Submitted by Heidi Kreutzer
Objectives:
Content:
Students will:identify characteristics of Cubism in the work of Pablo Picasso
identify the time period and historical significance of the era when Guernica was painted identify Picasso as Guernica’s artist and name basic details of his life distinguish a Cubist work of art from other types of art Cultural:
Students will:
- begin to develop an understanding of art as a form of cultural expression
Language: Content Obligatory
Students will:
- practice / review the following language structures in order to describe Guernica:
-descriptive adjectives with accurate gender and number agreement
-estar with the prepositions of place
-estar with the present progressive
-estar and tener with expressions of emotion- use the following new vocabulary terms accurately in written and verbal communication: el cubismo, distorcionado, el toro, la obra, abstracto, el incendio, el artista, extraño, la guerra, la perspectiva
Language: Content Compatible
Students will:
- use the question ¿Cuál es tu opinion de Guernica? to get classmates’ reactions to the work of art
- use the following expressions to give an opinion:
-(no) me gusta porque…
-me molesta porque…
-(no) me interesa porque…
-me fascina porque…- review and use adjectives that express opinion: bonito, fascinante, perturbante, violento, feo, extraño, triste, interesante, confuso, horroroso
Learning Strategies / Social and Skills Development:
Students will:
- work cooperatively in groups with each member carrying out his/her role as assigned
- work cooperatively in small groups to compare worksheets / opinions
- use prior knowledge of vocabulary and language functions to describe a painting
- demonstrate an ability to engage in active listening while using prior knowledge and context to infer meaning of unknown words
- gain practice in note taking
Time Frame:
One 50-minute period.
Materials Needed:
Task 1: Guernica cut up into parts, Guernica graphic organizer and a list of useful vocabulary and expressions (for the language facilitator).
Task 2: PowerPoint presentation or slides of Picasso's works, graphic organizer to be used daily throughout the unit.
(see attachments)
Description of Assessment (Performance Project):
TASK 1
Into: In order to familiarize students with the subject matter and new vocabulary associated with Guernica, I will divide the painting into 5 parts. I will begin by showing one of the 5 parts in isolation and I will lead a class discussion / description in Spanish of what that section depicts (focusing on identification, description, actions, emotions).Through: Students will then move into small groups of three, in which one student is given the role of the recorder, one is the reporter, and one is the language facilitator. Each group will also be given one of the other 4 parts of Guernica (cut apart), a list of relevant vocabulary and expressions, and a worksheet with a set of questions. Students in each group must discuss the questions in Spanish as a group (aided as needed by the language facilitator), while the recorder writes down their answers. The worksheet would include the following types of instructions and questions: Describe la obra. ¿Qué o quién es? ¿Cómo es? ¿Qué está haciendo? ¿Cómo está?
After discussion, each group of 3 will meet with another group of 3 who had been assigned the same section of Guernica. The two groups will compare and discuss their answers and add/modify their answers as necessary.
Beyond: To facilitate a whole class discussion of the painting, the reporter for each group of 3 will report back on his/her group’s findings on each section of Guernica, while all students record the information on a graphic organizer. A presentation and discussion of the painting as a whole in Spanish will follow. Students will also be asked what feelings the painting evokes.
TASK 2
Into: I will follow the discussion of the painting with a basic description of Picasso’s life in Spanish including his birth and death dates, country of origin and other relevant/interesting info. I hope to do this in combination with a PowerPoint presentation (or slides if I can’t get copyright permission) which at the same time would illustrate his life, as well as the evolution of his style from more realistic to the more abstract. I would also explain the history of Guernica and the painting to whatever degree possible at the students’ level of Spanish. I would probably have to follow that by a brief English discussion about characteristics of Cubism, the Spanish Civil War and Guernica.
Through: In Spanish, students meet in small groups and discuss and give their opinions of Cubism and Guernica, incorporating the new phrases such as (no) me gusta porque…, me molesta porque, and descriptive adjectives. Each student must also record his/her classmates’ reactions to the painting’s subject matter and style on a graphic organizer which will be used daily throughout the unit. In addition, one student should act as language facilitator, one as recorder and one as reporter.
Beyond: After the reporter for each group summarizes that group’s opinions about the work, a brief instructor-led discussion in Spanish of students’ opinions about Guernica would follow. Afterwards, I would ask the class to again review the vocabulary and phrases from Days 1 and 2 in preparation for the next day’s class. I would also ask them to start thinking about their final project (medium and subject matter).
Assessment:
The instructor will circulate throughout the classroom, listening to the reactions, observing what students are writing on their graphic organizers, asking occasional questions and commenting when necessary.