TEMPLATE OF A DIDACTIC UNIT

Title : Art Class- Tourism Unit for 1 ESO

Justification. The Audiovisual Unit of this Art class flows well with
those of the other three classes. The video project that
will be made will test the students audiovisual skills, as
well as their English vocabulary for this unit.

Class context. B1

I can connect phrases in a simple way to describe

situations and events.

I can narrate a story

I can listen and understand recordings of native speakers.

I can sustain a monologue.

I can produce a public announcement.

I can address an audience.

I can accumulate factual information

I can tell a story.

I can plan, compensate, monitor, and repair.

Key competences. Key competences that will be practiced.

The LOMCE defines 7 competencies:

Linguistic competence
Digital competence
Initiative and entrepreneurship
Cultural awareness and expression
Learning objectives. Block of Block 1.
contents.
Expressing through Art
Learning standards to be assessed:
3.1. Make compositions that transmit basic emotions
(calm, violence, freedom, oppression, joy, sadness, etc.)
using different graphic resources in each case
(chiaroscuro, lines, dots, textures, colors ...)
4.1. Analyze, identify and explain orally, in writing and
graphically, the basic compositional scheme of works of
art and own works, attending to the concepts of balance,
proportion and rhythm 4.2. Make basic compositions
with different techniques according to the proposals
established in writing

Block 3. Audiovisual Language

Audiovisual communication elements
Cinematographic Language

Learning standards to be assessed:

6.1. Perform the objective reading of an image by
identifying, classifying and describing the elements of
the image.
7.1. Identify different frames and points of view in a
photograph.
9.1. Make an animation with digital and / or analog
media.
10.1. Identify and analyze the elements involved in
different acts of visual communication.
11.1. Identify and analyzes the elements involved in
different audiovisual media events.
11.2. Distinguish the function or functions that
predominate in different visual and audiovisual
messages.
12.1. Design visual and audiovisual messages with
different functions using different languages and codes,
following the different phases of the process (technical
script, story board, realization ...).
13.1. Identify the visual resources present in visual and
audiovisual advertising messages.
14.1. Design an advertising message using visual
resources such as rhetorical figures.
15.1. Reflect critically on a work of cinema, locating it
in its context and analyzing the cinematographic
narrative in relation to the message.
16.1. Produce multimedia documents to present a theme
or project, using digital resources appropriately

Evaluation criteria :
 1. Identify the elements and factors involved in the
process of image perception.
7. Analyze and take photographs understanding and
applying the fundamentals of the same.
9. Know the basics of the moving image, explore its
expressive possibilities.
10. Differentiate and analyze the different elements
involved in an act of communication.
11. Recognize the different functions of communication.
12. Adequately use visual and audiovisual languages
with different functions.
13. Identify and recognize the different visual languages
appreciating the different styles and trends, valuing,
respecting and enjoying the historical and cultural
heritage.
14. Identify and use visual resources such as rhetorical
figures in advertising language.
15. Appreciate the language of cinema by analyzing
works in a critical way, placing them in their
historical and sociocultural context, reflecting on the
relationship of cinematographic language with the
message of the work.
16. Understand the fundamentals of multimedia
language, value the contributions of technologies ***

Methodology. This class will include, audio, visual, reading, writing,

and hands-on strategies to teach art while improving
students English capacities. Although the main language
of the class is English, use of other languages to better
understand or express ones self is encouraged.
Therefore, translaguaging will be used in various
activities. Throughout the course, students will be
working in groups on project-based activities to enhance
learning. Cooperation is a highly valued asset in this
class. We will collaborate with the teachers of other
subjects to create an interdisciplinary project.

Teaching and learning activities. Students will be working on hands-on activities to

complete the composition and artistic expression aspects
of the class. Emphasis will be placed on project-based
learning and group activities. The video production unit
will consist of learning the basics of producing a video,
and the language used, through videos and in class
activities. They will get a chance to exercise their
audiovisual knowledge and new vocabulary through a
 cooperative video project.

The video project covers block 3 of this class:

audiovisual language and elements, as well as touches
bases on blocks 1 and 2 through the other classes
involved. Students will become more aware of
audiovisual communications, while producing a
multimedia project. The bulk of the art class section of
the project will be dedicated to audiovisual language,
familiarizing students with terms used in
cinematography and introducing vocabulary.

Materials and resources. Computer-YouTube-informational video, poster board,

magazine photos (optional), pencils, paper, props.

Sessions.
Session 1: Introduction to advertisement scripts
example script -vocab.

Texas Food TV script example

Start Making of Braveheart video

Analyze: expressions and phrases used in narrating a
documentary
Evaluate: meanings of phrases
Create: script for photo collage
*hands-on
Materials: photo collage, students paper and pencils,
Texas Food TV script example, computer

Session 2: Hans Solo Behind the Scenes (video)-vocab.

Brainstorm ideas, start an outline.

(listening skills)
Analyze: vocabulary used in movie making
Evaluate: meanings and usages of vocabulary
Create: storyboard subtitled including directors voice
*hands-on
Materials: poster board, students pencils

Session 3: Translate vocab Movies Vocab handout in

Three Stay One Stray activity.
1. each group translates vocab handout
2. one person passes to another group to share their new
vocab
3. this person brings back vocab learned in new group to
original group

Specific needs of educational
support students.
Evaluation. Criteria and
instruments.
Begin Script (story-telling skills).
Materials: computer, pencil and paper. Movies vocab
handout.
Session 4: Revision of Scripts
Students finish scripts as needed
Teacher hands out corrections and tips
Students correct scripts. Final copy.
Materials: pencil and paper or computers
Session 5: Rehearsal
Students use scripts and props to act out their
videos.
Different scenes
practice
No cameras
Teacher hovers to give advice
Materials: props
Session 6: Rehearsal
Students act out different scenes of video
One group at a time
Other groups give feedback
Materials: props
Session 7: Exposition and presentation.
Students show their video to the class
Best videos are chosen
During Session 2, options will be given for storyboard
creation: drawing and writing, PowerPoint, Prezi, visual
with recorded voice, photo collage of collected photos, -
choice and multiple intelligences (oral, visual, writing,
drawing).
The video be considered as the final project and will
count for 30% of the final grade-it is a performance.
The rest of the grade will be divided into participation in
rehearsal (10%), participation in script writing (10%),
other participation (10%), vocabulary glossary and its
correctness (10%), and the two projects that will be
designed in session one (15%)and two (15%).
Bibliography / Web sites https://www.youtube.com/watch?
v=Q0K26pmNXvk

https://www.youtube.com/watch?v=PEx2b7EtEYM

https://www.englishclub.com/vocabulary/movies.
htm

http://agcj.tamu.edu/307/pdf/scriptexample4.pdf

http://www.esolcourses.com/content/topics/cinem
a/3/wordsearch.html