1. Coordinación bilingüe
Sara López Sepúlveda
_________________________________________________________________________________________________________________________________________
Template to design a CLIL didactic unit
Subject: Art and Craft
Teacher: Sara López Sepúlveda
Title of the Unit: Writing an Art Review
Course / Level: 4ºESO
1. Learning outcomes
/ Evaluation criteria
-
2. Subject Content
Arrangement of elements in painting.
Importance of wealth, ambassadors, astronomy, geography,
religion, music and mathematics in the 16th century.
Interpretation of contemporary symbols.
Art reviews (organization and linguistic features).
To understand an art review.
To write an art review using another one as a model.
To increase awareness of symbols in art.
To appreciate works of art, especially, portraits.
3. Language Content / Communication
Vocabulary
Spatial language in paintings (in the foreground/middle
ground/background; on/to the left/right; on the upper/lower
shelf; from a point to the right of the picture).
Specific vocabulary related to politics and religion
(ambassador, king, emperor, priest, bishop, Holy See).
Structures
Verbs to indicate position (to be, to stand, to include).
Expressions used when interpreting a painting (could be
interpreted as references to; may signify; may be; a symbol
of).
Opinion language (I think/believe; in my opinion).
Discourse type
Understand an art review by using visual input.
Value the importance of decoding symbols for better
understanding.
Create visual output by hand or digitally.
Write an art review for own visual output.
Appreciate the quality of different works of art (viz. portraits).
Language skills
Understand written and oral art reviews (reading and listening).
Describe paintings (writing).
Suggest what symbols may stand for (speaking)
4. Contextual (cultural)
element
Renaissance and the questioning of medieval Christian values:
humankind is the centre; fame, which lasts through memory,
conquers death. Comparison with present-day society.
Portray of contemporary wealthy, educated and powerful men
to be remembered for good. Comparison of contemporary

2. Coordinación bilingüe
Sara López Sepúlveda
_________________________________________________________________________________________________________________________________________
painting and present photography/blogs/social networks.
5. Cognitive (thinking)
processes
Knowledge: identifying objects; locating people/objects in a
picture; labelling.
Comprehension: discussing; guessing; predicting and
confirming predictions; filling in tables with information;
matching title with paragraph.
Analysis: matching; classifying into different categories;
differentiating between two aspects.
Applying: producing an art review from model; applying data in
tables to writing.
Synthesis: hypothesising why something was done.
Evaluation: judging someone’s work of art.
Creativity: creating a portrait and symbols.
6. (a) Task(s)
Guess what is at the front, at the back and in the middle. A
new artistic term is introduced (still life, as opposed to portrait).
Again, students discuss in pairs and then share with the whole
class (NB they can use website for help). Spatial language (in
the foreground, in the middle ground, in the background) is
introduced. SS discover the distorted skull.
6. (b) Activities
They give meaning and purpose to the task. “Why do I need to
make a portrait? Why do I need to write an art review?” Because
SS are going to transform the classroom into a museum and they
are going to vote for the best three portraits.
7. Methodology
Organization and class The methodology will be active. All the students will participate.
Introductory activity. Show the tools and ask what students
distribution / timing
know of them.
Working in pairs, students feel more confident, can learn from
their partners and solve problems together before sharing it
with the whole class.
Explanations and activities from the student worksheets:
5 sessions of 55 minutes
Resources / Materials
Sketchbook
Tools of the tool's board and workshop.
Visual resources.
Key Competences
Competence in Art
Linguistic competences
Learning to learn
8. Evaluation (criteria
and instruments)
Evaluation criteria:
-To understand an art review.

3. Coordinación bilingüe
Sara López Sepúlveda
_________________________________________________________________________________________________________________________________________
To write an art review using another one as a model.
To know the workshop rules
Evaluation instruments:
Revision of the sketchbook.
Continuous assessment: oral and written test.
* La idea de esta UD ha nacido de la actividad de interdisciplinar del departamento de Dibujo e Inglés. Agradezco toda la
colaboración ofrecida a la Profesora de Inglés Dña. Eva Ardoy Ocaña. (2012)
Puedes usar este modelo de plantilla con total libertad. Gracias por citar la fuente.
Un primer modelo de esta plantilla ha sido publicado en:
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V.
Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos.
Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y
conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs
de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and
Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.