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 Neoclassicism COMPETENZE         Inquadrare correttamente gli artisti e le opere studiati nel loro specifico contesto storico Saper leggere le opere architettoniche e artistiche 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 Neoclassical architecture Acquire specific language related to architecture and 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 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 building. Image 1: Corinthian columns   Baroque   vegetal elements   animals   limestone   richly decorated facade   balustrade   four great statues   church   grotesque figures   circular window   Italy Image 2: Neoclassical   temple   marble   Germany   imitation of the Parthenon   decorated pediment   Doric style   portico with columns   massive structure ACTIVITY 1.b Pair work. With a partner use the vocabulary you have written in your chart to describe the two buildings. Individual solutions. 

Neoclassicism BRAINSTORMING 191 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 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 as 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 j, 2 d, 3 h, 4 l, 5 a, 6 i, 7 k, 8 b, 9 r, 10 g, 11 p, 12 q, 13 o, 14 n, 15 e, 16 c, 17 m, 18 f ACTIVITIES 3.b/3.c/3.d 30 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 TEACHING TIP The listening activities have been designed as two separate short recordings in order 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 Age of Revolutions European history in the second half of the 18th century was deeply influenced by a cultural movement called the Enlightenment, which was born in England but mainly developed in France. The Enlightenment philosophers thought that human reason could  enlighten  the darkness of illiteracy and superstition. As the German philosopher Immanuel Kant wrote, the motto of the Enlightenment is sapere aude, that is to  have the courage to use your own reason  by subjecting reality to continuous rational criticism. The ideas of the philosophers of the period influenced the sovereigns of many European states, and this is why this period is called, from a political point of view,  enlightened absolutism . The ideas of the French writer Voltaire, for example, promoted a policy of political, social and administrative reforms of kings and queens like Maria Theresa in Austria, Frederick the Great in Prus- 

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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