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   SCULPTURE Romanesque and Gothic Sculpture 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 Romanesque and Gothic sculptors and sculptures Acquire specific language related to art history Understand written texts and recordings Distinguish between reliable and unreliable sources of information Gather information on the historical and cultural background of the sculptors of the period and produce a presentation both in written and oral forms 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. Describe one of the two sculptures to your partner by using the words given below. Then write your description. Image 1: marble   standing   Greek goddess   white   half-naked   twisting torso   sensual figure   graceful   dynamic position   soft drapery   Image 2: precious stones   rich cloak   bright colours   dressed   severe and rigid position   painted   Virgin and Child   sitting   wood   crown   Individual solutions for description. BRAINSTORMING 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. STRAT EGY 

Romanesque and Gothic Sculpture INPUT 149 STRAT EGY ACTIVITY 3.a 20 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 m, 2 k, 3 o, 4 c, 5 d, 6 b, 7 n, 8 l, 9 g, 10 i, 11 f, 12 e, 13 j, 14 a, 15 h 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 timeline below. The Fall of the Roman Empire The term  Middle Ages  was used by various European authors from the middle of the 15th century to the beginning of the 17th century. The Middle Ages lasted one thousand years. Scholars consider the dates of this period to be from 476 A.D. to 1492 A.D. The period began with the deposition of Romulus Augustulus, who was the last emperor of the Western Roman Empire, and ended with the discovery of America by Christopher Columbus. During this long period historians distinguish between the Early Middle Ages, before 1000 A.D., and the High Middle Ages, after 1000 A.D. The humanists in the 15th century wanted to distinguish their culture from that of the Middle Ages and they emphasised the greatness of the Ancient Greek and Roman worlds which contrasted with the ignorance of the  Dark Ages . At the end of the Roman Empire, the Germanic and Slavic peoples coming from the East invaded the empire, settled inside its boundaries, and subsequently moved across Europe. The new kingdoms were based on the fusion of the culture of the Romans with the customs of the invading tribes. The Lombards who had invaded Italy in 569 founded a kingdom that was an example of the merging of cultures. The Franks were the Germanic people who integrated most successfully with the Romans. This was due to the fact that they were quickly converted to Roman Christianity. The Carolingian dynasty dominated most of Europe and Charles the Great, also known as Charlemagne, was proclaimed Emperor of the Romans by Pope Leo III, on Christmas Day in 800 A.D. After the fall of the Roman Empire the Catholic Church became the most significant and powerful institution of the medieval period. For centuries missionaries were active in Europe where they converted people to Christianity, founded monasteries and used Latin for their teachings. At this time the Church was the only authority capable of providing protection, social unity and a common culture. 

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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