cultural unit
DESCRIPTION
Authors Yeraldin Salablanca Nathalie Alvarez Daniel SosaTRANSCRIPT
UNIVERSIDAD NACIONAL
CENTRO DE INVESTIGACION Y DOCIENCIA EN EDUCACION
DIVISION DE EDUCOLOGIA
ENSEÑANZA DEL INGLES
RECURSOS DIDACTICOS PARA EL APRENDIZAJE DEL INGLES
PROF. GIANINNA SERAVALLI MONGE
STUDENTS
NATHALIE ALVAREZ
YERALDIN SALABLANCA
DANIEL SOSA
OCTOBER 25TH, 2012
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CULTURAL UNIT
By: Nathalie Álvarez Yeraldin Salablanca Díaz Daniel Sosa
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Topics
Music
Art
Crafts
CONTENTS
Functions Requesting and giving information. Expressing ideas. Wh_ questions:
Language which, when, what, how many, how, why, etc.
Vocabulary
Intruments • Guitar
Music terms • Musicality • Melodic
Craft examples • Oxcard • Gold museum
Art terms
Graffiti
Sculpture
Portrait
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Reading
GETTING READY!!!
A. CAN YOU FIND ALL THE WORDS?
S C U L T U R E G A R T G I
P K U I L H Y O R H O R N N
A N I M A L S u A L A J N C
I I P Z P A I N F F M L Ñ C
N B N V O A I N F T I N G O
T A R S R T O W I W O O O D
I P O R T R O L T K G L N C
N D X W Q A V V I N V C C Z
G P G A A I G N I F F A R G
O U I G I N H L N B T C X Z
O P I U T H N M G I O P N V
U I N S T A L L p T I O N G
B V C U I P O R O P A I N T
Installations – painting- sculpture- portraits-graffiti
B. DO YOU KNOW WHAT THOSE WORDS MEAN?
Match the following descriptions with its corresponding concept.
An artwork which has three dimensions such as height, width and depth.
Human figure
Three-dimensional work that are often site-specific and designed to transform
the perception of a space
Installation
Portrait
Sculpture
Graffiti
A writting or drawing with effects most of the time sprayed illicitly on the walls.
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Reading
Through the words!!
A. DID YOU KNOW ABOUT MARISEL JIMÉNEZ?
Read the following reading about Marisel Jiménez and then answer the questions.
Marisel Jimenez is a Costa Rican artist, who studied at “Facultad de Bellas Artes of Universidad de Costa
Rica”. Regarding her works, she is more interested in the creation of
spaces of interaction with the visitor that lead to introspection, rather
than the analysis of concepts. She introduces us into her daring
mental scenario, a product of her point of view within the world of
emotions in which all human beings are immersed. She turns the
collective flaws and misrepresentations into shapes that articulate
messages of uncertainty and concern. For this artist the goal is to
sublimate the emotional baggage generated by process of existence
in the struggle to maintain liberty without giving up, a labor that she
fulfills with a strong visual inventiveness.
The emphasis to materialize the intangible energy that vibrates
in living creatures, objects and situations, is notorious when we revise
her trajectory. Works like “RETABLO DE LA CORTE DE CARLOS
JIMENEZ”, 1993, alludes the complex relations of her own family,
getting inspiration from the painted portraits of the cortesans, or “LA CAJITA”, 1999, that evokes birth and
death in a one footed wooden cradle, with a bleeding dead bird. In “RATICA”, 2001, she personifies innocence
and prejudices with a friendly rat that looks to the world from a metal, jail smile, baby bed, and in “OCTAVIO
SACRAMENTO”, 1996 the artist declares her wish “to get to be part of that parallel universe, where the only
object left that produces the most intimate and contained sensation of lirism, of icy coldness”. The emotional
fiber that unites her art works trespasses the surface in an expression of textures and contrats, to discover the
essence of her sculptural forms that include dead outstanding Costa Rican personalities of combative
temperament like the writer Yolanda Oreamuno and expresident José Figueres Ferrer, both in bronze.
(Rolando Barahona)
B. TIME TO ANSWER!
Answer the following questions about the previous reading
1. What is Marisel Jiménez more interested in?
______________________________________________________________
2. What are Marisel less interested in?
______________________________________________________________
3. Mention two of Marisel’s works.
______________________________________________________________
4. What is the goal Marisel has?
______________________________________________________________
5. Which does Marisel’s work represent her family issues?
_____________________________________________________________
RATICA, Marisel Jiménez
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Reading
Lasts steps!!!
WOULD YOU LIKE TO BE AN ARTIST TOO?
a. Read the following article that explains how to make a sculpture step by
step.
1. Brainstorm. Sculptures can have different meanings. They can look cool or look lame. They could have a message on them, or be a picture. Brainstorm what kind of sculpture you want to have. 2
Collect. Sculptures are known for what they are made out of. You could have a unicorn made of candy wrappers, or a dragon made from Coke bottles. If needed, remember to collect glue as well. 3
Make a base. All sculptures have to have something to hold them up. It's called the base. It can be showing or not showing. Many sculptures have a basic base made out of sticks. To be steadier, you could use a piece of metal. 4
Paste. We've all used it. Paste in sculptures is like bread on a sandwich. You have to choose one that will hold up what you are using. 5
Give it character. If you don't want your sculpture to be a piece of the ground, you have to give it character. For example you could have a newspaper unicorn. To give it character glitters paint it. 6
Paint it. You don't have to paint it if you don't want to. If you do, choose bright eye-popping colors. That will make it stand out. Source: http://www.wikihow.com/Make-a-Sculpture
b. Pair work. Discuss with your classmate those steps, and come up with an
idea to create your own piece of art.
NOW! IT’S TIME TO DO YOUR OWN SCULPTURE.
c. Use your creativity and create your own work. Use the technique you
prefer.
Suggestions
- Graffiti
- Painting
- Installation
- Sculpture
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Writting
GETTING READY!!!
A. DO YOU KNOW THEM?
eregrino Gris is a Costa Rican Folk and Celtic music band, (name given to the music influenced by traditional music from
Ireland, Scotland, Galicia, and Brittany). The band was founded in March 11th; 2001but the investigation and composition work
started seven years before. Peregrino Gris has participated in different activities either public or private. Also, the band usually
plays in the Jazz Café in San Pedro. In December 2003, the first CD of the band hit the market which created a good reputation of the
group and caught the attention of a significant audience to their music. Two years later, in December 2005 the group made public its
second CD called “Confrontacion”. Both CDs includes 100% original compositions that had gotten success in sales. Besides, the band
recorded a track together with the Spanish band Asgaya de Asturias in 2006. The third CD of the band with its original music was
presented in June 2011. Then, the band is looking for the opportunity to show its music outside the country. The band has also
included in his repertoire traditional Ireland, Scotland and Galicia Music.
Peregrino Gris, apears in a country that seems to have no relationship at all with those countries known as Celtic, Costa Rica.
However, this project came alive not only from listening to Ireland, Scotland but also from a deep research based on knowing, listening
and even interpreting traditional music from around the world, in order to know through its music customs and way of living of the
people. Thus, this investigation project has taken us to a cultural exploration travel where a relationship between two cultures
apparently different from each other shows up and by experience, realizing that music is a universal language, human need. Also,
traditional music seems to link to each other naturally to get together all human beings as part of a whole. Peregrino followers are
witnesses and participants of such connection: Through the Project has been an interaction with a lot of people with different beliefs,
disciplines, and musical likes but to all these people in one way or the other get attracted to this type of music where they identify
themselves, discover something that wakes up their spirit and each person gives his own meaning as part of his life. Some people
dance freely inspired by the beat of the music and closed their eyes to listen to it, but in some way this universal language creates a
synergy that unites all musicians to the people that listen to it. Taken from: Sicultura.cr translated by: Daniel S.
Answer the following questions based on the previous reading about “Peregrino Gris .”
What kind of music does Peregrino Gris play?
____________________________________________________________________________
What is the name of the second album of the group?
____________________________________________________________________________
Explain in your own word, how does this “proyect” known as Peregrino Gris came alive?
___________________________________________________________________________
What are the countries that influence their music?
__________________________________________________________________________
P
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Writting
In your own words!!
Do you play an instrument?
Choose an instrument that you like. Then, describe the instrument, give some reasons why you like it
and what do you feel when listening to the instrument being played.
Now imagine you meet someone for first time and she/he asks you about: what kind of music do you
like? What band or bands do you like to listen to? What do you find attractive about the band or the
music they play? And if possible provide some songs, from the band; you would like that person to
listen to.
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Writting
Last steps!!
How much do you know about these topics?
Definitions taken from: Cambridge Advance Learners’ Dictionary. 3rd, 2008
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Listening
Getting ready!!!
Listen to the audio. Match the correct craft names with the corresponding number.
1.
2.
3.
4.
5.
( ) Masks
( ) Oxcart
( ) Sculpture
( ) Baskets
( ) Crocks
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Listening
Through the Oxcarts Story!!!
A. Listen to information provided by the video “Ox-herding and Oxcarts Traditions in Costa Rica”.
Take notes and then, answer the questions below.
1. Are oxcarts consider the most famous Costa Rican craft?
_________________________________________________________________
_________________________________________________________________
2. What were oxcarts used for?
_________________________________________________________________
_________________________________________________________________
3. What did oxcarts mean for families?
_________________________________________________________________
_________________________________________________________________
4. Every region has its own design
_________________________________________________________________
_________________________________________________________________
5. How oxcarts could be identified from region to region?
_________________________________________________________________
_________________________________________________________________
6. Which were the two means of transportation that came to replace oxcarts?
_________________________________________________________________
_________________________________________________________________
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Listening
Last steps at the Gold Museum!!!
A. Listen to information about the Gold Museum in Costa Rica, in which there are explained
important features about pre-Columbian art. After that, take a look at the following statements, and
write “T” for true or “F” for false, according to the information given.
Pre Columbian collection of gold in the world
26 hundred golden art are exhibit 1600 pieces of spectacular pre Columbian gold work
Developed the sophisticated art of metallurgy smelting and molding the precious metal in
many shapes and figures both for adorning, religion rituals and for practical day to day life
They created the technique were they were having small fragments of gold together to form
larger pieces
This museum enrich the look into the ancient culture of Costa Rica
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Speaking Getting ready!
Oxcarts looked like a beautiful
piece of artwork. They are
highly ornate and elegantly
carved and painted with
beautiful bright colors. A
national symbol of Costa Rica,
the oxcart played an
important role in the
country's history. The oxcarts
were used to transport coffee
beans to the markets. If you
should visit Costa Rica, Sarchi
is definitely worth a visit. And
wouldn't it be cool to have
one of these oxcarts in your
yard. Taken from: http://travelwitheileen.blogspot.com
Music is an integral part of most
cultures of Latin America and Costa
Rica is no exception. Costa Ricans
enjoy contemporary American rock,
American and British, and have a
special affinity for the melodies.
Costa Rica is home to a diverse
music scene. From classical to
calypso, the music is everywhere in
the streets, homes, restaurants,
bars, discos and theaters, Classical
Music of Costa Rica: The National
Symphony Orchestra of Costa Rica
has received international
recognition under the leadership of
its current director, Chose
Komatsu, and is considered one of
the major orchestras in Latin
America. Adapted from: 01centralamerica.com
Now let´s talk about
music and crafts!
Get in groups of 3 and
share what you know or
what the picture reminds
you..
Then, Read the short
readings related to the
images.
Following, discuss in groups
the readings.
Make a list of objects that
you think could be related
to these pictures.
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
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Speaking GET INTO YOUR MIND
Let’s have a little discussion about art, crafts and music! What do these words mean to you?
Now get in pairs and discuss the following questions, orally.
1- What does music mean to you?
2- What do you consider as music?
3- What does the word “Art” mean to you?
4- What are some examples of art?
5- What is to be an artist?
6- Can anybody be an artist?
7- What characteristics should an artist have?
8- What are some examples of Costa Rican
crafts?
9- What is the cultural importance does Costa
Rican crafts have?
10- What do crafts represent to you?
Still in pairs, look at the following picture and describe what you can see from it. Try to explain,
what you think the image represents and what the image makes you feel.
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Speaking
Last steps!!!
Now!! It’s time to find the artist for the museum
Group work.
1. Let’s supposed you’re a very important entrepreneur who is hiring artist to make and
exposition. And you have to interview all the artists to hire the best one.
Consider…
What should you have to ask him/her?
Personal information, theme, age, technique.
What kind of music, craft, or piece of art do you prefer in your exposition?
Rock, Celtic, crafts, jewelry, crocks, sculptures, graffiti, or painting.
How much work experience the artist is required?
What level must the artist handle?
Expert, intermediate, or beginner.
2. Then, you must be the artist who is going to be hired.
Think about…
What does the entrepreneur need to know to hire you?
Why he/she should hire you?
Your strengths
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Rubrics
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Rubrics
Aspects Rating
1 2 3 4
Gra
mm
ar
The lack of complex and difficult structures managing is showed. The use of tenses and inflections are hardly difficult to use. Many mistakes should be corrected.
Complex and difficult structures are not appropriately managed; the bad use of tenses confuses the message. Transitional words were not produced.
Complex and difficult structures are hardly managed. Some tenses are mixed up. A few mistakes should be corrected. Transitional words are limited.
Complexity and difficulty of grammatical structures are appropriately managed, accuracy of tenses is showed. Transitional words adequately.
Vo
cab
ula
ry
General and simple vocabulary is used, the misunderstanding of some meanings affects the message, and the use of related words to clarify is missing.
Limited use of technical words, the misunderstanding of some words affects the real message. Use of related words is limited.
Regular managing of technical vocabulary, related words usage is showed, some words are too general.
Technical vocabulary is managed, the use of synonyms and explanations are really helpful to the audience, correct use of part of speech.
Flu
en
cy Flow is never maintained,
there is no appropriate speed. The message is almost lost. Many pauses.
Linking of sounds does not occur, some pauses are made incorrectly. The speed is not adequately.
Most of the time the flow and rhythm are maintained, the speed is controlled in some cases.
Appropriate flow and rhythm; the student makes the pauses in a correct time.
Pro
nu
nc
iati
on
Most of the words are pronounced incorrectly, and that affects the meaning of the message, self-monitoring does not occur.
Some words appropriately pronounced, but the mispronounced ones affect the meaning of some sentences. Awareness of mistakes is limited.
Plenty of the words are pronounced correctly, but there are some omissions, additions, or substitutions. Self-monitoring constantly occurs.
Most of the words are accurately pronounced. Self-monitoring always occurs.
Co
mp
reh
ensi
on
Incoherence, the elaboration of the ideas is inappropriate. Responses
are limited.
Many questions about the topic could not be answered. The lack of
understanding is reflected.
Many of the questions about the topic can be
answered, some others needed to be changed, and responses show
understanding.
All the questions about the topic can be answered, good
understanding of the topic is showed.
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Rubrics
A
SP
EC
TS
4 3 2 1
Develo
pm
ent
The task presents a sophisticated development of the topic for the specific purpose. Well executed progression of ideas. Each paragraph presents strong use of examples, evidence or relevant details to support the main idea. The use of analogies, illustrations or anecdotes is satisfactory applied.
Appropriate development of the topic for the specific purpose is shown. There is an acceptable progression of the ideas in each paragraph. There is a clear use of examples, evidence or relevant details to support the main idea. Considerable use of analogies illustrations or anecdotes is presented.
Limited development of the topic for the specific purpose. Unsatisfactory progression of ideas is shown. Limited used of examples, evidence and relevant details is presented. The use of analogies, illustrations or anecdotes is limited.
There is a minimal development of the topic for the specific purpose. The writing task lacks a logical progression of ideas. There is minimal use of examples or relevant details. Analogies, illustrations or anecdotes are not presented.
Sente
nce S
tructu
re Sophisticated and well controlled
sentences. There is presence of variation of phrases and clauses (gerund, participial, infinitive; dependent and independent clauses). There is complex use of the sentence in the paragraph.
Complete and correct sentences are presented. Some variation of phrases and clauses (gerund, participial,
infinitive; subordinate clauses). Complex use of the sentences is limited.
There are some errors in sentence structure. Limited sentence variation (simple, compound, complex). However, errors in more complex sentence structure are presented. Presence limited use of phrases and clauses (gerund, participial, infinitive; subordinate clauses)
Contains numerous uncompleted and/or run-ons sentences. Little or no sentence variation (simple, compound, complex). Presence of errors in most of the sentences. Minimal or no use of phrases and clauses (gerund, participial, infinitive; subordinate clauses)
Gra
mm
ar
Usa
ge
There is a vivid, precise, concise, relevant, and consistent grammar usage in terms of subject/verb agreement, singular/plural nouns, verb tense, and pronoun usage. Also, the satisfactory use of
adjectives and adverbs is presented.
Appropriate, clear, and acceptable grammar usage is shown. There are a few errors in terms of subject/verb agreement, singular/plural nouns, verb tense, and pronoun usage. Adjectives and, adverbs are well applied
in the sentence.
Vague, redundant, simplistic and inconsistence grammar usage. Problems with subject/verb agreement, singular/plural nouns, verb tense, and pronoun usage are shown. There are many troubles with the use of
adjectives or adverbs.
Inappropriate, incorrect, and unclear grammar usage is present. There is not subject/verb agreement reflected in the sentences. There are too many problems with singular/plural nouns and the use of verb tense. Significant presence of pronouns in the sentence is missing. The use of adjectives or adverb is not well applied or not applied at all.
Mechan
ics
Accurate use of punctuation rules is presented. Satisfactory use of capitalization is shown. Spelling needs no editing. the precise use of the mechanics inventions allows the truthful transmission of the message.
There are few errors in terms of punctuation. Some Capitalization errors are shown. There is presence of some spelling errors.
There are a considerable amount of errors in terms of punctuation, capitalization, and spelling. The paper needs to be edited.
There is presence of serious and consistent errors in punctuation, capitalization and spelling that impedes understanding and transmission of the message.
HIGH SCHOOL’S NAME: Liceo Los Lagos Level: 10th ENGLISH DEPARTMENT Date: November 1st, 2012 Teacher: Nathalie Alvarez, Yeraldin Salablanca, Daniel Sosa Time: 80 minutes Cognitive Target: Costa Rican Art, music and crafts. General Objective: Students identify valuable aspects about Costa Rican art, music and crafts.
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OBJECTIVES CONTENT PROCEDURES VALUES ASSESSMENT
Art crafts and music in Costa Rica: Wh_ questions: which, when, what, how many, how, why, etc. Who is a famous painter/writer? Where does the ___ play? Yes/no questions Do you like/prefer ____? Is he/she a ____? Types of music: classical, popular. Places: Gallery, theater, etc. Functions: Requesting and giving information. Expressing ideas. Comparing events. Discussing with someone about something.
Warm up:
The student plays the “hot sit” game. The
students get in two groups or teams. One
member from each team sits facing the group.
The teacher writes on the board a word related
to music, crafts and art for all of the team
members to see excepting for the two players in
the hot seats. The teams must try to get a
member in the hot seat to guess the word or
phrase. The first person to guess correctly gets to
stand up and a new member from their team
takes the hot seat. The person on the other team
has to remain in the hot seat until getting an
answer first.
• Respect for others'
activities, interests
and abilities.
• Appreciation of
artistic
manifestations and
good working habits.
• Commitment in
every action taken.
CULTURE
• Value painters and
musicians known in
our country and
worldwide
Listening
Discriminating the variation of art
and its techniques and materials.
Presentation
The teacher presents some pieces of art such as
graffiti, a painting, sculpture and one craft all of
them are going to be set in each corner of the
classroom. Then, the teacher asks students to go
around the class observe, and touch each piece of
art and take notes. Later on, based on students’
notes the teacher explains the different
techniques and materials of the pieces of art.
Discriminating the variation of art and
its techniques and materials by
observing some pieces of art.
Students get feedback from their
teachers and classmates. Students self-
correct and monitor their
performance.
Reading
Practice:
Students listen to a song by Fidel Gamboa
Students analyze Costa Rican music by
listening and reading a song. They get
HIGH SCHOOL’S NAME: Liceo Los Lagos Level: 10th ENGLISH DEPARTMENT Date: November 1st, 2012 Teacher: Nathalie Alvarez, Yeraldin Salablanca, Daniel Sosa Time: 80 minutes Cognitive Target: Costa Rican Art, music and crafts. General Objective: Students identify valuable aspects about Costa Rican art, music and crafts.
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Analyzing Costa Rican music and
its significance into the social
context
regarding Costa Rican culture. On a second time,
they just read the song to get a clearer meaning
of it. After that, they are given some pieces of
construction paper in which they have to write
some ideas in order to analyze the message of
the song. Then, students poste the piece of
construction paper on the board and make a
comment about their ideas.
feedback from their teacher and
classmates, Also, students self-correct
and monitor themselves.
Speaking
Identifying Costa Rican music,
craft and art in context.
Production
Students work on the didactic unit about Costa
Rican art, music, and crafts. Students answer and
discuss the activities orally, from page 14 “Get
into your mind”.
Students identifying Costa Rican music,
craft and art by responding some
answers, orally.
Students get feedback from their
teachers and classmates. Students self-
correct and monitor their
performance.
Writing
Distinguishing information
related to Costa Rican music,
crafts and art.
Wrap up
Students receive a sheet of paper with a letter
soup to complete. The letter soup contains words
related to music, crafts and art.
Students distinguish information
related to Costa Rican music, crafts
and art by completing letter soup.
Students get feedback from their
teachers and classmates. Students self-
correct and monitor their
performance.
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