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   MADRID Vel zquez and Madrid 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 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 Baroque painting Acquire specific language related to 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 European context WARM-UP STRAT EGY ACTIVITIES 1 30 min. / INDIVIDUAL and PAIR WORK   LINGUISTIC SKILLS: Reading, Writing   LOTS Remembering: describing, recognising, retrieving   Understanding: comparing, classifying, explaining   Applying: carrying out, using   HOTS Analysing: organising, attributing   Evaluating: commenting and critiquing ACTIVITY 1.a In your workbook draw a chart and indicate which words can be attributed to each of the selfportraits. Some words can be attributed to both paintings. Diego Vel zquez: dressed for court   painting   penetrating stare   contrast between light and shadows   dark background   painter   Baroque period   realistic   self-portrait Rembrandt van Rijn: white hat   palette and brushes   two enigmatic circles   painting   contrast between light and shadow   painter   Baroque period   realistic   white hair   old man   self-portrait   at work   dressed for work   sense of monumentality ACTIVITY 1.b Pair work. Which of the two paintings do you prefer? Why? Try to give an explanation using the following words. Individual solutions. TEACHING TIP This may be the moment to introduce the pictorial genre of the self-portrait. Students might research: definition, different mediums (painting, sculpture, photography), famous examples in art history. 

Vel zquez and Madrid BRAINSTORMING 185 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 10 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 following words to their synonyms. 1 e, 2 j, 3 p, 4 f, 5 i, 6 l, 7 a, 8 d, 9 g, 10 c, 11 b, 12 k, 13 n, 14 o, 15 m, 16 h ACTIVITIES 3.b/3.c 30 min. / SCAFFOLDING   Historical Context   LINGUISTIC SKILLS: Listening, Writing   LOTS Remembering: recalling, relating, naming   Understanding: summarising   Applying: executing, using   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 chart below. Diego Vel zquez The Spanish painter Diego Vel zquez (Seville 1599-Madrid 1660) was eminently a court painter who was used to dealing with kings and queens. He was a very skilled and capable artist, who scaled social hierarchies and became  the gentleman with the brush . Vel zquez had assured himself a good position and reputation as a painter in Seville, but he decided to go to Madrid, and at the age of 25 he was hired by the Spanish King Philip IV. There he became the king s favourite court painter. The relationship with the king lasted for more than 20 years and it could be defined as a kind of friendship, within the limits of court etiquette. Philip IV had his own chair in Vel zquez s studio and would often sit and watch the painter at work. Later, between 1629 and 1631 Vel zquez went to Rome, which was the centre of Baroque art. 

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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