I have written extensively about using music in my classroom, especially the past two years. More infrequently I may write a post about student projects or PBT’s. However, today, day 5 of summer break, I started thinking about the past school year and what I did to help my students remember the year and to be able to appreciate what we had covered. The last week of school, I created a “year in review” presentation for both my Spanish III and Spanish IV classes. While I was not surprised by the amount of music that we had incorporated into our units and into our opening routine each day, I was surprised by the amount and variety of their expressions in art. In my individual “end of the year” evaluation of the course, just about every single one of those 110 evaluations indicated music as a major way that they had learned Spanish and enjoyed class. Most of them now have Spanish music in their personal playlists. Also mentioned in those evaluations was the additional learning, exploring and enjoyment that was derived from other artistic endeavors. From Martina Bex’s “freeze frame” to Allison Weinhold’s “Baila viernes” to the creation of original songs and artwork to showcase and express what we were studying, art was everywhere.
Since I have posted many student created PBT’s from the novels that we have read (Esperanza, Vida y Muerte en la Mara Salvatrucha, Robo en la noche, and La Llorona), I am going to focus on other works from this past year.
Esperanza: Freeze Frame and the results the next day here: Ch 4 retell period 2 Ch 4 retell period 3
Colombia/Juanes :Interpret a song
Bandera de Manos
Vida y muerte tattoos: What did the tattoo look like that Anonymous received after his first mission?
Frida: Using one of the “color me” pages available online, show me what you have learned about the life and art of Frida
Metas: Take one or more of the songs we have studied in our goals and dreams unit and interpret it for your life. Songs were: Vivir mi vida, Creo en mi, La lista, No me doy por vencido, and No creo en el jamas.
Narcoviolencia: Show me, in a visual fashion, what you know about las pandillas principales in Mexico. They used their visuals to then complete an oral assessment. The idea was to have minimal writing on the visual, but that the visuals would help them remember items to talk about, representing what they had learned.
Robo en la noche: Choose the six most important scenes of the chapter. In this case, they had a choice of chapters 11, 12, or 13.
Immigration: Choose two of the three principal songs in the unit to illustrate key phrases, statements, commentaries, opinions,etc. about immigration.
Bianca Nieves y los 7 toritos:
Just like I did at the end of the school year, I found myself wishing that I had taken more pictures of what they created. It’s on my list of “things I need to do better” for next year. I would love to learn about the “art”creations that your students have done.
Thank you for your creative ideas, sharing and inspiration.
What astounded me was how much their own art allowed them to express, especially my shyer students. Their depictions of Casas de Carton were displayed in our hall, and I got a lot of feedback from students and faculty alike. (I think that activity came from Kristy Placido’s lessons on TPT). Their choices in the pieces of lyric they found meaningful were amazing, and their application to themselves touching and sometime heartbreaking. My essential question to begin inmigration was “Why do people leave home to come here?” . Schoolwide conversations, especially given Mr. Trump’s rhetoric ensued. I am always inspired by how deeply teenagers are willing to delve into their personal feelings.
Thanks for your generous sharing of what goes on in your classroom.
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