Artict Lesson Plans

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Topic of the lesson
Lithuanian XXI century Artists
Author(s)
Klaipeda Vydūnas Gymnasium English Language teacher Indre Micienė
Keywords
Summarize, artists XXI century, past simple
Table of summary
Subject English
Art
Topic Lithuanian artist of the XXI century
Age of students 11-12 years
Teaching time 45 min
Online teaching
material
padlet.com
learnlab. com
Offline teaching
material
Power Point about Kashuba V.
Integration into the curriculum
Students know how to summarize the information
Students know how to use Past Simple tense
Students collaborate and use their time effectively
Aim of the lesson
Will be able to summarize information in 5 -10 sentences from the Internet on one topic.
Outcome of the lesson
Students practice finding reliable sources and summarizing information.
Students get knowledge about XXI century Lithuanian artists.
21st
century skills
Collaboration, Cooperation, Creativity, Digital skills, Critical thinking…..

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Activities
Name of activity Procedure Time(min)
Introduction Engagement 5
Teacher shows V. Kashuba picture of the sculpture and asks
students to write a sentence: what message does author
wants to send us with this picture?
The sentence is written in LearnLab platform
Working process 30
1. All class discussion on a piece of art.
Students share their ideas. Provides comments on their
friend’s ideas.
1. Teacher tells the story behind the piece of art.
2. Students are divided in pairs and look for information
on the Internet about Lithuanian artists of XXI century and
make a short summary of their artists putting information on
Padlet.
3. Students read provided information on Padlet and
provide comments on classmates` artists.
Reflection My fact. My feeling. My frustration (via Learn Lab tool). 10
Student feedback
Very difficult to find information quickly
It was useful, as I have learned about Lithuanian Art
Boring. I do not like art.
My friend was lazy, so I had to do all the work.

-4-
Topic of the lesson
Author(s)
Klaipeda Vydūnas Gymnasium English Langauge teacher Indre Micienė
Keywords
Artists, public speech
Table of summary
Subject English
Art
Teaching time 90 min (2 lessons)
Online teaching
material
Learn lab. com
Mentimeter.com
Offline teaching
material
Power Point presentations
Students know how to make a public speech
Students are able to provide feedback on classmate’s public speech
Aim of the lesson
Will be able to present information in organized, informative way.
Students practice speaking in public.
Students share knowledge about XXI century Lithuanian artists
21st
century skills
Collaboration, Creativity, Digital skills, Critical thinking, Critical thinking…..

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Activities
What is public speaking?
What is the important features of good public speech?
Presenting
information 10
In groups of 5 students provide information defining a good
public speech. They create their criteria to evaluate their
friends
Learning 60
1. Students in pairs present their public speech that they
have done at home.
2. Students provide feedback on speech according their
created criteria: good public speech is…
3. Some of the students provide feedback by speaking,
others write their feedback on Learn lab.
Each presentation is evaluated by mentimeter.com
Reflection My fact. My feeling. My frustration (via Learn Lab tool.) 10
Student feedback
I have learned from my friends that body language is very important while you speak in public
I loved some of the presentations. They were informative. Good job, my friends.
It was devastating to stand in front of the class and speak, later listen to their critique.

-6-
Topic of the lesson
Sustainability
Author(s)
Klaipeda Vydūnas Gymnasium Maths teacher Viktorija Šamrina, Physics teacher Roma Pociute, and
Art teacher Tatjana Semionova
Keywords
Art, sustainability, recycling, second life
Table of summary
Subject Maths
Art
Physics
Topic Sustainability
Online teaching
material
Facebook
Social media sites
Offline teaching
material
Youtube video, to show the process of work. It was mute and run during
whole lesson.
Students know how to put the objects in the composition.
Students learn how to calculate mass and area.
Students are able to provide feedback and share their work on social media with positive comments.
Aim of the lesson
Will be able to collaborate in international groups crating art from recyclable materials and to provide
positive feedback on others work.
Students will create an art from waste.
Students will learn sharing positive attitude on others work.

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21st
century skills
Collaboration, Creativity, Digital skills, Critical thinking
Introduction
This lesson is the part of Nord plus project meeting in Lithuania. Lithuanian students were collecting
glass on the seashore and green bottles for one month and had a lesson in Cultural education class
about the importance of recycling and sustainability movements.
Activities
Teacher provides the aim of the lesson and explains the
importance of sustainability.
Arranging the
working groups Forming the groups 5
1. Students are divided into International groups, they
share group work responsibilities.
2. Students choose if they want to work with glass
(cards) or with bottles (Christmas tree).
Working process Process of creation 20
1. Students receive the written handout of the work
2. Create together the composition and fix it.
3. While working together they communicate and pro-
vide help in each work part.
4. Students take picture of their group final product.
Assessment Reflection 10
Each group moves around the class and provides positive
feedback for other groups on their work
Digital skills
Students share their work on social media.
The cards are given to their friends with the wishes and
regards. 5
Student feedback
We had a very nice pieces of art.
It was so fun to work in groups
What a good idea about Christmas tree, I loved it.
I was bored, my card was not nice.

-8-
Topic of the lesson
Getting to know Klaipeda’s old town
Author(s)
Vydūnas Gymnasium Primary Teachers methodological circle
Keywords
Art, history, facts
Table of summary
Subject History
Art
Topic The history, art and architecture of my town
Online teaching
material The Internet
Offline teaching
material
Mobile phones with QR code reading apps
Phone camera
Students are capable to find objects in the town
Students learn how to find the answer on the Internet
Aim of the lesson
Will be able to collaborate in groups finding specific and particular information on given question in
town.
Students will get to know their town.
Students will learn to collaborate and work in groups.
Students will learn to concentrate on given task.

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21st
century skills
Introduction
This is STEAM lesson, that engage and encourages students to learn out of the class. It motivates to
be interested in history and art of the town.
Activities
Teacher provides the aim of the lesson and explains the rules
that students have to follow.
Arranging the
working groups Forming the groups 10
Students are divided into groups of 3, they share group work
responsibilities.
Process Task oriented work 60
1. Students receive the written handout and plan their
route around the town.
2. They plan their time
3. They go around the town answering the questions in
the handout.
Students give the handouts to the teacher and the reflection is
done in the class. Each group presents:
- The most interesting fact about Klaipeda
- The most difficult situation they faced while doing the
task.
- The good words they want to say for their group mem-
bers.
Digital skills Using QR codes, using the Internet outside the school
Student feedback
We had a very nice time in the town. Now I can tell my parents a lot interesting things about Klaipeda.
It was difficult to work in group and decide where to go next.
My Internet was bad, so I was very nervous as could not find information and help my group
I have learned to use QR codes. It was fun!!!
It was so fun to work in groups.

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Topic of the lesson
The World of Fantasy
Author(s)
Vydūnas Gymnasium Theatre teacher Karolina Remeikienė
Keywords
Theatre, books, stories, fantasy, etude, feelings
Table of summary
Subject Literature, Theatre
Topic The fantasy world
Online teaching
material ----
Offline teaching
material
Camera
Power point presentation
Students will be able to define fantasy literature
Students will be able to create situations representing characters feelings according to a piece of
literature and personal experience.
Aim of the lesson
Will be able to define fantasy genre and to recreate a plot through performance.
Students will be able to use fantasy stories in their etudes.
Students will know the features of fantasy genre.
21st
century skills

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Introduction
This is integrated Literature and Theatre lessons.
Activities
Teacher read an extract from the L. Carroll Alice in
Wonderland (Alice fall into the hole)
And asks students what is this part talking about?
What literature genre is this?
Presenting new
material 10
Teacher presents the features of fantasy genre
Literature
1. Students in groups of 4 analyses the extracts from Al-
ice in wonderland according to the given features of
fantasy.
Theatre
2.They create scenes presenting their part for the
class. The scenes are being filmed and will be
analyzed their performance in the next theatre lesson.
One student presents the features of fantasy they
have found in this part.
1. Literature teacher assess their capability to find fan-
tasy, symbols of fantasy in the extract by providing a
feedback.
2. Theatre teacher provides feedback in theatre lesson on
their performance.
Digital skills Using camera for recording the work process.
Student feedback
It was a challenge to recreate the fantasy in etude. As the fantasy is not an easy at it looks at first. Also we all 4 had to be on scene, but
in the story there was only Alice. I was a cup.
Unusual literature lesson. We do not sit and speak, but we had to perform and create.
Too difficult. I didn’t like the analysis part. It was not useful. We only could act and it would be more fun.
I learned fantasy genre well, because had to perform it. .

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Topic of the lesson
The Hot Chair (theatre artist is on the chair)
Author(s)
Vydūnas Gymnasium Theatre Teacher Auksė Naujokienė
Keywords
Theatre, visual arts, arts, scenography
Table of summary
Subject Theatre and Art
Topic Art in Theatre (scenography)
Online teaching
material Mentemeter
The Internet
Offline teaching
material Power point presentation
Students will be able to depict the significance of scenography in theatre
Students will be able to find relevant information on the internet based on reliable and relevant
sources.
Students will be able to present information in clear and organized way according to the task.
Aim of the lesson
Will be able to describe scenography of the performance.
Students will be able to create a scenography for their own performance.

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21st
century skills
Activities
Teacher shows a picture of a scenography (A.
Šimonis scenography for the show „Išgelbėkime
kengūriuką“ Juozas Miltinis drama theatre)
and asks students what do they see?
What role does the scenography plays in the theatre?
Presenting new
material 10
Teacher presents the importance of scenography in the
theatre (Power point presentation )
Students in groups of 3 find on line a picture of a
scenography of the theatre performances and analyze them
(symbolism, materials, relation to the performance)
Presentations Sharing the material 30
Students share the material they have found and analysis they
have made.
Reflection Sharing experience 10
Using mentimeter students provide feedback on learned
material. The mentimeter has 3 questions.
The most informative presentation (poll voting)
The new thing I have learned today.
Finish: scenography is good when……
Further process Integration with art
In the art lessons (2 lessons) students will make a sketch for
their performance “The magic of talking cheese”
Student feedback
Scenography is a part of performance. Without it – performance is nothing.
Scenography is a language of symbols.
I have to find more about symbolism as I have not enough knowledge of it.
Scenography is very important.

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Topic of the lesson
W. Shakespear “Romeo and Juliet” What? Why? How?
Author(s)
Vydūnas Gymnasium English Teacher Indrė Micienė
Introduction
Students during Lithuanian literature classes reads W. Shakespear in their mother tongue and analyze
“Romeo and Juliet”.
In English classes they get to know W.Shakespear biography, read the extract in Old English.
In Theatre classes they work on favorite part of “Romeo and Juliet” making a performance to show
for the parents in the class meeting event.
Keywords
Theatre, English Literature, Old English language
Table of summary
Subject English, Theatre, Lithuanian literature
Topic Art in theatre (scenography)
Teaching time 90 min (2 lessons)
Online teaching
material
Mentemeter
The Internet
Kahoot
Offline teaching
material
Youtube video
Students will be motivated and engaged into learning languages.
Students will be able to analyze the language.
Aim of the lesson
Will be able to find differences and similarities of Old and Contemporary English.
Students will be acquainted with the Old English and get interest in analyzing language.

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21st
century skills
Activities
Students watch W. Shakespear “Romeo and Juliet” extract in
old English
Presenting new
material 15
Teacher presents a list of vocabulary of Old English
language. Students in groups try to translate the words
looking for information on the Internet
1. Teacher gives a Kahoot to see students research re-
sults.
Stopping at each word and analyzing the possible roots
of the word, trying to put it in the sentence and
pronounce it right.
2. Students in groups gets Lithuanian extract and tries to
translate it into Old English.
3. Teacher gives the original version to check.
4. Students in groups learns to read it.
Reflection Sharing experience 10
Using Mentimeter students provide feedback on learned
material. The Mentimeter has 3 questions.
The most surprising word…..
The new thing I have learned today….
My feeling after todays lesson ……
Further process Integration with theatre
The most successful with pronunciation group is
recommended to make a performance in old English
language.
Student feedback
Old English language is sooo difficult
I loved to read in Old English, it was challenging.
I really want to be the group working on performance in Old English
I will make a dictionary of Old and Contemporary English. I find it so interesting.

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Topic of the lesson
How art can make a performance?
Author(s)
Klaipeda Vydūnas Gymnasium Theatre teachers Karolina Remeikienė and Auksė Naujokienė
Keywords
Art, theatre, performance, etude, idea, behind the picture
Table of summary
Subject Theatre
Art
Topic Art in Theatre or
Theatre in Art
Online teaching
material
Padlet
Offline teaching
material
____.
Students will be able to relate art to theatre
Students will be able to think critically about the problems emphasized by artists.
Students are able to provide constructive feedback
Aim of the lesson
Will be able to relate art to theatre and find connections or art and theatre.
Students will create a performance on piece of art.
Students will be able to write an annotation of performance connected to art.
21st
century skills

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Introduction
This lesson is a continuation of lesson of performance. They already have theoretical knowledge on
performance.
Activities
Students goes to the Art Gallery and meets Art
Academy students. They present their exhibition,
telling the problematics, what influenced the art work
that is exhibited in the gallery.
Working process Process of learning 30
1. Students form groups of 3 and find a piece of art that
touches them the most.
2. They discuss in group what do they see and what
does it says to them
3. They create a performance, etude on this piece of art.
4. Students write annotation on their performance on
Padlet answering questions: Why? What? When?)
Presentation Sharing the result 30
1. Students perform their piece to the classmates.
After performance students sit in the circle. The Padlet is on
the screen. The member of team reads their annotation and
classmates discuss their presentation:
- What was good?
- How well did they open the topic of the art piece?
- What questions arise after watching a performance?
Student feedback
It is always nice to learn outside the school.
My classmates have done a good job. It was a difficult task, as it was to act out the art, but not a play or smth.
We have chosen too difficult picture and it was so difficult to come with the idea what we can perform.
The easiest part was to write an annotation, but to perform it – was a challenge.
Teacher’s remarks
….

-18-
Topic of the lesson
Arithmetics in Literature
Author(s)
Klaipeda Vydūnas Gymnasium Maths teacher Viktorija Šamrina and Lithuanian Language and
Literature teacher Vilma Gvozdevienė
Keywords
Arithmetics, literature, Maths, text problems.
Table of summary
Subject Maths
Lithuanian language and Literature
Topic Arithmetic’s in Literature
Online teaching
material
Google classroom
Coggle
Offline teaching
material
-
Students will be able to find connections between Literature and Maths.
Students will be able to look for and find Maths in Literature
Students will be able to comprehend text in Maths.
Aim of the lesson
Will be able to examine Literature pieces and find connections with Maths, which will lead to
capability to create a text Maths problem.
Studens will create a text Maths problems that will be shared with parallel classes to solve.

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21st
century skills
Introduction
This is integrated Maths and Lithuanian language lesson. During the lesson the text of literature is
being studied. In the text students try to find arithmetic. Later they create an arithmetic problem based
on literature.
Activities
Introduction 1. Engagement 5
Students are introduced to the topic. They participate in
discussion on the goal of the lesson.
Working process 2. Process of learning 30
5. Students revise arithmetic’s operations
6. Students gets acquainted with work description, parts
of the work process.
7. Comprehension of the text problems.
8. Draws the mindmaps with Coggle software
Results 3. Results 5
2. Students are able to formulate a text problem and to
solve them using arithmetic.
Assessment 3. Assessment 5
Students assess their own progress by criterions and provide
information to their teacher via google classroom platform.
30%-40%- low level
50%-70%-main level
80%-100%-higher level
Student feedback
I see that Maths and Literature have connections.
Maths is not so hard and boring.
My text problem was very interesting and unusual. Everybody was surprised by my work. .

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Topic of the lesson
Author(s)
Klaipeda Vydūnas Gymnasium English Language teacher Indre Micienė
Keywords
Table of summary
Subject Cultural Education
Art
Online teaching
material
Kahoot.com
Learnlab.com
Offline teaching
material
Students will be able to create logical questions
Students collaborate and use their time effectively
Students will be able to connect Art lesson, English lesson and Cultural education learned material.
Aim of the lesson
Will be able to create questions on Artist of Lithuania of XXI century.
Students get knowledge about XXI century Lithuanian artists.
Students will be able to use information from the lesson for questionnaire.
Students will find the use of listening attentively for classmates` presentations.
21st
century skills
Collaboration, Cooperation, Creativity, Digital skills, Critical thinking…..

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Activities
Students in Art and English classes analyzed XXI century
Lithuanian Artist. They gave Public Speeches. Today they will
see what they have learned .
Working process 75
1. Students are paired up
2. Students make Kahoot questionnaires on XXI century
Lithuanian Artists
3. Students play Kahoots
Reflection My fact. My feeling. My frustration (via Learn Lab tool). 10
Student feedback
It was fun, as I listened very attentively, and I knew most of the answers.
Next time I will listen to my friends` presentations better, I see that I have learned nothing.

-22-
Topic of the lesson
“How to make Christmas decorations from clay”
Author(s)
Helis Rosin
Abstract
How to decorate Christmas tree, what kind of recources do you need? Express how to decorate a
beautiful Christmas tree!
We are used to buy Christmas decorations from the store, but we get more personal and precious
decorations when we make them by ourselves.
Keywords
DIY Christmas decorations, clay, drawing to the clay
Table of summary
Subject art, ICT
Topic “How to make Christmas decorations from clay”
Preparation time 5 min
Online teaching
material
Offline teaching
material
Clay, knife, molding tray
Students know how to draw to the clay
Students use English as a foreign language

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Aim of the lesson
Teach how to use a clay to make different decorations from clay, how to make different shapes and to
colour it. It helps student to practice drawing and improve creativity. To motivate the learner and
increase their responsibility for the outcomes of his/her own learning process.
Every student has at least one unique Christmas decoration.
21st century skills
project-oriented learning, creativity, sensory motor skills, critical thinking, art, patterns of decision
making, approaches of problem solving, nature of friendship
Activities
Introduction Warm-up 5
Preparation Modeling the clay is easy. Drawing to clay is fun.
In class Use cookie cutters to cut out shapes. With a rolling pin, roll
out the clay until it is about 0.6 cm in thickness. Use your
Christmas themed cookie cutters to cut out shapes in the
dough or cut it out by using knife. Draw to the shape and
colour it.
35
Let the shapes dry properly.
Feedback Exchibition 5

-25-
Topic of the lesson
“Forced Perspective in Photography”
Author(s)
Helis Rosin
Abstract
Almost everyone student has a mobile phone, but how many of them use it as a tool to make an art?
To let them learn, how to see the phone as a tool, the students will get a creative challenge. The lesson
starts by showing students some exciting examples of forced perspective photography.
Materials needed: Cell phone or camera (one per group)
Step 1: Intro and Brainstorm. The teacher will explain the assignment specifications to students,
including the amount of time they have to work and where it’s okay to shoot. Make sure to state that it
often takes many shots and readjustments to get all the elements lined up to accomplish the desired
effect.
Ask them to form groups of three to four. Each group must have at least one cell phone with a camera
and Internet access. Next, discuss strategies for creating effective compositions. Have groups
brainstorm effects they want to create and places around the school that would make good settings.
Step 2: Take Photos. Check on students as they work to produce images, helping problem-solve as
needed.
During the group work students are going to make new friends, they use foreign language (English)
and learn new ICT tools.
Table of summary
Subject art, ICT
Topic “Forced Perspective in Photography”
Group work time 35 min
Online teaching
material
https://expertphotography.com/forced-perspective-photography/
https://www.fotor.com/blog/forced-perspective-photography/
Offline teaching
material

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Students know how to take the leadership and work together in an international team.
Students use English as a foreign language for teamwork.
Students know how to use their mobile phone to make and art. They know the tricks make by
themselves forced perspective in photography.
Aim of the lesson
To improve students` creativity, to teach them to see things in different perspectives, how to force the
perspective and use the mobile phone to capture it. The aim is also to motivate the learner and increase
their feeling of responsibility for the outcomes of his/her own learning process.
Students use mobile phones as a tool to realize their ideas.
21st century skills
project-oriented learning – learning to co-operate in groups and teams, co-operation on a group
product, creativity, digital skills, critical thinking, art, patterns of decision making, approaches of
problem solving, nature of friendship, leadership, conception of past, present and future
Activities
Do you know what does it mean “forced perspective in
photography”?
Have a look at following photos and guess how is it taken!
Preparation
• Gather into teams. Every team has members from
Estonia, Latvia and Lithuania.
• Discuss what is forced perspective in photography?
• Look excamples of forced perspective in photography
5
Group work
• Start taking different forced perspective photos
• Send your works to teacher’s e-mail address
30
Outcome An exhibition of students` photos at the hall in school

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Topic of the lesson
GPS Art
Author(s)
Külli Kalvist
Abstract
GPS Art is an art category in which you move around while recording your location with Global
Positioning System (GPS) and draw pictures on the tracks.
Keywords
GPS, Samsung tablet, MapMyWalk app, GPS art
Table of summary
Subject ICT, art, English
Topic “GPS Art”
Online teaching
material
https://padlet.com/
MapMyWalk app
Offline teaching
material
Printouts with animal outlines
Students know how to orientate on the landscape using the digital devices and MapMyWalk app
Students know how to realize their ideas and creativity
Aim of the lesson
Teach the use of MapMyWalk app and improve students´ creativity
Students use MapMyWalk app to create GPS Art

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21st century skills
Collaboration, cooperation, creativity, digital skills, critical thinking
Activities
Introduction How to use MapMyWalk app 5
Activity 1. Walking to the town´s stadium 5
2. Overview how to make GPS Art using the
printouts 5
3. Teamwork 20
4. Walking back to the school 5
5. Uploading the pictures to the Padlet wall 5
Feedback From the teacher and classmates 5

-30-
Topic of the lesson
“How to draw sunglasses with a 3D pen”
Author(s)
Marika Viks
Abstract
Are you good at drawing? What is your favourite medium: watercolours, ink, coloured pencils etc?
Have you ever tried to draw with 3D pen? Drawing with a 3D pen may seem strange at first, but that's
only because it's new.
Keywords
drawing, 3D pen, sunglasses
Table of summary
Subject art, ICT
Topic “How to draw sunglasses with a 3D pen”
Teaching time 35 mi
Online teaching
material
https://www.youtube.com/watch?v=GfegKOhu5GM&ab_channel=myFi
rst
Offline teaching
material
3D pens, 3D pen sunglasses template
Students know how to draw with a 3D pen
Students use English as a foreign language
Aim of the lesson
Teach how to use a 3D pen for drawing and improve students´creativity. Motivate the learner and
increase their feeling of responsibility for the outcomes of his/her own learning process.

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Students use a 3D pen to realise their ideas.
21st century skills
project-oriented learning, creativity, digital skills, critical thinking, art, patterns of decision making,
approaches of problem solving, nature of friendship
Activities
Drawing is easy. Drawing with a 3D pen is fun.
Preparation
1. Place the tip of your 3D pen at the starting point of your
stencil and make sure it is touching the paper. Engage the feed
mechanism, and extrude a small bead of plastic. This little
bead is what we call an “anchor point”, because it will hold
your drawing to the paper. 35
In class 2. Draw and colour in the sunglasses frame.
3. Glue both temples to the ends of the frame.
Feedback Exchibition 5

-33-
Topic of the lesson
“My Dream School”
Author(s)
Marika Viks, Külli Kalvist
Abstract
School is a very important place for every learner. Students will stay in the same building or classrooms
for years. The schoolhouse should be the perfect place for teaching and learning, playing sports and
games, singing, playing musical instruments, eating and relaxing. School is like your second home.
What does your dream school look like? Do we have some ideas? Let´s meet together and share our
ideas. During the planning and designing the dream school we are going to make new friends, use
foreign language (English) and learn new ICT tools.
Table of summary
Subject art, ICT
Topic “My Dream School”
Online teaching
material
https://answergarden.ch/
https://bit.do
https://draw.chat
https://padlet.com/
Offline teaching
material
Students know how to take leadership and work together in an international team.
Students use English as a foreign language for teamwork.
Students know how to use https://draw.chat/ software to realize their ideas.

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Aim of the lesson
Teach new drawing software and improve students´ creativity. Motivate the learner and increase their
feeling of responsibility for the outcomes of his/her own learning process
Students use digital software to realize their ideas
21st
century skills
project-oriented learning – learning to co-operate in groups and teams, co-operation on a group
product, creativity, digital skills, critical thinking, art, patterns of decision making, approaches of
problem solving, nature of friendship, leadership, conception of past, present and future
Activities
Name of
activity Procedure Time(min)
If you think about school what is the first positive word that
comes into your mind?
• Type it into the computer. There is the link
https://answergarden.ch/
During the project meeting at Põltsamaa Co-educational
Gymnasium, Estonia, we are going to discuss what kind of
place a school is. What makes school a better place etc. We
use English as a foreign language and make international
teams (3 or 2 members). Then we are going to learn new IT
competences and design our dream school. We are going to
use https://draw.chat/ for our ideas and compeat the Estonian
eTwinning drawing competition "My Dream School".
Preparation
• Gather into teams. Every team has 3 members Estonian,
Latvian and Lithuanian. Some groups will be smaller:
2 members. That`s because we have an odd number of
students.
• Links for different teams https://bit.do
5
In class
• Discuss with your team what an ideal school looks like.
• Go to website https://draw.chat
• Start drawing your dream school together
25

-35-
• Upload your work to https://padlet.com/ wall
“My Dream School” Team 6

-36-
Topic of the lesson
“Photo goes out of frames”
Author(s)
Marika Viks
Abstract
What do you think, is it difficult to be an artist? Who is a good artist? Can you name your favourite
artists? Today we are going to be artists ourselves.
Keywords
drawing, creativity, ICT, photos
Table of summary
Subject art, ICT, English
Topic “Photo goes out of frames”
Online teaching
material
https://whiteboardfox.com/
https://padlet.com/
Offline teaching
material
Students know how to use https://whiteboardfox.com/ software
Students know how to share their work on https://padlet.com/ wall
Aim of the lesson
Teach new drawing software and improve students´ creativity
Students use digital software to realize their ideas

-37-
21st
century skills
co-operation, creativity, digital skills, critical thinking, drawing, following instructions, talking about
artists
Activities
What do you think, is it difficult to be an artist? Who is a
good artist? Can you name your favourite artists? Today we
are going to be artists.
Preparation
• At first go to https://whiteboardfox.com/ and draw
something. 10
• Nowadays there is no need to do everything yourself.
You can make your life easier. For example: You have
to find a photo from your personal device. Right now
you can`t do that because you don`t have your own
computer but it works in mobiles too. I will show you
some examples.
In class
• Let´s find a photo from the Internet.
• Now draw the picture, add something yourself.
• Give a title to your work.
• Choose Copy all, it gives you a link
• Upload your work to Padlet wall.
• Write your name.
25

-38-
“a Guitar” (Kristjan Kallas)
“A Cat” (Ketlin Samblik)

-39-
Topic of the lesson
Virtual reality around us
Author(s)
Rainer Tõnnis
Abstract
What do you think virtual reality is? How do we use it in school?
Keywords
Virtual reality, art, space
Table of summary
Subject Virtual reality in school
Topic
Virtual reality around us
Online teaching
material
Oculus.com
Offline teaching
material
VR headsets Oculus Quest, Oculus App Store
Students know, what is virtual reality?
Students know, how to use Oculus Quest headsets.

-40-
Aim of the lesson
Teach new drawing software and improve students ́ creativity
Students use virtual reality to realize their ideas.
21st
century skills
co-operation, creativity, digital skills, critical thinking, drawing, following instructions.
Activities
Introduction What is virtual reality and how we use that? 5
Preparation
1. Teacher prepare VR headsets with software to use
students. Teacher tells, how to use VR headsets and
drawing software.
10
In class
2. Student drawing own VR picture then changes VR
headsets together.
25
Feed back 3. From the teacher and classmates 5

-41-
Topic of the lesson
Outline and colour
Author(s)
Margita Kārnupe
Abstract
Students study outlines in landscapes of different artists.
Keywords
landscape, outline, colour area
Table of summary
Subject art
Topic outlines in landscapes
Preparation time 40 min (if there is already prepared coloured sand or other unusual ma-
terial for drawing)
Teaching time 40 min x 3
Online teaching ma-
terial
padlet.com
PaintX or other ICT tools for drawing
Offline teaching ma-
terial
landscape reproductions of different artists
Students exchange new tools for drawing, can use them for other school subjects.
Aim of the lesson
To try and compare advantages, disadvantages of creating drawings with ICT tools and unusual ma-
terials in real life.
Virtual exhibition of landscape copies.

-42-
21st
century skills
collaboration, creativity, digital skills, critical thinking.
Activities
Introduction
• Talk about landscapes, different ways to paint or draw
them, ICT tools for drawing students know or use. 15
Individual work
• Students choose tte landscape they like and the ICT tool
to use. Draw the copy of the landscape, upload them in
the padlet.com 25
• The same copy is made with the coloured sand and glue
on the cardboard (or with some other unusual materials),
pictures are uploaded in padlet.com 40
Making exhbi-
tions
• Students make two exhibitions: sand pictures - in the
clasroom, virtual exhibition - on the padlet wall. 20
Feedback
• Common conclusions about advantages and disad-
vantages of both drawing techniques. Students divide in
two groups: those who liked drawing on computer better
and ''sand art lovers''. 20
Student feedback
Common conclusions and evaluation of the works.
Teacher’s remarks

-43-
Topic of the lesson
Improvisation
Author(s)
Baiba Rulle
Abstract
Groups are created. Students familiarize themselves with the information of the musical instrument
on the website. Based on this, students create a scene where musical instruments talked, each student
is a different musical instrument. Each group films their scene and adds effects, music, pictures, etc.
using a video processing application.
Keywords
Improvisation, scene, creat.
Table of summary
Subject Theater
Topic Musical instrument scene
Online teaching
material
Augsim muzejā (augsimmuzeja.lv)
Free Online Video Editor & Maker (Drag-and-drop editing) | Canva
Offline teaching
material
White page, pen, phone.
Students know how to use the information sources from the given website, as both textual
information and video materials are used, as well as various elements of the game, through which the
learning of musical instruments is learned.
Students know how to use A video processing link where the student is able to create and process
their own video as they see fit, adding to it and noticing the essence of the scene.

-44-
Students know how to shown video and the other groups evaluate their compliance with the
developed criteria.
Aim of the lesson
The purpose of the lesson is to show students how different and interesting a single action scene can
be, even involving musical instruments in the conversation.
Students got knowledge about musical instruments, through which he creates a conversation in
cooperation with his classmates. Develops digital skills and abilities.
21st
century skills
Cooperation, Creativity, Digital skills, Critical thinking.
Activities
Introduction
1. Introduction to the topic of the lesson
3
2. Students' ideas about scene
2
3. Students get information from the given internet
link
4
4. The speech of the musical instrument is created.
6
5. A scene of musical instruments is being filmed.
20
Feed back
6. Student feedback on paper.
5
Student feedback
Students were actively involved. Filming of videos and their processing and addition went very
smoothly. Some students even used special effects for their voices
Teacher’s remarks
After this lesson, I realized that the evaluation process was a short one to evaluate the outcome of
own video, because everyone was engrossed in filming and processing the video, when they were not
interested in the final evaluation of the lesson. An online survey would be used for evaluation, so that
everyone can quickly connect and evaluate.

-45-
Topic of the lesson
Speech
Author(s)
Baiba Rulle
Abstract
Students choose a subject to talk about. Next, the student creates a speech that this subject could say
and tell about his daily life or past events. Once the speech is devised, the student speaks the speech
created on the online platform based on what they think the subject might sound like. The student
listens himself and evaluates the spoken speech.
Keywords
Speech, monologue.
Table of summary
Subject Theater
Topic Subject monologue
Online teaching
material
padlet.com
vocaroo.com
Offline teaching
material
White page, pen.
Students learns to record his own voice, more precisely his own speech, to listen and analyze it.
Students know how to use the digital wall to provide feedback.
Students using various tools, the student is able to navigate the Internet environment to find what he
needs.

-46-
Aim of the lesson
The purpose of the lesson is to develop the student's speaking abilities.
Students got knowledge of various speech techniques, is able to apply them in specific situations, and
evaluates his performance.
21st
century skills
Cooperation, Creativity, Digital skills, Critical thinking.
Activities
Introduction 1. Introduction to the topic of the lesson 5
Students' ideas about subjects 3
2. The teacher demonstrates the speech of her subject 3
3. Students choose their subject, object. 2
4. The speech of the subject is created and spoken. 20
5. Speech evaluation. 5
Feed back 6. Student feedback in padlet. 2
Student feedback
The students were actively involved in the course of the lesson. “I was very interested in speaking and
analyzing myself. “
Teacher’s remarks
I would not read my example because the students were very affected by it.

-47-
Topic of the lesson
International mother language Day
Author(s)
Inese Luste
Abstract
Pay attention to the diversity of languages, the value and beauty of the mother tongue.
Keywords
Native language, regional names, values.
Table of summary
Subject Latvian language 5th - 9th grade.
Topic To find out how and when the Latvian language was born, to find out
the meaning of the regional names registered in our parish, to realize the
value of the native language.
Online teaching
material
https://wordart.com/
https://www.google.com/,
https://www.youtube.com/watch?v=tKN2Vi60to4
https://kahoot.it/
Offline teaching
material
Colored paper (for the name of the team), tokens for correct answers,
various objects and their name cards and numbers, a worksheet with the
lyrics of the song, place word cards, line sheets.
Informatics, literature, Latvian history, Latvian language.
Aim of the lesson
To be aware of the progress of the development of the Latvian language and the importance of the
language in the creation and existence of the state.

-48-
The students have found out the most important facts of the development of the Latvian language,
they are interested in learning the meaning of the regional names registered in our parish, they are
aware of the value of the Latvian language.
21st
century skills
Collaboration, Cooperation, Creativity, Digital skills, Critical thinking.
Activities
Introduction
When drawing lots, divide into 6 mixed groups, come up with
a team name. Each team enters 3 values at
https://wordart.com/ , finds out that native language is also
one of the values. 7
Each team chooses one question about the Latvian
language. Searching for answers on the Internet, after 2
minutes you read your question and answer. 6
Dictation on the topic "'Local names'". Each team member
writes. Assesses spelling and order. 3
The teacher explains why the song "Dzimtā valoda” (Native
language)" is important for Latvians. 2
Students listen to the song " Dzimtā valoda” then write the
missing words on the worksheets. 5
Pupils find out what the place names are about
https://apvidvardi.lu.lv/ 3
Explains the toponyms registered in our county.
7
Feed back
Pupils check what they have learned in Kahoot "Native
language" 7
Student feedback
Students were randomly divided into teams from different classes. At first, this caused displeasure,
but quickly they became interested in getting more points, and good cooperation and tolerant
relations were established. It was interesting to find out which local names and phraseology were
used in the past and which are used now.
Teacher’s remarks
Students in mixed groups learned to cooperate. Interest had arisen, and after an hour everyone
continued the competition, looking for a toponym corresponding to the subject.

-49-
Topic of the lesson
Culture and art in the Middle Ages
Author(s)
Margita Kārnupe
Abstract
Students search materials about life in the Middle Ages (on the internet), make animation.
Keywords
knights, Renaissance, Baroque
Table of summary
Subject art, history
Topic Culture and art in the Middle Ages
Age of students 13 - 15 years
Online teaching ma-
terial
padlet.com
StopMotion app
terial
reproductions of paintings reflecting life in the Middle Ages
This lesson can be done to revise the topic about the Middle Ages or can be done concurrently the
history lessons when the Middle Ages are taught.
Aim of the lesson
Help to imagine how was the life in the Middle Ages and visualise some events, clothes, things of that
time.
Short animations to use in the history lessons.

-50-
21st
century skills
collaboration, creativity, digital skills, critical thinking.
Activities
Introduction
• Talk to find out how much students know about the Middle
Ages.
• Setting up the task: to make a short animation about life in
the Middle Ages 10
Work in groups
of three or in pa-
irs
• Students look for more information about culture events or
everyday life in the Middle Ages, decide the content of
their animation. 30
• Planning of the scripts, making the characters and sce-
nography. 40
• Filming the animations. 20
Feedback
• Presentations of the animations, sharing experiences
about difficulties and good points in the process of creat-
ing animations. 20
Student feedback
Students upload their videos on the padlet.com wall, write comments to evaluate their work.
Teacher’s remarks
Activities can take less time, if students have just learnt about the Middle Ages at history lessons and
already know the event they want to show in the animation.

-51-
Topic of the lesson
Optical illusions in art
Author(s)
Margita Kārnupe
Abstract
Students study art works of three well known painters, find answers to different questions, make an
animation film.
Keywords
eyes, brain, message, optical illusion
Table of summary
Subject art
Topic optical illusions
Online teaching ma-
terial
https://youtu.be/z1zxsk_wsGs
StopMotion app for making animations
terial
worksheets with questions and material to cut out, reproductions of art-
works (worked out from Kid’ s Box, Caroline Nixon&Michael Tomlinson,
Cambrige, ISBN 978-0-521-68823-9 Pupil’ s Book 5 , p.58)
Students know the new tool for making animations, can use it for other school subjects.
Aim of the lesson
To create a short animation video explaining what the optical illusions are and how they work.

-52-
Students got knowledge about one more form of artworks and the new teaching material is created.
21st
century skills
collaboration, cooperation, creativity, digital skills, critical thinking.
Activities
Introduction
• Discussion about some picture of optical illusions (what
we see, how can it be that we see different things). 5
• Teacher explains how the light, eyes and human’s brain
work. 5
• Introducing with StopMotion (video) 5
• Dividing in groups of 4. Each group gets worksheet with
questions and material for cutting out, reproductions of dif-
ferent artworks with optical illusions. 5
Group work • Explanation of the task. 5
• Planning scenes, writing a script, preparation of materials
for shooting the animation. 15
• Filming animations. 25
Feedback • Watching videos, comments. 15
Student feedback
During students watch videos, each group comments their work, emotions and benefits.
Teacher’s remarks
Time depends on students’ abilities, and willing to discuss. Planning and filming activities might take
more time.

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