Sra. Alicia reviews the terms los ojos (the eyes), la boca (the mouth), and la mano/las manos (hand/hands) and introduces the commands cierra (close) and abre (open). Students follow her instructions to open and close their eyes, mouth, and hands.
Sra. Alicia and Susana sing the “Hola” song, then sing a different version of the song, reviewing the concepts of suave (soft) and fuerte (loud). Sra. Alicia reviews the terms los ojos (the eyes), la boca (the mouth), and la mano/las manos (hand/hands) and introduces the commands cierra (close) and abre (open). Students follow her instructions to open and close their eyes, mouth, and hands. Sr. Enrique and Sr. Modesto join Sra. Alicia, showing a variety of instruments and comparing the loud and soft sounds the instruments can make. Sra. Alicia invites students to play ¿Qué viene despues? (What Comes Next?), having students complete patterns featuring the colors negro (black), blanco (white), and azul (blue).
Before Showing the Video
● Using items in the classroom, review colors studied to date.
● Review the terms suave (soft) and fuerte (loud). Speak or make noises and ask students to identify whether the sound is suave or fuerte.
● Tell students that in the video they will see and hear a variety of musical instruments.
After Showing the Video
● Review the commands cierra (close) and abre (open), using body parts as shown in the lesson. You could also make this part of a game of Susana dice (Susana Says).
● During the week, as an alternative to asking the students to stop talking when they are too noisy, you can try saying Cierra la boca (Close your mouth).
● Ask students what instruments they saw in the lesson (las maracas/maracas, la zampoña/panpipe, los bongos/bongo drums, la viola/viola, and el palo de lluvia/rainstick). Have they seen or heard these instruments before? Where? Ask students if they remember seeing any other instruments in ¡Arte y mas! (el cuatro/cuatro, las castañuelas/castanets, el tambor/the drum). If students name an instrument in English, remind them of the Spanish term for the instrument. If you have access to any of these instruments, have them in the classroom and use them to demonstrate the sounds made and the concepts of fuerte (loud) and suave (soft).
Click on the Spanish word to hear the pronunciation.
Just as with other constructions in Spanish, the word order is different in the name for rainstick, which is palo de lluvia (literally, stick of rain.) Since palo means stick and lluvia means rain, we can see that the adjective which tells us what kind of stick it is comes after the noun. The same phenomenon can be seen with the words for broomstick (palo de escoba) and hockey stick (palo de hockey).
The verb tocar which we have been using in this course to mean “ to touch” also has another meaning. It can also mean “to play,” as in play an instrument. You can hear Sra. Alicia use the verb in the formal form (toque) when commanding Enrique to play the various instruments, whereas when she asks the students to touch their eyes or mouth she says toca, which is the informal form. If she were asking the students to play an instrument, she might say Toca las maracas, and it would be understood that she was asking them to play the maracas rather than just touch them.
• Preview the video before showing it to students and familiarize yourself with the content and the vocabulary. Note at what points students are expected to respond and what the response should be.
• Model the learning by singing and responding along with the class.
• If you are not a Spanish speaker you will hear more phrases in the video than are in the vocabulary list. These will be targeted vocabulary in later lessons. Focus on the words and commands in the vocabulary list. (You can read the transcript of the program if you want to know specifically what is being said throughout, but you should not share the transcript with students.)
• If you have Spanish-speaking students in your class, have them share a few words with the rest of the class and help answer any questions that students have afterwards.
• If you haven’t already read the introduction to ¡Arte y Más!, go back and do so.
● Play ¿Qué viene después? (What Comes Next?), using objects or colors.
Assign directly to your students using the code or link above, without having them log in. Simply tell your students to go to
www.pbsstudents.org and enter the Assignment Code, or click on the Assignment URL to share the assignment as a link.