Art, Design, and Biology

Teaching Strategies

Realia

Realia is a term for concrete objects, real things, that are used in teaching to build vocabulary and background knowledge. It provides experiences on which to build along with providing opportunities for students to engage their senses in learning. Realia allows the students to feel, hear, see, smell, and even taste the object that is being investigated. If the actual object is unavailable then a replica of that object can be used such as a model, illustration, or photograph; however, more sensory engagement enhances the learning experience.³⁹

Vocabulary

Observing works of art, the students will be exposed to a large amount of new vocabulary. In order to prepare them, before delving into the observation of each piece I will use a Knowledge Rating Scale to conduct a knowledge rating of the significant vocabulary for each piece. I will employ a rating scale that is Spanish to English since the students will be using Spanish to identify objects in each piece of art as well as describe it and reflect upon it. Students will be given a list of words in the target language that are related to the focus work of art such as esqueleto (skeleton), hueso (bone), cráneo (skull), nacimiento (birth), feto (fetus), and bebé (baby). They will be asked to rate how well they know each one. Rating scales help students activate prior knowledge and make them aware of new vocabulary, exposing them to it before engaging it in context. Having students identify the vocabulary terms with which they are unfamiliar helps the teacher to be able to better prepare them to engage with the information needed for describing a work of art. The students will be better prepared to focus and discuss, write about, and reflect upon what they are observing in an artistic work. In using formative assessments like rating scales, the teacher is better able to assess the students’ prior knowledge.⁴⁰

The Knowledge Rating Scale is a graphic organizer that contains each new vocabulary term in Spanish related to the art work of focus. The rating categories include “Have No Clue,” “Have Seen It or Heard It,” “I Think It Means,” “Know It Well,” and “Definition.”

Before observing each work of art, the needed vocabulary will be pre-taught. This will be done to help students express what they are observing and ensure that they understand the discussions taking place in class about what they have observed, especially when unfamiliar or new vocabulary is being used. For the actual vocabulary instruction, the student will use a different graphic organizer to write the Spanish term, the definition/meaning in English, and a sentence in Spanish using the term or draw an example of the term. The vocabulary chart will be revisited throughout the unit as students refine their understanding and use of the vocabulary.⁴¹

Close Looking

Close looking is a technique used to teach students to carefully study a piece of art by observing it several times, each time looking for a different bit of information. Employing this strategy allows students to work both independently and collaboratively to closely analyze a work of art, viewing the piece multiple times. The process can begin with a pre-observation question, or a “hook” with the teacher asking the class a question or providing some background information. The teacher projects the work and asks the students to look at the picture in silence for three minutes and think about what they see. After the first viewing, using a graphic organizer for learning and reflection, students will write a Learning/About statement, a statement detailing what they just observed, a brief summary. The students complete the second observation independently. As the students look, they highlight details in the work that support their Learning/About statements. Next, the students, using the same graphic organizer from the first viewing, write a reflection. The reflection can be questions they still have about the piece, or a personal connection that they have to that particular part of the piece. With a shoulder partner, each student discusses the details they selected from the artwork and how they support their Learning/About statement. Reflections are also shared. The teacher then conducts a whole class discussion regarding the details of the artwork in order to check for understanding. In addition, the teacher addresses student questions about the piece. This discussion is followed up with a series of visual text dependent questions. Students work through these questions in pairs. The teacher continues the close looking process with a whole class discussion of the questions and the visual text in order to check for accuracy.⁴²

Collaborative Learning

Collaborative Learning is a teaching strategy where students work in small groups to achieve shared academic objectives. This approach encourages student interaction, improves target language communication skills, and deepens their understanding of the material through mutual engagement. Employing this strategy in the World Language classroom enhances student communication skills by providing practice in listening, speaking and writing in the target language. Collaborative activities often involve cultural elements, helping students appreciate and understand the context and nuances of the language they are learning. Students learn from each other’s strengths, offer support, and provide feedback creating a dynamic learning environment. Working on projects collaboratively like observing and analyzing works of art encourages students to think critically and creatively.⁴³ Implementing collaborative learning for close looking and analysis of artistic works not only enhances language skills but also deepens students’ cultural understanding and appreciation for the rich traditions of the target language.