In this unit, pupils will need to have experience of the following basic concepts in order

to work successfully:
- colours
- what are a shape, a line and a dot in the context of a drawing.
Before starting this unit, find out what knowledge and experiences the pupils already
have in this area. Once you know the concepts they have already acquired, you can
build on this to enhance the pupils' learning.

Possible questions to ask could be:

What is a portrait?
Where have you seen portraits?
Have you ever seen a portrait drawn or painted only with lines?
Do you see anything in the background of portraits?
What is a self-portrait?
Have you ever drawn a portrait/self-portrait?
Can portraits show how someone is feeling? How do they do this?
 UNIT AIMS
1. Use lines, colour and shape to represent the real and
imaginary environment
2. Transform a given image creatively
3. Work with volume
4. Talk about a given theme: the representation and
expression of the human body.
5. Recognise, respect and value significant artistic
representations in their environment.
6. Participate in a collaborative project related to
personal hygiene.
7. Use the most appropriate artistic techniques selecting
tools and materials appropriately and caring for
material and the classroom.
8. Organise and plan their artwork following on from a
given idea.
9. Use ICT to gather information about artistic
movements and to learn and experience new artistic
techniques and concepts.

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OUTCOMES

Fixed images:
photography and drawing.
Types of lines:
closed/open,
straight/curved,
horizontal/vertical.
Geometrical figures:
circle/square, triangle and
rectangle.
Composition:
the use of space.
1. Identify how reality is
represented in photographs
and drawings and to value the
different grade of iconicity
between them.
2. Identify and differentiate
between types of lines and to
reproduce them.
3. Recognize geometrical
figures (circle, square,
rectangle and triangle),
drawing them freehand and
using them to create simple
figurative or abstract
compositions.
4. Use the space offered by
the format available in their
own creations, adapting their
pictures to different formats.
1.1. Understand that a
drawing is a representation of
reality.
2.1. Differentiate between an
open and a closed line.
2.2. Draw open and closed
lines according to the
meaning attached to them.
2.3. Identify horizontal and
vertical lines in a composition.
2.4. Create drawings of simple
everyday objects using
vertical and horizontal lines.
3.1. Distinguish the difference
between geometrical shapes.
4.1. Make coherent use of the
space provided in the creation
of their pictures.
4.2. Adjust what they want to
represent to the format
provided.
 Understand that a drawing
is not the same as reality
through observation, the
creation of their own
pictures and the
explications of the teacher.
 Identify and differentiate
between types of lines:
open, closed, straight,
curved, horizontal and
vertical and to use them to
draw people and houses.
 Distinguish between
geometrical shapes such as
squares and circles and use
them in their compositions,
strengthening their
observational and
expressive skills.
 Use the space on the
support, which varies with
each exercise, adapting
drawings to different formats
and learning to create
compositions on each one.
From 2D to 3D. 5. Differentiate between a 2D 5.1. Create using simple 2D  Distinguish between 2D and
and 3D representation of and 3D shapes. 3D representation and to
shapes. apply this to the creation of
posters.

The digital image: 6. Use simple computer 6.1. Use simple computer  Observe and create using
the creation of simple programs. programs in order to observe digital tools
images. and create.
 Observe and create based
on observation.
 Some pupils may need help to overcome technical difficulties or a lack of confidence in
their own abilities if they can not achieve what they set out to do. It is important
therefore to convey to the pupils that each person has their own opinions and ways of
looking at things and that there are many ways to represent the same idea. It is
important also to avoid comparing pupils and their work.
In this unit the most technically challenging activities are those of drawing a portrait
with expression and the representation of a human figure. It is very important not to
make judgements here but rather to value each pupil’s work in its own right and as a
result of his/her own experience.
Encourage the pupils to observe and work facial features. This will help to enrich their
artwork and to boost their confidence in their own ability to create.

 Cross-curricular links

Arts and Crafts is an area of learning in its own right but also has many cross curricular
links.
 English Language: the use of specific and technical vocabulary, descriptions of
works of art, colour, textures, materials, sensations, experiences etc. and the
group discussions on techniques and themes.
 Mathematics: the use of space, experimentation and come to conclusions.
 Natural Science: the human body, how we move,,,.
 Social Science: the lives and works of artists such as Henri Matisse and their
cultural importance. The reinforcement of hygiene and self-care (clean hands).