Welcome to art!

Welcome to CLIL:

language of instruction for the fine arts

 
 

 

Art

 

 

Music

 

 

 

Cultural Heritage

lower classes: texture
middle classes: drawing in perspective
upper classes: visiting a museum
 
lower classes: percussion instruments
middle classes: musical notation
upper classes: music in other cultures
 
lower classes: researching using our senses
middle classes: making a museum
upper classes: proberbs and sayings

Are you ready? Click on any subject to begin.

Subjects in white are ready for use.

Subjects in green will be ready in the coming years.

'CLIL' is a theme to help teachers learn how to give CLIL instruction.

About this theme

In this theme, you will practice giving a short explanation of subject-related vocabulary, or jargon. The lesson plans and lesson activities provided are meant to give you a context and background for your explanation and to inspire you in your own teaching. In the activities that follow, you will not be asked to actually teach the entire CLIL lesson. Instead, you will focus on selecting key subject-related concepts and practice explaining them to children in a way they can understand.

 

Learning objectives

You will give a clear, simple and coherent explanation of key CLIL concepts in child-friendly English. You will make the instruction interactive and check for understanding by asking questions and/or using small tasks. You will use strategies such as examples, visuals and/or modelling to support child understanding. Your English must be correctly pronounced, accurate, easy to follow and of an appropriate level for the child in a real or simulated classroom situation.

 

What do you already know?

Think about your own experience as a learner. What did you learn during the art lessons? Did you enjoy them? What made them fun, or frightening? What did the teacher say or do to help you succeed in the lesson? What do you wish had been done better? Take a moment to reflect on your own experiences.

 

Success criteria

  • Language: The instruction is in English, at an appropriate level for the learners.
  • Vocabulary: the selected key words reflect the main CLIL concepts from the lesson activity.
  • Accuracy: vocabulary and concepts are correctly explained and applied.
  • Fluency: sentences are grammatically simple, and the student speaks at a pace appropriate for the learner.
  • Interaction: the learner is encouraged to participate in the instruction and the teacher checks that the learner understands the new material and vocabulary.
  • Coherence: instruction has a logical order and clear structure.
  • Phonology: pronunciation is correct and understandable.
  • Strategies: visual support and modelling are part of the instruction.

Note: these criteria will remain the same for each CLIL activity.