Abie L. Qui–ones-Benítez
At this point in the curriculum students should be independent discussants of literature and art forms. It is important to understand that not all minorities see each other as allies therefore this part of the unit should encourage Latino and African American students to explore the issue of race in a society that gives more value to European ancestry.
A. Black and Latino (Essay by Roberto Santiago. Available in:
Boricuas: Influential Puerto Rican writings - An anthology
).
Students and teacher can share in reading this essay. It is important to discuss the issue of color creating an atmosphere of trust and respect among all class members. The teacher (I do this) must be aware of all exchanges and must be sensitive to students' discomforts as they arise. As follow up an essay on the students' reaction to the essay may bring the opportunity to the teacher to identify any discomforts or difficulties.
B.
"Goyita"
(A painting by Rafael Tufi–o, Puerto Rican artist. Available in: Hermandad de artistas graficos de Puerto Rico (1998).
Puerto Rico: Arte e identidad
p. 136. San Juan, P. R.: Editorial de la Universidad de Puerto Rico). A good activity would be to allow students to compose a composition describing the woman portrayed by Tufi–o. Let them share their perceptions with the rest of the class. Find similarities and differences I will write them on the board and allow for them to see how different individuals perceive people in different ways. This same exercise can be done withany other portray.
C.
"Hay que so–ar azul"
- y
ou have to dream in blue
- (A painting by Arnaldo Roche, Puerto Rican artist. Available in: Hermandad de artistas graficos de Puerto Rico (1998).
Puerto Rico: Arte e identidad
p. 136. San Juan, P. R.: Editorial de la Universidad de Puerto Rico). Allow students to explain the name of the painting after viewing it. I will create teams of two or three students to come up with a reason for the author's choice of title for this art- work. After discussing all points of view the group can try to come up with a collective reason for the name. As a follow up students will have to find out more about the painter.
