VELÁZQUEZ IN ELVELÁZQUEZ IN ELPRADOPRADOAlicia Doblas Guerra.Alicia Doblas Guerra.
INTRODUCTIONINTRODUCTION This is a plan for primaryThis is a plan for primarychildren, grade 6th , to develop inchildren,...
OBJECTIVESOBJECTIVES 1. To know specific art vocabulary.1. To know specific art vocabulary. 2. To improve the knowledge ...
ACTIVITIESACTIVITIES Warm up. Watch the first part of the documentaryWarm up. Watch the first part of the documentary“El ...
 Learn the vocabulary used to describe aLearn the vocabulary used to describe apainting. We will hand out a list ofpainti...
StructureStructure In the foreground In the backgroundIn the foreground In the background in the upper partin the upper ...
 We organize the children in five groups. Each oneWe organize the children in five groups. Each oneis going to choose one...
 They can try to answer these questions to make the description of theThey can try to answer these questions to make the ...
Apollo at the Forge of VulcanApollo at the Forge of Vulcan
The Drinkers or The Feast ofThe Drinkers or The Feast ofBacchusBacchus
The Surrender of BredaThe Surrender of Breda
The Spinners or The Fable ofThe Spinners or The Fable ofArachneArachne
Las Meninas or The Family ofLas Meninas or The Family ofPhilip IVPhilip IV
 Later, they visit the Prado Museum andLater, they visit the Prado Museum andthey tell their mates about the painting.the...
 After the visit, each group is going toAfter the visit, each group is going toprepare a little play.prepare a little pla...
 Finally, they are going to recreate theFinally, they are going to recreate thepainting that they prefer. It can be thepa...
 EVALUATION CRITERIAEVALUATION CRITERIA To write a text about Velázquez of, atTo write a text about Velázquez of, atleas...
Velázquez in el prado
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Velázquez in el prado

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Unidad didáctica para trabajar Velázquez con los niños de 6º de Primaria, en un colegio bilingüe.

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Velázquez in el prado

  1. 1. VELÁZQUEZ IN ELVELÁZQUEZ IN ELPRADOPRADOAlicia Doblas Guerra.Alicia Doblas Guerra.
  2. 2. INTRODUCTIONINTRODUCTION This is a plan for primaryThis is a plan for primarychildren, grade 6th , to develop inchildren, grade 6th , to develop inArt and Crafts in a bilingualArt and Crafts in a bilingualschool and connected with Historyschool and connected with Historyand English. The main resource isand English. The main resource isgoing to be the Museo Nacionalgoing to be the Museo Nacionaldel Prado and its paintings bydel Prado and its paintings byVelázquez.Velázquez.
  3. 3. OBJECTIVESOBJECTIVES 1. To know specific art vocabulary.1. To know specific art vocabulary. 2. To improve the knowledge about2. To improve the knowledge aboutVelázquez and his time.Velázquez and his time. 3. To create an original piece of art3. To create an original piece of artbased in a Velázquez painting.based in a Velázquez painting. 4. To value and enjoy art through the4. To value and enjoy art through thevisit to the Museo Nacional del Prado.visit to the Museo Nacional del Prado.
  4. 4. ACTIVITIESACTIVITIES Warm up. Watch the first part of the documentaryWarm up. Watch the first part of the documentary“El Madrid de Alatriste” . This is the link:“El Madrid de Alatriste” . This is the link:http://www.youtube.com/watch?v=R8CoZ8_md30http://www.youtube.com/watch?v=R8CoZ8_md30Brainstorming: In what century does it happen? WhoBrainstorming: In what century does it happen? Whowas the king of Spain? What is the name of thewas the king of Spain? What is the name of thepainting that appears in the film? Who was thepainting that appears in the film? Who was theartist? What other paintings can you see?artist? What other paintings can you see? Who is Velázquez? Write a brief biography, about 10Who is Velázquez? Write a brief biography, about 10lines. This video can help you. You can read anlines. This video can help you. You can read anencyclopedia or the wikipedia, too.encyclopedia or the wikipedia, too.https://www.youtube.com/watch?v=wQeG90U24cAhttps://www.youtube.com/watch?v=wQeG90U24cA
  5. 5.  Learn the vocabulary used to describe aLearn the vocabulary used to describe apainting. We will hand out a list ofpainting. We will hand out a list ofvocabulary about the structure in avocabulary about the structure in apainting and the picture of a painting topainting and the picture of a painting tothe children, so they have to write thethe children, so they have to write thedescription words in the correctdescription words in the correctposition. This is an example.position. This is an example.
  6. 6. StructureStructure In the foreground In the backgroundIn the foreground In the background in the upper partin the upper part in the lower partin the lower part in the left partin the left part in the right partin the right part in the central partin the central part in front ofin front of behindbehind next to …next to … on the righton the right on the lefton the left in the middlein the middle from frontfrom front from behindfrom behind from abovefrom above from belowfrom below the second from left/rightthe second from left/right at the topat the top at the bottomat the bottomOther words useful to describe a paintingOther words useful to describe a painting artificial lightartificial light daylightdaylight light colourslight colours dark coloursdark colours loud coloursloud colours subdued lightsubdued light vanishing pointvanishing point vanishing linevanishing line oiloil canvascanvas brush strokesbrush strokes
  7. 7.  We organize the children in five groups. Each oneWe organize the children in five groups. Each oneis going to choose one of the paintings: Lasis going to choose one of the paintings: LasMeninas, Los Borrachos, La Fragua de Vulcano , LaMeninas, Los Borrachos, La Fragua de Vulcano , LaRendición de Breda or Las Hilanderas. They areRendición de Breda or Las Hilanderas. They aregoing to describe the painting, using the vocabularygoing to describe the painting, using the vocabularywe gave them, and explain its background and thewe gave them, and explain its background and thestory that it tells. They can look for informationstory that it tells. They can look for informationon the Prado websiteon the Prado websitehttp://www.museodelprado.es/en/pradomedia/http://www.museodelprado.es/en/pradomedia/or inor inThe Prado Guide.The Prado Guide.First, they write the text, then, they practice andFirst, they write the text, then, they practice andmemorize. Every member of the group must saymemorize. Every member of the group must saysomething.something.
  8. 8.  They can try to answer these questions to make the description of theThey can try to answer these questions to make the description of thepainting.painting.– You can begin with a description of subject matter: Who or what is theYou can begin with a description of subject matter: Who or what is thepainting about? Is it a portrait of someone, a still life of objects or a scenicpainting about? Is it a portrait of someone, a still life of objects or a sceniclandscape?landscape? What are the shapes in the painting?What are the shapes in the painting?– Look closely to see what relationship the subjects have to each other: Do theyLook closely to see what relationship the subjects have to each other: Do theyface each other?face each other? Are they touching or moving away from each other?Are they touching or moving away from each other?– Describe color: Are many colors used? Are the colors dark or bright?Describe color: Are many colors used? Are the colors dark or bright?– Look for the balance in the painting: Is there more happening on one side thanLook for the balance in the painting: Is there more happening on one side thanthe other? Does some shape or color deliberately draw your attention to onethe other? Does some shape or color deliberately draw your attention to onecorner of the canvas?corner of the canvas?– Define the focal point: What is the most important part of the scene? WhereDefine the focal point: What is the most important part of the scene? Wheredid your eyes go first?  The artist did this deliberately so discuss this.did your eyes go first?  The artist did this deliberately so discuss this.– What is the mood of the work? What mood or feeling did it bring out in you?What is the mood of the work? What mood or feeling did it bring out in you?Think back to the subject matter and also color for this.  Your answer to thisThink back to the subject matter and also color for this.  Your answer to thisprobably came the first moment you looked at it.probably came the first moment you looked at it.– What style is the painting done in? Is it realistic, impressionistic, abstract...?What style is the painting done in? Is it realistic, impressionistic, abstract...?
  9. 9. Apollo at the Forge of VulcanApollo at the Forge of Vulcan
  10. 10. The Drinkers or The Feast ofThe Drinkers or The Feast ofBacchusBacchus
  11. 11. The Surrender of BredaThe Surrender of Breda
  12. 12. The Spinners or The Fable ofThe Spinners or The Fable ofArachneArachne
  13. 13. Las Meninas or The Family ofLas Meninas or The Family ofPhilip IVPhilip IV
  14. 14.  Later, they visit the Prado Museum andLater, they visit the Prado Museum andthey tell their mates about the painting.they tell their mates about the painting.Now, they are tourist guides at theNow, they are tourist guides at themuseum.museum. During the visit they are going to see allDuring the visit they are going to see allthe Velázquez’s paintings, so they have thethe Velázquez’s paintings, so they have theopportunity to choose their favouriteopportunity to choose their favouritepainting.painting.
  15. 15.  After the visit, each group is going toAfter the visit, each group is going toprepare a little play.prepare a little play.They make up a story to explain whatThey make up a story to explain whathappens next, no more than 4 minutes.happens next, no more than 4 minutes.The starting point is the painting, eachThe starting point is the painting, eachchild is one of the main characters.child is one of the main characters.The initial position is the position theyThe initial position is the position theyhave in the painting, they are frozenhave in the painting, they are frozenand, suddenly, they take live and tell usand, suddenly, they take live and tell uswhat happens after the scene in thewhat happens after the scene in thepainting.painting.We record a video with all the stories.We record a video with all the stories.
  16. 16.  Finally, they are going to recreate theFinally, they are going to recreate thepainting that they prefer. It can be thepainting that they prefer. It can be thepainting they have been working on orpainting they have been working on oranother one they saw at the museumanother one they saw at the museumpainted by Velázquez. That is anpainted by Velázquez. That is anindividual view and an individual piece ofindividual view and an individual piece ofart. They can use wax crayons or paintart. They can use wax crayons or painton a DIN-A3 size paper.on a DIN-A3 size paper. We will prepare an exhibition with allWe will prepare an exhibition with allthe paintings and the videos: ”Our ownthe paintings and the videos: ”Our ownVelázquez”.Velázquez”.
  17. 17.  EVALUATION CRITERIAEVALUATION CRITERIA To write a text about Velázquez of, atTo write a text about Velázquez of, atleast, 8 lines.least, 8 lines. To present, orally, a painting byTo present, orally, a painting byVelázquez.Velázquez. To create his own piece of art based onTo create his own piece of art based ona Velázquez painting.a Velázquez painting.
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