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Lessons | Reading Strategies | Assessment |
Books
Art in Latin America. New Haven: Yale University
Press, 1989.
This text is of a high readability
level for many students that would make it a dream book for most. The
art in the text and the descriptions of the artwork in relationship to
the history of Latin America make this a good text for teachers to use
in their art history portion of the unit. The biographies are concise
and accurate for students to use in their research of an artist. Because
both teacher and student can make use of the well-illustrated and greatly
detailed text, this is a great book for instruction and research of Latin
American art.
de Salas, Xavier.
Velazquez. London: Phaidon Press Limited, 1962.
Fernández, Justino. Mexican Art. Verona: The Hamlyn Publishing Group, 1967.
This teacher text is a great source for replicas of artwork to use in their art lessons/unit. The teacher has a wide variety of artwork that he or she could select for further study in the classroom. The descriptions of the modern art and accompanying artists are to the point and have great information on where the art is located and the technical details of the work. With some alterations of non pertinent details, the reading at the begging of the book could be used for learn about modern Mexican art. This is also a good text for teachers to use themselves to become more educated on the topics of Latin American art.
Jedlicka, Gotthard. Spanish Painting. New York: The Viking Press, 1963.
Not only does this provide
great photographic color replicas of Spanish art, but it provides great
information on the evolution of painting in Spain. Teachers could use
this for showing artwork, for readings on specifically Spanish painting,
or for students to use in researching their artist.
Kasl, Ronda,
and Suzanne L. Stratton. Painting in Spain in the Age of Enlightenment:
Goya and his Contemporaries. Seattle: University of Washington Press,
Seattle, 1997.
Lassaigne, Jacques. Spanish Painting: From Velazquez to Picasso. Geneva: Editions Albert Skira, 1952.
This book contains a vast amount of information on several of the featured artists of the unit including, El Greco, Goya, Miró, Dalí, Picasso, and Velazquez. Along with biographical information, there are large full color replicas of several of the artists’ works that both students and teachers could utilize in this unit.
Rochfort, Desmond. Mexican Muralists. San Francisco: Chronicle Books LLC, 1993. Pages 6- 9.
Selected text for DRL #2.
Rowell, Margit.
Miró. New York: Harry N. Abrams Inc., Publishers, 1970.
Sweeney, James Johnson. Joan Miró. New York: Tudor Publishing Company, 1971.
This is a great selection
for use when showing the work of Joan Miró. There are almost 250
pictures of his work and him creating his works of art in full color.
There is a commentary at the beginning of the book about the work of Miró
but some of the vocabulary would make this a dream book for anyone. The
pictures in this book will be a great asset when discussing Miró
with your students.
Troutman, Philip. El Greco. London: The Colour Library of Art, Paul Hamlyn, 1963.
This book has good biographical
information on El Greco, one of the first great Spanish painters. The
best parts of this book are the color replicas of his work including one
of his most famous works, Toledo.
20 Centuries of Mexican Art. New York: Museum of Modern Art, 1940.
Written in Spanish, this anthology
of pictures of Mexican art is a good resource for teachers to use in presenting
information about certain artists. Students could use the book for showing
works of art of their respective artists. Upper level Spanish students
would classify this as a dream book, but it can be used for various resources.
This book is a great resource for all of Mexican art, pre-Spanish all
the way to modern.
Wach, Kenneth. Salvador Dalí. St. Petersburg: Harry N. Abrams Inc., Publishers, 1996.
Videos
Discovery of Art: “Pablo Picasso’s Guernica.” Dom Multimedia. Kultur.
This movie is great for biographical
information on Picasso’s work of art entitled “Guernica.”
The movie gets a little information heavy when they start on the detail
of every stage of his work. The beginning of the movie however is a great
way to get and give your students information on Guernica.
Hermitage Masterpieces 18: “Modernism: Matisse, Picasso & More 20th Century Painters. Copyright 1992: Studio Quart.
In this chapter in the series, “a vast selection of rarely seen treasures, fascinating narratives about the art, the artists and the times, and fine classical music combine to illuminate the stunning visual images, making each program a unique and memorable experience.”
Think aloud- The "Think-Aloud"
strategy helps students make predictions about the text; compare and contrast
events, ideas, and characters; visualize the information that is described
in the text; discover and solve problems; and make connections to prior
knowledge. While students are reading, they stop to write down notes of
what they are thinking or anything that applies to the above mentioned
suggestions. This strategy is good for almost any age and content area
because you can apply it to most readings. A good web page for this strategy
is http://www.allamericareads.org/lessonplan/strategies/during/thinkaloud1.htm
GIST-
In the GIST reading strategy, students read a paragraph, and then write
a 20 word summary. Then the students read the next paragraph and write
a 20 word summary. Students then write a summary of 20 words of the 2
previous summaries combined. This reading strategy is extremely useful
in Spanish because when reading Spanish kids can get discouraged and want
to quit. With the GIST reading strategy, students can compare their summaries
to keep them on the right track. Here is a link that explains more about
GIST http://www.readwritethink.org/lessons/lesson_view.asp?id=290
Journaling-
Journaling is a great way to show feelings about a reading. I double entry
journal is where the teacher selects a passage, quote or fact from a reading
and the students write their reactions. They can comment on what they
know, what they think the author meant by the point or any other personal
reaction. The writer puts the quote on the left hand side of the page
and they comment about the quote on the right hand side. For a freer journal
entry, the student can choose what quote or fact to journal about. A single
entry can be done also where the students simply write about what they
read in a typical journal style. Here is a journal table for you to use
as a double journal entry. Click here
Foreign language reading
strategies- Reading foreign languages can get a little cumbersome.
It is important when teaching a foreign language to express to your students
that it is not always necessary to know all the words to get an idea of
what’s happening, realizing an approximation of the meaning and
finding the importance of a text. This foreign language reading strategy
comes from the Penn State University. Out of all the foreign language
reading strategies, this one is very complete and encompasses all of the
important steps needed for reading in Spanish.
http://www.psu.edu/dept/altoonalrc/nov2000.htm#readtip
Step 1: Skim the text
a. Read the title. Define any words you do not know. What does the title
suggest about the content?
b. Ignore any words in the text that you do not know.
c. Look for the information that answers the following questions: Who?
What? (events, actions—focus on the verbs) Where? When? How? and
Why? (the motives, causes)
d. Read the comprehension questions that follow (if any), looking for
the elements of the six questions in step 1.d. This is a shortcut because
the questions will have condensed information from the text.
e. For each paragraph, in the margins or on another paper, write a few
words about the impression that you get about what the content is. Answer
this question: What’s happening here? Make your notes in the language
you’re studying, not in English.
Step 2: Read everything again
a. Look for and define any words you did not know before that appear at
least three times in the text, as these words probably are pertinent to
the overall meaning of the text. Be sure to include all forms of the same
word, for example morir – muere – muerto (to die, dies, dead).
b. After defining the new words, adjust and amplify your first impressions
that you wrote in the margins. You will have a better idea about what
is going on.
Step 3: The third reading
a. Read everything one more time.
This step is important because after the second step and the resulting
understanding, you can pick up more information, double-check your assumptions,
and synthesize everything you understand.
Graphic Organizers- Graphic organizers are a good way for students to be organized when researching, they are good to help show students what they need to be looking for in their research, and it keeps your classroom research projects consistent. Everyone knows what the teacher is looking for when their is a graphic organizer. There are several different formats, just pick which one works for you! Double journal entry graphic organizer Search tickets Art Chart
Web pages
http://cvc.cervantes.es/aula/matdid/
This web page is a great use for students to practice their newly learned
Spanish vocabulary. The resource would be amazing for teachers to base
some lessons off of because there are so many things for the student to
do to practice. It is designed very clearly, organized, visually appealing
and appears very professional like. There are clear links with pictures
to click on to take you to various subject activities. The web page was
created by the Cervantes Institute of Spain and has the copyright date
of 2004. The data is quality and the Spanish is without error. That leads
into the one downfall, the web page is all in Spanish, but with the navigational
help of the teacher, the web page could be a great resource.
http://www.clta.net/lessons/
This web page is a little less formal, but is a great resource for teachers
to use in search of Spanish lessons; better yet, Spanish web lessons!
The organization of the web page is very concise and clear. There are
a large amount of lessons for all levels of Spanish that incorporate the
web. This web page is not the most professional on the web, but it is
a great place to start on writing Spanish lessons, or for getting lesson
plan ideas.
http://www.fcps.k12.va.us/DIS/OHSICS/forlang/spanish/08_lessn.htm
This is a great link to another web page that has a large amount of other
web sources for people in search of Spanish lessons to use in the future.
This site is full of a lot of useful information for foreign language
(especially Spanish) educators.
http://www.lessonplanspage.com/LAJH.htm
If you scroll down to the foreign language section of this page, there
are a lot of useful links to other great lesson ideas that do not pertain
to art. These lessons might help you get ideas for lessons to teach your
students.
http://eleaston.com/spanish-qz.html#vocab
The E.L. Easton Languages online page contains a large amount of resources
for Spanish educators. There are exercises, quizzes, tests, vocabulary,
and games to just mention a few of its contents. This material is given
by other educators, universities, and web pages to assist in giving ideas
and lessons for beginners on up!
http://www2.worldbook.com/wc/popup?path=features/cinco&page=html/artists.htm&direct=yes
This professional web site from World Book© is a good source for
information on several Hispanic artists. The page is very well organized
in nature and is very easily navigable. There are active links leading
to more information about the respective artists. This site is a good
biographical source for students in their unit project on a particular
artist.
http://www.dali-gallery.com/html/dali800.php
http://www.hispaniconline.com/magazine/2001/julaug/Features/index.html
This link is to the page for the reading in the first lesson. I suggest
for differentiation, to cut out certain sections for the group of students
who need simply the facts. I think it would be best to eliminate paragraphs
7,8, 19 and 20.
Image Sources
http://www.aestheticrealism.org/GUERNICA_dk.htm
This is your link to Pablo Picasso’s Guernica.
http://www.artprintcollection.com/searchResults.php?search=+Fernando+Botero&AID=10306776&PID=779650
This is a link to several works of art by Fernando Botero.
http://www.ibiblio.org/wm/paint/auth/goya/goya.shootings-3-5-1808.jpg
This link takes you to Goya’s painting of “The Shootings of
May Third 1808.”
http://www.ibiblio.org/wm/paint/auth/goya/
Many other Goya works can be found here.
