Laboratorio di lingua inglese Compito autentico
Babolin, Laura 4913110, laura.babolin01@icatt.it
Gruppo 4: Arena Valentina, Babolin Laura, Donicelli Ambra, Vulcano Francesca
Instructions
‐ Group/Individual project ‐ Fill in the project form and name it englishlab_cognomematricola.doc (ad es. englishlab_bianchi3564567.doc) and write your personal details and of your group at the top of the paper (nome, cognome, numero di matricola, indirizzo e‐mail / Nome del gruppo, cognome e nome dei membri partecipanti ) ‐ deadline: one week before the final meeting ‐ Upload your file on Blackboard
eTwinning Project
Title: International art magazine
This e‐twinning project is about art. We want to discover the most important Italian artists and the ones belonging to the partner country. Students will figure out their biography and their most significant work of art. The product of our project will be an international art magazine that will exhibit artists of each country.
Description
During this project the students will meet four artists from their country that can’t remember who they are and with some activities they will try to help them. Our work starts from the introduction of art vocabulary that will help the class to talk about art in English. Then the teacher will introduce four forgetful artists: Giotto, Leonardo da Vinci, Caravaggio and Michelangelo. They will give a mission to the students: find out who they are because
they forgot it. The first clue is one of their artworks, but it has been divided into some pieces that are hidden in the classroom. The pupils must find them and solve the puzzle. After that, they will have to find out the artists’ biography. There is a wheel that has every information about th e forgetful artists, but who created it made a mess and the information is mixed. The children must fix it and link the information with the correct artist. Then, the students will be divided into four groups. Each group will have to organize the information collected and create an identikit. At the end of the work, each group will present to the class their artist’s identikit. The teacher will make a video of the presentation and will share it with the partner country, in order to show others the Italian art. The artists’ identikit will be assembled in an art magazine. The students of the foreign country will have to do the same with artists from their nation. So, our art magazine will be international and will collect the works of every student that will take part of our project.
Pedagogical Objectives
During this project the pupils involved will get:
Language skills
1. Improving the art vocabulary: ART GALLERY, ARTIST, CANVAS, EXHIBITION, HAMMER, MARBLE, OIL PAINTS, PAINT BRUSH, PAINTER, PAINTING, PORTRAIT, SCULPTOR, SCULPTURE.
2. Understanding written form of communication in English = they u nderstand the artists’ mission and the information about them written on the wheel.
3. Using English in the oral form to present the work to the class = he can use the simple phrases and sentences to describe what they have done.
Artistic skills 1.
Italian and belonging to the partner country
Pedagogical and relationship skills
The teacher introduces the art vocabulary to the students through a Powerpoint presentation. In every slide there is one vocabulary with his Italian translation and a pict ure to help them understand. The students write each vocabulary and the translation in the notebook. Then they practice with them making short sentences.
Ex. painter = pittore → He is a painter.
When all the puzzles are complete they have to match the work with the right artist. The students have to build a table on their notebook with 4 columns, one for each artist. Then, the teacher gives them 4 images of the artworks. The students have to glue the artworks in the correct artist’s column.
During this lesson, the students will learn more about the four forgetful artists’ biographies. The teacher shows the students a worldwall wheel that has all the information about their lives. That information is mixed and they have to guess which character that sentence refers to. The teacher gives to the students a table with the sentences that the students will complete with the correct information of the artist:
● where he was born
● when was he born
● what they love paint or sculpt
● where the work is placed
● what tools do he used (paint brush, hammer) https://wordwall.net/it/resource/12285010
The students are divided into four groups and the teacher gives to each group one of the artists. Every group must organize the information they have collected with the worldwall and create an identikit. Those identikits will create our international art magazine so the students can decorate and color their work. The following picture are the identikit the students will decorate:
Each group shows to the class and to the forgetful artists the identikit they’d created. Those materials are going to be assembled in an international art magazine created with the website www.bookcreated.com. The teacher will take a picture of the materials and she will add them on the website. The teacher will make a video of the presentation and will share it with the partner country, in order to show others the Italian art. The partner schools will expand the art magazine with their country artists adding their identikit on the book that the teacher will share with them. At the following link there is the website where the teacher will add the students’ works: https://read.bookcreator.com/murlOzJgKNch7Z4rwdJBcfIGS2j2/O9PA8PRHQmK5Omfobinm1g
Evaluation
At the end of the project, the teacher will evalue with a written test the students’ knowledge of the art vocabulary. The test consists of some sentences that the students must fill in with the art vocabulary.
The students’ pedagogical and relationship skills will be evaluated during all the lessons looking at their interest and involvement. The following rubrics can be used by the teacher in class work and during the exposure to do a continuous assessment.
LANGUAGE SKILLS
Understanding written form of communication in English
BEGINNER ELEMENTARY INTERMEDIATE ADVANCED
Can’t understand very simple messages
Can understand simple messages, but needs help to find out the meaning of sentences more articulate
Can understand articulated sentences, sometimes needs help to discover the meaning of some words
Autonomously can understand the meaning of articulated sentences
Using English in the oral form to present something
Communicates with some difficulties and struggles to talk in English
Communicates in English using only a few words with many mistakes in pronunciation
Communicates in English not in a fluent way and with some mistakes in pronunciation
Communicates in English in a fluent way and with a good pronunciation
Improving the vocabulary Knows only a few words Knows some more words Knows enough words Knows a good number of words
ARTISTIC SKILLS
Obtaining information about works of art and famous artists, both Italian and belonging to the partner country
BEGINNER ELEMENTARY INTERMEDIATE ADVANCED
Searches and obtains some information about famous artists, with some difficulties
Searches and obtains some information about famous artists
Searches and obtains enough information about famous artists
Searches and obtains a good number of information about famous artists
PEDAGOGICAL and RELATIONSHIP SKILL
BEGINNER ELEMENTARY INTERMEDIATE ADVANCED
Cooperating in teamwork
Participates passively in teamwork, struggles to consider the ideas of others
Motivation and interest in the project
Has little motivation and interest in the parts of the project
Participates little actively in teamwork and sometimes considers the ideas of others
Is motivated and interested in some parts of the project
Participates actively in teamwork and sometimes considers the ideas of others
Participates actively in teamwork and considers the ideas of others
Is motivated and interested in most parts of the project
Is motivated and interested in all parts of the project
Follow up – Suggestions for extra activities maybe for school colleagues of parents etc.:
Thinking about some extra activities, we could propose some art lessons with the art teacher. She could choose a painting or sculpture belonging to one of the four artists and do an artistic work about it. There could also be a school trip to an art exhibition of one of the Italian artists or the partner school’s ones. This experience could be done even with the parents out of school time.
This second part is for your personal thoughts about the project (write not less than 300 words). serve per valutare il nostro livello di writing
The English lab done by the teacher was very interesting to me, the work that was explained to us at the beginning I found a bit complicated just because of the language issue. In fact, my fear for this workshop was precisely the possibility of not understanding what was being asked of us. In fact, I found a great willingness on the part of the presenter Emanuela Calvino to understand our big obstacle: English.
E‐twinning is a platform that I don't know and the fact of being able to communicate, collaborate, develop projects and share ideas with all the schools that are enrolled really excited me. So thinking about and carrying out this authentic task led us to broaden our minds to an educa tional activity that was not just for our class as in all workshops, but something that involved other countries and especially a topic that was international. The topic we chose for our authentic assignment for me has an important value, since I love art and I have a degree in history and cultural heritage protection, art is always a beautiful collage between all nations it does not create differences but includes all the educational needs of any student. Art is important because it always captures the attention of children and it can be a transversal theme for all subjects, it leads to creativity and knowledge. I also got to know the Common European Framerwork that I didn't know.
The strength of this workshop was certainly the group that led to the birth of this work, the development of activities that involve learning through play and the use of te chnological devices. The weakness was definitely the language and the difficulty for me, especially when it comes time to explain to others.
It would be great to make this platform known to schools as well and to be able to see how our journal could continue.