Submitted by Heidi Kreutzer
Objectives:
Content:
Students will:
- identify elements characteristic of Kahlo’s work
- be able to explain the significance of the self-portrait in Kahlo’s art
- identify Frida Kahlo as the artist of The Two Fridas and name basic biographical details of her life
Cultural:
Students will:
- begin to develop an understanding of art as a form of personal, as well as cultural, expression
Language: Content Obligatory
Students will:
- practice / review the following language structures in order to describe "The Two Fridas":
-descriptive adjectives with accurate gender and number agreement
-colors
-clothing vocabulary
-estar and tener with expressions of emotion and/or physical state
-estar with a la izquierda and a la derecha- use the following new vocabulary terms accurately in written and verbal communication: el autorretrato, la pintura, el corazón, la figura, la dualidad, las tijeras, la realidad, simbolizar, la arteria, la fantasía
Language: Content Compatible
Students will:
- use the following structures to compare and contrast:
-más / menos….que
-tan…como (prob. limit equal comparisons to adjectives)- review and use the following adjectives (as well as those from Day 2) to compare and express opinions: realista, reflejo, grosero, masculino, sangriento/a
- use expressions of emotion (from Day 2) to give opinions and react to the work of art
- practice the possessive adjectives mi and tu
Learning Strategies / Social and Skills Development:
Students will:
- work cooperatively in pairs to compare parts of the painting
- demonstrate an ability to engage in active listening while using prior knowledge and context to infer meaning of unknown words
- gain practice in notetaking
- work cooperatively in small groups to share and record opinions
Time Frame:
One 50-minute class period.
Materials Needed:
Task 1: a set of The Two Fridas cut in half for each small group and an activity worksheet
Task 2: PowerPoint presentation or slides of Kahlo's work, the daily graphic organizer (distributed during Lesson 02)
In preparation for Lesson 04: Dalí reading
Description of Assessment (Performance Project):
TASK 1
Into: As a preliminary activity to introduce students to The Two Fridas and the new vocabulary, I will begin by showing the painting on an overhead/slide/video projector. As a class, we will discuss/describe the painting as a whole.Through: Students will then break up into pairs. One will be given “Frida #1” (on the left of the painting) and the other will be given “Frida #2” (on the right). They each will have a different worksheet with a list of adjectives related to the picture that are used to compare the two versions of Frida. For example, if student A has the adjective elegante, she will say “Mi Frida es elegante.” Student B will look at both pictures and make a comparison like “Mi Frida es menos elegante que tu Frida.”
Beyond: Afterwards, the whole class will generate comparisons in Spanish that will be written out and discussed. Students will also be asked to guess or give an opinion as to what the two Frida’s might represent or symbolize.
TASK 2
Into: As with Picasso, I will then turn to a description in Spanish of Kahlo’s life including basic biographical information, the significance of her relationship with Diego Rivera, her accident and other relevant / interesting info. Again, I would like to use a Power Point presentation that illustrates both Kahlo’s life and artistic style to show as I discuss her life in Spanish. Afterwards, a short discussion in English of her life and the specific painting (folk art influences, the duality, etc.) will follow.Through: Students will meet in small groups to give and record their opinions of The Two Fridas on the graphic organizer distributed the previous day. They should state whether they like or dislike the subject matter and style, as well as use the new adjectives to give reasons why. In each group, one student will act as language facilitator, one as recorder and one as reporter.
Beyond: After the reporter in each group reports back in Spanish as to opinions in his or her group, a short discussion in Spanish will follow summing up the overall class impression of the painting. I would ask students to continue to review the vocabulary used in the chapter and to continue thinking about their final project and what style they might be interested in using. I would also assign a reading about Dalí and questions in Spanish as homework and preparation for the next day’s class.
Assessment:
As students discuss the painting, the instructor will circulate through the room listening and commenting when necessary.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Graphic Organizer (first used in Lesson 02)