A Continuar Con El Arte

29 octubre 2015 Español V

Español V

El 29 de octubre 2015

Capítulo 2 REALIDADES 3

Realidades 3

Capítulo 2

La Meta

El Arte

A continuar con el arte

David Alfaro Siqueiros

David Alfaro Siqueiros,(born December 29, 1896,Chihuahua, Mexico—died January 6, 1974,Cuernavaca),Mexican painter and muralist whose art reflected his Marxist political ideology. He was one of the three founders of the modern school of Mexican muralpainting (along with Diego Rivera and José Clemente Orozco).

A political activist since his youth, Siqueiros studied at the San Carlos Academy of Fine Arts, Mexico City, before leaving in 1913 to fight in the army of Venustiano Carranza during the Mexican Revolution. Later he continued his art studies in Europe.

In 1922, after returning to Mexico, Siqueiros helped paint the frescoes on the walls of the National Preparatory School and also began organizing and leading unions of artists and workingmen. During the Spanish Civil War (1936–39), he commanded several brigades for the Republicans. Over four decades, his labour-union work and his communist political activities led to numerous jailings and periods of exile. He visited the United States, the Soviet Union, and many Latin American countries as a lecturer and guest artist.

Most of Siqueiros’s large murals are in government buildings in Mexico. His murals are distinguished by great dynamism and compositional movement, monumental size and vigour, sculptural treatment of forms, and a limited colour range that is subordinated to dramatic effects of light and shadow. Siqueiros and his followers produced thousands of square metres of vivid wall paintings in which numerous social, political, and industrial changes were portrayed from a left-wing perspective. He commonly used synthetic lacquer colours sprayed from paint guns in order to speed up the process of decorating large public buildings. He also did many easel paintings, the best-known of which is perhaps Echo of a Cry (1937).

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David Alfaro Siqueiros

Mexican painter

David Alfaro Siqueiros

Mexican painter

born

December 29, 1896

Chihuahua, Mexico

died

January 6, 1974

Cuernavaca, Mexico

David Alfaro Siqueiros,(born December 29, 1896,Chihuahua, Mexico—died January 6, 1974,Cuernavaca),Mexican painter and muralist whose art reflected his Marxist political ideology. He was one of the three founders of the modern school of Mexican muralpainting (along with Diego Rivera and José Clemente Orozco).

A political activist since his youth, Siqueiros studied at the San Carlos Academy of Fine Arts, Mexico City, before leaving in 1913 to fight in the army of Venustiano Carranza during the Mexican Revolution. Later he continued his art studies in Europe.

In 1922, after returning to Mexico, Siqueiros helped paint the frescoes on the walls of the National Preparatory School and also began organizing and leading unions of artists and workingmen. During the Spanish Civil War (1936–39), he commanded several brigades for the Republicans. Over four decades, his labour-union work and his communist political activities led to numerous jailings and periods of exile. He visited the United States, the Soviet Union, and many Latin American countries as a lecturer and guest artist.

Most of Siqueiros’s large murals are in government buildings in Mexico. His murals are distinguished by great dynamism and compositional movement, monumental size and vigour, sculptural treatment of forms, and a limited colour range that is subordinated to dramatic effects of light and shadow.

Siqueiros and his followers produced thousands of square metres of vivid wall paintings in which numerous social, political, and industrial changes were portrayed from a left-wing perspective. He commonly used synthetic lacquer colours sprayed from paint guns in order to speed up the process of decorating large public buildings. He also did many easel paintings, the best-known of which is perhaps Echo of a Cry (1937).

Pepon Osorio

Biography

Santurce, Puerto Rico, 1955. Lives and works in Philadelphia. Osorio received his MA from Columbia University in 1985. In 2006 he had a solo exhibition at the Institute of Contemporary Art, Philadelphia, and also received a Pew Fellowship in the Arts. Osorio is currently Carnell Professor in the Tyler School of the Arts at Temple University.

On Osorio's work

Pepón Osorio is best known for multimedia works that combine elements of popular culture, domestic life and performance in order to address political and cultural issues concerning Latino communities in the United States. Moving to New York in 1975 Osorio spent five years as a social worker in the Bronx and, influenced by this experience, he became interested in how art can effect social change by attending to social problems.

Stating that his "principal commitment as an artist is to return art to the community,” his elaborate installations oftenevolve from an interaction with the neighborhoods and people among whom he is working. In fact, while he has exhibited internationally in museums and galleries, Osorio has also presented his works in storefronts, department stores, and private homes in many locations throughout the world. Using a visual vocabulary that incorporates the colorful plethora of pop cultural knickknacks associated with a Latino aesthetic of embellishment and decoration, his work points up how issues of race, class, and economy affect the value that we place upon objects and images. In this merging of conceptual art and community dynamics, Osorio’s art embraces a cross-disciplinary approach where questions of cultural history, identity, and justice are brought to the fore.

______

Gramatica…

SER y ESTARPreterite vs Imperfect: Part IV

Here are all three regular preterite verb forms together:

hablar / comer / vivir
hablé / comí / viví
hablaste / comiste / viviste
habló / comió / vivió
hablamos / comimos / vivimos
hablasteis / comisteis / vivisteis
hablaron / comieron / vivieron

Note: The nosotros forms for -ar and -ir verbs are the same in both preterite and present tenses: hablamos, vivimos.

Here are all three regular imperfect verb forms together:

hablar / comer / vivir
hablaba / comía / vivía
hablabas / comías / vivías
hablaba / comía / vivía
hablábamos / comíamos / vivíamos
hablabais / comíais / vivíais
hablaban / comían / vivían

Generally speaking, the preterite is used for actions in the past that are seen as completed, while the imperfect tense is used for past actions that did not have a definite beginning or a definite end.

Juan habló dos horas.

Juan spoke two hours.

(action completed)

Las chicas hablaban en inglés.

The girls used to speak in English.

(no definite beginning or end)

Another way to view this is that the preterite tells us specifically when an action took place, while the imperfect tells us in general when an action took place.

The preterite is used in the following situations:

•For actions that can be viewed as single events

•For actions that were repeated a specific number of times

•For actions that occurred during a specific period of time

•For actions that were part of a chain of events

•To state the beginning or the end of an action

The imperfect is used in the following situations:

•For actions that were repeated habitually

•For actions that "set the stage" for another past action

•For telling time

•For stating one's age

•For mental states (usually)

•For physical sensations (usually)

•To describe the characteristics of people, things or conditions

Ser, ir, dar and hacer are irregular in the preterite:

ser / ir / dar / hacer
fui / fui / di / hice
fuiste / fuiste / diste / hiciste
fue / fue / dio / hizo
fuimos / fuimos / dimos / hicimos
fuisteis / fuisteis / disteis / hicisteis
fueron / fueron / dieron / hicieron

Note: This is not a typo; ser and ir do have identical conjugations in the preterite!

There are only three irregular verbs in the imperfect:

ser / ir / ver
era / iba / veía
eras / ibas / veías
era / iba / veía
éramos / íbamos / veíamos
erais / ibais / veíais
eran / iban / veían

Some words and phrases indicate specific time frames, and therefore signal the use of the preterite.

ayer (yesterday)

anteayer (the day before yesterday)

anoche (last night)

desde el primer momento (from the first moment)

durante dos siglos (for two centuries)

el otro día (the other day)

en ese momento (at that moment)

entonces (then)

esta mañana (this morning)

esta tarde (this afternoon)

la semana pasada (last week)

el mes pasado (last month)

el año pasado (last year)

hace dos días, años (two days, years ago)

ayer por la mañana (yesterday morning)

ayer por la tarde (yesterday afternoon)

Other words and phrases indicate repetitive, vague or non-specific time frames, and therefore signal the use of the imperfect.

a menudo (often)

a veces (sometimes)

cada día (every day)

cada semana (every week)

cada mes (every month)

cada año (every year)

con frecuencia (frequently)

de vez en cuando (from time to time)

en aquella época (at that time)

frecuentemente (frequently)

generalmente (usually)

muchas veces (many times)

mucho (a lot)

nunca (never)

por un rato (for awhile)

siempre (always)

tantas veces (so many times)

todas las semanas (every week)

todos los días (every day)

todo el tiempo (all the time)

varias veces (several times)

-ar and -er verbs that change their stem in the present tense do not change in the preterite. They are conjugated just like other regular preterite verbs.

Present / Preterite
cerrar / cerrar
cierro / cerré
cierras / cerraste
cierra / cerró
cerramos / cerramos
cerráis / cerrasteis
cierran / cerraron

-ir verbs that change their stem in the present tense do change in the preterite, but in a different way. They change e:i and o:u in the third person, singular and plural.

Present / Preterite
preferir / preferir
prefiero / preferí
prefieres / preferiste
prefiere / prefirió
preferimos / preferimos
preferís / preferisteis
prefieren / prefirieron
Present / Preterite
dormir / dormir
duermo / dormí
duermes / dormiste
duerme / durmió
dormimos / dormimos
dormís / dormisteis
duermen / durmieron

There are a number of orthographic changing verbs in the preterite:

•Verbs that end in -gar change g to gu

•Verbs that end in -car change c to qu

•Verbs that end in -zar change z to c

•Verbs that end in -aer, -eer, -oír, -oer, and uir change ió to yó and ieron to yeron

Here are three more verbs that are irregular in the preterite:

decir / traer / ver
dije / traje / vi
dijiste / trajiste / viste
dijo / trajo / vio
dijimos / trajimos / vimos
dijisteis / trajisteis / visteis
dijeron / trajeron / vieron

Verbs that end in -ucir are irregular and conjugated as follows:

producir

produje

produjiste

produjo

produjimos

produjisteis

produjeron

There are a number of verbs that are irregular in the preterite that follow a particular pattern. The pattern is that while their stems change, they all take the following endings:

-e -iste -o -imos -isteis -ieron

Here are the verbs, along with their corresponding stem changes:

Infinitive / Stem Change
andar / anduv-
estar / estuv-
tener / tuv-
caber / cup-
haber / hub-
poder / pud-
poner / pus-
saber / sup-
hacer / hic-
querer / quis-
venir / vin-

Exception: hacer (el/ella/usted hizo)

[Review This Topic]

Some verbs actually change meaning, depending upon whether they are used in the preterite or the imperfect. This is not surprising, since the difference in meaning can be traced back to the different way in which these two past tenses are used.

conocer

Conocí a Juan hace cinco años.

I met Juan five years ago.

(completed action)

En aquella época conocíamos muy bien la ciudad.

At that time we knew the city very well.

(no definite beginning or end)

querer

María quiso comprar la casa.

Maria tried to buy the house.

(completed action)

Juan quería comprar la casa.

Juan wanted to buy the house.

(no definite beginning or end)

no querer

María no quiso comprar la casa.

Maria refused to buy the house.

(completed action)

Juan no quería comprar la casa.

Juan did not want to buy the house.

(no definite beginning or end)

saber

María lo supo ayer.

Maria found out yesterday.

(completed action)

Juan sabía que María venía.

Juan knew that Maria was coming.

(no definite beginning or end)

poder

María pudo levantar la mesa.

Maria succeeded in lifting the table.

(completed action)

Juan podía participar en la manifestación.

Juan was able to participate in the demonstration.

(no definite beginning or end)

tener

María tuvo una carta de su mamá.

Maria received a letter from her mom.

(completed action)

Juan teníaun coche nuevo.

Juan used to have a new car.

(no definite beginning or end)

Yahe terminado.Todas mis composiciones están 1. (escribir).

No puedo encontrar el libro porque ya no está 2. (imprimir).

Yo no como esas verduras porque no son 3. (recomendar) por los doctores.

Las pinturas fueron 4. (hacer) por diferentes pintores.

Los criminales no fueron 5. (ver) por nadie.

Creo que los libros fueron 6. (poner) en el estante por mi hermano.

Tú estás 7. (cansar), ¿no?

No comas las frutas, están 8. (cubrir) por insectos.

Los coches están 9. (estacionar) cerca del parque.

Mi pelo fue 10. (cortar) por un peluquero malo.

Los fuegos fueron 11. (encender) por un criminal.

Todas las puertas en esta casa están 12. (cerrar).

Esa mentira no fue 13. (creer) por nadie.

Pienso que mi mejor amigo fue 14. (invitar) por ella.

Tocaron muy suave, por eso la canción no fue 15. (oír) por nadie.

Al hacer las Actividades hechas por la semana pasada

Muy importante para la cultura, el arte e historia…

El trabajo DEL SUBSTITUTO

Realidades 3

Page 5- Actividad 8- Actividades de la semana

Page 17- Actividad 2- Practica de gramatica

Page 19- Actividad 7- Practica de gramatica

Pages 68-71- Take notes- Vocabulario y gramatica en contexto

Page 70- Actividad 3- Lo que nos dice Lady Dreams

Page 72- Actividades 6 and 7- Definiciones y La paleta o el pincel

Page 73- Actividades 8 and 9-

La inspiracion de un joven artista y Describe el cuadro

Page 74- Actividad 11-Los mundos do Miro y de Dali

Page 75- Actividad 12- Diego Rivera arte y revolucion

Page 76- Actividad 14- Una Familia de artistas

Page 77- Actividad 15- Que paso en el museo

Las Actividades y las respuestas

Lunes el 26 de octubre 2015

Actividad 8 Página 5

1. Después de la escuela, mis amigos quieron comer.
2. Para el almuerzo, mi mamá sirve la ensalada.
3. A veces, mis amigos y yo jugamos al football.
4. Cuando mi equipo favorito juega, yo preferí verlo.
5. Muchas veces yo puedo jugar football pero no tengo la pelota.

Actividad 2 Página 17

1. Yo visité a mis abuelos
2. Mis hermanos pasearon en bote
3. Tú viste muchas películas
4. Nosotros aprendimos a montar a caballo
5. Mi padre dio caminatos
6. Mis primos corrieron por la playa
7. Tú y yo comimos helados
8. Mi herama hizo ejercico

Actividad 7 página 19

1. Entregué
2. Jugué
3. Llegué
4. Busqué
5. Saqué
6. Empecé
7. Comenzó
8. Tropecé

Actividad 3 página 70

1. Lady Dreams esta hecha de barro para hacer.
2. La Tía Fanny influyó en Dina mucha porqué ella pintaba y tenía obras de ceramicas en su casa.

1. Tús opiniones
2. Lady Dreams representa los sueños de la artista.

Actividad 6 Página 72

1. Un taller
2. Una naturaleza muerta
3. Un siglo
4. Inspiración
5. Mural

Actividad 8 Página 73

1. Cuando Frenandez era joven, temas historicas fueron inspiración.
2. Goyo influyó el arte de Fernandez. Goyo vivió en el siglo XIX. El arte de estos artistas se parece porque representa al pueblo.
3. Es importante expresar su sentimientos en su obra.
4. Sí, me expreso a través del dibujo. Mi familia es mi fuente de inspiración.

Actividad 11 Página 74

1. Artistas son de France
2. En siglo XIX
3. Ví muchas colores. Ví naturaleza y mas clara del fondo.
4. Ví el reloj.
5. Artistista uso mas colores azules, rojos, y pastelles.
6. Mas abstractas
7. Arte es surrista
8. El arte me hace sentir confundido
9. Me gusta porque son bonitos.

Actividad 12 Página 75

1. La figura central es Emiliano Zapata. Está vestido en un traje blanco.
2. El caballo blanco representa la libertad.
3. La guadaña representa la Revolución Mexicana.
4. Rivera comunica que los hombres guerran juntos.
5. Representa los que murieron en la Revolución.
6. Compresinos fue al trabajar en los en el campo

Actividad 14, pagina 76

1. Tomaba
2. me inscribí
3. fue
4. eran / llegamos
5. trabajó
6. llevaba
7. visitaban
8. gustaban

Actividad 15, pagina 77

1. ¿Cuándo fue a comprar los boletos?

Eran las 11:20 cuando fue.

1. ¿Cuándo comenzaron la visita?

Eran las 11:30 cuando comenzamos.

1. ¿Cuándo se perdieron Juan y Lucia en el museo?

Eran las 12:00 cuando se perdieron.

1. ¿Cuándo se dio cuenta la maestra?

Eran 12:20 se dio.

1. ¿Cuándo econtraste a Juan y a Lucía?

Era la 1;00 cuando los encontre.

1. ¿Cuándo salieron ustedes del museo?

Eran las 2:30 cuando salimos.

Actividad 17, pagina 77

1. nació
2. Era
3. era
4. construía
5. llevó
6. gustaba
7. viajó
8. encontró
9. trataban
10. tuvó
11. creyó

META:

...de Realidades 3 el arte...

1. Los artistasCapíutlo 2

Preparación

Los artistas Realidades 3

Salvador Dalí

La Guerra Civil de España

Fernando Botera

Diego Rivera

María de los Remedios Alicia Rodriga Varo y Uranga

Joan Miró

Alonso Fernandez

Lecciones

¡Goya!

Frida Kahlo

2. Prueba- la preparación

Apellido______

Salvador Dalí

Joan Miró

Diego Rivera

Remedios Varo

Frida Kahlo

Francisco de Goya

Fernando Botero

Alfonso Fernandez

6. El concierto era el viernes a las o

1. Realiadades 3 página 88 Actividad 32 para el

2. Página 89 actividad 34

3. Página 90 actividad 36

Actividad 34

1.Las bailarinas eran argentinas.

2.El micrófono estaba en el escenario.

3. El teatro estaba en la calle de Bolívar.

4. Los pasos del tango eran muy difíciles.

5. La melodía era muy bonita.

cho.

7. Los actores estaban muy altos.

8. Nosotros estabamos en la fondo del escenario.

Actividad 36

1. conocía

2. conocí

3. querría

4. podía

5. sabía

6. pudo

7. querría

8. quise

¡ Estudien Uds.-los artistas !

Surrealism

Surrealism

is a cultural movement that began in the early 1920s, and is best known for its visual artworks and writings.

Surrealist works feature the element of surprise, unexpected juxtapositions and non sequitur; however, many Surrealist artists and writers regard their work as an expression of the philosophical movement first and foremost, with the works being an artefact. Leader André Breton was explicit in his assertion that Surrealism was above all a revolutionary movement.

Surrealism developed out of the Dada activities during World War I and the most important center of the movement was Paris. From the 1920s onward, the movement spread around the globe, eventually affecting the visual arts, literature, film, and music of many countries and languages, as well as political thought and practice, philosophy, and social theory.

Surrealismo

Retrato en "Vertumnus" (Verano) del emperador Rodolfo II realizado por Giuseppe Arcimboldo. Todos los frutos y flores representados en el cuadro eran propios de la estación del verano en el siglo XVI. Algunos surrealistas vieron en él a un precursor.

El surrealismo (en francés: surréalisme; sur ['sobre, por encima'] más réalisme ['realismo']) es un movimiento artístico y literario surgido en Francia a partir del dadaísmo, en la década de los años 1920, en torno a la personalidad del poeta André Breton.[1]

Origen del término

Los términos surrealismo y surrealista proceden de Guillaume Apollinaire, quien los acuñó en 1917. En el programa de mano que escribió para el musical Parade (mayo de 1917) afirma que sus autores han conseguido: