115 TEACHING METHODS: (creative-problem solving, resource-based learning, inquiry-based learning, setting small groups, teamwork, experiential learning) Inquiry-based learning. CONSOLIDATION STAGE APPROACH/METHOD (discussion, argumentative debate, role-playing …) Discussion on how the analogies are perceived in everyday life. Clear distinction between body analogies for aesthetic reasons and phenomenon of bad mimetism or even exclusion due to lack of ‘perfect’ analogies. Question to be asked: is beauty just an outcome of analogies? EXPECTED RESULTS Pupils are expected to refer to the same analogical principles to describe other incidents of their everyday life (symmetry of famous buildings, analogies in well-known logos, mathematical proofs). ASSESSMENT Each student should find the analogies in some (object, person, building) that he/she considers as beautiful and make remarks on his/her findings. EVALUATION INNOVADE 5 SUBJECT Artistic study of clouds TOPIC FROM CURRICULUM GENERAL TOPIC: SUBTOPIC Physics LEARNING OBJECTIVES -Identify clouds outside the classroom using an identification matrix, -recognize how artists depicted clouds in art, -identify cloud types depicted in works of art, -create own art to depict cloud types. ART EXPRESSIOSIONS/VISU AL FORMS USED Landscape paintings mainly from the 19th Century from Europe and North America.
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