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Module 5 - Planning and Creating CLIL Based Art and Music Teaching Materials

Table of Contents

Introduction

At the end of this module, you will be able to adapt Art or Music materials in order to set up a CLIL complete lesson plan. Initially, you will be given some basic principles which are essential to the choice for the teaching material for the lesson plan. Then you will consider and work out about the steps and the development of a CLIL lesson in its completeness.
The subsequent n. 1, n.2, n.3 units will provide you with the path and the course of the actions with the aim of proceeding from the model to the action-plan for an Art, Music, Cross-curricular plan.
Now start answering the following questions, choosing one of the items.

When you start planning and creating CLIL based teaching materials, what do you need to take into consideration? Choose one:

Answer and points to keep in mind
When planning and creating CLIL based teaching materials, there are some basic points that need to be taken into consideration:

  • a good CLIL based teaching material requires the four basic principles of CLIL: content, communication, cognition, culture (The 4 Cs).
  • All these four points of strength of the CLIL methodology are interrelated and context-related.

According to the main linguistic and content areas, how do you classify the main categories of the school-subjects? choose one box:

Answer and points to keep in mind
According to the main linguistic and content areas, there are 3 main categories of the school-subjects:

  • the social and humanistic ones,
  • the scientific and technical ones,
  • the artistic and practical ones.

Each area has its own peculiar linguistic way to convey contents; that is to say:

  • in social and humanistic subjects, the use of language has a chief role and the subject matter is conveyed mainly through language;
  • in scientific and technological subjects, the use of language turns into a more regulated one and expressions are specific to the content areas;
  •  in artistic and practical school-subjects, the use of language is typified mainly through visuals, signs, sounds or movement.

Therefore, in planning CLIL based materials, the teacher varies and adjusts the gist of the subject and the proper language, in order to communicate the content alongside the 4Cs to be worked out.
When you are setting up the teaching materials, could you:

  • Give time to your extemporization?
  • Go through well-defined planning principles?

Answer and points to keep in mind
There are some key planning principles that need to be followed when selecting or creating CLIL based materials. The teacher has to make sure how they can be tailored to primary school Arts and Music lessons.

What is worth to do?

  • The CLIL 4Cs are prescriptive (Content, Communication, Culture or Cognition);
  • Look for authentic material: it is essential, i.e. videos/texts/songs, etc.;
  • Check if the materials are adequate to the students’ age, their communicative level, the period of the school year;
  • Launch the topic through visual materials (a video, flashcards, comic stripes etc);
  • Define and stating the time of the activity in planning and during the class;
  • Analyse, classify and accompany the materials on line by a thumbnail print screen, just in case the link expires;
  • Take into account interactive tasks among the pupils, both in pair-works and in group-activities;
  • Develop any lesson through well-defined steps ( presentation/performance/project, etc.) and with digital support.

Give an order to the following items; then drag and drop them into the table according to the right sequence and give a bullet note explaining your choice.

  1. Sequences of the steps and related activities
  2. Learning outcomes
  3. Cognitive objectives (aims)
  4. Resources, teaching aids (also on line), scaffolding, materials
  5. Content objectives (aims)
  6. Interactional strategies (teacher vs pupils, pupils vs teacher, pupils vs pupils)
  7. Main topic
  8. Cultural and cross-curricular competences
  9. Motivational prompts
  10. Disciplinary and linguistic prerequisites
  11. Communicative and linguistic objectives (aims)
  12. Time progression
  13. Pupils’ self-evaluation and their Portfolio
  14. While checking
  15. Level

Answer and points to keep in mind
When planning a CLIL teaching unit, it is essential that you have a general overview of it. Therefore, it is advisable to become confident in managing the main steps and points . As a result of the table completion, you have realized the framework for planning a Clil Lesson Plan, whose main points in a possible progression are:

  1. Main topic
  2. Level
  3. Motivational prompts
  4. Disciplinary and linguistic prerequisites
  5. Communicative and linguistic objectives (aims)
  6. Content objectives (aims)
  7. Cognitive objectives (aims)
  8. Cultural and cross-curricular competences
  9. Time progression
  10. Resources , teaching aids (also on line), scaffolding materials 
  11. Interactional strategies (teacher vs pupils, pupils vs teacher, pupils vs pupils)
  12. Sequences of the steps and related activities
  13. While checking
  14. Successful learning outcomes
  15. Pupils’ self-evaluation and their Portfolio

Now that you are confident with the basics features of a CLIL lesson plan, fill in the following table giving an example for each item listed in the first row; you have to refer to an Art or Music CLIL lesson. Help yourself using the following table of LOTS and HOTS:

Source: https://www.shiftelearning.com/blog/templates-and-cheat-sheets-elearning

You can find answers and points to keep in mind in the following document:

Example of a CLIL lesson