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Duende Infusio n

Duende Infusio n. After studying Spain, Franco, Lorca, Art (emphasis on Picasso and Goya) and Watching Pan’s Labyrinth students were asked to look at they symbols in the various media. At this point Amanda Dingle and Anne Baldwin come in and teach about Picasso and Monotypes

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Duende Infusio n

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  1. Duende Infusion • After studying Spain, Franco, Lorca, Art (emphasis on Picasso and Goya) and Watching Pan’s Labyrinth students were asked to look at they symbols in the various media. • At this point Amanda Dingle and Anne Baldwin come in and teach about Picasso and Monotypes • Students were asked to make a visual representation of what Duende means, and in other situations they were supposed to use 5 symbols from Lorca and the movie to represent their Duendeis creating Monotypes.

  2. GAUDI’s Mosaic in the Park Guell • The Spanish teacher introduced Gaudi at first to her students about his unique and creative architecture and related sculptures, interiors and furniture in Barcelona, Spain. They learned about his eccentric artistic life through lectures and power point presentations. • At that point, Francine Gintoff introduced the project that related to Gaudi’s work. It was to be a large 10 foot lizard which is actually part of the ParcGuell in Barcelona. • Materials: Brown paper, which was to represent the grout or cement in between the tiles. Tiles were represented by colored paper stock and printed scrap booking papers that had intricate patterns. These were cut very small and all of the students participated by gluing these papers onto the large lizard. The two teachers worked as well which created some inspiration and became an example of how this process worked. We all worked around the desks that were pushed together and it almost seemed like a quilting circle. It was a very pleasant and productive environment. Students seemed to derive pleasure and satisfaction having completed the task. .

  3. Social Studies • Infusion between Social Studies and the Roman Empire and Mosaics with Francine Gintoff.

  4. Other infusions: • After reading blood wedding having students work with a drama teacher about the arquetypes in theater. Students wrote new endings. • Working with digital storytelling students recorded memorized poems and then the digital storytelling class interviewed the students and created videos for the poems.

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