15/5/2014 VISUAL ARTS - CLIL PROJECT > VISUAL LANGUAGE

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VISUAL ARTS - CLIL PROJECT > VISUAL LANGUAGE
VISUAL LANGUAGE
VISUAL ARTS


ACHIEVING EXCELLENCE THROUGH CLIL - CRIF LAS ACACIAS
Madrid, May 2014
ROSA MARA FERNNDEZ ALBA
15/5/2014 VISUAL ARTS - CLIL PROJECT > VISUAL LANGUAGE
http://127.0.0.1:51235/temp_print_dirs/eXeTempPrintDir_fetaqx/Visual_Language_Arts_CLIL_Mini_Project_RosaFernandezAlba/ 2/9
CLIL Project









Ttle
Area / Subject
rea Artstica / Educacin Plstica y Visual
- Language
English
Linguistic level (MCER)
A2-B1
- Author
Rosa Mara Fernndez Alba
IES Isaac Newton
MADRID
Stage
Educacin Secundaria Obligatoria - ESO
Course
1 ESO
Unit in Curriculum
Visual Language
- Description
This project is about the principles behind the visual languages. Language and terms related to images and visual communication will be learnt.
Students will be able to create compositions exploring artistic expressions and aply them to personal projects.
15/5/2014 VISUAL ARTS - CLIL PROJECT > VISUAL LANGUAGE
http://127.0.0.1:51235/temp_print_dirs/eXeTempPrintDir_fetaqx/Visual_Language_Arts_CLIL_Mini_Project_RosaFernandezAlba/ 3/9
Lesson plan I



Learning outcomes / Objectives
The learner will:
Value the visual images around us in daily life.
Identify key elements in visual communication.
Distinguishing between different visual effects and identifying their communicative purpose.
Learn how to interpret images and understand their messages from a critical look.
Appreciate and learn to discuss visual works as artistic means of expression, overcoming stereotypes.
Know the syntax of different visual languages.
Use visual resources and techniques to express feelings and emotions.
Observing, recording and describing visual language in works of art.
Organize the production process for creating an artwork project. Creating an original piece of art.
Create personal artworks combining ideas and feelings.
Describe the steps to design and create an artwork using the needed vocabulary and structures in English.
Be able to communicate fluently in English.
Basic Competences
1. Linguistic competence:
Being able to express and communicate in English, in small groups or whole class, about images, designs, artworks and its interpretation.
Identifying the plastic and visual language in newspapers, advertisments and TV.
2. Mathematical competence:
Art develops focus and increase attention.
Direct observational skills, learning to see more closely than ordinary looking.
Abstract thinking in perspective to identify impossible representations.
3. Knowledge and interaction with the world:
Art stimulates both sides of the brain and creates a holistic world view.
Children can share and reflect on their art to learn about themselves, each other, and the world they live in.
Respect and take care of the enviroment.
4. Processing information and digital competence:
Art teaches the use and care of tools and computer technologies.
Use information, images, tools and software correctly. Avoid using copyright images.
Searching information and images, and creating digital artworks.
5. Social competence and citizenship:
Recognizing the importance of image nowadays.
Providing a way, a common ground to reach across racial stereotypes, social barriers and prejudices.
Control consumism. Acknowledging the importance of visual messages in safety (traffic signals, constructions signals, buildings signals...).
6. Cultural and artistic competence:
Analyzing images and masterpieces of different times and functions.
Contradistinguishing different structures in a composition.
7. Learning to learn competence:
Promoting an open-ended thinking and creating an environment of questions rather than answers.
Exploring playfully, without a preconceived plan, learning from accidents and being surprised.
8. Autonomy and personal initiative:
Expressing themselves and learning about who they are.
Using self-assessment to be aware of own progress.
Subject contents
1. Elements in Visual Communication. Parts of an image. Types.
2. Funtions of images. Informative, expressive, aesthetic and exhortative.
3. Vision and perception. Optical Illusions. The sense of sight. Visual perception.
4. Visual resources and techniques. Symbols and signs. Graphic design. Advertising. Comic.
15/5/2014 VISUAL ARTS - CLIL PROJECT > VISUAL LANGUAGE
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Cognition - Discursive models
Observing and describing images.
Expressing opinions and preferences about images, compositive structures, visual elements...
Interpreting the meaning of images.
Comparing and contrasting images.
Classifying images.
Expressing purpose in their artworks.
Inventing dialogues: questions and answers.
Linking past, present, future, thoughts and dreams in images.
Matching word with picture.
True and false sentences.
Contenidos lingsticos
Language for learning - Structures Language of learning - Vocabulary
How to describe. Objective analyze of an image.
"What we can see here is...", "What we can see here is..." "There is..." "There are..."
Key vocabulary (specific vocabulary of the unit):
Visual communication, message, sender, receiver, visual code, visual metaphors,
visual perception, meaning, figurative, abstract, still life, shape, purpose,
relationship, advertising, target, slogan, brain, real, optical, image, interpret, eyes,
techniques, audio-visual, video, audio, digital, photo, graphic, design, comic,
bubbles, etc.
How to express opinions. Subjective analyze of the image.
"This picture reminds me... Makes me think... Makes me feel..."
"I think ...", "I'm not sure but...", "I suposse..."
Common vocabulary
Instructions in the ICT classroom.
Talking about the past, experiences, visit to museums...
Discussion about different art work (both, masterpieces or made by other classmates)
"In my opinion..." "If you ask me..." "I agree with..." "I dont agree with..."
Express emotions:
Confused, Astonished, Dizzy, Pleased, Disappointed, Delighted...
Traditional, conventional, radical, retro, innovative, abstract...
Comparativos:
...er than, more ... than, less ... than, the most ...

Explain their own creative process:
How, why, they make their art pieces...

15/5/2014 VISUAL ARTS - CLIL PROJECT > VISUAL LANGUAGE
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Lesson plan II


Time
6 sessions
Development and practice

Task Grouping students
Title of the task
Development
Language skills
1 Individual
Warm-up. Identifying images
Students will be shown several images with different purposes and
a wordcloud to establish relationships.
Writing
2 Pairs Share with your partner. Speaking
3 Whole class Share with the classroom. Speaking
4

Individual/Pairs

Elements in visual communication
Mind map of key elements in visual communication (empty) and a list of
elements. Students will have to complete the mind map. Matching
Speaking
5 Whole class
Parts of an image and types of image
Visual presentation about the parts of an image and types of image. Students
will interact with the presentation true/false/don't know using 3 semaphore
disks. Listening Identifying
Listening
6 Whole class
Students will create a collaborative presentation using Google Docs with
images they have to find on the Internet for different types. Digital searching
and document
Writing
7 Whole class
Funtions of images
Images cloud to detect previous knowledge.
Speaking
8 Whole class
Visual presentation about functions of images: informative, expressive,
aesthetic and exortative. Students will interact using the red and green
semaphore disks. True and false
Listening
9 Pairs
Students will use newspapers, magazines, brochures... to find different
images with different functions. Searching in realia
Speaking
10 Groups of four
Students will create a collage for a special event in the highschool. LET'S
ART!
Speaking
11 Whole class
Publishing design
Word cloud with new vocabulary. "Choose your word"
Reading
12 Whole class Video about creating advertisments. "Stand up when listen your word" Listening
13 Individual
Parts of a book. Which is your favorite book? Redisign it! LET'S ART!
Choose the best parragraph of the book. (Homework)
Writing
14 Whole class
Vision and perception
Visual interactive presentation. Vision and perception. Opticall illutions.
Visual perception.
Speaking
15 Whole class Let's create an opticall illution in our classroom! LET'S ART! Speaking
16 Whole class
Victor Vasarely
Speaking
15/5/2014 VISUAL ARTS - CLIL PROJECT > VISUAL LANGUAGE
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Vocabulary pre-task
17
Groups of three (runner, writer,
spelling corrector)
Victor Vasarely. Who was Victor Vasarely? Running dictation. Text split in
different parragraphs.
Reading +
Listening +
Speaking +
Writing
18 Groups of three Join the information of the different texts to recreate the complete one.
19 Pairs
Techniques and resources
Visual metaphores: Chema Madoz - Show 15 seconds each
photography. Students in pairs discuss and agree with the visual metaphore
used in each picture. Then they write in notebooks.
Speaking +
Writing
20 Whole class Share with the classroom. Speaking
21 Whole class
Pictograms
Visual and interactive presentation.
Listening +
Speaking
22 Expert groups Design a signal: Warning sharks! Quick sketching. LET'S ART! Speaking
23 Mixed groups Share with your classmates your designs. Speaking
24 Whole class
Comic
Vocabulary and resources. Image and word cloud. Worksheet: Comic cloze.
Writing
25 Whole class Short film. Video. Listening
26 Pairs
Create your digital comic and include your Warning sharks signal. LET'S
ART!
Writing +
Speaking
27 Individual
Self - Assessment
My personal learning. What have I learned?
Writing
Assessment criteria
By the end of the unit students will be able to:
Recognise the communicative aim and message of an artwork.
Identify and name different visual techniques used to convey a message.
Observe the plastic, aesthetic and communicative qualities of images.
Make an objective and subjetive analysis of different kinds of images.
Interpret a visual message and the effects on the receiver.
Keep a critical look towards everyday visual barrage.
Appreciate different Contemporary Artworks.
Value different types of visual workarts in different contexts.
Create coherent and personal artworks using different techniques to achieve a communicative objective. Individual and in group.
Create personal works that convey ideas and emotions through the use of different colours, shapes and techniques.
Use English to express ideas related to visual communication fluently.
Use structures and vocabulary about visual communication properly.
15/5/2014 VISUAL ARTS - CLIL PROJECT > VISUAL LANGUAGE
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Self - assessment

Visual language

Muy name.................................................................................................... Course..........................
I ...
Always Sometimes Never
Create creative, original arworks


Use information given to meet lesson objectives


Show engagement through effort and participation


Appreaciate artwork of other strudents and other artists


Share materiales and work with others


I understand an use English in my speaking tasks
Students will fill grey spaces. Teacher will give his feedback about each item in white gaps.
15/5/2014 VISUAL ARTS - CLIL PROJECT > VISUAL LANGUAGE
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Images and licenses


Images
Image on cover: Licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license. From wikimedia. Montage of faces of different types of art,
by Husky.
Titles on covers done with Spell in flickr. Free software created by kastner (Erik Kastner). Spell with flick grabs images from fl i ckr (the One Letter and One Di gi t groups) and
uses them to spell what you've typed in.
Project license
Este material se pone a disposicin bajo una licencia Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional