Programación Arts and Crafts Segundo Ciclo Primaria English

Arts and Crafts.
Second cycle (Primary Education)
ARTS AND CRAFTS

(PROJECT LOOK AND THINK)
PRIMARY EDUCATION
SECOND CYCLE
0
Project Look and Think (Oxford Educacin)
Arts and Crafts. Second cycle (Primary Education)
TABLE OF CONTENTS
INTRODUCTION 2
MATERIALS FOR THE OXFORD EDUCATION PROJECT 3

Materials for the pupil 3
Materials for the teacher 4
How to deliver a teaching unit 4
OBJECTIVES, EVALUATION CRITERIA 6

Objectives 6
Evaluation criteria 6
BASIC COMPETENCES 8
Basic competences and subcompetences 9
SECOND CYCLE PROGRAMMES 16

Third grade unit programmes 17
Unit 1. What fun! 17
Unit 2. A world of colours 22
Unit 3. Shapes can surprise us 26
Workshop 1 (Term one). Our tree 30
Unit 4. Light and shade 34
Unit 5. Lots of shapes and spaces 38
Unit 6. Close up and far away! 42
Workshop 2 (Term two). A sailing boat race 46
Unit 7. Moving bodies 50
Unit 8. Interpret and create 54
Unit 9. The advertising begins 58
Workshop 3 (Term three). A lit-up sign 62
Fourth grade unit programmes 66

Unit 1. Let's get to work 66
Unit 2. Colours everywhere 71
Unit 3. Let's look at shape 75
Workshop 1 (Term one). How do we get in? 79
Unit 4. Light in objects 83
Unit 5. From where I am 87
Unit 6. The way things appear 91
Workshop 2 (Term two). Sculpting with the wind 95
Unit 7. Fun people 99
Unit 8. Creating works of art 103
Unit 9. Advertising everywhere 108
Workshop 3 (Term three). Discovering other worlds 112
1
INTRODUCTION
Education in Art, which covers both Music and Arts and Crafts, introduces children to a
system of specific forms (pictures and sounds) that they can then use to express
themselves with and to represent what they see and hear around them. Together with
language, these forms constitute the symbolic universe in which all human life exists. In
fact, the modern world is so full of messages and images, transmitted by so many
means of communication, that children are constantly bombarded with information.
This makes it difficult for them to sift through it all and select the correct messages.
The objective of Education in Art is to develop in children the ability to express

themselves, to communicate through artistic and visual languages, and thereby to
provide them with communicative competence in a medium which is complementary to
speech, writing, body language, etc. They must be given the means and the necessary
strategies for understanding and interpreting messages in this language. This will make
it possible for them to analyze these messages critically.
The connection between Education in Art and other areas of the syllabus is clearly
discernible from the many ways in which children use the competencies that they learn
in the areas of visual art and music. Concentration, reflection, creativity, the ability to
experiment with materials, to work in a group, and in general to value artistic and
cultural works are all skills that are essential to learning itself. Education in Art
contributes to the attainment of the objectives of Primary Education by, among other
things, encouraging childrens visual and auditory perception (an essential element for
any learning to take place).
The Oxford Education Project for the Second Cycle of Primary Education aims, among
other things, to develop childrens fundamental resources of expression, so they can
acquire communicative competence in different areas. In order for this to be brought
about, two particular areas must be worked on: comprehension and expression.
Comprehension, concerning what the pupil sees and hears, involves working on a
systematic and purposeful observation of natural and artistic elements in childrens
surroundings. In this way they develop their capacity to read them and generally
enrich their ability to express themselves, using the language of art, as well as using
concentration and imagination, creativity, an appreciation of what others have done,
sensitivity towards art and finally an awareness of aesthetic pleasure.
From the above it should be obvious that pupils need to become sufficiently proficient
in using the techniques and resources of this area. But at the same time, they need to
work out their own code, so they can use it when expressing themselves. This code will
be different for each pupil and it will be influenced by the social and cultural context of
the school.
The final objective is to deepen pupils aesthetic awareness. By developing their

interest in art and their artistic taste, the techniques and resources of the area provide
them with a wide range of enriching experiences. These include art in its different
forms, such as music, song, dance, painting, sculpture, architecture and photography.
They also include cultural demonstrations of the traditions and folklore that are closest
to the pupils lives.
2
MATERIALS FOR THE OXFORD EDUCATION PROJECT
MATERIALS FOR THE PUPIL
THE PUPILS BOOK
The Pupils Book is made up of 9 units, that is, three per term.
For every three units the book provides a workshop, which is, in effect, one
activity per term that requires the participation and involvement of the group as
a whole.
The following provides a detailed look at the contents of the Pupils Book.
A Motivating introduction
The book begins with a brief introductory description. Children are looking
for Cornelia, the friendly crab, who will be their mascot for the whole school
year.
Cornelia wants to be an artist and there are many reasons why she wants to
begin her journey into the realm of Arts and Crafts. In short, Cornelias
wishes mirror the childrens wishes, which will come to fruition through the
activities in the Pupils Book.
The work units

Each work unit consists of seven worksheets. The first five worksheets
cover the content through a gradual and systematic sequencing of activities.
The sixth worksheet uses works of art by well-known artists as a starting
point. The seventh worksheet uses a variety of different materials (scissors,
glue, tempera, wax crayons, etc.) and can be cut out. Some of these
worksheets can be turned into artistic works that will then form a part of the
term workshops.
The worksheet
Each worksheet presents an activity covering the requirements set out in
the curriculum for this subject.
A motivating title introduces the activity and the instructions are brief, direct
and very clear.
Cornelia presents the materials that the child will need.
The content covered will be listed at the bottom of the page. This section is
designed for the teachers use.
The workshops
The workshops for each term are characterised by the fact that they are,
above all, large-scale and original. They are activities that involve the whole
group and are of a very transversal nature, that is, adapted to childrens
capacity for working in groups and to the protocol that this involves. Through
these workshops, it will not only be children who will feel proud of the
results, but the rest of the school community as well.
Some elements of the workshop will be created using the worksheets from
the Pupils Book as a starting point. The rest of the workshop will be carried
out following the illustrated instructions that appear in the Pupils Book
accompanied by the teachers help.
3
MATERIALS FOR THE TEACHER
THE TEACHERS BOOK

The Teachers Book contains didactic suggestions for all of the content covered
in the Pupils Book; for the units and workshops as well as the reinforcement
and extension activities.
It is organised into 9 units, 3 term workshops and 3 appendices.
Each unit is also organised into three sections:

The programme and aims of each unit.
Didactic guidance for each of the worksheets: materials, vocabulary,
didactic suggestions and proposals for reinforcement and extension.
An Assessment chart.
The term workshops are organised into the following sections:

The programme for the workshop.
Didactic guidance for carrying out the workshop.
Appendix 1 and 2 provide photocopiable reinforcement and extension

worksheets for each unit.
Appendix 3 includes a catalogue of the works of art featured on the worksheets

in the Pupils Book, a full-page print of each work and a biography of each of
the artists.
THE RESOURCES CD
The Resources CD contains the following:
Education legislation.
Oxford Curricular Project for Second Cycle of Primary Education (in
english and spanish).
Teachers Book translated into spanish.
Programmes (in MSWord) in english and spanish.
Photocopiable worksheets for extension and reinforcement.
HOW TO DELIVER A TEACHING UNIT
The Teachers Book for Arts and Crafts is organised into 9 units, 3 term
workshops and 3 appendices.
Each unit is organised into three sections: Programming Aspects of the Unit,
Didactic Guidance for each worksheet in the Pupils Book and an Assessment
Chart.
Programming Aspects
Each unit begins with a double page that presents the programming elements.
The unit PROGRAMME includes objectives, content (concepts,
procedures and attitudes) and evaluation criteria.
General suggestions for how to work on CROSS CURRICULAR
THEMES in each unit.
The UNIT AIMS present the main content covered in each unit as well
as didactic guidance for how to develop that content.
4
Didactic Guidance for each worksheet in the Pupils Book

Each page of the Teachers Book reproduces a page of the Pupils Book
together with the corresponding didactic guidance.
The Resources and Materials needed to carry out the activities in the
Pupils Book.
The Vocabulary required to carry out the activity in English.
The Introductory activity that stimulates curiosity and preteaches
concepts needed for carrying out the activity presented in the
worksheet.
The Main activity that provides the necessary instructions for carrying
out the activity presented in the worksheet.
Suggestions for simple Reinforcement and Extension activities that
build on the activities carried out in the worksheet.
Assessment chart
An Assessment Chart is provided at the end of each unit in the Teachers
Book.
Space to write the names of children in the class.
Assessment criteria that facilitate the process of checking whether
each child has achieved the objectives of each unit.
Appendices
Following the Unit Aims, three appendices are provided: Reinforcement
Activities, Extension Activities (the latter being photocopiable worksheets
that complement each unit) and Works of art and artists biographies.
Reproduction of the work of art used in each unit.
Biography of the artist and technical information pertaining to the work
of art.
Indication of the corresponding unit for each activity.
Clear and motivating instructions for the child, with a list of materials
needed to carry out the activity.
5
OBJECTIVES, EVALUATION CRITERIA
OBJECTIVES
OBJECTIVES FOR THE AREA OF EDUCATION IN ART, AS SET OUT IN THE

OXFORD EDUCATION PROJECT FOR THE SECOND CYCLE OF PRIMARY
EDUCATION
1. Analyzing objects and elements in ones immediate surroundings, so that one
discovers the feelings that could possibly lie within them.
2. Appreciating the art produced by oneself and by others.
3. Identifying the external characteristics of objects and materials that can be
used.
4. Applying knowledge that one has acquired about the characteristics of objects
to improve ones ability to communicate and express oneself.
5. Carrying out works of art that develop ones fine psychomotor skills.
6. Inventing and illustrating simple stories.
7. Organizing and planning whatever processes are necessary to carry out artistic
productions.
8. Taking part in artistic productions together with other classmates. (These will be
more complex than in previous years.)
9. Appreciating and respecting the contribution of others in joint efforts.
10. Discovering different materials and gradually increasing ones skills at using
them.
11. Knowing and applying the properties of some materials that we can find around
us, for the purpose of creativity, art and play.
12. Reproducing some of the images present in the media and discovering their
plastic or visual qualities.
13. Developing ones ability to have critical judgement about the media, as far as
the visual arts and aesthetics are concerned.
14. Expressing ideas and feelings in an original way, by means of the visual arts
and creativity.
15. Demonstrating confidence in oneself and in ones ability to carry out work in this
area.
16. Discovering what are the most important elements of ones cultural heritage.
17. Developing ones sensitivity and appreciation for the value of what one sees in
ones surroundings.
EVALUATION CRITERIA
EVALUATION CRITERIA FOR THE AREA OF EDUCATION IN ART (ARTISTIC

EXPRESSION), AS SET OUT IN THE OXFORD EDUCATION PROJECT FOR THE
SECOND CYCLE OF PRIMARY EDUCATION
1. Identifying and describing some basic characteristics of the visual messages
one sees in ones surroundings.
2. Communicating through the elements that make up our visual language.
3. Using ones own art as a means of expression as well as for communicating
ones values.
4. Representing, in an artistic form, elements that surround us in our daily lives.
5. Creating visual messages to describe situations or ideas that are around us in
our daily lives.
6. Making works of art using different materials and showing awareness of
proportion and use of different textures.
6
7. Creating pictures in sequence to represent people, objects and activities, taking

care to express spatial relations and the passage of time, the point of view of
the observer and whatever activities may be taking place.
8. Using different materials and tools correctly.
9. Selecting techniques and materials in keeping with the characteristics of the
work to be done.
10. Showing an interest in the expressive qualities inherent in various materials.
11. Carrying out the complex processes involved in an artistic work, using a logical
order.
12. Demonstrating an ability to integrate correctly the languages of speech and
imagery in ones work.
13. Using the artistic knowledge one has acquired in ones daily expression and
representation of the imaginary world, the social world and the world of feelings.
14. Applying the criteria for aesthetics and visual art to the art that one sees in the
media.
15. Producing simple works of art individually and as part of a group, and
demonstrating through them what one has learnt.
16. Taking part in group work, cooperating with others and respecting their efforts.
17. Demonstrating confidence in oneself when one is working on visual arts.
18. Appreciating and respecting ones own work and the work of others.
19. Making sensitive comments about art that one sees in the world around us.
20. Appreciating art that forms part of ones cultural heritage.
7
BASIC COMPETENCES
In recent years, several EU countries, including Spain, have worked together with the
goal of identifying basic and key learning principles.
The EU defines the term basic or key competence as a combination of skills,

knowledge and attitudes which are adequate to the context. Basic competences are
those which everyone needs for personal performance and development, as well as
for active citizenship, social inclusion and employment.
The Spanish curriculum, adapted to the specific circumstances and characteristics of

our educational system, identifies and includes eight basic competences:
1. Competence in linguistic communication.
2. Mathematical competence.
3. Competence in knowledge and interaction with the physical world.
4. Processing information and digital competence.
5. Social competence and citizenship.
6. Cultural and artistic competence.
7. Competence in learning how to learn.
8. Competence in autonomy and personal initiative.
The aim of incorporating these competences into the educational curriculum is to focus
learning. As a result, students integrate such learning, relate different types of
contents, use learning effectively when necessary, and apply it in different situations
and contexts.
The basic competences are not considered minimum common learning. In fact, there
are wider learning proposals which should focus instruction on identifying essential
contents and assessment criteria.
The basic competences do not replace the elements presently included in the
curriculum: area or subject objectives, contents and assessment criteria. However,
they complement these elements by proposing an integrative focus oriented toward
the application of acquired learning.
Based on this objective, it can be inferred that the competences are not mastered
through a unique curriculum area or subject. Each of the areas contributes to the
development of different competences and, in turn, each of the basic competences is
achieved as a result of working in several areas and subjects.
The selection of different types of contents concepts, procedures and attitudes

should ensure the presence of the contents directly related to the acquisition of the
basic competences, or with certain aspects of such competences, but should not be
limited to them. At the same time, the selection should include other contents that
allow achieving each and every one of the area or subject objectives.
The assessment criteria should serve as the main reference to identify the
developmental level of the abilities included in the area or subject matter, as well as
the acquisition level of the basic competences.
Measuring competences is a good indicator of the quality of the education system. In

these terms, the Ley Orgnica de Educacin 2/2006, of May 3 establishes that at the
end of the second cycle of Primary Education and at the end of the second course of
Mandatory Secondary Education, all the public funded schools will perform a
8
diagnostic assessment of the basic competences reached by the student body. It also
establishes that the educational administration will be responsible for such
assessment, which will be aimed at training and orientation for schools and at
informing families and the educational community as a whole.
Basic competences and subcompetences
Previously we have indicated which are the basic competences that make up our
educational system, competences that by their own formulation are, inevitably, quite
generic. If we want them to serve as a reference for educational activity and to
demonstrate the real competence achieved by the student (in evaluation, for example),
we have to clarify them far more, breaking them down, always in relation with other
elements from the curriculum. In what we call subcompetences, which are not intended
to be more than types of operating statements that are the consequence of the
integrated analysis of the curriculum in order to achieve some functional learning,
expressed in a fashion that allows for their identification by way of different educational
agents.
In this area and third grade, these subcompetences and the units in which they are
applied are the following:
BASIC COMPETENCES / UNITS

SUBCOMPETENCES
Competence in linguistic 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3

communication
Communicate, verbally and in writing, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3
simple messages.
Use specific vocabulary from each area
as an instrument for language 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3
enrichment.
Apply the actions that define linguistic
communication (speaking, reading, W2, 9, W3
writing ) to specific purposes.
Use language as a tool for peaceful
resolution of conflicts, eliminating W3
derogatory words and sexist and
discriminatory expressions.
Enjoy listening, reading and expressing 8
thoughts and ideas in writing.
Communicate at a progressive 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3
competence level in a foreign language.
Mathematic competence 1, 3, 4, 5, 6, W2, 7, 8, 9, W3

Identify and organise objects according to 8
particular spatial criteria.
Manage basic mathematical elements,
such as different types of numbers,
measurements, symbols, geometrical 1, 3, 4, 5, 6, 7, 8
elements, etc. in real situations and in
simulations of daily life.
Apply mathematical information to W2, 7, 8, 9, W3
different situations and contexts.
9
Competence in knowledge and 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3

interaction with the physical world
Adequately perceive the physical space
where life and human activity develop, 2, 3, W1, 5, 6, W2
both at a large scale and in the immediate
surroundings.
Develop the ability to interact with
surroundings and to solve problems 1, 4, 5, 6
involving objects and their locations.
Explain the influence that the presence of
humans has on the physical world, 5, 6, 8
including settlements, activities and
modifications made to landscapes.
Recognize the importance of the fact that
all human beings benefit from progress 4
and that progress should preserve natural
resources and diversity.
Demonstrate critical thinking in the
observation of reality, the analysis of
informational and advertising messages, 9, W3
and the adoption of responsible consumer
habits in daily life.
Use knowledge of the human body,
nature and human interaction with nature
to discuss consequences of different life 6, 7
styles, and to adopt a healthy mental and
physical life style in a beneficial social
and natural environment.
Apply autonomous healthy habits related
7
to self care (nutrition, exercise, sleep).
Processing information and digital 1, 2, 3, 4, 9, W3

competence
Manage different basic concepts of
languages (textual, numerical, iconic,
visual, graphic and audible), as well as 1, 3
their guidelines for decoding and
transferring.
Find, select, register and analyse
information using the techniques and
strategies most appropriate based on the 9
source that contains it (oral, written,
audiovisual, digital or multimedia).
Organise, relate, analyse and synthesise
information in order to understand its
meaning and integrate it in outlines based W3
on prior knowledge.
10
Use information and communication

technologies to generate and transmit
information taking into account the 1, 2, 3, 4
objectives and aims of learning, work and
leisure previosuly established.
Social competence and citizenship 1, 2, W1, 4, 5, 6, W2, 7, 8, 9, W3

Practice communication and negotiation
skills in order to reach agreements as a W3
way to resolve conflicts, both at a
personal and social level.
Participate actively and responsibly in
group learning activities, respecting the W1, W2, 7, 8, 9
groups operating rules.
Have skills to participate fully and
emotionally in civic life, which means
building, accepting and practising social 1, 5, 6
rules in agreement with democratic
values, exercising rights, freedom,
responsabilities and civic duties, and
defending the rights of others.
Evaluate differences and simultaneously
recognise equal rights among different 2, 4
groups, in particular between men and
women.
Cultural and artistic competence

1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3
Develop an open and critical attitude that
respects diversity of artistic expressions,
as well as sensitivity and aesthetic sense, 8
in order to understand, value and enjoy
artistic expression.
Demonstrate desire and will to develop
aesthetic and creative skills, and
demonstrate initiative, imagination and 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9
creativity to express through the use of
artistic codes.
Know the main techniques, resources and
conventions of different artistic languages,
as well as the most significant works and 2, 3, 4, 5, 6, 7, 8
expressions of our cultural heritage.
Express ideas, experiences and feelings
by means of different artistic means such
as music, literature, visual and scenic arts 1
and the different forms of the so called
popular arts, and use some of their
expressive resources.
Develop cooperative skills to contribute to
reaching a final result, taking into account W1, W2, W3
that cultural and artistic activities often
imply group work.
11
Identify the relation between artistic

expressions and society, the mentality
and technical possibilities of the time 3
when these were created or with the
person or community that creates them.
Competence in learning how to learn 2, W1, 5, W2, 7, 9, W3

Develop skills to obtain information and
assimilate it as personal knowledge,
making relationships and integrating the 2, 5, 7, 9
new information with prior knowledge and
personal experience.
Apply new knowledge and skills in similar W1
situations and in different contexts.
Learn from others and with others. W1, W2
Value learning as a source of personal
and social enrichement and understand W2
that it deserves the effort that it requires.
Demonstrate personal competence in
order to stimulate motivation, self- W3
confidence and the joy of learning.
Competence in autonomy and W1, W2, W3

personal initiative
Demonstrate assertiveness and flexibility,
as well as social skills to relate to others,
cooperate and work in groups: empathise W1, W2, W3
with others, value others ideas,
communicate and negotiate.
W: Workshop
In this area and fourth grade, these subcompetences and the units in which they are
applied are the following:
BASIC COMPETENCES / UNITS

SUBCOMPETENCES
Competence in linguistic 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3

communication
Communicate, verbally and in writing, W1, 7, 9
simple messages.
Speak, listen and, in general, participate
in dialogue and debate in an organised 2, 6
and clear manner.
Apply language usage rules, as well as
linguistic and non-linguistic skills to W2
exchange communication.
Use specific vocabulary from each area
as an instrument for language 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3
enrichment.
12
Apply the actions that define linguistic

communication (speaking, reading, 1, 5
writing ) to specific purposes.
Compose and manage different kinds of
texts with different communicative and 9
creative purposes.
Communicate and dialogue with the
objective of establishing links and W3
constructive relationships with the
environment.
Enjoy listening, reading and expressing 8
thoughts and ideas in writing.
Communicate at a progressive 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3
competence level in a foreign language.
Mathematic competence 1, 2, 3, W1, 4, 5, 6, W2, 8, W3

Identify and organise objects according to 3, 5, W3
particular spatial criteria.
Manage basic mathematical elements,
such as different types of numbers,
measurements, symbols, geometrical 1, 3, W2, 8, W3
elements, etc. in real situations and in
Apply mathematical information to 2, W1, 4, 6
different situations and contexts.
Competence in knowledge and 1, 2, 4, 5, 6, 7, 8, 9, W3

interaction with the physical world
Adequately perceive the physical space
where life and human activity develop, 5
both at a large scale and in the immediate
surroundings.
Develop the ability to interact with
surroundings and to solve problems 1, 5, W3
involving objects and their locations.
Explain the influence that the presence of
humans has on the physical world, 6
including settlements, activities and
modifications made to landscapes.
Recognize the importance of the fact that
all human beings benefit from progress 2, 4, 8
and that progress should preserve natural
resources and diversity.
Demonstrate critical thinking in the
observation of reality, the analysis of
informational and advertising messages, 9
and the adoption of responsible consumer
habits in daily life.
13
Use knowledge of the human body,

nature and human interaction with nature
to discuss consequences of different life 7
styles, and to adopt a healthy mental and
physical life style in a beneficial social
and natural environment.
Apply autonomous healthy habits related 1, 6
to self care (nutrition, exercise, sleep).
Processing information and digital 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3

competence
Manage different basic concepts of
languages (textual, numerical, iconic,
visual, graphic and audible), as well as 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3
their guidelines for decoding and
transferring.
Social competence and citizenship 1, 2, 3, W1, 5, 6, 7, W2, W3

Participate actively and responsibly in
group learning activities, respecting the 1, 2, W1, 5, 6, W2, W3
Have skills to participate fully and
emotionally in civic life, which means
building, accepting and practising social
rules in agreement with democratic 6, 7
values, exercising rights, freedom,
responsabilities and civic duties, and
defending the rights of others.
Evaluate differences and simultaneously
recognise equal rights among different 3, 7
groups, in particular between men and
women.
Understand the features of current
societies, their growing diversity and
evolutionary nature, as well as the 3, 7
contribution that different cultures have
brought human progress.
Cultural and artistic competence 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3

Develop an open and critical attitude that
respects diversity of artistic expressions,
as well as sensitivity and aesthetic sense, 1, 6, 8, 9
in order to understand, value and enjoy
artistic expression.
Demonstrate desire and will to develop
aesthetic and creative skills, and
demonstrate initiative, imagination and 1, 2, 3, W1, 4, 5, W2, 7, 9
creativity to express through the use of
artistic codes.
Know the main techniques, resources and
conventions of different artistic languages,
as well as the most significant works and 2, 3, 4, 5, 6, 7, 8
expressions of our cultural heritage.
14
Express ideas, experiences and feelings

by means of different artistic means such
as music, literature, visual and scenic arts 8
and the different forms of the so called
popular arts, and use some of their
expressive resources.
Develop cooperative skills to contribute to
reaching a final result, taking into account W1, W2, W3
that cultural and artistic activities often
imply group work.
Identify the relation between artistic
expressions and society, the mentality
and technical possibilities of the time 7
when these were created or with the
person or community that creates them.
Competence in learning how to learn 2, 3, W1, 4, W2, 8, 9, W3

Develop skills to obtain information and
assimilate it as personal knowledge,
making relationships and integrating the 2, 4, 8
new information with prior knowledge and
personal experience.
Apply new knowledge and skills in similar 9
situations and in different contexts.
Learn from others and with others. W1, W2, W3
Value learning as a source of personal
and social enrichement and understand 3, W3
that it deserves the effort that it requires.
Demonstrate personal competence in
order to stimulate motivation, self- W1, W2
confidence and the joy of learning.
Competence in autonomy and 1, W1, 5, W2, 9, W3

personal initiative
Make personal choices, design projects,
set goals, re-design previous approaches 9
and produce new ideas.
Assess what is done and self-assess,
draw conclusions and evaluate 5
improvement possibilities.
Demonstrate assertiveness and flexibility,
as well as social skills to relate to others,
cooperate and work in groups: empathise 1, W1, W2, W3
with others, value others ideas,
W: Workshop
15
SECOND CYCLE
PROGRAMME
16
THIRD GRADE UNIT PROGRAMMES
Below, the programme for each one of the 9 teaching units is completely developed in
which the contents for this third grade has been organised and sequenced. Their
corresponding teaching objectives, contents, evaluation criteria and basic competences
associated with evaluation criteria and activities have been indicated in each one of
them.
UNIT 1
WHAT FUN!
OBJECTIVES
1. To acquire the vocabulary used in the work unit.

2. To interpret specific images of the reality around us.
3. To discriminate formal characteristics of objects from the reality that around us.
4. To discover the nature of primary and secondary colours.
5. To develop fine motor-skills when drawing lines, interwoven lines and when
colouring shapes.
6. To become familiar with the painting Mujer, pjaro y estrella by Joan Mir and
analyse its elements.
7. To develop creative abilities using the colouring of blobs as a starting point.
8. To apply appropriate procedures when taking care of working tools.
CONTENTS
Concepts
Elements of visual language.
- Types of dots according to shape, size, colour, etc.
- Types of lines: straight, curved, wavy, broken, etc.
- Outline as a defining spatial element.
- The blob as a creative formal element.
- Primary and secondary colours.
Artistic compositions.
- Shapes in space.
- Interwoven lines as a creative formal element.
- Artistic compositions.
Drawing as a visual arts language.
- Drawing as an element of communication and expression.
Artistic expressions.
- Mujer, pjaro y estrella (Joan Mir).
- Artistic value of the line and the blob.
Techniques and materials.
- Drawing and pigments.
- Coloured pencils.
- Felt-tip pens.
- Wax crayons and pastel crayons.
17
Procedures
Acquisition of the vocabulary used in the work unit.
Observing and interpreting images from the reality around us.
Differentiating and colouring of images.
Interweaving of lines with coloured pencils and felt-tip pens.
Free use of materials and colours.
Using primary colours and generating secondary colours.
Planning and making artistic compositions.
Drawing lines and shapes.
Mixting and applying pigments.
Cutting and pasting shapes.
Using different sized surfaces.
Looking at Joan Mirs art.
Drawing shapes and colouring them freely.
Attitudes
Showing effort and interest when using vocabulary from the work unit.
Reflecting upon and observing the artistic reality around us.
Taking pleasure in using colours.
Showing interest in decorating elements.
Making an effort to coordinate fine motor-skills when drawing lines and
shapes.
Enjoying looking at works of art.
Showing appreciation for the artistic value of line and blob in Mujer, pjaro y
estrella (Joan Mir).
Showing concern for appropriately presenting ones work.
Showing interest in considering the work of others.
Valuing ones own efforts and those of others.
Showing care when using and maintaining working tools.
EVALUATION CRITERIA
1. To use vocabulary from the work unit when talking to the teacher and
classmates.
2. To differentiate and colour in proper civil behaviour from a given set of images.
3. To distinguish different types of lines from a set of given shapes and decorate
them freely.
4. To use primary colours correctly to produce the required secondary colours.
5. To accurately draw interwoven lines within a set of given shapes and colours
inside the outline.
6. To colour accurately a set of given pictures inside the outline.
7. To draw straight and wavy lines.
8. To look at Joan Mirs work and comment on its components.
9. To draw and colour lines and shapes extending out from Joan Mirs work.
10. To interpret a series of given blobs and produce a picture in a creative way
using each one of these blobs as a starting point.
11. To clear up and clean working tools and put them away in the appropriate
places.
18
CROSS CURRICULAR THEMES
Moral and Civic Education.

As a standard practice and throughout the entire school year, covering a variety of
themes and content on the subject of Art must lead to appreciating artistic
expressions in society as forming a part of the collective heritage. Worksheet 1 (p.
5): Completing this worksheet allows for thinking about the importance of basic
guidelines of behaviour in society and differentiating between civil and non-civil
behaviour. The contrasting of ideas and a collective dialogue will lead to an
appreciation of civil values that should guide ones life in a community. Worksheet 3
(p. 7): The activity of painting a tree can be related to respect and care for our
surrounding parks and gardens as a guide to civic behaviour.
Health Education.
Worksheet 2 (p. 6): This activity leads to thinking about childrens eating habits,
allowing us to stress the need to include fruit in daily meals, in order to achieve a
healthy and balanced diet.
Non-sexist Education.
Worksheet 2 and Worksheet 3: The activities in these two worksheets and their
relationship to taking care of ones surroundings and environment, leads to thinking
about the cooperation between men and women in society. It also makes us reflect
on the fact that the care for our surroundings is everybodys responsibility.
Environmental Education.
Worksheet 2: This worksheet encourages curiosity about living beings and
admiration for nature, fostering an appreciation for the environment as something
that one has to take care of and maintain. Worksheet 3: The activity of painting a
tree has an obvious link to the concern for taking care of our natural surroundings.
Consumer Education.
As a standard practice and throughout the whole school year, covering various
topics and content on the subject of Art must lead to thinking about the role of
artistic expressions as a type of free time activity. This facilitates our development,
enjoyment and use of leisure time, as well as encouraging the appreciation of
artistic expression, ones own works and those of others. In addition, the topic
allows children to consider that ones own materials are something that have to be
taken care of and maintained. By the same token, we can emphasize the rules of
use, safety and maintenance of working tools.
19
BASIC COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
BASIC COMPETENCES / ASSESSMENT CRITERIA ACTIVITIES

SUBCOMPETENCES
Competence in linguistic communication

Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, All
each area as an instrument 8, 9, 10, 11
for language enrichment.
Mathematical competence
Manage basic mathematical 2, 3, 4, 5, 9, 10 p. 6, 7, 8, 10, 11
elements, such as different
types of numbers,
measurements, symbols,
geometrical elements, etc. in
real situations and in
Competence in knowledge and interaction with the physical world

Develop the ability to interact 2, 3, 5, 6, 7 p. 5, 7, 8, 10, 11
with surroundings and to
solve problems involving
objects and their locations.
Processing information and digital competence

Manage different basic 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 p. 5, 8, 9, 10, 11
concepts of languages
(textual, numerical, iconic,
visual, graphic and audible),
as well as their guidelines for
decoding and transferring.
Use information and 8, 9 p. 10
communication technologies
to generate and transmit
information taking into
account the objectives and
aims of learning, work and
leisure previosuly
established.
Social competence and citizenship

Have skills to participate fully 2 p. 5
and emotionally in civic life,
which means building,
accepting and practising
social rules in agreement with
democratic values, exercising
rights, freedom,
responsabilities and civic
duties, and defending the
rights of others.
20

Demonstrate desire and will 3, 4, 5, 6, 7, 8, 9, 10 p. 6-11
to develop aesthetic and
creative skills, and
demonstrate initiative,
imagination and creativity to
express through the use of
artistic codes.
Express ideas, experiences 3, 4, 5, 6, 7, 8, 9, 10 p. 6, 9, 10, 11
and feelings by means of
different artistic means such
as music, literature, visual
and scenic arts and the
different forms of the so
called popular arts, and use
some of their expressive
resources.
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate in a progressive level of competence in a
foreign language.
21
UNIT 2
A WORLD OF COLOURS
OBJECTIVES

2. To relate colours to elements from reality.
3. To apply primary and secondary colours.
4. To understand the concept of hot and cold colours.
5. To become familiar with Van Goghs painting Irises and to analyse its elements.
6. To develop fine motor skills when drawing lines and using scissors.
7. To apply appropriate procedures in taking care of working tools.
CONTENTS
Concepts
- Colour and how to achieve it.
- Colour mixtures.
- Hot and cold colours.
- Range and tone.
- Sensations conveyed through colours.
- Colour as a binding compositional element.
- Harmony.
- Drawing as a support for colour.
- Blobs of colour as a generator of shapes.
- Colour and forms in drawing.
- Drawing of objects.
- The importance of colour in art.
- Living colours in Irises (Van Gogh).
- Ranges (degradation).
- Pencil, felt-tip pens, pastel crayons, scissors, PVA glue, glue stick.
Procedures
Identifying and using primary colours.
Producing secondary colours.
Colouring in shapes.
Blurring.
Establishing a relationship between colours and shapes.
Identifying and using hot and cold colours.
Making free and guided compositions.
Colouring in objects.
Looking at Van Goghs work.
Cutting and pasting of silhouettes.
Gluing with PVA glue.
22
Drawing shapes and colouring freely.
Attitudes
Showing interest and making an effort to use vocabulary from the work unit.
Curiosity about and looking at the artistic reality around us.
Showing confidence in ones own artistic abilities.
Taking pleasure in the use of colours.
Thinking about the sensations conveyed through colours.
Showing interest in the harmony between colour and shapes.
Enjoying the process of making free and guided artworks.
Understanding the work of art as a process.
Showing appreciation for the artistic value of colour in Irises (Van Gogh).
Making an effort to coordinate fine motor skills when using scissors.
Being concern for the appropriate presentation of ones work.
Valuing ones own productions and those of others.
EVALUATION CRITERIA
1. To use the vocabulary from the work unit when talking to the teacher and
classmates.
2. To assign colours to each of the children appearing on the worksheet according
to their physical characteristics.
3. To identify secondary colours as a result of mixing primary colours.
4. To use primary colours correctly to produce the required secondary colours.
5. To identify hot colours and differentiate them from cold colours.
6. To apply colours to produce a hot or cold effect, for daytime or nighttime.
7. To look at and comment on Van Goghs work.
8. To make and colour lines and shapes extending out from Van Goghs work.
9. To colour the leaf forms correctly using specific colours.
10. To correctly cut out figures.
11. To glue leaves on the tree from the term workshop.
places.

Worksheet 2 (p. 14): The activity in this worksheet should encourage an
appreciation of the fact that everybody has the same rights as a citizen. Worksheet
3 (p. 15): The urban landscape in the worksheet offers an opportunity to think about
the role that our villages and cities have in our own well-being, appreciating the
need to take care of them as part of our heritage. Worksheet 6 (p. 18): Thinking
about Van Goghs work is ideal for gaining an awareness of the importance of
taking care of our parks and gardens.
Peace Education.
Worksheet 2: This activity favours thinking about the fact that different people
around the world have features that differentiate them from one another (the tone of
their skin being one of them).
23
Health Education.
Worksheet 4 (p. 16): The work to be done on day and night colours can provide
the chance to think about the importance of understanding that we have times for
activity and times for rest. Worksheet 5 (p. 17): The subject of still life and the fruits
and vegetables that appear in the worksheet offer an chance to consider the
importance of eating fruits and vegetables regularly to achieve a healthy and
balanced diet.
Worksheet 2: Children should come to value mutual cooperation between boys and
girls as well as men and women in all the different tasks of their shared lives.
Worksheet 4: This activitys subject favours thinking about and appreciating the role
of every individual in taking care of the environment. Worksheet 7 (p. 19): The
seasons varying colours encourage children to think about the environment and
our natural surroundings as something that we must all take care of, thereby
promoting respect for nature. Worksheet 6: Thinking about Van Goghs painting is
ideal for considering the importance of taking care of plants.
Consumer Education.
As a standard practice, this unit aims to encourage respect for the rules of use,
safety and maintenance of working tools. In the same sense, evaluating the artistic
expression of ones own work and that of others needs to be encouraged.

SUBCOMPETENCES

Communicate, verbally and in 1, 2, 3, 4, 5, 6, 7, All
writing, simple messages. 8, 9, 10, 11, 12
each area as an instrument 8, 9, 10, 11, 12

Adequately perceive the 6 p. 15, 16, 19
physical space where life and
human activity develop, both
at a large scale and in the
immediate surroundings.

leisure previosuly
established.
24

Evaluate differences and 2 p. 14
simultaneously recognise
equal rights among different
groups, in particular between
men and women.

Demonstrate desire and will 2, 3, 4, 5, 6, 8, 9, 10 p. 14-19
artistic codes.
Know the main techniques, 7, 8 p. 18
resources and conventions of
different artistic languages, as
well as the most significant
works and expressions of our
cultural heritage.
Competence in learning how to learn

Develop skills to obtain 3, 4, 5, 6, 9 p. 13, 15, 16, 19
information and assimilate it
as personal knowledge,
making relationships and
integrating the new
information with prior
knowledge and personal
experience.
foreign language.
25
UNIT 3
SHAPES CAN SURPRISE US
OBJECTIVES

2. To differentiate the textures of objects from the reality around us.
3. To identify the axes of symmetry in a set of given objects.
4. To investigate the axes of symmetry as formal elements inherent to objects,
animals and plants.
5. To become familiar with Francisco de Zurbarns painting Still Life with Pottery
Jars and to analyse its elements.
6. To develop fine motor skills when drawing axes of symmetry and using scissors.
7. To make Christmas decorations.
CONTENTS
Concepts
- Dot, line, shape and colour as elements that generate texture.
- Shape structure: the axes of symmetry.
- Shape types: those produced using line; those produced using colour.
- Visual texture in artistic production.
- Creating shapes through drawing.
- Shapes and how they are organised within a work of art.
- Shape as a determining element in the painting Still Life with Pottery
Jars (Francisco de Zurbarn).
- Light as an element of volume.
- Different textured materials.
- 3D constructions.
- Coloured pencils.
- Techniques and materials that will depend on the result being sought.
- Erasing using a digital technique.
Procedures
Observing and identifying visual textures.
Applying various visual textures in producing artworks.
Pasting fragments of materials.
Identifying the axes of symmetry.
Drawing objects and plants using the axes of symmetry as a starting point.
Discrimination between natural and human-made shapes.
Colouring in of objects and shapes.
Using of sketches in the drawing process.
Applying pigments using a variety of tools.
Cutting and pasting of objects and shapes.
26
Modelling.
Looking at Francisco de Zurbarns work.
Using a digital eraser to achieve luminosity and lighting effects.
Decorating a Christmas tree.
Drawing shapes and colouring freely.
Attitudes
Reflecting on our observations of the artistic reality around us.
Showing interest in and a liking for working with a variety of textures.
Showing care in the creating shapes that are increasingly more
personalised.
Showing curiosity for and interest in the identifying symmetries in nature and
in ones surroundings.
Making an effort to coordinate fine motor skills when drawing symmetrical
forms.
Showing appreciation for the artistic value of shape in Francisco de
Zurbarns work.
Taking pleasure in and showing an interest in making Christmas decorations
EVALUATION CRITERIA
classmates.
2. To identify different textures from objects found in the reality around us.
3. To apply different textures in the artwork production.
4. To draw axes of symmetry in a set of given shapes and then colour them.
5. To discriminate between natural and human-made shapes and to find their axes
of symmetry.
6. To draw and colour motifs that complete the requirements for symmetry.
7. To colour in leaf shapes correctly using specific colours.
8. To look at and comment on Francisco de Zurbarns work.
9. To draw and colour lines and shapes extending out from Francisco de
Zurbarns work.
10. To accurately cut out shapes.
11. To colour decorations, applying appropriate shades of colour to them.
12. To cut out the presents and stick them on the tree from the term workshop.
places.

Worksheet 2 (p. 22): The materials that appear in the illustration allow us to think
about the importance of recycling and reusing waste. Worksheet 5 (p. 25): The
image of a hot air balloon will stimulate childrens admiration for research and
technological developments as being useful and important knowledge for
humankind.
Peace Education.
27
Worksheet 8 (p. 28): This activity fosters an understanding of the Christmas season
as a celebration of peace and harmony. In addition, Christmas is also an occasion
to think about the importance of dialogue as a way of promoting mutual respect
within the community.
Health Education.
Worksheet 8: Christmas can give us the opportunity to think about the importance
of a balanced diet as opposed to the indulgence in sweets that is common practice
at this time of year.
Worksheet 7: This activity allows for thinking about and being aware of the
importance of cooperation in preparing Christmas celebrations.
Worksheet 1 (p. 21): The image of a country home will lend itself to thinking about
the richness of textures that can be found in nature. Worksheet 4 (p. 24): The
images in this activity will help develop an appreciation for nature as a habitat, an
environment in which things live and breathe, and the awareness of the role that we
all have in caring for and protecting it. Worksheet 8: Holidays are a good time to
think about the amount of waste produced during the Christmas season and the
need to reuse and recycle it.
Consumer Education.
As a standard practice, this unit should develop a respect for the rules of use,
safety and maintenance of working tools. In the same sense, valuing ones work of
art and those of others needs to be encouraged.
Road Safety.
Worksheet 3 (p. 23): The image of a vintage car will let us consider advances in
modes of transportation and improvements in the quality of cars nowadays.

SUBCOMPETENCES

writing, simple messages. 8, 9, 10, 11, 12, 13
each area as an instrument 8, 9, 10, 11, 12, 13
Manage basic mathematical 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 p. 21-28
types of numbers,
28

Adequately perceive the 2, 5 p. 21, 24

Manage different basic 4, 6, 7 p. 27
Use information and 8 p. 26
leisure previosuly
established.

Demonstrate desire and will 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 p. 21-28
artistic codes.
Know the main techniques, 8, 9 p. 26
cultural heritage.
Identify the relation between 8, 11 p. 28
artistic expressions and
society, the mentality and
technical possibilities of the
time when these were
created or with the person or
community that creates them.
foreign language.
29
WORKSHOP (TERM ONE)
OUR TREE
OBJECTIVES

2. To develop fine motor skills when making the tree.
3. To develop creative ability when decorating the tree.
5. To participate in the group activity of making the tree.
6. To develop confidence in ones own abilities in making creative artworks.
CONTENTS
Concepts
- Hot and cold colours.
- Mixtures of colour: range, blurring, tone.
- Shapes within a space.
- 3D constructions.
- Visual texture in works of art.
- Drawing and pigment.
- Drawing as a way of creating shapes.
- Colour and the shapes within a picture.
Procedures
Acquiring the vocabulary used in the work unit.
Looking at illustrations that serve as a guide when making an piece of art.
Putting the tree together.
Tearing large pieces of craft paper (of varying sizes).
Scrunching and stretching out pieces of craft paper.
Sticking and attaching pieces of paper with adhesive tape.
Decorating the tree.
Mixing colours and generating colours and shades.
Drawing and applying pigments.
Using colours and producing secondary colours.
Placing the (previously made) leaves and decorative elements onto the
design.
Attitudes
Curiosity for looking at illustrations that serve as a guide.
Taking pleasure in the use of materials and colours.
Taking pleasure and showing interest in putting together and decorating the
tree.
30
Showing interest in actively participating in group work.

Showing respect for the contributions of others to the class.
Valuing ones own works and those of others.
EVALUATION CRITERIA
classmates.
2. To make the appropriate parts of the tree structure (trunk and leaves).
3. To mix the appropriate colours to achieve a variety of colours and tones.
4. To apply the previously obtained colours to the trunk and branches to achieve
an adequate sense of volume and light.
5. To place the leaves and decorative elements that have been previously made
onto the tree.
6. To use materials and working tools appropriately.
places.
8. To participate actively in the making of the tree while demonstrating a
cooperative attitude.
9. To express ones own opinions while showing respect for others.
10. To value proposals and ideas from other group members.
11. To carry out ones own tasks responsibly while working on a collective project.
12. To show appreciation for ones own work.
13. To show initiative and confidence in ones own abilities when carrying out tasks.

The workshop encourages thinking about the importance of cooperation among
classmates, in order to appreciate the fact that group work is advantageous to life
in any society. The workshop offers the opportunity to appreciate that the school
premises are something that belong to all of us, which makes it easier to develop
an awareness of the importance of respecting and taking care of them. Making the
tree and being aware of the importance of taking care of it also allow one to
consider the significance of looking after trees and parks in our local surroundings,
stressing the value of appreciating and caring for nature.
Peace Education.
Group work encourages thinking about the different ways of understanding and
helping each other and the importance of using dialogue to overcome differences.
Health Education.
The use of a variety of tools and materials encourages thinking about the correct
use of these tools so as to prevent accidents.
Making a tree with the rest of the members of the class makes it possible to be
aware of the importance of cooperation between men and women in all the tasks of
our daily life.
31
The theme of the workshop encourages thinking about the significance of taking
care of parks and gardens in our surroundings, appreciating the value of respecting
and taking care of nature.
Consumer Education.
The workshop lets us reflect on artistic expression as a way of spending our leisure
time that allows for development, enjoyment and rest. The Workshop also
encourages thinking about and appreciating ones own materials and personal and
group belongings as something that have to be taken care of and maintained. The
importance of respecting rules of use, safety and maintenance of these working
tools is also stressed.

SUBCOMPETENCES


Adequately perceive the 2 p. 29

Participate actively and 6, 7, 8, 9, 10, 11, 12, 13 p. 30, 31, 32
responsibly in group learning
activities, respecting the

Demonstrate desire and will 3, 4, 5 p. 31, 32
artistic codes.
Develop cooperative skills to 8, 11, 12, 13 p. 30, 31, 32
contribute to reaching a final
result, taking into account that
cultural and artistic activities
often imply group work.
32

Apply new knowledge and 1, 2, 3, 4, 5 p. 29
skills in similar situations and
in different contexts.
Learn from others and with 8, 9, 10, 11, 12, 13 p. 31, 32
others.
Competence in autonomy and personal initiative

Demonstrate assertiveness 8, 9, 10, 11, 12, 13 p. 31, 32
and flexibility, as well as
social skills to relate to
others, cooperate and work in
groups: empathise with
others, value others ideas,
foreign language.
33
UNIT 4
LIGHT AND SHADE
OBJECTIVES

2. To distinguish tone and contrast as elements that represent dimensional volume
in artistic works.
3. To identify the light-shade binomial as an element for representing volume.
4. To experiment with colours and contrasts in defining the lighting objects.
5. To grasp the importance of volume in drawing animals.
6. To use a variety of techniques in representing objects.
7. To become familiar with Joaqun Sorollas painting Sailboat and to analyse the
use of light in this composition.
8. To develop fine motor skills for controlling the pressure placed on tools on top of
a given surface.
9. To use appropriate procedures when taking care of working tools.
CONTENTS
Concepts
- Light as a generator of various elements of artistic value.
- Range and tone.
- The light-shade binomial as an element for representing volume.
- Drawing animals.
- Artistic compositions.
- Volume in works of art.
- Volume as a direct representation of 3D reality. Volume and depth.
- Light and point of view.
- Thickness and intensity of line as a way of representing volume.
- Representing light through the absence of colour.
- Light and volume in works of art.
- Blurring.
- Absence of colour to represent areas of light. Application of colour using
a range of tools and techniques.
- Pencil, wax crayons and felt-tip pens. Cutting and pasting.
Procedures
Observing and identifying volume. Breaking down an object into a range of
volumes.
Identifying light in images. Using tone in representing volume and light.
Colouring in of images using various tones of the same colour.
Controlling the pressure of tools on a surface.
Applying a variety of visual tones in works of art.
Discriminating natural and human-made shapes. Drawing animals.
34
Using light and shade in representing objects.

Applying pigments with a variety of tools.
Looking at Joaqun Sorollas work.
Cutting and pasting shapes.
Coating shapes using PVA glue.
Colouring in shapes. Decorating grapes with pastel crayons.
Superimposing shapes to create a bunch of grapes.
Representing the reflection of light and free colouring.
Attitudes
Showing interest in looking at the artistic reality around us.
Showing interest in and a liking for working with volumes.
Making an effort to control the drawing of line.
Showing curiosity and interest when identifying areas of light within shapes.
Making an effort to coordinate fine motor skills when drawing.
Showing a liking for interpreting the painting Sailboat (Joaqun Sorolla).
Showing effort in achieving harmony between colour and shape in drawings.
Showing concern for the appropriate way to present ones work.
Valuing ones own artworks and those of others.
EVALUATION CRITERIA
classmates.
2. To apply a range of tones when drawing shapes that have volume/volumetric
forms.
3. To use light and shade in the representing volume.
4. To identify the lighting of objects.
5. To draw and colour objects using a range of visual tones.
6. To identify volumes in a set of given images.
7. To break an object down into a range of volumes.
8. To colour decorations by applying the colour shades that are needed and using
a range of materials.
9. To represent, through the use of colour, light reflections in Joaqun Sorollas
work.
10. To cut out the shapes of grapes, superimposing them and then gluing them
down on a surface to form bunches of grapes.
11. To control the pressure of tools on a surface, applying different levels of
pressure for different effects.

All the topics that are dealt with in the unit allow for the development of an
appreciation and admiration of artistic efforts in society. Worksheet 3 (p. 35) and
Worksheet 6 (p. 38): Recreational activities and outdoor games facilitate thinking
about and appreciating the environment as something that belongs to all of us.
35
Peace Education.
Worksheet 3: The theme of this activity lends itself to appreciating play as a way of
fostering friendship and building relationships with other people.
Health Education.
Worksheet 3: The theme of this activity lends itself to appreciating play as a
physical-recreational activity that leads to healthy living. Worksheet 7 (p. 39): The
bunch of grapes in this activity provides us with the opportunity to think about the
importance of a healthy and balanced diet.
Worksheet 3: The theme of play allows us to think about the mutual participation of
boys and girls in games and other recreational activities.
Worksheet 4 (p. 36): The theme of animals stimulates an understanding and further
awareness of the need to respect and take care of both animals and the
environment in which they live. Worksheet 5 (p. 37): The caterpillar activity allows
us to think about the need to care for nature and recognize the importance of
respecting all living creatures, given the role that each of them plays in the
environment. Further to this we can consider the importance of taking care of the
trees that form part of our environment. Worksheet 6: The theme of outdoor play
provides us with the chance to appreciate the importance of outdoor activities and
the need for each person to help take care of our natural surroundings.
Consumer Education.
As a standard practice, this unit should foster an appreciation for artistic
expression, both in ones own work and that of others. Worksheet 1 (p. 33): The
aim of this activity (the focus being on the tools themselves) is to promote thinking
about the importance of appropriate use and care of materials and tools that are for
individual and collective use. Worksheet 3: The theme of this activity promotes the
idea of play and recreational physical activity with friends and classmates as an
ideal way to take advantage of ones free time at this age. Worksheet 6: Joaqun
Sorollas painting allows us to appreciate play as the most creative way to take
advantage of ones free time, as opposed to other, more passive options, in which
the child will not have a central role in his or her own activity.

SUBCOMPETENCES

Communicate, verbally and in 1, 2, 3, 4, 5, 6, All
Use specific vocabulary from 1, 2, 3, 4, 5, 6, All
36
Manage basic mathematical 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 p. 35, 36, 37, 38 y 39
types of numbers,

Develop the ability to interact 4, 5, 7 p. 34, 35, 38, 39
Recognize the importance of 1 p. 36, 37, 38
the fact that all human beings
benefit from progress and
that progress should preserve
natural resources and
diversity.

leisure previosuly
established.

men and women.

Demonstrate desire and will 2, 3, 8, 9, 10 p. 33-39
artistic codes.
Know the main techniques, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 p. 33-39
cultural heritage.
foreign language.
37
UNIT 5
LOTS OF SHAPES AND SPACES
OBJECTIVES
1. To acquire the vocabulary used in the work unit of.

2. To differentiate the characteristics of vertical and horizontal layout in works of
art.
3. To apply framing when representating graphic spaces.
4. To represent images, understanding the proportion of objects that are close up
and far away.
5. To become familiar with Diego Velzquezs painting Las Meninas and reproduce
a fragment of it.
6. To use the grid in representating objects.
7. To develop fine motor skills when using objects and materials.
8. To take part in group compositions.
CONTENTS
Concepts
- Making use of visual space: distribution (horizontal and vertical) and
structure.
- Different perspectives of an object. Vertical and horizontal productions.
- The grid.
- Framing as a resource to composing works of art.
- Global perspective in graphic space.
- Proportion between the dimensions of a surface and the size of the
images represented within it.
- Drawing as a way to show the different perspectives of an object.
- Framing and the making use of graphic space in works of art.
- Representing space in art: Las Meninas (Diego Velzquez).
- Mixed techniques.
- The grid as an instrument for structuring graphic space.
Procedures
Observing and identifying the distribution of images.
Working with using a horizontal and vertical layout.
Free drawing in a limited space and from a particular point of view.
Drawing of objects according to their closeness and distance.
Using drawing as a space organizer.
Using mixed techniques.
Looking at Diego Velzquezs work.
Reproducing a part of the painting Las Meninas.
Using the grid to organize graphic space.
38
Reproducing objects by using the grid as a starting point.

Colouring, cutting and pasting of shapes.
Using different-sized surfaces.
Attitudes
Making an effort and showing interest when using vocabulary from the work
unit.
Taking interest in and showing a liking for working with elements that have a
spatial quality to them when making art works.
Showing appreciation for the artistic value of the painting Las Meninas
(Diego Velzquez).
Making an effort to coordinate fine motor skills when colouring, cutting and
pasting shapes.
Showing interest in and a liking for using of a variety of techniques and
materials.
Showing concern for the appropriate presentation of ones work.
Making an effort in the coordinating between the colour and the shapes in a
drawing.
EVALUATION CRITERIA
classmates.
2. To represent objects that are in a horizontal and a vertical layout.
3. To draw objects in a defined space in a specific frame.
4. To draw and colour a landscape, keeping in mind the closeness and distance of
objects in the landscape.
5. To reproduce objects by using the grid as a space organizer.
6. To reproduce a part of Diego Velzquezs work.
7. To correctly place a range of elements from a drawing onto a grid.
8. To correctly draw and colour tree figures, using specific colours.
9. To correctly cut out the shapes of trees.
10. To paste trees collectively onto the same surface, keeping in mind the
composition and methods for producing the work.
11. To respect and value classmates comments.
places.

Worksheet 1 (p. 41): We can think about the importance of the environment as
something that belongs to all of us. Worksheet 2 (p. 42): In the same way as in the
previous worksheet, we can come to appreciate trains as something that has been
created through the collaboration of many individuals working for the benefit of
society. Worksheet 3 (p. 43): The activity of painting a landscape from ones
bedroom window gives us the chance to appreciate this landscape as a part of the
environment in which we live. Worksheet 7 (p. 47): Completing this worksheet
allows us to recognise trees and the natural environment as something that
belongs to all of us.
39
Health Education.
Worksheet 4 (p. 44): The landscape that children need to colour makes it possible
for them to recognize that trees and nature are important to our health.
Worksheets 3 and 4: The importance of caring for the environment must be
understood by both boys and girls.
Worksheet 2: Understanding the train as a non-polluting method of transportation
will lead to children recognising that it is a mode of transport that respects the
environment. Worksheet 4: The landscape that has to be coloured by children
allows them to appreciate the role of trees and nature and the importance of taking
care of them. Worksheet 5 (p. 45): The tram is another non-polluting mode of
transport; recognizing this characteristic will lead to awareness of its environmental
value.
Consumer Education.
As a standard practice, this unit should encourage respect for the rules of use,
safety and maintenance of working tools. In a similar sense, the appreciation of the
artistic expression of ones own work and that of others must be encouraged.
Road Safety.
Worksheet 1: The lighthouse in this activity can lead to thinking about different
modes of transport and appreciating the safety measures incorporated into each
one of them. Worksheet 2: The train that has to be drawn allows us to think about
the trains characteristics, leading to one appreciating this mode of transport and
the value that transportation has in society.

SUBCOMPETENCES

Manage basic mathematical 2, 3, 4, 5, 7, 8 p. 41, 42, 43, 44, 45, 46, 47
types of numbers,

Adequately perceive the 4 p. 43, 44
40
Develop the ability to interact 2, 3, 4, 5 p. 45, 46, 47

Explain the influence that the 4 p. 41, 42, 43, 44
presence of humans has on
the physical world, including
settlements, activities and
modifications made to
landscapes.

Have skills to participate fully 1, 11, 12 p. 41, 42, 43, 47
rights, freedom,
rights of others.

Demonstrate desire and will 2, 3, 4, 5, 6, 7, 8, 9, 10 p. 41, 42, 43, 44, 47
artistic codes.
Know the main techniques, 2, 3, 4, 5, 6, 7, 8, 9, 10 p. 41, 42, 43, 44, 45, 46, 47
cultural heritage.

Develop skills to obtain 3, 6, 7 p. 43, 44
integrating the new
experience.
foreign language.
41
UNIT 6
CLOSE UP AND FOR AWAY!
OBJECTIVES

2. To identify the importance of line in the representating perspective.
3. To appreciate the importance of the order of spatial planes, when making an
artistic composition.
4. To capture the importance that line and colour have in representing movement.
5. To become familiar with G.P. Seurats painting A Sunday Afternoon on the Island
of la Grande Jatte and to enlarge it with pictures completed by the children.
6. To develop fine motor skills when manipulating objects and materials in spatial
representation.
CONTENTS
Concepts
- Line in representating perspective.
- Characteristics of line (intensity and thickness) within the representing
movement.
- Representing movement through colour.
- Perspective. Proportions.
- Movement.
- Planes within artistic compositions.
- Introducing photographic focus.
- The size of images.
- Drawing as a connecting link between proportion and the representing
depth.
- Elements that represent movement in artistic compositions.
- Perspective in art: A Sunday Afternoon on the Island of la Grande Jatte.
- Maintaining order when creating artistic works.
- Focus.
Procedures
Drawing and colouring objects, keeping perspective in mind.
Applying shades of colours and gradation when copying landscapes.
Organising planes when creating an artistic composition.
Observing the representation of movement.
Identifying details that represent movement in illustrations.
Drawing images using a set of guidelines as a starting point.
Using colour to represent space and movement.
Applying expressive possibilities for images in movement.
Observing and reproducing landscapes in perspective.
Using focus as a means of artistic emphasis.
Looking at and drawing G.P. Seurats work.
42
Colouring, cutting, folding and pasting of shapes.

Blurring and gradation.
Experimenting with tools and materials.
Attitudes
Showing interest in and making an effort to use vocabulary from the work
unit.
Showing curiosity and interest in observing, reproducing and drawing a
given set of images.
Showing interest and taking pleasure in working with ranges of colour and
gradation.
Showing appreciation for the artistic value of A Sunday Afternoon on the
Island of la Grande Jatte.
Making an effort to experiment with and use a range of techniques and
materials, showing pleasure doing this.
pasting shapes.
Valuing ones own artworks and those of others.
EVALUATION CRITERIA
1. To use the vocabulary from the unit of work when talking to the teacher and
classmates.
2. To represent objects, focusing on models and keeping in mind both perspective
and ranges of colour.
3. To represent images in movement, with an appropriate use of line (intensity and
thickness).
4. To draw parts of the human bodys structure in different positions, using an
outline as a guide.
5. To draw the outline of the human body and colour it in.
6. To draw and colour the elements of landscape correctly, paying special
attention to the lines that give depth to the image.
7. To extend on G. P. Seurats work and to draw more figures.
8. To respect the order of planes when creating works of art.
9. To look at objects within a graphic space and determine where they should be
placed according to their size.
10. To paste objects in the appropriate place, according to their size, to achieve
depth in an artistic composition.
places.

Worksheet 5 (p. 53): The theme of this activity leads us to think about the
importance of play as a way to get along with others. Worksheet 7 (p. 55): The
image on G. P. Seurats painting stimulates an awareness of the need to take care
of parks and gardens in our neighbourhood, as they are places of relaxation and
enjoyment for everybody.
43
Peace Education.
Worksheet 4: The theme of play allows us to think about playing as a way of
developing friendships and companionship.
Health Education.
Worksheet 2 (p. 50): The picture of the landscape makes us think about the
benefits of doing physical exercise outdoors and in nature, forming part of a healthy
lifestyle.
Worksheet 4: This activity helps children recognise the importance of boys and girls
playing together.
Worksheet 3 (p. 51): Reproducing the lion moving gives us the opportunity to
admire its beauty and value taking care of and respecting animals.
Consumer Education.
Worksheet 1 (p. 49): This topic deals directly with appreciating ones own materials
and personal belongings as things that have to be taken care of and maintained;
this will help us stress the need to respect the rules of use, safety and maintenance
of working tools.
Road Safety.
Worksheet 8 (p. 56): The theme favours thinking about the importance of traffic
signs in regulating traffic and the importance of traffic regulations, both for
pedestrians and for drivers.

SUBCOMPETENCES

Communicate, verbally and in 1, 2, 3, 4, 5, 6, All
Use specific vocabulary from 1, 2, 3, 4, 5, 6, All
Manage basic mathematical 2, 3, 4, 5, 6, 8, 9, 10 p. 49, 50, 51, 52,
elements, such as different 53, 54, 55, 56
types of numbers,

Adequately perceive the 6, 7 p. 50, 54, 55
44
Develop the ability to interact 2, 3, 6, 8, 9, 10 p. 50, 51, 55, 56

Explain the influence that the 6, 7 p. 50, 54, 55
landscapes.
Use knowledge of the human 4, 5 p. 53
body, nature and human
interaction with nature to
discuss consequences of
different life styles, and to
adopt a healthy mental and
physical life style in a
beneficial social and natural
environment.

Have skills to participate fully 1, 11 p. 53, 56
rights, freedom,
rights of others.

Demonstrate desire and will 2, 3, 4, 5, 6, 7, 8, 9, 10 p. 49, 50, 51, 52,
to develop aesthetic and 53, 54, 55, 56
artistic codes.
Know the main techniques, 2, 3, 4, 5, 6, 7, 8, 9, 10 p. 49, 50, 51, 52,
resources and conventions of 53, 54, 55, 56
cultural heritage.
foreign language.
45
WORKSHOP (TERM TWO)
A SAILING BOAT RACE
OBJECTIVES

2. To develop fine motor skills when making the mural elements.
3. To develop creative skills when decorating the mural.
4. To use appropriate procedures when taking care of working tools.
5. To participate in the group mural activity.
6. To develop confidence in ones own abilities to create artistic works.
CONTENTS
Concepts
- Occupying graphic space.
- Colour in the representing of space: range and blurring.
- Texture in artistic compositions.
- Perspective.
- Proportion.
- The concept of background, middle ground and foreground in artistic
compositions.
- Simplicity of drawing in representing perspective.
- Drawing as a link between proportion and representing depth.
- Drawing as a means of creating shape.
- The colour and shapes of the drawing.
Procedures
Acquiring vocabulary used in the work unit.
Looking at illustrations that serve as a guide when making a work of art.
Using colour tones when colouring the sky.
Drawing mountains using a variety of tones.
Cutting out the mountains and pasting them according to the planes
established.
Representing lines of crops in perspective.
Using the horizontal line as a reference point.
Gluing up a range of materials.
Making and gluing up the paper trees.
Colouring with wax crayons and mixing colours with ones fingers.
Cutting isosceles triangles in three different sizes to make the sailing boats.
Respecting proportion when pasting on the sailing boats.
Drawing and applying pigments to achieve the sensation of light.
46
Attitudes
Taking pleasure in using materials and colours.
Taking pleasure and showing interest when making and decorating the
mural.
Valuing ones own work and that of others.
EVALUATION CRITERIA
classmates.
2. To draw, cut and glue up the appropriate elements for the mural: mountains,
trees, sailboats.
3. To make and glue a variety of elements using the appropriate resources, being
conscious of both perspective and the horizon line.
4. To mix colours to achieve a variety of ranges and tones for the sky, the lake and
the mountains.
5. To apply pigment to the drawing of the lake to achieve the appropriate
sensation of light.
6. To appropriately use materials and working tools.
7. To clear up and clean working tools and to put them away in the appropriate
places.
8. To participate actively in making the mural, showing a cooperative attitude.
11. To carry out ones own tasks responsibly in a project done collectively.

The workshop encourages thinking about the importance of cooperating with other
classmates, in order to appreciate the fact that group work is advantageous to living
in any society. The workshop provides the chance to appreciate that school
premises are something that belong to all of us, which makes it easier to become
aware of the importance of respecting and taking care of them.
Peace Education.
Group work encourages thinking about different ways of understanding and helping
each other and the importance of using dialogue to overcome differences.
Health Education.
Using a variety of tools and materials encourages thinking about the correct use of
these tools to prevent accidents.
Making a mural with the rest of the members of the class develops an awareness of
the importance of cooperation between men and women in all tasks in our daily life.
47
The theme of the workshop lets us think about the importance of activities that take
place in a natural environment, so as to appreciate the importance of respecting
and taking care of nature.
Consumer Education.
The workshop allows us to think about artistic expression as a way of spending our
leisure time, which allows for development, enjoyment and rest. The Workshop also
group belongings as things that have to be taken care of and maintained. The

SUBCOMPETENCES

Apply the actions that define 1, 2, 3, 4, 5, 6, 7, All
linguistic communication 8, 9, 10, 11, 12, 13
(speaking, reading, writing )
to specific purposes.
Apply mathematical 3, 4, 5 p. 57, 59, 60
information to different
situations and contexts.

Adequately perceive the 2, 3, 4, 5 p. 57, 59, 60

Participate actively and 6, 7, 8, 9, 10, 11, 12, 13 p. 58, 59, 60

Demonstrate desire and will 2, 3, 4, 5 p. 59, 60
artistic codes.
48
Develop cooperative skills to 8, 9, 10, 11, 12, 13 p. 58, 59, 60


Learn from others and with 1, 8, 9, 10 p. 57, 58, 59, 60
others.
Value learning as a source of 1, 8, 9, 10, 11, 12, 13 p. 59, 61
personal and social
enrichement and understand
that it deserves the effort that
it requires.

Demonstrate assertiveness 1, 8, 9, 10, 11, 12, 13 p. 59, 60
foreign language.
49
UNIT 7
MOVING BODIES
OBJECTIVES

2. To identify the structural elements of the human figure.
3. To appreciate the importance of light and shade in representing the human
figure.
4. To represent movement, using the structure of the human figure as a starting
point.
5. To narrate a story through the sequencing illustrations.
6. To study the proportion of the different elements of the human head as
established by Leonardo da Vinci.
7. To consider the relationship between the elements of the human face.
8. To develop fine motor skills when making artwork.
CONTENTS
Concepts
Elements of visual art.
- Proportion as a necessary element in representing images.
- Line and colour in representational drawing.
- Volume in the human figure.
Artistic composition.
- The human figure as a central subject in works of art.
- Representational drawing.
- Drawing as a narrative element in comic strips and story telling.
- Structure in representing the human figure.
- Proportion in the human figure.
- The human figure in art history: The proportions of the head and a
standing nude (Leonardo da Vinci).
- The stages of elaborating works of art.
- Illustrating the significant events of a story.
Procedures
Observing the human figure and its positions.
Representing the proportions of the human figure.
Representing movement taking the human figure's structure as a starting
point.
Applying light and shade in creating volume in the human figure.
Observing geometrical elements in the human figure's composition.
Drawing figures in different positions based on the models position.
Colouring in figures.
Sequencing of a story through illustrating its most important events.
50
Studying and reproducing Leonardo da Vincis The proportions of the head

and a standing nude.
Making human faces by taking magazine cutouts as a starting point.
Attitudes
Showing interest in observing the human figure and its positions.
Showing interest and making an effort when representing the human figure.
Showing care in the treatment of volume in the human figure.
Showing care in the drawing of figures in different positions.
Showing care in and attention to maintaining order in the process of creating
works of art.
Showing interest in studying of proportion in Leonardo da Vincis work.
Paying attention to proportion when creating human faces from magazine
cutouts.
Making an effort to coordinate fine motor skills when carrying out activities.
Enjoying the process of creating a work of art.
EVALUATION CRITERIA
classmates.
2. To draw and finish human figures, colouring them based on the models that
have been given.
3. To reproduce a given model with the greatest exactness possible.
4. To apply light and shade in the drawing of a human body to be able to convey a
sense of volume.
5. To draw parts of the body in order to complete the human body, using a given
model as a starting point.
6. To relate a range of body parts to their corresponding geometric shapes for a
robot.
7. To reproduce the figure of a robot in different positions.
8. To produce four illustrations in sequence for a story or a narrative.
9. To copy the human head according to the canon established by Leonardo da
Vinci in his work The proportions of the head
10. To create faces by using magazine cutouts from different human faces.
11. To correctly cut and paste objects.
places.

Worksheet 1 (p. 61): The theme of friendship allows us to think about the value of
friends and be conscious of the importance of caring for them. Worksheet 5 (p. 65):
The sequence of images makes us reflect on the role that parents have in taking
care of their children.
Peace Education.
Worksheet 1: The images of different races make us think about the multiracial
diversity that is characteristic of us as humans, the importance of not discriminating
on the basis of race and respecting equality amongst people. Worksheet 7 (p. 67):
51
The suggested activity gives children the opportunity to think about the similarities
and differences of human beings.
Health Education.
The entire theme of the work unit allows us to think about the value of physical
activity as an important part of physical health.
The entire theme gives us the chance to consider the similarities and differences
between men and women; however it should be understood that this should not
lead to a consideration of respective social roles in society. Worksheet 1: The
theme of friendship allows us to think about this value, considering the friendship
between boys and girls as something normal and necessary to co-exist.
Worksheet 2 (p. 62): The activity of the scuba-diver will make us think about the
importance of taking care of the environment for the benefit of everybody.
Sex Education.
Worksheet 5: The sequence of images allows us to share with children the
importance of parental care in our lives.
Consumer Education.
The entire theme allows us to think about and further value ones own materials
and personal belongings as things that have to be taken care of and maintained. In
a similar way, we can stress the importance of respecting the rules of use, safety
and maintenance of working tools. Worksheet 1: This activity allows us to value
play as something fundamental in using ones free time. Worksheet 7: This activity
allows us, above all, to value our own work and that of others, while promoting
artistic expression as a way to spend ones leisure time in a creative and non-
consumerist way.

SUBCOMPETENCES

Manage basic mathematical 4, 5, 6, 7 p. 64
types of numbers,
Apply mathematical 2, 3, 4, 5, 6, 7, 8, 10 p. 61, 62, 63, 66, 67
52

Use knowledge of the human 2, 4, 5 p. 61, 62, 63
environment.
Apply autonomous healthy 1, 2 p. 57, 59, 60
habits related to self care
(nutrition, exercise, sleep).

Participate actively and 10, 11 p. 61

Demonstrate desire and will 2, 3, 4, 5, 6, 7, 8, 9, 10 p. 61, 62, 63, 64, 65, 66, 67
artistic codes.
Know the main techniques, 4, 6, 9, 10 p. 62, 63, 65, 66, 67
cultural heritage.

Develop skills to obtain 3, 4, 5, 7, 8 p. 64, 65, 67
integrating the new
experience.
foreign language.
53
UNIT 8
INTERPRET AND CREATE
OBJECTIVES

2. To understand the changes that have taken place in the transformation of a
figurative composition into an abstract composition.
3. To appreciate the basic structure of objects in the making of a work of art.
4. To make spontaneous creations using a variety of materials.
5. To illustrate a literary work.
6. To become familiar with P. Czannes painting Apples and Oranges by colouring
fragments of it.
7. To develop fine motor skills when making a group collage.
CONTENTS
Concepts
- The transformation of images.
- Introduction to figurative and abstract painting.
- Artistic elements (line, shape, colour, etc) that generate ways of
representing reality.
- Ways to represent perspective in artistic works.
- Introduction to abstract compositions.
- Drawing as a framework and support in works of art.
- Artistic appreciation that exist in literature.
- Elements that shape a piece of art: Apples and Oranges (P. Czanne).
- Copying as a learning technique.
- Collage.
Procedures
Observing the transformations of a figurative landscape into an abstract
landscape.
Transforming images from figurative into abstract.
Using the grid in artistic compositions.
Interpreting figurative and abstract painting.
Creating simple abstract compositions.
Experimenting with the biggest possible variety of drawing and painting
tools.
Reading and interpreting the image in a work of art.
Colouring in of images and shapes.
Graphic expression in literary texts.
The making of a collage.
Participating in group work.
54
Cutting and pasting.

Laminating with PVC glue.
Attitudes
Having an enterprising, inventive attitude when creating simple abstract
compositions.
Appreciating abstract works of art.
Showing interest in the graphic expression of literary texts.
Making an effort to coordinate fine motor skills when drawing lines and
shapes.
Enjoying making a collage.
Reflecting on the elements that shape a piece of art.
Showing interest and participating in group activities.
EVALUATION CRITERIA
1. To use the vocabulary from the work unit when talking into the teacher and
classmates.
2. To identify the transformations of a figurative composition in its conversion into
an abstract composition.
3. To apply the transformations to a figurative image in order to make an abstract
composition.
4. To use the grid in order to reproduce both a figurative and an abstract work of
art.
5. To draw the structure of a set of given objects and to colour them.
6. To draw lines freely using a model as a starting point, generating shapes and
delineating spaces.
7. To colour the shapes that have been made using a range of tools and materials.
8. To express the content of a poem graphically, including what this poem makes
us think of.
9. To colour a part of P. Czannes painting in a similar way to the rest of the
painting.
10. To colour a piece of newspaper using wax crayons.
11. To cut the paper into small pieces and glue them down to form closed polygonal
shapes.
12. To participate actively in the making of a group collage.
places.

Worksheet 1 (p. 69): The process of transforming the landscape of a figurative
painting into an abstract painting can stimulate thinking about the respect that our
environment, both natural and human-made, demands because it belongs to all of
us. Worksheet 5 (p. 73): The description of the landscape in this worksheet guides
us to understand that with all its richness and colour, it is something that belongs to
all of us and so therefore deserves our care and attention. Worksheet 7 (p. 75):
Making a collage as a group will cause us to think about the importance of all class
members participating in carrying out common tasks.
55
Health Education.
Worksheet 2 (p. 70): The requirement of this worksheet (to copy a still life painting)
aims to consider the importance of proper eating habits.
Worksheet 2: The issues dealt with in this worksheet, using Consumer Education
as a starting point, lead us to consider the importance of each family member
contributing to household chores.
Worksheet 1: The process of transforming the landscape of a figurative painting
into an abstract painting can stimulate thinking about how human beings can
transform landscapes through their own actions. Worksheet 7: Making a collage
with paper and recycled materials helps us to consider the importance of reusing
and recycling products in order to care for the environment.
Consumer Education.
The entire topic lets us think about the value of our own materials and personal
belongings as things that have to be taken care of and maintained. In the same
sense, we can stress the importance of respecting rules of use, safety and
maintenance of working tools.

SUBCOMPETENCES

Enjoy listening, reading and 1, 2, 3, 4, 5, 6, 7, p. 73
expressing thoughts and 8, 9, 10, 11, 12, 13
ideas in writing.
Identify and organise objects 2, 3, 5 p. 69, 70
according to particular spatial
criteria.
Manage basic mathematical 6, 7, 8, 11 p. 69, 72, 740
types of numbers,
Apply mathematical 2, 3, 4, 5, 6, 7, 11 p. 71, 73, 75
56

Explain the influence that the 1, 2 p. 69
landscapes.

Participate actively and 1, 12, 13 p. 70, 73

Develop an open and critical 2, 3, 4, 8 p. 69, 70, 72, 73, 75
attitude that respects diversity
of artistic expressions, as well
as sensitivity and aesthetic
sense, in order to understand,
value and enjoy artistic
expression.
Demonstrate desire and will 2, 3, 4, 7, 8, 9, 10, 11, 12 p. 69, 70, 71, 72, 73, 74, 75
artistic codes.
Know the main techniques, 2, 3, 4, 9, 12 p. 69, 70, 74
cultural heritage.
foreign language.
57
UNIT 9
THE ADVERTISING BEINGS
OBJECTIVES

2. To understand the importance of line, shape and colour in the advertising field.
3. To appreciate visual textures as elements within advertising.
4. To understand the role of representing images in advertising.
5. To appreciate the importance of commercial logos as an element used in
advertising.
6. Design a poster for the holidays.
7. To develop fine motor skills when making a magazine cover.
CONTENTS
Concepts
- Letters and advertising.
- Line, shape and colour in the advertising world.
- Framing and the use of graphic space in the journalism field.
- Light as an element that strengthens artistic works designed for
advertising purposes.
- Perspective as an element that strengthens advertising images.
- Representational drawing as a basic element in advertising images.
- The value of the image of the human figure in the field of journalism and
advertising.
- The artistic value of certain commercial logos.
- Different materials and tools.
- Mixed techniques.
- Visual communication signs and symbols.
Procedures
Looking at different types of letters.
Colouring.
Designing ones own typographic fonts.
Experimenting with and using a range of materials and tools.
Reproducing a range of given models.
Identifying visual textures.
Drawing and decorating signs.
Observing details in images.
Designing labels and inventing product labels.
Writing brief texts.
Designing and making a poster.
Designing a magazine cover.
58
Cutting and pasting images and texts from newspapers and magazines.
Using a range of mixed techniques.
Attitudes
Showing interest and taking care in the design and drawing of typographic
fonts.
Feeling curiosity and admiration when looking at details carefully.
Thinking about the artistic value of certain commercial logos.
Making an effort to coordinate fine motor skills when drawing lines and
shapes.
Showing interest in contemplating ones own artworks and those of others.
Valuing ones own creative works and those of others.
Helping out in group processes.
Participating in and enjoying the activities.
EVALUATION CRITERIA
classmates.
2. To look at and reproduce a range of given letters.
3. To use different types of visual textures to reproduce a variety of letter styles.
4. To look at and interpret details in advertising images.
5. To design labels for invented products.
6. To control line pressure when using pencils.
7. To colour shapes and images carefully inside the outline.
8. To choose a theme for the poster appropriate for the season.
9. To design and draw a scene that is appropriate to the subject of the poster.

Worksheet 3 (p. 79): The theme of signs may create interest in more investigation,
where children are encouraged to find signs in the areas around where they live,
making it easier for them to value that area more. Worksheet 5 (p. 81): Brands and
labels form part of the image-conscious society in which we live. With this in mind,
we may be led to think about the importance of imagery in our society and the most
recent and popular aesthetic criteria. Worksheet 7 (p. 83): The creating of a
magazine cover introduces the idea that the media (especially the press) is an
important entity in todays society.
Peace Education.
Worksheet 6 (p. 82): The theme of holidays allows us to consider the importance of
travel together with students.
Health Education.
Worksheet 5: The image presented in this activity (a cereal box) allows us to stress
the importance of good eating habits.
59
The entire theme allows us to think about and value the cooperation between men
and women in creating advertisements, brands, labels, magazines and billboards
that we see everywhere.
Worksheet 7: The designing of the magazine cover can lead students to think about
the importance of reusing and recycling paper.
Consumer Education.
This subject allows us to think about and further value advertising and its
relationship to the consuming of goods and services. This reality leads us to think
about the need for developing responsible consumer habits, in order to be able to
adequately interpret advertisements.
Road Safety.
Worksheet 4 (p. 80): The traffic light and the images of people representing
standing and walking pedestrians allow us to deal with the importance of both
drivers as well as pedestrians respecting road safety rules.

SUBCOMPETENCES

Communicate, verbally and in 1, 2, 3, 4, 5, 6, 7, 8, 9 All
writing, simple messages.
Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 8, 9 All
each area as an instrument
Apply the actions that define 1, 2, 3, 4, 5, 6, 7, 8, 9 p. 81, 82, 83
linguistic communication
Apply mathematical 3, 4, 5, 7, 9 p. 77, 80

Demonstrate critical thinking 4, 5, 8 p. 81, 82, 83
in the observation of reality,
the analysis of informational
and advertising messages,
and the adoption of
responsible consumer habits
in daily life.
60

Find, select, register and 1, 4, 5, 8 p. 83
analyse information using the
techniques and strategies
most appropriate based on
the source that contains it
(oral, written, audiovisual,
digital or multimedia).

Participate actively and 1, 9 p. 82, 83

Demonstrate desire and will 2, 3, 4, 5, 8, 9 p. 77, 78, 79, 80, 81, 82, 83
artistic codes.

Develop skills to obtain 3, 4, 5, 9 p. 80, 81, 82, 83
integrating the new
experience.
foreign language.
61
WORKSHOP (TERM THREE)
A LIT-UP SIGN
OBJECTIVES

2. To develop fine motor skills when making the letters of the lit-up sign.
3. To develop creative ability when decorating the lit-up sign.
5. To participate in the group activity of making the lit-up sign.
6. To develop confidence in ones own abilities in making creative artworks.
CONTENTS
Concepts
- Artistic elements as generators of ways of representing reality.
- Letters and advertising. Types of letters.
- Line, shape and colour in the advertising world.
- Visual texture in advertising.
- Framing and the use of graphic space.
- Light as an element that strengthens artistic work designed for
advertising purposes.
- Perspective as an element that strengthens advertising images.
Procedures
Looking at illustrations that serve as a guide when making a work of art.
Drawing letters using the overhead projector.
Colouring letters using different coloured pastel crayons.
Coating letters with PVA glue.
Pasting letters onto a piece of polystyrene.
Pasting letters onto the background surface of the sign.
Colouring in the shadow for each of the letters.
Attitudes
Curiosity in looking at illustrations that serve as a guide.
Taking pleasure and showing interest in making and decorating the lit-up
sign.
Showing respect for the contributions of others in the class.
Valuing ones own artwork and those of others.
62
EVALUATION CRITERIA
classmates.
2. To draw and colour the corresponding letter of the lit-up sign.
3. To coat and paste the letter onto the background surface of the sign.
4. To apply the appropriate colours and tones to the corresponding letter.
5. To draw with a coloured pencil the shadow of the corresponding letter.
places.
8. To participate actively in the making of the lit-up sign with a cooperative attitude.
10. To value proposals and ideas of other group members.
11. To carry out ones own tasks responsibly within a collective working
atmosphere.
IV. CROSS CURRICULAR THEMES

The workshop encourages thinking about the importance of cooperation between
classmates, appreciating the fact that group work is advantageous to life in any
society. The workshop provides the opportunity to appreciate that the school
premises are something that belong to all of us, which makes it easier to stimulate
an awareness of the importance of respecting and taking care of them.
Peace Education.
Health Education.
these tools in order to prevent accidents.
Making a lit-up sign with the rest of the members of the class stimulates an
awareness of the importance of cooperation between men and women in all tasks
in our daily life.
Consumer Education.
The workshop allows us to think about artistic expression as a way of spending our
leisure time, which facilitates our development, enjoyment, and rest. The workshop
also strimulates thinking about and appreciating ones own materials and personal
and group belongings as things that have to be taken care of and maintained. The
63

SUBCOMPETENCES

Apply the actions that define 1, 2, 3, 4, 5, 6, 7, All
linguistic communication 8, 9, 10, 11, 12, 13
Use language as a tool for 1, 8, 9, 10 p. 87, 88
peaceful resolution of
conflicts, eliminating
derogatory words and sexist
and discriminatory
expressions.
Apply mathematical 2, 3, 4, 5 p. 85, 87, 88

Demonstrate critical thinking 8, 9, 10, 11 p. 85
and the adoption of
in daily life.

Organise, relate, analyse and 9, 10, 11, 12, 13 All
synthesise information in
order to understand its
meaning and integrate it in
outlines based on prior
knowledge.

Practice communication and 8, 9, 10, 11 p. 87, 88
negotiation skills in order to
reach agreements as a way
to resolve conflicts, both at a
personal and social level.

Develop cooperative skills to 7, 8, 9, 10, 11, 12, 13 All
64

Demonstrate personal 8, 9, 10, 11, 12, 13 All
competence in order to
stimulate motivation, self-
confidence and the joy of
learning.

foreign language.
65
FOURTH GRADE UNIT PROGRAMMES

Below, the programme for each one of the 9 teaching units is completely developed in
which the contents for this fourth grade has been organised and sequenced. Their
corresponding teaching objectives, contents, evaluation criteria and basic competences
associated with evaluation criteria and activities have been indicated in each one of
them.
UNIT 1
LETS GET TO WORK
OBJECTIVES
1. To use the vocabulary from the work when talking to the teacher and
classmates.
2. To appreciate the importance of line, colour and blob in artistic works.
3. To plan and make simple artistic compositions.
4. To use drawing as a decorative formal element.
5. To become familiar with the technique used in Pointillism.
6. To develop fine motor skills when drawing lines, interwoven lines and when
drawing shapes.
7. To become familiar with the painting Yellow-Red-Blue by Wassily Kandinsky and
to analyse its elements.
8. To develop creative ability using the colouring of blobs as a starting point.
CONTENTS
Concepts
- Types of dots according to shape, size, colour, etc.
- Types of lines: straight, curved, wavy, broken, etc.
- Outline as a defining spatial element.
- Shapes in space.
- Interwoven lines as a creative formal element.
- Drawing as an element of communication and expression.
- The artistic value of line and the blob.
- Drawing and pigments.
- Gluing.
- Working surfaces of various sizes.
- Pencils. Coloured pencils. Felt-tip pens. Wax-crayons. Temperas,
paintbrushes, empty containers.
66
Procedures
Observing and interpreting images from the reality around us.
Free drawing and colouring of lines and dots, using given sets of models as
a starting points.
Making interwoven lines by following an example, using coloured pencils
and felt-tip pens.
Free drawing and design of interwoven lines.
Drawing a woven design on the grid.
Decorating objects and figures using interwoven lines.
Colouring figures with dots.
Looking at Wassily Kandinskys works of art.
Drawing shapes and colouring them freely.
Drawing and reproducing models.
Using paintbrushes and temperas.
Applying chromatic effects to achieve visual textures.
Cutting out figures.
Attitudes
Thinking about what is seen in the artistic reality around us.
Having a thoughtful attitude towards design and the drawing of interwoven
lines.
Making an effort to coordinate fine motor skills when drawing dots, lines and
interwoven lines, and when using scissors.
Taking pleasure in using colours.
Taking pleasure in and showing an interest in decorating objects.
Valuing originality and creativity in designing interwoven lines and
decoration.
Showing appreciation for the artistic value of line and blob in Yellow-Red-
Blue.
Showing concern for appropriately presentating ones work.
Valuing ones own works of art those of others.
EVALUATION CRITERIA
classmates.
2. To apply lines, as well as lines and blobs together, to create a variety of forms.
3. To design and colour interwoven lines for already delineated spaces.
4. To make simple interwoven lines using a pencil and colouring them using felt-tip
pens.
5. To decorate objects using the most appropriate pattern of interwoven lines.
6. To use appropriate colours when reproducing a given set of models.
7. To create interwoven lines inside a set of given shapes without going outside
the lines.
8. To colour a set of given pictures without going outside the lines.
9. To draw and colour lines and shapes extending out from Vassily Kandinskys
work.
10. To apply colours and lines to achieve visual textures when reproducing shapes
of wood pieces.
67
Moral and civic education.

As a standard practice, and throughout the entire school year, covering a variety of
themes and content on the subject of Art should lead to an appreciation of societys
artistic expressions as forming a part of our collective heritage. Worksheet 2 (p. 6):
The design of patterns of interwoven lines using both lines and dots aids in
appreciating each persons contributions within a society, which fosters civic values
that should guide life in a community. Worksheet 3 (p. 7): The activity of fixing a
chair can be related to the importance of respecting and taking care of the property
in our immediate surroundings as an example of civic behaviour.
Health education.
Worksheet 5 (p. 9): This activity leads to thinking about childrens eating habits,
letting us insist on the need to incorporate fruit in daily meals, in order to achieve a
healthy and balanced diet.
Non-sexist education.
Worksheet 3: The activity in this worksheet and its relationship with taking care of
ones surroundings and environment, leads to thinking about cooperation between
men and women in society. It also makes us think about the fact that caring for our
surroundings is everybodys responsibility.
Environmental education.
Worksheet 7 (p. 11): The motif in Wassily Kandinskys painting encourages curiosity
for living beings and admiration for nature, fostering an appreciation of the
environment as something that has to be taken care of and maintained.
Consumer education.
As a standard practice, and throughout the whole school year, covering various
topics and content on the subject of Art should lead to thinking about the role of
artistic expression as a type of free time activity. This aids in our development,
enjoyment and leisure time use, as well as encouraging the appreciation of artistic
expression, in ones own works and those of others. Worksheet 2: Thinking about
the design and construction of patterns of interwoven lines allows an appreciation
of creativity and originality in the design of products. Worksheet 3: The activity of
fixing a chair can be related to the need to take care of everyday objects one uses
as a guideline for responsible consumption.
In addition, the work unit allows children to realize that ones own materials are
something that have to be taken care of and maintained. By the same token, the
rules of use, safety and maintenance of working tools can be emphasized.

SUBCOMPETENCES

Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 All
68
Apply the actions that define 1 All

Manage basic mathematical 2, 3, 4, 5, 6, 7, 8, 9, 10 All
types of numbers,

Develop the ability to interact 3, 5, 10 p. 8, 9, 10
Apply autonomous healthy 1 p. 9
(nutrition, exercise, sleep ).

Manage different basic 2, 3, 4, 5, 6, 7, 8, 9, 10 All

Participate actively and 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 All

Develop an open and critical 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 p. 5, 6, 10, 11
expression.
Demonstrate desire and will 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 All
artistic codes.
69

Demonstrate assertiveness 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 All
foreign language.
70
UNIT 2
COLOURS EVERYWHERE
OBJECTIVES

2. To combine primary colours to achieve secondary colours.
3. To capture detail in objects and in works of art.
4. To understand the concept of hot and cold colours.
5. To appreciate range and tone in artistic works.
6. To become familiar with Claude Monets painting Bouquet of Sunflowers and
analyse its elements.
7. To develop fine motor skills in coordinating shape and colour and when using
scissors.
CONTENTS
Concepts
- Mixtures of colour.
- Range and tone.
- Sensations conveyed through colours.
- Gradation and blurring.
- Harmony.
- Work as a process.
- Drawing as a support for colour.
- Colour and shapes in drawing.
- Drawing of objects.
- Mixtures of colour.
- The importance of colour in art.
- Work as a process.
- Blurring.
- Gradation.
- Coloured pencils. Wax-crayons. A pencil. Fine felt-tip pens. Scissors.
Procedures
Identifying and using primary colours according to a set of given guidelines.
Producing secondary colours.
Colouring in of objects and forms.
Reproducing objects and scenes using a set of given models as a starting
point.
71
Making patterns using different colour tones.

Identifying and using hot and cold colours in various situations.
Looking at Claude Monets work.
Free drawing and colouring of shapes using the image of Claude Monets
painting as a starting point.
Applying tone and gradation in certain objects to achieve the visual effect of
volume.
Cutting out shapes.
Attitudes
Showing interest in and making an effort to use vocabulary from the work
unit.
Taking pleasure in the use of colours.
Showing interest in studying objects and scenes and their details.
Curiosity for and observing the artistic reality that is around us.
Taking care in the making of patterns.
Paying attention when applying colour tones.
Thinking about the sensations conveyed through colours.
Showing appreciation for the artistic value of colour in Bouquet of
Sunflowers.
Making an effort to coordinate fine motor skills when using scissors.
EVALUATION CRITERIA
classmates.
2. To apply primary colours correctly to achieve secondary colours.
3. To reproduce the proposed model as faithfully as possible.
4. To draw a desert and a mountain landscape, applying the chromatic range that
is most appropriate for each case.
5. To colour in a variety of landscapes, applying the tones that correspond to the
different seasons of the year.
6. To draw patterns in a single colour, applying a range of tones.
7. To look at and comment on Claude Monets work.
8. To make and colour lines and shapes extending from Claude Monets work.
9. To apply tone and gradation correctly to objects to convey the sensation of
volume in forms.
10. To apply shading to objects to increase the sensation of volume in forms.
11. To cut out shapes correctly.
places.

Worksheet 3 (p. 15): Colouring landscapes provides children with the opportunity to
think about the importance of taking care of them as part of our heritage.
Worksheet 6 (p. 18): Contemplating Claude Monets work is ideal for gaining an
awareness of the importance of taking care of our parks and gardens. By the same
72
token, this work of art inspires an appreciation of humankinds artistic

accomplishments.
Health education.
Worksheet 7 (p. 19): Using scissors provides the opportunity to think about the
importance of being careful when using working tools in order to prevent accidents.
Worksheet 2 (p. 14), Worksheet 5 (p. 17) and Worksheet 6: The activities in these
worksheets and their relationship with taking care of ones surroundings and
environment leads to thinking about cooperation between men and women in
society. It also makes us think about the fact that caring for our surroundings is
everybodys responsibility. In this way, students should appreciate the importance
of boys and girls, and men and women, cooperating in the shared tasks of their
lives.
Worksheet 2: Reproducing the model of the parrot provides the chance to think
about the beauty of nature and stimulates awareness of the importance of taking
care of and protecting animals. Worksheet 5: The colours of the seasons
encourage children to think about the environment and our natural surroundings as
things that we must all take care of, thereby promoting respect for nature.
Worksheet 6: Contemplating Claude Monets painting is ideal for thinking about the
importance of taking care of plants.
Consumer education.
As a standard practice, this unit aims to encourage respect for the rules of use,
safety and maintenance of working tools. By the same token, evaluating the artistic
expression of ones own work and that of others must be encouraged. In addition,
the subject allows thinking about and appreciating ones own materials and
belongings as things that have to be taken care of and maintained. The importance
of respecting rules of use, safety and maintenance of tools can also be stressed.

SUBCOMPETENCES

Speak, listen and, in general, 1 All
participate in dialogue and
debate in an organised and
clear manner.
Apply mathematical 2, 3, 4, 5, 6, 9, 10 p. 13, 14, 15, 16, 19
73

Recognize the importance of 4, 5 p. 14, 15, 17, 18
diversity.


Participate actively and 1, 2, 3, 4, 5, 6, 7, All
responsibly in group learning 8, 9, 10, 11, 12

Demonstrate desire and will 1, 2, 3, 4, 5, 6, 7, 8, 9 All
artistic codes.
Know the main techniques, 1, 2, 3, 4, 5, 6, 7, 8, 9 All
cultural heritage.

Develop skills to obtain 2, 3, 4, 5, 6, 7, 8, 9 All
integrating the new
experience.
foreign language.
74
UNIT 3
LETS LOOK AT SHAPE
OBJECTIVES

2. To investigate the types of shapes produced by line and colour.
3. To appreciate the importance of symmetry in people.
4. To investigate axes of symmetry as formal elements of objects, animals and
plants.
5. To develop fine motor skills when drawing axes of symmetry and when using
scissors.
6. To make Christmas decorations.
CONTENTS
Concepts
- The relationship between dot and line as elements that generate shape.
- The structure of shape: the axes of symmetry.
- The condition of symmetry.
- Types of shapes: those produced using line and those produced using
colour.
- Visual texture in producing works of art.
- Shapes and how they are organised within a work of art.
- Materials of different textures.
- Techniques and materials that will depend on the result that are being
sought.
- Coloured pencils.
Procedures
Looking at visual textures.
Freely creating visual textures.
Drawing objects according to a given set of guidelines.
Applying various visual textures in producing works of art.
Identifying the axes of symmetry.
Colouring in shapes and figures.
Drawing peoples faces using the axes of symmetry as a starting point.
Differentiating natural and human-made shapes.
Drawing plants and animals using the axes of symmetry as a starting point.
Using sketches in the process of drawing.
Looking at the Lady of Elche.
75
Drawing and colouring the Lady of Elche, using its symmetric half as a
starting point.
Colouring and cutting out objects and figures.
Attitudes
Taking pleasure in observing the artistic reality that is around us.
Showing interest in and a liking for working with elements that generate
textures.
Showing care in creating shapes that are increasingly more personalised.
Showing care in the treatment of details when drawing objects.
Making an effort to coordinate fine motor skills when drawing symmetrical
objects.
Taking pleasure and showing an interest in making Christmas decorations
Showing concern for the use of tools and techniques based on the outcome
that is desired.
Showing appreciation for the artistic value of shape in the Lady of Elche.
EVALUATION CRITERIA
classmates.
2. To create freely a variety of visual textures through the use of lines and dots.
3. To apply different textures in artistic works.
4. To draw faces of a given set of characters imitating their physiognomy.
5. To colour the images of individual characters, applying colours provided in the
models for skin tone, colour and other features.
6. To finish colouring figures of animals and plants, according to the indication
provided by their axis of symmetry.
7. To draw and colour animals and plants that have a symmetric shape.
8. To finish drawing and colouring an aeroplane, using one half of it as a model.
9. To finish drawing and colouring the figure of the Lady of Elche using its
symmetric half as a model.
10. To use scissors correctly.
11. To colour in the hollys leaves and berries using a set of guidelines as a starting
point.
12. To accurately cut out figures.
places.

Worksheet 5 (p. 25): The image of an aeroplane will allow us to evaluate the
development of various forms of transport that result from the efforts of scientists
and technicians who have contributed to the progress of our society.
Peace education.
Worksheet 3 (p. 23): The activity of drawing faces of people who belong to different
races and cultural groups facilitates thinking about the fact that people belonging to
different racial groups have features that differentiate them, fostering an awareness
76
of the fact that racial diversity and/or origin must not lead to discrimination, under
any circumstance. Worksheet 7 (p. 27): This activity fosters an understanding of the
Christmas season as a celebration of peace and harmony.
Health education.
Worksheet 7: Christmas can give us the opportunity to think about the importance
of a balanced diet, as opposed to indulging in sweets that is common practice at
this time of year.
Worksheet 7: This activity allows for thinking about and being aware of the
importance of cooperation between men and women in preparing Christmas
celebrations.
Worksheet 4 (p. 24): The images in this activity will stimulate an appreciation of
nature as a habitat (an environment in which animals and plants live and breathe)
and an awareness of the role that we all have in caring for and protecting it.
Consumer education.
As a standard practice, this unit should develop a respect for the rules of use,
safety and maintenance of working tools. In the same way, valuing ones own works
of art and those of others must be encouraged. Worksheet 6: The activity on the
Lady of Elche provides children with the opportunity to appreciate looking at works
of art as a constructive way of spending ones leisure time, quite different from the
impulse to buy that is a common practice at this time of year.
Road-safety Education.
Worksheet 5: The image of an aeroplane will allow us to think about the
advancements in modes of transport, particularly the way in which they allow long-
distance journeys to be made in very short periods of time.

SUBCOMPETENCES

Identify and organise objects 6, 7, 8, 9 p. 23, 24, 25, 26, 27
criteria.
Manage basic mathematical 2, 4, 5, 6, 7, 8, 9 p. 23, 24, 25, 26, 27
types of numbers,
77


men and women.
Understand the features of 1 p. 23, 26
current societies, their
growing diversity and
evolutionary nature, as well
as the contribution that
different cultures have

Demonstrate desire and will 2, 3, 4, 5, 6, 7, 8, 9 All
artistic codes.
Know the main techniques, 9 All
cultural heritage.

Value learning as a source of 1, 2, 3, 4, 5, 6, 7, All
personal and social 8, 9, 10, 11, 12, 13
it requires.
foreign language.
78
WORKSHOP (TERM ONE)
HOW DO WE GET IN?
OBJECTIVES

2. To develop fine motor skills when making the door.
3. To develop creative ability when decorating the door.
5. To participate in the group activity of making the door.
6. To develop confidence in ones own abilities to make creative artworks.
CONTENTS
Concepts
- Mixtures of colour; range, blurring, tone.
- Shapes within space.
- 3D constructions.
- Visual texture in works of art.
- Drawing and pigment.
- Colour and the shapes within a picture.
Procedures
Looking at illustrations that serve as a guide when making an art project.
Measuring.
Applying chromatic effects to achieve visual texture.
Cutting out figures and paper according to given measurements.
Cutting out polystyrene pieces.
Gluing shapes.
Applying tone and blurring to a given set of objects to achieve a volumetric
visual effect.
Putting up decorations
Attitudes
Taking pleasure and showing interest when putting the door together and
decorating it.
79
EVALUATION CRITERIA
classmates.
2. To make the appropriate parts of the door (wooden panels and studs).
3. To correctly glue the pieces of wood onto the pieces of polystyrene and glue on
the studs.
4. To mix the appropriate colours to achieve a variety of colours and tones.
5. To apply the previously mixed colours to the door to achieve an adequate
sensation of volume and light.
6. To hang the previously made decorations and holly wreath.
places.
9. To participate actively in the making of the door, showing a cooperative attitude.
10. To express ones own opinions, showing respect for others.
12. To carry out ones own tasks responsibly in a collective work process.

The Workshop encourages thinking about the importance of cooperation among
classmates, in order to appreciate the fact that group work is advantageous to life
in any society. The Workshop provides the chance to appreciate that the school
premises are something that belong to all of us, which makes it easier to gain an
awareness of the importance of respecting and taking care of them. Making this old
style door, which is similar to those that can be found on old village houses,
provides children with the chance to investigate their immediate surroundings and
find out about the lives of their older family members, which stimulates an
appreciation of our heritage.
Peace education.
Health education.
use of these tools in order to prevent accidents.
Making a door with the rest of the members of the class stimulates an awareness of
the importance of cooperation between men and women in all tasks in our daily life.
Making a holly wreath to decorate the door allows thinking about the importance of
taking care of parks and gardens in our local area, which stimulates an appreciation
of the importance of respecting and taking care of nature.
Consumer education.
The Workshop allows us to think about artistic expression as a way of spending our
80
group belongings as things that have to be taken care of and maintained. The

SUBCOMPETENCES

Communicate, verbally and in 1, 10, 11 All
Use specific vocabulary from 1, 2, 3, 4, 5, 6, 9, 10 All
Apply mathematical 4, 5 p. 31, 32

Manage different basic 2, 3, 4, 5, 6 p. 31, 32

Participate actively and 1, 7, 9, 10, 12, 13, 14 p. 29, 30, 31, 32

Demonstrate desire and will 4, 5, 6 p. 31, 32
artistic codes.
Develop cooperative skills to 2, 3, 4, 5, 6, 7, 8, p. 30, 31, 31
contribute to reaching a final 9 10, 11, 12, 13, 14

Learn from others and with 9, 10, 11, 12 p. 31, 32
others.
81
Value learning as a source of 9, 10, 11, 12, 13, 14 p. 29, 30, 31, 32
personal and social
it requires.

Demonstrate assertiveness 9, 10, 11, 12 p. 31, 32
foreign language.
82
UNIT 4
LIGHT IN OBJECTS
OBJECTIVES

2. To recognize tone and contrast as elements that portray physical volume in
artistic works.
3. To identify the light-shade binomial as an element for representing volume.
4. To experiment with colours and contrasts in defining the lighting of objects.
5. To grasp the importance of volume in the drawing of animals.
6. To develop fine motor skills for controlling the pressure placed on tools on a
given surface.
7. To apply colour using a range of techniques when decorating images.
8. To become familiar with Johannes Vermeers painting Young Woman with a
Water Pitcher, and to analyse the use of light within this composition.
CONTENTS
Concepts
- Light as a generator of various elements of artistic value: tone and
contrast.
- The light-shade binomial as an element for representing volume.
- Range and tone.
- Drawing animals.
- Volume, light and point of view in works of art.
- Volume as a direct representation of physical reality.
- Thickness and intensity of line as a way of representing volume.
- Representing light through the absence of colour.
- Light and volume in works of art.
- Blurring. Applying colour using a range of tools and techniques.
- Pencil, wax crayons and felt-tip pens. Cutting and pasting.
Procedures
Identifying light and shade in a given set of images.
Using tone showing volume and light.
Using the rubber on shades produced by the pencil.
Using light and shade in representing objects.
Colouring in images using various tones of the same colour.
Controlling the pressure of tools on a surface.
Applying colour using a variety of tools and techniques.
Discriminating between natural and human-made shapes. Drawing animals.
Deconstructing an object into a range of volumes.
83
Colouring in figures and objects from Johannes Vermeers work.

Creating different tonal pigmentation.
Cutting and pasting coloured newspaper pieces.
Attitudes
Showing interest in looking at the artistic reality that is around us.
Showing interest in and a liking for working with volumes.
Making an effort to control drawing lines.
Showing curiosity and interest when identifying areas of light within shapes.
Making an effort to coordinate fine motor skills when drawing.
Showing a liking for the interpretation of the painting Young Woman with a
Water Pitcher.
Showing effort in achieving harmony between colour and shape in drawings.
EVALUATION CRITERIA
classmates.
2. To identify tone and contrast in representing volume.
3. To use a rubber to generate the effects of light in areas that have been shaded
by pencil.
4. To use light and shade in representing volume in a given set of drawings.
5. To apply a range of tones to represent a single source of light in a given set of
drawings.
6. To identify the area of light in a given set of images.
7. To colour in the figure of a toucan, appropriately applying light and shade.
8. To colour in objects from Johannes Vermeers work, faithfully following the
model.
9. To create different tones of one colour using tempera.
10. Te paint sheets of newspaper using the colour tones that have been created.
11. To apply various degrees of pressure on tools onto a surface when creating a
work of art.

Worksheet 6 (p. 38): The theme in this worksheet stimulates an appreciation for
works of art as a heritage of humanity.
Peace education.
Worksheet 3 (p. 35): The theme of this activity lends itself to appreciating play as a
way of fostering friendship and building relationships with other people.
Health education.
Worksheet 5 (p. 37): Colouring the scoops of ice cream provides children with the
chance to think about the importance of a healthy and balanced diet, in which fruit
should form a basic part. It also stresses the importance for children of recognizing
the need to form good eating habits.
84
Worksheet 3: The theme of play allows us to think about boys and girls mutual
participation in games and other recreational activities, fostering an appreciation of
cooperation and coexistence between both sexes.
Worksheet 4 (p. 36): The colouring of the toucan stimulates an understanding and
further awareness of the need to respect and take care of both animals and the
environment in which they live, which fosters a love of nature.
Consumer education.
As a standard practice, this unit should foster an appreciation of artistic expression,
ones own work and that of others. Worksheet 1 (p. 33): The aim of this activity
(Colouring with a rubber) is to promote thinking about the importance of
appropriate use and care of materials and tools that are for individual and collective
use. Worksheet 3: The theme of this activity promotes the idea of play and
recreational physical activity with friends and classmates as an ideal way of taking
advantage of ones free time at this age. Worksheet 7 (p. 39): Completing this
activity provides the chance to reflect on the importance of the process involved in
making things that we use in our daily lives, which facilitates appreciating goods
that are regularly used as well as learning how take care of them.

SUBCOMPETENCES

Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 All
Apply mathematical 2, 4, 5, 6, 9, 10 p. 33, 34, 35, 36, 37, 38, 39

Recognize the importance of 1 p. 36
diversity.

Manage different basic 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 All
85

Demonstrate desire and will 3, 4, 5, 6, 7, 8, 9, 10 p. 33, 34, 35, 36, 37, 38, 39
artistic codes.
cultural heritage.

Develop skills to obtain 2, 3, 4, 5, 6, 9, 10 p. 33, 34, 38, 39
integrating the new
experience.
foreign language.
86
UNIT 5
FROM WHERE I AM
OBJECTIVES

2. To differentiate the characteristics of vertical and horizontal layouts in works of
art.
3. To apply framing in representing graphic spaces.
4. To represent images understanding the proportion of objects that are close up
and far away.
5. To use the grid in representing objects.
6. To develop fine motor skills when handing objects and materials.
7. To take part in group compositions.
8. To become familiar with Camille Pissarros painting Landscape with Peasants
and Plough and reproduce a fragment of it.
CONTENTS
Concepts
- Utilization of visual space: distribution (horizontal and vertical) and
structure.
- The grid.
- Global perspective of graphic space.
- Framing as a resource to compose works of art.
- Proportion between the dimensions of a surface and the size of the
images represented within it.
- Global perspective of graphic space.
- Drawing as a way to show the different perspectives of an object.
- Framing and utilizing graphic space in works of art.
- The grid as an instrument for structuring graphic space.
Procedures
Looking at and identifying the distribution of elements within images.
Creating using a horizontal and vertical layout.
Using drawing as a space organizer.
Reproducing objects using the grid as a starting point.
Free drawing in a limited space and from a specific point of view.
Drawing of objects according to their proximity and distance.
Using mixed techniques.
Using the grid to organize graphic space.
Colouring, cutting and gluing of shapes.
87
Using different-sized surfaces.

Looking at Camille Pissarros work.
Drawing and colouring objects.
Attitudes
Showing interest when using vocabulary from the work unit.
Showing interest in looking at the artistic reality that is around us.
Showing curiosity for and interest in looking at and identifying the
distribution of objects in a given set of images.
Thinking about working surfaces as spaces that are to be filled up with
content.
gluing figures.
Taking pleasure in group activities and projects.
Showing appreciation for the artistic value of the painting Landscape with
Peasants and Plough.
EVALUATION CRITERIA
classmates.
2. To represent objects that are in a horizontal and vertical layout.
3. To reproduce a landscape using a set of guidelines as a starting point and
keeping in mind the framing of this landscape.
4. To draw objects freely within a limited space and from a specific framing angle.
5. To draw and colour a car park remembering in mind the proximity and distance
of vehicles and other objects in the composition.
6. To represent proportioned objects correctly with respect to the observers
position.
7. To reproduce objects using the grid as a space organizer.
8. To colour in the forms of space ships.
9. To glue the space ships collectively onto the same surface, remembering the
composition of the work.
10. To pinpoint detail in Camille Pissarros work.
11. To draw objects and other elements of the landscape as an extension of
Camille Pissarros work.

Worksheet 1 (p. 41): The model of the worksheet stimulates thinking about life in
cities, taking into account the advantages and disadvantages of urban life. Life in
cities can also be approached from the point of view of appreciating cities and
towns as part of our heritage.
Peace education.
Worksheet 3 (p. 43): The theme of the activity stimulates thinking about the
classroom and the school as being places where people can spend time together,
as well as being places where dialogue and cooperation should be the key to
coexisting.
88
Health education.
Worksheet 6 (p. 46): The landscape that children have to colour causes one to
realize that trees and nature are important to our health. This develops an
appreciation for carrying out activities in a healthy environment.
Worksheet 7 (p. 47): Participating in the group activity that is dealt with in this
worksheet stresses the importance of caring for the environment that must be
understood by both boys and girls, encouraging an awareness of the importance of
men and women cooperating in their daily lives.
Worksheet 2 (p. 42): The picture of the bridge over the river provides children with
the opportunity to think about the importance of water in their daily lives and the
need to use natural resources economically. Worksheet 6: With the colouring of a
landscape as the aim of this activity, one thinks about the need to care for the
environment and value more the role of each person in keeping it clean.
Consumer education.
As a standard practice, this unit should encourage respect for the rules of use,
safety and maintenance of working tools. In the same way, appreciating the
artistic expression of ones own work and that of others needs to be encouraged.
Worksheet 2: The picture of the bridge over the river allows everybody to think
about their habits in terms of water consumption, stimulating an awareness of the
importance of responsible consumption.
Road-safety education.
Worksheet 4 (p. 44): Drawing cars in a car park allows children to appreciate
different modes of transport, fostering thinking on the problems caused by vehicle
overcrowding and the importance of parking them adequately to allow for proper
circulation of traffic.

SUBCOMPETENCES

Apply the actions that define 1 All
Identify and organise objects 2, 3, 4, 5, 6, 7, 8, 9, 11 p. 43, 44, 45, 46, 47
criteria.
89

Adequately perceive the 3, 10 p. 41, 42, 43, 46
Develop the ability to interact 2, 3, 4, 5, 6, 7, 9, 11 p. 43, 44, 45, 47


Participate actively and 1 p. 41, 42, 43, 44, 45, 46, 47

Demonstrate desire and will 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 p. 41, 42, 43, 44, 45, 46, 47
artistic codes.
Know the main techniques, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 p. 41, 42, 43, 44, 45, 46, 47
cultural heritage.

Assess what is done and self- 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 p. 41, 42, 43, 44, 45, 46, 47
assess, draw conclusions and
evaluate improvement
possibilities.
foreign language.
90
UNIT 6
THE WAY THINGS APPEAR
OBJECTIVES

2. To identify the importance of line in representing perspective.
3. To appreciate the importance of the order of planes when making an artistic
work.
4. To capture the importance that line and colour have in representing movement.
5. To develop skills to be able to handle perspective when drawing a landscape.
6. To develop fine motor skills when handling objects and materials in making a
giant mobile (Term workshop).
7. To become familiar with Alberto Giacomettis sculptures and to produce their
own sculptures in a similar style.
CONTENTS
Concepts
- Line in representing perspective.
- Line (intensity and thickness) in representing movement.
- Representing movement through colour: range and gradation.
- Perspective. Proportions. Movement.
- The order of planes when composing an artwork.
- Drawing, proportion and representing depth.
- Elements that represent movement in artistic compositions.
- Order when creating artworks.
- Elements that represent movement.
- Blurring and colour gradation.
- Experimenting with tools and materials.
Procedures
Drawing and colouring of objects, keeping perspective in mind.
Applying colours shades and gradation when copying landscapes.
Using drawing in organizing space.
Organizing planes when creating an artistic composition.
Looking at the representation of movement.
Identifying details that represent movement in illustrations.
Drawing of images using a set of guidelines as a starting point.
Using colour to represent space and movement.
Applying expressive possibilities for images in movement.
Looking at and reproducing landscapes in perspective.
91
Using proportion in drawings.

Looking at and reproducing sculptures by Giacometti.
Attitudes
Showing interest in and making an effort to use vocabulary from the work unit.
Taking pleasure in looking at the artistic reality that is around us.
Showing curiosity and interest in looking at, reproducing and drawing a given
set of images.
Showing interest and taking pleasure in working with ranges of colour and
gradation.
Making an effort to experiment and use a range of techniques and materials
and showing pleasure in doing this.
Making an effort to coordinate fine motor skills when colouring and cutting
shapes.
Taking pleasure in looking at and painting works of art.
Showing appreciation for the artistic value of sculptures by Alberto Giacometti.
EVALUATION CRITERIA
classmates.
2. To represent objects focusing on models and being mindful of perspective and
colour ranges.
3. To identify the successive planes in the image of a given model as well as its
horizon line.
4. To reproduce the image of a given model, drawing and colouring objects on the
various planes and using the horizon line.
5. To represent images in movement, with an appropriate use of line (intensity and
thickness).
6. To draw parts of the human body in order to finish drawing the body in different
positions.
7. To draw and colour human figures in different positions using a given set of
models as a starting point.
8. To correctly place and draw objects in a landscape, paying special attention to
the dimensions and proportions of these objects.
9. To decorate (with coloured pencils, wax crayons or felt-tips) the pieces of a
mobile.
10. To produce images based on Alberto Giacomettis sculptures, respecting the
given proportions of the models.
places.

Worksheet 1 (p. 49): The theme of dominoes provides children with the chance to
appreciate play as a way of cooperating with others. Worksheet 6 (p. 54): Alberto
Giacomettis sculptures provide them with the chance to appreciate works of art as
objects that are a part of everybodys heritage.
Peace education.
92
Worksheet 1 (p. 49): The theme of the game of dominoes lets us think about
playing as a way of developing friendships and companionship.
Health education.
Worksheets 3 (p. 51) and 4 (p. 52): The content of this worksheet offers us the
chance to think about the importance of physical activity as a part of a healthy
lifestyle. Through these activities one can also think about the importance of
appropriate clothing and footwear for playing sport and doing other recreational
activities. One can also think about the care and precautions that should be taken
to prevent illnesses or injuries.
Worksheets 3 and 4: The content of these worksheets lets us think about both boys
and girls receiving equal treatment when participating in physical and sporting
activities.
Worksheet 2 (p. 50): The picture of the landscape reminds us of the importance of
respecting and taking care of our natural environment. This leads to an awareness
of the options that exist for conserving and protecting nature. Worksheet 3: The
picture of a moving cyclist leads to thinking about atmospheric pollution and the
importance of using modes of transport that are ecologically friendly.
Consumer education.
Worksheets 3 and 4: The content of these worksheets lets us think about the
edifying role of physical activities and sport as ways of taking advantage of ones
free time. Worksheet 7: Preparing the giant mobile is an ideal opportunity to foster
an appreciation of ones own work and that of others.
Worksheet 3: The picture of the moving cyclist lets us think about rules and
regulations for cyclists, when travelling through streets, roads and parks in our local
environment. Worksheet 5 (p. 53): The image of the road gives children an ideal
opportunity to think about traffic regulations, stressing the importance of fastening
ones seatbelt when travelling by car.

SUBCOMPETENCES

Speak, listen and, in general, 1 All
participate in dialogue and
debate in an organised and
clear manner.
93
Apply mathematical 2, 3, 4, 5, 8 p. 49, 50, 51, 52, 53, 54, 55

Explain the influence that the 1 p. 50
landscapes.
Apply autonomous healthy 1 p. 51, 52
(nutrition, exercise, sleep ).


Participate actively and 1, 11 p. 49, 50, 51, 52, 53, 54, 55
Have skills to participate fully 1, 11 p. 51, 52, 53
rights, freedom,
rights of others.

Develop an open and critical 10 p. 54
expression.
cultural heritage.
foreign language.
94
WORKSHOP (TERM TWO)
SCULPTING WITH THE WIND
OBJECTIVES

2. To develop fine motor skills when making the elements for the mobile.
3. To develop creative ability when decorating the mobile.
5. To participate in the group mobile activity.
6. To develop confidence in ones own abilities to make creative artworks.
CONTENTS
Concepts
- Occupying graphic space.
- Colouring in spatial representation: range and blurring.
- Colour as a binding element of composition.
- Texture in artistic compositions.
- The concept of background, middle ground and foreground in artistic
compositions.
- Order in the making of a work of art.
- Drawing as a link between proportion and portraying depth.
- Drawing as a means for creating shape.
Procedures
Looking at illustrations that serve as a guide when making an artwork.
Cutting out the pieces of a mobile.
Colouring the pieces using a variety of materials.
Applying various tones when colouring the pieces.
Using the hole punch to make holes in the pieces.
Sticking the self-adhesive reinforcements around the holes.
Tying the pieces with fishing line and joining them following the order
established for the work.
Joining the pieces to wooden rod.
Attitudes
Paying attention and showing care when doing tasks.
Taking pleasure and showing interest in making and decorating the mobile
pieces.
Showing care when using the fishing line and joining the pieces.
95

Valuing ones own work and those of others.
EVALUATION CRITERIA
classmates.
2. To colour and cut the appropriate pieces of the mobile.
3. To make holes correctly and stick adhesive reinforcements around the holes
that have been made.
4. To join the different elements, using the fishing line and wooden rods
appropriately.
5. To mix colours to achieve a variety of range and tone with which to colour the
mobile pieces.
6. To attach ones own pieces for the mobile according to the order established for
the process.
places.
9. To actively participate in the making of the mobile, showing a cooperative
attitude.
10. To express ones own opinions showing respect for others.
12. To do ones own tasks responsibly in a group work process.

The Workshop encourages thinking about the importance of cooperation among
classmates, so as to appreciate the fact that group work is advantageous to life in
any society. The Workshop offers the chance to appreciate that the school
premises are something that belong to all of us, which makes it easier to gain an
awareness of the importance of respecting and taking care of them.
Peace education.
Health education.
these tools to prevent accidents.
Making a mobile with the rest of the members of the class stimulates an awareness
of the importance of cooperation between men and women in our daily life.
Consumer education.
The Workshop allows us to think about artistic expressions as a way of spending
our leisure time, which allows for development, enjoyment and rest. The Workshop
96
also encourages thinking about and appreciating ones own materials and personal
and group belongings as things that have to be taken care of and maintained. The

SUBCOMPETENCES

Apply language usage rules, 1, 9, 10, 11 All
as well as linguistic and non-
linguistic skills to exchange
communication.
Use specific vocabulary from 1, 2, 3, 4, 5, 6, 10, 11 All
Manage basic mathematical 2, 4, 5 p. 59
types of numbers,


Participate actively and 1, 7, 8, 9, 10, 11 p. 57, 58, 59, 60

Demonstrate desire and will 2, 3, 4, 5, 6 p. 59, 60
artistic codes.
Develop cooperative skills to 2, 3, 4, 5, 6, 7, 8, 9, p. 58, 59, 60
contribute to reaching a final 10, 11, 12, 13, 14
97

Learn from others and with 9, 10, 11, 12 p. 59, 60
others.
Demonstrate personal 7, 8, 9, 10, 11, 12, 13, 14 p. 57, 58, 59, 60
competence in order to
stimulate motivation, self-
confidence and the joy of
learning.

Demonstrate assertiveness 9, 10, 11, 12 p. 59, 60
foreign language.
98
UNIT 7
FUN PEOPLE
OBJECTIVES

2. To identify the structural elements of the human figure.
3. To appreciate the importance of light and shade in portraying the human figure.
4. To portray the human figure, respecting the proportions of a model.
5. To portray human expressions that relate to a range of emotions.
6. To study the proportion of different parts of the human body established by
Myron in his Discobolus.
7. To develop fine motor skills when creating works of art.
CONTENTS
Concepts
- Proportion related to representing images.
- Volume in the human figure.
- The human figure as a central subject in works of art.
- Representational drawing.
- Drawing as a narrative element in comic strips and storytelling.
- Structure in portraying the human figure.
- Artistic representation of the human figure.
- The human figure in the history of art: Discobolus.
- Stages in the development process in works of art.
- Proportion as a necessary element in the representing of images.
Procedures
Looking at the human figure and its characteristics.
Copying and drawing different models of the human figure.
Applying light and shade in the volumetric treatment of the human figure.
Looking at geometric elements in the composition of the human figure.
Drawing figures in different positions based on the models position.
Colouring in figures.
Representing proportion in the human figure.
Drawing human faces with different expressions.
Representing movement using the human figure as a starting point.
Experimenting with and using different materials.
Cutting and pasting of pieces.
Studying and reproducing Myrons Discobolus.
99
Attitudes
Showing attentiveness looking at the human figure and its varied positions.
Showing interest and making an effort when portraying the human figure.
Showing care in the volumetric treatment of the human figure.
Showing care in drawing figures in various positions.
Paying attention to accurately reproducing expressions on human faces.
Showing interest in studying proportion in Myrons work.
Showing concern for creating order in the process of making works of art.
Making an effort to coordinate fine motor skills.
EVALUATION CRITERIA
classmates.
2. To draw and complete human figures, colouring them according to the models
proposed.
3. To reproduce a given model with the greatest exactness possible.
4. To apply light and shade in the drawing of a human body to convey its sense of
volume.
5. To draw parts of the body in order to complete the whole human body, using a
given model as a starting point.
6. To portray the human body, respecting the models proportions as a guideline.
7. To draw and colour human faces, portraying them with the greatest exactness
possible.
8. To balance the proportions of the different parts of the face when drawing new
faces.
9. To copy Myrons Discobolus using the guidelines provided by the grid.
10. To control the pressure of line when colouring in figures, following a given
model.
11. To cut out objects correctly.
12. To put cut-out pieces together correctly, perforating the pieces in the proper
places.
places.

Worksheet 1 (p. 61): This activity allows for thinking about civic behaviour on public
transport, witch leads to an appreciation of the importance of having an attitude of
respect towards older people and of giving up ones seat to elderly people.
Worksheet 3 (p. 63): The image of the waterpolo game is a good occasion to think
about and further appreciate team work as a means of enriching a group.
Peace education.
Worksheet 4 (p. 64): The figures of the Indians are ideal to think about the
multiracial diversity that is characteristic of us as humans, the importance of not
discriminating on the basis of race and respecting equality amongst people.
100
Health education.
Worksheet 2 (p. 62): The clothing that the skating couple are wearing will allow
thinking about the importance of being dressed appropriately for certain activities
Worksheets 2 and 3 (p. 63): These worksheets allow for thinking about the
appreciation of physical activity as a component of a healthy lifestyle.
The entire theme gives us the chance to consider the similarities and differences
between men and women; however it should be remembered that this should not
lead to thinking that there are respective social roles in society.
Sex education.
Worksheet 6 (p. 66): The images of the faces with different expressions allow us to
think about the need to express our own feelings.
Consumer education.
The entire theme allows for thinking about and further appreciating ones own
materials and personal belongings as things that have to be taken care of and
maintained. By the same token, we can stress the importance of respecting the
rules of use, safety and maintenance of working tools. Worksheets 1 and 2: These
activities can be used to think about the clothing that we wear in our daily lives and
the clothing that we wear to carry out specific activities, which stresses awareness
of the importance of taking care of our belongings. Worksheet 7 (p. 67): This
activity allows us, above all, to value our own work and that of others, while
promoting artistic expression as a way of spending ones leisure time in a creative
and non-consumerist way.
Worksheet 1: The image of the people waiting for the bus lets us think about the
importance of means of transport in our society.

SUBCOMPETENCES

Communicate, verbally and in 1 All
Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 8, All

Use knowledge of the human 4, 5, 6 P. 62, 63, 64, 66
environment.
101

Manage different basic 2, 3, 4, 5, 6, 7, 8, 9 p. 61, 62, 63, 64, 65, 66, 67

Have skills to participate fully 1 p. 61, 62, 63, 66
rights, freedom,
rights of others.
Evaluate differences and 1 p. 61, 62, 63, 64, 65, 66, 67
men and women.
Understand the features of 1 p. 64, 66
current societies, their
growing diversity and
evolutionary nature, as well
as the contribution that
different cultures have

Demonstrate desire and will 2, 3, 4, 5, 6, 7, 8, 9 10 p. 61, 62, 63, 64, 65, 66, 67
artistic codes.
Know the main techniques, 8, 9, 10 p. 64, 6
cultural heritage.
Identify the relation between 4, 5, 6, 7, 9, 10 p. 64, 66
artistic expressions and
society, the mentality and
technical possibilities of the
time when these were
created or with the person or
community that creates them.
foreign language.
102
UNIT 8
CREATING WORKS OF ART
OBJECTIVES

2. To understand the changes that have taken place in transforming a figurative
composition into an abstract composition.
3. To appreciate the basic structure of objects in making artistic work.
4. To make spontaneous creative work using a variety of materials.
5. To illustrate a detail of a literary work.
6. To become familiar with Antonio Lpezs Madrid from the White Towers and to
extend the image of this painting.
7. To develop fine motor skills when making works of art.
8. To participate in group compositions.
CONTENTS
Concepts
- Artistic elements (line, shape, colour, etc) that generate ways of
representing reality.
- Figurative and abstract painting.
- The transformation of images.
- Photographic planes.
- Geometric forms.
- Introduction: abstract compositions.
- Ways to show perspective in art.
- Types of planes in photography.
- Drawing as a structure in artworks.
- Artistic appreciation in literature.
Development of aesthetic criteria.
- Artistic appreciation in literature.
- Elements that shape a piece of art.
- Copying as a learning technique.
- Large-scale artistic productions.
- Group productions.
- Simple forms in digital technology.
- Selection of a plane following an aesthetic objective.
Procedures
Looking at the transformations of a figurative landscape into an abstract
landscape.
Transforming images from figurative into abstract.
Using the grid in artistic composition.
Interpreting figurative and abstract painting.
103
Creating simple abstract compositions.

Experimenting with a large variety of drawing and painting tools.
Reading and interpreting the image in a work of art.
Colouring in images and shapes.
Graphic expression in literary texts.
Looking at Antonio Lpezs work.
Drawing and colouring urban landscapes.
Creating group projects.
Gluing with PVA glue.
Using geometric forms and flat colours in abstract art.
Practice different types of photographic planes, appreciating aesthetic
effects.
Attitudes
Showing interest in observing the artistic reality that is around us.
Feeling curiosity about looking at transformations that generate abstract
compositions.
Showing a risk-taking spirit when creating simple abstract compositions.
Appreciating abstract works of art.
Showing interest in the graphic expression of literary texts.
Making an effort to coordinate fine motor skills when participating in
activities.
Thinking about the elements that shape a piece of art.
Showing interest and participating in group activities.
EVALUATION CRITERIA
1. To apply transformations to figurative representations in order to make an

abstract composition.
2. To use the grid to reproduce a figurative work of art and an abstract work.
3. To draw a free transformation of the basic structure of certain animals and
colour them in.
4. To draw freely, generating a series of shapes and delineated spaces.
5. To colour the shapes that have been made, using a range of tools and
materials.
6. To express the content of a descriptive text graphically, including what thoughts
this text inspires.
7. To colour an extension to Antonio Lpezs painting similar way to the original
work, using a variety of materials to do so.
8. To decorate geometrical cut-out shapes.
9. To cut out the shapes correctly and put them together according to the
instructions given by the teacher.
10. To glue together the pieces of the group collage with PVA glue.
104

Worksheets 6 (p. 74) and 7 (p. 75): The description of the landscape in these
worksheets allows us to consider it, with all its richness and colour, as something
that belongs to all of us, and which therefore deserves our care and attention.
Worksheet 8 (p. 77): Participating in a group activity will make us think about the
importance of all class members participating in common tasks. This mirrors what
happens in society, leading to appreciating the cooperation between citizens who
work towards a common goal.
Health education.
Worksheet 3 (p. 71): The requirement of this worksheet (to copy a still life painting)
aims to look at the importance of proper eating habits and further recognizing that a
balanced diet is an essential element of a healthy lifestyle.
Worksheet 9: The group activity can serve as a good moment to think about the
importance of boys and girls participating equally in activities, which fosters the
need to do away with gender discrimination.
Worksheets 1 (p. 69) and 3: The images of the flowers and fruit in these activities
can stimulate thinking about the importance of taking care of the plants in our
immediate surroundings. Worksheet 4 (p. 72): The images of the animals provide
children with the chance to think about the importance of respecting and taking
care of animals.
Consumer education.
The entire topic allows us to think about the value of our own materials and
personal belongings as things that have to be taken care of and maintained. In a
similar way, we can stress the importance of respecting rules of use, safety and
maintenance of working tools. Worksheet 5 (p. 72): The activity of freely decorating
graphic space can lead us to think about and value jobs and activities that are
related to decoration and graphic design. Worksheet 9: The group activity can
stimulate thinking about how to use ones free time, making it easier to recognize
making artwork as a creative and fun way of using this free time.

SUBCOMPETENCES

Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 8, 9 10 All
Enjoy listening, reading and 6 p. 74
expressing thoughts and
ideas in writing.
105
Manage basic mathematical 4, 8, 9 p. 70, 77
types of numbers,

Recognize the importance of 6 p. 69, 72
diversity.

Manage different basic 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 All

Develop an open and critical 1, 2, 6 p. 70, 71, 72
expression.
Know the main techniques, 1, 2, 3, 5, 7 p. 74, 75, 76
cultural heritage.
Express ideas, experiences 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 p. 73, 74, 75, 77
and feelings by means of
different artistic means such
as music, literature, visual
and scenic arts and the
different forms of the so
called popular arts, and use
some of their expressive
resources.
106

Develop skills to obtain 1, 2, 3, 4, 5, 6, 9 p. 71, 72, 73, 74, 75, 77
integrating the new
experience.
foreign language.
107
UNIT 9
ADVERTISING EVERYWHERE
OBJECTIVES

2. To understand the importance of line, shape and colour in the advertising field.
3. To develop fine motor skills when reproducing different types of letters.
4. To appreciate visual textures as design elements.
5. To appreciate the importance of commercial logos as an element in advertising.
6. To understand the role of the use of image in advertising.
7. To design the front cover of a book.
CONTENTS
Concepts
- Line, shape and colour in the advertising field.
- Letters and advertising.
- Visual textures as a fundamental element in advertising.
- Framing and the use of graphic space in the journalism field.
- Light as a strengthening element in artistic work.
- Representational drawing as a basic element in advertising images.
- The value of the image of the human figure.
- The development of aesthetic criteria in relation to advertising.
- The artistic value of certain commercial logos.
- Different materials and tools.
- Mixed techniques. Collage.
Procedures
Looking at different types of letters.
Colouring and decorating letters.
Experimenting with and using a range of materials and tools.
Reproducing a given range of models.
Drawing and decorating signs.
Drawing letters using a ruler.
Rounding off edges in freehand.
Identifying and using visual textures.
Looking at details in images.
Designing labels and inventing product labels.
Inventing advertising slogans.
Designing an advertising billboard.
Cutting and pasting images and texts from newspapers and magazines.
Designing and making the front cover for an Art and Craft book.
Using a range of mixed techniques.
108
Attitudes
Showing interest and taking care in the design and drawing of typographic
fonts.
Showing a liking for using the ruler and freehand drawing.
Valuing the importance of line, shape and colour in the advertising field.
Showing a liking for and taking interest in clothing design.
Thinking about the artistic value of certain commercial logos.
Showing a risk-taking spirit when designing an advertising billboard and the
front cover of a book.
Making an effort in the coordinating fine motor skills when drawing lines and
shapes.
EVALUATION CRITERIA
classmates.
2. To look at and reproduce a given range of letters.
3. To invent and colour a typographic font.
4. To control line pressure when using a pencil.
5. To use the ruler correctly.
6. To round off edges in freehand.
7. To use a range of materials when creating visual texture and when decorating
clothing items.
8. To design labels for a given range of products.
9. To write brief descriptive texts about the invented products.
10. To invent an advertisement.
11. To invent a message using images cut out from newspapers or magazines.
12. To design and make the front cover of an Art and Craft book.

Worksheets 1 (p. 79) and 2 (p. 80): The role of different font types allows us to think
about the importance of design in our society, valuing the effort of graphic
designers and the people who work in the fields of advertising and journalism.
Worksheet 5 (p. 83): Brands and labels form part of the image-conscious society in
which we live. With this in mind, we may be led to think about the importance of
image in our society and the latest, very popular aesthetic criteria. Worksheet 6 (p.
84): The making of a book cover introduces the idea that books are an important
element in todays society, because they transmit information.
Health education.
Worksheet 4 (p. 82): The theme of this worksheet (designing articles of clothing)
lets us stress the importance of wearing appropriate clothing as part of a healthy
lifestyle.
109
The entire theme lets us think about and value cooperation between men and
women in creating advertisements, brands, labels, magazines and billboards that
we see everywhere.
Worksheet 6 (p. 84): The designing of the book cover can lead the students to think
about the importance of reusing and recycling paper, given the huge amount of
magazines and newspapers that are made and sold every day and the amount of
trees used to make them. This will allow students to gain an awareness of the
importance of taking care of the environment and of replenishing nature with the
trees that are used for human needs.
Consumer education.
This topic lets us think about and value more advertising and its relationship to the
consumption of goods and services. This reality leads us to think about the need for
developing responsible consumer habits, to be able to adequately interpret
advertisements.

SUBCOMPETENCES

Communicate, verbally and in 1 All
Compose and manage 9, 10, 11, 12 p. 85, 85
different kinds of texts with
different communicative and
creative purposes.

Demonstrate critical thinking 8, 9, 10, 11, 12 p. 82, 83, 84, 85
and the adoption of
in daily life.

Manage different basic 2, 3, 4, 5, 6, 7 All
110

Develop an open and critical 7, 8, 9, 10, 11, 12 p. 84, 85
expression.
Demonstrate desire and will 2, 3, 4, 5, 6, 7, p. 79, 80, 81, 82, 83, 84, 85
to develop aesthetic and 8, 9, 10, 11, 12
artistic codes.

Apply new knowledge and 3, 7, 8, 9, 10, 11, 12 p. 85, 85
skills in similar situations and
in different contexts.

Make personal choices, 3, 8, 9, 10, 11, 12 p. 82, 83, 84, 85
design projects, set goals, re-
design previous approaches
and produce new ideas.
foreign language.
111
WORKSHOP (TERM THREE)
DISCOVERING OTHER WORLDS
OBJECTIVES

2. To develop fine motor skills when making the elements of the solar system.
3. To develop creative ability when decorating the solar system.
5. To participate in the group activity of making the solar system.
6. To develop confidence in ones own abilities to make works of art.
CONTENTS
Concepts
- Drawing and colour in representional drawing.
- Artistic elements as generators of ways to represent reality.
- The work of art as a combination of artistic elements.
- Visual textures.
- Framing and the use of graphic space.
- Perspective as a strengthening element in compositions.
- Background, middle ground and foreground in artistic compositions.
- Order when making a work of art.
- Light as a strengthening element in artistic work.
- Drawing as a means of creating shape.
Procedures
Looking at illustrations that serve as a guide when making an artistic work.
Blowing up and tying up balloons.
Making and manipulating papier-mach.
Covering the balloons with papier-mach.
Decorating the balloons with temperas.
Cutting and pasting paper or black card.
Spattering white tempera on the black background.
Attaching paper and pieces.
Tying pieces with fishing line and joining them and the astronauts
(previously made) according to the order established.
Attitudes
Showing curiosity and interest in the making and manipulation of papier-
mach.
Paying attention and showing care when carrying out tasks.
Taking pleasure in the colouring and decorating of their planet.
112
Taking pleasure and showing interest in making and decorating the pieces
of the mobile.
Showing care when handling the fishing line and joining the pieces together.
Showing care when using and maintaining working tools
Showing interest in active participation in group work.
Valuing ones own work and those of others.
EVALUATION CRITERIA
classmates.
2. To blow up and tie the balloon correctly.
3. To make papier-mach and cover the balloon with it to make a planet.
4. To apply the appropriate colours and tones to decorate the planet.
5. To spatter white tempera on the paper or black card.
6. To attach each of the pieces of the mobile according to a previously determined
order.
places.
9. To participate actively in the making of the solar system, showing a
cooperative attitude.
10. To express ones own opinions, while showing respect for others.
12. To carry out ones own tasks responsibly in a group work project.

The workshop encourages thinking about the importance of cooperation among
classmates and, through this, appreciating the fact that group work is
advantageous to life in any society. The Workshop provides the chance to
appreciate that the school premises are something that belong to all of us, which
makes it easier to achieve an awareness of the importance of respecting and taking
care of them. The theme of the universe provides the chance to think about the
enormity of the solar system and to appreciate the work of scientists and astronauts
who study the universe.
Peace education.
Health education.
use of these tools to prevent accidents.
Making a mobile with the rest of the members of the class stimulates an awareness
of the importance of cooperation between men and women in our daily life.
113
Consumer education.
The workshop lets us think about artistic expression as a way of spending our
group belongings as things that have to be taken care of and maintained.

SUBCOMPETENCES

Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 8, All
Communicate and dialogue 1, 9, 10, 11 All
with the objective of
establishing links and
constructive relationships with
the environment.
Identify and organise objects 6 p. 87, 90
criteria.
Manage basic mathematical 2, 3 p. 89, 90
types of numbers,

Develop the ability to interact 6 p. 87, 90


Participate actively and 1, 9, 10, 11, 12, 13, 14 p. 88, 89, 90
114

Develop cooperative skills to 7, 8, 9, 10, 11, 12, 13, 14 All

Learn from others and with 9, 10, 11, 12 All
others.
Value learning as a source of 11, 12, 13, 14 All
personal and social
it requires.

foreign language.
115

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Arts and Crafts.

Second cycle (Primary Education)

ARTS AND CRAFTS

MATERIALS FOR THE OXFORD EDUCATION PROJECT 3

OBJECTIVES, EVALUATION CRITERIA 6

SECOND CYCLE PROGRAMMES 16

Fourth grade unit programmes 66

The objective of Education in Art is to develop in children the ability to express

The final objective is to deepen pupils aesthetic awareness. By developing their

MATERIALS FOR THE OXFORD EDUCATION PROJECT

MATERIALS FOR THE PUPIL

THE PUPILS BOOK

The work units

MATERIALS FOR THE TEACHER

THE TEACHERS BOOK

It is organised into 9 units, 3 term workshops and 3 appendices.

Each unit is also organised into three sections:

The term workshops are organised into the following sections:

Appendix 1 and 2 provide photocopiable reinforcement and extension

Appendix 3 includes a catalogue of the works of art featured on the worksheets

HOW TO DELIVER A TEACHING UNIT

Didactic Guidance for each worksheet in the Pupils Book

OBJECTIVES, EVALUATION CRITERIA

OBJECTIVES FOR THE AREA OF EDUCATION IN ART, AS SET OUT IN THE

EVALUATION CRITERIA FOR THE AREA OF EDUCATION IN ART (ARTISTIC

7. Creating pictures in sequence to represent people, objects and activities, taking

The EU defines the term basic or key competence as a combination of skills,

The Spanish curriculum, adapted to the specific circumstances and characteristics of

The selection of different types of contents concepts, procedures and attitudes

Measuring competences is a good indicator of the quality of the education system. In

Basic competences and subcompetences

BASIC COMPETENCES / UNITS

Competence in linguistic 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3

Mathematic competence 1, 3, 4, 5, 6, W2, 7, 8, 9, W3

Competence in knowledge and 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3

Processing information and digital 1, 2, 3, 4, 9, W3

Use information and communication

Social competence and citizenship 1, 2, W1, 4, 5, 6, W2, 7, 8, 9, W3

Cultural and artistic competence

Identify the relation between artistic

Competence in learning how to learn 2, W1, 5, W2, 7, 9, W3

Competence in autonomy and W1, W2, W3

BASIC COMPETENCES / UNITS

Competence in linguistic 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3

Apply the actions that define linguistic

Mathematic competence 1, 2, 3, W1, 4, 5, 6, W2, 8, W3

Competence in knowledge and 1, 2, 4, 5, 6, 7, 8, 9, W3

Use knowledge of the human body,

Processing information and digital 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3

Social competence and citizenship 1, 2, 3, W1, 5, 6, 7, W2, W3

Cultural and artistic competence 1, 2, 3, W1, 4, 5, 6, W2, 7, 8, 9, W3

Express ideas, experiences and feelings

Competence in learning how to learn 2, 3, W1, 4, W2, 8, 9, W3

Competence in autonomy and 1, W1, 5, W2, 9, W3

THIRD GRADE UNIT PROGRAMMES

1. To acquire the vocabulary used in the work unit.

CROSS CURRICULAR THEMES

Moral and Civic Education.

BASIC COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES

BASIC COMPETENCES / ASSESSMENT CRITERIA ACTIVITIES

Competence in linguistic communication

Competence in knowledge and interaction with the physical world

Processing information and digital competence

Social competence and citizenship