El Arte
Please Note: The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner. — The Pathways Project
About the Boise State World Languages Resource Center (WLRC) Language Activity Repository
The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale.
This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.
Using the WLRC Repository’s Activities:
When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language.
Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials.
Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.comand we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided.
Enjoy!
- Boise State World Languages Resource Center
El arte / The art
Proficiency Level: Intermediate High
In this lab students will share their interpretations on artwork. They will discuss how they can talk about art and express their opinion with a partner or in a group. Students will answer questions across different time frames (past, present, future).
Keywords:
art, artists, painters, conversation, questions
Relevant 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 or music with someone else while respecting theirs (intercultural)
Relevant ACTFL World-Readiness Standards
Communication
Standard 1.1
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
Materials Needed:
- Google Arts and Culture App
Material (Warm-up OR Main Activity), Amount of the material per student OR group
Warm-up
1. Begin by introducing the Can-Dos for today’s activity and distributing the “Materials Required for Warm Up” to each student.
“Today, we are going to chat about art across different times frames. We will discuss ways to share our interpretations on a piece of art or music with someone else or in a group."
Relevant 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 or music with someone else while respecting theirs (intercultural)
2. Before beginning, teach students reaction words, such as:
-Genial, que asco, que bonito, que interestante, claro
Continue by using the Google Arts and Culture App have students take picture of themselves to see what famous art work they look like. Have students share their famous art lookalike with the group.
Main Activity
1. Put the pieces of art 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 son críticos de arte. Con una pareja van a caminar alrededor del cuarto para observar las diferentes obras de arte”
2. Tell your students:
1. “Hay una pregunta para cada cuadro”
2. “Van a tener un minuto para contestar la pregunta y hablar sobre el obra”
3. Después de un minuto, van a caminar a otro cuadro hasta que han visto todos
3. Use this model for an example:
1. Si tuvieras que volver a crear la pintura con otros materiales, ¿Cómo sería?
1. Si tuve que volver a crear la pintura, tal vez lo crearía con materiales físicas para que sería mas 3D. Como bolas de algodón, o usar un árbol de verdad.
3. Have the students continue the process until time is up. If students have seen every piece of art, have them answer the wrap-up questions as a group or in pairs.
Wrap-up
Wrap-up questions (Pick the a few you’d like to ask):
1. ¿Cuáles fueron tus obras de arte favoritas? ¿Por qué te llamo la atención?
2. ¿Reconocieron 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 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!
Relevant 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 or music with someone else while respecting theirs (intercultural)