German Level 1, Activity #05: Hunting for Art/Jagd nach Kunst (Face to Face)

Photo of an artist's pallette, paintbrush and paint
Daian Gans Pexels
Description: First, students will view a slide with works from German artists.  They are going to describe the art with old and new adjectives.  There is a clue about art in the warm-up word slide, Deutsche Adjektive. (it is written in the colors of the rainbow and then the three primary colors). Then students put these new and old adjectives to use as they digitally search museums in Berlin, hunting for art that depicts certain adjectives.  Finally, in the end students share about other types of German art they enjoy – music, architecture, design, etc.
Semantic Topics:  Art, Kunst, Artists, Künstler, Adjectives, Adjektive, Museums,  Museen, Descriptions, Beschreibungen.

Products: Language, Sprache, Words, Wörter, Adjectives, Adjektive, Museums of Berlin digital site, Staaliche Museen zu Berlin digitale Seite.

Practices:  Hunting for art that depicts certain adjectives.  Jagd nach Kunst, die bestimmte Adjektive darstellt.

Perspectives:  Value of German art and artists.  Wert deutscher Kunst und Künstler.

NCSSFL-ACTFL World-Readiness Standards: 

  • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2: Students understand and interpret spoken and written language on a variety of topics.
  • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Idaho Content Standards for World Languages: 

  • Objective: COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
  • Objective: CLTR: 1.1:    Analyze the cultural practices/patterns of behavior accepted as the societal norm of the target culture.
  • Objective: COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

NCSSFL-ACTFL Can-Do Statements:

  • I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed.
  • I can provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals.
  • I can provide basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals.

Warm-up

Before the activity, the instructor should print and cut out the list of German adjectives (located in the materials needed section).

  1. Begin by going over the Can-Do Statements.
  2. Divide the students in groups of 2 or 3.
  3. Show the slide with the list of adjectives.  Ask if there are any questions about the adjective list.
  4. Randomly hand out the pre-cut adjectives to the group.
  5. Either print the slide containing the German artwork or have that slide displayed
  6. Have the students assign the correct adjectives to different artworks.

Main Activity

Tell the students they are tasked with assisting an art curator in setting up a small, pop-up art exhibition.  The curator needs different art types and styles to make a complete collection.

  1. Divide the students into groups of 2 or 3.  Divide out the adjective cards among the groups..
  2. Make sure each group can access the web:  phones, ipad, laptop and have them access the digital link for the state museums in Berlin (located in the materials needed section).
  3. Each group is responsible for finding a work of art that depicts at least four of the adjectives used in the warm-up.

4.  With about 10 minutes left have the students come back together and, using their adjectives, share about the artwork they found.

Wrap-up

  • Have students share what German art and artists they like.  Ask if there are other types of German art they enjoy – architecture, music, design?
  • Review the Can-Do Statements

End of Activity

• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements:

  • I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed.
  • I can provide information by answering a few simple questions on very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals.
  • I can provide basic preferences or feelings, using practiced or memorized words and phrases, with the help of gestures or visuals.

Cultural Notes: Linked is a video from the Deutsches Historisches Museum from Museums.love.  This is an English video touring a little of the museum and talks about the great renovation that the museum is undertaking.  The second video is a tour of Museuminsel.  It is all German with no subtitles, but good for a tour of Museuminsel.

How to Remix a Pathways Project Activity

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Let's Chat! German by Alexandria Crandall; Annika Henderson; Brenna McNeil; Camille Daw; David Crasper; Emma Eason; Erica Laursen; Jacob Cortez; Julia Dryer; Katherine Bukhantsov; Luca Heid; Mary Berheim; Mimi Fahnstrom; Naia Robinson; Nicole Woychick; Reagan Solomon; Robin Wagner; Sarah Lausch; Shawn Moak; Shelby Cole; Sophie Campbell; Stephi Arth; and Zahra Akbari is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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