Ispiratioal Quote El objetivo fial del arte es mostrar los tejidos iteros del alma. Mauel Viola (Spaish artist) lauchig the uit g a t e w a y s t o a r t plat the seeds Desig a bulleti board that ecapsulates the values ad key objectives of the Art Series as they are explored throughout the uit. The bulleti board becomes a metaphoric garde where ideas are plated ad kowledge ad studet productivity are harvested. This is a tremedous tool to create a iteractive, child-cetered eviromet to lauch the theme of the uit. You may wat to use the model below as a ispiratio for your Art bulleti board. Qué es el arte? Egage studets i a discussio about what art is. Ask them whether they like to pait or draw, ad what they feel whe they are makig their paitigs or drawigs. Discuss the purposes of art, from the artist s ow ejoymet ad pleasure, to decoratio ad social purposes. Ivite them to braistorm types of art other tha drawigs ad paitigs ad list them o the board. Besides the multiple forms of plastic arts, the list might iclude architecture, dace, music, theater, ad eve music. Accept all aswers as valid. Explai that art has existed sice the first huma beigs existed. All people i all places ad times have created their ow forms of art, ad have created ad recreated beauty through drawigs, objects, clothig, buildigs, ad various utesils. Tell studets that the works of art that they are goig to view i Brocha y picel, Caballete, ad Liezo y papel will provide them with opportuities to lear about differet techiques, styles, ad subjects used by several importat artists of Hispaic origis. This is a ew opportuity to get to kow people who have eriched the culture of the millios of people who speak Spaish i the world. Abramos las puertas! Motivate studets to create their ow reduced versio of the bulleti board i which they record otes, sketches, sayigs, summaries, citatios from the book, elaboratio ad amplificatios that coect the kowledge leared as they look at ad examie the works of art preseted i the Art series of Puertas al sol. Studets may use this map of learig as a cover of a portfolio or a persoal collectio of work ad activities developed throughout this uit. 16
Suggestios for CLASSROOM USE a r t Objectives Look at works of art that represet various styles, techiques, ad subjects Lear words to describe aimals physical features, souds, ad behavior Lear how to closely examie ad iterpret works of art Discuss persoal resposes to art Write a descriptive paragraph Discuss social issues related to aimals Explore geometry i paitigs Create aimal sculptures Essetial Skills Practiced 1 Comprehesio: Make Judgmets 2 Comprehesio: Use Picture Clues 3 Vocabulary i Cotext 4 Word Study Skills 5 Noverbal commuicatio techiques Materials Literature Selectio: Brocha y picel Joural: Diario del artista: Crayoes Activity Sheets 1 2 Vocabulary Graphic Orgaizers 1, 4, 9 Assessmet Sheet 1 Assessmet Forms 1, 3, 4 See pages 13 15 for a correlatio to the Stadards for Laguage Arts, Social Studies, Math, Fie Arts, Foreig Laguage, ad Techology. Lesso 1: La mujer del grajero Note: We offer the followig lesso pla as a model of how to use each work of art preseted i the book alog with its correspodig text page. Please refer to pages 22 31 for ideas to use with the remaiig 10 paitigs foud i Brocha y picel. 1 Explore Iitiate a discussio about art. Ask studets if they have ever bee to a museum, or if they have see works of art o the walls of public buildigs, or at school. Ecourage them to discuss what they kow about differet styles of paitig, ad to ame some of the artists with whom they are familiar. Read the text o page 4 with studets. The, recite the words of the great poet Campoamor that say: Nada es verdad i es metira, todo es segú el color del cristal co que se mira. ( Nothig is either true or false, it all depeds o the color of the crystal through which oe looks. ) Motivate studets to cotemplate the possible meaig of this phrase by askig them to write dow the words or phrases that occur to them as they hear the word rai. The, ecourage them to read what they have writte, ad to commet o how a sigle word elicited multiple images ad ideas from them, depedig o their poit of referece. Fially, iform them that a work of art ofte works the same way; that is, it elicits differet reactios ad iterpretatios from differet people. Refer to page 26 of Brocha y picel for more iformatio o this paitig ad the artist who created it. 2 Teach Creative Readig You may read aloud or have studets read idepedetly. Refer to the Itroducig New Words sectio i step 3 of this lesso for ideas for workig with the ew vocabulary. To promote strategic readig, ecourage studets to read actively by visualizig what they read, makig predictios ad ifereces as they read, ad jottig dow words or phrases that stad out as importat. Questios such as the followig will help iitiate a creative dialogue about the text ad the picture. Brocha y picel / La mujer del grajero 17
a r t descriptive phase Observe el cuadro. Describa los objetos que se halla e él, la ropa de la mujer y su actitud. Por qué cree que la mujer lleva u coejo e la mao? (Look at the paitig closely. Describe the objects foud i it, the garmets wor by the woma, ad her posture. Why do you thik that the woma is holdig a rabbit i her had?) De dóde viee esta mujer? Vive e u 2 clima caluroso o frío? Cómo lo sabes? (Where is this woma comig from? Does she live i a hot or cold climate? How do you kow?) E qué se diferecia el trabajo e ua graja y el trabajo e ua ciudad? Cuáles so los retos de cada uo? Qué hay e este cuadro que puede daros iformació acerca de cómo es el trabajo e el campo? (How are city work ad farm work differet? What are the difficulties of each of those types of work? What do you see i this paitig that tells us about the ature of farm work?) persoal/iterpretive phase 1 Has comido algua vez coejo? Y pollo? Por qué os gusta alguas cosas y otras o? Piesas que es por costumbre? (Have you ever eate rabbit meat? What about chicke? Why do we like some thigs, ad ot others? Do you thik that it is because we are used to them?) Has estado algua vez e ua graja? Qué te llamó más la ateció de ese lugar? Qué trabajos se hacía allí? Cómo era la comida y los horarios de ese lugar? (Have you ever bee to a farm? What did you fid most iterestig about the place? What types of work did the farmers do? What were the meals there like? What was the daily schedule?) 1 c r i t i c a l/mu l t i c u l t u r a l/ ati-bias phase Por qué es el oficio de grajero ta importate e uestra sociedad? Se recooce lo suficiete la importacia de este sector de la població? So los salarios de los trabajadores del campo altos o bajos? Es justo que sea así? (Why do you thik that farmers are importat to society? Do you thik that we appreciate them eough? Are farmers salaries high, or low? Do you thik that their salaries are fair?) 2 Fíjate e la escasez de muebles e el iterior de la casa. Mira la ropa y el gesto de la mujer. Qué idica? Parece feliz esta mujer? Crees que vive cómodamete? (Take a look at the small amout of furiture foud i this house. Now, look at the woma s couteace, ad clothig. What do these thigs tell you? Does this woma look happy? Do you thik that she lives a comfortable life?) creative/trasformative phase Cosigue u libro de arte e la biblioteca, y busca alguos cuadros que represete la vida e el campo. Cometa las similitudes y diferecias etre la ropa, los trabajos, el paisaje y la vida de las persoas represetadas. (Go to the library, ad fid a art book that cotais pictures of farms ad farmers. Compare ad cotrast the clothig wor by the farmers, the ature of the work they are performig, the ladscapes, ad the lifestyles of the people represeted i the paitigs.) Busca e la biblioteca o e Iteret las fotos de algú cuadro de Bejamí Palecia, Tarsila do Amaral o David Alfaro Siqueiros. Compara sus pituras y sus temas. (Go to the library or o the Iteret ad look for works of art created by: Bejami Palecia, Tarsila do Amaral, or David Alfaro Siqueiros. Compare ad cotrast the themes of the paitigs created by these artists.) 3 Apply Vocabulary Developmet Prepare ahead of time by idetifyig 4 words that are importat to uderstadig the text ad essetial ideas i the text that accompay this work of art. You may wat to cosider the followig words: mira (look), calle (street), vetaa (widow), belleza (beauty), ojos (eyes). Egage studets i a discussio about the meaig of the whole statemet. Ivite them to read the message udereath these simple words. Guide them to ote that each of these words stads for aother word or cocept that is more complex tha the bare meaig of the origial word. For example, calle might actually refer to life; vetaa may be uderstood as oe s poit of view, ad ojos might be equivalet to the iterpretatio that oe ca make about somethig. To reiforce the idea that simple words whe used i a figurative way might covey deep, complex cocepts, work together with studets to fill out Vocabulary Graphic Orgaizer 4 usig oe of the key words o this page. See page 226 of this Teacher s Guide for a model of how to use this graphic orgaizer. The, ivite studets to choose aother word to develop a word study o their ow. Ivite studets to build ew seteces usig figurative laguage. 18 Brocha y picel / La mujer del grajero
a r t related vocabulary The paitig La mujer del grajero offers studets the opportuity to lear or practice descriptive words such as cabeza abajo (upside dow), agotada (exhausted), iflamados (swellig), quemada (bured), isolada (with sustroke), robusta (strog). For Laguage Learers For youger studets, or for those who are ot thoroughly familiar with the laguage, you may wat to work o simpler words, such as setado (sittig), de pie (stadig), agarrado (grabbig), gato (cat), coejo (rabbit), balde (bucket), casada (tired). The texts o the left-had pages of Brocha y picel work together as a whole to teach or reiforce importat vocabulary cocepts ad skills. Follow the suggestios i Vocabulary Developmet o page 20 of this Teacher s Guide to foster your studets vocabulary skills after readig all pages ad coverig all works of art i this selectio. 4 Reflect ad Close Oral Laguage Developmet Motivate studets to respod to the paitig by askig them to elaborate o topics such as the followig: Imagie ad describe what oe of the aimals i the picture (the cat or the rabbit), could be thikig, or seeig. Imagie ad describe what the farmer s wife is thikig, or what she is about to do. Imagie ad describe a typical day i the life of the farmer s wife. Compare ad cotrast the frot, middle, ad back portios of the image. See pages 33 36 for a comprehesive Assessmet of this lesso. writig f r o m m y w i d o w m y f a v o r i t e a i m a l Motivate studets to use Activity Sheet 1 to illustrate their favorite aimal. The, write some words o the board that they may use to complete the seteces provided, such as the ames of aimals, ad the followig adjectives: large, furry, loyal, roud, ad happy. Motivate studets to sca the seteces provided i the activity sheet, ad check for comprehesio. Ecourage them to come up with additioal words that they may use to complete the seteces, ad traslate them o the board. Oce studets have completed their seteces, motivate them to read them as they show their pictures to their classmates. coectio to eglish laguage illustrated biligual dictioary Help studets begi to build, or cotiue to create, their ow illustrated biligual dictioaries. List all words i the story that studets have geerated or asked about durig the readig process. Ecourage them to write the words ad their correspodig Eglish terms, alog with a drawig of each item. Motivate older studets, ad those who have a better grasp of both laguages, to add related words. Motivate studets to work i biligual pairs or groups wheever possible so they ca cotribute to each other s laguage developmet. Motivate studets to write a paragraph to describe exactly what they see from a widow at home, or at school. Ecourage them to describe the shapes, colors, ad textures of what they see. Fially, motivate them to see the beauty i everyday objects by askig them to also describe what makes the thigs that surroud them beautiful. The Diario del artista: Crayoes offers additioal writig activities that may help studets to reach a better uderstadig of themselves. Brocha y picel / La mujer del grajero 19
a r t Vocabulary Developmet for Brocha y picel You may read aloud or have studets read the selectio idepedetly. Whe readig aloud, iterrupt the readig oly if studets appear to be lost because of a ukow word. Suggest that idepedet readers do the same. I either case, ask studets to use stickyotes or flags to mark words they would like to discuss later. If there are ot eough books for each studet to have a copy, ask studets to istead write dow the words o a separate sheet of paper. To promote strategic readig, ecourage studets to read actively by visualizig what they read, makig predictios ad ifereces as they read, ad jottig dow words or phrases that stad out as importat. 3 Prepare ahead of time by idetifyig words that are importat to uderstadig the text ad essetial ideas i this book. You may wat to cosider the followig words: mira (look, p. 4), vetaa (widow, p. 4), belleza (beauty, p. 4), grajero (farmer, p. 5), aóimo (aoymous, p. 6), mirar (gaze, p. 6), cresta (comb, p. 6), sooro (loud, p. 6), fio (fie, p. 6), paz (peace, p. 8), libertad (liberty, p. 8), ligeras (light, p. 8), vivos (vibrat, p. 8), glotó (glutto, p. 10), aturaleza muerta (still life, p. 10), putiagudas (poity, p. 10), roroeo (purr, p. 10), sedoso (silke, p. 10), corte (royal court, p. 12), paisajes (ladscapes, p. 12), agudo (sharp, p. 12), ladrido (bark, p. 12), protector (protectig, p. 12), fiel (loyal, p. 12), trazo (lie, p. 14), relicho (eighig, p. 14), rebuzo (brayig, p. 14), barrigó (big-bellied, p. 14), peña (cliff, p. 16), cautelosos (steady, p. 16), ateto (itet, p. 16), cueros (atlers, p. 16), afirmado (affirmig, p. 18), chillido (cry, p. 18), gracioso (fuy, p. 18), veloz (swift, p. 20), orgullo (pride, p. 20), humilde (humble, p. 22), fraco (hoest, p. 22), cosecha (crop, p. 22), composició (compositio, p. 24). Work together with studets to fill out Vocabulary Graphic Orgaizer 1. First, ask studets to sca the text for possible words for each colum. Make sure that all the key words i your list have a place somewhere i the chart. The, ivite studets to choose oe of the words they have writte i the first or secod colum to develop a word study 4 o their ow. Ask studets to choose a graphic orgaizer that they fid appropriate for their word study, ad ask them to come to class prepared to share their research. Sharig their word study i pairs or small groups will be a valuable opportuity for studets to apply the kowledge gaied through word study, as well as to ehace ad erich each other s work as they moitor each other s comprehesio ad accuracy. Model a word study by fillig out Vocabulary Graphic Orgaizer 9 with studets, usig the word vivos. See page 229 of this Teacher s Guide for a model of how to use this graphic orgaizer. related vocabulary This book offers studets the opportuity to lear or practice words used to describe aimals. Ask studets to create a word web, word bak, or thematic dictioary that icorporates the words used to describe the physical features, behavior, souds, ad movemets of aimals that they fid i the selectio, as well as other related words that they might kow or fid. You may wat to ecourage studets to use these words i cotext by writig realistic descriptios of aimals that they kow or have see. additioal vocabulary activities You may also wat to take advatage of the discussio about peace, liberty, pride, ad the relatioship betwee humas ad aimals to teach additioal abstract ous, such as, respeto (respect), humaidad (humaity), aimalidad (aimality), lealtad (loyalty), explotació (exploitatio), símbolo (symbol). For Laguage Learers For youger studets, or for those who are ot thoroughly familiar with the laguage, you may wat to work o simpler words, such as aimal ames ad souds, ad positio words. 20 Brocha y picel
EXTEND THE LESSONS c r o s s-cu r r i c u l a r c o e c t i o s social studies Aimals Issues Motivate each studet to do research o oe of the followig topics: aimal rights, the work that aimals do for humas, or edagered species. Studets should cocetrate their efforts o oe species of aimal, or o oe regio of the world, ad iclude iformatio about their aimals physical characteristics, habitat, ad relatioship with humas. Oce studets have gathered the ecessary iformatio, ecourage them to create realist paitigs of their aimals (like Ramó de la Sagra s Tocororo, o page 9 of Brocha y picel). Ecourage studets to preset their fidigs ad pictures to the class i a formal presetatio. m a t h Art ad Geometry Motivate studets to otice the ways i which artists use geometry to create images. Ecourage them to look at each of the paitigs to try to fid at least oe geometrical figure the artist used to create it. Studets should ot have difficulty idetifyig circles, triagles, ad rectagles i Miró s Composició; however, for the rest of the paitigs, you may eed to direct studets attetio to elemets that they may ot thik of as geometric, such as the oval or roud quality of a eye or face, or the semicircular shape of a bird s head. home coectio Art at Home Let your studets families kow that the class is egaged i readig art books. Motivate parets ad childre to discuss the artwork hagig o the walls of their homes, o postcards bought or received, or i books or magazies. Parets should metio the ame of the artist, ad the reasos why they like his/her work. Sed home Activity Sheet 2. hads-o project Aimal Sculptures Motivate studets to choose their favorite aimal, ad to use clay, costructio paper, wood, alumium paper, cardboard, or recycled materials to create a sculpture of that aimal. Ecourage studets to make their sculptures colorful by paitig them or decoratig them with fabric or colored paper. Display studets work i the classroom, ad allow classmates to discuss how each sculpture makes him/her feel. techology coectios A Museum o Your Moitor! Help studets log o to http://www.k.sbc.com/wired/capades/ museo.html. There, they will see may wellkow ad beautiful paitigs. The page offers a activity that asks studets to click o their favorite paitig ad discuss its features, as well as how it makes them feel. This is a woderful activity that will allow studets to experiece ad share the beauty offered by a museum, without eve havig to leave the classroom! c o e c t i o to o t h e r titles o f the puertas al sol collectio The syergy amog the books of the Puertas al sol Collectio leds itself to a dyamic itegratio of learig across the geres. The followig are just two suggested titles ad activities to itegrate Brocha y picel with other titles of the collectio. You will surely fid may other coectios as you work through the differet series. Book Title: E alas del códor Series: Hispaic Lads Explore the relatioship that the aciet peoples of Lati America had with aimals ad with ature i geeral. Discuss how those cultures used atural resources wisely while respectig, protectig, ad hoorig ature i differet ways. Ecourage studets to search for other examples of this kid of approach i other aciet ad preset cultures aroud the world. Book Title: Camios Series: Biography Ivite studets to lear more about importat Latio artist Frida Kalho by readig her biography ad examiig her works of art preseted i the book Camios. You may wat to ask studets to work i groups to research the life ad work of the other artists whose paitigs are show i Brocha y picel. 32 Brocha y picel / Exted the Lessos