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   ARCHITECTURE The Renaissance Architecture in Florence COMPETENZE         Inquadrare correttamente le opere studiate nel loro specifico contesto storico Saper leggere le opere architettoniche e artistiche utilizzando un metodo e una terminologia appropriati Riconoscere e spiegare i caratteri stilistici, i significati, i materiali e le tecniche utilizzati Acquisire consapevolezza del valore culturale del patrimonio architettonico e artistico italiano 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 main characteristics of the Renaissance period Acquire specific language related to architecture and art history Understand written texts and recordings Distinguish between reliable and unreliable sources of information Gather information in real contexts Identify historical and artistic elements in the Italian context WARM-UP STRAT EGY ACTIVITY 1 20 min. / PAIR WORK   LINGUISTIC SKILLS: Reading, Writing   LOTS Remembering: recalling, naming, locating, recognising   Understanding: exemplifying   Applying: executing   HOTS Analysing: attributing, finding ACTIVITY 1 Pair work. Look at the Classical architectural elements below and try to identify them in the Renaissance buildings. In your workbook draw a chart and indicate which elements can be attributed to each building. Image 1: I recognise the arches and the pediment.   Image 2: I recognise the arches.   Image 3: I recognise the peristyle, the columns, the arches, and the Corinthian capitals. 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 

The Renaissance Architecture in Florence INPUT 161 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 g, 2 c, 3 i, 4 j, 5 m, 6 n, 7 l, 8 k, 9 o, 10 p, 11 a, 12 h, 13 f, 14 q, 15 d, 16 e, 17 b, 18 r ACTIVITIES 3.b/3.c 20 min. / SCAFFOLDING   Historical Context   LINGUISTIC SKILLS: Reading, Listening, Writing   LOTS Remembering: recalling, recognising, relating   Understanding: inferring, paraphrasing, explaining, interpreting   Applying: executing, using, carrying out   HOTS Analysing: organising, attributing, integrating 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 mind map below. Humanism and Renaissance With the term  Humanism  we designate a process of cultural transformation that appeared in Italy at the end of the 14th century and then spread throughout Europe. At the base of the education of an intellectual there was the study of the Classical languages and literatures. The Classical culture was humanae litterae, that is to say what writers, philosophers, artists, scientists, jurists produced during ancient Greek and Roman times. Classical literature, philosophy, science, and art had been lost in an age of darkness after the collapse of the Roman Empire. The first scholar who proclaimed the idea of the barbarian decline and a contemporary rebirth was the Tuscan poet Francesco Petrarca (1304-1374). He strongly proposed the need to study ancient authors, and he himself went in search of ancient manuscripts conserved in the libraries of the monasteries. Humanism at its origins was linked to the world of the Italian bourgeoisie who lived in rich Italian cities. Moreover, the diffusion of Humanism throughout Europe developed universal values. These values were: human dignity and freedom, civil commitment, the centrality of education, and interest for natural sciences. In his work Oration on the Dignity of Man, Giovanni Pico della Mirandola, a philosopher who lived in Italy between 1463 and 1494, wrote that God created the world and all its splendour, and then he created man. Man was a being who was not only capable of appreciating the creation of the world, but was also capable of loving its beauty and greatness. God gave unique gifts to all other creatures, but He gave man the freedom of will, so that man had the possibility of shaping himself into any mould he desired. He could transform himself either into a brute or into an heavenly being. Humanism led to an extraordinary flowering of the arts, which was called Renaissance. We know that this term has the clear meaning of a rebirth after a long period of crisis. The pride that humanists felt for human dignity and greatness inspired Renaissance artists. What is astonishing is the versatility of the Renaissance artist. 

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.

MyDbook