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 Michelangelo as a Sculptor 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 Michelangelo s sculptures Acquire specific language related to art history Understand written texts and recordings Distinguish between reliable and unreliable sources of information Gather information and produce original texts using the knowledge acquired in this module WARM-UP STRAT EGY ACTIVITIES 1.a/1.b 60 min. / INDIVIDUAL and PAIR WORK   LINGUISTIC SKILLS: Reading, Writing, Speaking   LOTS Remembering: identifying, recalling, recognising, describing   Understanding: comparing, explaining, paraphrasing, summarising   Applying: carrying out, using, sharing   HOTS Analysing: attributing, comparing, structuring, organising ACTIVITY 1.a In your workbook draw a chart and indicate which words can be attributed to each of the sculptures. Image 1: short tunic   bronze   after the action   young boy   sword   Image 2: heavily muscled   before the action   completely naked   young man   marble   sling   Greek-Roman models ACTIVITY 1.b Pair work. With a partner do some research on the history of David and then prepare a short oral presentation for the class that includes a description of the statues. 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 

Michelangelo as a Sculptor INPUT 179 STRAT EGY ACTIVITY 3 15 min. / SCAFFOLDING   Specific Vocabulary   LINGUISTIC SKILLS: Reading   LOTS Remembering: recognising, finding   Understanding: 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 synonyms. 1 g, 2 n, 3 j, 4 l, 5 a, 6 m, 7 b, 8 k, 9 c, 10 o, 11 d, 12 i, 13 p, 14 e, 15 f, 16 q, 17 h ACTIVITIES 3.b/3.c 45 min. / SCAFFOLDING   Historical Context   LINGUISTIC SKILLS: Listening, Writing, Reading   LOTS Remembering: recalling, relating, recognising   Understanding: paraphrasing, interpreting   Applying: carrying out   HOTS Analysing: attributing, organising, integrating   Evaluating: assessing 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. Michelangelo Buonarroti Michelangelo Buonarroti was born in Caprese, near Arezzo, in 1475, but he spent his childhood in Florence, where he trained in Ghirlandaio s studio. There he learned the technique of painting. In that same period he studied sculpture with Bertoldo di Giovanni, who was a pupil of Donatello. There he was exposed to ancient works of the Medici collections. In fact Lorenzo the Magnificent, who was the Lord of Florence, invited him to study in the Garden of San Marco, where he had his archaeological collection. His years with the Medici family, from 1489 to 1492, gave him access to the social élite of Florence and exposed him to poets, scholars and humanists. He also obtained permission from the Catholic Church to study anatomy on cadavers. Michelangelo s restless spirit and political changes caused him to travel to Venice, Bologna and eventually Rome. The cultural atmosphere in Rome was very lively and there Michelangelo realised his first masterpiece, Pietà, during the period between 1497 and 1499. At the beginning of the new century he was in Florence again, and there he was entrusted by the rulers of the Republic to create a sculpture of David. He worked on it from 1501 to 1504. In 1504 the great statue was placed in Piazza della Signoria and Michelangelo started his studies for the fresco called the Battle of Cascina, that should have decorated the Salone dei Cinquecento in Palazzo della Signoria. The fresco was never realised, but we know of it because some copies of the cartoons still exist. In 1505 Michelangelo returned to Rome and here he worked for many popes until the end of his life. Pope Julius II assigned Michelangelo the project of his sepulchral monument and the decoration of the vault of the Sistine Chapel (from 1508 to 1512). Pope Leo X, who was the son of Lorenzo the Magnificent, entrusted him with the architectural projects of the facade of the Basilica of Saint Lawrence, in Florence. In the same structure Michelangelo also realised the New Sacristy and the Laurentian Library. During the papacy of Paul III, Michelangelo painted The Last Judgement (between 1536 and 1541) in the Sistine Chapel, and he was designated as the chief architect for Saint Peter s Basilica. With the successors of Paul III, Michelangelo continued to oversee the construction of Saint Peter s Basilica, and in the last years of his life he realised more and more complex architectural projects, such as Piazza del Campidoglio in Rome. He died in Rome in 1564, a few days before his eighty-ninth birthday. 

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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