Unit1 Plástica 1º

COLEGIO CONCERTADO PATRONATO SAGRADO CORAZÓN DE JESÚS
C/ Saura, 27 – 33. C.P. 30202. Cartagena (Murcia)

Teléfono: 968503283 Email: secretaria@patronatocartagena.es
colegiopatronatocartagena@gmail.com
In this unit, pupils will need to have experience of the following basic concepts in order
to work successfully:
- colours
- what are a shape, a line and a dot in the context of a drawing.
Before starting this unit, find out what knowledge and experiences the pupils already
have in this area. Once you know the concepts they have already acquired, you can
build on this to enhance the pupils' learning.
Possible questions to ask could be:

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

Fixed images: 1. Identify how reality is 1.1. Understand that a drawing  Understand that a drawing is
photography and represented in photographs is a representation of reality. not the same as reality
drawing. and drawings and to value the through observation, the
different grade of iconicity creation of their own pictures
between them. and the explications of the
teacher.
Types of lines: 2. Identify and differentiate 2.1. Differentiate between an  Identify and differentiate
closed/open, between types of lines and to open and a closed line. between types of lines:
straight/curved, reproduce them. 2.2. Draw open and closed open, closed, straight,
horizontal/vertical. lines according to the meaning curved, horizontal and
attached to them. vertical and to use them to
2.3. Identify horizontal and draw people and houses.
vertical lines in a composition.
2.4. Create drawings of simple
everyday objects using vertical
and horizontal lines.
Geometrical figures: 3. Recognize geometrical 3.1. Distinguish the difference  Distinguish between
circle/square, triangle and figures (circle, square, between geometrical shapes. geometrical shapes such as
rectangle. rectangle and triangle), drawing squares and circles and use
them freehand and using them them in their compositions,
to create simple figurative or strengthening their
abstract compositions. observational and
expressive skills.
Composition: 4. Use the space offered by the 4.1. Make coherent use of the  Use the space on the
the use of space. format available in their own space provided in the creation support, which varies with
creations, adapting their of their pictures. each exercise, adapting
pictures to different formats. 4.2. Adjust what they want to drawings to different formats
represent to the format and learning to create
provided. compositions on each one.
From 2D to 3D. 5. Differentiate between a 2D 5.1. Create using simple 2D  Distinguish between 2D and
and 3D representation of and 3D shapes. 3D representation and to
shapes. apply this to the creation of
posters.
The digital image: 6. Use simple computer 6.1. Use simple computer  Observe and create using
the creation of simple programs. programs in order to observe digital tools
images. and create.
 Observe and create based
on observation.
Some pupils may need help to overcome technical difficulties or a lack of confidence in
their own abilities if they can not achieve what they set out to do. It is important
therefore to convey to the pupils that each person has their own opinions and ways of
looking at things and that there are many ways to represent the same idea. It is
important also to avoid comparing pupils and their work.
In this unit the most technically challenging activities are those of drawing a portrait
with expression and the representation of a human figure. It is very important not to
make judgements here but rather to value each pupil’s work in its own right and as a
result of his/her own experience.
Encourage the pupils to observe and work facial features. This will help to enrich their
artwork and to boost their confidence in their own ability to create.
Cross-curricular links
Arts and Crafts is an area of learning in its own right but also has many cross curricular
links.
 English Language: the use of specific and technical vocabulary, descriptions of
works of art, colour, textures, materials, sensations, experiences etc. and the
group discussions on techniques and themes.
 Mathematics: the use of space, experimentation and come to conclusions.
 Natural Science: the human body, how we move,,,.
 Social Science: the lives and works of artists such as Henri Matisse and their
cultural importance. The reinforcement of hygiene and self-care (clean hands).

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COLEGIO CONCERTADO PATRONATO SAGRADO CORAZÓN DE JESÚS

C/ Saura, 27 – 33. C.P. 30202. Cartagena (Murcia)

Possible questions to ask could be:

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OUTCOMES

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