Spanish Level 4, Activity 08: El arte / The art (Online)

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?

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 State 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.

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

Warm Up

Materials Needed for Warm Up

  1. Begin by introducing the Can-Dos for today’s activity and opening the Google Slideshow. 
    • “Today, we are going to chat about art across different time frames. We will discuss ways to share our interpretations of a piece of art with someone else or in a group.”
    • “¡Hoy vamos a charlar del arte! Vamos a hablar de nuestros 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. 
    • Before we begin we will review a few vocabulary words that might help you share your opinions.
    • “Antes de empezar vamos a repazar algunas palabras de vocabulario que les pueden ayudar en compartir sus puntos de vista.”
  3. Continue by using the Google Arts and Culture App and have students take a picture of themselves to see what famous artwork they look like. Have students share their famous art lookalikes with the group.
    • For our warm-up download the Google Arts and Culture App. Take a picture of yourself using the app to see a painting that looks like you.
    • What art painting do you look like?
    • “Para nuestro calentamiento vamos a usar la aplicación de Arte y Cultura de Google. Porfavor de bajar la aplicación. Cada uno de ustedes se va a tomar una foto y la aplicación va a darles un cuadro de arte que se mira similar a ustedes.”
    • “¿A que obra de arte te pareces?”

Main Activity

Materials Needed for Main Activity

  1. Put the students in breakout rooms (no more than 3) and discuss the art on the slides and the questions that coincide with them. Make sure to mention that each student should share their opinion. 
    • For the main activity, you will be art critics. You will be in pairs or small groups to discuss the paintings on the slides and answer a question about the art. Everyone has to share their thought on the art piece.
    • “Ahora son críticos de arte. Con una pareja o en un grupo pequeño van a compartir sus opiniones en cuanto a las obras de arte. Todos tienen que tener la oportunidad de compartir.” 
  2. Post the link to the artists’ cards in the chat. Explain how it’s set up, and how the activity will work.
  • Open the link in the chat. The first 13 slides contain the paintings, followed by 11 slides containing questions about the paintings.
  • “Abran el enlace que he puesto en el “chat”. Al principio hay 13 diapositivas con obras de arte, seguidas por 11 diapositivas con preguntas para contestar acerca de una obra.”
    • There’s a question for each painting.
    • You will have two minutes to answer the question and discuss the painting.
    • For example: If you had to recreate the painting with other materials, how would it be? If I had to recreate the painting, I would use physical objects to create a 3D effect. Like cotton balls or tree branches.
    • You will have to use two of the questions twice.
    • “Hay una pregunta para cada cuadro”
    • “Van a tener dos minutos para contestar la pregunta y hablar sobre la obra” 
    • Por ejemplo: “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. Como bolas de algodón o ramas de árbol.”
    • Van a tener que repetir dos de las preguntas.

Wrap Up

  • Which artwork pieces were your favorite? Why did you like them?
  • Did you recognize any of the artists or have you seen any of the art pieces before?
  • Do you have a favorite artist? What is his/her name?
  1. ¿Cuáles fueron tus obras de arte favoritas? ¿Por qué te llamaron la atención?
  2. ¿Reconocieron a algunos de los artistas o han visto algunas de estas obras de arte antes?
  3. ¿Tienen un artista favorito? ¿Cómo se llama?

End of Lab

  • Read can-do statements and have students evaluate their confidence
  • Encourage students to be honest in their self-evaluation
  • Pay attention, and try to use feedback for future labs!

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: 

 

How to Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in remixing activities for the K-12 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)

We want to make it easy to share back with the larger Pathways Project Community! Simply, click this link to remix this activity. Please consider sharing your remixed activity with us by emailing the activity link to Pathwaysproject@boisestate.edu so that Pathways continues to grow!

If this is your first time remixing, check out our one minute tutorial below:

 

License

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

Let's Chat! Spanish 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; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Share This Book