Spanish Level 4- Activities Designed for Online Instruction

🎨 Spanish Level 4, Activity 08: El arte / 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 from the Spanish-speaking world. 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-ACFTL 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)

Warm Up

Materials Needed for Warm Up

  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 parecen como nosotros. Cada uno de ustedes se va a elegir sus propias obras y decir porque eligieron.

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?
    • ¿Cuáles fueron tus obras de arte favoritas? ¿Por qué te llamaron la atención?
  • Did you recognize any of the artists or have you seen any of the art pieces before?
    • ¿Reconocieron a algunos de los artistas o han visto algunas de estas obras de arte antes?
  • Do you have a favorite artist? What is his/her name?
    • ¿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)


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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