vuelos schools learning pack here

Transcription

Learning
Pack
Key Stages
1 and 2
Aracaladanza in association
with MOKO Dance
Let your
imagination take flight
DEVISED BY
EVELYNE POTTER
2016
CONTENTS
Introduction
3
3
4
About MOKO Dance About Aracaladanza About Vuelos
Mathematics
5
6
7
Number – Key Stage 1
Shape – Key Stages 1 and 2
Shape – Key Stage 2
English
8
Writing – Key Stages 1 and 2
Science
9
10
11
12
13
Animals – Key Stage 1
Plants – Key Stages 1 and 2
Light – Key Stages 1 and 2
Flight – Key Stage 2
Classification – Key Stage 2
Art and Design
14
15
16
17
Sculpture – Key Stages 1 and 2
Drawing – Key Stages 1 and 2
Drawing – Key Stages 1 and 2
Perspective – Key Stage 2
Design and Technology
18
19
20
Engineering – Key Stage 1
Engineering – Key Stages 1 and 2
Engineering – Key Stage 2
History
21
Flight – Key Stage 2
Physical Education
22
23
Dance – Key Stages 1 and 2
Dance – Key Stages 1 and 2
FURTHER RESOURCES
24
Useful Reference Books
Let your imagination take flight
CONTENTS
INTRODUCTION
KEY STAGE 1
The pack’s inspiration has been the performance
of Vuelos (meaning Flights in Spanish) and it covers
some of the statutory requirements contained in a
range of National Curriculum subjects and, where
appropriate, includes elements of the
non-statutory guidance.
Most of the activities are linked to a specific key stage. Teachers
may well decide to use an activity, with modifications if thought
necessary, with younger or older pupils.
Inspired by Vuelos by Aracaladanza, this learning pack for Key Stage
1 and 2 teachers illustrates how concepts and images from the
performances can be the starting point for exciting creative sessions
in the classroom. It aims to deepen children’s understanding of the
performance, relating it to their own experience, as well as to other
areas of the curriculum.
The pack has been commissioned by MOKO Dance and developed
by Evelyne Potter, Education Specialist, and we sincerely hope you
find it a useful and inspiring springboard for learning after your live
performance experience with Vuelos.
About Aracaladanza
The multi award-winning Aracaladanza from Spain are led
by highly acclaimed choreographer Enrique Cabrera, and
specialise in making visually stunning dance theatre for
children and their families. For nearly two decades they
have delighted audiences throughout Europe and beyond
by creating hypnotic dream worlds that take audiences
on adventures full of wonder and imagination.
Wonderful dance, ingenious puppetry, terrific digital visuals
delivered with their trademark playfulness, creativity and
style marks this company out as one of the most accessible,
and one of the best.
www.aracaladanza.com
MOKO Dance is a national dance partnership dedicated to
opening the eyes of children and their families to the power
of dance. Led by DanceEast (Ipswich), MOKO Dance unites
Nottingham Lakeside Arts (Nottingham), Pavilion Dance
South West (Bournemouth), Sadler’s Wells (London), South
East Dance (Brighton and Kent) and Theatre Bristol (Bristol) in
their shared vision of bringing bold and innovative work to
young audiences across the UK.
Supported by Arts Council England, MOKO Dance presents a
range of work for children, young people and their families,
that cover a variety of dance genres by both emerging and
established and internationally renowned companies and
choreographers from around the UK and beyond.
MOKO Dance is not just about live dance performances. It
also focuses on a range of interactive, fun pursuits for the
whole family to enjoy, from front of house activities and
dance workshops to social media and online discussions, as
well as free downloadable online resources for schools.
www.mokodance.com
3
INTRODUCTION
About Vuelos
In the words of Artistic Director and Choreographer
Enrique Cabrera...
“Vuelos is inspired by the universe of Leonardo da Vinci, the
icon, the genius, the man of the Renaissance. My primary
inspiration for this work is Leonardo’s obsession with flying.
I believe any human being, when a child, always dreams of
flying. And the idea of flying is especially wonderful for kids.
We have used other objects such as mirrors that were very
important in the works and life of Leonardo. They allow
me to play with the human figure and the dancers’ bodies
which is an interesting stage game for children, considering
that Leonardo had great drawing skills and was one of the
greatest scholars of human anatomy.
He invented and drew lots of fantastic animals like lions,
ducks and his incredible drawings of horses are well known.
Using horses was an obsession for me since I decided to
work on Leonardo da Vinci.
Wings are a constant in the show because wings are also
a constant in Leonardo’s works and life. He was obsessed
with the idea of flying and also used to study birds, he drew
every joint and every muscle. In the show we have used
wings in three moments... they seem to me ideal, perfect
ideas for a children’s show.”
4
MATHEMATICS
NUMBER / KEY STAGE 1
Activity 1
resources and ideas
Counting on and back
During the performance of Vuelos, the horses come on to the
stage, building up gradually in number from one to five.
Many published resources do include some form of counting
games but fluency, particularly with larger numbers, comes
more with practice than with specific resources. Working in
pairs brings a degree of challenge that can be managed by
suggesting limits on the size of starting numbers.
Ask pupils to count on from 0 in steps of 1, 2, 3, 4 and 5 to
practice fluency in counting (note: counting in steps of 4
is from the Year 3 programme of study but is likely to be
achievable with many pupils).
further activities
Increase the challenge by asking them to count back from a
suitably large starting point for pupils’ current mastery.
Use a 100 square, colouring relevant squares while counting to
generate the patterns shown.
Working in pairs, ask one of each pair to set a starting number
and see how far their partner can count on in steps of 1, 2, 3,
4 or 5.
Develop the use of numbers in ordering (1st, 2nd, 3rd, 4th, 5th
and their equivalent in words).
Repeat this activity counting back from a starting point.
This activity is sometimes termed skip counting as numbers
are skipped regularly in the counting process.
national curriculum links
Mathematics subject content in Key Stage 1
√
Pupils should be taught to:
• count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. (Year 1)
• count in steps of 2, 3 and 5 from 0, and in tens from any number, forward or back. (Year 2)
Non-statutory guidance
Pupils practise counting as reciting numbers, and counting as enumerating objects, and counting in twos, fives
and tens from different multiples to develop their recognition of patterns in the number system (e.g. odd and
even numbers), including varied and frequent practice through increasingly complex questions. (Year 1)
As they become more confident with numbers up to 100, pupils are introduced to larger numbers to develop
further their recognition of patterns within the number system and represent them in different ways, including
spatial representations. (Year 2)
websites relevant to this page
Counting games:
http://www.mathsisfun.com/numbers/skip-counting.html
personal file
Leonardo da Vinci was born on 15 April
1452 in Anchiano, close to the town of
Vinci in Tuscany, in what is now Italy.
fascinating fact
In about 1492, Leonardo observed
how birds fly and designed
parachutes, helicopters and flying
machines – ideas we take for
granted today.
5
MATHEMATICS
SHAPE / KEY STAGEs 1 and 2
Activity 2
resources and ideas
Mirror symmetry
Supply of dotty paper and pencils/markers.
Mirror symmetry means reflection. Mirror symmetry is an
aspect of Vuelos where the dancers’ body shapes
are reflected.
Small mirrors are often helpful to check whether the reflected
shape is as it should be.
Where in the dance did you see it?
In two dimensions, symmetry is all
about shapes that look exactly the
same, but reversed, on each side of a
mirror line.
Reflect the points in this diagram one
at a time, counting how far away from
the mirror line each is.
Join up the reflected dots using a
straight edge or ruler.
further activities
Using dotty paper, pupils in pairs sketch half a shape drawn
from Vuelos, for example half a wing, with her/his partner
creating the mirror image to complete shape.
See also activity 19 on reflection
What letter does your shape represent?
Find three more letters that have a line of symmetry
and draw just one half of the letter.
Mathematics subject content in Key Stages 1 and 2
√
• identify and describe the properties of 2-D shapes, including the number of sides and symmetry in a vertical line. (Year 2)
• identify lines of symmetry in 2-D shapes presented in different orientations. (Year 4)
• complete a simple symmetric figure with respect to a specific line of symmetry. (Year 4)
Pupils draw lines and shapes using a straight edge. (Year 2)
Pupils draw symmetric patterns using a variety of media to become familiar with different orientations of lines of symmetry;
and recognise line symmetry in a variety of diagrams, including where the line of symmetry does not dissect the reflected
shape. (Year 4)
Dotty paper: http://www.printablepaper.net/preview/dot-portrait-letter-4
Mirror symmetry: http://www.mathsisfun.com/geometry/symmetryreflection.html
personal file
Unlike other well-known Renaissance
artists, Leonardo never received any
kind of formal education.
fascinating fact
Five of Leonardo’s designs were
well ahead of their time: flying
machines, an armoured vehicle,
a diving suit, a machine gun and
a humanoid robot.
6
MATHEMATICS
SHAPE / KEY STAGE 2
Activity 3
resources and ideas
Polyhedra
Small jellybeans and cocktail sticks (reminding pupils
that they are sharp).
During the performance of Vuelos, the dancers use polyhedra.
Leonardo knew that there were only five basic polyhedra, known
as Platonic solids. He found a way of drawing them so that they
looked three-dimensional.
• Use cocktail sticks and jelly beans
to construct a tetrahedron like one of
Leonardo’s drawings. Beans can be eaten after
each activity!!
• Instead of three triangles meeting at each
vertex, build a polyhedron with four triangles
meeting at each vertex (an octahedron).
• Now build the other polyhedron made of triangles – it is called
an icosahedron, and has five triangular faces at each vertex.
• The other two platonic solids are the cube, which has six square
faces, and the dodecahedron, which has twelve pentagonal faces.
The singular is polyhedron; the plural is polyhedra or
polyhedrons, depending on whether you use Greek
or English rules for plurals.
further activities
Over the years, mathematicians have constructed many more
polyhedra by adding extra tetrahedra to platonic solids.
• Using cocktail sticks and jellybeans, build a basic
tetrahedron and then add four more tetrahedra by
using each face as a base.
• Find out what this shape is called.
See also activity 15 on flight
• It is not possible to build any more solids in this way. Why can’t
we build a solid shape using regular hexagonal faces?
Mathematics subject content in Key Stage 2
√
• identify 3-D shapes, including cubes and other cuboids, from 2-D representations. (Year 5)
• recognise, describe and build simple 3-D shapes, including making nets. (Year 6)
• compare and classify geometric shapes based on their properties and sizes. (Year 6)
Platonic solids: https://www.mathsisfun.com/platonic_solids.html
and many other sites
Leonardo’s sketches of polyhedra: http://www.maa.org/press/
periodicals/convergence/leonardo-da-vincis-geometric-sketchesintroduction
fascinating fact
Leonardo was the first illustrator
to show three-dimensional
objects by showing only a
skeleton with the surfaces
removed.
personal file
At the age of 14, Leonardo became
apprentice to a famous artist named
Verrocchio. This is where he learnt about
art, drawing, painting and more.
7
english
writing / KEY STAGEs 1 and 2
Activity 4
resources and ideas
Vision
Book or internet resources about Leonardo’s inventions (see
book list). Look particularly at Birds’ Eye View of a Landscape,
1502 – http://www.leonardodavinci.net/birds-eye-view-of-alandscape.jsp
Leonardo was an artist, architect, musician, scientist, biologist,
geologist, physicist, designer, engineer and inventor. Above all, he
was a visionary.
• What does visionary mean? Write your idea of what it means.
Looking at Leonardo’s many inventions it was as though he was
designing things that would make his dreams come true. He was
especially interested in flight – Vuelos means flights in Spanish.
• Compose a piece of creative writing. Here are some ideas:
- describe a bird’s flight on a warm, peaceful summer’s day, or
on a windy, wet day in late autumn
- imagine a flight in a hot air balloon or a hang glider
- imagine a bird’s eye view flying over your house and local area
- visualise flying through a hall of mirrors
- think about how an airliner takes off, cruises and lands.
• List the adjectives that sum up your chosen experience
• Select one of Leonardo’s flying designs. Write about a journey
in it if it had happened in Renaissance times.
Useful words are:
• force, gravity
• lift, weight, thrust and drag
• soar, glide
Many more appropriate words are available using a thesaurus.
further activities
Write an account of an invention that you would like to see in
your lifetime.
See also activity 8 on flight
English subject content in Key Stages 1 and 2
√
• develop positive attitudes towards and stamina for writing by:
- writing for different purposes. (Key Stage 1)
• consider what they are going to write before beginning by:
- planning or saying out loud what they are going to write about.
- writing down ideas and/or key words, including new vocabulary.
- encapsulating what they want to say, sentence by sentence. (Key Stage 1)
• plan their writing by:
- noting and developing initial ideas, drawing on reading and research where necessary.
- in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen
performed. (Key Stage 2)
• draft and write by:
- in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
Exhibition review – Portrait of a Visionary:
http://www.winnipegfreepress.com/arts-and-life/entertainment/
arts/portrait-of-a-visionary-127992748.html
personal file
The term ‘Renaissance man’ – someone
who does many things very well – reflects
Leonardo’s many talents and is used today
to describe similar people.
fascinating fact
In 2003, Leonardo’s machines
were built and tested according
to his original designs. Some were
successful, but others proved to
be impractical.
8
science
Animals / KEY STAGE 1
Activity 5
resources and ideas
Skeletons
Skeleton
Artists model
Modelling materials
Leonardo was very interested in studying the way our bodies
were made and how our bodies move. His anatomical drawings
include many studies of the human skeleton and its bones. He
studied the mechanical workings of the skeleton.
• Our skeleton is made up of over 200 bones. How many bones
can you name? Make a list.
As well as protecting our vital organs such as the heart and brain,
our bones make the body strong. Flexible joints between bones
mean that muscles move our bones so that we can lift things and
walk about.
• Make a bone model of our head, arms and legs. Use long thin
tubes or straws for the bones and make hinges for the bone joints
with tape and/or card so that they can move, just as we can move
our arms up and down.
• Thread some cotton reels onto a piece of string and tighten it
so that the reels hold together without collapsing and move a bit
like our backbone.
further activities
True or false? In pairs, write a question about the human
skeleton and how we move. Ask each other to answer
your questions.
Place each of the following words in a sentence:
• floppy
• tighten
• move
• bones
• muscles
• protect
Science subject content in Key Stage 1
√
• identify, name, draw and label the basic parts of the human body and say which part of the body is associated with each sense.
Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees,
face, ears, eyes, hair, mouth, teeth) through games, actions, songs and rhymes.
The human skeleton: http://www.bbc.co.uk/science/humanbody/
body/factfiles/skeleton_anatomy.shtml
Accuracy of Leonardo’s work: http://www.bbc.co.uk/news/
magazine-17907305
personal file
Leonardo was left-handed and wrote
in the opposite direction from what is
normal in English. Other people needed a
mirror to read this writing properly.
fascinating fact
In a drawing known as the
Vitruvian Man, Leonardo showed
how proportions of the human
body are the same for a person
of any size.
9
SCIENCE
PLANTS / KEY STAGES 1 and 2
Activity 6
resources and ideas
Seed dispersal
Magnifying glasses; sycamore and dandelion seeds.
Leaves and seeds do not have wings that allow them to fly but
they can travel, sometimes long distance, by hitching a ride on
the wind.
Useful words and ideas for wind dispersal include:
• gliders
• parachutes
• helicopters
• spinners
• flutter
• fluff / fine hair
• tumbleweed
Some plants have seeds that spread over a wide area to give
them space to grow. Different plants have seeds of different
shapes to help them move about.
• Find some dandelion seeds and sycamore seeds. Examine
them with a magnifying glass and sketch them. Explore how
they move through the air.
further activities
• What does seed dispersal mean? What are the characteristics
of seeds that are carried by the wind? Sketch some of them.
Seed disperse in other ways than on wind. Research the range
of different methods plants use.
• Research the different ways that seed disperse in the wind
(you may find as many as six). Record your findings with
sketches and labelling.
See also activity 16 on helicopters
√
• observe and describe how seeds and bulbs grow into mature plants. (Key Stage 1)
• explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation
and seed dispersal. (Key Stage 2)
• Describe the life process of reproduction in some plants and animals. (Key Stage 2)
Wind dispersal: http://theseedsite.co.uk/sdwind.html
Seed dispersal in general: http://www2.bgfl.org/bgfl2/custom/
resources_ftp/client_ftp/ks2/science/plants_pt2/dispersal.htm
Video resource: http://www.bbc.co.uk/education/clips/znvfb9q
personal file
Nothing passed Leonardo without him
thinking about it. His mind was always at
work trying to unravel the causes of what
he had observed in nature.
fascinating fact
Leonardo was fascinated by what
he termed the vortex. He split
motion into two parts – linear
motion and the rotating motion
used by many seeds.
10
SCIENCE and ENGLISH
LIGHT / KEY STAGES 1 and 2
Activity 7
resources and ideas
Shadows
Torch or other light source
Card for screen, small cards to create shadows
Sticks for puppet holders
When light is blocked by objects, shadows form on surfaces
behind the object.
• Experiment with a torch or other light source, a small piece
of card and a large card as a screen so that you have a shadow
of the small card on the screen.
• Move the screen away from the torch. What happens to the
size of the shadow?
• Move the small card closer to the torch and leave the screen
where it is. What happens?
• Card is opaque. What does opaque mean?
further activities
Combine the use of hand shadows and card shadows to
present an aspect of one or more of Leonardo’s inventions.
Shadow puppets appear during the performance of Vuelos.
• Set up a shadow puppet light and screen. Using your hands,
experiment and make different shapes on the screen – make a
bird, a horse and a bat.
• Make shadow puppets out of card and attach to a stick.
Write a brief script and present your show.
√
• find patterns that determine the size of shadows. (Year 3)
• use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them, and to
predict the size of shadows when the position of the light source changes. (Year 6)
Note: work on shadows falls into KS2, but pupils in KS1 are capable of these tasks.
Non-statutory guidance for English in Key Stage 2
Pupils should be encouraged to use drama approaches to understand how to perform plays and poems to support their
understanding of the meaning.
Making shadow puppet shapes:
http://www.blifaloo.com/shadow-puppets/
(contains advertisements)
fascinating fact
There is no evidence that any of
Leonardo’s designs were ever built
and none of his writings were
published in his lifetime.
personal file
Leonardo lived during the Renaissance,
a time of great cultural, and scientific
development.
11
science
fLIGHT / KEY STAGE 2
Activity 8
resources and ideas
Wings in nature
Model making equipment, including straws.
Leonardo often looked to the natural world for invention
inspiration. The most famous examples are his flying machines,
which mimic the flapping of birds’ wings.
“Chiroptera” is defined in
http://animaldiversity.org/accounts/Chiroptera/
• Research the structure of birds’ wings and compare them
with human arms.
• Write a short piece explaining why humans cannot fly.
further activities
Leonardo also studied bats in flight.
Name some creatures that use webbed feet to move about.
• How is a bat’s wing different from that of a bird?
• What does Chiroptera mean?
• Design a bat’s wing based on your hand and fingers. How
would you need to modify your hand to get the same effect as
a bat’s wing?
• Build a model of a bat’s wing using plastic straws and pieces
of paper, plastic or fabric.
Find out how the way that birds’ wings work is different from
the way that bats’ wings work.
See also activity 4 on vision
√
• describe how living things are classified into broad groups according to common observable characteristics
and based on similarities and differences, including micro-organisms, plants and animals.
• give reasons for classifying plants and animals based on specific characteristics.
Non-statutory guidance for English in Key Stage 2
Pupils should be encouraged to use drama approaches to understand how to perform plays and poems to
support their understanding of the meaning.
Birds’ wings: http://www.birds.cornell.edu/education/kids/books/
wingshapes
and http://www.rspb.org.uk/discoverandenjoynature/
discoverandlearn/funfactsandarticles/adaptation/flight/wings.aspx
and https://en.wikipedia.org/wiki/Bird_flight
Bats’ wings: http://www.kidzone.ws/animals/bats/facts2.htm
fascinating fact
The only living things that can fly
are insects, birds and bats. Some
other animals glide, but cannot
sustain level flight.
personal file
Leonardo’s journals indicate that he had a
special interest in the properties of water
and the movements of birds of prey.
12
SCIENCE
CLASSIFICATION / KEY STAGE 2
Activity 9
resources and ideas
Classifying species in the living world
Research reference books or internet searches
for classification of animals.
Vuelos is inspired by the work of Leonardo da Vinci and his
study of birds and flight.
Animals that have a backbone inside them to protect their
spinal column are called vertebrates. Vertebrates also have a
bony skeleton inside them. Humans and other animals such as
dogs and cats are vertebrates. So are birds, snakes and fish.
• What are animals called that do not have a backbone and
skeleton? Name some of these creatures.
The fossil records show that birds are descendants of the last
surviving dinosaurs, which had feathers.
• What is different about a bird’s skeleton/bodyplan that
allows most birds to fly? Name some birds that are flightless.
further activities
Research and name some flying creatures from
the time of the dinosaurs.
• What sort of creature were they?
• How long ago did they live?
fascinating fact
Leonardo was the first scientist to
explain why the sky is blue.
√
• describe how living things are classified into broad groups according to common observable characteristics and based on similarities
and differences, including micro-organisms, plants and animals.
• give reasons for classifying plants and animals based on specific characteristics.
Classification of animals: http://a-z-animals.com/reference/
animal-classification/
Classification of living things: http://www.bbc.co.uk/education/
guides/zbrmn39/revision
personal file
fascinating fact
The earliest aeroplanes barely
reached 60 kilometres an hour
and flew very close to the ground.
Most modern airliners fly at
about 900 kilometres per hour
at over 10,000 metres above the
surface of the earth.
Leonardo used to buy caged animals
at the market so he could set
them free.
13
ART and DESIGN
SCULPTURE / KEY STAGES 1 and 2
Activity 10
resources and ideas
Sforza horse
Research reference books or internet searches for
Sforza horse.
The horses featured in the performance of Vuelos are based on
Leonardo’s sketches for the Sforza horse. In 1482, Leonardo was
commissioned to build the largest equestrian statue in the world
by Ludovico Sforza, the Duke of Milan. The Sforza horse, as it is
known, was intended to be a bronze statue but it was never built.
• How big was the statue going to be? How heavy would it have
weighed? Why was the statue never completed?
• Sculpt a horse out of Plasticine or Modroc.
Mask making
• Research Leonardo’s designs for the Sforza horse.
• Sketch a design for a horse mask.
• Make the mask using fine wire and tissue paper or
lightweight fabric.
• Work with other pupils and research mask designs for other
creatures. Within the group, make a series of different animal
masks, or bird masks based on birds of prey (Leonardo studied
these in depth).
• Incorporate these into a dance or story-telling performance.
Typical mask making resources appropriate to the age
of the pupil:
•
•
•
•
•
horticultural wire
tissue paper
fabric – voile, muslin and other light fabric
Plasticine or Modroc
horse template noted below
further activities
Costume design
• Design costumes to go with your masks.
• Choose one of your designs to make up.
• Use a mixture of paper, textiles and foil to enhance your design.
See also activity 12 on feathers
Art subject content in Key Stages 1 and 2
√
• to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space. (Key Stage 1)
• about the work of a range of artists, craft makers and designers, describing the differences and similarities between different
practices and disciplines, and making links to their own work. (Key Stage 1)
• to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.
(Key Stage 2)
• about great artists, architects and designers in history. (Key Stage 2)
Sforza horse: http://www.atlasobscura.com/places/leonardo-shorse-il-cavallo-dello-sforza
Horse mask template: https://www.waterways.org.uk/waterways/
activities/wow/pdf/horsemask_template
personal file
Despite being one of the most famous
painters in history, only 15 paintings by
Leonardo are known to exist.
fascinating fact
Leonardo’s painting, the Mona
Lisa, became the world’s most
famous painting after it was
stolen from the Louvre in
Paris in 1911.
14
ART and DESIGN
drawing / KEY STAGES 1 and 2
Activity 11
resources and ideas
Drawing
• Red and black chalk or pastel
• Sugar paper
• White chalk or pastel
In preparation for his paintings, sculptures and inventions,
Leonardo would sketch extensively. He found that black and red
chalks were the ideal media for completing his detailed studies.
Natural black and red chalks were quarried in Renaissance times,
mainly in northern Italy.
• Use red or black chalk or pastel and experiment with
- making lines of different thicknesses
- marking the paper in different ways, adding shading
or hatching
- smudging
- using pressure to produce lighter or darker marks.
• Explore Leonardo’s sketches for the heads of the apostles in
The Last Supper, for the Sforza Horse and of plants and animals.
• Using sugar paper and red or black chalk or pastel, sketch your
pet or one of a friend’s pets.
• Sketch a garden bird (if necessary, work from a photo).
• Sketch a plant or a tree.
• Use white chalk or pastel to add highlights to your sketch.
Coloured charcoal is available from:
http://www.pegasusart.co.uk/drawing-charcoal.irc
Related words:
• Sfumato
• Chiaroscuro
further activities
• Experiment with black and red ink applied
with an ink pen or feather quill (as in Leonardo’s time)
to add detail.
√
(Key Stage 2)
Sketching: http://www.drawingsofleonardo.org/
Chalk drawing background: http://www.visual-arts-cork.com/
drawing/chalk-drawings.htm
personal file
Leonardo moved to France in 1516
to work for the French King Francis I.
fascinating fact
Leonardo designed a plan for
turning Milan into an ideal city,
with roads and canals, after an
outbreak of the plague. It was
never built.
15
ART and DESIGN
drawing / KEY STAGES 1 and 2
Activity 12
resources and ideas
Feathers
•
•
•
•
•
Leonardo was particularly fascinated with flight. He dreamt
of flying like a bird and studied and sketched birds all
his life.
• Make a collection of feathers.
• Examine the feathers and study their shape and form.
• Choose two contrasting feathers to sketch.
• Sketch a bird and print its wings using a feather for
the printing.
• Sketch a bird and make a collage of feathers for its wings.
• Design and make a collection of dream-like birds. Use
mixed media to develop your models. Work in pairs or
individually.
Craft feathers
Printing inks/rollers
Soft sketching pencils, chalks or pastels
Sugar paper
3-D modelling materials such as boxes of various sizes,
straws, wire, wool, fabric pieces, beads
• Plasticine or Modroc
• Straws
further activities
• What is the purpose of bird feathers?
How do they help a bird fly?
See also activity 10 on mask making
√
(Key Stage 2)
Feather supplies, including quills: http://www.littlecraftybugs.
co.uk/craft-supplies/feathers-for-crafts.html and
https://www.thefeatherfactory.co.uk/categories/craft-packs/62/
fascinating fact
Leonardo’s designs for locks on
canals form the basis used in
British canals until this day.
personal file
Leonardo spent a lot of time with his
uncle and continually asked him questions
like “What makes lightning?”
16
ART and DESIGN
perspective / KEY STAGE 2
Activity 13
resources and ideas
Perspective drawing
Paper, blue and white paint with a touch of red.
Leonardo identified three kinds of perspective:
• of size – what we now call linear perspective
• of colour
• of disappearance
The last two are collectively described as atmospheric or aerial
perspective. Together they are used to explain the appearance
of distant objects as smaller, less distinct, paler and bluer.
further activities
Experiment using atmospheric or aerial perspective.
All linear perspective theory is based on the fact that an object
looks smaller as its distance from the viewer increases (and
eventually shrinks to zero). This point is known as the vanishing
point. An aspect to the performance of Vuelos draws on the idea
of perspective.
• Draw some wavy lines across a page to represent hills.
• Mix some pale blue paint with a touch of red and
paint the sky.
• Add more blue to the paint, and paint the hills that
are farthest away.
• Add more blue and paint the next hill closer to you.
• Continue adding more paint and painting until the hill
close to you is a deep rich colour.
Leonardo applied his understanding of geometry to his early
paintings to achieve the illusion of space and distance in a
two-dimensional plane.
Reflect on how the picture looks and ask other people
which hills are further away.
Linear perspective
• Look at these three paintings by Leonardo and identify the
vanishing point in each:
The Adoration
The Annunciation
The Last Supper
Art subject content in Key Stage 2
√
• about great artists, architects and designers in history.
Unfinished Adoration: http://www.wga.hu/frames-e.html?/html/l/
leonardo/02/1adorati.html
The Annunciation: http://www.italian-renaissance-art.com/
Annunciation.html
The Last Supper: https://en.wikipedia.org/wiki/The_Last_Supper_
(Leonardo_da_Vinci)
personal file
Leonardo died on 2 May 1519.
He was very famous then and has
been ever since.
fascinating fact
The bird’s eye view map of
Tuscany Leonardo drew in about
1503 showed all the towns
accurately in the right places and
was an amazing achievement
for its time.
17
DESIGN and Technology
Engineering / KEY STAGE 1
Activity 14
resources and ideas
Parachutes
Pupils will need access to straight pieces and joints
for this activity.
Modern parachutes are made of strong, thin fabric with no
frame. Parachutists use them to drift safely down to land after
baling out of an aeroplane. Some people make parachute jumps
for pleasure. The parachute designed by Leonardo had a wooden
frame in the form of a pyramid with a square base.
Art straws such as Construct-o-Straw, other tubes
joined by pipe cleaners, K’NEX and TINKERTOY
are all possible, depending on resources and the
maturity of pupils.
• Construct a square base pyramid and stick pieces of paper,
card or fabric to the frame with tape. Once in place, tape down
all the seams to ensure air is not lost through the frame. Tie a
string to each of the four lower corners and join them together
with a suitable weight so it hangs vertically below the top of the
pyramid.
[Illustration in 30-second Leonardo da Vinci,
pages 62-63.]
• Make sure no one get in the way of your test flight – clear
the area first and make sure pupils are well supervised. Test your
parachute from an upstairs window, balcony or stair well.
further activities
Search for Da Vinci parachute and click on
Images for visuals.
Take measurements for flight times from different
heights to check for descent speeds.
• If the parachute were made full size and was strong enough
to carry an adult person, think of what might happen when the
parachutist reached the ground.
See also activity 18 parachutes
Design and Technology subject content in Key Stage 1
√
• design – design purposeful, functional and appealing products for themselves and other users based on design criteria.
• make – select and using a range of tools and equipment and a wider range of construction materials.
• technical knowledge – build structures, exploring how they can be made stronger, stiffer and more stable.
Recent building of Leonardo’s parachute: http://www.davincilife.
com/davincis-parachute.html
Paper-only template: http://www.funstuffonly.com/renaissance_
learning/lessons/science_para_template.htm
Extensive material on the mechanics of flight, including parachutes:
https://www.childrensmuseum.org/sites/default/files/Documents/
Educators/3-5_FlightAdventures_UOS.pdf
fascinating fact
An aeroplane’s propeller or jet
engine has to provide thrust
to move the aircraft forward
and overcome the drag or air
resistance it creates as it moves
through the air.
personal file
When he was 30, Leonardo went to Milan
and told the city’s ruler, Ludovico Sforza,
about all the things he could do. He
worked in Milan for the next 17 years.
18
Engineering / KEY STAGEs 1 and 2
Activity 15
resources and ideas
Flying machines
Box modelling resources and/or a construction kit
such as Meccano or a similar product.
Design a flying machine and make it as a box model.
Alternatively, use a construction kit to make your design.
Paper and template for a paper glider.
Gliders
Leonardo wrote about building a model plane using parchment
and studied the movement of gliders, based on his work on birds
of prey. Once in the air, a glider needs to travel fast enough to
provide the lift needed to keep the glider in the air. It does this
by pointing downward slightly and losing height.
• Find a template to build a model glider by folding a sheet
of paper and test it out. How far will your glider fly before it
reaches the ground? Try launching the glider from different
heights and make a table showing launch height and distance
travelled.
The glide ratio is how far the glider travelled divided by the
height it lost in that time. A modern glider (in real life) might have
glide ratio of up to 60 while, for a commercial airliner, it is less
than 20.
further activities
Build and launch a Tumblewing – details on
http://www.sciencetoymaker.org/tumblewing/ and/or
http://www.sciencetoymaker.org/tumblewing/
makeTumblewing.htm
or
http://www.airspacemag.com/articles/paper-airplaneflies-forever-180950340/?no-ist
See also activity 3 on polyhedra
• Test out your glider and, using a results table, calculate
its glide ratio.
Design and Technology subject content in Key Stages 1 and 2
√
• design – design purposeful, functional and appealing products for themselves and other users based on design criteria.
• technical knowledge – build structures, exploring how they can be made stronger, stiffer and more stable.
These are from the KS1 programmes of study but those for KS2 cover the same areas.
Instruction for building paper planes:
http://www.paperaeroplanes.com/
How gliders fly: http://science.howstuffworks.com/transport/
flight/modern/glider3.htm
Extensive material on the mechanics of flight:
https://www.childrensmuseum.org/sites/default/files/Documents/
Educators/3-5_FlightAdventures_UOS.pdf
fascinating fact
An aeroplane’s wings are so
shaped that the air moving
over them creates enough lift
to overcome the weight of
the aircraft as gravity pulls it
downwards.
personal file
Leonardo was a notoriously
slow painter, and many of his works
were not finished.
19
Engineering / KEY STAGE 2
Activity 16
resources and ideas
Helicopter
Thin card, corrugated card, string, sticky tape.
Strictly speaking, Leonardo’s design for a
helicopter was for a rotating Archimedes
screw, but it was certainly in advance of its
time.
• Research Leonardo’s helicopter design.
Using two pieces of circular card, each cut to the centre along a
radius, cut a small hole round the centre of each and join them
along the radius to make a long spiral piece of card. Attach top
and bottom to a rod.
• Make a flywheel by sticking several circles of thick card
(corrugated card is good for this) together and glue the flywheel
to the lower part of the rod (you’ll need to make a centre hole
to fit the rod through).
• Make a stand for the helicopter from two pieces of wood with
a gap between, with two holes to stand the rod in. Wind a piece
of string round the rod and build up a good coil of string. Pull
the string, accelerating the helicopter until it takes off when the
string has unwound.
Circular rod or dowel.
Wood for a stand with drilled holes to take the rod.
further activities
Consider how to improve your design. Think about:
• the shape of the ‘wing’ – a cylindrical outline or
conical
• the direction of wind of the string
• how to reduce friction at take-off.
Design your own flying machine.
See also activity 6 seed dispersal
Design and Technology subject content in Key Stage 2
√
• design – use research and develop design criteria to inform the design of innovative, functional and appealing products that are fit
for purpose, aimed at particular individuals of groups.
• technical knowledge – apply their knowledge of how to strengthen, stiffen and reinforce more complex structures.
Helicopter: http://www.leonardodavincisinventions.com/
inventions-for-flight/leonardo-da-vinci-helicopter/
Unsuccessful take-off of full-size version:
https://www.youtube.com/watch?v=bEkOENzqGLU
fascinating fact
The reason the Wright brothers
were successful was that they
were able to control the three
key movements in flying a plane:
pitch, roll and yaw.
personal file
Leonardo was very logical and used a
process we now call the scientific method
when exploring and researching a subject.
20
history
flight / KEY STAGE 2
Activity 17
resources and ideas
Leonardo’s fascination with flight
Book and internet resources on the history of flight.
Leonardo’s fascination with flight led him to design a number
of machines that could fly.
• Research his designs and list them. Record a timeline which
features all of Leonardo’s flight designs.
• Research the more recent history of flight, going back to 1800.
Record your findings on a timeline.
• Highlight on the more recent timeline where Leonard’s original
inventions appear in similar form.
further activities
How do your timelines help you understand Leonardo
da Vinci’s genius?
Who was Amelia Erhart? What was her contribution
to aviation history? Find out about other women who
made history by being the first to fly long distances
on their own.
• Write a short commentary on how Leonardo’s designs
influenced the construction of machines that fly.
• Before 1800, inventors experimented with hot-air balloons.
Who made the first hot-air balloon flight and where did it
take place?
History subject content in Key Stage 2
√
Note: The Key Stage 2 programmes of study in history do not cover the Renaissance period, and the research activities in this task
are too advanced for the majority of pupils in Key Stage 1. The tasks do, however, relate to areas of study in the history curriculum
for Key Stage 1, and thus are appropriate to consolidate historical learning.
Pupils should continue to develop a chronologically secure knowledge and understanding of British, local and world history,
establishing clear narratives within and across the periods they study. They should note connections, contrasts and trends over time
and develop the appropriate use of historical terms. (Key Stage 2)
Pupils should be taught about:
• events beyond living memory that are significant nationally or globally (for example the first aeroplane flight).
• the lives of significant individuals in the past who have contributed ton national or international achievements. (Key Stage 1)
Timeline for the history of flight: https://www.loc.gov/exhibits/
treasures/wb-timeline.html and https://www.aiaa.org/HistoryTimeline/
and https://en.wikipedia.org/wiki/Timeline_of_aviation
personal file
Two famous quotations from Leonardo
show his clear thinking: “He who thinks
little, errs a lot”; and “What is fair in men
passes away, but not so in art”.
fascinating fact
Brothers Orville and Wilbur
Wright were aviation pioneers
who created the earliest
successful aeroplane, which
first flew in 1903.
21
physical education
dance / KEY STAGEs 1 and 2
Activity 18
resources and ideas
Movement
Ribbon/fabric: use of long pieces to fabric allows airflow to
affect shape and movement.
Allow pupils to experiment individually with lengths of ribbon
or fabric pieces to heighten the sensation of being in flight.
Encourage movement at different pace and weaving in and out
of the others in the group. Introduce sound/music to create the
mood.
Build up patterns of movement and shape them into a theme/
storyline linked to Vuelos to create a movement piece.
Parachute movement
Flying parachute: the group gathers at the edge of one half of
the parachute and each pupil holds the edge with one hand.
Everyone takes off running in the same direction, .launching the
flying machine into the air. Make a turn, if desired, and bring the
parachute into land.
Mushroom (indoors/outdoors): The group kneels down and
holds the parachute on the ground. At the same time, everyone
stands up, lifting the parachute high over their heads. Then
players stand still and watch as the giant mushroom slowly
settles back down on to the ground, like a large balloon landing.
Parachute
Mood Music – Albatross by Fleetwood Mac
further activities
Floating mushroom: (indoors with a high ceiling!) begins
in the same way as Mushroom. As the parachute rises high
over their heads, a signal is given and all pupils let go of the
parachute at the same time. The group stands still as the
parachute makes it way down to the floor.
See also activity 14 on parachutes
PE subject content in Key Stages 1 and 2
√
• master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination,
and begin to apply these in a range of acclivities. (Key Stage 1)
• perform dances using simple movement patterns. (Key Stage 1)
• develop flexibility, strengths, technique, control and balance [for example, through athletics and gymnastics]. (Key Stage 2)
• perform dances using a range of movement patterns. (Key Stage 2)
Parachute games: http://www.playparachutes.com/pagaac.html
and http://www.atschool.co.uk/keystage2-ks2/pshe.asp?section=9131
personal file
Leonardo could write with one
hand and draw with the other at
the same time.
fascinating fact
Leonardo designed a parachute
very different in shape from those
we use today. He drew a wooden
pyramid with a canvas cove and
man dangling below it. Recent
test show it would have worked
but the frame would have injured
the user.
22
physical education
dance / KEY STAGEs 1 and 2
Activity 19
resources and ideas
Mirror
Useful directives
• Use big and full body movements.
• Reflect your whole body, head to toe.
• Reflects only what you see, not what you think you want
to see.
• Keep the mirror between you.
This activity helps each pupil see with their whole body and
reflect the position of their partner. The focus is on creating
exact mirror-image reflections of the initiator’s movements.
• Working in pairs, pupil A faces pupil B. A is a person looking
into a mirror and B is that person’s image in the mirror.
• B reflects all movements initiated by A, head to foot, including
facial expressions.
• After a time, positions are reversed.
Finer points
• Watch for assumptions, - if A makes a familiar movement,
does B anticipate it and assume the next move?
• Watch for true reflection.
• Changeover to be made without stopping the flow of
movement between players.
• Note carefully right to left and left to right movement to
check for accuracy.
Useful words:
• reflection
• mirror image
further activities
Experiment with mirror writing and send a message
to a friend.
See also activity 2 on symmetry
Who is the image?
• Focus on concealing from an audience which player is the image.
• Ask the audience to determine which player is the image.
PE subject content in Key Stages 1 and 2
√
• master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination,
and begin to apply these in a range of acclivities. (Key Stage 1)
• perform dances using simple movement patterns. (Key Stage 1)
• develop flexibility, strengths, technique, control and balance [for example, through athletics and gymnastics]. (Key Stage 2)
• perform dances using a range of movement patterns. (Key Stage 2)
Parachute games: http://www.playparachutes.com/pagaac.html
and http://www.atschool.co.uk/keystage2-ks2/pshe.asp?section=9131
personal file
Leonardo’s mother was a poor peasant
woman and his father was a young man
from a wealthy family just beginning
his career as a notary (lawyer).
fascinating fact
Leonardo made many drawings
for a book he called “On the
human figure” but he never
completed it and it was never
published.
23
FURTHER RESOURCES
USEFUL REFERENCE BOOKS
Title
Author
Publisher
Date
ISBN
Leonardo
Frank Zollner
Taschen
2015
978-3-8365-0215-3
Focuses mainly on drawings and paintings, but includes a helpful timeline of his life.
30-second Leonardo
Maria Wallace
Ivy Press
2014
da Vinci
Concise evaluations of a wide range of aspects of Leonardo’s life and work.
978-1-78240-083-7
Amazing Leonardo da Maxine Anderson
Nomad Press
Vinci inventions you
can build yourself
Instructions for constructing many of his most famous inventions.
978-0-974934-42-6
2006
Leonardo da Vinci
Janis Herbert
Chicago Review
1998
978-1-55652-298-7
for kids
Press
Focuses mainly on drawings and paintings, but includes a helpful timeline of his life.
The inventions of
Charles Gibbs Smith
Phaidon Press
Leonardo da Vinci
Great detail on the mechanical inventions of all kinds.
1978
978-0-7148-1814-3
24
CREDITS
This pack has been commissioned by MOKO Dance and devised by Evelyne Potter, Education Specialist.
Vuelos is produced by Aracaladanza. Co-produced by Sadler’s Wells, Festival Grec, Nottingham Lakeside
Arts, Teatro de la Abadía and Comunidad de Madrid.
MOKO Dance is supported using public funding by Arts Council England.
MOKO Dance partners
www.mokodance.com
@MOKOdance
/MOKOdance
#Vuelos
25
Learning pack designed by Poulsen Selleck
Photos by Pedro Arnay

vuelos schools learning pack here

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