Inspirational Quote. El arte es una mentira que nos acerca a la verdad. Pablo Picasso (Spanish artist) launching the unit

Transcription

1 Inspirational Quote El arte es una mentira que nos acerca a la verdad. Pablo Picasso (Spanish artist) launching the unit g a t e w a y s t o a r t plant the seeds Design a bulletin board that encapsulates the values and key objectives of the Art Series as they are explored throughout the unit. The bulletin board becomes a metaphoric garden where ideas are planted and knowledge and student productivity are harvested. This is a tremendous tool to create an interactive, child-centered environment to launch the theme of the unit. You may want to use the model below as an inspiration for your Art bulletin board. Qué es el arte? Engage students in a discussion about what art is. Ask them whether they like to paint or draw, and what they feel when they are making their paintings or drawings. Discuss the purposes of art, from the artist s own enjoyment and pleasure, to decoration and social purposes. Invite them to brainstorm types of art other than drawings and paintings and list them on the board. Besides the multiple forms of plastic arts, the list might include architecture, dance, music, theater, and even music. Accept all answers as valid. Explain that art has existed since the first human beings existed. All people in all places and times have created their own forms of art, and have created and recreated beauty through drawings, objects, clothing, buildings, and various utensils. Tell students that the works of art that they are going to view in Azul y verde will provide them with opportunities to learn about different techniques, styles, and subjects used by several important artists of Hispanic origins. This is a new opportunity to get to know people who have enriched the culture of the millions of people who speak Spanish in the world. Abramos las puertas! Motivate students to create their own reduced version of the bulletin board in which they record notes, sketches, sayings, summaries, citations from the book, elaboration and amplifications that connect the knowledge learned as they look at and examine the works of art presented in the Art series of Puertas al sol. Students may use this map of learning as a cover of a portfolio or a personal collection of work and activities developed throughout this unit. 10

2 Objectives Look at works of art that represent various styles, techniques, and subjects Learn vocabulary associated with physical features, places, ideas, feelings, actions Examine and interpret works of art Discuss personal responses to art Write a biographical poem Listen to regional music Learn about celestial bodies Appreciate the importance of technology Essential Skills Practiced Comprehension: Using Picture Clues Comprehension Strategy: Making Connections Vocabulary: Word Structure Vocabulary: Time and Order Words Speaking: Describe Ideas, Feelings, and Experiences Materials Literature Selection: Azul y verde Journal: Diario del artista: Colores Activity Sheets 1 3 Assessment Sheet 1 Assessment Forms 1, 3, 4 Suggestions for CLASSROOM USE See pages 8 9 for a correlation to the Standards for Language Arts, Social Studies, Math, Fine Arts, Foreign Language, and Technology. Lesson 1: Las Meninas Note: We offer the following lesson plan as a model of how to use each work of art presented in the book along with its corresponding text page. Please refer to pages 16 5 for ideas to work on the remaining 10 paintings found in Azul y verde. 1 Explore a r t Initiate a discussion about what makes a work of art. Explain to students that artists are always trying to create something special that touches those who look at it and allows them to look at life in a whole new way. Inform them that when an artist is able to create something extraordinary, his or her work becomes una obra de arte (a work of art). Tell them that this painting is one of the most important works of art ever created, which is why it is also considered una obra maestra (a masterpiece). Invite students to look at the painting. Explain that the man holding a painter s brush and palette is the painting s creator, Diego Velázquez. Velázquez chose to include himself in his painting to show a typical day in his life as a painter of the royal court. Explain that a long time ago artists used to work mainly for kings and royal families. Inform students that the little blond girl at the front is a princess who is there to watch Velázquez paint, and that she is surrounded by her damas de honor (maidens). Finally, tell them that the painting received its name from those maidens, since meninas was the word commonly used to name girls that served young members of the royal family in the 17 th century. Refer to page 6 of Azul y verde to learn more about this painting and the artist who made it. Teach Creative Reading Questions such as the following will help to initiate a creative dialogue after you read the text together with students: descriptive phase 1 A quién piensas que está pintando Velázquez? (Who do you think Velázquez is painting a portrait of?) Motivate students to look at the painting closely. If necessary, guide them to notice the mirror at the back, which shows the reflection of a couple looking towards the painter. Once students realize that it is that couple who is being painted, inform them that they are King Felipe IV of Spain, and his wife, Mariana of Austria, who lived in the 17 th century, almost 400 years ago. Azul y verde / Las Meninas 11

3 a r t Varias de las personas en el cuadro 1 parecen estar mirándonos a nosotros. A quiénes miran realmente? Por qué parece que nos están mirando a nosotros? (Many of the people in the painting seem to be looking back at us. Who are they really looking at? Why does it seem like they are looking at us?) Qué ves en las paredes del estudio de Velázquez? Por qué piensas que es natural que un pintor tenga tantos cuadros? (What do you see on the walls of Velázquez s studio? Why do you think that it is natural for an artist to have so many paintings?) Las personas de la época de Velázquez miraban a las personas de baja estatura como algo raro y divertido. Los reyes y algunos nobles acostumbraban a tener a estas personas llamadas enanos en sus palacios para que los divirtieran. A las personas cuyo trabajo consistía en divertir a los reyes y señores poderosos con chistes y actos graciosos también se les solía llamar bufones. Velázquez incluyó una de estas personas en este cuadro. Dónde está? (During Velázquez s time, smaller people were seen as something odd and amusing. Kings and noblemen used to keep them in their castles for their amusement, and called them dwarfs. People who used to entertain kings and other powerful people with jokes and funny skits were also called buffoons. Velázquez included one such person in this painting. Where is he or she?) Cuántas personas hay en total en el cuadro? Cuántos adultos hay? Cuántos hombres? Cuántas mujeres? Has contado los del espejo? (How many people are in the painting? How many adults are there? How many men? And women? Did you remember to count the ones in the mirror?) personal/interpretive phase La princesita fue a ver cómo pintaba el pintor en su propio taller. A quién has visto tú trabajar? Has visto a obreros construyendo un edificio, o una calle? Has visto trabajar a un carpintero, a un zapatero, o a una costurera? Qué es lo más interesante de lo que viste? (The little princess is there to watch Velázquez paint in his own studio. Who have you watched as he or she worked? Have you ever watched builders building a house, or a street? Have you ever watched a carpenter, a shoemaker, or a seamstress work? What was the most interesting thing you saw as you watched?) Has creado tú un retrato de alguien alguna vez? De quién? Por qué elegiste a esa persona? (Have you ever made a portrait of someone? Of whom? Why did you choose that person?) c r i t i c a l/mu l t i c u l t u r a l/ anti-bias phase Esta escena ocurrió hace mucho tiempo, antes de que nuestros abuelos y los abuelos de nuestros abuelos hubieran nacido. De qué maneras crees que era la vida distinta entonces? De qué maneras era igual? (This scene took place a long time ago, before our grandparents and even their grandparents were born. How do you think life was different then? How was it the same?) La vida de esta princesita era muy distinta a la tuya. Mirando este cuadro, en qué crees que se parece ella a cualquier niña o niño de hoy? (The life of the little princess was very different from yours. From looking at this painting, how do you think that she is the same as any child of today?) Cómo piensas que te tratarían si fueras 5 una persona de baja estatura durante la época de Velázquez? Por qué piensas que debemos respetar a todas las personas, sin importar su apariencia o habilidades físicas? (How do you think you would be treated if you were a small person during Velázquez s time? Why do you think that we should respect all people, regardless of their appearance or physical abilities?) creative/transformative phase 5 Cómo tratarás tú a las personas que no se parezcan a ti? Por qué las tratarás de ese modo? (How will you treat people who look different from you? Why will you treat them that way?) Elige una de las personas del cuadro y utiliza lo que has aprendido para imaginar qué hace esa persona durante un día cualquiera de su vida, desde el momento en que se levanta por la mañana, hasta que se acuesta por la noche. Luego, comparte lo que imaginaste con el resto de la clase y explica tus razones. (Choose one of the people depicted in the painting and use what you have learned to imagine what a day in the life of that person might be like, from the time they wake up in the morning, until they go to sleep at night. Share your thoughts with the class and explain your reasons for them.) 3 Apply Vocabulary Development Guide your students to figure out the meaning of any unknown words that they encounter on page 4 of Azul y verde. Emphasize the meaning of obra de arte (work of art) and then engage students in a discussion about the meaning of 1 Azul y verde / Las Meninas

4 a r t the whole statement. Invite students to build new sentences by changing the words obra de arte and la vida to create similar new ideas. For example, Las flores son la obra de arte de la naturaleza. (Flowers are a work of art created by Nature.) The picture Las meninas offers students the opportunity to learn or practice words related to physical features and actions, such as the following: parado/parada (standing), inclinada (leaning), echado (laid down), pelo largo (long hair), pelo corto (short hair), rubio (blond), castaño (brown), liso (straight), rizado (curly), bigote (mustache), mirando (looking), conversando (talking), saliendo (going out), entrando (coming in), jugando (playing). e v e r y b o d y is a n a r t i s t! Motivate students to use the words in the box to complete the sentences on Activity Sheet. Advise them to use the picture clues to figure out the meaning of each sentence, and help them when necessary. Once they have completed all of the sentences, encourage them to draw themselves engaged in an artistic activity they enjoy in the box provided. Then, encourage them to complete the sentence below the box. Help students to insert the correct indefinite article in their sentences, and offer help with pronunciation when necessary by reading the sentences after them. connection to english language For Language Learners For younger students, or for those who are not thoroughly familiar with the language, you may want to work on simpler words, such as niña (girl), hombre (man), mujer (woman), perro (dog), pequeño/pequeña (small), grande (big), alto/alta (tall), bajo/baja (short), etc. The texts on the left-hand side pages of Azul y verde work together as a whole to teach or reinforce important vocabulary concepts and skills. Follow the suggestions in Vocabulary Development for Azul y verde on page 14 of this Teacher s Guide to foster your students vocabulary skills after reading all pages and covering all works of art in this selection. See pages 7 30 for a comprehensive Assessment of this lesson. illustrated bilingual dictionary Help students begin to build, or continue to create, their own illustrated bilingual dictionaries. List all words in the story that students have generated or asked about during the reading process. Encourage them to write the words and their corresponding English terms along with a drawing of each item. Motivate older students, and those who have a better grasp of both languages, to add related words. Motivate students to work in bilingual pairs or groups whenever possible so they can contribute to each other s language development. 4 REFLECT AND Close Oral Language Development Motivate students to talk about what they like most about Las Meninas. Encourage them to describe their favorite parts of the painting, explain why they like them, and describe how those parts, or the painting as a whole, make them feel when they look at them. c r e a t e a p o e m Invite students to write (or dictate) a biographical poem by completing the sentences below. Encourage them to think about what makes them special. Motivate students to read their poems to the class. yo puedo yo sé yo siento yo soy como Qué alegre me pongo cuando! Yo soy la obra de arte de la vida! The journal Diario del artista: Colores offers additional writing activities that may help students to reach a better understanding of themselves. writing Azul y verde / Las Meninas 13

5 a r t Vocabulary Development for Azul y verde introducing new words Use the following strategies to guide students to figure out the meaning of any unknown words that they encounter as they read the texts that accompany the works of art, or as they discuss the pictures: 1. Tell them to explore the context and the illustrations to find clues to the meanings.. Ask them to check other places where the same word is used. 3. Suggest that they examine the structure of the words to see if they recognize word parts that can help them. 4. Encourage them to draw upon their prior knowledge so that every student feels compelled to contribute to the discussion. 5. When necessary, refer to a school dictionary. Read the appropriate definition aloud and discuss it with the class. Encourage students to use what they know about word parts to figure out the 3 meaning of words. For example, write the words salgo, abrazo, subo, tengo, and quiero on the board. Point out that all of these words end in the vowel o. Next, write the pronoun yo in front of each of the words. (yo salgo, yo abrazo, yo subo, yo tengo, yo quiero) Model and guide reading these words as you point to each. Elicit that action words (verbs) in present tense following the first person/ singular yo end in o. Ask them to provide more examples and have volunteers write them on the board. To help students apply or extend their 4 3 knowledge of the new vocabulary, begin to build, or continue to create a Seasons Word Bank categorizing words for things, activities, and colors associated with each of the seasons. Guide students to create a graph that depicts the sequential/cyclical order in which seasons occur. Ask them to write labels for the graph such as the names of the seasons (primavera, verano, otoño, invierno) and the months of the year. Invite them to use their graphs to ask each other questions such as Qué viene después de la primavera? En qué meses ocurre el verano? or En qué estación es el mes de noviembre? related vocabulary This book offers students the opportunity to learn or practice words related to the relationship between places, ideas, feelings, and actions. The following activities promote word study through inquiry and interactive strategies. They may be utilized for direct, guided, or modeled instruction, as well as for individual or collaborative group work. Use Activity Sheet 1. Qué ves? Invite students to categorize words according to their likely setting. Explain to students that most of the time artists paint using their imagination. Creating a setting in a story or a picture involves thinking about the objects, people, or things generally associated with this setting. When finished, you may want to invite students to pick one of their lists and use the words in it to write or draw a story. Cuántas cosas! Explain or review that -s or -es can be added to the end of a word (noun) to indicate more than one (plural form). Ask students to listen and pay explicit attention to the end of each word as you read them, emphasizing the ending sounds. Take this opportunity to review or discuss how the meaning of the word changes as you add -s or -es at the end. Eres un artista! Encourage students to follow the directions to make a drawing. When finished, invite students to share their pictures with one another. As students compare and contrast pictures, affirm the unique creativity and diversity reflected by their drawings. additional activities You may also want to take advantage of the discussion about settings and the illustrations in the book to teach additional words such as the following: pintor (painter), caballete (easel), lienzo (canvas), brochas (paint brushes), tejado (rooftop), luna (moon), campo (countryside), ciudad (city), calles (streets), fiesta (party), parque (park). For Language Learners For younger students, or for those who are not thoroughly familiar with the language, you may want to work on simpler words such as the days of the week: lunes (Monday), martes (Tuesday), miércoles (Wednesday), jueves (Thursday), viernes (Friday), sábado (Saturday), domingo (Sunday), and number words such as uno (one), dos (two), tres (three), cuatro (four), cinco (five), seis (six), siete (seven), ocho (eight), nueve (nine), diez (ten). 14 Azul y verde

6 EXTEND THE LESSONS c r o s s-cu r r i c u l a r c o n n e c t i o n s m u s i c Regional Themes This book offers the opportunity to help your students become acquainted with very beautiful music, while also allowing them to connect musical and visual art forms with particular regions of the world. Borrow tapes from your local library (or bring your own if you have them), and play music from Brazil, Mexico, Spain, the Andes, and the rest of the regions depicted in the paintings. Encourage students to look at the works of art related to each piece of music as they listen, in order to give them a more complete sense of awareness of that culture. Ask students who know the dances associated with any of the different types of music to teach them to the rest of the class. s c i e n c e The Night Sky If possible, take the class on a field trip to a planetarium in your area so that they may take a closer look at the sky and learn about the stars, the moon, and the planets. Alternatively, you may show them books or videos on the subject, both of which should be readily available at your local library. Motivate students to show what they have learned by making drawings, collages, or clay figures that depict some of the different celestial forms they have seen. home connection The Best for Our Children Motivate parents to discuss with their children their dreams and aspirations for them. They should also discuss the steps they are taking to help fulfill their dreams for their children, such as making sure they receive a good education, taking them to classes outside of school, or helping them with their training, in the case of a sport. Send home Activity Sheet 3. hands-on project Our Works of Art This book encourages students to develop an appreciation for the plastic arts, while also enabling them to begin to distinguish between artistic styles, techniques, and subjects. Motivate students to look back at the paintings to find their favorite style (such as the one that uses geometric figures, or the one that plays with proportions), or their favorite subject (such as portraits, self-portraits, or landscapes). Once students have chosen their favorite styles or subjects, motivate them to create paintings or drawings that emulate them. technology connections Machines Ask students to make a list of the machines they use everyday, and talk about how they make their life easier and why they would miss them if there were not there. c o n n e c t i o n to o t h e r titles o f the puertas al sol collection The synergy among the books of Puertas al sol lends itself to a dynamic integration of learning across the genres. The following are just two suggested titles and activities to integrate Azul y verde with other titles of the collection. You will surely find many other connections as you work through the different series. Book Title: Teatrín de Don Crispín Series: Theater Review the illustrations in Teatrín de Don Crispín depicting students working together to form a scene. Explain that a tableau ( cuadro vivo ) is a dramatized frozen picture or scene created by a group of people. Invite small groups of students to become a work of art by recreating any painting in Azul y verde that they like and presenting it to the class. Book Title: Sonrisas Series: Biography Show Picasso s painting Las Meninas, basado en Velázquez found on page 1 of Sonrisas, and invite students to compare it to the original painting, on page 5 of Azul y verde. Encourage students to find as many details as possible that Picasso included in his recreation of this masterpiece. 6 Azul y verde / Extend the Lessons