This document summarizes an Italian and art CLIL project done at St. Patrick's Primary School. It introduces two Italian artists - Renato Guttuso and Giuseppe Arcimboldo. For each artist, it describes the art techniques taught, vocabulary covered in Italian class related to the artist, and activities done such as visiting an art gallery and creating artworks inspired by the artists. It concludes with discussing benefits and limitations of the CLIL approach used in the project.

2. MY EXPERIENCE
ARTiAMO:
ITALIAN AND ART PROJECT
1) WHAT IS CLIL?
2) MY TOOL BOX
3) FIRST ARTIST:RENATO GUTTUSO
Activities, links
4) SECOND ARTIST: GIUSEPPE ARCIMBOLDO
Activities, links
5) WAS IT WORTH? Benefits and limitations

3. 1) WHAT IS
CLIL?

4. WHAT IS CLIL?
CLIL stands for
Content and Language
INTEGRATED
Learning
David Marsh - Finland 1994

5. 2) MY TOOL BOX
MAESTRA

6. MY SECRET TOOLS
MULTIMODAL
INPUTS
COOPERATING WITH
THE ART TEACHER
COOPERATIVE
LEARNING OF
STUDENTS
(pair work, team work)
PROVIDING
SCAFFOLDING
(temporary frameworks
to access meaning and
help production)
CLIL IS FLEXIBLE !
PREVIOUS
EXPERIENCES
CROSS-CURRICULAR
FOR MEANING!

7. MY BACKGROUND
2012-13
Italian, art and design project
Kings Cross Italian School
Supplementary School
2013-14
CLIL and Family learning project
organized with an Italian collegue
Kings Cross Italian School and
St Patrick’s Italian School
Supplementary Schools

8. A DIFFERENT CONTEXT
Is CLIL still a winning approach when
used in Schools in MFL?
“Artiamo”, Italian and
Art project
“St Patrick’s RC
Primary School”
Waltham Forest
2014 - 15

9. 3) RENATO
GUTTUSO

10. RENATO GUTTUSO
ITALIAN PAINTER
MODERN
1911 - 1987
STILL LIFE
EXHIBITION IN LONDON

11. Y5- L.O. for ART
Pupils should be taught to develop their techniques, including
their control and their use of materials, with creativity,
experimentation and an increasing awareness of different kinds
of art, craft and design.
Pupils should be taught:
- to create sketch books to record their observations
and use them to review and revisit ideas
- to improve their mastery of art and design
techniques: still life
- about great artists, architects and designers in
history.
National Curriculum, KS2

12. ART IN SCHOOL
St Patrick’s School art teacher, Debby Hoddle, works with
the children of KS 2 on still life technique and Guttuso’s
style.

13. Fantastic displays are prepared with
the children’s artworks.

14. Y5- L.O. for ITALIAN
O.5.1 Prepare and practice a simple conversation, reusing familiar
vocabulary and structures in new contexts
O.5.4 Prepare a short presentation on a familiar topic
L.5.2 Make simple sentences and short texts
IU.5.1 Look at further aspects of their everyday lives from the perspective
of someone from another country
KAL5.2 Manipulate language by changing an element in a sentence
KAL5.7 Recognize the typical conventions of word order in the foreign
language
LLS 5.3 Apply grammatical knowledge to make sentences
KS2 Framework

15. Y5- CONTENTS for ITALIAN
ITALIANO
Prep IN ALTO, IN BASSO, A DESTRA, A
SINISTRA, AL CENTRO
On the top, on the bottom,
right, left, in the middle
Verbs C’E’, CI SONO There is, there are
E’, SONO It is, they are
Nouns COLORI CALDI, COLORI FREDDI Hot colours, cold colours
LA MELA, LA BANANA, LA PERA,
LA CILIEGIA
The apple, the banana, the
pear, the cherry
IN PRIMO PIANO, IN SECONDO
PIANO, SULLO SFONDO
In the foreground, in the
background, in the distance
Adjec CONCORDANZA AGGETTIVI Adjectival agreement

16. SUCCESSFUL STRATEGIES
Starting from known vocabulary
Allow code switching ( not verbal  L1  L2)
Pair and team work
Dare! Have high expectations

17. SCAFFOLDING
to access meaning and help production
Using extra-linguistic inputs: visual, gestures, role-play, realia,..
SUCCESSFUL WAYS TO SCAFFOLD LEARNING
Breaking down tasks in small steps
Demonstrating tasks
Using speaking and writing frames
Using word banks and templates
Encoraging peers and self-evaluation
Differentiating activities: T/F, gap filling, tables to fill in,..

18. L.O: To describe a painting- Prepositions

19. IN ALTO

20. IN BASSO

21. A DESTRA

22. A SINISTRA

23. AL CENTRO

24. ORA RISPONDI…

25. Dov’è la banana?
IN ALTO
La banana è IN ALTO

26. Dov’è la banana?
A DESTRA
La banana è A DESTRA

27. Dov’è la banana?
AL CENTRO
La banana è AL CENTRO

28. Dov’è la mela ?
A DESTRA
La mela è A DESTRA

29. Dov’è la pera ?
A SINISTRA
La pera è A SINISTRA

30. Dov’è Renato Guttuso?
A DESTRA
Ruttuso Guttuso è a destra.

31. Dov’è la lampada?
IN ALTO
La lampada è in alto

32. Dov’è la sedia?
A SINISTRA
La sedia è a sinistra.

33. Dov’è Renato Guttuso?
AL CENTRO
Renato Guttuso è al centro.

34. L.O: To describe a painting

35. IN 1° PIANO
IN 2° PIANO
SULLO SFONDO

36. SULLO SFONDO

37. IN SECONDO PIANO

38. IN PRIMO PIANO

39. ORA RISPONDI…

40. COSA C’E’?
IN PRIMO PIANO C’E’ UNA PERA or
LA PERA E’ IN PRIMO PIANO

41. COSA C’E’?
SULLO SFONDO C’E’ UNA MELA or
LA MELA E’ SULLO SFONDO

42. Listening and speaking

43. Writing

44. Speaking skills
VIDEO:
Chantelle and Tara
describe their paintings

45. A TRIP TO THE GALLERY
All KS2 classes go on a trip to the
Estorick Collection, Italian Modern Art
Gallery in Islington in London, to see the
Renato Guttuso exhibition.

46. A TRIP TO THE
GALLERY
Children make an
artwork inspired by
the paintings seen in
the gallery.

47. 3) GIUSEPPE
ARCIMBOLDO

48. GIUSEPPE ARCIMBOLDO
ITALIAN PAINTER
FROM THE PAST
1526 - 1593
PORTRAITS
CREATIVE, EXTRAVAGANT,
EASY TO CREATE
CROSSCURRICULAR LINKS

49. Y5- L.O. for ART
Pupils should be taught to develop their techniques, including
their control and their use of materials, with creativity,
experimentation and an increasing awareness of different kinds
of art, craft and design.
Pupils should be taught:
- to create sketch books to record their observations
and use them to review and revisit ideas
- to improve their mastery of art and design
techniques: portrait, creative use of elements to
create patterns and new compositions
- about great artists, architects and designers in
history.
National Curriculum, KS2

50. ART IN SCHOOL
The school art teacher, Debby Hoddle, works with the
children of KS2 on Arciboldo’s creative style.

51. St Patrick’s school walls are covered with portraits
and funny fruit faces.

52. The art teacher helps pupils
to create astonishing portraits
using flowers, fruit,
vegetables. Different materials
and artistic techniques are
experimented with: paper
machè, clay modelling,
collage...

53. Y5- L.O. for ITALIAN
O.5.2 Understand and express simple opinions
O.5.3 Listen attentively and understand more complex phrases and
sentences
L.5.2 Make simple sentences and short texts
IU.5.1 Compare symbols, objects or products which represent their own
culture with those of another country
KAL5.3 Apply knowledge of rules when building sentences
KAL5.1 Plan and prepare-analyse what needs to be done to carry out a
task
LLS 5.3 Integrate new language into previously learnt language
KS2 Framework

54. Y5- CONTENTS for ITALIAN
ITALIANO
Verbs INFORMAZIONI PERSONALI: mi
chiamo, sono nato, vengo,…
Verbs to give personal
information: I am called, I
was born, I come, I have,..
GUSTI: mi piace, amo, adoro,detesto LIKES AND DISLIKES: I like, I
love, I adore, I hate
DESCRIVERE UN PROCESSO: ho
usato/ha usato
TO DESCRIBE: I used/she or
he used,..
Adv QUANDO E’ , DOVE E’ , COSA E’,.. WH-QUESTIONS: what,
where, when,..
Nouns EXTENSION OF FRUIT AND
VEGETABLE VOCABOLARY (12 WORDS)
Garlic, salad, potato, tomato,
pepper,carrot,..
STRUMENTI: PENNELLO, TELA,
CARTA, COLLA, FORBICI,…
Tools for art: brush,
canvas,paper, glue,..

56. IN ITALIA
A MILANO
PORDENONE
la città della
maestra Michela
ROMA
la città capitale

57. CHI E’?
Mi chiamo Giuseppe Arcimboldo.
Sono italiano.
Lui si chiama Giuseppe
Arcimboldo.
E’ italiano.

58. DOVE E’ NATO? QUANDO E’ NATO?
Sono nato a Milano
Quando?
Nel 2015? No!
Nel 1990? No!
..indovina!
Sono nato
nel 1527
Lui è nato a Milano nel 1527.

59. Sono un…………
Qual è il mio
lavoro?
..indovina!
Sono un
pittore

60. Sono un famoso pittore italiano.
Lui è un famoso pittore italiano.

61. COSA TI PIACE?
Mi piace dipingere.
Amo i costumi per i party.
Adoro la frutta, la verdura, i
ritratti, gli animali, la natura.
A lui piace dipingere.
Ama i costumi per i
party.
Adora la frutta, la
verdura, i ritratti, gli
animali, la natura.

62. COSA TI PIACE?
Il mio stile é originale e
stravagante
Il suo stile é
originale e
stravagante.

63. COSA TI PIACE?
Nei miei ritratti ho usato
frutta, verdura e animali.
Nei suoi ritratti ha
usato frutta, verdura
e animali.
Frutta e verdura Animali

64. “PRIMAVERA”
olio
Come si chiama il dipinto?
..indovina!

65. “ESTATE”
olio
Come si chiama il dipinto?
..indovina!

66. “L’AUTUNNO”
olio
Come si chiama il dipinto?
..indovina!

67. “L’INVERNO”
olio
Come si chiama il dipinto?
..indovina!

68. Sono
allegra!!
Sono
allegra.
Sono
normale
Sono
triste !
PRIMAVERA ESTATE
AUTUNNO INVERNO
Come è?
..indovina!

69. “L’ORTOLANO”
olio
Qual è il suo lavoro?
..indovina!

70. Reading and writing
Here you will find information about Arcimboldo’s life.
Unjumble the words to create the right sentence.

71. Reading
Heads and Tails – Matching
information
Video: Strips

73. LA FRUTTA
la banana la mela la pera
la pesca la arancia la ciliegia

74. LA VERDURA
l’insalata la carota la patata
il peperone il pomodoro l’ aglio

75. LA FALSA VERDURA
il peperone il pomodoro
il peperone e il pomodoro sono frutta, NON sono verdura
Hanno i semi

76. Listening, speaking, writing
First person statement-
Revision
Remembering, identifying,comparing, contrasting
Pupils are giving a set of card with fruit and vegetables.
They read the sentence displayed on the board and show
the right cards.

77. Attività

79. 1) Sono arancione

80. 2) Sono verde

81. 3) Sono rosso e
ho i semi

82. 4) Sono rossa e
ho i semi

83. 5) Sono nata in
Europa

85. Frames for speaking and writing
Excellent tools to consolidate vocabulary and to memorize structures.

86. Speaking skills
VIDEO:
Amo

87. To know tools and styles

88. IL PENNELLO

89. I COLORI

90. LA TELA

92. Cosa ha usato Leonardo?
Leonardo ha usato
il pennello, la tela, i colori a olio
“La gioconda”
Leonardo Da Vinci
1503

93. Cosa ha usato Paolo Uccello?
Paolo Uccello ha usato
il pennello, la tela, i colori a olio
“San Giorgio e il
drago”
Paolo Uccello
1503

94. Listening and speaking
VIDEO:
Ho usato

95. Reading, writing
and speaking
Un critico d’arte

96. Writing, reading, speaking
Children create their
portraits using pictures
of vocabulary learnt
with maestra Michela
in the past: numbers,
animals, food,
weather…

97. Writing, reading, speaking
They use the pc to find
suitable clips and pictures
and then create their
portraits.

98. Writing, reading, speaking
Each portrait will introduce
itself, so they write a text.
They practise and improve
their pronunciation and
intonation.
Then they animate their art work using the Ipad and an
app called Morfo.

99. VIDEO:
Morfo

100. MY CLIL PALETTE

101. LIMITATIONS
Shortage of materials
Overload for the teacher?
Risk of overstretching language to
fit content
Assessment

102. BENEFITS
Increase in pupils’ motivation
Increase in pupils’ confidence (can do attitude)
Improvement in children’s production and
performance (real communication)
Development of thinking skills
Fine tuning the teacher’s strategies
Help for a holistic approach to
learning
Cooperation among teachers
Challenge for brains! T&S