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Teacher Page
In the past I had my students present cultural projects. Many of the students choose to do art for these projects, which they really enjoyed because art is a subject that many of my students are very passionate about. However, the problem I saw with the art projects is that the students were mainly doing fact reporting about the artist and their paintings. My hope was that they would dig a little deeper to find out how that artist portrays not only the specific time period they lived in, but that the students could connect the art to political and historical movements as well. They seemed to enjoy the art itself, but often times failed to connect that art to culture. I am hoping to solve this problem by asking my students to do this Web Quest in which they learn about a variety of artists from Spain through a variety of lenses (historical, political and biographical).
Throughout this project, the goal is to have the students work collaboratively to use compare/contrasting methods to analyze the effects various artists had on Spanish culture. Students will be working toward both the National and State Standard of Culture during this Web Quest.
The following are the learner objectives for the lesson:
- Students will write an individual persuasive essay using comparison and contrast.
- Students will synthesize information about different artists from Spain, including historical, political, biographical and descriptions of various art work, and use that information to compare and contrast the effects each of the artist had/has on Spanish culture.
- Students will analyze the different artists through group discussions of their individual papers in order to choose one of the four artists as the one who best represents Spain.
- Students will prepare a written proposal defending their choice using the historical, political, biographical and artistic lenses as proof. They will use comparisons and contrasts to the other artists as well to defend their position.
- Students will present their findings to the class using some sort of multimedia as a visual aide.
Tips for Proper Utilization:
- Give the students plenty of time in class to work on their research. If you want to lesson the amount of work required, you may choose to eliminate one or two of the artists.
- It might be wise to guide group discussions once the students have completed their research and individual papers. A list of questions, or order in which each individual presents to their own groups would be helpful for those students who tend to get off task easily.
- At the end of the presentations, I would suggest having your Board of Directors (your class) vote. If there is a discrepancy or no clear winner, you may take that opportunity to divide the class into groups and have a debate until a decision may be reached.
- Be visible during all parts of the project to offer help!
- You may want to explain various writing vocabulary depending on the level of your students (For example: Persuasive Essays, Compare and Contrast, and Analyze).
Created on July 20th, 2004 and last updated on July 24th, 2004.
Questions or comments? Mailto: Kiffany.Lychock@dcsdk12.org
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