Chile- Valparaíso


CHILE: The coastal city of Valparaíso in Chile is perhaps most known for its colorful landscape and 43 cerros/ hills. Commonly known as the “La Joya del Pacífico,” (The Jewel of the Pacific), the street art scene here proves astounding.

Valparaíso wasn’t always quite so colorful, but in response to the dictatorship of the 1970’s, artists wanted to make their voices heard, forming underground groups to get their message out to the world. It would seem a wholly turbulent past, but the origin of the colorful houses is actually distinct from that of the street art:

“As Valparaiso is a port city, the short story goes that the “Porteños” (meaning the inhabitants of a port city) used the abandoned metal in the port to cover and protect their houses made of adobe bricks (a kind of clay mixed with water and straw).

And as with wind and humidity the [metal] tended to rust, people started painting their houses with the paint used on the boats. And you will have understood it, these [paints] are very resistant and especially very colorful (it is necessary to see the boats from far). This is what would be at the origin of this ‘coloured metalic’ touch that makes Valparaiso so original.”

Source

Part 1

Dependent on the grade level, we go in a few different directions here. For starters, the street art history is too heavy for kindergarteners, so in class, students focus solely on the vibrant colors. I sing a calming song, “Azul, blanco, rojo, violeta, amarillo, anaranjado, verde y rosa [rosado]“, and point to crayons as I go, so as to associate the proper color with each word.

Students are then given large coffee filters, and I show them the food coloring (yipee!); next, students choose which colors, how many droplets, and where they want them, to create their own designs. I always narrate what is happening and ask questions continuously in the target language as I go around from student to student. In the background, I put on a different color song, called Los colores.

This year, I had a set of goteros/ eyedroppers, so kindergarteners used them to mix agua/water and the colors even further. It was great fun, however beware: this can make a huge mess! (No, I don’t say this from experience, haha!) The art teacher got in on this for International Dot Day, and the next phase of this project was to transform the colorful coffee filters into Chihuly Sculptures in her class. Very cool!

Part 2

To extend this project, and after smelling seemingly identical cups of clear liquid–water/agua and vinegar/vinagre [‘bee-NAH-gray’]–students responded in Spanish with either, “Sí me gusta” or “No me gusta” (I like it/I don’t like it/’no may GOOSE-tah’) and proceeded to ooooh and aaahhh when Pato added baking soda, droplets of food coloring, and vinegar to a bowl–resulting in a colorful volcanic eruption!

Older students announced this as “Breaking News” on their class Spanish News Show, watching a Spanish BrainPop video on volcanoes and learning about the Calbuco volcanic eruption in Chile. This connected to their classroom science unit on volcanoes.


Image #1, Image #2, Image #3, Image #4, Image #5

Paraguay- Bottle Dance

PARAGUAY: La Danza de La Botella, or Bottle Dance, is a traditional Paraguayan dance with unclear origins- although many say it is an offshoot of the galopa (a different folk dance). Dancers begin at a young age, balancing one glass bottle on their heads. As they gain more skill, more bottles are added. While four or five bottles is an absolute feat, some advance to as many as ten or eleven–see videos below. The top and final bottle has a ribbon of the flag colors of Paraguay tied on to it.

In class, students admired the Ñandutí lace on the dresses, enjoyed listening to the traditional Paraguayan polka music, and then attempted to balance books on their heads and walk around the room. (Not quite the same- but safety always comes first.) Regardless, it is harder than it looks!

Above: Image #1, Image #2


Spain- Caves

SPAIN: As you may know, the name of my website–The Spanish Cave–has its roots in the year I was moved into a tiny classroom with absurdly high ceilings. After a while, we started calling it La cueva/The Cave–and for whatever reason, the name stuck. Despite their prevalence around the world, caves are, after all, pretty cool.

It is no surprise that Spain has its fair share of fascinating caves. From the Caves of Nerja in Andalucía (largest stalactite in the the world), and the Caves of Altamira in Cantabria (beautiful prehistoric paintings and engravings), to the Drach–or “Dragon”–Caves in Mallorca (one of the world’s largest underground lakes), these natural subterranean chambers highlight yet another layer of our extraordinary world.

Today, let’s focus for a moment on the limestone Drach Caves in Mallorca.

Uruguay- Casapueblo

URUGUAY: Obviously, we need to do some sort of amazing artistic project on this art studio turned hotel with no straight lines (in the entire edifice, as per the artist’s preference, Carlos Paez Vilaró). I was thinking of using marshmallows as our medium, but the temptation to eat them is just too great for elementary aged students. I will keep you posted.

LINKS: Wondermondo (Uruguay)Hotel Art Casapueblo (Uruguay)Casapueblo Video (Uruguay), Home of Carlos Paez Vilaró

Image Credit

Colombia- Encanto

It is quite possible that I am the only Spanish [elementary] teacher on the planet who has yet to watch the movie Encanto. That said, because some of my students sing the songs nonstop, I have had fun searching for official translations and adaptations of the soundtrack in the target language.

My searching this afternoon led me to reading a beautifully rich YouTube comment under the song, La Familia Madrigal. As it is written in Spanish, however, I thought I would provide a translation for all of the anglophones out there. And yes, I will get around to seeing the movie eventually! Many thanks to @jumpp10 for commenting on the richness and depth of references in this video.



@jumpp10Aquí las referencias a Colombia en la canción/ Here [are] the references to Colombia in the song:

  • 0:04La arquitectura de la casita está inspirada en las casas coloniales, como las encontradas en la región cafetera y las de Cartagena con sus famosos balcones con flores.
    • The architecture of the casita is inspired by colonial houses, such as those found in the coffee region and those of Cartagena with their famous flowered balconies.
  • 0:41La mochila de Mirabel está inspirada en las mochilas de los indígenas Wayuu, que viven en la costa norte de Colombia (frontera con Venezuela). El traje de Mirabel está inspirado en el traje típico de la ciudad de Vélez, en el departamento de Santander.
    • Mirabel’s backpack is inspired by the backpacks of the indigenous Wayuu, who live on the north coast of Colombia (border with Venezuela). Mirabel’s costume is inspired by the typical costume of the city of Vélez, in the department [section, region] of Santander.

Famous Wayuu mochila bags. Image #1, Image #2, Image #3, Image #4.


  • 1:00Arepas y café. Las arepas se comen en toda Colombia, aunque hay muchos tipos, y el café, producto insignia del país.
    • Arepas and coffee. Arepas are eaten throughout Colombia, although there are many types, and coffee, the country’s insignia product.

  • 1:16Palmas de cera, son las palmeras altas que se ven en el paisaje. La palma de cera es el árbol nacional de Colombia. Los Madrigal viven en un lugar inspirado en el Valle del Cocora.
    • Wax palms are the tall palm trees that are seen in the landscape. The wax palm is the national tree of Colombia. The Madrigals live in a place inspired by the Valle del Cocora.
They can grow up to 200 feet tall!

  • 1:19Está escrito “Colombia”.
    • It is written “Colombia”. [Aside: People often confuse and misspell Colombia the country with Columbia, the clothes brand name, so the correct spelling is noteworthy!]
  • 1:21A la izquierda, pasa una mujer usando chaquiras en el cabello, elementos comunes en peinados de la comunidad afrocolombiana.
    • On the left, a woman passes by wearing beads in her hair, common elements in hairstyles of the Afro-Colombian community.
  • 1:40A la izquierda, una mujer con una ruana, un tipo de poncho colombiano, la diferencia es que es abierto. El hombre del centro come una mazorca asada, que se venden en las calles.
    • On the left, a woman with a ruana, a type of Colombian poncho, the difference is that it is open. The man in the center eats a roasted corn on the cob, which is sold on the streets.
  • 1:51Julieta tiene una cesta de buñuelos, un pan dulce y salado que se come muchísimo en navidad, aunque a veces también en los desayunos. El hombre al que cura lleva un poncho, usados en zonas frías.
    • Julieta has a basket of buñuelos, a sweet and salty bread that is eaten a lot at Christmas, but sometimes also for breakfast. The man she heals wears a poncho, worn in cold areas.
  • 1:54El hombre tiene un sombrero vueltiao, típico de la costa Caribe colombiana.
    • The man has a vueltiao hat, typical of the Colombian Caribbean coast.
  • 2:11Calles empedradas similares a las calles de la ciudad de Barichara, en Santander.
    • Cobbled streets similar to the streets of the city of Barichara, in Santander.

Photos of Barichara, Santander, in Colombia. Image Credit.


  • 2:15Félix usa una guayabera, un tipo de camisa muy usada en el Caribe. Mariano también usa.
    • Felix wears a guayabera, a type of shirt widely used in the Caribbean. Mariano does also.
  • 2:25Los trajes de Pepa y Dolores están inspirados en la vestimenta de las mujeres palenqueras, que habitan en el Caribe colombiano.
    • Pepa and Dolores’ costumes are inspired by the clothing of Palenquera women, who live in the Colombian Caribbean. [Aside: Palenquero is an endangered language but absolutely fascinating. I learned a bit about it in graduate school.]
  • 2:33La abuela le entrega un bloque a un hombre que lleva un sombrero aguadeño, típico de la región paisa (Antioquia, Caldas, Risaralda, Quindío).
    • The grandmother gives a block to a man wearing an aguadeño hat, typical of the Paisa region (Antioquia, Caldas, Risaralda, Quindío).
  • 2:44Los silleteros, son personas que llevan en sus espaldas unas estructuras cargadas de flores, conocida como silletas. Cada año, se hacen desfiles y concursos en Medellín donde se pueden apreciar hermosas silletas.
    • The silleteros are people who carry structures loaded with flowers on their backs, known as silletas. Every year, parades and contests are held in Medellin where beautiful silletas can be seen.
  • 3:12Silletas exhibidas para que el público vea los diseños hechos con flores.
    • Silletas displayed for the public to see the designs made with flowers.

  • 3:14Entre todas esas flores debe haber orquídeas, que son la flor nacional de Colombia.
    • Among all those flowers there must be orchids, which are the national flower of Colombia.
  • 3:24El puente que Luisa levanta es muy similar al puente de Boyacá, donde ocurrió la última batalla de la independencia colombiana.
    • The bridge that Luisa builds is very similar to the Boyacá bridge, where the last battle of Colombian independence took place.
  • 3:33Palmas de plátano, comunes en Colombia, sus hojas se usan para envolver algunos alimentos como los tamales.
    • Banana palms, common in Colombia, their leaves are used to wrap some foods such as tamales.

  • 3:47El acordeón es el instrumento principal del vallenato, un género musical colombiano, y de hecho esta canción está inspirada en ese género. El hombre de la derecha sostiene un tiple, instrumento colombiano con 12 cuerdas, usado en varios ritmos colombianos. Y la mujer toca un tambor alegre, usado en ritmos del Caribe.
    • The accordion is the main instrument of vallenato, a Colombian musical genre, and in fact this song is inspired by that genre. The man on the right holds a tiple, a Colombian instrument with 12 strings, used in various Colombian rhythms. And the woman plays a lively drum, used in Caribbean rhythms.
  • 4:11Personas jugando tejo, considerado deporte nacional de Colombia. Consiste en arrojar un disco metálico con el objetivo de hacer explotar unos pequeños sobres con pólvora.
    • People playing tejo, considered the national sport of Colombia. It consists of throwing a metal disk with the aim of exploding small envelopes with powder.
  • 4:18Montañas, debido a que tres cordilleras atraviesan el país.
    • Mountains, because three mountain ranges cross the country.

Venezuela- Angel Falls

VENEZUELA: Angel Falls is the highest uninterrupted waterfall in the world. Did you know that “Paradise Falls” in the movie Up was based on the real life Angel Falls? As the video below explains, the falls are known as Kerepakupai-Merú (or Parekupa Vena) amongst the Pemón-Carib people; the name means, “waterfall from the deepest place”. It would be amazing to visit, but its location is very remote and in the jungle, 600 kilometers (373 miles) away from civilization.

More specifically, the falls are located in Canaima National Park (Parque Nacional Canaima). This park is also famous because of its tepuis, which are sandstone plateaus in South America. In the Pemón language, tepui means, “house of the gods”. The literal translations below give you a glimpse into the language. As a linguist, I love this sort of thing!

Father Cesareo de Armellada was the author of the first dictionary of the Pemón language (published in 1943). At the time it was called Taurepan. Many words in this language show interesting patterns of formation.

For example, the word for “sugar-cane” is kaiwara-kún-imá , which means “pineapple with a very long leg.” The word for “pineapple” itself, kaiwara, means “a sweet with wrinkles.” The Pemon word for “dew” is chirké-yetakú, which means “star’s saliva.” Yetakú is “saliva” or, more precisely, “juice of the teeth.”

There is no word for “year” in the Pemon language. The day is divided into “dawning,” “morning,” “noontime,” “afternoon”.

Source

LINKS: Airpano


Spain- La Sagrada Familia


SPAIN: La Sagrada Familia is an enormous basilica in Barcelona, Spain, designed by architect Antoni Gaudí. Construction began in 1882, but was halted in 1936 initially because of the Spanish Civil War, and then later for myriad other reasons. The projected date of completion had been 2026, but is now postponed.

“The original [design] calls for 18 spires in total, representing the 12 Apostles, the four Evangelists, Mary and Jesus. So far, only eight spires have been completed and it is expected that when the building is complete, it will be the tallest church in the world.”

Source

In my classroom, I covered an entire windowpane with high resolution images of the basilica, positioning them so that it encourages the viewer to look up, just like in a real cathedral. I also posted the Padre Nuestro in Spanish, which students learn in class.

Another year, third graders used glossy white paper, black Sharpies, rulers, and highlighters to create their own stained glass windows (as shown below; idea #8 on link HERE). They turned out really well and are easy to make, even for younger students.


Image #1, Image #2, Image #3, Image #4, Image #5, Image #6, Image #7, Image #8, Image #9, Image #10, Image #11, Image #12, Image #13, Image #14


Peru- Huacachina Oasis


PERU: When I first read Paulo Coehlo’s The Alchemist, I had a vague idea of what an oasis was. It seemed nice, but the concept felt distant and inaccessible–that is, until I stumbled onto an article about Huacachina, Peru. Granted, Coehlo describes an oasis in Egypt, but I would bet that there are similarities.

The Huacachina Oasis is the only oasis in South America, and as such, a huge tourist destination for sandboarding, dune boarding, and the like. It is located near Lima, the capital city. HERE is an official site about the oasis; after exploring virtually, the travel bug will invariably bite you. My apologies in advance!



Image #1, Image #2, Image #3, Image #4, Image #5, Image #6, Image #7, Image #8, Image #9


Uruguay- Calle de los Suspiros

URUGUAY: Aptly named, “La Calle de los Suspiros”, or Street of Sighs, this dot on the map leaves you aching for a slower pace of life. I took the BuqueBus ferry over from Buenos Aires and only spent a day here, but it was as though time had stopped completely. My memory of this day easily stretches to weeks, if not months, in my mind.

The cobblestone streets, Sycamore trees, lighthouse, and breezy winds from the Atlantic–coupled with a gourd of hot Yerba Mate tea (“MAH-tay”) and a few alfajores, of course–sweeps travelers into another world.


Image #1, Image #2, Image #3; all other photos are mine. Note that the huge, white, artistic-looking building is not in Colonia del Sacramento, but rather, Punta Ballena, Uruguay.


Chile- Skyscraper

Image #1, Image #2, Image #3, Image #4


CHILE: In Santiago, Chile, stands the tallest skyscraper in all of South America. It is called both La Torre Costanera and the Gran Torre Santiago. While this 980 foot (300m) tall and 64-floor high building is impressive, there are plenty of extremely tall buildings around the world. The more interesting question, I think, is how were these constructed? How do they stand the test of time?

In class, students first looked at various architectural designs and a list of the tallest skyscrapers in South America. Later, classes had the opportunity to participate in the famous Marshmallow Challenge (“Reto de la nube”) to construct their own building in a small group. Did you know that this exercise is even used with company CEO’s to promote creative thinking? Interestingly enough, however, kindergarteners tend to outperform nearly all adults, but especially business graduate students.

In the Marshmallow Challenge, participants have exactly 18 minutes to try and build a free- stranding structure using only one yard of tape, one yard of string, 1 large marshmallow, and 20 pieces of spaghetti. The key is that the marshmallow has to be on the very top of the structure.

ASIDE: It is very possible that I may have given miniature marshmallows to students as a treat after the activity. What?! I did this project with first through fourth graders– there was no way they weren’t going to fight over and try to eat the one marshmallow!

Some teachers like to have a reflection discussion afterwards, and then do the same lesson again the following day to see what and how students work differently. Others stop the timer after about eight minutes, discuss as a class what is and is not working, and then get back to work (with 10 minutes remaining on the clock). If you sense there is a lot of frustration in the room, I would definitely recommend this second strategy. Have fun!

@TEDx site HERE.

Impressively Tall Buildings

Chile

Image #1, Image #2 & Tallest buildings in Chile


Argentina

Image #1, Image #2 & Tallest buildings in Argentina


Bolivia

Image #1, Image #2


Peru

Image #1, Image #2 & Tallest Buildings in Peru


Colombia

Image #1, Image #2 & Tallest buildings in Colombia


Venezuela

Image #1, Image #2

Uruguay- Punta del Este

URUGUAY: La Mano de Punta del Este is a huge sculpture on the beach of a seaside resort called Punta del Este in Uruguay (on the Atlantic coast). It was constructed in 1982 by an artist, Mario Irarrázabal, when there was an art exhibition but no space for him to participate in the town. So… he went to the beach! The fingers are made out of steel bars, plastic, concrete, and metal mesh.

In class, we did not use steel bars; instead, kindergarten students smeared a piece of paper with glue, and then sprinkled real sand over it to recreate la playa/ the beach. Next, they smushed their palms (no splatting, please!) into a color paint of their choice, and put a handprint on the beach. It was a simple project–albeit messy, for sure–but helped students to connect with a country that they knew little to nothing about.

While waiting for their turn to make a handprint, kindergarteners “built” the Andes Mountains on my floor map with blocks, through much of South America. It was a good day!

LINKS: La Mano de Punta del Este (Uruguay)


Image Credit, Image Source, Image Credit Unsplash

Peru- La Rinconada

PERU: La Rinconada is the highest city in the world. It is over three miles high (16,732 feet). It is also on top of a gold mine! For more details, check out this link HERE.

In class, students made their own tiny pieces of gold, while others tried to build a tower to the ceiling to represent “the highest city in the world”. You could definitely go more in depth here on the topic of mining with older students.

LINKS: Highest City in the World (Peru), The World’s Highest City is in Peru- PHOTO, La Rinconada, Inside the Highest Town in the World- Departures (have to subscribe)


Image #1, Image #2, Image #3

Venezuela- Ice Cream

VENEZUELA: Heladería Coromoto in Merida, Venezuela, is home to 900 flavors of ice cream and a world record, at that! Have you ever been in a rut, and wanted to try something new, different, novel to get another perspective? Well, here is your chance! Try avocado ice cream with black beans; or trout ice cream; or perhaps spaghetti with cheese ice cream. Click HERE to learn more.

In class, students had fun dreaming up strange combinations of flavors, and even began ‘selling cones’ made out of colorful paper.

Paraguay- Ñandutí Lace

Image Credit

PARAGUAY:Ñandutí, (Guaraní Indian: “spider web”), type of lace introduced into Paraguay by the Spaniards. It is generally characterized by a spoke-like structure of foundation threads upon which many basic patterns are embroidered.

This structure, resembling a spider web or the rays of the Sun, is usually made on a small circular cushion and is common in many Spanish countries. It is also found in drawn thread work. A comparable lace is made on the island of Tenerife and bears its name.” –Source

LINKS: Getting Crafty, Embassy of the Republic of Paraguay


Image #1, Image #2, Source

Bolivia- Pantanal & Trains

Imagen de Stefan Muller

BOLIVIA: I read a book recently that took place primarily in the pantanal. It sounded fascinating–and I desperatedly want to do a project on it–but the lesson plan has not come to fruition quite yet. Check back in the future for more on this!

LINKS: GLOBE TREKKER- Tough Trains (Bolivia), Tough Trains Series- Across Bolivia the Pantanal to the Pacific, Arica to La Paz By Train (Chile/Bolivia)Sucre to Potosí en Buscarril (Bolivia)From the Pantanal to the Pacific (Bolivia)Río Mulatos-Potosí Line (Bolivia), Toughest Place to Be a Train Driver (Bolivia)5 Highest Railway Lines in the WorldGlobe Trekker: Tough Trains (Bolivia)Tough Trains (Bolivia)

Most Dangerous Railways in WorldTough Trains (Bolivia)Tough Trains2 (Bolivia),

See also Argentina- Train to the Clouds

Mexico- Chocolate

MEXICO: After taking time to learn about molinillos, or the [beautiful!] wooden tools used to stir chocolate in Mexico (see video below), students practiced a hand clapping rhyme about cho-co-la-te. Younger students learn another well-known rhyme: bate, bate chocolate, tu nariz de cacahuate.

Some year, we will dive deep into the history of chocolate (Jennifer Martinez @EverythingJustSo has an extensive packet on this)–but this year was not the one. However, fourth graders did figure out how to do the clapping rhyme in a circle, with a big group of people. We also changed the ‘playback speed’ to super fast and then super slow on the clapping video below. Fun, fun, fun! This lesson is great for both vowels and coordination.




El Fútbol (Soccer)

SOUTH & CENTRAL AMERICA: Fútbol is an important part of the culture in many Spanish-speaking countries. During the 2014 World Cup, I happened to be in Buenos Aires–and the city exploded with enthusiasm after advancing to the finals. It seemed like everyone was your best friend, whether you knew them or not. Horns honked for 24 hours straight, people waved flags out of cars, gorged themselves on pizza, and held their breath as Messi kicked… and Argentina beat the Netherlands in the semi-finals. Spoiler alert: Germany won in the finals.

In class, students travel outside to play “Spanish soccer” and truly live the language. Here, the only–I repeat, only–rule that really matters is that students speak shout and yell in Spanish. “Who plays defense? What counts as a red or yellow card? Are the teams fair?” Frankly, none of that is too important–as long as students are running back and forth, kicking a ball, and shouting in the target language, I am happy as a clam.


Class Routine

Each day, students sign up for what they want to do. They can be a futbolista/soccer player, portero(a)/ arquero(a)/ goalie, entrenador(a)/coach, or árbitro(a)/referee. The two teams (that represent Spanish-speaking countries) get into a circle and chant either, “¡Este partido, lo vamos a ganar!” (we’re going to win this game!/Spain), or “Ganamos, perdimos, igual nos divertimos” (we win, we lose, either way we have fun!/ Guatemala).

Next, a special “visiting coach” [student] leads the teams in warm-up exercises. Now it is game time! Students work hard to shout in Spanish continuously, while trying to score a goal. Key vocabulary: Por acá/over here; pásala/pass it; la tengo/I got it; soy portero(a)/I’m goalie; la pelota/the ball; ¡apúrate!/hurry up!; casi/almost; hace mucho calor/it’s really hot; no manos/no hands; suelo/ground; ¿Qué?/What?; Yo dije…/I said; agua/water. Speaking English results in a penalty (referees have students count backwards in Spanish 5-0 and ‘complain’ “Quiero jugar”/I want to play!).

At the end of class, the teams line up and say, “¡Buen partido!” (good game!). While Mondays and Thursdays are practices, Fridays are official games and ‘Facepaint Fridays’, where students safety-pin paper flags to their shirts and have the option to paint their faces their team colors. Spanish music plays frequently, to help create a truly immersive experience.



Vocabulary

  • ¡Pásala! (pass it)
  • ¡Por acá! (over here)
  • ¡Por allí! (over there)
  • La pelota/el balón (the ball)
  • Soy portero/a; soy arquero/a (I’m goalie)
  • ¡No manos! (no hands!)
  • ¡La tengo! (I got it!)
  • ¡Vamos! (Let’s go!)
  • ¡Patéala! (kick it!)
  • ¡Corre! (run!)
  • ¡Rápido! (quickly)
  • ¡Apúrate! (hurry up!)
  • ¡Sube! (go up the field)
  • ¡Quédate ahí! (stay there)
  • Defensa (defense)
  • Descanso/entretiempo
  • Fuera
  • No inglés (no English)
  • No fui yo (it wasn’t me)
  • Fue… (it was)
  • ¡Vamos a ganar! (we’re going to win!)
  • ¡Gooooool! (goal)
  • ¡Golazo! (amazing goal)
  • “Este partido, lo vamos a ganar.”
    • We’re going to win this game! (Spain)
  • “Ganamos, perdimos, igual nos divertimos.”
    • We win, we lose, either way we have fun! (Guatemala)
  • REPORTERO (un trabajo para alguien que no quiere o no puede jugar, por cualquier razón): “Fulanito tiene la pelota. Corre muy rápido. Patea la pelota y ¡GOOOOOOOL!(narra lo que sucede en tiempo real)
  • CONSECUENCIAS: Números 10-0 (cuenta regresiva obligatoria, como consecuencia por 10 segunditos cuando hablen en inglés o por accidente o a propósito)

Facepaint Fridays!

  • Mondays & Thursdays are practices, but Fridays are considered “official games”.
  • Here, students are welcome to paint stripes of their team’s Spanish-speaking flag on their cheeks.
  • They also have signs with their last name and favorite number to safety-pin to their shirts.


Film: Rated PG-13 (older students)

Venezuela- Roller Skating

Image Credit

VENEZUELA: “For locals in the capital of Caracas, it is customary to strap on your roller skates and glide to Christmas mass. As legend has it, children go to bed with a piece of string tied round their toe and the other end dangling out of the window. As skaters roll past, they give the string a tug and children know that it’s time to, well, get their skates on” (source). 

The streets are actually blockaded off each year so that families can roller-skate to Midnight Mass safely. People say this began as an alternative to sledding, since Venezuela is right on the equator and therefore quite warm in December. While I would not recommend roller-skating in the middle of the street in this country, you could go to a rink to skate!

Image Credit

Argentina- Mercados

ARGENTINA: In much of South and Central America, outdoor markets, or mercados, are a common sight to see. In Buenos Aires, we would spend our weekends wandering the ferias, taking in all of the sights (tables/blankets of items for as far as the eye could see), sounds (street musicians and Tango), and smells (dulce de leche, empanadas, asados/ parilladas, alfajores, choripán, Yerba Mate tea). A few of my favorites sights were flipbooks of San Telmo-Buenos Aires, a figurine of Don Quijote made out of recycled leather, and a street performer dressed entirely in gold paint that made me jump a mile when he moved after I had believed him to be a statue!

Continue reading “Argentina- Mercados”

Dancing!

Dance is a very important part of the culture in many Spanish-speaking countries–from the Tango in Argentina and the Flamenco in Spain to the Merengue and Salsa in the Caribbean, dance brings everyone together. Virtual or not, we are all one big family, so let’s get up & dance!

In class, students watched two astounding young Salsa dancers and a dog dancing Salsa for inspiration (see below). While third and fourth graders learned the basic Salsa dance step, second graders focused more on the Tango and Merengue. Older students ended the year with a small fiesta–eating chips and salsa while dancing Salsa!

Virtual learners were given the challenge to dress up in a fancy outfit and record 5-10 seconds of them dancing to a song in Spanish (more music below). Naturally, we added an ‘out’, for the timid of heart.

  • In the Dominican Republic, there is a saying, “El que no baila, no come bizcocho,” which means, “He who does not dance, does not eat cake”.
  • However, we will make an exception to this rule today; for anyone who does NOT want to be recorded dancing, you may make a tres leches cake (or any kind of cake).


Different Currencies

Gif Credit @BCRA

No matter the age, most students seem to love looking at different currencies from around the [Spanish-speaking] world. One day, my kindergarteners spent an entire class cutting out euros and pesos; I couldn’t get them to stop! As they get older, the conversation expands. Second graders, for example, looked at me like I had 14 heads when I showed them–using a currency converter–that $100 USD was equivalent to $377,530 Colombian pesos; but even with a huge question mark stamped on their brains (WHAT?!), they were still fascinated by the concept.

While comparing values of different currencies can be a fun exercise, challenges arise when trying to explain the why. If any educators (or financial gurus) out there have ideas about how to break down said information into easy to swallow, bite-sized chunks, please feel free to comment below!

LINKS: My Classroom Economy, MarketWatch, MarketWatch Game, MyKidsBank


Fake Money to Print for Classroom

More Links: Billetes y Monedas (Chile), Billetes (Argentina), Banknote boliviano, Banknote News (Bolivia)


Argentina- Street Art

ARGENTINA: We return to Argentina because it is a fascinating land of extremes: from the Southern Lights in Ushuaia, to Iguazu Falls in the north, there is something for everyone here. This week, we are focusing on the constantly changing street art of Argentina. When I lived there, I was amazed at how some of the walls were 4 inches of paint thick- many times, the murals would change overnight!

Here, classes began with an initial layer of ‘graffiti’ (writing words & sentences in Spanish on a huge sheet of paper), and then progressed to doodles, paintings (Xul Solar), and murals. Our goal is to layer the papers and see how thick our street art can get! We will cut out flip tabs to see the previous layers. Feel free to try this at home as well.

LINKS: Mi Sala Amarilla- Xul Solar


Image Credit (tiger), Image Credit


Peru- Nazca Lines

PERU: The Nazca Lines are a group of ancient geoglyphs in Peru. They are made out of naturally occurring elements, like rocks, stones, or earth. These trenches–running in all different directions in this part of Peru–appear to be roads from ground level. However, from an airplane, you can see that they are actually huge designs depicting anything from hummingbirds and lizards to astronauts and spiral shapes. Drones are helping to uncover even more in recent years.

This Nazca Lines Craft for Kids is one activity you can try in class or at home. In class, students recreated these designs with masking tape on the floor. Check out this link HERE for an entertaining account about how this lesson plan evolved.

LINKS: New Nazca Lines Found (Peru), Nazca Lines Geocaching (Peru), Ancient Drawings Discovered (Peru), Las Líneas de Nasca, Nazca Lines- Peru, Nazca Line Theories


Music & Sand Skiing in Peru



Guatemala- Sawdust Carpets

GUATEMALA: Thousands of Catholics in Antigua, Guatemala join together during Lent each year to make colored sawdust carpets in preparation for Semana Santa, or Holy Week. In 2014, they broke the Guinness Book of World Records and made the longest sawdust carpet ever, at an astounding 6,600 feet.

Watch the video below and be amazed! It is a beautiful end result, but requires much patience and attention to detail! This SITE also has more stencils and ideas.

This video shows what the process looks like (note: there is no sound).

LINKS: Sawdust Carpets- Video (Guatemala)Sawdust Carpet Stencil Patterns, Easter in Guatemala


Year 2022: Colored Sand “Sawdust Carpets”

This year, every student in Lower School made his or her own miniature carpet with colored sand. For younger classes, a pattern was assigned; older students created their own designs. The end goal was to laminate all of them together into one very long “carpet”, which we did!

Danny Gokey Song

Year 2021: Kinetic Sand “Sawdust Carpet”

Here, we tried creating one gigantic carpet with DIY kinetic sand. It did not work perfectly, but the process was messy and fun, nevertheless!

RECIPE #1: 1 tsp. water & 5 drops dish soap, then add 1 tsp. corn starch, 2 tsp. Elmer’s glue, food coloring; mix; add 1/8 tsp. Great Value STA-FLO liquid laundry starch and mix together; slowly add 1/2 cup of sand; add another 1/8 tsp. liquid starch; add more sand, if necessary.

RECIPE #2: 1 cup play or craft sand; 1/2 c. PVA school glue; 2 tsp. dish soap; 2 tbsp. cornstarch; food coloring.; Dollar Tree party table cover.

More recipes & links: Kinetic Sand, Kinetic Sand- 3 ingredients, DIY Kinetic Sand, More DIY Kinetic Sand; Slick Slime Sam- YT Channel + Slick Slime Sam- 3 Insanely Cool Crafts for Artsy Kids


Year 2020: Virtual Learning “Sawdust Carpets”

Photos of student work from the Spring Quarantine of 2020. All of the following were done virtually.


Year 2019: Art Stencils & Sand “Sawdust Carpets”

The art teacher drew stencils in pencil on colored bulletin board paper, and then students filled in the designs with colored sand.

Colombia- Emeralds

COLOMBIA & BEYOND: Last year, second graders became very excited about minerals and gems. As a result, we spent time learning which minerals come from South and Central America, and then painted rocks to create amethysts and lapis lazuli look-a-likes. Several filled little cups of water and dyed the water various shades with food coloring.

This year, students studied geodes in their regular classroom, but I learned about it a smidgen too late to tap into the unit. Maybe next year?!


Colombia- Colorful Town

COLOMBIA: Is Guatapé, Colombia the world’s most colorful town? Last year, students painted colorful buildings and houses on tri-folds, and set up the cardboard in two lines so that they could ‘walk’ through town, stopping at various businesses and mercados along the way. The Señor Wooly song, “¿Adónde vas?” worked well with this unit. *Image Credit Jessica Devnani & Saul Mercado

This year, students also learned about finger painting street art in Colombia, and then mimicked the style on their whiteboards. I have seen this done on mirrors as well, but use whatever you have:


LINKS: Painting the Town- Part 1, Painting the Town- Part 2, TEDx- Take Back Your City With Paint


Pink Dolphins

Image Credit

Rock of Guatapé

In Guatapé, Colombia, there is also the famous Peñón de Guatapé–a 70-million-year-old rock that stands 656 feet high. Students did a long-division problem to figure out how many of them standing on their clones’ heads would be that tall, and then used Popsicle sticks to build the staircase up the side of the rock (or, in our case, the side of the classroom wall).

Felipe Salgado, Peñon de Guatapé, Colombia

Paraguay- Landfill Harmonic

PARAGUAY: Cateura is the name of a landfill in Paraguay where a town of people have taken a difficult situation–living in, quite literally, a dump–and made the best of it. They began by taking trash and repurposing it to build instruments, and now have an orchestra called Landfill Harmonic.

In class, students extended their study of forces, causes and effects to create their own instruments out of recycled materials. What sounds can you make with boxes, rubber bands, and a few old beads (or beans!)? Let’s get creative!

ASIDE: While Spanish is one of the official languages of Paraguay, Guaraní is as well–and, in fact, more people in Paraguay speak Guaraní than Spanish. It is very important to the life and culture there. Listen to the videos to hear what Guaraní sounds like. Mixing Spanish and English is often referred to as Spanglish, but mixing Spanish and Guaraní is called Jopara.

LINKS: Landfill Harmonic (Paraguay)Landfill Harmonic- Amazon (Paraguay), Landfill Harmonic YT (Paraguay)

“There’s a saying in Paraguay that people who visit always cry twice – once when they arrive and once when they leave.”


Paraguay