martes, 6 de mayo de 2014


Feia setmanes que volia fer us de témperes però aplicades d'una forma diferent, al mateix temps també volia introduir el punt ja que durant aquest curs no s'havia treballat gaire aquest contingut amb cap artista.
Havia vist que algunes escoles desenvolupaven el tema de l'art aborigen australià i cercant per la xarxa vaig trobar una idea molt senzilla per fer amb nivells inicials. 

Some weeks ago I had been thinking about using paints in a different way, at the same time that I wanted to introduce the dot to my students because I hadn't the opportunity to do it with any of the artists they worked with before.
I heard about some schools developing art projects about Aboriginal Art so I decided to find out some ideas and I found a very simple activity for very young learners.

-Observem un mapa del món per localitzar on estem: Where are you from?
-Descobrim la foto d'un cangur: What animal is it? Where is the kangaroo from?
-Descobrim altres animals: a turtle and a lizard.
-Mirem obres dels aborígens: What animals can you see? What colours can you see? Can you see lines, shapes? Who is the artist?
-Observem la foto dels aborígens.

-We look at a World map: Where are you from? Where do you live?
-We discover a kangaroo photo: What animal is it? Where is the kangaroo from?
-We discover other animals: a turtle and a lizard.
-We have a look at aboriginal artworks: What animals can you see? What colours can you see? Can you see lines? A triangle? Who is the artist?
-I show them the artists: Australian aborigines.

Les instruccions són donades al principi de l'activitat i durant el procés. Els nens i les nenes tenen un paper participatiu i actiu mentres es donen les instruccions:
-Acabant les frases.
-Portant o ensenyant els materials.
-Assenyalant imatges com a suport visual.

Instructions are given at the beginning of the activity and during the process. Children are participative and active when giving instructions:
-Completing the sentence.
-Bringing/Showing the materials.
-Pointing to pictures or photos as a visual support.
-Answering questions.

1. Choose an animal: What animal do you want?
2. Colour the animal with wax crayons.
3. Cut out the animal with scissors.

4. Stick the animal in the centre of a black cardboard. 

5. Take cotton buds and dip one in the paint.

6. Paint dots around the animal silhouette.
7. Finish the row and change the colour.

viernes, 25 de abril de 2014


Children met Warhol some weeks ago. I found a very nice PPT on the net that I adapted according to my learners level.


In big group children listen to me presenting the artist while I asked them some questions that link artist's biography with their lifes:

-Andy Warhol was from USA. Where are you from?

-He had cats. Have you got any pet?

-He loved tomato food. What's your favourite food?

After that children worked in small groups, I displayed the printed PPT all around the class. I gave a black and white sample of the PPT to each small group. Some of the pages had a blank space to fill, so one member of each group had to stand up in order to look for the missing word. 
At the end, children colour the pages and the had their own Andy Warhol biography to add in the Class Library.

Next lesson I went to the supermarket and I brought a bag with some products: a Smack's cereal box, a Chupa Chups bag, A Nesquick pot, a Campbell's soup can, a Sugus bag...
Children guessed which products were in the bag. Then, one of them came out and with a scarf on his and only touching and hearing said what thing he thought it was.
Finally they discovered all the products and each group decided which of all would draw and paint to decorate their Class Supermarket Corner.

sábado, 22 de febrero de 2014


After Christmas holiday we continued the project based on portraits. But this time introducing a new artist: Pablo Picasso.

Children met Picasso with a PPT that we adapted: PICASSO'S PPT

Then in big group we made an observation of different cubist portraits. I focused on the importance of the different directions of both sides of the face, one part looks at the front and the other is the face profile.

Després del Nadal continuarem amb el projecte basat en els retrats. Però aquest cop introduint un nou artista: en Pablo Picasso.

L'alumnat va conèixer l'artista a través un PPT :  PICASSO'S PPT

Després en gran grup varem observar diferents retrats cubistes. Els vaig fer fixar-se en la importància que en Picasso li donava a les diferents direccions de la cara, una part mira al front i l'altra està de perfil.

Then, we compared real and cubism portraits: colours, shapes...  

This time 1st graders were going to do their portraits inspired by Picasso. First they drew their parts of the face in small pieces of coloured paper. The activity was a kind of Picture Dictation. I gave them some instructions like: Draw a big eye, draw a small ear...

Més tard, compararem retrats reals i cubistes: els colors, les formes...

Aquesta vegada l'alumnat de 1r anaven a fer els seus propis retrats inspirats per en Picasso. Primer, pintaren parts de la cara en petits retalls de cartolina de colors. Aquesta activitat va ser un dictat pictòric. Jo els hi donava instruccions com: Dibuixa un gran ull, dibuixa una orella petita...

 Then, pupils use wax crayons to colour a template of a face that I drew previously.

Seguidament, els alumnes acoloriren amb ceres toves una plantilla que jo havia preparat on la meitat de la cara mira al fron i l'altra de perfil.

Finally, children stick their parts of their face with glue. 

Here are their final productions!

Finalment, els nens i les nenes varen enganxar les parts de la cara amb pega.

I aquí teniu el resultat final!


Some weeks before Christmas 1st graders worked on realistic self-portraits. First of all they were introduced on the concept of portrait giving similarities with photos.

I showed them some famous people and artists photos and we compared them with portraits.

Unes setmanes abans de Nadal els alumnes de 1r treballaren en els seus autorretrats. Primer de tot es va introduir el concepte de retrat portant alguns exemples i comparant-los amb fotografies.

Els hi vaig mostrar alguns retrats de personatges populars i de pintors coneguts perquè els poguessin comparar amb fotografies.

With this window we observed each part of the face and children said what they could see.

Amb aquesta finestra varem anar observant poc a poc les diferents parts de la cara.

I brought some mirrors to the class for them to look at their faces. I think that this activity is very important for them to be conscious of how do they look like.
After the introduction of portrait concept they started drawing themselves. Two essential things that I was sure about the development of drawing their faces were symmetry and realism. So, I decided to give them very clear instruction during the process. 

Els nens i nenes es varen estar mirant en diferents miralls prestant atenció a les formes de les seves cares. Considero que aquesta activitat és prou important ja que han de ser conscients de com són per desenvolupar l'autoconcepte. 
Hi ha dos continguts els quals estava ben segura que volia que es treballessin durant aquesta activitat: la simetria i el realisme. Així doncs, vaig decidir donar instruccions molt clares mentres dibuixaven les seves cares.

 I found these instructions in a blog and I adapted the language for my pupils' level:

1. Place your hand on the paper.

2. Draw 2 dots.

3. Connect with a face (square, oval, round).

4. Draw an horizontal and a vertical dotted line.

5. Draw eyes, eyebrows and eyelashes on top of the dotted line.

6. Draw the nose in the middle of the eyes under the dotted line.

7. Draw the mouth under your nose.

8. The ears start at the eyebrow and end at the nose.

9. Draw the hair.

10. Trace the portrait with a black crayon.

11. Colour with crayons.

Les instruccions que es mostren dalt estan adaptades a partir d'unes altres que vaig trobar en el blog:

Helped by Justin, our English interaction helper, pictures and gestures children were able to undestand all our instructions and this are their awesome results:


Amb l'ajuda d'en Justin, el nostre auxiliar de conversa, imatges, gestos...els alumnes varen ser capaços de comprendre les nostres instruccions i aquí teniu els seus meravellosos resultats*