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MY EXPERIENCE
ARTiAMO:
ITALIAN AND ART PROJECT
1) WHAT IS CLIL?
2) MY TOOL BOX
3) FIRST ARTIST:RENATO GUTTUSO
Activities, ...
1) WHAT IS
CLIL?
WHAT IS CLIL?
CLIL stands for
Content and Language
INTEGRATED
Learning
David Marsh - Finland 1994
2) MY TOOL BOX
MAESTRA
MY SECRET TOOLS
MULTIMODAL
INPUTS
COOPERATING WITH
THE ART TEACHER
COOPERATIVE
LEARNING OF
STUDENTS
(pair work, team work)...
MY BACKGROUND
2012-13
Italian, art and design project
Kings Cross Italian School
Supplementary School
2013-14
CLIL and Fam...
A DIFFERENT CONTEXT
Is CLIL still a winning approach when
used in Schools in MFL?
“Artiamo”, Italian and
Art project
“St P...
3) RENATO
GUTTUSO
RENATO GUTTUSO
ITALIAN PAINTER
MODERN
1911 - 1987
STILL LIFE
EXHIBITION IN LONDON
Y5- L.O. for ART
Pupils should be taught to develop their techniques, including
their control and their use of materials, ...
ART IN SCHOOL
St Patrick’s School art teacher, Debby Hoddle, works with
the children of KS 2 on still life technique and G...
Fantastic displays are prepared with
the children’s artworks.
Y5- L.O. for ITALIAN
O.5.1 Prepare and practice a simple conversation, reusing familiar
vocabulary and structures in new c...
Y5- CONTENTS for ITALIAN
ITALIANO
Prep IN ALTO, IN BASSO, A DESTRA, A
SINISTRA, AL CENTRO
On the top, on the bottom,
right...
SUCCESSFUL STRATEGIES
Starting from known vocabulary
Allow code switching ( not verbal  L1  L2)
Pair and team work
Dare!...
SCAFFOLDING
to access meaning and help production
Using extra-linguistic inputs: visual, gestures, role-play, realia,..
SU...
L.O: To describe a painting- Prepositions
IN ALTO
IN BASSO
A DESTRA
A SINISTRA
AL CENTRO
ORA RISPONDI…
Dov’è la banana?
IN ALTO
La banana è IN ALTO
Dov’è la banana?
A DESTRA
La banana è A DESTRA
Dov’è la banana?
AL CENTRO
La banana è AL CENTRO
Dov’è la mela ?
A DESTRA
La mela è A DESTRA
Dov’è la pera ?
A SINISTRA
La pera è A SINISTRA
Dov’è Renato Guttuso?
A DESTRA
Ruttuso Guttuso è a destra.
Dov’è la lampada?
IN ALTO
La lampada è in alto
Dov’è la sedia?
A SINISTRA
La sedia è a sinistra.
Dov’è Renato Guttuso?
AL CENTRO
Renato Guttuso è al centro.
L.O: To describe a painting
IN 1° PIANO
IN 2° PIANO
SULLO SFONDO
SULLO SFONDO
IN SECONDO PIANO
IN PRIMO PIANO
ORA RISPONDI…
COSA C’E’?
IN PRIMO PIANO C’E’ UNA PERA or
LA PERA E’ IN PRIMO PIANO
COSA C’E’?
SULLO SFONDO C’E’ UNA MELA or
LA MELA E’ SULLO SFONDO
Listening and speaking
Writing
Speaking skills
VIDEO:
Chantelle and Tara
describe their paintings
A TRIP TO THE GALLERY
All KS2 classes go on a trip to the
Estorick Collection, Italian Modern Art
Gallery in Islington in ...
A TRIP TO THE
GALLERY
Children make an
artwork inspired by
the paintings seen in
the gallery.
3) GIUSEPPE
ARCIMBOLDO
GIUSEPPE ARCIMBOLDO
ITALIAN PAINTER
FROM THE PAST
1526 - 1593
PORTRAITS
CREATIVE, EXTRAVAGANT,
EASY TO CREATE
CROSSCURRICU...
Y5- L.O. for ART
Pupils should be taught to develop their techniques, including
their control and their use of materials, ...
ART IN SCHOOL
The school art teacher, Debby Hoddle, works with the
children of KS2 on Arciboldo’s creative style.
St Patrick’s school walls are covered with portraits
and funny fruit faces.
The art teacher helps pupils
to create astonishing portraits
using flowers, fruit,
vegetables. Different materials
and art...
Y5- L.O. for ITALIAN
O.5.2 Understand and express simple opinions
O.5.3 Listen attentively and understand more complex phr...
Y5- CONTENTS for ITALIAN
ITALIANO
Verbs INFORMAZIONI PERSONALI: mi
chiamo, sono nato, vengo,…
Verbs to give personal
infor...
IN ITALIA
A MILANO
PORDENONE
la città della
maestra Michela
ROMA
la città capitale
CHI E’?
Mi chiamo Giuseppe Arcimboldo.
Sono italiano.
Lui si chiama Giuseppe
Arcimboldo.
E’ italiano.
DOVE E’ NATO? QUANDO E’ NATO?
Sono nato a Milano
Quando?
Nel 2015? No!
Nel 1990? No!
..indovina!
Sono nato
nel 1527
Lui è ...
Sono un…………
Qual è il mio
lavoro?
..indovina!
Sono un
pittore
Sono un famoso pittore italiano.
Lui è un famoso pittore italiano.
COSA TI PIACE?
Mi piace dipingere.
Amo i costumi per i party.
Adoro la frutta, la verdura, i
ritratti, gli animali, la nat...
COSA TI PIACE?
Il mio stile é originale e
stravagante
Il suo stile é
originale e
stravagante.
COSA TI PIACE?
Nei miei ritratti ho usato
frutta, verdura e animali.
Nei suoi ritratti ha
usato frutta, verdura
e animali....
“PRIMAVERA”
olio
Come si chiama il dipinto?
..indovina!
“ESTATE”
olio
Come si chiama il dipinto?
..indovina!
“L’AUTUNNO”
olio
Come si chiama il dipinto?
..indovina!
“L’INVERNO”
olio
Come si chiama il dipinto?
..indovina!
Sono
allegra!!
Sono
allegra.
Sono
normale
Sono
triste !
PRIMAVERA ESTATE
AUTUNNO INVERNO
Come è?
..indovina!
“L’ORTOLANO”
olio
Qual è il suo lavoro?
..indovina!
Reading and writing
Here you will find information about Arcimboldo’s life.
Unjumble the words to create the right sentenc...
Reading
Heads and Tails – Matching
information
Video: Strips
LA FRUTTA
la banana la mela la pera
la pesca la arancia la ciliegia
LA VERDURA
l’insalata la carota la patata
il peperone il pomodoro l’ aglio
LA FALSA VERDURA
il peperone il pomodoro
il peperone e il pomodoro sono frutta, NON sono verdura
Hanno i semi
Listening, speaking, writing
First person statement-
Revision
Remembering, identifying,comparing, contrasting
Pupils are g...
Attività
1) Sono arancione
2) Sono verde
3) Sono rosso e
ho i semi
4) Sono rossa e
ho i semi
5) Sono nata in
Europa
Frames for speaking and writing
Excellent tools to consolidate vocabulary and to memorize structures.
Speaking skills
VIDEO:
Amo
To know tools and styles
IL PENNELLO
I COLORI
LA TELA
Cosa ha usato Leonardo?
Leonardo ha usato
il pennello, la tela, i colori a olio
“La gioconda”
Leonardo Da Vinci
1503
Cosa ha usato Paolo Uccello?
Paolo Uccello ha usato
il pennello, la tela, i colori a olio
“San Giorgio e il
drago”
Paolo U...
Listening and speaking
VIDEO:
Ho usato
Reading, writing
and speaking
Un critico d’arte
Writing, reading, speaking
Children create their
portraits using pictures
of vocabulary learnt
with maestra Michela
in the...
Writing, reading, speaking
They use the pc to find
suitable clips and pictures
and then create their
portraits.
Writing, reading, speaking
Each portrait will introduce
itself, so they write a text.
They practise and improve
their pron...
VIDEO:
Morfo
MY CLIL PALETTE
LIMITATIONS
Shortage of materials
Overload for the teacher?
Risk of overstretching language to
fit content
Assessment
BENEFITS
Increase in pupils’ motivation
Increase in pupils’ confidence (can do attitude)
Improvement in children’s product...
Let's talk about Art - An Italian and Art CLIL project
Let's talk about Art - An Italian and Art CLIL project
Let's talk about Art - An Italian and Art CLIL project
Let's talk about Art - An Italian and Art CLIL project
Let's talk about Art - An Italian and Art CLIL project
Let's talk about Art - An Italian and Art CLIL project
Let's talk about Art - An Italian and Art CLIL project
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Let's talk about Art - An Italian and Art CLIL project

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Outlines of my project "ArtiAmo" held at St. Patrick's Primary School in Waltham Forest and presented at the "Sharing and Learrning" MFL Conference at the Westminster University on the 27th of June.

How can language learning be enhanced through teaching Italian Art using Italian at primary school level? Series of successful classroom strategies and activities to motivate children and increase their intercultural understanding and interesting cross-curricular links to promote interpersonal skills and language abilities. will be shown.

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Let's talk about Art - An Italian and Art CLIL project

  1. 1. MY EXPERIENCE ARTiAMO: ITALIAN AND ART PROJECT 1) WHAT IS CLIL? 2) MY TOOL BOX 3) FIRST ARTIST:RENATO GUTTUSO Activities, links 4) SECOND ARTIST: GIUSEPPE ARCIMBOLDO Activities, links 5) WAS IT WORTH? Benefits and limitations
  2. 2. 1) WHAT IS CLIL?
  3. 3. WHAT IS CLIL? CLIL stands for Content and Language INTEGRATED Learning David Marsh - Finland 1994
  4. 4. 2) MY TOOL BOX MAESTRA
  5. 5. MY SECRET TOOLS MULTIMODAL INPUTS COOPERATING WITH THE ART TEACHER COOPERATIVE LEARNING OF STUDENTS (pair work, team work) PROVIDING SCAFFOLDING (temporary frameworks to access meaning and help production) CLIL IS FLEXIBLE ! PREVIOUS EXPERIENCES CROSS-CURRICULAR FOR MEANING!
  6. 6. MY BACKGROUND 2012-13 Italian, art and design project Kings Cross Italian School Supplementary School 2013-14 CLIL and Family learning project organized with an Italian collegue Kings Cross Italian School and St Patrick’s Italian School Supplementary Schools
  7. 7. A DIFFERENT CONTEXT Is CLIL still a winning approach when used in Schools in MFL? “Artiamo”, Italian and Art project “St Patrick’s RC Primary School” Waltham Forest 2014 - 15
  8. 8. 3) RENATO GUTTUSO
  9. 9. RENATO GUTTUSO ITALIAN PAINTER MODERN 1911 - 1987 STILL LIFE EXHIBITION IN LONDON
  10. 10. Y5- L.O. for ART Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught: - to create sketch books to record their observations and use them to review and revisit ideas - to improve their mastery of art and design techniques: still life - about great artists, architects and designers in history. National Curriculum, KS2
  11. 11. ART IN SCHOOL St Patrick’s School art teacher, Debby Hoddle, works with the children of KS 2 on still life technique and Guttuso’s style.
  12. 12. Fantastic displays are prepared with the children’s artworks.
  13. 13. Y5- L.O. for ITALIAN O.5.1 Prepare and practice a simple conversation, reusing familiar vocabulary and structures in new contexts O.5.4 Prepare a short presentation on a familiar topic L.5.2 Make simple sentences and short texts IU.5.1 Look at further aspects of their everyday lives from the perspective of someone from another country KAL5.2 Manipulate language by changing an element in a sentence KAL5.7 Recognize the typical conventions of word order in the foreign language LLS 5.3 Apply grammatical knowledge to make sentences KS2 Framework
  14. 14. Y5- CONTENTS for ITALIAN ITALIANO Prep IN ALTO, IN BASSO, A DESTRA, A SINISTRA, AL CENTRO On the top, on the bottom, right, left, in the middle Verbs C’E’, CI SONO There is, there are E’, SONO It is, they are Nouns COLORI CALDI, COLORI FREDDI Hot colours, cold colours LA MELA, LA BANANA, LA PERA, LA CILIEGIA The apple, the banana, the pear, the cherry IN PRIMO PIANO, IN SECONDO PIANO, SULLO SFONDO In the foreground, in the background, in the distance Adjec CONCORDANZA AGGETTIVI Adjectival agreement
  15. 15. SUCCESSFUL STRATEGIES Starting from known vocabulary Allow code switching ( not verbal  L1  L2) Pair and team work Dare! Have high expectations
  16. 16. SCAFFOLDING to access meaning and help production Using extra-linguistic inputs: visual, gestures, role-play, realia,.. SUCCESSFUL WAYS TO SCAFFOLD LEARNING Breaking down tasks in small steps Demonstrating tasks Using speaking and writing frames Using word banks and templates Encoraging peers and self-evaluation Differentiating activities: T/F, gap filling, tables to fill in,..
  17. 17. L.O: To describe a painting- Prepositions
  18. 18. IN ALTO
  19. 19. IN BASSO
  20. 20. A DESTRA
  21. 21. A SINISTRA
  22. 22. AL CENTRO
  23. 23. ORA RISPONDI…
  24. 24. Dov’è la banana? IN ALTO La banana è IN ALTO
  25. 25. Dov’è la banana? A DESTRA La banana è A DESTRA
  26. 26. Dov’è la banana? AL CENTRO La banana è AL CENTRO
  27. 27. Dov’è la mela ? A DESTRA La mela è A DESTRA
  28. 28. Dov’è la pera ? A SINISTRA La pera è A SINISTRA
  29. 29. Dov’è Renato Guttuso? A DESTRA Ruttuso Guttuso è a destra.
  30. 30. Dov’è la lampada? IN ALTO La lampada è in alto
  31. 31. Dov’è la sedia? A SINISTRA La sedia è a sinistra.
  32. 32. Dov’è Renato Guttuso? AL CENTRO Renato Guttuso è al centro.
  33. 33. L.O: To describe a painting
  34. 34. IN 1° PIANO IN 2° PIANO SULLO SFONDO
  35. 35. SULLO SFONDO
  36. 36. IN SECONDO PIANO
  37. 37. IN PRIMO PIANO
  38. 38. ORA RISPONDI…
  39. 39. COSA C’E’? IN PRIMO PIANO C’E’ UNA PERA or LA PERA E’ IN PRIMO PIANO
  40. 40. COSA C’E’? SULLO SFONDO C’E’ UNA MELA or LA MELA E’ SULLO SFONDO
  41. 41. Listening and speaking
  42. 42. Writing
  43. 43. Speaking skills VIDEO: Chantelle and Tara describe their paintings
  44. 44. A TRIP TO THE GALLERY All KS2 classes go on a trip to the Estorick Collection, Italian Modern Art Gallery in Islington in London, to see the Renato Guttuso exhibition.
  45. 45. A TRIP TO THE GALLERY Children make an artwork inspired by the paintings seen in the gallery.
  46. 46. 3) GIUSEPPE ARCIMBOLDO
  47. 47. GIUSEPPE ARCIMBOLDO ITALIAN PAINTER FROM THE PAST 1526 - 1593 PORTRAITS CREATIVE, EXTRAVAGANT, EASY TO CREATE CROSSCURRICULAR LINKS
  48. 48. Y5- L.O. for ART Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught: - to create sketch books to record their observations and use them to review and revisit ideas - to improve their mastery of art and design techniques: portrait, creative use of elements to create patterns and new compositions - about great artists, architects and designers in history. National Curriculum, KS2
  49. 49. ART IN SCHOOL The school art teacher, Debby Hoddle, works with the children of KS2 on Arciboldo’s creative style.
  50. 50. St Patrick’s school walls are covered with portraits and funny fruit faces.
  51. 51. The art teacher helps pupils to create astonishing portraits using flowers, fruit, vegetables. Different materials and artistic techniques are experimented with: paper machè, clay modelling, collage...
  52. 52. Y5- L.O. for ITALIAN O.5.2 Understand and express simple opinions O.5.3 Listen attentively and understand more complex phrases and sentences L.5.2 Make simple sentences and short texts IU.5.1 Compare symbols, objects or products which represent their own culture with those of another country KAL5.3 Apply knowledge of rules when building sentences KAL5.1 Plan and prepare-analyse what needs to be done to carry out a task LLS 5.3 Integrate new language into previously learnt language KS2 Framework
  53. 53. Y5- CONTENTS for ITALIAN ITALIANO Verbs INFORMAZIONI PERSONALI: mi chiamo, sono nato, vengo,… Verbs to give personal information: I am called, I was born, I come, I have,.. GUSTI: mi piace, amo, adoro,detesto LIKES AND DISLIKES: I like, I love, I adore, I hate DESCRIVERE UN PROCESSO: ho usato/ha usato TO DESCRIBE: I used/she or he used,.. Adv QUANDO E’ , DOVE E’ , COSA E’,.. WH-QUESTIONS: what, where, when,.. Nouns EXTENSION OF FRUIT AND VEGETABLE VOCABOLARY (12 WORDS) Garlic, salad, potato, tomato, pepper,carrot,.. STRUMENTI: PENNELLO, TELA, CARTA, COLLA, FORBICI,… Tools for art: brush, canvas,paper, glue,..
  54. 54. IN ITALIA A MILANO PORDENONE la città della maestra Michela ROMA la città capitale
  55. 55. CHI E’? Mi chiamo Giuseppe Arcimboldo. Sono italiano. Lui si chiama Giuseppe Arcimboldo. E’ italiano.
  56. 56. DOVE E’ NATO? QUANDO E’ NATO? Sono nato a Milano Quando? Nel 2015? No! Nel 1990? No! ..indovina! Sono nato nel 1527 Lui è nato a Milano nel 1527.
  57. 57. Sono un………… Qual è il mio lavoro? ..indovina! Sono un pittore
  58. 58. Sono un famoso pittore italiano. Lui è un famoso pittore italiano.
  59. 59. COSA TI PIACE? Mi piace dipingere. Amo i costumi per i party. Adoro la frutta, la verdura, i ritratti, gli animali, la natura. A lui piace dipingere. Ama i costumi per i party. Adora la frutta, la verdura, i ritratti, gli animali, la natura.
  60. 60. COSA TI PIACE? Il mio stile é originale e stravagante Il suo stile é originale e stravagante.
  61. 61. COSA TI PIACE? Nei miei ritratti ho usato frutta, verdura e animali. Nei suoi ritratti ha usato frutta, verdura e animali. Frutta e verdura Animali
  62. 62. “PRIMAVERA” olio Come si chiama il dipinto? ..indovina!
  63. 63. “ESTATE” olio Come si chiama il dipinto? ..indovina!
  64. 64. “L’AUTUNNO” olio Come si chiama il dipinto? ..indovina!
  65. 65. “L’INVERNO” olio Come si chiama il dipinto? ..indovina!
  66. 66. Sono allegra!! Sono allegra. Sono normale Sono triste ! PRIMAVERA ESTATE AUTUNNO INVERNO Come è? ..indovina!
  67. 67. “L’ORTOLANO” olio Qual è il suo lavoro? ..indovina!
  68. 68. Reading and writing Here you will find information about Arcimboldo’s life. Unjumble the words to create the right sentence.
  69. 69. Reading Heads and Tails – Matching information Video: Strips
  70. 70. LA FRUTTA la banana la mela la pera la pesca la arancia la ciliegia
  71. 71. LA VERDURA l’insalata la carota la patata il peperone il pomodoro l’ aglio
  72. 72. LA FALSA VERDURA il peperone il pomodoro il peperone e il pomodoro sono frutta, NON sono verdura Hanno i semi
  73. 73. Listening, speaking, writing First person statement- Revision Remembering, identifying,comparing, contrasting Pupils are giving a set of card with fruit and vegetables. They read the sentence displayed on the board and show the right cards.
  74. 74. Attività
  75. 75. 1) Sono arancione
  76. 76. 2) Sono verde
  77. 77. 3) Sono rosso e ho i semi
  78. 78. 4) Sono rossa e ho i semi
  79. 79. 5) Sono nata in Europa
  80. 80. Frames for speaking and writing Excellent tools to consolidate vocabulary and to memorize structures.
  81. 81. Speaking skills VIDEO: Amo
  82. 82. To know tools and styles
  83. 83. IL PENNELLO
  84. 84. I COLORI
  85. 85. LA TELA
  86. 86. Cosa ha usato Leonardo? Leonardo ha usato il pennello, la tela, i colori a olio “La gioconda” Leonardo Da Vinci 1503
  87. 87. Cosa ha usato Paolo Uccello? Paolo Uccello ha usato il pennello, la tela, i colori a olio “San Giorgio e il drago” Paolo Uccello 1503
  88. 88. Listening and speaking VIDEO: Ho usato
  89. 89. Reading, writing and speaking Un critico d’arte
  90. 90. Writing, reading, speaking Children create their portraits using pictures of vocabulary learnt with maestra Michela in the past: numbers, animals, food, weather…
  91. 91. Writing, reading, speaking They use the pc to find suitable clips and pictures and then create their portraits.
  92. 92. Writing, reading, speaking Each portrait will introduce itself, so they write a text. They practise and improve their pronunciation and intonation. Then they animate their art work using the Ipad and an app called Morfo.
  93. 93. VIDEO: Morfo
  94. 94. MY CLIL PALETTE
  95. 95. LIMITATIONS Shortage of materials Overload for the teacher? Risk of overstretching language to fit content Assessment
  96. 96. BENEFITS Increase in pupils’ motivation Increase in pupils’ confidence (can do attitude) Improvement in children’s production and performance (real communication) Development of thinking skills Fine tuning the teacher’s strategies Help for a holistic approach to learning Cooperation among teachers Challenge for brains! T&S

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