El meu vessant artístic va començar amb una llicència d'estudis a Anglaterra. Allà vaig elaborar una pàgina web en anglès amb propostes didàctiques sobre l'educació visual i plàstica en anglès.

Després d'uns anys d'implementació d'aquestes unitats didàctiques, he començat a elaborar i organitzar uns tallers de plàstica en angles com són: taller d'escultura, de dibuix, de pintura i manualitats amb paper. La idea principal és muntar tallers monogràfics amb una durada mínima de 10 sessions i per alumnes de cicle mitja o cicle superior.

divendres, 27 de febrer de 2015

Finder or Viewfinder

Very useful to focus on part of the work the students want to do the sketch. It can be a card with a hole in the middle or corners of paper 


Warm ups

Warm ups for Art

  •   Chants, songs and counters (to get groups or do something)
  •   Write a long Word and they have to say words using these letters (CONSTELLATIONS)
  •   Words starting with B, D, A
  • Chain words, one person says a word and the following one has to say another starting with  the latest letter, rain- nurse- emotions...
  •   Use the recorder and interview them or they interview you
  •   Build a sentence, star: Today..., Yesterday...., We’re going.....Each student has to add a word and build  a sentence.
  •   Game; Guess who: description of a student,  or things
  •   Use power-points, You Tube or webs with information useful for the activity to do.
  •   Tell a story,
  •   Mime the activities to do, the teacher starts and the students who guesses, continues.
  •  Talk about: elicit prior knowledge about materials, artist, techniques or about their previous artwork.
  • Observation of the displays
  •   Brain gym
  •   Listen to music and ask what does it suggest?
  •   Give strips of paper with the steps of the activity to guess the order


English Workshops in " Visual and Artistic Education in English".
Workshops are a good   alternative of work. Working during a small period of time can give flexibility to schools, teachers and subjects.
These workshops can be used independently and they can last minimum of 10 sessions, depending on the school organization and the language work to be done.
 I've planned 4 workshops:



Crafts with paper can be Accessible, Educational and Safe. There are Inexpensive and original craft projects using paper and other supplies for kids. Children start out doing a bit of paper folding and origami and then they start cutting a bit....and have fun creating…


·         To enjoy the creative process of doing things.
·         To develop a critical capacity for appreciation personal and others work.
·         To appreciate their contribution in a collaborative project.
·         To have confidence in one’s own artistic production.


·         Origami, Origami is the Japanese name for the art of paper folding. They can follow instructions to build things, they can share their knowledge of it or they can follow the steps through a page from internet. They must be taught the 2 basic ways of folding paper, the base to start any work.

·         Tessalating, The word "Tessera" in Latin means a small stone cube. They were used to make mosaics in Roman Buildings. Now it is used to refer to pictures or tiles, mostly in form of animals or life forms, which covers the surface in a symmetrical way without overlapping or leaving gaps.
Tessellations must be based on a shape. Parallelograms can be tessellated. Students have to realize that every part needed to make up the full picture is contained in the shape chosen. Moreover, they can see and appreciate the work done by artists as Escher and Nakamura.
They can start following a step by step process and then create their own tessellation work.

·         Working with photos, Students will need some images, photos or postcards. These material need to be cut up, using scissors or a craft knife. There are many ways in which the pieces that you cut can be reassembled. Photographs can be cut into squares, straight strips or curves.
Curved strips can be shape into a fan and this technique is very effective with photos of figures in action.

·         Photomontage, It is about exploring the patterns you can make with repeated shapes. Also it can be a cooperative work and make a picture using cutting images. They can see the work of artists like Grete Stern.

·          Collage, It is the way to represent and express through the study and experiment of shape and colour using a range of paper and glue together. It can be a work based  in colours or tonalities or it can be based on shapes.

·          Mosaics, is the art of creating images with an assemblage of small pieces of coloured paper, glass, stone, or other materials. It may be a technique of decorative art.

·          Weaving, shapes or letters. Children will investigate patterns from different times and cultures using different materials


Painting it's the basic way to express with colour.
Painting is an essential activity in developing children's art.
Colour is a vital part of our everyday lives. It helps us to describe who we are and how we feel. It attracts our attention and gives out information.
The artist can be: Van Gogh, Seurat i Klim, the 3 artists with techniques and styles very different. All artists are suitable to work from any point of  view, life, technique, styles,art works....
There‘s plenty of information in different formats:
·         Books, pictures, photographs, stories, ,
·         Examples of children’ s work
·         Web pages and links to the artists.

There can be use different paintings: poster, acrylic, water colours, oil pastels, pencil colours, felt-tip pens, chalk…


  • To analyse the elements of the work and their relationship
  • To learn vocabulary related to the works and life of the  artist/ artists.
  • To explore colour by developing paintings.
  • To develop the ability to use colour in design.
  • To encourage students to experiment with style.
  • Art appreciation of great artists


·         Work on each artist style. Identifying the style and techniques of each artist. Eg:Van Gogh used strokes, Seurat used points and Klim used lots of shapes. Through power point or prints Students will do a sketch picture about each artist in their style. They can use a finder or viewfinder to focus on part of the work they want to do the sketch.

·         Work on information about the artist, their works, their life, style..., learning about their personal and professional life. Doing language activities as mind maps, crosswords, memories…

·         Mixing styles, if you choose 2 or 3. Once they decided what to do they can divided the paper in two, half or diagonal, and start applying paint in one style and finish doing in another style.

·         Group work, cooperative work. In an A3 art paper, they divide into 4 parts and they have to decide what and how to work, accepting style or styles, colours…

·         Colour theory, Children can start using primary colours; then, they mix them to get secondary and intermediate colours. They will see differences between warm and cool colours, complimentary and harmonious colour, Tints and Shades…They can create their own pattern using 3, 4 or 5 colours.
They will combine both theory and practice.


It's the basic way to develop shape. Drawing has a wonderful quality of immediacy of something that is happening now.
Drawing is a skill. Drawing like photography can be done artistically and creatively, but not all drawing is art and not all drawing is creative. The ability to draw is actually acquired by practice.
Drawing is not merely a medium of creative planning. Drawing on paper can also be a vital, expressive and creative end product.
Teaching observation and expressive drawing is a basic part of teaching creativity.
Art is much more than drawing, but there is probably nothing more basic than drawing.
The activities will include drawing from observation, from memories and experience and from imagination.

·         To express through means of shapes
·         To communicate ideas
·         To develop creativity
·         To develop the ability to use different qualities of line to express feelings, moods
·         To develop the ability to observe and record them accurately
·         To develop in every child the natural talent and ideas that makes every artist unique.
·         To develop a critical capacity for appreciation.


·          Design their name, using models of letters; it can be used for a sketchbook, for a front page for their art works or simply for a picture.

·          Portraits, working on shapes, sizes, parts of the face, expressions and feelings. They can do a portrait (draw someone else lively or using pictures), self-portrait (drawing themselves using mirrors) and manga faces (Japanese style). Children must see the proportions of the head, that the face is oval and symmetrical, the eyes are in the centre and the nose in half way between the eyes and the chin. The mouth is half-way between nose and chin. The top of the ears are level with the eyes and the bottom level with the base of the nose. They can start drawing ovals, eyes, mouth, noses…They can be ask as homework to bring cuttings of faces from magazines. Finally they can look at portraits of artists.

·         Drawing from observation. The task is not to replicate a drawing, but to create a drawing from observing the real world. Focusing and making open questions to enrich children works, i.e.. What material is made of? What shape/ size it's got?  How big the different parts are? Then children have to draw in front of something, it can be a landscape, buildings or simply objects in the classroom. A good idea cab be to teach students not to use rubber all the time and use the pencil in a smooth way at the beginning, drawing over and over until they get what they want. (Usually children rub more than draw)

·         Drawing from memory, to develop techniques of observation, making them to think on the whole before going on details. Giving time to observe something showing details of the object, asking questions about it (Same questions as in observation), and finally moving or taking off, they have to do the drawing. The end product can be a motive of discussion.

·         Drawing from imagination, to make a free and creative representation of reality, to make art compositions autonomously. They can imagine an ideal house, school, vehicle, bedroom….

·         Human movements, this is one of the hardest subjects to draw. It is necessary to have some basic knowledge of anatomy. They can work on sport people or they can make poses, standing, walking, laying, and sitting…Using different elements for representing figures in movement.

·         Drawing natural Landscape, to explode various techniques for drawing natural shapes. They can draw fields, plants and flowers, houses or buildings. Start with the bases of background, middle and foreground.

·         Drawing Animals, real or cartoons…Children love animals, they can start with head or body and continuing adding parts and details.

Ø  Before starting drawing they must be known the differences between pencils, hard or soft.
Ø  How to make lines without rulers.
Ø  How to avoid using too much the rubber;
Ø  The differences between line, tone and texture.
Ø   A good idea can be to tell them what they are going to do the following session in order to bring pictures or materials for the class.


It is a three-dimensional procedure. Students will construct through the line, surface and compact. They can see the work of local sculptors and about different kinds of sculptures.

·                      To introduce children to a wide range of tools and techniques.
·                      To encourage language and discussion.
·                      To develop skills in a sequential series of activities.
·                      To develop children creativity and imagination.


·    Work on geometrical figures, to differentiate between surface (2D) and body 3D, ex: a circle and a sphere.

·    Clay tiles (2D) They cut out a tile shape with a knife round, square, star or letters and  add pieces of clay as decoration

·    Cooperative work: unreal animals. To work cooperatively as a member of a group. They work using the analytical process where the parts are not attached, but the parts are pinched and pulled out of the clay.

·    Human figure: Do the works separately, 1st a Hand, 2nd a foot, 3rd the  head and finally body (proportions and movement)

·    Printing with clay. To create individual prints

·   Project: Design a zoo-park, castle...Each child collaborates doing an animal or a tree or whatever they want to.  They model the animals, objects or persons and place their figures in the castle or farm or whatever.

This workshop about sculpture is whole developed with objectives, materials, procedure, evaluation...of each activity.

dijous, 26 de febrer de 2015

Trivial Plan

Title of the activity

Age group / Level
Cicle Mitja and  Superior.
Revise and share cultural knowledge
Learn to work in group.
Main language (vocabulary, chunks, sounds, …)
Questions or sentences about different subjects, as maths, language, geography, history, sports, science.  E.g.: science (Which part of the plant grows under the ground?), maths (How much is 10 times 11?), history (Which year was America  discovered?, language (Tell the plural of these 2 words, foot and child), geography (Which is the longest river in Africa?), sports (Name 3 sports to be played without a ball)
30-40 minutes
6 different coloured cards with appropriate questions or sentences inside (minimum 6 in each)
Grouping and interaction
Groups of 5 or 6 children, one of them has to be the speaker and they have to share and agree an answer in turns.


· First of all, you have to make groups, and then they have to choose a name for the group and a speaker.

· The teacher writes the names on the board and explains the game. They play in turns choosing the coloured card (subject). Every correct answer scores 2 points, only 1 point if they don't know it exactly or in English.

· If a group doesn't know the answer; the following group has a chance to say it and scores 1 extra point.
. The game finishes when the time is over or when the teacher decides.

· There's just an important rule: Children can't complain. If they do, his or her group loses 1 point.


·The children can write their own questions.

·You can be flexible in term of grouping and on subjects, more or less topics or different as games, music, art...

It's a good way to develop team work skills. Students have to check understanding, share opinions and agree on an answer.
The teacher can adapt the questions asking easy ones to a low group or challenging ones to a good group.

 Anna Esteban

Question Cards

Natural Science

1-    Which part of the body do you use to walk?
2-    What’s in the middle of your face?
3-    This animal lives in Australia. It can stand up and jump.
4-    This bird can speak.
5-    What’s at the end of your arm?
6-    Name 3 animals that live in the water.
7-    Name 2 animals that can fly.
8-    A big grey animal that has a trunk.
9-    Name the four seasons.
10-     Can you name 3 different materials?
11-     Which part of a plant is under the ground?
12-     Name a land animal, a sea animal and an air animal.
13-     Name an animal with horns
14-     How do you call a little dog?
15-     How do you call a little cat?
16-     Which is the biggest planet?

Social Science

1-    What’s capital city of Ireland?
2-    What’s capital city of Greece?
3-    What’s capital city of Italy?
4-    Which is the longest river in Africa?
5-    Which is the longest river in Spain?
6-    What does USA means?
7-    What does UK means?
8-    Name a famous scientist?
9-    Which is the smallest country in the world?
 A: Monaco, B: The Vatican, C: Luxemburg
10-    Which is the highest mountain in the world?
11-    Say the name of 2 islands.
12-    Which country is famous for its pyramids?
13-    Name 2 countries where people speak English?
14-    Name 3 countries where people speak Spanish?
15-    Name 2 countries where people speak Arabic?
16-    In which year was America discovered?


True or false:
1.    The monkeys live in the river.
2.    Butterflies can swim.
3.    Penguins can dive.
4.    A bus is bigger than a car.
5.    Medicines are good for you.
6.    The buses in London are blue.
7.    Barcelona is smaller than Tarragona.

8.    Is Germany a language?
9. What’s the opposite of false and new?
10. What time is it? 11:50
11. Can you say the plural of foot?
12. Can you say the plural of child?
13. Name 3 daily routines.
14. Translate: primer, segon and tercer.
15. Finish Yesterday, today and…………
16. What’s the difference between man and men?


1.                              Name the 3 primary colours
2.    Name the 3 secondary colours
3.    Name 2 tertiary colours.
4.    Can you say the name of 2 famous painters?
5.    Can you say the name of 2 famous sculptors?
6.    Can you say the name of 2 famous architects?
7.    Say 3 adjectives to describe a picture.
8.    What can you do with clay?
9.    Name the 7 colours of the rainbow.
10.           Say 2 things you know about Van Gogh.
11.           What’s the difference between portrait and self-portrait?
12.           Name 3 materials to do art.
13.           What’s a mandala?
14.           Name 2 warm colours.
15.           Name 2 cool colours.
16.           Name an impressionist artist.

1.          How many fingers have you got?
2.          How many legs have got 2 rabbits?
3.          How many months start with the letter J?
4.          How many pieces have a domino?
5.          How many players are necessary to play football?
6.          How many minutes are in 3 hours?
7.          How many days are in a year?
8.          How many corners are in a triangle?
9.          How many hours are in a weekend?
10.     Name 3 geometrical figures.
11.     Calculate the area of a square of 4cm/side.
12.     How old is a person born in 1986?
13.     How much is 10 times 11?
14.     How much is 30+10+17.
15.     How much is 50-20+12.
16.     How much is 60:10?


1.          How many players are necessary to play volleyball?
2.          How long does it take a football match?
3.          Name a sport which needs a stick.
4.          Name 3 water sports?
5.          Name 2 individual sports?
6.          Name 2 pair sports?
7.          Name 3 sports that they don’t need balls?
8.          Say the name of 5 Olympic sports.
9.          Name 2 famous cyclists?
10.     What’s the name of football in America?
11.     What’s the meaning of penalty and corner?
12.     Name 3 sports that you need to use a small ball.
13.     What’s Paralympics mean?
14.     How often are Olympics games celebrated?
15.     How do you call a person who swims?
16.     What are the colours of the Olympic medals?