Unit Plan Clil

1. !1
Why not CLIL?
CLIL UNIT PLAN
NAME: Dafne Fortea
SUBJECT: Art
TITLE: Expressing emotions through Art
YEAR: 1st Eso
Step 1: The driving question.
• Let’s write down your driving question and why you think this is
important.
How can we express emotions through art?
Let’s look at some of the most important masterpieces in art history like
Edvard Munch’s “The scream” or Pablo Picasso’s “Guernica”. How these artists
represented emotions in their work? Students must get inside the art world,
trying to understand, how artists create their work. They must learn to make
connections between their feelings and the way we can communicate them.
They must research and explain how artists depict the idea of caring in works
of art. They are going to create a drawing using the principles of design to
express their feelings for something that is important for themselves.
Step 2: The preview of the whole unit
• Preview the whole unit. Take a look at the title, headings, and captions
to obtain 15-20 basic vocabulary that must be internalized by my pupils
at the end of the unit.
By the end of the unit, pupils are going to have worked on different art styles
and movements, emotions, art techniques, colours, etc.
. Expressionism, modernism, racionalism, etc.
. Pleasure, pain.

2. !2
Why not CLIL?
. Anger, disgust, fear, happiness, sadness, surprise.
. Drawing, painting, sculpting, pottery, computer art techniques, brush
techniques.
. Cool and warm colours. Colour Wheel.
Students are going to create their own list of emotions.
Step 3: The easiest and hardest section of your unit.
The easiest section is going to be in the very beginning. Students are going to
look at different pictures and are going to answer some questions: What do
you notice first in the picture? Look at the people in the picture. So they look
happy or sad? What do you think they are thinking? Students are going to look
for adjectives in the dictionary, so they’ll also win autonomy as well as
awareness on how dictionaries work.
On the other hand, the hardest section its going to be when they are going to
start creating their own art work. At the end they are going to explain their
art works and the emotions they tried to express in their drawings.
Step 4: Law aspects.
The LOMCE defines 7 competences: (let’s define some aspects of each
competences)
• Linguistic competence. Students are going to communicate in English.
They are going to learn how to describe images and talk about
emotions.
• Mathematical competence and basic competences in science and
technology. They are going to use the ruler and measure distances in
their drawings.
• Digital competence. They are going to research information about
different important masterpieces.
• Learning to learn. They are going to learn how to observe images, how
to express, and how to create drawings. We will work in heterogeneous
and cooperative groups, althoug artistic work is going to be individual.

3. !3
Why not CLIL?
• Social and civic competences. Pupils will develop value to the artistic
patrimony. They are going to learn how is the personal connected with
the social. Some of the artworks mentioned, as for example, Picasso’s
“Guernica” represent historical events.
• Initiative and entrepreneurship. Children are going to explain their art
works promotioning their own work.
• Cultural awareness and expression. Pupils will end developing a
knowledge about art and art culture. Finally, students are going to
develop an art exhibition of their own artwork.
I will include these LOMCE standards in my unit plan: (try to find it into your
Autonomous Community curriculum)
Step 5: Content
• Which interdisciplinary subjects could be connected to in this unit? Why
and how?
English
Arts
Social sciences
Being English and Arts the most worked areas. Social sciences are going to be
worked as students are going to discover some artistic movements with
historical connections.
Steps 6: Soft Skills.
• I will include these soft skills in my unit plan:
o To be creative and original.
o To express emotions through art.
o Respecting the turns and raising hands.
o Active listening as well as participation.
o Teamwork which implies cooperation and planning.
o Giving and receiving feedback not only from the teacher but
from other classmates as well.