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 Ideal City 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 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 characteristics of Renaissance town planning Acquire specific language related to art history Understand written texts and recordings Distinguish between reliable and unreliable sources of information Gather information of the UNESCO World Heritage WARM-UP STRAT EGY ACTIVITIES 1.a/1.b 20 min. / INDIVIDUAL and PAIR WORK   LINGUISTIC SKILLS: Reading, Writing, Speaking   LOTS Remembering: identifying, recalling, recognising, describing   Understanding: comparing, explaining   Applying: carrying out, using, sharing   HOTS Analysing: attributing, comparing, structuring ACTIVITY 1.a In your workbook draw a chart and indicate which words can be attributed to each of the images below. Some words can be attributed to both images. Image 1: medieval aspect   city of Siena   horses   shops   arches   towers   narrow streets   maidens dancing   clustered buildings   citizens   painting   primitive perspective   Image 2: Classical elements   no human figures   arches   Renaissance palaces   colonnades   wide square   ideal city   perspectival illusion   painting   unrealistic atmosphere ACTIVITY 1.b Pair work. With a partner compare the two images by describing their similarities and differences using the words given above. Individual solutions. 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 Ideal City INPUT 167 STRAT EGY ACTIVITY 3.a 15 min. / SCAFFOLDING   Specific Vocabulary   LINGUISTIC SKILLS: Reading   LOTS Remembering: recognising, finding   Understanding: paraphrasing   Applying: executing ACTIVITY 3.a Match the following words to their meanings. 1 i, 2 m, 3 r, 4 a, 5 k, 6 o, 7 c, 8 g, 9 n, 10 b, 11 d, 12 q, 13 j, 14 e, 15 f, 16 l, 17 h, 18 p 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. ACTIVITIES 3.b/3.c/3.d 30 min. / SCAFFOLDING   Historical Context   LINGUISTIC SKILLS: Listening, Writing, Reading   LOTS Remembering: recalling, relating, recognising, naming, describing   Understanding: exemplifying, paraphrasing, explaining, inferring   Applying: carrying out   HOTS Analysing: attributing, integrating, organising 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 chart. You have to write the key expressions that you hear in the recording. Town Planning As far back as the ancient times men tried to imagine places where they could live in dignity and peace. This reflection takes both the political and architectural aspects into consideration. Plato, in his masterpiece Republic, conceived a society that was perfect because it was ruled by philosophers who knew the principles of goodness and justice. A few years before, the architect Hippodamus of Miletus, who is considered the inventor and father of formal urban planning, focused his attention on the rational arrangement of cities. The grid plan, attributed to him, was based on orthogonal or rectilinear principles, with straight streets running parallel to each other or at right angles to one another, separating regular blocks of houses. His principles were later adopted in many important cities of the ancient Greek and Roman worlds. Ancient architects became increasingly aware that the quality of life in a city depended on its architectural structure. Places of political power and religious devotion, markets, public services, shops, and workshops had to be organised in a rational and aesthetically pleasing way. In the Medieval Ages cities in Europe had grown spontaneously with a great variety of shapes which refected different needs and locations. Many cities developed around a central nucleus such as a church or castle, and formed a series of rings around the original centre. Few of them maintained the pattern of the original Roman castrum. It was only in the second half of the 15th century that some Italian cities experienced important urbanistic renovations. The wealthy Italian courts became artistic and architectural centres. Lords and rulers wanted to transform their disorderly, narrow towns into monumental, modern capitals, with the purpose of showing citizens and rivals the power and strength of the signoria. The principles of the new Renaissance culture were rationality and a new vision of human dignity. This culture, along with the political needs, were the reasons why there were theoretical considerations on the  ideal city . 

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

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