competence


Reflecting on the role of comics for generating interest in history and culture (TB p. 81: Art masterpieces)
Recognising Egyptian art in a comic strip (SB p. 59: An Egyptian comic strip )

Competence in 'learning to learn'


Learning how to create different textures in background details (SB p. 61: Drawing a vignette ; TB p. 81: Teaching
suggestions)

14

Competence in linguistic communication


Reading and talking about Diego Velzquezs masterpiece Las Meninas (SB p. 67: Drawing a masterpiece.
Audio recording, track 14.2; TB p. 85: Teaching suggestions)

Knowledge and interaction with the physical world


Creating depth and perspective in a scene by varying the position of its elements (SB p. 63: A medieval fair ;
TB p. 84: Teaching suggestions)

Cultural and artistic competence


Learning about the life and works of Diego Velzquez (SB p. 67: Drawing a masterpiece ; TB p. 85: Art
masterpieces)

15

Competence in linguistic communication


Reading and talking about Paul Klees mastery of colour and technique (SB p. 71: A famous portrait. Audio
recording, track 15.2)

Cultural and artistic competence


Learning the difference between primary and secondary colours, and harmonious and contrasting colours
(TB p. 88 and 89: Teaching suggestions)

Autonomy and personal initiative


Using recycled materials creatively (TB p. 91: A helicopter made with recycled materials )

71
412045 _ 0068-0071.indd

71

05/10/12

13:17

UNIT 11

21

A still life in black and white

Objectives
To draw a still life in black and white
To create light and shadows using
different pencil strokes
To use light and dark shading
to create volume

Materials
Graphite pencil
Rubber
Cotton wool

Teaching suggestions
Ss listen to track 11.1 and answer.
Remind Ss that shadows are dark
areas formed when light cannot pass
through an object. Ask: Is the light
coming from the right or the left
in this still life?
Explain that light and dark shades
are obtained by using lighter or
heavier pencil strokes, then smudging
them with cotton wool.

Artists use light and shade in paintings to give form to


the elements and to create volume. Illuminated areas are
coloured in light tones, and areas in shadow are coloured
in dark tones.

Draw a still life. Use light pencil strokes for illuminated areas, and heavier pencil strokes
to create shadows.
fifty-one

412034 _ 0051-0072.indd

51

51
16/03/12

14:30

Digital resources
COMPUTER DRAWING PROGRAM

J
w
Im
m
s
H
p
A

Anticipating difficulties
A very hard graphite pencil is difficult
to smudge and a very soft one
smudges too easily. Ask Ss to use
2HB pencils with medium hardness.

C
 ULTURAL & ARTISTIC

A
fi
h
g
a
c

Ss observe the effects of shadows


and shading, and apply their
knowledge to reproduce
shadows artistically.

T
th
T
S

M
a

Creating a treasure island


In this activity, Ss create a treasure island using the drawings done in the previous
five units.
They create an island in the sea and draw a path to the treasure, marked with a
cross. Then, they add a map key and the five saved drawings: the wind rose, palm
tree, scroll, flag and ship.

72
412045 _ 0072-0091.indd 72

05/10/12 13:20

F
s
T

12

22

A beach scene

UNIT

11

Objectives

Joaqun Sorolla (1863-1923) was one


of the greatest Spanish painters of his
time. He painted over 2,200 oil

To observe a work of art

paintings. He is famous for his luminous


portraits and landscapes.

To complete a drawing using


an outline
To interpret a painting by changing
the position of the shadows

Fisherwoman with her child. Joaqun Sorolla, 1908.

Materials
Graphite pencil
Wax crayons
Rubber

Teaching suggestions
Ss listen to track 11.2 and answer.
Look at Sorollas painting and the illustration. Now, paint your own version
with the shadows in a different position.
fifty-three

14:30

412034 _ 0051-0072.indd

53

ART MASTERPIECES
Joaquin Sorolla y Bastida (1863-1923)
was one of the most important Spanish
Impressionist artists of the 20th century. He is
most well-known for his paintings of beach
scenes showing the sea, women and children.
His landscapes and portraits of famous
people, such as Ortega y Gasset and King
Alfonso XIII, are also well-known.
As a young man, Sorolla studied in Rome for
five years, but his later travels to Paris, where
he saw Impressionist paintings, made a
greater impact on his work. Upon his return to Spain, Sorolla began to paint outdoors
and to emphasise luminosity. His paintings of beach scenes of the Mediterranean
coast near his native Valencia are some of his most acclaimed works.
Towards the end of his life, Sorolla painted a famous series of immense panels for
the Hispanic Society of America. The fourteen canvases are entitled Visions of Spain.
They depict typical scenes of people in regional costumes. Sorolla travelled around
Spain and painted all except one of these canvases outdoors.
Many of his paintings are on display at the Sorolla Museum in Madrid, which is the
artists former studio-mansion.

Fisherwoman with her child is an oil painting on canvas. It a good example of Sorollas
style. It shows a woman shading her eyes from the strong light of the setting sun.
The colours are vibrant and the shadows create strong contrasts.

53
16/03/12

14:30

Explain that Sorolla painted outdoors,


instead of in his studio, in order
to capture the light and colours of
landscapes. His works are full of light
and luminous colours.
Ss use the outline to draw their own
version of Sorolla's painting. Remind
them to decide where the light is
coming from in their drawing and
change the position of the shadows
accordingly.
Afterwards, Ss describe their work
in their own words.

Anticipating difficulties
Some Ss may find it difficult to
realistically represent the source
of light and the corresponding
shadows. Tell them to sketch their
drawing and make sure the shadows
are in the correct places before
colouring.

K
 NOWLEDGE AND
INTERACTION WITH THE
PHYSICAL WORLD
Ss decide where the light is
coming from and then draw
their version of the scene with
the shadows in the appropriate
position.

73
412045 _ 0072-0091.indd 73

05/10/12 13:20

UNIT 11
Objectives

CREATIVITY

To develop creativity


To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

Atlantis

Graphite pencil

Track 11.3

Coloured pencils

Listen and draw.

People say there is a lost city under the sea, called


Atlantis.

Wax crayons
Rubber

Teaching suggestions
Ask Ss: Have you heard of the lost city
of Atlantis? Where is it?
Play track 11.3. Pause often to check
comprehension. Ask: Where is the
lost city of Atlantis? What do the
children ride on? Etc. Then, Ss draw
the scene.
Afterwards, volunteers share their
work with the class.

When I close my eyes, I imagine children in Atlantis


riding on gigantic crabs.
They play with octopuses and seahorses.
Families live in big houses made of coral and shells.
The houses have big gardens full of colourful seaweed.
I think Atlantis would be a nice place to visit.

Evaluate creativity and


appropriateness to the theme.

Objectives
To develop creativity
To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber

Teaching suggestions
Set the scene before listening to
the music: Can you play the guitar?
Do you listen to guitar music?
Afterwards, Ss share their work
with the class.

Drawing the music

Allegro from Lute Concerto arranged


for guitar by Antonio Vivaldi
Track 11.4
Before listening to the music, talk about the composer.
Antonio Vivaldi (1678-1741) was born in Venice, Italy. He was a popular
Baroque composer. His father was a violinist and he taught Vivaldi to play
the violin. Vivaldi trained as a priest, but he spent most of his life teaching
and composing music. He composed operas, choral works and over 500
concertos for a variety of instruments. The most famous of his concertos
are called The Four Seasons. Vivaldis popularity declined in his later years,
and when he died he was buried in a paupers grave.
Explain that a concerto is a musical piece written for one or more
instruments, consisting of different movements. Vivaldis Lute Concerto
consists of three movements. This piece is the allegro movement, which
opens the concerto, arranged for the guitar.
Ss listen closely to the music and draw the scene it inspires.

74
412045 _ 0072-0091.indd 74

05/10/12 13:20

UNIT

11

Materials
Modelling clay

CRAFTS

Modelling tools

A clay bust of an indigenous tribesman


Objectives

Alkyd varnish
Tempera paints
Paintbrushes

To make a clay bust of an indigenous


tribesman
To organise the steps needed to make a craft
To foster imagination and creativity

Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the photos of the bust in the Teachers Book.
Ss mould the head and then the base from two large
pieces of clay.
Next, they join the two pieces using clay and a little
water. Then, they add clay and use modelling tools to
make the features of the face (eyes, mouth and nose).

When the clay is completely dry, Ss decorate the bust


with lines, dots and geometric shapes, using tempera
paints.
When the paint is dry, a layer of alkyd varnish can be
applied to create a glossy effect.

Anticipating difficulties
Show Ss the amount of clay they need for each main
piece of the craft.

75
412045 _ 0072-0091.indd 75

05/10/12 13:20

UNIT 12

23

A prehistoric man

Objectives
To observe a figure from the front
and from the side
To use outlines to draw
To represent the human body from
different angles

Materials
Graphite pencil
Coloured pencils
Rubber

Teaching suggestions
Explain that what we see depends
on our position relative to objects.
Ask two Ss to come to the front of the
class. One of them turns sideways
while the other stands facing the
class. The other Ss say what parts
of their classmates bodies they can
see in each case. Point to the student
standing sideways and ask: How
many ears can you see? Can you see
all of his/her nose? Etc. Ask similar
questions about the student facing
the class.

We can look at all objects from different angles.


Depending on your position, the shape of the
object looks different.

Use the outlines to draw the front view and side view of the prehistoric man.
fifty-five

412034 _ 0051-0072.indd

55

55
16/03/12

14:30

Digital resources
COMPUTER DRAWING PROGRAM

Ss listen to track 12.1 and answer.


Then, they complete the outlines
of the prehistoric man.
Afterwards, ask: What parts of the
prehistoric mans body can you see
in the front view? What parts of the
prehistoric mans body can you see
in the side view?
Is it easier to draw a side view or
a front view?

Anticipating difficulties
Ss often have difficulty drawing
the human body. Tell them to use the
outlines and to begin with light pencil
strokes.

K
 NOWLEDGE AND
INTERACTION WITH
THE PHYSICAL WORLD
Ss learn about the effect
of the observer's position
in a drawing.

S
c
a

T
o
to
s

Building a 3D house

In
o

In this unit, Ss create a three-dimensional house. They begin by drawing a simple


house with basic shapes. They then use the programs 3D tools to give the house
depth and volume.

76
412045 _ 0072-0091.indd 76

05/10/12 13:20

12

24

Different views

UNIT

Objectives

The Stonehenge megalith, located


in the south of England, is more than
five thousand years old. It consists of

To observe images of megaliths

large rocks placed in circles.


Historians believe that Stonehenge was

To draw the front view


of prehistoric huts

used for religious ceremonies and


as an astronomical calendar.

The Stonehenge megalith in England.

12

To analyse how the appearance


of an object changes depending
on the observer's position

Aerial view of the Stonehenge megalith.

Materials
Graphite pencil
Coloured pencils

Prehistoric huts.

Rubber

Teaching suggestions
Look at the front view and aerial view of Stonehenge and the illustration
of prehistoric huts. Now, draw the front view of the huts.
fifty-seven

14:30

412034 _ 0051-0072.indd 57

ART MASTERPIECES

57
22/03/12 18:19

Ask Ss to look at a pencil case from


various angles and comment on what
they see: What shape can you see if
you look down on the pencil case?
And if you look at it from the front?
And from the side?
Ss listen to track 12.2 and answer.
Then, they draw the front view of the
prehistoric huts.
Afterwards, ask: Do you think the
stones used for Stonehenge are
heavy? How do you think prehistoric
men lifted these stones?

Anticipating difficulties
Some Ss may still have difficulty
understanding perspective. Show
objects that look very different from
the front and from the side, such as
a coin or a stapler.

C
 ULTURAL AND ARTISTIC
Stonehenge is a prehistoric monument situated in the south of England. It is
composed of a double ring of megaliths, large standing stones. It was declared
a World Heritage Site by UNESCO in 1986.

Ss learn about Stonehenge,


express their opinions and
respect the opinions of others.

There is speculation about why it was built. Perhaps it was a place for healing,
or a burial ground or a place of worship. Different parts of Stonehenge are oriented
towards the Sun on the winter solstice (the shortest day of the year) and the
summer solstice (the longest day of the year).
In any event, Stonehenge dominates the landscape and produces a feeling
of magic or mystery in many of the people who visit it every year.

77
412045 _ 0072-0091.indd 77

05/10/12 13:20

UNIT 12
Objectives

CREATIVITY

To develop creativity


To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

The circus

Graphite pencil

Track 12.3

Coloured pencils

Listen and draw.

Rubber

I love going to the circus.

Teaching suggestions

I like the clowns with their bright clothes and big red
noses. They make everyone laugh.

Ss describe a circus. Ask: What


animals can you see at a circus?
What do people do?
Ss listen to track 12.3. Play the
recording again, pausing to ask
comprehension questions: What do
the clowns look like? What do the
acrobats do? And the elephants?
Then, Ss draw the scene.
Afterwards, ask Ss: Have you ever
been to a circus? Were there clowns?
What animals did you see?

I love to watch the acrobats flying through the air.


But most of all I love the elephants.
They walk around in a circle, holding each others tails.
I think it's very funny when they stand on one leg.
It makes me laugh.
One day I want to ride on an elephant!

Evaluate creativity and


appropriateness to the theme.

Objectives
To develop creativity
To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Materials
Graphite pencil
Coloured pencils
Rubber

Teaching suggestions
Set the scene before listening to
the music. Show a map and point
to Suriname. Tell Ss: Suriname has
a hot, tropical climate, and alligators
live there. Ask volunteers to
demonstrate how to cross an
alligator-infested river.

Drawing the music

Bigi Kaiman, a traditional


Surinamese children's song
Track 12.4
Tell Ss they are going to listen to a traditional children's song from Suriname.
Remind them that Suriname is a small country on the northeast coast
of South America.
The title Bigi Kaiman means big caiman or big alligator. The song is about
being careful of alligators when crossing a river.
Ss listen closely to the music and draw the scene it inspires.

Afterwards, volunteers share their


work with the class.

78
412045 _ 0072-0091.indd 78

05/10/12 13:20

UNIT

12

Materials
Newspapers

CRAFTS

A papier-mch bowl
Objectives
To create a useful object using
recycled materials

Glue
Vaseline
Water
Plastic bowls
Tempera paints
Paintbrushes

To organise the steps needed


to make a craft
To foster imagination and creativity

Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the model craft in the Teacher's Book.
First, Ss spread Vaseline on the outside of their
plastic bowl, which will serve as the mould.
Next, they cut strips of newspaper and dip them into
a mixture of water and glue. They then stick them
onto the bowl.
When Ss have covered the bowl with five layers of
paper, they leave it to dry.

Finally, Ss very carefully separate the mould from the


paper. Next, they paint the papier-mch bowl with
tempera paints.
The bowl can be used for storing food or for decoration.
Suggest Ss make a label saying what can be stored
inside and glue it on the bowl.

Anticipating difficulties
Ss should wear aprons or an old T-shirt to protect their
clothes.

79
412045 _ 0072-0091.indd 79

05/10/12 13:20

UNIT 13
Objectives
To study the elements that make up
a comic strip

25

An Egyptian comic strip


A comic strip is a series of illustrations used
to tell a story. The story is told in several
scenes or vignettes. The thoughts and
dialogue between the characters are inside
speech bubbles that can be different
shapes.

To use speech bubbles


To invent a story and represent
it as a comic strip
To organise space using vignettes

Materials
Graphite pencil
Coloured pencils
Wax crayons
Felt-tip pens
Rubber

Teaching suggestions
Ss listen to track 13.1 and answer.
Ask: What comics do you read?
Explain that the shape of speech
bubbles in a comic strip gives us
information. Copy the examples
of speech bubbles on the board.
Ask: Which do we use for shouting
and loud noises like Pow!? Which do
we use for thoughts? And for various
people speaking? Tell Ss to complete
the comic strip and add text inside the
speech bubbles. Suggest they write
their text on scrap paper first.

Invent dialogues for this comic strip and finish drawing the story. Use any of the speech bubbles
at the top of this page.
fifty-nine

412034 _ 0051-0072.indd

59

59
16/03/12

14:31

Digital resources

COMPUTER DRAWING PROGRAM

Afterwards, Ss read their comic strips


to a partner.

Anticipating difficulties
Bring a selection of comics to class
to familiarise Ss with the type of texts
and the type of speech bubbles used.

Drawing a dromedary silhouette


L EARNING TO LEARN
Ss learn how to interpret the
visual language used in comics
in order to make a comic strip
of their own creation.

The aim of this unit is for Ss to see how a shape as complex as an animal
silhouette can be formed with tools they are already able to use. This is done
by first filling in the general area of the animal with basic shapes. Then, Ss can
trace the details around the edges using simple lines and curves.

T
G
2
b
m

The example provided is the silhouette of a dromedary, but there are several
other silhouettes available in the folder entitled Recursos TIC.

T
y
c

80
412045 _ 0072-0091.indd 80

05/10/12 13:20

12

26

Drawing a vignette

UNIT

13

Objectives
To study an Asterix and Obelix
vignette
To portray visual texture
in a drawing
To use a variety of materials
in a composition

Materials
Graphite pencil
Coloured pencils
Wax crayons
Ren Goscinny (1926-1977) was a French comic

Felt-tip pens

strip writer. In 1959, together with the illustrator


Albert Uderzo, he created the popular characters
Asterix and Obelix, now a classic comic.

Rubber

Teaching suggestions

Look at the vignette of Asterix and Obelix and the illustration. Draw your own version,
changing the textures of the characters and the background.
sixty-one

14:31

412034 _ 0051-0072.indd

61

ART MASTERPIECES

Ss listen to track 13.2 and answer.

61
16/03/12

14:31

Explain to Ss that pictures in comics


are more important than words.
Comic artists use different techniques
to add texture, in order to make their
comics more realistic.
Point to the first vignette and say:
Look at the wooden beam. How did
the artist make it look like real wood?
(By using different colours and lines
to show the details of the wood.)
Now, point to the second vignette.
Ask: Why does the grass look real?
(Because the artist has added blades
of grass in a different shade of green.)
Continue with other examples of
texture in these two drawings.
Then, Ss draw their own version of
Asterix and Obelix, making changes
in the textures of the characters and
the background.
Afterwards, volunteers describe their
work.

The Adventures of Asterix is a French comic series created by the writer Ren
Goscinny and the artist Albert Uderzo. It appeared for the first time on October
29, 1959 in the magazine Pilote. Because of its great international success, it can
be found in most languages, including Latin and Classical Greek, and it has been
made into several cartoons and films.
The Asterix series has been praised for sparking an interest in history among its
youngest readers. For this reason, it is often considered an ideal introduction to
comics.

Anticipating difficulties
As it is not easy to show texture
in drawings, Ss should practise
on scrap paper first.

C
 ULTURAL AND ARTISTIC
Ss practise different drawing
techniques used in comic strips.

81
412045 _ 0072-0091.indd 81

05/10/12 13:20

UNIT 13
Objectives

CREATIVITY

To develop creativity


To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

The gladiator

Graphite pencil

Track 13.3

Coloured pencils

Listen and draw.

Wax crayons

The Coliseum is full of people wearing brown tunics.

Rubber

Teaching suggestions
Bring a picture of a Roman gladiator
to class. Ask: What civilisation is this
person from? What was his job?
Play track 13.3. Pause often to ask
comprehension questions: What are
the people in the Coliseum wearing?
What does the gladiator have on his
head? What will happen if he wins
the fight? Then, Ss draw the scene.
Afterwards, ask: Where is the
Coliseum? What was it used for?

In the centre, there is a gladiator.

He has a big sword in his right hand and a shield


in his left hand.
He is wearing shorts and sandals. He has a helmet
on his head to protect him.
He is not going to fight another gladiator. He is going
to fight a fierce lion from Africa. He is very brave.
The Emperor is watching.
If the gladiator wins, he will be a free man.

Evaluate creativity and


appropriateness to the theme.

Objectives
To develop creativity
To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Materials
Graphite pencil
Coloured pencils

Drawing the music

Classical selection from


the 19th and 20th centuries
Track 13.4
Tell Ss that the music they will hear is a series of short pieces composed by
great musicians: Chopin, Tchaikovsky, Verdi, Stravinsky, Bloch, etc.

Rubber

The final fragment comes from the soundtrack of the film Pirates of the
Caribbean. Ask Ss to comment on what each piece suggests to them.

Teaching suggestions

Ss listen closely to the music and draw the scene it inspires. Suggest to Ss
that they could draw in comic vignettes.

Set the scene before listening to


the music: What kind of music is good
for doing exercise? And for doing
homework? And for going to sleep?
Afterwards, volunteers describe their
pictures to the class.

82
412045 _ 0072-0091.indd 82

05/10/12 13:20

UNIT

13

Materials
Modelling clay

CRAFTS

A clay model of Anubis


Objectives
To practise clay modelling skills

Water
Modelling tools
Sheet of plywood
Tempera paints
Paintbrushes
Alkyd varnish

To organise the steps needed to


make a craft
To foster imagination and creativity

Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the model craft in the Teachers Book.
Ss roll out a piece of clay to form a tile 0.5 cm thick.
Then, they use modelling tools to draw the relief
of Anubis.
Next, they leave the clay to dry.
Ss observe how Anubis is painted in the model example
and then decorate their own creation using tempera
paints.

Finally, when the tempera paint is dry, Ss glue the


model to the sheet of plywood and varnish it to create
a glossy effect.

Anticipating difficulties
Suggest Ss practise drawing Anubis on scrap paper
first. Remind them that if they make a mistake drawing
Anubis on the clay, they can rub it out by applying a little
water and smoothing the clay out.

83
412045 _ 0072-0091.indd 83

05/10/12 13:20

UNIT 14

27

A medieval fair I

Objectives

Paintings do not have real depth. Artists


give the impression of depth in their works

To place elements in a picture


according to size and position

by distributing the elements between the


foreground and the background.
The foreground is closest to you. The
background is farthest away from you.

To cut and glue pieces to represent


a medieval fair
To represent depth and perspective
in a picture

Materials
Scissors
Glue

Teaching suggestions
Revise perspective with Ss. Ask: Are
things in the background bigger or
smaller than things near us? Are their
colours lighter or darker? Then, Ss
listen to track 14.1 and answer.
Ss carefully cut out the pieces
on page 63. Then, they practise
various compositions on page
65, placing bigger images in the
foreground and smaller images
in the background. Encourage them
to move the elements around to try
out different arrangements.

Cut out the items. Then, try different combinations, and finally,
stick them on page 65 to create your own medieval fair.
sixty-three

412034 _ 0051-0072.indd 63

63
22/03/12 18:19

Digital resources
COMPUTER DRAWING PROGRAM

Tell Ss not to glue the pieces until they


are satisfied with their composition.
Afterwards, ask: Is there a castle in
your town or city? Are there medieval
fairs in your town in the summer?

Anticipating difficulties
Remind Ss to cut out the pieces
carefully and not to apply too much
glue.

A
 UTONOMY AND
PERSONAL INITIATIVE
Ss learn that they can produce
different effects depending on
how they place elements in a
composition.

Drawing the pyramids


In this activity, Ss use colour gradients and 3D elements to create a simple landscape.
Note that this example of a desert landscape with pyramids goes with the dromedary
silhouette from Unit 13. Ss that chose a different silhouette from the Recursos TIC folder
in Unit 13 should create a matching landscape here. For example, Ss could draw a
roof for the cat, a tree at night for the owl, an African savannah for the elephant, etc.

84
412045 _ 0072-0091.indd 84

05/10/12 13:20

D
in
H
pa

M
pa
w
in

12 18:19

y
r

28

Drawing a masterpiece

UNIT

14

Objectives
To study different planes
in a painting
To interpret a masterpiece using
coloured pencils
To draw characters and place them
in the right position

Las Meninas. Diego Velzquez, 1656.

Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber

Diego Velzquez (1599-1660) was one of the


greatest Spanish painters. He was court painter to
King Philip IV. His most famous paintings show how
skillful he was at representing space and depth.

Teaching suggestions

Look at the painting by Velzquez and the illustrations. Copy the characters in their right
positions to complete Las Meninas.
sixty-seven

412034 _ 0051-0072.indd

67

67
16/03/12

ART MASTERPIECES

14:31

Explain that this painting is


Las Meninas by Diego Velzquez.
It is famous all over the world for
its use of space and the distribution
of its characters and because
Velzquez captured a moment
in time.
Ss listen to track 14.2 and answer.
Ask: What size are the characters
in the foreground? And in the
background? Are they all looking
in the same direction? What are
the characters doing?
Ss copy the characters in the right
positions and colour them.

Anticipating difficulties
The characters Ss have to draw
are quite small. They should practise
on scrap paper first.

C
 ULTURAL AND ARTISTIC
Portrait of Diego Velzquez by lvaro Delgado Ramos

Diego Rodrguez de Silva y Velzquez (1599-1660) was a Spanish Baroque painter


in the court of King Philip IV, and is considered one of the great painting masters.
His enormous talent was obvious from an early age, and he was named court
painter when he was just 24 years old.

This activity promotes


appreciation and interest in
learning about famous works
of art.

Meninas were maids who accompanied the king's daughters, the infantas. In the
painting, one of the maids is serving something in a cup to the infanta. In the mirror,
we can see the reflection of the king and queen posing for their portrait. The artist
in the painting is Velzquez himself.

85
412045 _ 0072-0091.indd 85

05/10/12 13:20

UNIT 14
Objectives

CREATIVITY

To develop creativity


To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

Pirates

Graphite pencil

Track 14.3

Coloured pencils

Listen and draw.

Sometimes, my brother and I imagine we are sailing


in a big wooden ship.

Wax crayons
Rubber

Teaching suggestions
Ask Ss: Who are Blackbeard, Jack
Sparrow and Captain Hook? If they
dont know these names, draw a
pirate on the board. Ask questions
about pirates: What do pirates often
have on their shoulders? What do
pirates sometimes wear on their
eyes? (Eye patch.)
Play track 14.3. Play the recording
again, pausing often to check
comprehension: What is in the treasure
chests? Do the children fight with the
pirates? Etc. Then, Ss draw the scene.

There is treasure on board: chests full of gold,


silver and jewels.
Suddenly, we see a pirate ship on the horizon.
Oh no! The pirates want to steal the treasure.
They fire cannon balls. A cannon ball makes
a huge hole in the deck.
We must sail away as fast as we can! Lets go!

Afterwards, volunteers share their


work with the class.

Objectives

Drawing the music

To develop creativity


To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Materials

Adagio-Presto from Symphony No. 101


(The Clock) by Joseph Haydn
Track 14.4

Graphite pencil

Before listening to the music, talk about the composer.

Coloured pencils

The Austrian composer Joseph Haydn (1732-1809) was poor and often hungry
as a young man. He worked as a singer and musician for very little money.

Rubber

Teaching suggestions
Set the scene before listening to the
music: What things in your house
make sounds? Can you imitate the
sound of water in the shower? What
about a clock?

However, he was a very talented composer, and he grew more and more
famous as time passed. Noble families wanted him as their private composer,
and thousands of people went to his concerts. Today, he is often called the
father of the symphony.
This piece is called The Clock because in the second movement the instruments
imitate the tick-tock sound of a clock.
Ss listen closely to the music and draw the scene it inspires.

86
412045 _ 0072-0091.indd 86

05/10/12 13:20

UNIT

Materials
Cardboard

CRAFTS

A sailing boat scene


Objectives

Coloured card
Toothpicks
Plastic bottle tops
Plasticine
Tempera paints

To make a 3D sailing boat scene

Paintbrushes

To organise the steps needed


to make a craft

Scissors

To foster imagination and creativity

Teaching suggestions

r,

Show Ss the model in the Teachers Book.

nts

14

Ss cover their tables with plastic or paper and prepare


the materials they need.
First, Ss draw waves on the coloured card, adding fish
also made from card.
Then, they cut out the waves and glue them to the
cardboard as in the model. Remind Ss to make flaps
at the bottom of the waves. This is where they apply
the glue.

Glue

To make the sails for the boats, Ss cut out squares
or triangles of coloured card and glue a toothpick in
the centre as the mast.
To make the boats, Ss fill the plastic bottle tops with
plasticine and push in the toothpick with the sail.
Then, they paint the scene using blue paint to give the
appearance of the sea, and they leave their work to dry.
Finally, Ss apply glue on the bottom of their boats and
firmly press them into position between the waves.

87
412045 _ 0072-0091.indd 87

05/10/12 13:20

UNIT 15

29

An ice cream stall

Objectives
To use outlines to draw an ice
cream seller and his stall
To draw figures using only primary
colours
To superimpose colours to create
new colours

Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber

Teaching suggestions
Revise primary colours by asking
Ss to find them in objects around
the classroom. Then, Ss listen to
track 15.1 and answer.
Tell Ss that they may only use primary
colours (red, yellow and blue) to colour
this drawing. However, they can create
new colours by mixing the primary
colours together.

We can create new tones by superimposing


colours. To do this, we colour a surface with
one tone and colour another tone on top of it.
The combination of these two colours creates
a third tone. For example, colour yellow on
top of red to create orange; colour yellow
on top of blue to create green.

Draw an ice cream stall combining only red, yellow and blue colours.
sixty-nine

412034 _ 0051-0072.indd

69

69
16/03/12

14:31

Digital resources
COMPUTER DRAWING PROGRAM

Suggest they practise mixing colours


on scrap paper first. Ask them to note
down the colours they use along with
the new colours they create.
Afterwards, ask Ss to read out what
new colours they created.

Anticipating difficulties
Remind Ss to start by using light
pencil strokes so that it is easier to
appreciate the new colours.

L EARNING TO LEARN
Ss experiment with different
colour mixtures to obtain new
colours.

P
th

Adding a dromedary to the landscape


In this activity Ss combine the images created in Units 13 and 14 to create
a new scene.
They start with a background and import a second image as a foreground element,
adjusting its size, rotation and shadow so that it fits in the scene.

88
412045 _ 0072-0091.indd 88

05/10/12 13:20

H
e
a
w

In
a

12

30

A famous portrait

UNIT

15

Objectives
To understand the concept
of harmonious colours
To interpret a masterpiece using
the collage technique
To obtain new colours by
superimposing layers of tissue paper

A young ladys
adventure.
Paul Klee, 1921.

Materials
Graphite pencil
Coloured tissue paper

Paul Klee (1879-1940)


was a Swiss painter.
His paintings are
famous for their strong

Rubber

colours and simple

Scissors

lines. He liked to paint


using a range of warm
colours.

Glue

Teaching suggestions

Look at Paul Klees portrait. Now, look at the picture created by superimposing pieces of coloured tissue paper.
Use this technique to make your own version of Klees painting.
seventy-one

14:31

412034 _ 0051-0072.indd

71

ART MASTERPIECES

71
16/03/12

14:31

Show Ss a colour wheel. Explain:


Harmonious colours are colours that
are near each other on the colour
wheel. They must also be from the
same warm or cold colour group.
Choose three harmonious colours to
make your portrait.
Ss listen to track 15.2 and answer.
Ss cut strips of tissue paper and glue
them onto the picture. Then, they glue
another colour of tissue paper on top
to create a third colour. Remind Ss to
create a harmonious effect by using
two or three neighbouring colours on
the colour wheel.
Afterwards, ask: Do you prefer
harmonious colours or contrasting
colours? Which would be better to
draw a line of trees? What about
a jungle scene?

Anticipating difficulties
Remind Ss that tissue paper is delicate
and they should apply the glue to the
page, not to the tissue paper.
Paul Klee (1879-1940) was a master of colour. He once said, To paint well is simply
this: to put the right colour in the right place.
His works include examples of Cubism and Abstract art. He loved experimenting, for
example, he used a wide variety of materials such as newspaper, fabric, cardboard
and oil paints. He also experimented with mixing materials, for example, oil paints
with temperas or watercolours with India ink.
In A young ladys adventure, Klee achieves rich symbolism using simple lines and
a range of brown tones.

C
 ULTURAL AND ARTISTIC
This activity promotes
appreciation and interest
in learning about new art
movements and techniques.

89
412045 _ 0072-0091.indd 89

05/10/12 13:20

UNIT 15
Objectives

CREATIVITY

To develop creativity


To listen closely to a dictation
To draw freely

Materials

DRAWING DICTATION

Alien visitors

A
m

Graphite pencil

Track 15.3

Coloured pencils

Listen and draw.

Wax crayons

My friends and I were playing in the park yesterday,


when suddenly a huge spaceship landed in front of us!
It was triangular and silver.

Rubber

Teaching suggestions
Play track 15.3. Ss listen and draw
the scene. Play the recording
again, pausing often to check
comprehension: What shape are the
windows in the spaceship? What do
the aliens look like? What do they
want? Etc. Then, Ss draw the scene.

It had round red windows and lots of bright purple


lights.

Afterwards, ask: Have you seen any


films about space or aliens? Are the
aliens usually good or bad?

They were wearing orange uniforms and green boots.

A small door opened and some aliens came out.


They were very tall and thin.
They had four arms and four legs.
The leader said, Take me to the ice cream stall, please!

Drawing the music

To develop creativity


To foster interest in drawing as
a means of expression
To freely illustrate a piece of music

Materials

Oriental Rondeau
by Mara Larumbe
Track 15.4

Graphite pencil

Before listening to the music, talk about the composer.

Coloured pencils

Mara Larumbe is a music teacher, violinist and composer. Explain to Ss


that a rondeau or round is a musical composition in which two or more
voices sing the same melody, but each voice begins at a different time.

Wax crayons
Rubber

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

Teaching suggestions
Set the scene before listening to the
music. Divide Ss into two groups. Ss
sing a short, well-known, repetitive
song as a round. Then, repeat the
activity but with four groups.
Afterwards, volunteers share their
work with the class.

90
412045 _ 0072-0091.indd 90

Evaluate creativity and


appropriateness to the theme.

Objectives

05/10/12 13:20

UNIT

15

Materials
Coloured card

CRAFTS

Toothpicks

A helicopter made with recycled


materials

A plastic plate
Cork
Tempera paints
Paintbrushes

Objectives

Scissors

To make a helicopter with moving parts

Glue

To organise the steps needed to make


a craft
To foster imagination and creativity

Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the picture in the Teacher's Book as a model.
First, they draw the parts that make up the helicopter
on a piece of card.
Remind Ss to draw flaps at the bottom and sides of
their helicopter parts. This is what they will use to glue
the parts together.
Next, Ss assemble the helicopter cabin, legs and tail,
and they glue a small piece of cork onto the roof.

Then, they cut rotor blades out of the plastic plate.


They push a toothpick through the middle and push
the other end of the toothpick into the cork on the roof.
Finally, Ss decorate their construction with tempera
paints and draw the pilot and the co-pilot sitting in the
cabin, as shown in the model.

Anticipating difficulties
Draw a model of each piece of the cabin on the board
to help students.

91
412045 _ 0072-0091.indd 91

05/10/12 13:20

Objectives
To assemble a geometric figure
To create and colour a design
using various materials
To practise cutting skills

THREE-DIMENSIONAL CRAFTS
WORLD SPORTS DAY: A BALL

To build a three-dimensional ball


from a flat surface

Materials

37 World Sports Day: a ball

Felt-tip pens
Coloured pencils
Tempera paints
Paintbrushes
Scissors
Glue

Teaching suggestions
Tell Ss that they are going to make
their own ball to celebrate World
Sports Day. Explain that World Sports
Day is usually celebrated on 27th April
to commemorate the role of sports
in keeping us healthy and promoting
understanding. Ask Ss: Can you
name any sports stars from other
countries? Then, say: Imagine ten
children in a playground. They are all
from different countries and speak
different languages. How can sport
help this situation?
Point to the finished example in
the Students Book. Say: A figure
with twelve sides is called a
dodecahedron. Ask: Whats the name
of a figure with three sides? What
about five sides? And eight?
After completing the craft, ask: What
are your favourite sports? Why should
we do sport? Do you prefer individual
or team sports?

Anticipating difficulties
To help Ss, go through the steps of
the craft with them, using your own
template.


Look at the model ball. First, choose your materials and decorate the geometric net. Then, cut it out
and fold the flaps along the dotted lines. Finally, glue the flaps together to make your ball.

412034 _ 0073-0088.indd

eighty-five

85

85
16/03/12

14:33

Steps to make the craft

Ss look closely at the finished model in their Students Book.

Tell Ss to decorate the template using a variety of materials. Remind them that the
aim is to personalise their work by making it different. They should decorate the
flat template with the finished shape in mind.

Ss very carefully cut out the template. Then, they fold each piece along the dotted
lines.

Ss assemble the template giving it the form of a dodecahedron.

Finally, when the finished shape is correctly formed, Ss apply a small amount
of glue to the flaps, holding them in place until they are firmly stuck.

M
 ATHEMATICAL
COMPETENCE
Ss see how a complex
geometric net folds into
a twelve-sided 3D object.

92
412045 _ 0092-0095.indd

92

05/10/12

13:20

THIRD TERM

S
FRIENDSHIP DAY: A PHOTO FRAME

different-shaped pieces of a craft


To make a three-dimensional photo
frame
To colour a picture creatively

38 Friendship Day: a photo frame

Materials
Coloured pencils
Scissors
Punch
Glue

Teaching suggestions
Explain that children in many
countries celebrate Friendship Day
by exchanging simple gifts, playing
My Secret Friend or simply swapping
snacks. It is a day to remember the
important part that friends play
in our lives.

L ook at the model. Colour the blank pictures. Then, punch out the window in the photo frame. Fold the flap of the support
along the dotted lines. Cut out all the pieces. Finally, fold the flaps and stick the frame together.

/12

Objectives
To cut out and assemble the

eighty-seven

14:33

412034 _ 0073-0088.indd

87

87
16/03/12

Steps to make the craft


Ss look closely at the finished model in their Student's Book.
First, Ss colour the blank pictures using coloured pencils.
Next, very carefully, Ss punch out the window in the photo frame.
Then, Ss cut out the construction pieces. They can keep the small pieces together
in an envelope while they are working.
Then, Ss glue the decorative elements to the front of the photo frame.
Finally, Ss fold the two pieces along the dashed lines, apply glue to the areas
marked with squiggles, and assemble the frame.

Make two columns on the board and


label them Friends and Friends don't.
Ask: What do friends do? (Play with
you. Help you. Etc.) Then, ask: What
dont friends do? (Laugh at you. Hurt
you. Etc.) Write their ideas in the two
columns.
14:33

Ss think about some of their best


friends. Ask: Why are they your friends?
Why do you like them? Why are friends
important? Tell Ss to look at the two
columns on the board and think about
whether their friends do or dont do
the things in the list.

Anticipating difficulties
Some of the pieces partially hang off
the photo frame. Remind Ss to use
very little glue so that the backs are not
sticky.

S
 OCIAL COMPETENCE
AND CITIZENSHIP
Ss explore the concept of
friendship as a class.

93
412045 _ 0092-0095.indd

93

05/10/12

13:20

412045 _ 0092-0095.indd

94

05/10/12

13:20

Audio
transcripts
412045 _ 0092-0095.indd

95

05/10/12

13:20

Audio transcripts
0.1. Song. I love Arts and Crafts

1.2 Students Book, page 9: 2. A food poster

I love Arts and Crafts.


Make another craft is what I'm doing.
I love Arts and Crafts.
Make another craft for you and me.

Look at the poster by Greg Brown. Listen and answer.

Point to the kitchen sink.

Point to the carrot.

Is

Point to the courgette.

I take some paint and use the colours I see.


And I make a painting as nice as it can be.
And then I'll take some glue,
And paste on some sparkles too.
It'll be all yellow and blue,
With pink and green, yeah, green!
It'll be all yellow and blue,
With pink and green, yeah, green!

Point to two potatoes.


Point to two onions.

Is
b

Point to the green pepper and the red tomato.

They are swimming in the kitchen sink!

A
Is

CHORUS

Look at the poster by Greg Brown, then look


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

L
d

1.3 Drawing dictation. The hungry ghost

0.2. Song. Clean up song

Listen to the story about Gary the ghost.

Look at your table.


Look at the floor.
Does the class look the same as before?

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

I
li

Who cleans the class?


Who cleans up after you?
Another class is coming soon,
Do what you need to do.
If you got it out, put it away.
Then look for more.
Help one of your classmates.
Make it cleaner than before.
CHORUS

He is always hungry!

I
r

One day a family comes to live in the house.


There is a grandmother, a mother and two children.

M
th

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


bread and fruit.

B
I

Gary isn't hungry anymore!


Now, draw Gary the ghost with his new family.
1.4 Drawing the music. Czardas by Vittorio Monti.

2
S

Unit 2

2.1 Students Book, page 11: 3. Drawing people


Look at the drawings. Listen and answer.

3
b

Point to the girl.

Is she tall or short?

What colour is her tennis racquet?

What is she wearing on her feet?

Point to the pineapple. Point to the apple.

Now, point to the father.

Point to the grapes.

Is

Is he tall or short?

Are the grapes bigger or smaller than the pineapple?

Is his racquet big or small?

Which is your favourite fruit?

Look at the example and draw an adult and a child using


the outlines.

N
th
d

Unit 1
1.1 Students Book, page 7: 1. Drawing a still life
Look at the still life drawing. Listen and answer.

Draw and colour a still life.

96
412045 _ 0096-0103.indd 96

05/10/12 13:22

2.2 Students Book, page 13: 4. A different kind of family

3.2 Students Book, page 19: 6. Cave paintings

Look at the painting by Fernando Botero. Listen and answer.

Look at the painting. Listen and answer.

What family members can you see?

Is the painting on a cave floor or on the wall?

Is the mother standing or sitting?

Is the painting ancient or modern?

Are the parents very big or very small?

How many animals can you see in the painting?

Is the babys head very big or very small? Is the brother


bigger or smaller than the mother?

Are they all horses?

Now, look at the illustration.

Create your own cave painting on the background. Draw


a horse using wax crayons. Next, diffuse the colours using
cotton wool. Finally, trace around the outlines using felt-tip
pens.

Are the children's heads smaller than their bodies?


Is the fathers head big or small?
Look at the painting and the illustration. Compare the
differences. Now, draw your own version of Botero's painting.

What colours is the horse in the centre?

3.3 Drawing dictation. A Halloween witch

2.3 Drawing dictation. The zoo

Listen and draw.

Listen and draw.

Draw an ugly witch in the centre of the page.

I love visiting the zoo! I usually go with my mother and my


little sister.

Shes got a very big nose. Shes got spots on her face.

I like to watch the lions walking around in their cage.

She is wearing a long black dress and a pointed orange


hat.

I like to visit the Elephant House. The African elephants look


really funny with their long trunks and big ears.

She is wearing purple boots.

My sister loves to watch the monkeys. The mothers carry


the little baby monkeys on their backs.

Draw her broomstick on the left.

But the best part of the zoo is the little ice cream shop.
I always choose a big chocolate ice cream. Yum-yum!

She is making a magic potion in a big black pot.


Draw a black cat next to her broomstick.
At the top of the paper write: Happy Halloween!

2.4 Drawing the music. Rondeau from the Orchestral


Suite No. 2 by Johann Sebastian Bach.

3.4 Drawing the music. Bugler's Holiday by Leroy


Anderson.

Unit 3

Unit 4

3.1 Students Book, page 15: 5. Drawing on coloured


backgrounds

4.1 Students Book, page 21: 7. Using lines to draw


animals

Look at the drawing. Listen and answer.

Look at the illustrations. Listen and answer.

Are the animals in the jungle or on the beach?

Look at the butterfly. Are its wings symmetrical?

Are they wild animals or domesticated animals?

Point to some straight blue lines on its wings.

Which animals are the same?

Point to some curved yellow lines on its body.

Is the toucan sitting on a branch or on the ground?

Look at the starfish. Point to some red circles.

Which animal has spots? What colour is the background?

Look at the snail. Point to some green curved lines on its


body.

Narrator: Copy the drawing onto the blue background. Use


the same coloured pencils as in the example. Compare the
drawings.

Look at the caterpillar. Can you see any straight lines?


Look, then draw animals with curved and straight lines.

97
412045 _ 0096-0103.indd 97

05/10/12 13:22

Audio transcripts
4.2 Students Book, page 23: 8. Geometric shapes

5.2 Students Book, page 27: 10. A mosaic

Look at the painting by Wassily Kandinsky. Listen and answer.

Look at the mosaic and the illustration. Listen and answer.

Point to the big triangle in the top right-hand corner.

Look at the Roman mosaic.

Find a blue square. Find some small black, green and white
squares. Find some curved lines.

Are the pieces made of stone or card?

What animal can you see?

Find a red square with a black circle in the middle.

What colours are used in the mosaic?

Cut out the shapes. Next, try out different combinations


on page 23.

Now, point to the illustration.

Are the pieces made of stone or card?

C
d
th

When you decide on a composition you like, stick the pieces.

What colours is the goat?

4.3 Drawing dictation. The beehive

What colours are there in the background?

Listen and draw a beehive and some bees.

Narrator: Look at the mosaic and the illustration. Now,


create your own version using pieces of coloured card.

5.3 Drawing dictation. Under the sea

Draw a large beehive in the centre of the page.


This is the beehive.
Draw lots of bees flying around the beehive. Draw the bees
like this:
Their bodies are round and fat.
Draw vertical straight lines on the bodies. Colour them
yellow and black.

Listen and draw.

In my little yellow submarine under the sea, I can see all


kinds of animals.

It

It

I can see pink starfish on the seabed.

Their heads are circles. Their eyes are small circles.

I can see flat, yellow and black fish swimming in a group.

Their wings are two big triangles.

There are two little seahorses swimming around.

Their six legs are thin, straight lines.

I can see a baby octopus swimming next to a crab.

4.4 Drawing the music. Les Biches by Francis Jean


Marcel Poulenc.

I
o

It
o

Now I can see a great white shark. It's time to go!

5.4 Drawing the music. Music from different periods in


history.

6
B

Unit 5
5.1 Students Book, page 25: 9. Colourful friezes

Unit 6

Look at the friezes. Listen and answer.

6.1 Students Book, page 29: 11. A country landscape

Point to the top frieze.

Look at the country landscape. Listen and answer.

Can you see squares and triangles?

Is the woman in the foreground or in the background?

Find a green snake with an orange eye.

Does the cat look bigger or smaller than the woman?

Is

Find a flower with red and white petals and black leaves.

Do the sheep in the background look big or small?

Is

Now, point to the middle frieze.

Now, follow the road back to the village.

D
c

Can you see a purple flower with a blue and white centre?

Is the village in the foreground or the background?

Can you see a pink and red rose?

Does it look big or small?

Use the grids to complete the friezes. Then, design your


own frieze.

Narrator: Draw a country landscape like in the example.

Is

What season do you think it is?

C
C

98
412045 _ 0096-0103.indd 98

05/10/12 13:22

6.2 Students Book, page 31: 12. A puzzle of a building


Look at the puzzle pieces. Listen and answer.
What kind of building is this?
What materials is it made of?
What are the doors made of?
Are the windows arched or square?
How many towers can you see?
Cut out the pieces of the Romanesque church of San Martn
de Frmista, in Palencia. Make the puzzle and stick
the pieces on page 33.
6.3 Drawing dictation. The old lighthouse
Listen and draw.
Every summer I go on holiday to a tiny village by the sea.
I love to visit the old lighthouse on the cliffs.
The lighthouse is a very tall building made of stone.
It has ten blue windows.
Its door is made of wood and it is very old, too. It is red.
I like to climb the spiral staircase up to the top
of the lighthouse.

7.2 Students Book, page 37: 14. A landscape with


temperas
Look at the painting by Henri Matisse. Listen and answer.
Point to the olive trees. Do they look realistic or artistic?
What colour are the leaves?
Look at the ground. Is it painted with lines or blocks of colour?
Now, look at the illustration.
Point to the trees. Are the trunks painted with blocks
of colour or with dots? What colour is the grass?
What do you think the red and blue dots represent?
Create your own version of Matisse's painting. Decorate
with splashes of paint made by blowing temperas through
drinking straws. Use the end of the straws to make spots
of colour. Finish with a paintbrush.
7.3 Drawing dictation. A rainbow
Listen and draw.
Sometimes on a rainy day, the sun comes out, and you can
see a rainbow.
A rainbow is a beautiful arch made up of seven colours:
red, orange, yellow, green, blue, indigo and violet.

There is a huge light at the top.

Irish people say that there is a pot of gold at the end


of a rainbow.

It helps the sailors to find their way at sea and keep


off the cliffs.

A little man called a leprechaun guards the pot of gold. If


you want the gold, you must answer three questions.

Now, draw the lighthouse.

The leprechaun always asks questions that are impossible


to answer. Now, draw the rainbow and the leprechaun.

6.4 Drawing the music. Na baha tem, a traditional


Brazilian folksong.

Unit 7
7.1 Students Book, page 35: 13. Colours on the beach
Look at the picture. Listen and answer.

7.4 Drawing the music. Aquarium from The Carnival of


the Animals by Camille Saint-Sans.

Unit 8
8.1 Students Book, page 39: 15. Reflections in water

Is this a drawing or a photograph?

Look at the drawing. Listen and answer.

Is it in black and white or in colour?

Where is the girl?

Do you think the pebbles are the same colour or different


colours?

Does she look happy or scared?

Is the sea calm or rough?

Now, look at the reflections in the water.

What can you see in the background?


Colour this photograph with materials of your choice.
Choose colours that are not realistic.

Is the water still or moving?


Are the colours softer or brighter in the reflected objects?
Copy and colour the drawing. Now, soften the colours
where there are reflections.

99
412045 _ 0096-0103.indd 99

05/10/12 13:22

Audio transcripts
8.2 Students Book, page 41: 16. Reflections: studying
a masterpiece

9.2 Students Book, page 45: 18. A pop art composition

1
t

Look at the painting by Caravaggio. Listen and answer.

Look at the painting by Andy Warhol and the illustration.


Listen and answer.

Can you see a young boy or a man?

Point to the painting. How many soup cans are there?

L
a

Is he standing or kneeling?

Are any of the soup cans the same?

Is

Does he have long hair or short hair?

Now, point to the illustration. How many dolls can you see?

What is the boy looking at?

Are they all the same or different?

Is

Is the water still or moving?

Look at Warhol's painting and the illustration. Choose one


of the two shapes and trace it onto a separate piece
of paper. Cut it out and use it as a stencil pattern to create
your own version of Warhol's painting.

Is

Is the boys reflection dark or light?


Look at the painting by Caravaggio. Now, complete
the drawing.
8.3 Drawing dictation. My baby brother and sister

9.3 Drawing dictation. The surprise birthday party

Listen and draw.

Listen and draw.

I have a baby brother and a baby sister. They are both two
years old.
They are twins but they are very different.

L
o
th

When I got home from school yesterday, there were


a lot of cars in front of my house.

When my mum opened the door, I saw my grandparents,


my aunt, my uncle and my two cousins.

He likes playing with his toy cars.

Happy Birthday.

H
a
to

Daniela has blonde hair and green eyes. She's bigger than
Tom.

Then, my father gave me a big, red box.

Inside the box were some new football boots.

She likes watching cartoons on the television.

What a lovely birthday surprise!

I
h

8.4 Drawing the music. Bolero by Maurice Ravel.

9.4 Drawing the music. Che, Che, Kule, a traditional


Ghanaian song

Unit 9

Unit 10

1
V

9.1 Students Book, page 43: 17. A black windmill

10.1 Students Book, page 47: 19. A fast car

Look at the drawing. Listen and answer.

Look at the drawings of the car. Listen and answer.

Tom has dark hair and brown eyes. He is small and he is


always laughing.

Now, draw Tom and Daniela.

What colours can you see in the background?


What shapes can you see in the background?
Point to the circles. How many are there?
Can you see any straight lines?
Can you see any curved lines?
Is it easy or difficult to see the black windmill?
Look, then draw your own background that contrasts
with the black windmill.

Everyone had a balloon in their hand. They all sang

1
w

Who is driving the car, a man or a woman?


Does she have long hair or short hair?

Look at the first car. Is it moving or is it still?

Now, look at the second car. Is it moving or is it still?

Is the window open or closed?

Is the woman driving fast or slowly?

Does the woman look scared or happy?

D
a

Draw and colour a stationary car and a fast moving car.

100
412045 _ 0096-0103.indd 100

05/10/12 13:22

10.2 Students Book, page 49: 20. A sculpture with


textures
Look at the sculpture by Alberto Giacometti. Listen
and answer.

11.2 Students Book, page 53: 22. A beach scene


Look at the painting by Joaqun Sorolla. Listen
and answer.
Is the woman in the water or on the beach?

Is the sculpture made of metal or stone?

Who is she carrying?

Does it look smooth or rough?

Is the sun in front of the woman or behind her?

Is the man fat or thin?

Now, point to the illustration.

Is he walking or running?

Where is the womans shadow, on the left or on the right?

Now, point to the copy of the sculpture.

Where is the sun?

What is it made of?

Look at Sorolla's painting and the illustration.

Look at Giacometti's original sculpture and another version


of it. Now, complete the figure using plasticine to imitate
the texture.

Now, paint your own version with the shadows


in a different position.

10.3 Drawing dictation. A visit to the doctor's


Listen and draw.

11.3 Drawing dictation. Atlantis


Listen and draw.

My doctor is a friendly old man.

People say there is a lost city under the sea,


called Atlantis.

He wears small round glasses, a white coat


and a stethoscope around his neck for listening
to my chest.

When I close my eyes, I imagine children in Atlantis riding


on gigantic crabs.

My mother takes me to see the doctor when I am ill.


He always says, Open your mouth wide and say ahhh!
I don't like the pink medicine he gives me. Yuk! It tastes
horrible.
But sometimes, he gives me a lollipop!
10.4 Drawing the music. Classical selection from Bach,
Vivaldi, Mozart and Beethoven.

They play with octopuses and seahorses.


Families live in big houses made of coral and shells.
The houses have big gardens full of colourful seaweed.
I think Atlantis would be a nice place to visit.
11.4 Drawing the music. Allegro from Lute Concerto
arranged for guitar by Antonio Vivaldi.

Unit 12

Unit 11

12.1 Students Book, page 55: 23. A prehistoric man

11.1 Students Book, page 51: 21. A still life in black and
white

Look at the drawings of the prehistoric man. Listen


and answer.

Look at the still life drawing. Listen and answer.


Look at the childs bedroom.
What objects can you see on the floor?
What toys can you see on the shelf?
What are the childs favourite hobbies?
Draw a still life. Use light pencil strokes for illuminated
areas, and heavier pencil strokes to create shadows.

Does the man have a long beard or a short beard?


Does he have a hairy body or a smooth body?
Is he strong or weak?
Is he holding the club in his left hand or his right hand?
Use the outlines to draw the front view and side view
of the prehistoric man.

101
412045 _ 0096-0103.indd 101

05/10/12 13:22

Audio transcripts

12.2 Students Book, page 57: 24. Different views

Is she shouting or talking quietly?

Look at the photographs. Listen and answer.

Is the slave standing or kneeling?

Point to the first photograph.

Invent dialogues for this comic strip and finish drawing the
story. Use any of the speech bubbles at the top of this page.

Do the stones look heavy or light?


Do you think they are rough or smooth?
Now, point to the second photograph.
Do the stones form a rectangle or a circle?
Are all the stones standing or lying down?
Look at the front view and the aerial view of Stonehenge
and the illustration of prehistoric huts.
Now, draw the front view of the huts.

P
13.2 Students Book, page 61: 26. Drawing a vignette

Look at the vignette of Asterix and Obelix. Listen and answer.

Who is bigger, Asterix or Obelix?

What colour is Obelix's belt?

What does Asterix have on his helmet?

Do they have moustaches or beards?

C
s

Do they look happy or bored?

12.3 Drawing dictation. The circus

Now, point to the illustration.

Listen and draw.

What differences can you see?

I love going to the circus.

Look at the vignette of Asterix and Obelix and the


illustration.

I like the clowns with their bright clothes and big red noses.
They make everyone laugh.

I love to watch the acrobats flying through the air.

Draw your own version, changing the textures of the


characters and the background.

But most of all I love the elephants.

13.3 Drawing dictation. The gladiator

Listen and draw.

The Coliseum is full of people wearing brown tunics.

L
C
L

They walk around in a circle, holding each others tails.


I think it's very funny when they stand on one leg.
It makes me laugh.
One day I want to ride on an elephant!
12.4 Drawing the music. Bigi Kaiman, a traditional
Surinamese childrens song.

Unit 13
13.1 Students Book, page 59: 25. An Egyptian comic strip
Look at the Egyptian comic strip. Listen and answer.
What primary colours can you see?
What other colours can you see?
Point to the statue of the falcon.
Point to the sphinx. It is half man and half lion.

In the centre, there is a gladiator.


He has a big sword in his right hand and a shield in his
left hand.

He is wearing shorts and sandals.

He has a helmet on his head to protect him.

S
in

He is not going to fight another gladiator.


He is going to fight a fierce lion from Africa.
He is very brave.

T
a

The Emperor is watching.

If the gladiator wins, he will be a free man.

13.4 Drawing the music. Classical selection from the 19th


and 20th centuries.

Is the woman a slave or a princess?

1
S

Is she happy, sad or angry?

102
412045 _ 0096-0103.indd 102

T
in

05/10/12 13:22

r.

Unit 14

Unit 15

14.1 Students Book, page 63: 27. A medieval fair

15.1 Students Book, page 69: 29. An ice cream stall

Look at the illustrations. Listen and answer.

Look at the illustration. Listen and answer.

Point to the wizard. What colour is his hat?

What primary colours can you see?

Point to the woman holding a basket.

What secondary colours can you see?

Who is playing an instrument, a man or a woman?

The man is selling ice creams.

What foods can you see?


Point to the ship. Does it look big or small?

Point to the three different flavours: blueberry, strawberry


and vanilla.

How many children can you see?

What flavour do you like best?

Cut out the items. Then, try different combinations, and finally,
stick them on page 65 to create your own medieval fair.

Draw an ice cream stall combining only red, yellow


and blue colours.

14.2 Students Book, page 67: 28. Drawing a masterpiece

15.2 Students Book, page 71: 30. A famous portrait

Look at the painting and the illustrations. Listen and answer.

Look at the painting by Paul Klee. Listen and answer.

How many people appear in the painting?


Can you see warm colours or cold colours?
Who has their foot on the dog, a boy or a girl?
Can you see the painter reflected in the mirror?
How many women can you see?
How many children can you see?
Look at the painting by Velzquez and the illustrations.
Copy the characters in their right positions to complete
Las Meninas.
14.3 Drawing dictation. Pirates
Listen and draw.
Sometimes, my brother and I imagine we are sailing
in a big wooden ship.
There is treasure on board: chests full of gold, silver
and jewels.

Can you see a woman or a man?


Is she fat or thin? Is she laughing or crying?
What colour is the arrow?
Can you see warm colours or cold colours?
Now, look at the illustration.
What animal can you see?
What colours can you see?
Look at Paul Klee's portrait. Now, look at the picture created
by superimposing pieces of coloured tissue paper. Use this
technique to make your own version of Klees painting.
15.3 Drawing dictation. Alien visitors
Listen and draw.
My friends and I were playing in the park yesterday, when
suddenly a huge spaceship landed in front of us!
It was triangular and silver.

Suddenly, we see a pirate ship on the horizon.

It had round red windows and lots of bright purple lights.

Oh no! The pirates want to steal the treasure.

A small door opened and some aliens came out.

They fire cannon balls. A cannon ball makes a huge hole


in the deck.

They were very tall and thin.

We must sail away as fast as we can! Lets go!

They were wearing orange uniforms and green boots.

14.4 Drawing the music. Adagio Presto from


Symphony No. 101 (The Clock) by Joseph Haydn.

They had four arms and four legs.


The leader said, Take me to the ice cream stall, please!
15.4 Drawing the music. Oriental Rondeau by Mara
Larumbe.

103
412045 _ 0096-0103.indd 103

05/10/12 13:22

Arts and Crafts 4 is a collective work, conceived, designed and created


by the Primary Education department at Santillana, under the supervision
of Antonio Brandi.
English adaptation: Amanda Morrison
Managing editor: Sheila Tourle
Editors: Vassilia Katte, Julie Davies, Geona Edwards and Sheila Klaiber
Class Audio: recorded and mixed by Suena Estudio - Riera Sound, Madrid
Art director: Jos Crespo
Design coordinator: Rosa Marn
Design Team:
Interior: Rosa Barriga
Cover design: Estudio Pep Carri
Cover illustration: Max
Coordinator, design development: Javier Tejeda
Design development: Jorge Gmez Tovar and Ral de Andrs
Technical director: ngel Garca Encinar
Technical coordinator: Marisa Valbuena
Layout: Antonio Daz and Raquel Snchez
Art coordination: Carlos Aguilera
Photo research: Amparo Rodrguez
Photographs: E. Celis; J. Jaime; J. Lucas; ORONOZ; AGENCIA ESTUDIO SAN SIMN/A. Prieto; ALBUM/akg-images;
CONTIFOTO/SYGMA/KEYSTONE; EFE; EFE/SIPA-PRESS/David Niviere; ESTUDIO FOTOGRFICO SISSY/M. Arrazola;
I. PREYSLER; MUSEUM ICONOGRAFA/J. Martin; PHOTODISC; BIBLIOTECA NACIONAL DE ESPAA;
SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA

2012 by Santillana Educacin, S. L. /Richmond Publishing


Avda. de los Artesanos, 6, 28760 Madrid
Richmond Publishing is an imprint of Santillana Educacin S.L.
Richmond Publishing
58 St Aldates
Oxford OX1 1ST
United Kingdom
PRINTED IN SPAIN

ISBN: 978-84-680-1352-7
CP: 412045
D.L:

412045 _ 0104-0104.indd

104

All rights reserved. No part of this work may be reproduced, stored in a retrieval
system or transmitted in any form, electronic, mechanical, photocopying or
otherwise without the prior permission in writing of the copyright holders. Any
infraction of the rights mentioned would be considered a violation of the
intellectual property (Article 270 of the Penal Code). If you need to photocopy
or scan any fragment of this work, contact CEDRO (Centro Espaol de Derechos
Reprogrficos, www.cedro.org).

05/10/12

13:22

You might also like