Submitted by Heidi Kreutzer
Objectives:
Content:
Students will:
- identify elements and/or subject matter characteristic of the four artists studied (Picasso, Kahlo, Dalí or Lomas Garza)
- correctly identify the artist of unfamiliar works (not previously viewed in class)
- explain the reasons for the identification above (using appropriate vocabulary from previous lessons)
Cultural:
Students will:
- begin to develop an understanding of art as a form of cultural expression
Language: Content Obligatory
Students will:
- use the new vocabulary terms from Lessons 1-4 accurately in written and verbal communication to describe a painting's subject matter and style
- use the following structures to compare and contrast: más/menos...que, tan...como (limit equal comparisons to adjectives)
- review / practice adjectives from previous days in the unit to compare and contrast
Language: Content Compatible
Students will:
- use adjectives and expressions of emotion from Lessons 1-4 to react to paintings and give opinions
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 groups to compare and contrast paintings
Time Frame:
One 50-minute class session
Materials Needed:
- Task 1: daily graphic organizer (instructor will hand back)
- Task 2: PowerPoint presentation or slides of other paintings by the four artists studied
- Task 2: graphic organizer to record information about new paintings
Description of Assessment (Performance Project):
TASK 1
Into: After I return the graphic organizers (with my comments) that I collected yesterday, students will work in small groups with one student acting as language facilitator, one as recorder and one as reporter. With their graphic organizer from the past days as a reference, they will compare and contrast the various works of art studied in this unit and give their opinions of each work and style.
Through: The reporter from each group will give his/her group's results, with some class discussion led by the instructor.
Beyond: To sum up the discussion and as preparation for the next task, the class will generate a list of typical elements/subject matter for each of the 4 artists studied. The instructor will record these items in a way that is visible to the whole class (on the board, on a transparency, etc.).
TASK 2
Into: Using a Power Point presentation (or slides), I will show a variety of other paintings by the four artists studied. In Spanish, the whole class will discuss the subject matter and style of the painting, as well as who they think painted it and why.
Through: Students will be divided into small groups and given a picture. As a small group, they will discuss the painting's subject matter, analyze the style, and determine who they think the artist is (as was done as a class above). All students in the group will record the information on a graphic organizer. After a set period of time, individual members move into a new group in which each member will present his or her picture to the group. Students will also record the information given by each group member on the graphic organizer.
Beyond: After a brief recap of the previous activity, I will lead a class discussion of students' favorite artists / paintings and styles. We will also discuss the final project in more detail.
Assessment:
The instructor will circulate throughout the classroom looking at the graphic organizers, listening to discussion and commenting when necessary.
Attachments:
NOTE: some attachments are in PDF form (get Acrobat Reader)Graphic Organizer (first distributed during Lesson 02)
Day 6 - Graphic Organizer