and other artists, and compare them. Provide pupils with a variety of materials to explore the aesthetic possibilities they can provide in the art process. Encourage pupils to work in groups to create a mural in order to share ideas and feelings about the unique plants, animals and structures found in different landscapes. Through the activities presented in this unit, pupils will LINGUISTIC CONTENTS develop critical and creative thinking skills and explore opportunities Language focus to apply new learning in different contexts and strengthen new art Landscape, background, middle ground, foreground and language skills. Pupils will continue developing their Pattern, form, texture Natural, man-made understanding of the four content areas of art: Perceptions and Mountain, hill, beach response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism. Nearer, further, bigger, smaller Key structures GROUPWORK There is/There are... Is there/Are there any...? Encourage pupils to discuss the artwork in pairs or groups, using the Connectors of sequence: first, then, next, finally audio as a guide. Pupils will collaborate in partners or small groups to create a landscape mural and answer a list of questions to help prepare a presentation of their artwork. VALUES Understands and uses the basic elements of art to create a composition. CROSS-CURRICULAR ITEMS Cooperates with classmates to complete an art project. Maths: forms, patterns Natural science: landscapes METHODOLOGY ACTIVITIES In this unit, pupils will review patterns, space and forms by Units 4-6 flashcards Activity bank observing and analysing a landscape painted by Grant Wood. It is – Review Unit Class worksheet 2 Listen and write about kites. important that pupils view a variety of photos and make real life – observations of landscapes and discuss the different forms and patterns they see in the foreground, middle ground and background. Fast finishers
and other artists, and compare them. LINGUISTIC CONTENTS Language focus Landscape, background, middle ground, foreground Pattern, form, texture Natural, man-made Mountain, hill, beach Nearer, further, bigger, smaller Key structures There is/There are... Is there/Are there any...? Connectors of sequence: first, then, next, finally VALUES Understands and uses the basic elements of art to create a composition. Cooperates with classmates to complete an art project. METHODOLOGY In this unit, pupils will review patterns, space and forms by observing and analysing a landscape painted by Grant Wood. It is important that pupils view a variety of photos and make real life observations of landscapes and discuss the different forms and patterns they see in the foreground, middle ground and background. Provide pupils with a variety of materials to explore the aesthetic possibilities they can provide in the art process. Encourage pupils to work in groups to create a mural in order to share ideas and feelings about the unique plants, animals and structures found in different landscapes. Through the activities presented in this unit, pupils will develop critical and creative thinking skills and explore opportunities to apply new learning in different contexts and strengthen new art and language skills. Pupils will continue developing their understanding of the four content areas of art: Perceptions and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism. GROUPWORK Encourage pupils to discuss the artwork in pairs or groups, using the audio as a guide. Pupils will collaborate in partners or small groups to create a landscape mural and answer a list of questions to help prepare a presentation of their artwork. CROSS-CURRICULAR ITEMS Maths: forms, patterns Natural science: landscapes ACTIVITIES Units 4-6 flashcards – Activity bank Review Unit Class worksheet 2 – Listen and write about kites. Fast finishers
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