1.

Subject Area: English

As a Plastic Artist, I try to teach young people and adults from different cultures the
multinational of the artistic language to complement the curriculum. I search in certain
linguistic groups of which I have knowledge as for example English as an interaction for
personal and cognitive improvement for such students not course of their studies. My
activity is based on works of art of the academic movement, sec. XV where the awakening
of the skills is generate an exchange between teacher and student with the establishment
of the arts as a precursor to these tranmites. This disciplinary modality adds values to multi-
culture and can be adapted to levels of several age groups, always suggested as works of
art and related. Such motivation is perceptible by creating various intelligence concepts by
broadening the autosuggestion mechanism.

2. Target grade level range: Intermediate/Upper-Intermediate.

3. Theme: Speaking Skills (Photos – Pictures - Describing Paintings – Giving

Opinions - Expressing Emotions).

4. Artwork Title: The Art In The Modern World.

5. Artwork: uploaded.

6. Artist: Johannas Vermeer.

7. Date: 1665.

8. Materials: Projection Picture – pôster – printed photo – postcards – For students:

pencils – pens - sheets of paper.

9. Activity Description:

Points of Interest:- intellectual development of the language along the grammar to express
ideas, emotions, opinions on the proposed theme;- Practice and expand the students'
speaking and listening skills. Counterpart: When we begin a lesson in studies that is modal
or factual, we can interact with the student for what is most important, what his level of
learning is among the others. Given in collectivity or individuality, we can classify them at
the intermediate or intermediate levels, being necessary revisions for each level and
focusing on a vast pre-vocabulary each time it is an interdisciplinary modality.

Instrumental Fundamentals for Teachers - request a training of dub teams for small group
interaction by taking each student their annotated material follow-up. All class after a brief
analysis of the work of art must assimilate an image of the respective painting in order to
propose an experience. Thus we can tell the students to do an analysis of the work
presented to their group colleague as well as a drawing close to their reality of the work
without an obligation to assume an artistic reading role. Each group, individually, shows
what does not have paper and its notes, of the work of art in discursion.At this modal stage,
each student can play their cognitive ability of the suggested language, giving themselves
their degree of evolution within the cultural context.
After a few minutes invite all groups to look at a work of art and allow them to compare their
work, dialoguing with the following questions:Your drawings like Vemeer's painting?Is
something missing to complete or is it totally disharmonious?In this way the teacher, create
new comments and discuss new ideas enriching the students' vocabulary.

Here we have the perfect setting for the launch of a little bit about the History of Art in the
Modern World (Theme of this subject). We can encourage students of how much painting
and representative for them, in addition to Vermeer's painting they know well other artists.
Referring to Young Girl With Pearl Earrining's work, what do they know about it? Know
what they ask and what they learn to learn? Do the students know why the title of the
painting, the painting itself? Why was she so valued? How can we conceptualize the style
of the artist? Inquiries directed to students provoke multiple questions and assist theirself to
intellectual self-knowledge.

In this new stage of interactivity, we can bring the students a closer relationship with a work
of art, thus forming groups of two and ask to interact with his colleague which most aroused
his attention in painting. What was your motivational experience? Do you like the painting?
Tell us more about it.
In a brief delivery and a more comprehensive comment about the whole class asking
questions about: Does anyone know the style of the artist? Raise your hand! Marcus, what
did you learn about the artist's style?
These steps are valuable to the direct director of the teacher of accompaniment of the
student's ligológica development, suggesting new concepts equalizing their feelings and
working their domain in the suggestive language to synthesize their performance in
learning. It cites a title to exemplify incoherent phraseologies to boost the potential of key
words of the language, without underlying elongation. Stimulating concepts and the section
are the strengths that the teacher must achieve with students.

10 Reflection:
Adapt classroom activity at home, such as research work, to further boost the student's
disciplinary field with extracurricular activity based on the same focus, however, in a
broader view, to the liking of the student.Welcome presentations, writings that in a way
contribute and enrich your vocabulary. Watching subtitled films is a very personal and
enjoyable task for the student.
Spanish, 6th Grade (Primary)
The artwork would be used as part of a unit to learn emotions in Spanish class in 6th grade.
We will use the image to analyze the emotion and expression shown in the picture and
explore students’ emotions and how we can identify them if we pay attention to details. This
activity will be used as a review at the end of the project. The students have been
practicing the vocabulary of the unit for few weeks.

Lesson instructions:

The teacher will start engaging the students by asking them to identify different emotions
according to the faces he or she makes. The teacher will smile and will ask the students
“How do you think I feel?” The students will respond “Happy”. The teacher will ask them
then “How do you know?” The expected response from students is “because you are
smiling”. If we can´t have a response from the students, we will show different expressions
and ask them how do they think the emotion is on each to have their attention into facial
expression.

The next activity will be a continuation of the introduction with a partner work activity. In
partners, students will show an expression and their partners should name it.

The teacher will introduce the artwork to students and will ask “How does the person in the
picture feel?” The expected responses are “scared, afraid…” We will ask the students
“Have you ever feel that way?” “What happened to you?” “What was the reason to feel that
way?” After the students have some time to share, the teacher will ask them to use the
technique Expand the frame to explain what happens in the painting to produce that feeling
on the character.

We will provide the worksheet to every students with the expansion of the artwork allowing
them to imaging and create a collaboration with the artist adding an “explanation” to it.

1. Subject Area: Spanish

2. Target grade level range: 6th grade

3. Theme: Emotions

4. Artwork Selection (please use the "Upload" button)

5. Artwork Title: “The Scream”

6. Artist: Edvard Much

7. Date:1910

8. Materials: Artwork expansión worksheet

9. Activity Description: What will the students do? What are the goals for the activity and
how does the activity connect to the work of art? The students will be able to practice the
vocabulary of the unit in Spanish while using different learning strategies. The activity will
allow the students to analyze the work of art as well as their own emotions and feelings.

10Reflection: What will your students (or participants) create in response to the activity?
For example, will they share photographs, drawings, texts, or other documentation? The
students will create an extension of the artwork “The Scream” using the technique “Expand
the frame”