Avanti Beginning Italian 4th Edition Aski Solutions Manual

Avanti Beginning Italian 4th Edition Aski Solutions Manual
Avanti Beginning Italian 4th Edition Aski Solutions Manual
Avanti Beginning Italian 4th Edition Aski Solutions Manual

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5. © 2018 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
190 Avanti! Instructor’s Manual
Scopriamo le belle arti! Language
and Art Appreciation Activities
Italy is recognized throughout the world for its artistic heritage. The fourth edition of Avanti! seeks to
introduce students to this rich cultural legacy while providing a context for the use of their emerging language
proficiency. Each chapter opens with an example of fine art related to the chapter theme and concludes with
Scopriamo le belle arti! as the final section of Cultura, containing language and art appreciation (Lingua e
Arte) activities to accompany the chapter opener. Below you will find an overview of the content of this
section of the textbook/eBook and suggestions on how to combine lan guage teaching, art history, and art
appreciation.
A. A Guide to the Scopriamo le belle arti! (Lingua e Arte) Activities
Chapter Art and Artist Language Focus Art Focus
1 Primavera
Sandro Botticelli
Come si chiama? / Come ti
chiami?
Allegory and the humanistic
tradition
2 Amore e Psiche stanti
Antonio Canova
C’è / Ci sono; adjectives; avere,
essere
Chromatics and Neoclassicism
3 Ballerina blu
Gino Severini
Physical and expressive
description
Line and Futurism
4 Madonna della «Seggiola»
Raffaello Sanzio
Review IDIAV: a system for “reading”
art; Distinguishing observation
and interpretation
5 La Vucciria
Renato Guttuso
Partitive di; Telling time Neorealismo and other artistic
movements
6 I bari
Michelangelo Merisi da
Caravaggio
Present progressive;
Reflexive verbs
Arte povera; Basic art
terminology
7 Venere degli stracci
Michelangelo Pistoletto
Present perfect (il passato
prossimo); Interjections;
Negative expressions
Transition from Renaissance to
Baroque; Caravaggio
8 Bacco e Arianna
Tiziano Vecellio
Review Greco-Roman mythology and the
Renaissance
9 Iconoclast Game: opera
videogioco sulla storia dell’arte
Lorenzo Pizzanelli
Professions Art history in the school
9

6. © 2018 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
9. Scopriamo le belle arti! Language and Art Appreciation Activities 191
Chapter Art and Artist Language Focus Art Focus
10 Il David, particolare
Michelangelo Buonarroti
Simple future Biblical reference in art; the
Renaissance ideal; Comparison of
Renaissance and Baroque
11 Visitazione
Giotto di Bondone
Object pronouns; Relative
pronoun che
Transition from medieval to
Renaissance
12 Palazzo Ducale e Piazza San
Marco
Giovanni Antonio Canaletto
Prepositions of location The Grand Tour; Vedutismo
13 Sulla spiaggia
Giorgio De Chirico
Present conditional; Informal
imperative
Metaphysical painting
14 Tutto
Alighiero Boetti
Si + verb; Subjunctive versus
indicative
Conceptual art and Arte povera
15 Manifestazione interventista
Carlo Carrà
Vocabulary review; Onomatopea Futurism and metaphysical
painting compared
16 Il bacio
Francesco Hayez
Review Romanticism and Unification
B. Teaching Language through Art
1. Teaching language through a content area is one of the most successful and well-documented
pedagogical approaches. However, students can easily become confused about the focus of the
activity. We have tried to alleviate the possibility of confusion by clearly differentiating the focus of the
activities: the Lingua activities, while dealing with art content, focus on form; the Arte activities,
while relying on language to convey meaning, focus on the content.
2. Art is a universal medium of expression. Other than facts about its production, art is primarily an
interpretive experience: There are no “right” or “wrong” answers. Even art experts continue to debate
and reinterpret the meaning of artistic products. Allow students to respond to the art, but push them
to do so from an informed perspective, and not simply by saying Mi piace or Non mi piace. Ask
them to tell you what they like and don’t like. As their language skills grow, they should be able to tell
you why.
3. Learning
about art requires careful and sustained observation; what one notices first is often not what
will eventually leave a lasting impression. Be sure you give students enough time to really look at the
art. By completing the Lingua activities first, students will gain some familiarity with the art before
they are asked to interact with it again from the content perspective.
4. Teaching language through a content area that relies heavily on visual acuity and sensitivity can
provide students for whom verbal skills are not a primary strength the opportunity to bring their
strengths to the language classroom. You may be surprised by how this can change classroom
dynamics in a positive way.
C. Using the Capitolo 16, Ascoltiamo! Video
The Ascoltiamo! video for Capitolo 16, L’arte italiana attraverso i secoli, presents a general overview of
Italian art history, incorporating all of the fine art that appeared as chapter openers. Because it provides an
overview of 800 years in the history of Italian art, the video is significantly longer than the other Ascoltiamo!
videos, running about 9 minutes in length.
If students have completed all of the Scopriamo le belle arti! Lingua e Arte activities in the
textbook/eBook, they will already be familiar with all of the art, artists, and movements that appear are in the

7. © 2018 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution
in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
192 Avanti! Instructor’s Manual
video, and the presentation will provide a succinct and comprehensible review. If they haven’t, or if you would
prefer to present the information in smaller segments, we suggest one of the following alternate means of
presentation:
1. Show the video in its entirety, but STOP it after the presentation of each individual period or
movement to check students’ comprehension and answer any questions that they may have. Sample
questions may include: Come si chiama questo movimento artistico? Chi sono gli artisti più
rappresentativi del movimento? Quali sono le caratteristiche principali della sua arte?
Cos’ha in comune con il movimento precedente e in cosa è differente?
2. Before showing the video, ask students (or pairs of students) to select one of the chapter openers. Tell
them that they should pay particular attention during the video to the presentation of “their” art, and
that they should take notes on the artist, period or movement, and its characteristics. At the
conclusion of the video, students can then share their information with the rest of the class by putting
the works in chronological order, by identifying the various artists and artistic movements by name
and (general) date, and by providing one characteristic of the fine art. In this way each student (or pair
of students) becomes the “expert” on that work of art and is responsible for conveying the information
to the class, and students need to listen to their classmates’ presentations to confirm understanding of
the other art, artists, and artistic movements.
3. Show the video in pairs of segments, over multiple class periods. Note that each time they watch a
segment, students watch the preceding segment first, as a review, followed by the new segment. By
repeating each previous segment before presenting the one that immediately follows, students’
background knowledge will be activated, and they will be better able to focus on the characteristics
that distinguish between periods or that mark the reaction of a new movement as a response to its
predecessor. Here are two ways to group the periods; you may wish to present (a) fewer segments
together or (b) more, depending on your students.
a. Begin with Introduction and il Medioevo
• (review) Il Medioevo / (new) Il Rinascimento
• (review) Il Rinascimento (new) Il Barocco
• (review) Il Barocco / (new) Il Neoclassicismo and il Vedutismo
• (review) Il Neoclassicismo, il Vedutismo / (new) Il Romanticismo
• (review) Il Romanticismo / (new) Il Novecento (XX secolo): il Futurismo, la Pittura
metafisica
• (review) Il Futurismo, la Pittura metafisica / (new) Il Neorealismo, l’Arte povera
• (review) Il Neorealismo, l’Arte povera / (new) concluding Overview
b. Begin with Introduction, il Medioevo, il Rinascimento
• (review) Introduction, i l Medioevo, il Rinascimento / (new) I l Barocco, il
Neoclassicismo, il Vedutismo, il Romanticismo
• (review) ) I l Barocco, il Neoclassicismo, il Vedutismo, il Romanticismo / (new) Il
Novecento: il Futurismo, la Pittura metafisica, il Neorealismo, l’Arte povera
• (review) I l Novecento: il Futurismo, la Pittura Metafisica, il Neorealismo, l’Arte
povera / (new) concluding Overview

8. Exploring the Variety of Random
Documents with Different Content

9. LEARNING TO GO ALONE.
Come, my darling, come away.
Take a pretty walk to-day;
Run along, and never fear,
I'll take care of baby dear:
Up and down with little feet,
That's the way to walk, my sweet.
Now it is so very near,
Soon she'll get to mother dear.
There she comes along at last:
Here's my finger, hold it fast
Now one pretty little kiss,
After such a walk as this.

10. FINERY.
In an elegant frock, trimm'd with beautiful lace,
And hair nicely curl'd, hanging over her face,
Young Fanny went out to the house of a friend,
With a large little party the evening to spend.
"Ah! how they will all be delighted, I guess,
And stare with surprise at my handsome new
dress!"
Thus said the vain girl, and her little heart beat,
Impatient the happy young party to meet.
But, alas! they were all too intent on their play
To observe the fine clothes of this lady so gay,
And thus all her trouble quite lost its design;—
For they saw she was proud, but forgot she was
fine.
'Twas Lucy, though only in simple white clad,
(Nor trimmings, nor laces, nor jewels, she had,)
Whose cheerful good-nature delighted them more
Than Fanny and all the fine garments she wore.
'Tis better to have a sweet smile on one's face,
Than to wear a fine frock with an elegant lace,
For the good-natured girl is loved best in the main,
If her dress is but decent, though ever so plain.

12. GREEDY RICHARD.
"I think I want some pies this morning,"
Said Dick, stretching himself and yawning;
So down he threw his slate and books,
And saunter'd to the pastry-cook's.
And there he cast his greedy eyes
Round on the jellies and the pies,
So to select, with anxious care,
The very nicest that was there.
At last the point was thus decided:
As his opinion was divided
'Twixt pie and jelly, being loth
Either to leave, he took them both.
Now Richard never could be pleased
To stop when hunger was appeased,
But would go on to eat still more
When he had had an ample store.
"No, not another now," said Dick;
"Dear me, I feel extremely sick:
I cannot even eat this bit;
I wish I had not tasted it."
Then slowly rising from his seat,
He threw his cheesecake in the street,
And left the tempting pastry-cook's
With very discontented looks.
Just then a man with wooden leg
Met Dick, and held his hat to beg;
And while he told his mournful case,

13. Look'd at him with imploring face.
Dick, wishing to relieve his pain,
His pockets search'd, but search'd in vain;
And so at last he did declare,
He had not left a farthing there.
The beggar turn'd with face of grief,
And look of patient unbelief,
While Richard now his folly blamed,
And felt both sorry and ashamed.
"I wish," said he (but wishing's vain),
"I had my money back again,
And had not spent my last, to pay
For what I only threw away.
"Another time I'll take advice,
And not buy things because they're nice;
But rather save my little store,
To give to those who want it more."

15. THE HOLIDAYS.
"Ah! don't you remember, 'tis almost December,
And soon will the holidays come;
Oh, 'twill be so funny, I've plenty of money,
I'll buy me a sword and a drum."
Thus said little Harry, unwilling to tarry,
Impatient from school to depart;
But we shall discover, this holiday lover
Knew little what was in his heart.
For when on returning, he gave up his learning,
Away from his sums and his books,
Though playthings surrounded, and sweetmeats
abounded,
Chagrin still appear'd in his looks.
Though first they delighted, his toys were now
slighted,
And thrown away out of his sight;
He spent every morning in stretching and yawning,
Yet went to bed weary at night.
He had not that treasure which really makes
pleasure,
(A secret discover'd by few).
You'll take it for granted, more playthings he
wanted;
Oh no—it was something to do.
We must have employment to give us enjoyment
And pass the time cheerfully away;
And study and reading give pleasure, exceeding
The pleasures of toys and of play.

16. To school now returning—to study and learning
With eagerness Harry applied;
He felt no aversion to books or exertion,
Nor yet for the holidays sigh'd.

17. THE VILLAGE GREEN.
On the cheerful village green,
Skirted round with houses small,
All the boys and girls are seen,
Playing there with hoop and ball.
Now they frolic hand in hand,
Making many a merry chain;
Then they form a warlike band,
Marching o'er the level plain.
Now ascends the worsted ball,
High it rises in the air,
Or against the cottage wall,
Up and down it bounces there.
Then the hoop, with even pace,
Runs before the merry throngs;
Joy is seen in every face,
Joy is heard in cheerful songs.

18. Rich array, and mansions proud,
Gilded toys, and costly fare,
Would not make the little crowd
Half so happy as they are.
Then, contented with my state,
Where true pleasure may be seen
Let me envy not the great,
On a cheerful village green.

19. MISCHIEF.
Let those who're fond of idle tricks,
Of throwing stones, and hurling bricks,
And all that sort of fun,
Now hear a tale of idle Jim,
That warning they may take by him,
Nor do as he has done.
In harmless sport or healthful play
He did not pass his time away,
Nor took his pleasure in it;
For mischief was his only joy:
No book, or work, or even toy,
Could please him for a minute.
A neighbour's house he'd slyly pass,
And throw a stone to break the glass,
And then enjoy the joke!
Or, if a window open stood,
He'd throw in stones, or bits of wood,
To frighten all the folk.
If travellers passing chanced to stay,
Of idle Jim to ask the way,
He never told them right;
And then, quite harden'd in his sin,
Rejoiced to see them taken in,
And laugh'd with all his might.
He'd tie a string across the street,
Just to entangle people's feet,
And make them tumble down:
Indeed, he was disliked so much,
That no good boy would play with such

20. A nuisance to the town.
At last the neighbours, in despair,
This mischief would no longer bear:
And so—to end the tale,
This lad, to cure him of his ways,
Was sent to spend some dismal days
Within the county jail.

21. ABOUT THE LITTLE GIRL THAT BEAT
HER SISTER.
Go, go, my naughty girl, and kiss
Your little sister dear;
I must not have such things as this,
And noisy quarrels here.
What! little children scratch and fight,
That ought to be so mild;
Oh! Mary, it's a shocking sight
To see an angry child.
I can't imagine, for my part,
The reason of your folly;
She did not do you any hurt
By playing with your dolly.
See, see, the little tears that run

22. Fast from her watery eye:
Come, my sweet innocent, have done,
'Twill do no good to cry.
Go, Mary, wipe her tears away,
And make it up with kisses:
And never turn a pretty play
To such a pet as this is.

23. THE APPLE-TREE.
Old John had an apple-tree, healthy and green,
Which bore the best codlins that ever were seen,
So juicy, so mellow, and red;
And when they were ripe, he disposed of his store,
To children or any who pass'd by his door,
To buy him a morsel of bread.
Little Dick, his next neighbour, one often might see,
With longing eye viewing this fine apple-tree,
And wishing a codlin might fall:
One day as he stood in the heat of the sun,
He began thinking whether he might not take one,
And then he look'd over the wall.
And as he again cast his eye on the tree,
He said to himself, "Oh, how nice they would be,
So cool and refreshing to-day!
The tree is so full, and one only I'll take,
And John cannot see if I give it a shake,
And nobody is in the way."
But stop, little boy, take your hand from the bough,
Remember, though John cannot see you just now,
And no one to chide you is nigh,
There is One, who by night, just as well as by day,
Can see all you do, and can hear all you say,
From his glorious throne in the sky.
O then little boy, come away from the tree,
Lest tempted to this wicked act you should be:
'Twere better to starve than to steal;
For the great God, who even through darkness can
look,

24. Writes down every crime we commit, in His book;
Nor forgets what we try to conceal.
Transcriber's Notes:
Obvious punctuation errors repaired.
Page 10, blank line placed before the stanza
beginning (Come, walk in our garden)

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