Michela Arnello

Nadia Zoppas

CLIL Art History propone moduli riguardanti argomenti di storia dell’arte dalle origini a oggi. Ogni modulo presenta la stessa struttura: attività che permettono di recuperare ciò che già si conosce e di presentare il nuovo argomento (Warm up); un Brainstorming su quello che già si conosce e quello che si vorrebbe apprendere sull’argomento; attività finalizzate a sviluppare abilità di listening, reading, speaking e writing (Input e Materials). Tutti gli esercizi e le strategie didattiche usate nei moduli sono finalizzati all’attività finale (Final Task), in cui si richiede la creazione di un prodotto che deve essere illustrato o comunicato.

INTRODUZIONE - Il CLIL in Italia

ARCHITECTURE - Knossos Palace

TOWN PLANNING - The Acropolis of Athens

PAINTING - Pompeii

SCULPTURE - Romanesque and Gothic Sculpture

PADUA - Giotto and Padua

ARCHITECTURE - The Renaissance Architecture in Florence

TOWN PLANNING - The Ideal City

PAINTING - Leonardo as a Painter

SCULPTURE - Michelangelo as a Sculptor

MADRID - Velázquez and Madrid

ARCHITECTURE - Neoclassicism

TOWN PLANNING - The Modern City: Steel, Iron, Glass, and Concrete

PAINTING - Monet and Impressionism

SCULPTURE - Boccioni and Futurism

NEW YORK - Warhol and New York

TEACHER’S TOOLS

GLOSSARY

TEACHER S TOOLS   TOWN PLANNING The Acropolis of Athens COMPETENZE         Inquadrare correttamente gli artisti e le opere studiati nel loro specifico contesto storico Saper leggere le opere d arte utilizzando un metodo e una terminologia appropriati Riconoscere e spiegare gli aspetti iconografici e simbolici, i caratteri stilistici, le funzioni, i materiali e le tecniche utilizzati Acquisire consapevolezza del valore culturale del patrimonio archeologico, architettonico e artistico e conoscere le questioni relative alla tutela, alla conservazione e al restauro LEARNING OUTCOMES             Identify areas and events related to the historical period Identify the characteristics of Classical Greek town planning Acquire specific language related to art history Understand written texts and recordings Distinguish between reliable and unreliable sources of information Gather information from the UNESCO World Heritage site and produce original texts using the knowledge acquired in this module WARM-UP STRAT EGY ACTIVITY 1 20 min. / PAIR WORK   LINGUISTIC SKILLS: Reading, Writing, Speaking   LOTS Remembering: identifying, recognising, describing   Understanding: comparing   HOTS Analysing: attributing ACTIVITY 1 Pair work. In your workbook draw a chart similar to the one under the pictures and indicate which words can be attributed to each of the three town plans. 1. Knossos 2. Tyrins 3. Alexandria   city-palace,   fortified walls,   parallel streets,   Labyrinth,   high position,   right angles,   17th century B.C.,   Cyclopean walls,   3rd century B.C.,   not well protected,   1400-1200 B.C.,   on the sea,   Minoan culture,   Mycenaean culture   regular blocks of houses,   central square   orthogonal plant,   formal city planning,   Hellenistic city 

The Acropolis of Athens BRAINSTORMING 137 STRAT EGY ACTIVITIES 2 10 min. / RECALLING PREVIOUS KNOWLEDGE   LINGUISTIC SKILLS: Speaking, Writing   LOTS Remembering: recalling   Understanding: exemplifying   Applying: sharing ACTIVITY 2.a ACTIVITY 2.b ACTIVITY 2.c Individual solutions. INPUT STRAT EGY ACTIVITY 3.a 15 min. / SCAFFOLDING   Specific Vocabulary   LINGUISTIC SKILLS: Reading   LOTS Remembering: recalling   Understanding: inferring, paraphrasing   Applying: executing TEACHING TIP This activity can be given to students to do for homework in a flipped classroom style lesson. They can do the activity in preparation for the next lesson, which will be a listening activity that includes the vocabulary given. ACTIVITY 3.a Match the following words to their meanings. 1 j, 2 l, 3 k, 4 c, 5 s, 6 a, 7 t, 8 d, 9 i, 10 r, 11 q, 12 e, 13 g, 14 p, 15 n, 16 b, 17 o, 18 m, 19 h, 20 f ACTIVITIES 3.b/3.c 20 min. / SCAFFOLDING   Historical Context   LINGUISTIC SKILLS: Listening, Writing   LOTS Remembering: recalling, relating, naming   Understanding: summarising, explaining   Applying: executing   HOTS Analysing: organising, finding, structuring   Evaluating: checking TEACHING TIP The listening activities have been designed as two separate short recordings to allow the students to maintain their concentration. Teachers may decide that one of the two activities can be completed by the students on their own. ACTIVITY 3.b Listen to the recording and take notes in order to complete the sentences. Palaces and Citadels Knossos Palace was an elaborate construction that continued to be extended until it occupied about 20,000 square metres, and that s why it can be called a  city-palace . Due to its complexity it was associated with the mythological Labyrinth. Palaces on the island of Crete had no walls and were not well protected. There are no war scenes depicted on the walls nor have any weapons been found in Minoan tombs. For these reasons Sir Arthur Evans thought that the Minoans were more interested in trade than in warfare and talked of a pax minoica, a Minoan peace. The settlements of Mycenaean civilisation are also largely known because of their archaeological remains. Mycenaean centres, Mycenae, Tiryns, Argos and Sparta, were complexes built on high positions and displayed some important common architectural features. The cities were citadels surrounded by fortified walls of large unworked stone blocks known as Cyclopean walls, as it was believed that only the Cyclopes could have built them. 

CLIL Art History: moduli strutturati su storia dell'arte con attività di listening, reading, speaking, writing e compiti finali creativi.

CLIL Art History: Moduli Multimediali per Attività Creative

CLIL Art History

L'ambiente didattico Treccani Giunti T.V.P.

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