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TitleDifferentiated Activity: Art Project
SourceCASLS Activity of the Week
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By Kathryn Carpenter, CASLS GTF/Curriculum Development Assistant

This activity is intended for an art-themed lesson in a Spanish as a world language intermediate high/advanced-low classroom. However, it could be adapted to any language. In this activity, learners will choose an artist to research and to present about. This activity should be spread out over a week and should only take up part of classroom time each day.

This activity is based on the ideas presented in the above Topic of the Week and features three different types of differentiation. It includes content differentiated based on learner interest, process differentiated based on learner interest and knowledge/ability, and a product differentiated based on learner need and ability.

Objectives:

Learners will be able to:

  • Identify their own artistic interests or explore a context that interests them.          
  • Demonstrate knowledge gained from research on an important artist from a Spanish-speaking country.
  • Demonstrate knowledge gained from research on a style of art, historical context, or artist.
  • Demonstrate understanding of what they need to describe their topic (art/artist/context) through a comprehensive vocabulary list.
  • Describe the artist/art/context using mostly correct descriptors, grammar, pronunciation, and target vocabulary.

Modes: Interpretive Reading, Presentational Writing, Presentational Speaking

Resources: Printed works of art (at least 25), computers with internet, Guiding Questions Worksheet (attached in Spanish and English), other resources as needed based on final projects.

Procedure:

  1. The teacher will introduce learners to the topic of art in Spanish-speaking countries by providing them with examples of art from some of these countries through a gallery walk around the classroom. Examples should be varied and numerous and include a brief description of the title, artist, and political or social context of the art. Learners will note what works and styles resonate with them and why. The teacher can choose to focus on a specific region (the examples included here are all from Mexico) or can use art from any Spanish-speaking region.
  2. Learners will research more about some of the art, artists, and contexts that they liked so that they can make an informed decision when they ultimately pick the art/artist/context that they will be researching and presenting on. This research can involve looking up other art, biographies, history, etc. They will need to come up with a list of 3 possible artists, pieces, styles of art, or contexts that interest them. Learners then finalize their choices (with input from the teacher, as duplicates should be avoided) and begin their in-depth research of the artist/art/context (either at home or in a computer lab session). Some possible resources for information on Mexican artists are listed below:

Learners should be encouraged to not use only Wikipedia, though it can be a good place to start. To get resources in Spanish specifically about their topic, learners can Google the artist’s name plus “artista mexicano”, for example.

  1. As they are researching, learners need to fill out Part 1 of their Guiding Questions Worksheet. They should fill it out in Spanish. They will also need to fill out Part 2-a list of vocabulary words that they encountered in their research, with Spanish descriptions, synonyms, etc. They will need to use these words in their final project. All learners will need to fill out the Guiding Questions Worksheet.
  2. As a part of the worksheet, learners will need to choose a focus for their project and ongoing research. They may choose: a biography of an artist, an analysis of a specific work, a historical context review and a description of its effect on the art, an art technique analysis, or a general overview of multiple aspects.
  3. Here, individual learners and the teacher will also need to decide what the final project looks like based on each learner's abilities, academic strengths and weaknesses, and level of proficiency and comfort. Possible products include: an in-class presentation, a poster, an essay, a mini-lesson taught to the class, a screencast video or other digital product, or potentially even a community contribution or a presentation of a replication of a piece of art. The only requirements here are that the product involves the use of Spanish, is presentational, and involves a description of an artist’s life, some piece of art, or an artistic context. Learners will record their opinions on their worksheet, but the teacher may want to make the final decision, or at least consult with the learner, in choosing the format of the presentation.
  4. Learners continue unguided research on their projects. Learners can do this as homework, using class books, or in a computer lab session. The teacher should make sure that students understand that while their research needs to have an art aspect, the focus can vary, as stated in steps 4 and 5.
  5. The culmination of this lesson is the learners’ presentations. Presentations should include: description of their research/analysis, presentation of what they found/their product, an effective mode of presentation, mostly accurate grammar, vocabulary, and discourse, and correct citations.

This lesson could easily be adapted for different languages. The Guiding Questions Worksheet is included in both English and Spanish, and could be translated. In addition, the activity could be amended for different proficiency levels. Learners could do a less in depth analysis of their artist/context/work, and could do research in their L1 to facilitate lower-level language use. In addition, learners of any level could use English when needed, depending on Spanish ability, but should try and stay in Spanish as much as possible.

Publishdate2016-02-22 02:15:01