VELÁZQUEZ IN EL PRADO Alicia Doblas Guerra.

INTRODUCTION This is a plan for primary children, grade 6th, to develop in Art and Crafts in a bilingual school and connected with History and English. The main resource is going to be the Museo Nacional del Prado and its paintings by Velázquez. This is a plan for primary children, grade 6th, to develop in Art and Crafts in a bilingual school and connected with History and English. The main resource is going to be the Museo Nacional del Prado and its paintings by Velázquez.

OBJECTIVES 1. To know specific art vocabulary. 1. To know specific art vocabulary. 2. To improve the knowledge about Velázquez and his time. 2. To improve the knowledge about Velázquez and his time. 3. To create an original piece of art based in a Velázquez painting. 3. To create an original piece of art based in a Velázquez painting. 4. To value and enjoy art through the visit to the Museo Nacional del Prado. 4. To value and enjoy art through the visit to the Museo Nacional del Prado.

ACTIVITIES Warm up. Watch the first part of the documentary “El Madrid de Alatriste”. This is the link: Brainstorming: In what century does it happen? Who was the king of Spain? What is the name of the painting that appears in the film? Who was the artist? What other paintings can you see? Warm up. Watch the first part of the documentary “El Madrid de Alatriste”. This is the link: Brainstorming: In what century does it happen? Who was the king of Spain? What is the name of the painting that appears in the film? Who was the artist? What other paintings can you see? Who is Velázquez? Write a brief biography, about 10 lines. This video can help you. You can read an encyclopedia or the wikipedia, too. Who is Velázquez? Write a brief biography, about 10 lines. This video can help you. You can read an encyclopedia or the wikipedia, too.

Learn the vocabulary used to describe a painting. We will hand out a list of vocabulary about the structure in a painting and the picture of a painting to the children, so they have to write the description words in the correct position. This is an example. Learn the vocabulary used to describe a painting. We will hand out a list of vocabulary about the structure in a painting and the picture of a painting to the children, so they have to write the description words in the correct position. This is an example.

Structure In the foreground In the background In the foreground In the background in the upper partin the lower part in the upper partin the lower part in the left partin the right part in the left partin the right part in the central partin front of in the central partin front of behindnext to … behindnext to … on the righton the left on the righton the left in the middlefrom front in the middlefrom front from behindfrom above from behindfrom above from below the second from left/right from below the second from left/right at the topat the bottom at the topat the bottom Other words useful to describe a painting artificial lightdaylight artificial lightdaylight light coloursdark colours light coloursdark colours loud colourssubdued light loud colourssubdued light vanishing pointvanishing line vanishing pointvanishing line oilcanvas oilcanvas brush strokes brush strokes

We organize the children in five groups. Each one is going to choose one of the paintings: Las Meninas, Los Borrachos, La Fragua de Vulcano, La Rendición de Breda or Las Hilanderas. They are going to describe the painting, using the vocabulary we gave them, and explain its background and the story that it tells. They can look for information on the Prado website or in The Prado Guide. We organize the children in five groups. Each one is going to choose one of the paintings: Las Meninas, Los Borrachos, La Fragua de Vulcano, La Rendición de Breda or Las Hilanderas. They are going to describe the painting, using the vocabulary we gave them, and explain its background and the story that it tells. They can look for information on the Prado website or in The Prado Guide. First, they write the text, then, they practice and memorize. Every member of the group must say something. First, they write the text, then, they practice and memorize. Every member of the group must say something.

They can try to answer these questions to make the description of the painting. They can try to answer these questions to make the description of the painting. –You can begin with a description of subject matter: Who or what is the painting about? Is it a portrait of someone, a still life of objects or a scenic landscape? What are the shapes in the painting? –Look closely to see what relationship the subjects have to each other: Do they face each other? Are they touching or moving away from each other? –Describe color: Are many colors used? Are the colors dark or bright? –Look for the balance in the painting: Is there more happening on one side than the other? Does some shape or color deliberately draw your attention to one corner of the canvas? –Define the focal point: What is the most important part of the scene? Where did your eyes go first? The artist did this deliberately so discuss this. –What is the mood of the work? What mood or feeling did it bring out in you? Think back to the subject matter and also color for this. Your answer to this probably came the first moment you looked at it. –What style is the painting done in? Is it realistic, impressionistic, abstract...?

Apollo at the Forge of Vulcan

The Drinkers or The Feast of Bacchus

The Surrender of Breda

The Spinners or The Fable of Arachne

Las Meninas or The Family of Philip IV

Later, they visit the Prado Museum and they tell their mates about the painting. Now, they are tourist guides at the museum. Later, they visit the Prado Museum and they tell their mates about the painting. Now, they are tourist guides at the museum. During the visit they are going to see all the Velázquez’s paintings, so they have the opportunity to choose their favourite painting. During the visit they are going to see all the Velázquez’s paintings, so they have the opportunity to choose their favourite painting.

After the visit, each group is going to prepare a little play. After the visit, each group is going to prepare a little play. They make up a story to explain what happens next, no more than 4 minutes. The starting point is the painting, each child is one of the main characters. They make up a story to explain what happens next, no more than 4 minutes. The starting point is the painting, each child is one of the main characters. The initial position is the position they have in the painting, they are frozen and, suddenly, they take live and tell us what happens after the scene in the painting. The initial position is the position they have in the painting, they are frozen and, suddenly, they take live and tell us what happens after the scene in the painting. We record a video with all the stories. We record a video with all the stories.

Finally, they are going to recreate the painting that they prefer. It can be the painting they have been working on or another one they saw at the museum painted by Velázquez. That is an individual view and an individual piece of art. They can use wax crayons or paint on a DIN-A3 size paper. Finally, they are going to recreate the painting that they prefer. It can be the painting they have been working on or another one they saw at the museum painted by Velázquez. That is an individual view and an individual piece of art. They can use wax crayons or paint on a DIN-A3 size paper. We will prepare an exhibition with all the paintings and the videos: ”Our own Velázquez”. We will prepare an exhibition with all the paintings and the videos: ”Our own Velázquez”.

EVALUATION CRITERIA EVALUATION CRITERIA To write a text about Velázquez of, at least, 8 lines. To write a text about Velázquez of, at least, 8 lines. To present, orally, a painting by Velázquez. To present, orally, a painting by Velázquez. To create his own piece of art based on a Velázquez painting. To create his own piece of art based on a Velázquez painting.