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Standards for
Foreign Language
Learning: Capítulo 2
To achieve the goals of the Standards,
students will:
Communication
1.1 Interpersonal
•
• Talk about the style, features, tools, and media used in
the creation of works of visual, literary, and performing art
• Talk about important artists
• Talk about art museums
• Talk about events in the past
1.2 Interpretive
• Read and listen to information about the style, features,
tools, and media used in the creation of works of
visual, literary, and performing art
• Read and listen to information about important artists
• Read about the suffix -ismo
• Read about a family party
• Read about art museums
• Read arts and entertainment reviews
• Read about events in the past
• Read poetry by Juan Luis Guerra
1.3 Presentational
• Write about the style, features, tools, and media used
in the creation of works of visual, literary, and
performing art
• Write and present information orally about artists
• Write arts and entertainment reviews and write about
their contents
• Present information orally about “the artist of the
millennium”
• Write a review of a student audition
Picasso y el cubismo Si observas con atención
esta pintura del artista español Pablo Picasso
(1881–1973), te vas a dar cuenta de que el
artista representa a la modelo, a la izquierda,
y al pintor, a la derecha, con formas
geométricas. A esta forma de expresión se la
conoce como Cubismo, un movimiento
artístico que comenzó en Francia entre 1907
y 1914, y que tuvo una gran importancia en
Europa y los Estados Unidos.
Culture
2.1 Practices and Perspectives
• Explain the practices and perspectives of important
Latin American and Spanish figures in the visual,
literary, and performing arts
2.2 Products and Perspectives
• Discuss the work of important Latin American and
• ¿Conoces un artista de los Estados Unidos
que usa formas geométricas en sus obras?
Spanish figures in the visual, literary, and performing arts
Talk about Museo del Barrio and its cultural roots
Talk about the popular TV show Sábado Gigante
Describe salsa music
Discuss the poetry of Juan Luis Guerra
• Talk about a Spanish version of When Harry Met Sally
•
•
•
•
“El pintor y su modelo”, (1928), Pablo Picasso
Oil on canvas. 51 1/8 " x 64 1/4". The Sidney and Harriet Janis Collection.
(644.19) © Digital Image. The Museum of Modern Art/Licensed by ScalaArt Resource, NY. © 2004 Estate of Pablo Picasso/Artists Rights Society
ARS, New York.
Connections
3.1 Cross-curricular
Talk about key facts about the fine arts
Talk about key facts about the Mexican Revolution
Talk about key facts about the history of Spain
Discuss Language Arts strategies: using illustrations,
using context clues, using visuals, organizing
information, categorizing, monitoring your reading
• Discuss the Language Arts skill of using graphic
organizers
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•
•
•
•
3.2 Target Culture
•
•
•
•
•
•
Read the titles of works of art
Read a famous slogan from the Mexican Revolution
Read an advertisement for El Museo del Barrio
Read about the cultural significance of the term salsa
Read poetry by Juan Luis Guerra
Read an excerpt from a work by Esmeralda Santiago
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sesenta y seis
Capítulo 2
STUDENTS NEEDING
EXTRA HELP
Guided Practice Activities
Vocabulary Check, Flash Cards
• Grammar
• Puente a la cultura
• Lectura
•
HERITAGE LEARNERS
Realidades para
hispanohablantes
•
•
•
•
•
Chapter Opener, pp. 44–45
A primera vista, pp. 46–47, 56–57
Manos a la obra, pp. 48–55, 58–65
¡Adelante!, pp. 66–71
Repaso del capítulo, pp. 72–75
ADVANCED/PRE-AP*
Pre-AP* Resource Book,
pp. 137–139
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Standards for
Foreign Language
Learning (cont’d)
¿Cómo te
expresas?
Comparisons
4.1 Language
• Compare Spanish words to their English counterparts
• Compare the use and meanings of Spanish compara-
tives and superlatives to those in English
• Compare the uses of English and Spanish past tenses
Chapter Objectives
4.2 Culture
• Compare growing up in one culture to growing up in
•
•
•
•
•
•
Talk about the arts
Give an opinion about a work of art
Relate the arts to your own experience
Describe how people express themselves
Narrate events in the past
Discuss some important artists of the
Spanish-speaking world
more than one culture
Communities
5.1 Beyond the School
• Link to Web sites from around the Spanish-speaking
world
5.2 Lifelong Learner
•
•
•
•
• Music, dance, and art in the
Spanish-speaking world
Chapter Opener
As you learn about the arts, you will make
connections to these countries and places.
AT L A S
Core Instruction
Resources: Voc. and Gram. Transparencies:
España
Estados Unidos
México Cuba
Develop an appreciation for artistic role models
Develop an appreciation for the fine arts
Recognize sources of artistic inspiration
Discuss the impact culture has on the formation of
personality
Maps 14, 16–20, 22
Suggestions: Introduce students to the
theme of the chapter and go over the
objectives. Point out that they will learn
about artists from around the Spanishspeaking world who work in a variety of
media and styles.
Puerto Rico
Ecuador
Chile
Argentina
Standards: 1.1, 1.2, 2.2, 3.1
Más práctica
●
Real. para hispanohablantes, p. 45
Resources: Fine Art Transparencies with
For: Online Atlas
Web Code: jee-0002
Teacher’s Guide, p. 48
sesenta y siete
Capítulo 2
Teacher Technology
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Suggestions: Remind students that the
painting shows an artist in a studio,
painting a model. Have volunteers point to
various parts of the painting and say what
they think they portray.
Answers will vary, but may include
American cubists such as Stuart Davis,
Alfred Maurer, or Max Weber.
PLAN
TEACH
Lesson Planner Teaching Resources
Interactive
Teacher’s Edition
For: Teacher Home Page Vocabulary Clip Art
Web Code: jek-1001
ASSESS
TEACH
Chapter Quizzes
and Tests
Vocabulary & Grammar Powerpoints
Audio & Clip Art Activities
Transparencies and Maps
Activity Answers
Photo Gallery
ASSESS
Teaching with Art
Resources: Fine Art Transparencies with
Teacher’s Guide, p. 48
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