Unidad didáctica para trabajar Velázquez con los niños de 6º de Primaria, en un colegio bilingüe.

1. VELÁZQUEZ IN ELVELÁZQUEZ IN EL
PRADOPRADO
Alicia Doblas Guerra.Alicia Doblas Guerra.

2. INTRODUCTIONINTRODUCTION
 This is a plan for primaryThis is a plan for primary
children, grade 6th , to develop inchildren, grade 6th , to develop in
Art and Crafts in a bilingualArt and Crafts in a bilingual
school and connected with Historyschool and connected with History
and English. The main resource isand English. The main resource is
going to be the Museo Nacionalgoing to be the Museo Nacional
del Prado and its paintings bydel Prado and its paintings by
Velázquez.Velázquez.

3. OBJECTIVESOBJECTIVES
 1. To know specific art vocabulary.1. To know specific art vocabulary.
 2. To improve the knowledge about2. To improve the knowledge about
Velázquez and his time.Velázquez and his time.
 3. To create an original piece of art3. To create an original piece of art
based in a Velázquez painting.based in a Velázquez painting.
 4. To value and enjoy art through the4. To value and enjoy art through the
visit to the Museo Nacional del Prado.visit to the Museo Nacional del Prado.

4. ACTIVITIESACTIVITIES
 Warm up. Watch the first part of the documentaryWarm up. Watch the first part of the documentary
“El Madrid de Alatriste” . This is the link:“El Madrid de Alatriste” . This is the link:
http://www.youtube.com/watch?v=R8CoZ8_md30http://www.youtube.com/watch?v=R8CoZ8_md30
Brainstorming: In what century does it happen? WhoBrainstorming: In what century does it happen? Who
was the king of Spain? What is the name of thewas the king of Spain? What is the name of the
painting that appears in the film? Who was thepainting that appears in the film? Who was the
artist? What other paintings can you see?artist? What other paintings can you see?
 Who is Velázquez? Write a brief biography, about 10Who is Velázquez? Write a brief biography, about 10
lines. This video can help you. You can read anlines. This video can help you. You can read an
encyclopedia or the wikipedia, too.encyclopedia or the wikipedia, too.
https://www.youtube.com/watch?v=wQeG90U24cAhttps://www.youtube.com/watch?v=wQeG90U24cA

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

7. StructureStructure
 In the foreground In the backgroundIn the foreground In the background
 in the upper partin the upper part in the lower partin the lower part
 in the left partin the left part in the right partin the right part
 in the central partin the central part in front ofin front of
 behindbehind next to …next to …
 on the righton the right on the lefton the left
 in the middlein the middle from frontfrom front
 from behindfrom behind from abovefrom above
 from belowfrom below the second from left/rightthe second from left/right
 at the topat the top at the bottomat the bottom
Other words useful to describe a paintingOther words useful to describe a painting
 artificial lightartificial light daylightdaylight
 light colourslight colours dark coloursdark colours
 loud coloursloud colours subdued lightsubdued light
 vanishing pointvanishing point vanishing linevanishing line
 oiloil canvascanvas
 brush strokesbrush strokes

8.  We organize the children in five groups. Each oneWe organize the children in five groups. Each one
is going to choose one of the paintings: Lasis going to choose one of the paintings: Las
Meninas, Los Borrachos, La Fragua de Vulcano , LaMeninas, Los Borrachos, La Fragua de Vulcano , La
Rendición de Breda or Las Hilanderas. They areRendición de Breda or Las Hilanderas. They are
going to describe the painting, using the vocabularygoing to describe the painting, using the vocabulary
we gave them, and explain its background and thewe gave them, and explain its background and the
story that it tells. They can look for informationstory that it tells. They can look for information
on the Prado websiteon the Prado website
http://www.museodelprado.es/en/pradomedia/http://www.museodelprado.es/en/pradomedia/or inor in
The Prado Guide.The Prado Guide.
First, they write the text, then, they practice andFirst, they write the text, then, they practice and
memorize. Every member of the group must saymemorize. Every member of the group must say
something.something.

9.  They can try to answer these questions to make the description of theThey can try to answer these questions to make the description of the
painting.painting.
– You can begin with a description of subject matter: Who or what is theYou 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 scenicpainting about? Is it a portrait of someone, a still life of objects or a scenic
landscape?landscape? What are the shapes in the painting?What are the shapes in the painting?
– Look closely to see what relationship the subjects have to each other: Do theyLook closely to see what relationship the subjects have to each other: Do they
face each other?face each other? Are they touching or moving away from each other?Are they touching or moving away from each other?
– Describe color: Are many colors used? Are the colors dark or bright?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 thanLook 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 onethe other? Does some shape or color deliberately draw your attention to one
corner of the canvas?corner of the canvas?
– Define the focal point: What is the most important part of the scene? WhereDefine 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.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?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 thisThink back to the subject matter and also color for this. Your answer to this
probably came the first moment you looked at it.probably came the first moment you looked at it.
– What style is the painting done in? Is it realistic, impressionistic, abstract...?What style is the painting done in? Is it realistic, impressionistic, abstract...?

10. Apollo at the Forge of VulcanApollo at the Forge of Vulcan

11. The Drinkers or The Feast ofThe Drinkers or The Feast of
BacchusBacchus

12. The Surrender of BredaThe Surrender of Breda

13. The Spinners or The Fable ofThe Spinners or The Fable of
ArachneArachne

14. Las Meninas or The Family ofLas Meninas or The Family of
Philip IVPhilip IV

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

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

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

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