Spanish Level 4- Face-to-Face Activities
🎨 Spanish Level 4, Activity 08: El arte / Art (Face-To-Face)
Description: In this activity, students will learn how to share their interpretations on artwork. They will discuss art and express their opinion with a partner or in a group. Students will answer questions across different time frames (past, present, future).
Semantic Topics: art, artists, painters, conversation, questions, arte, artistas, pintores, conversación, preguntas
Grammatical Structures: Conditional tense, conditional perfect, el condicional, el condicional perfecto
Products: Artwork
Practices: Art techniques, art mediums
Perspectives: What can we learn about a culture or place from the artwork that originates there?
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 Spanish on a variety of topics.
- Standard 1.3 – Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
- Standard 2.2 – Students demonstrate an understanding of the relationship between the products and perspectives of Hispanic culture.
- Standard 3.2 – Students acquire information and recognize the distinctive viewpoints that are only available through the Spanish language and its cultures.
- Standard 4.2 – Students demonstrate an understanding of the concept of culture through comparisons between Hispanic culture and their own.
Idaho Content Standards for World Languages:
- COMM 1.1 – Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- COMM 2.1 – Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1 – Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
- CLTR 2.1- Analyze the significance of a product (art, music, literature, etc…) in a target culture.
- CLTR 2.2- Describe the connections of products from the target culture with the practices and perspectives of the culture.
- CLTR 2.3- Justify the underlying beliefs or values of the target culture that resulted in the creation of the product.
- COMP 1.1 – Observe formal and informal forms of language.
NCSSFL-ACTFL Can-Do Statements:
- I can ask a variety of questions across different time frames (past, present, future)
- I can participate in spontaneous conversation
- I can share my interpretations of a piece of art with someone else while respecting theirs (intercultural)
Materials Needed:
- Google Slide Presentation (hyperlinked)
- Artist Cards
Would you like to make changes to the materials?
Access the template(s) below:
- Artist Cards (Canva Template, free account required)
Need help with customizing the templates? View this video for help.
Warm-Up
- Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow.
¡Hoy vamos a charlar del arte! Vamos a hablar de nuestros diferentes puntos de vista e interpretaciones de diferentes obras con una pareja o en un grupo. Cada cuadro es de un artista del mundo Hispanohablante. - Before beginning, introduce students to vocabulary using the Google Slideshow.
Antes de empezar vamos a repasar algunas palabras en Google Slideshow. - Students will scan the QR code with the art cards (they should keep these for the main activity as well). They will choose a painting that they think resembles them and have a simple explanation as to why they chose it (the more abstract the reasoning the better!).
Para nuestro calentamiento vamos a elegir obras de arte que se parecen a nosotros. Cada uno de ustedes va a elegir sus propias obras de arte y decir por qué la eligieron.
Main Activity
- Put the art cards up around the room with a question caption underneath. Have the students walk around the room with a partner or small group (no more than 3) and have them discuss the question under the card. Make sure to mention that each student should share their opinion.
Ahora van a ser críticos del arte. Con una pareja o en un grupo pequeño van a caminar alrededor del cuarto para observar las diferentes obras de arte. Cada miembro del grupo va a compartir su opinion respondiendo a la pregunta que se correlaciona (correlates – cognate) con la obra de arte. - Students will answer the discussion question beneath each work of art with their partner. After 1-2 minutes, students will rotate. Repeat until the students have visited every piece of art.
Hay una pregunta para cada cuadro. Van a tener un minuto para contestar la pregunta y hablar sobre la obra. Después de un minuto, van a caminar a otro cuadro hasta que hayan visto todos los cuadros. - Use this model for an example:
Si tuvieras que volver a crear la pintura con otros materiales, ¿Cómo sería?
Si tuviera que volver a crear la pintura, tal vez lo crearía con materiales físicos para que fuera 3D. Por ejemplo: usar bolas de algodón, o un árbol de verdad.
Wrap-Up
- Discuss the following questions as a group to finish the lab:
- ¿Cuáles fueron tus obras de arte favoritas? ¿Por qué te llamaron la atención? (Which were your favorite artworks? Why did it draw your attention?)
- ¿Reconocieron algunos de los artistas o han visto algunas de estas obras de arte antes? (Did you recognize any of the artists or have you seen any of the artworks before?)
- ¿Tienen un artista favorito? ¿Cómo se llama? (Do you have a favorite artist? What is their name?)
End of Lab
- Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards) - Encourage students to be honest in their self-evaluation.
- Pay attention, and try to use feedback for future labs!
NCSSFL-ACTFL Can-Do Statements:
- I can ask a variety of questions across different time frames (past, present, future)
- I can participate in spontaneous conversation
- I can share my interpretations of a piece of art with someone else while respecting theirs (intercultural)
CULTURAL NOTES:
- “Los pintores españoles más famosos de la historia y sus obras más importantes”
- “Arte, mujer, y memoria: arpilleras from Chile” – This is a virtual exhibition from the Museum of Latin American Art of Chilean arpilleras that were made during the years of the Pinochet dictatorship.
- “Artistas latinoamericanos que no te puedes perder”– artículo sobre arte urbano en Latinoamérica
- “9 artistas latinoamericanos que se inspiran en los pueblos originarios”
- Lista de museos hispanos con visitas virtuales
- Una visita virtual del Museo de Arte Latinoamericano de Buenos Aires Malba
- “11 mujeres artistas latinoamericanas que debe conocer”
- “5 artistas centroamericanos que todo el mundo debe conocer”
How to Revise or Remix a Pathways Project Activity
Feeling creative? The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.
Try taking an activity to the next level by:
- Add new content (something you’ve created or another OER source)
- Contribute additional activity suggestions
- Integrate authentic materials such as videos, infographics, photos, etc.
- Suggest how to implement the activity in the classroom
- Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)
