The document outlines a CLIL (Content and Language Integrated Learning) approach for teaching art and Italian language to primary school students, emphasizing hands-on and visual learning methods. It includes a project focused on the works of Italian artist Bruno Munari, aiming to instill a love for beauty and connect students with Italian culture through interactive activities. Key components include vocabulary pre-teaching, collaborative projects, and art creation inspired by Munari's style, all while supporting language development in a bilingual setting.

2. CLIL
Content and Language Integrated Learning
“Learn to use a language
and
use the language to learn”

3. CLIL AND PRIMARY SCHOOL
• Less spread than in Secondary Schools.
• Inputs needs to be understandable (Krashen)
• Use of extra-linguistic inputs: visual
( photos, drawings, time-lines, maps, posters,
word banks,..) and gestures, role-play, hands-out,
use of realia, games,demonstration,..

4. LEARNING BY DOING!
Helping learning:
• Starting from known vocabulary, structures and contents
• Vocabulary and structures adequates to age
• Friendly-reassuring enviroment
• Pre-teaching vocabulary
• Code-switching allowed (L1  L2)
• Good scaffolding for learning
Helping production:
• Allow different kind of answers (not verbal L1 English L2 Italian)
• Role-play
• Pair and team-work
• Making of posters, drawings, booklets…

5. CONTENT: WHY CHOOSE ART?
• Teaching love for beauty at early age
• In CLIL visual inputs help understanding
• Italian art to re-establish bonds with Italian
culture
• Italian modern art: vivid and easy for children

6. PROGETTO:
BRUNO MUNARI
Italian language, art and design

7. BRUNO MUNARI
Bruno
Munari
“The Peter-Pan
of
Italian art”

8. Painter
Sculptor
He was the
first to make
mobiles
Graphic and industrial
Designer
objects slogan
toys
Book
illustrator

9. ART- L.O. NATIONAL CURRICULUM KS2
• Exploring and developing to select and record from first-hand
observation
• Investigating art and design and use a variety of methods to
communicate observations, ideas, feelings and to design and
make images and art works.
• Comparing methods and approaches in others’ work by
identify different ideas and approaches and say what they
think about them
• Collaborating with other on projects on 2 dimensions
• Understanding the roles and purpose of an artist (Munari)
working in different times.

10. PRIOR KNOWLEDGE
• Italian alphabet
• Numbers up to 20
• Colours
• Basic shapes (circle,square,triangle,rectangle)
• Body-parts
• Describe dimension (grande/piccolo/lungo/corto)
• There is/ there are; it has got

11. TARGET LANGUAGE
• Words: used materials : plastica, bottone, lana, bastone,
legno,carta, sasso, metallo, zucca
(plastic,button,wool,stick,wood,paper,stone,metal, pumpkin),
• kind of artwork : cartellone, libro, giocattolo, macchina,
scultura (poster,book,toy,machine,sculpture)
• animals : gatto, scimmia, insetto (cat,monkey,insect)
• kind of artist : artista, illustratore, pittore, designer, scultore
(artist,illustrator,painter,designer,sculptor)
• linea dritta, linea curva (straight line, curved line)
• Structures: Vedo…., Dipingo di……il…..., Incollo, taglio; serve a…,
è fatto di…., è fatto/a per……., sembra…, (I see, I paint,I glue,I cut,it is used
for…, it is made of…, it looks like..)
• KS2 mixed age and linguistic skills group
• Time: 18 hours

12. First stage
Language and Art
Preparation at school

13. PRESENTATION
OF
KEY WORDS
using
Flash-cards
learning through
VAK based
activities

14. CONSOLIDATION
Playing
memory

15. SCAFFOLDING
Lower order talk
This is a Munari artwork.
Do you like it?
What is its name?
What is it?
What shape does it have?
What colour is it?
What material si made of?
How big is it?
It is used for…

16. SCAFFOLDING
modelling
content and
language for
learners to
produce

17. Second stage
Learning about
Italian art
Visit at the Estorick Collection

18. PRESENTATION OF THE ARTIST
Mobiles

19. POSTERS

20. TOYS

21. USELESS
MACHINES

22. Dada alphabet

23. MOBILE SCULPTURES

25. WORKSHOP IN ITALIAN

26. Labelling

27. QUIZ
The quiz in English
gives the opportunity
to all the children to
take part equally in
the activity sorting out
answers reporting
Munari’s life and art in
order to win some
stickers for their merit
chart

28. ARTISTIC WORKSHOP
Artistic workshop inspired by
Munari’s Dada Alphabet

29. auto
argento
Amelia (Y2- not Italian speaker)
azzurro

30. Mina
(Y3-not Italian
speaker)
mano
moda
macchina
Written
words

31. Io sono Elena. Mi piace giocare con i miei amici. Io sono molto
Estorick
elefante
bella. Questo è un disegno di me.
Elena (Y3)
Italian speaker

32. Io sono Ella. Ho visto un elefante elegante oggi.
Elisa
(Y5-Italian
speaker)
elefante
Estorick

33. FOLLOWING LESSON..

34. CREATE YOUR OWN
POSTER.
THEN DESCRIBE IT
Poster
The letter C is
the main trend,
with objects in
Italian beginning
with that letter.
Children first
draw them, then
describe to other
teams, then write
a presentation.

35. Poster
Here Y5 e Y6
children pick a
material, wood,
as the main
trend, with
objects made
from wood in
Italian .
Children first
draw them, then
describe to the
class, then write
a presentation.

36. FINGER PUPPETS
Students creates a
dialogue in Italian
using Munari’s toys
and structures and
vocabulary they
know.

37. Then they write the dialogue in pairs.

38. Third stage
Language and design
workshop
Workshop at school

39. Bruno Munari’s style

40. Let’s get
inspired
by
Munari

41. Helped by the designer Stefano Gallorini pupils create
some Munari style designs for their names

42. Then they write them on paper,..
…pick their best and trace it
on transparent plastic

43. They cut the name out from the plastic
sheet and then the expert cooks it…

44. Magic!!
The plastic sheet shrinks!

46. Add a safety-pin and glue and…

47. Special Munari style pins are ready!!

48. “PIN BEAUTY SHOW”
Children present
their pins to the
class and tell
why they think it
is cool and
beautiful,
describing it
(shape, material,
colour, feelings
related..)

49. Children are as good as Munari!!