Infusion in the World Language Classroom Elke Hernandez Amanda Dingle E. Ann Baldwin
Agenda Introduction to the Arts Infusion Project Design Model Participate in Sample Lesson Work on your own arts infusion unit/lesson
Project Based Learning for the 21 st Century Arts Infusion & the Common Core Creating Monotypes and Duende in the foreign language classroom. Essential Questions : What is Arts Infusion? How can artistic processes satisfy Common Core requirements? How can a teacher in a non-specialized setting replicate the practices of an arts-focused school? What is Arts Infusion? Arts infusion is the use of artistic processes in academic investigation that helps to enrich student understanding of the subject matter beyond the traditional learning model. The goal of the CREC Arts Infusion process is to integrate our academic and arts curricula more completely. We believe that the methodology of authentic problem solving which is central to arts education can help students discover new pathways toward proficiency in the concepts and skills necessary for academic success. Since September of 2011, the CREC arts and academic faculties have been collaborating on a series of classroom projects which integrate curricular units and arts methodology. 21 st Century Skills :
Arts Infusion can develop skills necessary for success in the 21 st century Including: Information & media literacy. Critical thinking & problem-solving: problem identification, creativity, intellectual curiosity. Interpersonal and self-directional skills: Flexibility and Adaptability Initiative and Self-Direction Social and Cross-Cultural Communication Productivity and Accountability Leadership and Responsibility Infusion can help students meet the standards of the Common Core: The Common Core Connections: What is valuable about Arts Infusion that assists in the application of the Common Core? These applications scaffold up to or off of the initial “grasp” of skill and content students are required to retain and move them toward the practical and creative applications of those skills and pieces of content learned. Speaking and listening are reinforced Collaborative problem solving Critical Thinking Reasoning quantitatively and qualitatively
Arts InfusionProject Design Authenticity And Connections Are the students applying, demonstrating, or creating a cultural and academic concept learned through the World Language Curricula? How does the time investment balance with the learning objectives and pacing? Does the learning take place in the context of a structured problem that might be faced by a professional artist? Making a painting or collage? Writing a play? Composing a song? Do students create or produce something that has value in the community? Rigor Do students develop higher order thinking skills and habits of mind? (e.g., searching for evidence, taking different perspectives)? Does it challenge students to use methods of inquiry central to at least one arts and one academic discipline? Does the project require students to engage in real investigations, using a variety of methods, media, and sources? Technique Does the project lead students to acquire and apply ways of working central to an artistic discipline? Does the work require students to develop organizational, collaboration and self-management skills? Sharing Do students communicate what they have learned through presentation and/or performance?
Duende Infusion The Spanish 4 curriculum has students learn their grammar and vocabulary through the lens of Spain. The unit included cultural and historical lessons on the make up of Spain, the Spanish Civil War, Francisco Franco, Federico Garcia Lorca, famous Spanish Artists from various art periods (emphasis on Picasso and Goya) and watching Pan’s Labyrinth. At the end we look at symbolism in poetry and in the various media we had studied. As a culminating activity, Amanda Dingle and Anne Baldwin come in and teach about Picasso and Monotypes. Students were asked to make a visual representation of what Duende means to them or to create their personal Duende. In the classes where the artist instructors were unavailable, students were asked to use 5 symbols from Lorca and the movie to represent their Duende and are given other options to demonstrate their Duende.
Culminating assessment is the Demonstration and the explanation of Duende in the target language.
Infusion in the World Language Classroom. Authenticity: – Learning takes place through the artistic process of creating monotypes using caran d’ache – They demonstrate the concept of Duende which rules, Flamenco, poetry, theater and bullfighting in Spanish and in Argentine culture. Rigor: – Students will take the concept of Duende in Spanish culture and apply what they have learned about it by making a visual representation of what Duende looks, like, feels like or means to them. They must incorporate the symbols that are used to create the Duende and the drama in the poetry of Garcia Lorca and the movie Pan’s Labyrinth. – At the end of their creation the students must write an explanation of their why they made the artistic choices they made and the meaning behind their piece and how it demonstrates the concept of Duende. Technique: – The students develop and collaborate with the artist instructors the development of their ideas onto the mat board and create the monotypes. They look at composition and blocking, they also learn about the monotype process, the mirror images and how to best utilize color, shape and form to convey their ideas. Sharing: – Their final work is displayed and they present their essay to the class.
The Arts Process Amanda Dingle, Ann Baldwin Title: “El Duende” Monotype Printmaking Art Infusion Lesson Grade: High School 9-12 Anticipated time period: One class period (1hr 30min) Prior Knowledge: – This is an introduction printmaking lesson, no visual arts prior knowledge required. Prior to this – lesson, Elke Hernandez introduced Spanish lessons that gave a background on Dali and Picasso – and students were given a schema activator with ideas to get them thinking about what they – learned in terms of composition and symbols. The unit was on Spain and some of the topics – students learned were Francisco De Goya y Lucientes, Pablo Picasso, Federico Garcia Lorca, – Francisco Franco/the Civil War, and Salvador Dali.
Objectives: – Students will create a personalized design that represents their “El Duende” while being inspired by the style of Pablo Picasso; students will also make connections from their prior knowledge. This design will be used to create a monotype print using Caran d’ache crayons and will produce the image using the printmaking press. – CT Content Standard: 1 - Media – Performance Standard: A and B – A. Students will apply media, techniques and processes with sufficient skill, confidence, and sensitivity that their intentions are understood. B. Students will conceive and create original works of art that demonstrate a connection between personal expression and the intentional use of art materials, techniques, and processes. – Students will examine the works of artist Pablo Picasso and compare the characteristics that make them successful. Students will then use this information in the planning and sketching of their own design for their work of art. The class will discuss the use of composition and color theory. – CT Content Standard: 2 - Elements and Principles – Performance Standard: A and B – A. Students will judge the effectiveness of different ways of using visual characteristics in conveying ideas.
Closure o What was something about todays lesson that surprised you, or that you enjoyed? Why? o How did you represent your “El Duende”? o If you could go back and change something about your artwork, what would you change and why? o What advice or suggestions do you have for us to make this lesson better next time? o Discuss with the students the possible careers that can be used with this skill. Exit slips:
Objectives cont. – B. Students will apply comprehension and skill in incorporating the elements of art and – principals of design to generate multiple solutions to effectively solve a variety of visual – art problems. Students will analyze history and works done by artists in the past and interpret the possible meaning the artist was trying to depict. Students will then consider what they want their own work of art to tell their viewer. – CT Content Standard: 4 – History and Cultures – Performance Standard: A – A. Students will analyze and interpret art works in terms of form, cultural and historical context, and purpose. Students will share and critique class artwork, appropriately applying art vocabulary and expressing personal opinions and connections. – CT Content Standard: 5 – Analysis, Interpretation and Evaluation – Performance Standard: D – D. Students will apply critical and aesthetic criteria (technique, formal, and expressive qualities, content) in order to improve their own works of art. – Students will discuss their newly developed skills and how they may relate or implement them for future career paths. – CT Content Standard: 6 - Connections – Performance Standard: D – D. Students will apply visual arts skills and understandings to solve problems relevant to – a variety of careers.
Infusion and the common core in the world language classroom. Common Core ELA Standards: Reading Determine central ideas or the themes of a text and analyze their development, summarize key supporting details and ideas. Interpret words and phrases as theya re used in a text, including determining technical, connotative and figurative meanings and analyze how specific word choices shape meaning or tone. Language Standards:. Interpretive Communication (Standard 1.2) Demonstrate comprehension of content from authentic audio and visual resources. Cultures: Practicesand Products (Standard 2.1 and 2.2) Examine,compare and reflect on products, practices and/or pers[ectoves of the target culture(s). Connections: Acquiring New Information (Standard 3.2) Acquire information from other content areasusing authentic sources
GAUDI’s Mosaic in the Park Guell The Spanish teacher introduced Gaudi at first to her students about his unique and creative architecture and related sculptures, interiors and furniture in Barcelona, Spain. They learned about his eccentric artistic life through lectures and power point presentations. At that point, Francine Gintoff introduced the project that related to Gaudi’s work. It was to be a large 10 foot lizard which is actually part of the Parc Guell in Barcelona.
Social Studies Infusion between Social Studies and the Roman Empire and Mosaics with Francine Gintoff.
Other infusions: After reading Blood Wedding having students work with a drama teacher about the arquetypes in theater. Students wrote new endings. Working with digital storytelling students recorded memorized poems and then the digital storytelling class interviewed the students and created videos for the poems.
Preguntas esencial ¿Qué es el Duende? ¿Cómo la poesía y las obras afectan nuestras almas? ¿Por qué es la pluma más peligrosa que la espada? Hagan ahora Contesta y escribe sobre las siguientes preguntas: ¿Qué/quién es tu inspiración en el arte? ¿Qué es la fuente de tus ideas? mínimo 4 oraciones
El Duende The duende is the dark energy residing deep with the poet. He is the spirit of creation and he “does not come at all unless he sees that death is possible.” According to Federico Garcia Lorca, named the duende—daemon, hobgoblin, mischief maker, guardian of "the mystery, the roots fastened in the mire that we all know and all ignore." Unlike the Muse or Angel, which exist beyond or above the poet, the duende sleeps deep within the poet, and asks to be awakened and wrestled, often at great cost.
El Duende es la oscura y misteriosa inspiración peligrosa que nace y sale del alma.
El Duende de Federico Garcia Lorca Cogida y Muerte Llanto para Igancio Sanches Mejías
Federico Garcia Lorca Nació en Fuente Vaqueros En España en 1898. El vivía en Granada. Su familia tenía dinero y educación. Estudió en la Residencia de Estudiantes donde conoció y era amigo de a Salvador Dalí y Luis Buñuel. Juntos empezaron surrealismo y los conocían como La Generación de los 27. Viajó por Francia, Cuba y Los Estados Unidos. Todos sabían que era homosexual y que estaba de acuerdo con los valores de los republicanos aunque tenía amistades que eran nacionalistas también. Durante la Segunda República Española estaba a cargo de la educación y la cultura de España.
Federico Garcia Lorca Al empezar la guerra él estaba en Madrid y se fue para Granada. Lo encarcelaron a los pocos días después de matar a su cuñado que era alcalde. Lo mataron en un paredón el 19 de agosto 1939 y lo enterraron en una fosa común. Después de su muerte sus obras fueron prohibidas hasta 1953. Él era dramaturgo, poeta y músico. Sus obras más famosas son Poeta en Nueva York, La Casa de Bernarda Alba, Bodas de Sangre, Romancero Gitano, Libro de Poemas, El Diván de Tamarit y otras obras literarias Los temas populares en sus obras son: la muerte, la sangre, el amor, los roles tradicionales de los hombres y las mujeres, los pobres, el flamenco y los gitanos.
La lunaLa muerteLos caballos La sangreAzulEl viento El aguaLas floresDia y noche El tiempoAmorAlma AnimalesLlorarGuitarra Los coloresCorazónLa naturaleza Temas y comparaciones con El Laberinto del Fauno En la película Laberinto del Fauno, hay varios temas o símbolos que se usan.
Ahora: En tus grupos: Pick a Lorca Poem and read it Talk about the poem and if it has Duende. Where is it present? What symbols/words are present in the poem that rerpresent Duende? Write the symbols down in the Venn Diagram indicated with the arrow. Compare them with the ones for Pan’s Labyrinth.
What Now??? Objective: SWBAT interpret and demonstrate understanding the poems/plays of Lorca and the concept of Duende. Instructions: Attend Arts Lesson and learn about monotypes, Picasso and todays medium. Pick 5 elements or symbols about the poems and Pan’s Labyrinth you would like to work with to express your Duende. Use the rubric to guide the quality of your project. When you are finished creating your interpretation of Duende you can work on Brainstorming an infusion unit/lesson while we print up your monotype. See Worksheet Titled ARTS INFUSION
CLOSURE See Ms. Dingle’s exit ticket at the end of the handouts. My final assessment of the project is the written portion and the artistic representation. At the end of your packet it has the alternate arts infusion instructions and rubric for when artists are not available.