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 vocabulary using the Google Slideshow. 
    Antes de empezar vamos a repasar algunas palabras en Google Slideshow.
  3. 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

  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)


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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.

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