Spanish Level 4- Face-to-Face Activities

🎨 Spanish Level 4, Activity 08: El arte / Art (Face-To-Face)

Stained glass windows in a spiral

Photo by Pixaby

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:

Would you like to make changes to the materials?
Access the template(s) below:


  1. 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.
  2. Before beginning, introduce students to reaction words using the Google Slideshow. 
    Antes de empezar vamos a repasar algunas palabras de reacción en Google Slideshow.
  3. Students will open the Google Arts and Culture app on their phones, or borrow an iPad with the app. Have students take pictures of themselves to see what famous artwork they look like and they will share their famous art lookalike with the group.
    Para nuestro calentamiento vamos a usar la aplicación de Arte y Cultura de Google (Google Arts and Culture). Si no tienen esta aplicación hagan el favor de bajarla. Cada uno de ustedes se va a tomar una foto y la aplicación va a compartir un cuadro de arte famoso que se parece a ustedes. Compartan su doble famoso con el grupo.

Main Activity

  1. 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.
  2. 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.
  3. 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.


  1. 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)


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)


Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Let's Chat! Spanish Copyright © 2022 by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Share This Book