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 Boccioni and Futurism 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 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 sculpture in the period of the Avant-garde movements 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 ACTIVITY 1 20 min. / 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, judging ACTIVITY 1 Pair work. Insert the words that can be attributed to the two sculptures in the Venn diagram on the next page. One feature can be used to describe both sculptures. Then write a few lines explaining which one you prefer. How they are similar Image 1   bronze   tulle tutu   real dancing slippers   satin ribbon   hyperrealistic sculpture   wooden base   classical dance pose   real hair Image 2   multi-material sculpture   paper collage   houses in the background   intersecting planes   copper and iron   impression of speed   cardboard   fusing of forms   non-realistic sculpture Individual solutions for the explanation. 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 

Boccioni and Futurism INPUT 209 STRAT EGY ACTIVITY 3.a 15 min. / SCAFFOLDING   Specific Vocabulary   LINGUISTIC SKILLS: Reading, Writing   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 h, 2 e, 3 j, 4 g, 5 a, 6 b, 7 f, 8 c, 9 k, 10 d, 11 i ACTIVITIES 3.b/3.c 30 min. / SCAFFOLDING   Historical Context   LINGUISTIC SKILLS: Listening, Writing, Reading   LOTS Remembering: recalling, relating, recognising   Understanding: paraphrasing, interpreting   Applying: carrying out, using   HOTS Analysing: attributing, organising, 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 sentences. The Age of Imperialism At the beginning of the 20th century, Europe and the world experienced a period of significant change. The industrialisation process was stimulated by an incessant technological development and generated new jobs and production systems. In the USA, in Henry Ford s automobile factory, the plant management was scientifically planned, and it was here that the first moving assembly lines for cars were introduced. This was the result of the principles of Frederick Taylor, an American engineer who aimed to eliminate wasted time and increase productivity. Thanks to this new scheme of work organisation, Henry Ford succeeded in cutting production costs and producing cars at an affordable price for the workers themselves. This was the first example of mass consumption. These transformations aroused strong reactions from the society of that period. The people of the working class began to organise themselves into great trade unions and political parties which represented their interests. At the same time the European intellectuals suffered a values crisis, that was particularly evident in the weakening of the positivists  optimistic idea of non-stop progress. After a relatively long period of peace, political tensions emerged in Europe again. Industrialised countries like Great Britain and France were competing against each other because they needed to find cheaper raw materials for their industries, and new markets for the excess goods they produced. This historical moment is called the Age of Imperialism. In this period there was the policy of trying to extend the control of a powerful nation over one or more foreign countries. This strategy was one of the results of the industrialisation process and led some European states to claim many Asian and African countries as colonies. European nations like Germany and Italy desired to gain power and resources so as to compete against other powerful countries. Nationalist movements aspired to have supremacy over other countries and justified war as a means of regulating international relations. They also saw war as the opportunity to get rid of all the evils in European society. 

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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