La influencia de la belleza y el arte
Las preguntas esenciales de esta unidad...
1. ¿Cómo influyen los ideales/modelos de belleza y estética en la vida diaria?
2. ¿Cómo el arte desafía y a la vez refleja las perspectivas culturales?
3. ¿Cómo valoran las comunidades la belleza y el arte?
4. ¿Cómo se usa el arte para documentar la historia?
1. ¿Cómo influyen los ideales/modelos de belleza y estética en la vida diaria?
2. ¿Cómo el arte desafía y a la vez refleja las perspectivas culturales?
3. ¿Cómo valoran las comunidades la belleza y el arte?
4. ¿Cómo se usa el arte para documentar la historia?
En esta unidad vamos a...
- explore how art influences the quality of life and values in a community.
- consider the role/importance of art in Spanish-speaking communities.
- discover how the arts capture and reflect the history of a community.
- investigate how the concept of beauty is defined within a culture.
- explore how art challenges and reflects cultural perspectives.
1. La importancia del arte en la educación LECTURA PDF - LINK
Preview the article La importancia del arte en la educación, focusing on the headline, images, and boldfaced headings. Identify the main idea (arts education has many positive effects).
Create a list summarizing the positive impact of each art form mentioned.
Individually or in pairs, can share information from one article, explaining its relationship to the main idea of the benefits of education in the arts.
LECTURA PDF - LINK
ENLACE DIRECTO A LA PAGINA WEB
Preview the article La importancia del arte en la educación, focusing on the headline, images, and boldfaced headings. Identify the main idea (arts education has many positive effects).
Create a list summarizing the positive impact of each art form mentioned.
Individually or in pairs, can share information from one article, explaining its relationship to the main idea of the benefits of education in the arts.
LECTURA PDF - LINK
ENLACE DIRECTO A LA PAGINA WEB
2. Materia Promocional - Taller de arte Coyoacán WEBSITE LINK
Promotional Material: Taller de arte Coyoacán
1st reading/overview – Preview the website Taller de arte Coyoacán, asking students what kind of information appears there.
2nd Reading – Return to the text & answer the following questions. Please try to find text evidence to support your responses:
◆ Purpose: What is the purpose of the text?
◆ Audience: Who would be interested in the information?
◆ Main idea: What is the basic message transmitted?
◆ Details: What three facts would you jot down if you decided to follow up on
this message? Why is that information important to you?
Post-reading: What additional information would you need if you were considering attending these courses?
Form 3 questions using formal register when appropriate.
WEBSITE LINK
Promotional Material: Taller de arte Coyoacán
1st reading/overview – Preview the website Taller de arte Coyoacán, asking students what kind of information appears there.
2nd Reading – Return to the text & answer the following questions. Please try to find text evidence to support your responses:
◆ Purpose: What is the purpose of the text?
◆ Audience: Who would be interested in the information?
◆ Main idea: What is the basic message transmitted?
◆ Details: What three facts would you jot down if you decided to follow up on
this message? Why is that information important to you?
Post-reading: What additional information would you need if you were considering attending these courses?
Form 3 questions using formal register when appropriate.
WEBSITE LINK
4. Mini-cuento (obra de ficcion sobre el arte)
Create a summary of the story in your own words. Pairs will share their summary aloud and clasmates will add any missing details.
Create a summary of the story in your own words. Pairs will share their summary aloud and clasmates will add any missing details.
5. Mini-cuento #2
Haz clic aquí para editar.
Read “Ernesto el embobado.” What do you think the story is about?
Read just the beginning of the story - pause - do you notice anything specific or unusual about this text?
Work in pairs to finish reading the story and prepare a summary of the text.
Work in pairs to create a short original story told in words that
begin with the same letter. This could be very short—just a couple of sentences.
Consult dictionaries or the web for help with words beginning with their chosen letter.
Some pairs share their original stories in class.
Read just the beginning of the story - pause - do you notice anything specific or unusual about this text?
Work in pairs to finish reading the story and prepare a summary of the text.
Work in pairs to create a short original story told in words that
begin with the same letter. This could be very short—just a couple of sentences.
Consult dictionaries or the web for help with words beginning with their chosen letter.
Some pairs share their original stories in class.
6. PAGINAS WEB
VISITAR A BARCELONA LINK
Practica adicional:
Select one or more of the promotional materials to read as a class, or assign different materials to groups, using the same process.
Conclude by returning to the essential question, and relate how each promotional piece shows how people value art (by learning to make art, viewing and purchasing folk art, and experiencing architecture while traveling).
MUSEO AL CIELO (MEXICO)
Extension
Have students write a brief email message in response to the promotional material, summarizing the content of the promotion, and asking two questions.
VISITAR A BARCELONA LINK
Practica adicional:
Select one or more of the promotional materials to read as a class, or assign different materials to groups, using the same process.
Conclude by returning to the essential question, and relate how each promotional piece shows how people value art (by learning to make art, viewing and purchasing folk art, and experiencing architecture while traveling).
MUSEO AL CIELO (MEXICO)
Extension
Have students write a brief email message in response to the promotional material, summarizing the content of the promotion, and asking two questions.
1. La Facultad = This refers to a school or department at a university, and includes the building and programs of study and personnel, not just the faculty.
Answer the following verbally in a group. Take notes as necessary.
2. Use context: mechones = ?
3. Preview the web page. Locate and identify the images of each author of the various letters. Identify the role of each author.
4. What is the purpose of this collection of messages on the website?
5. Observe the greetings, messages, and closings. What
elements contribute to a more formal or less formal tone?
6. In groups (or breakout rooms), translate verbally one of the letters without help from el internet.
7. Visit "ARTES VISUALES" and respond to the teacher's verbal questions.
Answer the following verbally in a group. Take notes as necessary.
2. Use context: mechones = ?
3. Preview the web page. Locate and identify the images of each author of the various letters. Identify the role of each author.
4. What is the purpose of this collection of messages on the website?
5. Observe the greetings, messages, and closings. What
elements contribute to a more formal or less formal tone?
6. In groups (or breakout rooms), translate verbally one of the letters without help from el internet.
7. Visit "ARTES VISUALES" and respond to the teacher's verbal questions.
8. Mini-carta - Imagina que no quieres estudiar el arte. Quieres cambiar la carrera.
¿A quién en la Universidad de Chile en esta página escribirías? ¿Sería una carta formal o informal?
Escribe esta mini carta. Quiero que seas directo y conciso pero - al mismo tiempo - respetuoso.
¿A quién en la Universidad de Chile en esta página escribirías? ¿Sería una carta formal o informal?
Escribe esta mini carta. Quiero que seas directo y conciso pero - al mismo tiempo - respetuoso.
9. UNA GRAFICA - VISITANTES DEL MUSEO DEL PRADO
10. GUIDED DIALOGUE - UNA VISITA AL MUSEO (yet to come)
11. UNA CARTA FORMAL
- uses the formal register.
- provides an appropriate greeting and closing.
- provides answers to the questions in the mail.
- includes a request for additional information.
- includes details and elaboration.
Create an incoming email from the director of programs at an art museum in a Spanish-speaking community, inviting the student to participate in an internship in which they would collaborate on programs to get more art into public
spaces. The email should:
- be in the formal register.
- ask at least two questions.
- encourage the student to request information.
spaces. The email should:
- be in the formal register.
- ask at least two questions.
- encourage the student to request information.
12. CONVERSE
Have students engage in a conversation about artwork. Decide on a conversation topic: a discussion of favorite art, a comparison of two pieces of art, an invitation to a cultural event, a discussion of ideas for a public installation of art in your community, etc. Provide an overview of the conversatio indicating the language functions students are to perform.
Students may perform the conversation live with a partner, or you could record the interlocutor’s parts of the conversation and have students record
their responses.
Have students engage in a conversation about artwork. Decide on a conversation topic: a discussion of favorite art, a comparison of two pieces of art, an invitation to a cultural event, a discussion of ideas for a public installation of art in your community, etc. Provide an overview of the conversatio indicating the language functions students are to perform.
Students may perform the conversation live with a partner, or you could record the interlocutor’s parts of the conversation and have students record
their responses.
DISCUSSION STARTERS:
AUDIO #1 - Escucha y toma apuntes acerca de la definicion de cada persona de lo que es <<la belleza>>.
AUDIO #1 - Escucha y toma apuntes acerca de la definicion de cada persona de lo que es <<la belleza>>.
13. COMPARACION CULTURAL
En una comunidad del mundo hispanohablante que te sea familiar, ¿qué tipo de eventos o lugares acercan a las personas a una experiencia con el arte? Compara tus observaciones de una comunidad hispanohablante que se te familiar con tu comunidad u otra comunidad. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc.
En una comunidad del mundo hispanohablante que te sea familiar, ¿qué tipo de eventos o lugares acercan a las personas a una experiencia con el arte? Compara tus observaciones de una comunidad hispanohablante que se te familiar con tu comunidad u otra comunidad. En tu presentación, puedes referirte a lo que has estudiado, vivido, observado, etc.
Although the cultural comparison task on the AP Exam does not include sources, to support development of skills and content, consider providing ideas through audio and print materials about art, prior to completing the task.
REVIEW transition words for comparison and contrast, (tanto a como b, ambas comunidades, a diferencia de, en contraste, etc.)
READ & UNDERSTAND the presentation topic and brainstorm about art in the community.
Review the unit readings and audio/visual sources to find evidence of products, practices, and perspectives relating to experiences with art in the Spanish speaking world.
Work with a partner to create a Venn diagram and/or T-chart to organize ideas for the comparison. Share diagrams to give all students a variety
of ideas to include in their presentation.
Remind to create an introduction and use transition words to connect ideas.
In summary, you should:
◆ include an introduction in which they identify the home community and the target language community.
◆ provide information about what they have experienced and observed in their community.
◆ compare their firsthand knowledge with what they have learned about the target-language community,
◆ describe how the communities are similar or different.
REVIEW transition words for comparison and contrast, (tanto a como b, ambas comunidades, a diferencia de, en contraste, etc.)
READ & UNDERSTAND the presentation topic and brainstorm about art in the community.
Review the unit readings and audio/visual sources to find evidence of products, practices, and perspectives relating to experiences with art in the Spanish speaking world.
Work with a partner to create a Venn diagram and/or T-chart to organize ideas for the comparison. Share diagrams to give all students a variety
of ideas to include in their presentation.
Remind to create an introduction and use transition words to connect ideas.
In summary, you should:
◆ include an introduction in which they identify the home community and the target language community.
◆ provide information about what they have experienced and observed in their community.
◆ compare their firsthand knowledge with what they have learned about the target-language community,
◆ describe how the communities are similar or different.
15. Artistas en la comunidad (Kahlo, Botero, Dali, Picasso, Velazquez, Rivera)
This set of lessons will culminate in 2 min cultural comparison speech during which you compare an artist from your community with one of the artists we study together.
BOTERO LINK
Botero Article
Diego Rivera Article
Frida Kahlo Article
This set of lessons will culminate in 2 min cultural comparison speech during which you compare an artist from your community with one of the artists we study together.
BOTERO LINK
Botero Article
Diego Rivera Article
Frida Kahlo Article
14. PERSUASIVE ESSAY (TO COME)
AP Classroom Personal Progress Check 6
Multiple-choice: ~20 questions
Free-response: 2 questions
Argumentative Essay
Cultural Comparison
Multiple-choice: ~20 questions
Free-response: 2 questions
Argumentative Essay
Cultural Comparison
Las preguntas esenciales de esta unidad...
1. ¿Cómo influyen los ideales/modelos de belleza y estética en la vida diaria?
2. ¿Cómo el arte desafía y a la vez refleja las perspectivas culturales?
3. ¿Cómo valoran las comunidades la belleza y el arte?
4. ¿Cómo se usa el arte para documentar la historia?
1. ¿Cómo influyen los ideales/modelos de belleza y estética en la vida diaria?
2. ¿Cómo el arte desafía y a la vez refleja las perspectivas culturales?
3. ¿Cómo valoran las comunidades la belleza y el arte?
4. ¿Cómo se usa el arte para documentar la historia?