Art in the Spanish Classroom, continued…….

The amazing journey continues!  After the preliminary introduction week (necessary vocabulary, what is art, etc.), a week with the art/music/history of El Dia de los Muertos, a week with Dali (see previous post), we moved into a week (+ a day) for Picasso.  We started with a SMARTboard that I made (on my wikispace) and continued with a ”  Picasso Lectura “  that I found here and used Picasso lectura mis reacciones for their reactions and incorporation of vocabulary. I also had them do some preliminary exploration of the Spanish Civil War, using La Guerra Civil de España and these websites: History Home, BBC Bitesize, and History Learning Site. Yes, all the sites are in English with the “discovery sheet” mostly in Spanish.  The point of this exploration was to gather information quickly, and personally, to be able to move into a study of Guernica.  I also found this great powerpoint:  La_Guerra_Civil_Española_Lesson_1 and used parts of it as a followup.

When studying Guernica, I used another SMARTboard presentation again, and resources about 10 symbols (a source that I can’t find anymore!) 10_SÍMBOLOS_en_El_Guernica-_juego_en_blanco-2 and 10_SÍMBOLOS_en_El_Guernica-_juego-1  Also, I used this great website for a puzzle that I copied and put on card stock . We watched several videos, but by far, this one is the favorite:

I’ve done 2 mini oral assessments with each student.  The first one allowed them to tell me anything about Picasso in one minute.  The next day I did another minute assessment in which they could tell me anything about  either Guernica or The Hallucinogenic Toreador. While I was doing these individual assessments, the students were working on their Picasso heads and their cartoon or super hero Cubist figures.  In the Dali week, they had created surrealistic pictures based on elephants.  The inspiration for that came from smART Class.

This short week (pre-Thanksgiving), we will complete a formal performance based assessment using iPads and the Educreations program.  Students will choose one Picasso, one Dali and one student created work to analyze.  PBT and the file for the artwork that I have printed in color and posted in the classroom is located on my wiki.

My students are “regular” students, meaning that a few of the are artistically gifted, but most of them are not…….Here is some of their original art work.

art2art3art4art5art6

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Picture Prompts

Somewhere, on Pinterest, I found many images that I felt would be useful to use for speaking or writing prompts.  They are filled with so many people/animals and activities that even the most reticent speaker has something to say.  While I projected the images on my SMARTboard, I also gave each student a black/white copy to examine in detail. To get my students going with the activity (which I used as a review activity several times in the last two weeks of school), I gave very specific directions. First I had them, with a partner, name all people/animals or things that they could.  I then asked them to list as many verbs as possible that might apply to the picture. Next, I asked them to create questions for their partner:   ¿Quiénes toman el sol? ¿Cuántos animales nadan?  Finally, I gave them a list of verbs to use and asked them to make oral sentences. This was the first one.Pool scene

Pool scene picture to describe

As I circulated the room, each pair was given an informal assessment grade, based on what I observed and heard.

Other images that I used: Park picturebeach sceneclass pictureMore images are available on my pinterest boards

:Conversation Prompts    

Writing Prompts

Obviously, these images make great writing prompts, too!