Autonomy and creativity in art. Choose symbols and paint with Make a cardboard boomerang (LIN, LTL, SOC, AUT, complementary colours decorated with dots, and CUL) effectively. different animals and colours. Tell a story using symbols and complementary colours to decorate it. Development of computer skills and practice of more about symbols and Explore and understand (LIN, MST, DIG, LTL, art skills on the Internet. colours. colours and symbols as a CUL) visual language. Shows interest in sharing ideas and telling stories through art. LINGUISTIC CONTENTS METHODOLOGY Language focus In this unit, pupils will explore dreamtime art by observing and Dreamtime art, dots analysing a painting by M.N. Tjakamarra. It is important that pupils Australia, Aborigines observe symbols in their immediate environment and identify what Complementary colours: red/green, yellow/purple, blue/orange they refer to. Pupils may also observe colours in everyday objects Symbols: spear, animal track, kangaroo track, the Sun, water, and reflect on the effect they convey (e.g. flags, clothes, book campsite covers). Through the activities presented in this unit, pupils will Animals: kangaroo, bear, serpent (snake), lizard, reptile, bird, develop critical and creative thinking skills and explore opportunities fish, insect to apply new learning in different contexts and strengthen new art Boomerang, tool, spin and language skills. Pupils will begin developing their understanding of the four content areas of art: Perceptions and response; Historical, Key structures cultural and social context; Creative expression and production; Past simple: regular and irregular verbs Aesthetics and criticism. VALUES Values diversity and respects art from different cultures.
Autonomy and creativity in art. Choose symbols and paint with complementary colours effectively. Make a cardboard boomerang decorated with dots, and different animals and colours. Tell a story using symbols and complementary colours to decorate it. (LIN, LTL, SOC, AUT, CUL) Development of computer skills and practice of art skills on the Internet. more about symbols and colours. Explore and understand colours and symbols as a visual language. (LIN, MST, DIG, LTL, CUL) LINGUISTIC CONTENTS Language focus Dreamtime art, dots Australia, Aborigines Complementary colours: red/green, yellow/purple, blue/orange Symbols: spear, animal track, kangaroo track, the Sun, water, campsite Animals: kangaroo, bear, serpent (snake), lizard, reptile, bird, fish, insect Boomerang, tool, spin Key structures Past simple: regular and irregular verbs VALUES Values diversity and respects art from different cultures. Shows interest in sharing ideas and telling stories through art. METHODOLOGY In this unit, pupils will explore dreamtime art by observing and analysing a painting by M.N. Tjakamarra. It is important that pupils observe symbols in their immediate environment and identify what they refer to. Pupils may also observe colours in everyday objects and reflect on the effect they convey (e.g. flags, clothes, book covers). Through the activities presented in this unit, pupils will develop critical and creative thinking skills and explore opportunities to apply new learning in different contexts and strengthen new art and language skills. Pupils will begin developing their understanding of the four content areas of art: Perceptions and response; Historical, cultural and social context; Creative expression and production; Aesthetics and criticism.
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