created on Nov 04, 2017 modified on Jun 21, 2018 01:36
This six-to-eight-week project was designed for a class of eight Spanish learners with advanced low proficiency. The learners are enrolled in a course titled “Español Avanzado” at an English-speaking independent high school in an urban setting (Boston, Massachusetts). The course meets five times per week for forty-five minutes each class period and is taught between ninety to one hundred percent in the target language. The overall curriculum of the school has a strong bend toward community service and social justice, and these eight students in particular have a strong affinity for art and a talent for creative expression projects. This project allows them not only to learn more about art and artists from the Spanish-speaking world, but also to design a product that would afford them the opportunity to use their artistic skills to benefit the community. Additionally, the Boston Museum of Fine Arts and our school are easily accessible via the same subway line, making a project that connects these two institutions a natural choice.
Learners will investigate how to engage children in the exploration of art in collaboration with Spanish-speaking tour guides at the Museum of Fine Arts (MFA) located in Boston, Massachusetts in order to create an activity brochure designed for Spanish-speaking children as they tour artwork by Spanish-speaking artists at the MFA. The activity brochures will be submitted to the MFA as a free resource for museum patrons.
Academically, learners will engage in sustained inquiry about museum education and visual arts in Spanish based on data and the learners’ interests. As the project unfolds, learners will use the target language to describe artwork by Spanish-speaking artists and design an activity brochure for Spanish-speaking children about the artists and artwork using vocabulary for art and museums and relevant tenses in the indicative and subjunctive mode. Students will likely use the present, preterit, imperfect, and present perfect indicative tenses as well as complex sentence structures to make comparisons and superlatives when describing artwork and artists. However, the specific target grammar will be the imperative and the present subjunctive for giving instructions and suggestions. Students will have been introduced to both the imperative and present subjunctive already, so this unit will serve as reinforcement for this target grammar.
Culturally, learners will engage in:
· observing exhibition design while interacting with tour guides from the MFA,
· comparing and contrasting existing models for activities for children at museums in various Spanish-speaking cities, and
· critically interpreting artwork by Spanish-speaking artists.
Major activities include: (1) Researching, comparing, and contrasting the artists and artwork from Spanish-speaking countries on display at the MFA; (2) Interviewing Spanish-speaking tour guides at the MFA about the artwork and how they design guided tours; (3) Submitting a printed activity brochure that will guide Spanish-speaking children who visit the MFA through the artwork of Spanish-speaking artists.
The outcome of the project will be an activity brochure in Spanish for Spanish-speaking children which will be shared with the MFA through a PDF document to fulfill the need for printed guided tours in Spanish for children who visit the MFA.
1. Materials - Resources (articles, websites, and videos) that may be used to supplement teaching throughout the project. more detail
1. Entry event - A simulation of what it might feel like for a museum visitor who does not have the language skills to understand museum literature more detail
1. Project Implementation (Sequence of Activities) - Step by step instructions for implementing the project. more detail
1. Rubrics and Assessment - Materials for assessing work throughout the project. more detail