Autonomy and creativity in art. Make a symmetrical Draw, cut and colour a (LIN, MST, LTL, SOC, building. symmetrical building. AUT, CUL) Development of computer skills and practice of art skills on the Symmetry around the Explore symmetry and (LIN, MST, DIG, LTL, Internet. world. buildings made by CUL) different people. METHODOLOGY In this unit, pupils will learn about symmetry by observing and analysing it in an original artwork. It is important to develop this LINGUISTIC CONTENTS concept through the use of a variety of resources flashcards, digital resources and real life objects. Take the pupils for a neighbourhood Language focus walk to observe and explore symmetry in buildings, signs and other Building, neighbourhood objects around town. Explicit language support, connections to real Sides, same, different life (the neighbourhood), Window, door guided instruction, independent practice and Bakery, bank, chemist, church, library, post office, school, art projects provide opportunities to be creative and promote active learning experiences in the art classroom. supermarket, swimming pool GROUPWORK Key structures Encourage pupils to discuss the artwork in pairs or groups, using the They are the same. They are different. audio as a guide. Pupils put their buildings together to create a I like (building A). I don’t like (building B). neighbourhood. Pupils can discuss different places and people in It’s a (post office). their neighbourhood. There’s a (library) in my neighbourhood. CROSS-CURRICULAR ITEMS VALUES symmetry Maths: Shows acceptance and respect for a variety of artworks. Social science: the neighborhood Reflects on their artwork and the artwork of others.
Autonomy and creativity in art. Make a symmetrical building. Draw, cut and colour a symmetrical building. (LIN, MST, LTL, SOC, AUT, CUL) Development of computer skills and practice of art skills on the Internet. Symmetry around the world. Explore symmetry and buildings made by different people. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language focus Building, neighbourhood Sides, same, different Window, door Bakery, bank, chemist, church, library, post office, school, supermarket, swimming pool Key structures They are the same. They are different. I like (building A). I don’t like (building B). It’s a (post office). There’s a (library) in my neighbourhood. VALUES Shows acceptance and respect for a variety of artworks. Reflects on their artwork and the artwork of others. METHODOLOGY In this unit, pupils will learn about symmetry by observing and analysing it in an original artwork. It is important to develop this concept through the use of a variety of resources flashcards, digital resources and real life objects. Take the pupils for a neighbourhood walk to observe and explore symmetry in buildings, signs and other objects around town. Explicit language support, connections to real life (the neighbourhood), guided instruction, independent practice and art projects provide opportunities to be creative and promote active learning experiences in the art classroom. GROUPWORK Encourage pupils to discuss the artwork in pairs or groups, using the audio as a guide. Pupils put their buildings together to create a neighbourhood. Pupils can discuss different places and people in their neighbourhood. CROSS-CURRICULAR ITEMS Maths: symmetry Social science: the neighborhood
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