• Su Vida en •

— Surrealismo —

A través de esta semana, hablramos de surrealismo, expresándose con arte e imágenes,

la importancia de acontecimientos en su vida y cómo le efectúan, y el verbo reflexivo

(¡GRAMÁTICA!). Al fin será su ocasión de intentar su mano en toda esta materia. Su

asignación será (en vez de una prueba comprensiva) crear un pedazo de arte surrealista sus los

propios. Tome la inspiración de los acontecimientos del arte que mirábamos, históricos y

sociales que están sucediendo ahora, y apenas piense en usted y su vida. Hay algunas cosas

que quisiera que usted considerara al crear su arte:

¿Qué estas imágenes representan y lo que dicen sobre usted? ¿Por qué usted escogió los colores que usted escogió? ¿Reflejan cómo usted

siente o son apenas bonitos? ¡Utilice el verbo reflexivo al hablar de sus emociones! Usted tiene una hoja de

trabajo para ayudarle con eso. ¿Este cuadro refleja su vida entera? ¿Apenas un acontecimiento? ¿Algo

histórico que sucedió durante su vida? ¿Cómo debe su audiencia sentir cuando ella lo ve? Es bien decirnos cómo usted

quisiera que sintiéramos. Haga esto importante para USTED. Después de todo, refleja SU vida, y ése

debe ser algo importante para USTED. NINGUNOS límites. SEA CREATIVO.

Algunos materiales que usted puede utilizar serían gráficos de computadora,

fotografías, clips del compartimiento, o apenas drenaje algo. Cualquier cosa que usted quiere

que le inspira a que exprese su vida. I' m que no va a calificarle abajo si usted le piensa es

malo en el arte. No cuido si usted es el Frida siguiente Kahlo. Cuido que usted intenta y que

usted incorpora cosas nosotros habló para crear algo que es importante para usted. Quisiera

que usted fuera orgulloso de esto cuando se hace.

Final Assessment Rationale

By giving students an option to doing a creative assessment OR a final exam, it touches on different learns. Some people HATE doing art and would rather just take a test. But some students are bad testers and would rather express their comprehension of the material creatively. Both, I think, are effective ways of applying information that was learned throughout the week.

By giving the students a rubric, students have specific goals that are expected of them, so they can’t say “I didn’t know what you wanted.”

The creative assessment allows students to be creative and do something that is meaningful to THEM. Thus, it is assumed that since this is something that should interest them because it is about THEIR life, they will be more willing to invest time and effort into it and apply knowledge about the material to them, inevitably finding personal relevance, which means more effort will be exerted as well as greater retention of material.

Requirements incorporate all the elements of the lesson – Frida’s life, the grammar rule, surrealism, emotions/expression, inter-disciplinary (history, art, a bit of math with Picasso’s surrealism with geometric shapes) vocabulary (reflexive emotion words), technology (looking up images on the computer or doing further research), speaking, listening, writing, and reading.

By making the sharing extra credit, it is both forced output (Swain) and lowering the filter. It gives the responsibility to the student to improve their grade IF THEY WANT. If they don’t want to talk, they don’t have to, but it may result in a lower grade. However, by making the extra credit opportunity something oral, it is forced out put as well as a chance for classmates to listen to someone with different pronunciation and speaking skills.

By giving them the assignment at the beginning of the week:o Gives them a time limit – motivation to get something done in the allotted

time as well as a specific goal to work for (“Have this done by Friday”o Gives them PLENTY of time to work on it since they knew what they would

accomplish at the beginning of the week and then had the entire week to work on it or ask questions to the teacher; no excuse “I didn’t have enough time”.

o Giving guidelines at the beginning about something they don’t know anything about sparks their interest as well as showing them how they progress. Kind of like “See at the beginning of the week you didn’t know what ANY of these words meant and now you can create a work of your own based on these concepts”. This allows for i+1 (each day building on the concept and allowing them more information to apply to their final project), scaffolding (teacher helping them acquire the new information and skills needed to complete this project), and depiction of personal growth (seeing where they were at the beginning of the week compared to what they can do by the end of the week)