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Copy of COLOURS IN ART AND THE ENVIRONMENT
Transcript of Copy of COLOURS IN ART AND THE ENVIRONMENT
COLOURS IN ART AND THE ENVIRONMENT
Primary and Secondary Colours
Title of the Lesson: _
Primary and Secondary colours
Unit of Study: _____
Colours in Art and the environment
Level and group___________
Number of children ____
• Students have learnt in background sessions: Primary and secondary colours. It isn’t a new concept, because last year it was a introduction about Primary
and Secondary, and with this lesson plan ,they will be able to consolidate them.
• Animals (ladybird, butterfly, snail, bee, dog, cat…)
• Feelings expressions: sad, happy, angry.
To introduce the elements of Art: primary and secondary colours.
• To observe and identify primary and secondary colours in Art and the environment.
• To observe and analyse the use of primary and secondary colours, in the Colin’s colour storytelling.
• To mix primary colours to make secondary colours.
Competence in linguistic communication.
• Competence in knowledge of and interaction with the physical word.
• Competence in artistic and cultural awareness. Assessment:
Pupils will be able to:
Identify and name primary and secondary colours.
• Mix primary colours effectively to make secondary colours.
Teacher arrives at the class with Colin’s puppet , Colin’s colour book and colour flashcards. Teacher remember concepts about primary and secondary colours that students studied last course (it was only and introduction about this topic). If they have some problems to remember, Teacher gives students a white sheet and the three primary colours (colored pencils and crayons) and T encourages them to mix two primary colours and observe as a result an another colour(secondary colours). Teacher walks around and check for understanding. Pupils can only use the primary colours in this activity. They must mix the primary colours in the last paint splash to make the secondary colour.
After that, Teacher tells the story with the book and the puppet. Students are motivated to repeat and participate.
If they want to listen again , It can do it by youtube.
The end of the story will be different,because Colin only gets three colours (primary) and his friends help him to get the rest of the colours (secondary colours). Remember the first activity.
Then, Students act-it-out Colin’s colour. There are different characters that they can choose freely :
• Colin, Six colours (six students),Butterfly,Bee, Lady bird, Snail ,Rainbow, Sun and Rain.
This activity we can do twice or three times ( it depends on if the students are bored or no )
Teacher records it and takes it photos, too.
Reflecting about me
I recognize that recording is an unusual tool in class, take photos, record their voice are more usual. I think I have to record more my students and it’s better when someone record the class and not me.
Teachers sometimes leads the class too much and we want the students answer exactly what we expect from them or when they are spontaneous.
Watching the video, I think that there are many characters when they act-it-out and may be a little too long
Reflecting about lesson
I am very proud of my students and CLIL. It’s amazing how they can learn and know things and show us their knowledges every day.
This Lesson : Primary and Secondary colours is one lesson of the unit : Colours in Art and the environment. ARTS & CRAFTS.
First, I did a lesson plan considering number of students in the class, time, objectives, and I thought that Colin’s Colours story could be a good way to remember and consolidate Primary and Secondary colours.
After doing my lesson plan, I thought it was better to record my students because in this way we can see the class in situ and then to reflect its performance. In addition, students love to be recorded and even then they enjoy watching in the video.
And finally, there are a few reflections on my lesson plan, particularly in the development of the activity.
I hope you enjoy it and any feedbacks and comments are welcome.
RECORDING LESSON PLAN
By Sílvia Julián