¡Arte y más!


Señora Alicia and Susana, a friendly iguana, teach Spanish to students by immersing them in the language and by engaging them in participatory lessons addressing arts and humanities content. Students acquire the vocabulary and grammar of Spanish while learning about basic concepts in dance, music, drama, and the visual arts.

  • ¡Arte y más! Lesson 1

    Students meet Señora Alicia and Susana the Iguana. The basic greeting phrases hola (hello) and adiós (goodbye) are used as well as mira (look), escucha (listen), and contesta (answer). The Teacher Guide (found in For Teacher in Support Materials) includes vocabulary with audio pronunciation.

    Grades: K-5
  • ¡Arte y más! Lesson 2

    Teach students phrases and movement terms with this lesson plan, including vocabulary with audio pronunciation, from the Exploraciones series. Students learn the phrases ¿Cómo estás? (How are you?) and ¿Qué color es? (What color is it?). They learn the movement terms camina (walk) and corre (run). The Teacher Guide (found in For Teacher in Support Materials) includes vocabulary with audio pronunciation.

    Grades: K-5
  • ¡Arte y más! Lesson 3

    In this lesson, terms from previous lessons are reviewed, and some new terms are introduced, including Señor (man, Mr.) and Señora (woman, Mrs.). The term verde (green) is reviewed with a chant. The movement terms baila (dance), manos arriba (hands up), and manos abajo (hands down) are introduced. Señora Alicia reads a book, Rebeca.

    Grades: K-5
  • ¡Arte y más! Lesson 4

    Señora Alicia introduces the concept of counting from one to three (unodostres). In a movement section, she reviews previous commands and introduces the terms salta (jump) and paso (step). Susana and Señora Alicia review the word verde (green) and introduce the word rojo (red).

    Grades: K-5
  • ¡Arte y más! Lesson 5

    After the “Hola” song, Sra. Alicia and Susana have a dialogue and review vocabulary from previous lessons. A movement activity reviews commands and introduces un paso adelante (one step ahead), un paso atrás (one step back), dos pasos adelante (two steps ahead), dos pasos atrás (two steps back), tres pasos adelante (three steps ahead), and tres pasos atrás (three steps back). Cultural artifacts are introduced via an activity of counting instrumentos musicales (musical instruments), a traditional flute la quena and a pan-flute la zampoña, from Bolivia, and a drum, el tambor, found in Mexico and Central and South America. 

    Grades: K-5
  • ¡Arte y más! Lesson 6

    The following terms are introduced: el pincel (the paintbrush), el papel (the paper), el lápiz (the pencil), la planta (the plant), toca (touch) and ¡Hasta luego! (See you later!). Students practice counting classroom objects from 1-3, and review commands. Students read along with the book Rojo by Grupo Santillana de Ediciones. Lesson includes vocabulary with audio pronunciation.

    Grades: K-5
  • ¡Arte y más! Lesson 7

    Susana and Sra. Alicia review commands and introduce new ones. Students learn a new color, azul (blue), and play the game Veo, veo (I see, I see). Students review concepts with a coloring activity, a counting activity, and the song “Me Levanto y Me Siento” ("I stand up and I sit down"). New terms include toque la mesa (touch the table), toque la silla (touch the chair), toque la planta (touch the plant), camine (walk), and siéntese (sit down). 

    Grades: K-5
  • ¡Arte y más! Lesson 8

    After the “Hola” song, there is a new movement activity combining numbers and commands. Then, Sra. Alicia prepares hot chocolate in the traditional Mexican way, using a special tool called a molinillo to mix milk, sugar, and cocoa. While beating the chocolate, she says a traditional chant called “El chocolate.” Susana and Sra. Alicia ask students to review and repeat the chant with them. Color words and numbers are also reviewed.

    Grades: K-5
  • ¡Arte y más! Lesson 9

    After a greeting and the “Hola” song, Susana and Sra. Alicia have a dialogue to model the numbers cuatro (four), cinco (five), and seis (six). A new movement activity is used to create a simple dance sequence: baila arriba, baila abajo, a la derecha, a la izquierda, da la vuelta (dance up, dance down, to the right, to the left, turn around.) Sra. Alicia reads the chant “El gato” (the cat) and invites students to participate. Students review numbers by counting flowers before the closing “Adiós” song.

    Grades: K-5
  • ¡Arte y más! Lesson 10

    After the greeting and the “Hola” song, Susana and Sra. Alicia model a different greeting and introduce the words el sol (the sun) and la luna (the moon). Depending on the time of day (or the position of the sun, as Sra. Alicia describes it in the video) you use different greetings: Buenos días (good morning/day), Buenas tardes (good afternoon), or Buenas noches (good night). A new movement activity reviews levels and shows examples of locomotor and non-locomotor movements, or movimientos locomotores and movimientos no locomotores. A counting activity helps students review numbers from one to six. Susana shares her caja mágica (magic box) with Sra. Alicia and the students, and the episode closes with the “Adiós” song.

    Grades: K-5
  • ¡Arte y más! Lesson 11

    After the “Hola” song, Susana and Sra. Alicia review greetings for different times of the day and sing the “Saludos” song. Reading time comes next, featuring the book Azul by Grupo Santillana de Ediciones, S.A. (2001). With musical accompaniment, Sra. Alicia explores straight and curved lines as well as pathways. The numbers ocho (eight) and nueve (nine) are introduced, and the episode closes with the “Adiós” song.

    Grades: K-5
  • ¡Arte y más! Lesson 12

    After greeting and the “Hola” song, a new movement activity introduces counting up and down the ladder from one to eight. In a dialogue, Susana and Sra. Alicia review greetings and introduce Estoy muy mal (I am very bad) as a response to ¿Cómo estás? The color amarillo (yellow) is introduced, and students are invited to chant “El chocolate” with Sra. Alicia again. The episode closes with the “Adiós” song.

    Grades: K-5
  • ¡Arte y más! Lesson 13

    After the “Hola” song, Sra. Alicia guides students in practicing movement and direction using the terms baila (dance), manos arriba (hands up), brazos arriba y abajo (arms up and down), salta adelante (jump forward), atrás (back), and ¡Cuánto movimiento! (What a lot of movement!). Susana and Sra. Alicia have a dialogue to review the greetings Buenos días (good morning), Buenas tardes (good afternoon), and Buenas noches (good evening), as well as the phrases ¿Cómo estás? (How are you?), Estoy muy bien (I’m fine), and gracias (thanks). They also introduce Estoy muy mál. (I am feeling very bad). Sra. Alicia then shares the bolsa de sorpresas (bag of surprises) to introduce the number diez (ten). Students are invited to chant “El chocolate” once again, and the episode closes with the “Adiós” song.

    Grades: K-5
  • ¡Arte y más! Lesson 14

    Sra. Alicia and Susana introduce the game Susana dice (Susana Says, which is just like Simon Says). The game is used to review the command toca/toque (touch, formal and informal) and the words una mano (a hand), unos pies (some feet), las manos (the hands), los pies (the feet), and manos arriba y abajo (hands up and down). A patterning activity is used to review the terms el sol (the sun) and la luna (the moon). In the activity students help complete an AB pattern and an AABB pattern. Sra. Alicia and Susana review the greetings buenos días (good morning), buenas tardes (good afternoon), and buenas noches (good night). They also review ¿Cómo estás?, Estoy muy mal. (How are you? I am very bad.), and ¿Cómo está la niña? La niña está así así. (How is the girl? The girl is so-so.) Sra. Alicia reviews counting from one to ten, and the lesson closes with the “Adiós” song.

    Grades: K-5
  • ¡Arte y más! Lesson 15

    After the “Hola” song, Susana and Sra. Alicia review greetings and sing the “Saludos” song. The color amarillo (yellow) is introduced with a chant. Susana plays Susana dice to review the command toca (touch) and parts of the body: la mano (the hand), el brazo (the arm), and el pie (the foot). Sra. Alicia reviews straight and curved lines and introduces the concept of zigzag. A counting activity reviews numbers from one to ten, and the episode closes with the “Adiós’’ song.

    Grades: K-5
  • ¡Arte y más! Lesson 16

    After the “Hola” song, Susana and Sra. Alicia review greetings and the replies muy bien (very well) and así así (so-so). Students count along as Sra. Alicia snaps her fingers. Sra. Alicia reads the book Amarillo by Grupo Santillana de Ediciones, S.A. (2001). Sr. Enrique and Modesto, musicians from Venezuela, visit to perform “El merengue,” while Sra. Alicia moves along to the music. Students review colors with a chant, and the lesson closes with the “Adiós” song.

    Grades: K-5
  • ¡Arte y más! Lesson 17

    After the “Hola” song, Susana and Sra. Alicia review the following vocabulary: el libro (the book), el lápiz (the pencil), la mesa (the table), la silla (the chair), la flor (the flower), verde (green), rojo (red), azúl (blue), and amarillo (yellow). Next, they model greetings and introduce a new version of the “Hola” song. They discuss the concept of size, using a variety of objects to model grande (big) and pequeño (small). A movement activity reviews earlier vocabulary and adds pasos grandes y pequeños (big and little steps). The lesson closes with the “Adiós” song.

    Grades: K-5
  • ¡Arte y más! Lesson 18

    After greeting and the “Hola” song, Susana and Sra. Alicia review the greetings buenos días (good morning), buenas tardes (good afternoon), and buenas noches (goodnight). Next, they review grande (big) and pequeño (small). Susana counts to ten and Sra. Alicia sings “Diez iguanas” (to the tune “Ten Little Indians”). The activity ¿Cuál falta? (What’s Missing?) helps students review colors. A movement activity reviews previous movement commands, introducing salto pequeño (small jump) and combining directions with the size and number of the movement, such as un paso grande adelante (one big step forward), dos pasos pequeños atras (two small steps backward), etc. The lesson closes with the “Adiós” song.

    Grades: K-5
  • ¡Arte y más! Lesson 19

    After the “Hola” song, Susana and Sra. Alicia review the body parts la mano (the hand), las manos (the hands) el pie (the foot), los pies (the feet), el brazo (the arm), and los brazos (the arms), and introduce la pierna (the leg), las piernas (the legs), and la cabeza (the head). They sing the “Niñas y niños” song and model greetings. Using small stones, Sra. Alicia counts with students from one to ten and back down again. A movement activity practices body parts by asking students to touch hands, feet, arms, and head. The video closes with the “Adiós” song.

    Grades: K-5
  • ¡Arte y más! Lesson 20

    After the “Hola” song, Srs. Alicia and Susana use the caja mágica (magic box) to review grande (big) and pequeño (small). Then, students see a performance of “La raspa,” a traditional Mexican dance, performed by students at Northern Elementary in Fayette County. Sra. Alicia conducts a vocabulary review of el libro grande (the big book), el libro pequeño (the small book), el lápiz grande (the big pencil), el lápiz pequeño (the small pencil), la mesa grande (the big table), la mesa pequeña (the small table), la silla grande (the big chair) la silla pequeña (the small chair), la flor grande (the big flower), la flor pequeña (the small flower), el tren grande (the big train), and el tren pequeño (the small train). The video closes with the “Adiós” song.

    Grades: K-5

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