This lesson incorporates speaking and writing activities to practice art-related vocabulary and culture. This activity is used in conjunction with the art vocabulary/culture units included in most textbooks.
Before class: Ask students to bring a copy of their favorite painting from a Spanish-speaking country. Ask students to review key vocabulary terms to describe the paintings. Ask students to take notes on how to they would describe the paintings.
After introducing the day’s vocabulary, display Picasso’s self-portraits on the projector for students: https://bobyewchuk.files.wordpress.com/2017/06/picasso-self-portaits-fb-1.jpg?w=540&h=365
Using guiding questions to help the students frame their responses, ask students to participate in describing Picasso’s self-portraits using color, size, and art vocabulary. (What colors are in this painting? What style is this painting? What is in the painting?).
Next, in pairs, have students describe the paintings that they have brought to class. They should try to incorporate the day’s culture and vocabulary lesson in their descriptions.
Lastly, in the same pairs, they should write three to five sentences to compare their two paintings.
For homework or as an extension activity in class:
Have students use the website www.depart.io to create a three-painting series using their own photographs.
Students should use three pictures and three different styles of paintings.
Students then use the worksheet attached to this project to write a caption for each of the images using relevant vocabulary from the class.
Finally, students upload the worksheet to your Learning Management System page and share their series with the class during the next session.
Andre Ramos Chacon