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Latino Art in World Language Classroom

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5db1c0fc4ca09Spanish I students created "paper people" to practice adjective usage. These were later used in a reading comprehension activity/assignment.
Spanish I students created "paper people" to practice adjective usage. These were later used in a reading comprehension activity/assignment.
Spanish I students created "paper people" to practice adjective usage. These were later used in a reading comprehension activity/assignment.
Spanish I students created "paper people" to practice adjective usage. These were later used in a reading comprehension activity/assignment.

How is your knowledge of the arts? How about Latino art? Culture is a component that world language teacher, such as myself make a point to weave into our language curriculums.  It is extremely important to have a cultural lens that highlights a people’s history, beliefs, and thoughts. Each Spanish class, no matter the level of study, will spend time exploring art, and always in a multitude of ways. Most recently Spanish one has explored the Spanish master Diego Velazquez while learning “AR” verb conjugations.  In addition, students also did adjective work, infusing the part of speech into poetry. Each student performed in front of the green screen, pretending we were at a cafe. 

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5db1c0fc4ca09Students created poetry about themselves and performed in front of the green screen.
Students created poetry about themselves and performed in front of the green screen.

 

Spanish II students have been exploring the work of Goya, a royal court painter of Spain during the 18th and 19th century. In addition to this talented painter, we have also viewed the more modern and relevant work of the Mexican-American Carmen Lomas Garza and it has offered us examples of Latino family traditions, helping to explain the idea of the quinceañera in our family themed chapter.

 

Spanish III has incorporated a modern, Colombian artist by the name of Fernando Botero.  Although he can be a political artist, students have enjoyed his art that focuses on people’s appearance and dress and his sculptures of warriors, animals and even huge hands.  They have viewed his work and created their own that sculptures (from Model Magic) of various animals and hands too.  These will be used in the coming week to reinforce comparisons and equalities via speaking and writing.  Grammar can be a little confusing, so a little humor and fun, quick art can make a difference and add a bit of spice to the learning process. 

 

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5db1c0fc4ca09Students created their own art/murals to learn to describe basic art fundamentals in Spanish IV.
Students created their own art/murals to learn to describe basic art fundamentals in Spanish IV.
As students reach higher levels of language learning, they must be able to converse about such topics, while also navigating native speaker literature and additional resources. The students have not only explored painting and sculptures, but also talkshows, literature, musicals, sitcoms/telenovelas, music, and dance. After three weeks of discussion it is up to them to choose an artist to explore in depth. Students can pick from a variety of famous Latin authors, dancers, actors, painters or singers. Using their knowledge of more than eight different tenses and chapter vocabulary, students have created videos in Spanish to teach others about Latin culture.  Through the use of Google Slides and WeVideo, projects are shared with one another and actually create the test students take.  They are required to view these and listening to one another’s work, responding to test questions.  Testing in this manner allows students to focus on their strengths of listening and/or reading comprehension.  Art is significant component of language learning that can anchor the importance of traditions, but also connect major grammar lessons when learning a language.