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Foreign Language

¡Arte y Más!

Learning Spanish via the arts
Grade Levels:
10 minutes
Taping Rights:
MARC Record:
Teaching Materials:
See Below
Program Schedule:
See Below

Sra. Alicia (teacher Alicia Vinson) and Susana, a friendly iguana, teach Spanish to primary students by immersing them in the language—all instruction is in Spanish—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. This immersion approach aligns with national standards in teaching foreign languages.

¡Arte y Más! includes 60 10-minute instructional programs, divided into two levels. Level 1 (Programs 101-126) uses introductory-level language and focuses on movement concepts. Level 2 (Programs 127-160) deals with visual arts, music, and drama. All of the programs contain direct instruction in arts content and are designed to actively engage students—and their teachers!

KET recommends viewing the programs in sequence over an extended period of time and watching each program at least twice. A professional development program for teachers (Program 161, in English) contains additional tips for classroom usage. The series also includes an orientation program, also in English (Program 100), for both teachers and students.

Program of Studies:
World Language: Communicating, Cultures, Connections
Arts and Humanities all disciplines: Structure in the Arts, Humanity in the Arts, Purposes for Creating the Arts, Processes in the Arts, Interrelationships Among the Arts
English/Language Arts: Speaking, Listening, and Observing

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2012/13 Program Schedule

100. Orientation
An English-language introduction to the series (instructional programs are entirely in Spanish) introducing host Alicia Vinson; her iguana friend, Susana; and the principles on which the classroom programs are based.
101. Tpr (Total Physical Response)
Sra. Alicia introduces the series as well as her co-star, Susana the Iguana, and models the TPR (total physical response) method of introducing vocabulary words. Vocabulary: hello and goodbye, boy/girl, stand up/sit down, look, listen, friend.
102. "Las Visitas" Song and the "Si Y No" Game
A review of the previous vocabulary and gestures, the "Las Visitas" song, and the Sí y No game. Vocabulary: patio, walk/stop/run, yes/no, "How are you?" and "I'm fine," formal "you," "I am," asking about color, green.
103. Hand Movements and Reading of "Rebeca"
Hand movements and a reading of "Rebeca" by Margarita Robleda. Vocabulary: Mr./Mrs., dance, hands up/down.
104. Counting from 1 to 3
Alicia and Susana count from 1 to 3 and 3 back to 1 and introduce the concept of patterns with a chant. Vocabulary: red, step, numbers 1 to 3, "Let's count!"
105. Stepping Forward and Backward
Topics include stepping forward and backward, traditional Hispanic musical instruments, and patterning and line-drawing activities. Vocabulary: draw, line, step forward/back, "What comes next?"
106. Reading of "Rojo"
A review of songs introduced so far and a reading of "Rojo." Vocabulary: brush, paper, pencil, plant, touch, jump, "See you later."
107. Movement Commands and An Action Song
Alicia introduces several new movement commands, reviews numbers by clapping, snapping, and tapping shoulders; and sings the action song "Me Levanto y Me Siento." Vocabulary: "I see," blue, turn around, "Let's work/move/sing."
108. Making Hot Chocolate
A new TPR activity combines commands and numbers. Alicia makes hot chocolate the Mexican way, including the traditional "El Chocolate" chant. Vocabulary: butterfly, cup, milk, front/back, "How many?," "What is this?"
109. "El Gato"
Susana and Alicia model expressive language, count up to 6, create a simple dance, and read the chant "El Gato." Vocabulary: flower, cat, legs, has, numbers 4 through 6, meow, right/left, locomotor/non-locomotor movements, "Ready?"
110. Greetings and Locomotor
Alicia introduces different greetings for different times of day and shows examples of locomotor and non-locomotor movements. Susana shows her caja mágica (magic box). Vocabulary: sun, moon, pom pons, feet, arms, body, now, to the side.
111. "Saludos" Song
The "Saludos" song, a reading of "Azul," and an exercise in drawing straight and curved lines while listening to music. Vocabulary: line, straight/curved, draw and trace, numbers 7 and 8.
112. Counting Activity
A TPR counting activity using a ladder, a review of greetings and "How are you?" dialogue, and the color yellow. Vocabulary: [feeling] very bad, "What are you painting?," "What's in the bag?"
113. A Surprise Bag from Bolivia
Susana introduces more movements and directions, reviews greetings and conversation starters, and shows the contents of a surprise bag from Bolivia that contains 10 things from Latin America. Vocabulary: hands and arms up/down, jump/step forward and backward, the boy/girl says, feeling fine.
114. "Susana Dice"
The Susana Dice (Susana says) game and a review of previous vocabulary.
115. Color Yellow
The "Saludos" song; a chant about the color yellow; curved, straight, and zigzag patterns; and a review of numbers to 10. Vocabulary: zigzag, repeat, train.
116. Musicians from Venezuela Sing and Dance A Merengue
Sr. Enrique and Modesto, musicians from Venezuela, sing and dance a merengue. Alicia uses a rhythmic game to review colors. Vocabulary: instruments, viola.
117. "Hola" song; comparing objects of different sizes
A new "Hola" song; comparing objects of different sizes. Vocabulary: big/small, duck, bear, step/steps.
118. "Diez Iguanas" song; review of colors with the "?Cual Falta?" game
After a review of greetings for different times of day, Alicia sings "Diez Iguanas" and reviews colors with the "¿Cual Falta?" game. Vocabulary: "What is missing?," big/small step, big/small jump.
119. Review of the parts of the body and the "Ni?as y Ni?os" song
A review of the parts of the body, the "Niñas y Niños" song, and a forward and backward counting activity. Vocabulary: stone, head, leg, sometimes, "We say."
120. Students from Northern Elementary in Lexington perform "La Raspa," a traditional Mexican dance
Susana shows large and small objects from her magic box, and students from Northern Elementary in Lexington perform "La Raspa," a traditional Mexican dance. Vocabulary: hat, bag.
121. "C?me te llamas t??" song; reading of "Grande y Peque?o" ; sorting and counting objects
A TPR activity combining various commands; the "Cóme te llamas tú?" song; a shared reading of "Grande y Pequeño" by Leslie Patricelli; sorting and counting objects. Vocabulary: "Let's see," big/little things, "Let's count."
122. Venezuelan Musicians Play Andean Music
Alicia and Susana play "La Manzanita del Perú," a traditional Latin American chant. Venezuelan musicians Enrique and Modesto play Andean music, and Alicia sorts and counts feathers to review colors and numbers. Shared reading: "Grande y Pequeño" by Leslie Patricelli. Vocabulary: "Do you remember?," go on, "How pretty!"
123. Demonstration of the Dance "El Carnavalito"
A review of the names of body parts, plus some new ones; a demonstration of the dance El Carnavalito. Vocabulary: eyes, nose, ear, mouth, panpipe.
124. Review body parts with the "S? y No" game
The "Sí y No" game reviews body parts, Enrique demonstrates the Carnavalito, and Susana and Alicia lead a counting activity. Vocabulary: necklace, very pretty/beautiful, dances.
125. Performance of the "Sevillanas," the "Manzanita del Per?" game, and "?C?mo Te Llamas T??" song
Susana and Alicia talk about Latin American dances, and Isabel Gómez, a teacher from Spain, performs the Sevillanas. Also, the "Manzanita del Perú" game and the "¿Cómo Te Llamas Tú?" song.
126. Individual movements from the "Sevillanas" and "Los Botones" song
Isabel demonstrates individual movements from the Sevillanas dance. Alicia introduces the colors black and white, sorts and counts black and white buttons, and sings "Los Botones." Vocabulary: black, white, castanets.
127. High and low vocal sounds and a traditional song about parts of the body
Susana and Alicia demonstrate high and low vocal sounds, and Alicia teaches the words and motions of "Mi Cuerpo," a traditional song about the parts of the body. Shared reading: "Números." Vocabulary: soft, loud, my body, make music.
128. Reviews the color white and body parts with a play-dough activity
Susana and Alicia sing "Buenos Días" softly and then loudly, a play dough activity reviews the color white and body parts, and Enrique plays "El Cuatro" and sings "Mi Cuerpo."
129. "?Que Viene Despues?" Game Reviews Colors
After talking in loud and soft voices, Alicia reviews parts of the face. Enrique and Sr. Modesto show and discuss musical instruments, and the "¿Qué Viene Después?" game reviews colors.
130. "Manzanita del Per?" game, practice loud and soft voices, and assign actions to musical instruments
Alicia and Susana play the "Manzanita del Perú" game, practice loud and soft voices, and assign actions to musical instruments.
131. High and Low Sound On Musical Instruments
Alicia reviews greetings and high and low voices using pre-recorded conversations. Modesto plays the xylophone and discusses high and low sounds, and Alicia and Susana show pictures of musical instruments and listen to the sounds they make. Vocabulary: voice, sounds, high/low, xylophone, violin, cello, flute, saxophone, trumpet, tuba, keys, "I have," "say hello," working.
132. A musician from Panama plays conga drums; reading of "Silencio Ruido"
Susana and Alicia ask each other questions about likes and dislikes. José Handal, a musician from Panama, plays conga drums. Shared reading: "Silencio Ruido" by Leslie Patricelli. Vocabulary: "until next time," "I like ..."/"Do you like ...?", different sizes, "Come back soon," noise/silence.
133. An echo game, counting violins, high and low sounds on the cuatro, and the "?Que Viene Despues?" game
An echo game, counting violins, high and low sounds on the cuatro, and the "¿Qué Viene Después?" game. Vocabulary: echo, enough, violin, "one more time," the number 11.
134. Songs performed slowly and quickly and slow/fast movement exercise
Susana and Alicia sing "Hola, ¿Cómo Estás?" slowly and then quickly. The musicians play "Las Manos" fast and slow, and Alicia matches up locomotor movements with the slow music and non-locomotor movements with the fast version. Vocabulary: fast, slow.
135. Review fast and slow music, the "Manzanita del Per?" game, a song about the parts of the body, and a counting activity
A review of fast and slow music using the "Verde Arriba" song, the "Manzanita del Perú" game, a song about the parts of the body, and a counting activity with musical instruments. Vocabulary: "Do you remember?," with me, triangle.
136. Counting to 11 Slowly and Quickly
Alicia and Susana review "me gusta" and "te gusta" and play "¿Qué Número Falta?" and "Susana Dice." Enrique sings "Cabeza, Brazos, Piernas Pies." Also, counting to 11 slowly and quickly.
137. Review intensity with the "?C?mo Te Llamas?" song, clap slowly and then faster to the "El Chocolate" chant, and count 12
Susana and Alicia review intensity with the "¿Cómo Te Llamas?" song, clap slowly and then faster to the "El Chocolate" chant, review all of the TPR commands, and count 12 trumpets. Vocabulary: number 12.
138. "Las Visitas" and "Mi Cuerpo" songs, a counting activity with flutes
The "Las Visitas" and "Mi Cuerpo" songs, including a new verse naming musical instruments, and a counting activity with flutes. Enrique sings the new version of "Mi Cuerpo." Vocabulary: magic wand, star.
139. Traditional mola designs from Panama illustrate lines
Alicia pulls media and supplies for 2D art activities out of her bolsa mágica and invites students to draw lines in the air. Traditional mola designs from Panama illustrate curved, straight, and zigzag lines. Vocabulary: "I have," draw, trace, paint, "with me," line, curved/straight/zigzag, crafts, cloth, sew.
140. Art activity using pastel chalk and paper to introduce thin and thick lines
After a discussion of molas from Panama, Alicia uses pastel chalk and paper to introduce thin and thick lines. Then she points out various lines in Joan Miró's painting Composición and goes outside to draw on the sidewalk. Vocabulary: draw, painting, artist, famous, thick, pastel.
141. The "Lineas" song, drawing different lines with sidewalk chalk
Susana echoes lines from the "Lineas" song as Alicia sings it. Alicia counts lines that form a flower, shows craft items from Panama and Ecuador, and continues drawing different lines with sidewalk chalk. Vocabulary: number 13.
142. Lines and shapes in the Joan Mir? painting Lecci?n de Esqu? (The Ski Lesson)
Verse 2 of the "Lineas" song; lines and shapes in the Joan Miró painting Lección de Esquí (The Ski Lesson); triangles and squares. Vocabulary: "you count," triangle, square, geometric shapes, side.
143. Rectangles and circles and a mola made from cut paper
Alicia introduces the rectangle and the circle, and Susana pulls geometric shapes out of her magic bag. Also, a mola made from cut paper. Vocabulary: number 14, scissors, cut, glue, a little bit, outline, design, fish, background.
144. "Veo, Veo" game, reading of "Figuras, Muchas Figuras," and action verbs
The "Veo, Veo" game reviews shapes. Shared reading: Figuras, Muchas Figuras, illustrated by Missy Miller. Alicia reviews size differences using circles and the "¿Qué Viene Después?" game, leads a TPR activity with action verbs, and introduces the color orange. Vocabulary: orange, to mix.
145. Discussion of sizes, a reading of "Figuras" and games reviewing shapes and colors
A discussion of sizes, a reading of Figuras by Dorling Kindersley y Altea, and games reviewing shapes and colors. Vocabulary: to separate.
146. Reading of "Azul y Verde" ; portraits and poems
Alicia introduces the number 15 by counting paintbrushes and moving up and down steps. Shared reading: "Azul y Verde" by Alma Flor Ada and Isabel Campoy. Alicia compares her photo of Susana with a portrait painted by Enrique, shows the painting Niño del Gato by Fernando Castillo, and reads two related poems. Vocabulary: number 15, photograph, portrait, "I'm going to start," Monday, summer, brother, hug.
147. Review of primary and secondary colors and a self-portrait by Mexican artist Frida Kahlo
A discussion of the portrait of Susana, a review of primary and secondary colors using paint, a TPR activity in which movements are assigned to colors, and a self-portrait by Mexican artist Frida Kahlo. Vocabulary: purple, mix, self-portrait, primary/secondary colors, "Did you like it?," painter, painted his/her own.
148. "Veo, Veo" game, reading of "Sonrisas" by Alma Flor Ada and F. Isabel Campoy, and examples of paintings by Picasso
After a game of "Veo, Veo," Alicia introduces the number 16 using a color wheel. Shared reading: "Sonrisas" by Alma Flor Ada and F. Isabel Campoy. Alicia shows examples of paintings by Picasso. Vocabulary: number 16, sister, pigeons, people, sea, big [famous], inventor, form, family, to guess, boat.
149. Shapes and colors in Picasso's Ni?a con Barco, "?Que Es?" two-dimensional art media, and a counting and sorting activity
Shapes and colors in Picasso's Niña con Barco, a "¿Qué Es?" game reviewing two-dimensional art media, a TPR activity with colors, and a counting and sorting activity with orange and purple objects. Vocabulary: boat, "What is it?/What are they?"
150. Still life paintings and reading of the poem "Las Sand?as"
Alicia sings about colors, reviews the color movements, looks again at Frida Kahlo's photograph and portrait, talks about still life, and reads the poem "Las Sandías." Enrique paints a still life of flowers and a book. Vocabulary: person/people, still life, watermelon, "We see," slice, happiness.
151. Two examples of still life and a counting activity with cats
Two examples of still life—Frida Kahlo's Viva la Vida and Fernando Botero's Naturaleza Muerta con Sopa Verde—and a counting activity with cats. Vocabulary: fruit, soup, number 17, "I like it."
152. Review of primary and secondary colors in a tropical landscape
Alicia shows a landscape of Costa Rica she has painted as well as a landscape of Spain by Danielle Turpin. Enrique paints a tropical landscape, and Alicia points out primary and secondary colors within it. Vocabulary: sea, landscape, sky, earth/ground, palm tree, "Let's name them," tropical.
153. Reading of "El Rinoceronte Rojo"
After reviewing Enrique's painting, Alicia shows another by George Prichard, pointing out objects and colors. Shared reading: "El Rinoceronte Rojo" by Alan Rogers. Counting activity: red balloons. Vocabulary: lake, rhinoceros, balloon.
154. Painting of Baile en Tehuantepec by Diego Rivera and video of Mexican children dancing "La Raspa"
Alicia introduces the color brown, shows the painting Baile en Tehuantepec by Diego Rivera, introduces a video of Mexican children dancing "La Raspa," and counts dancing feet. Vocabulary: number 18, woman/women, brown.
155. Reading of "Ricitos de Oro y los Tres Osos" (Goldilocks and the Three Bears)
Shared reading: "Ricitos de Oro y los Tres Osos" (Goldilocks and the Three Bears), retold and illustrated by Missy Miller. Alicia reviews sizes with hand movements and steps and by sorting bowls. Vocabulary: Goldilocks, cape, Little Red Riding Hood, bear, "Once upon a time," "that was named," start, hard/soft, perfect, said, tried, hot/cold, delicious, size.
156. Elements of plot and counting activity using "Ricitos de Oro y los Tres Osos"
Susana and Alicia reread the Goldilocks story and introduce elements of plot. Alicia counts bears and leads a TPR activity in which she walks like each of the three bears from the story and tastes from bowls of soup. Vocabulary: number 19, first, after, later, then, at the end.
157. New Colors
Ricitos de Oros visits the set and helps introduce the color pink. Alicia adds movements for brown and pink and counts pink bows. Vocabulary: "You're welcome," character, shirt, bow, pink, "We do it this way," "Let's see."
158. "Colores" song and a color and movement activity
The "Colores" song, with some new colors; a review of the plot of "Ricitos de Oro y los Tres Osos"; the color and movement TPR activity, with new movements for brown and pink; and the "¿Cómo Se Llamas?" game. Vocabulary: "Let's add ..."
159. Excerpt from "Uno, Dos, Tres. ?Dime Quien Es!," another version of the Goldilocks story, and a retelling using simple senten
Alicia and Susana review the characters in the Goldilocks story and count soup bowls. Shared reading: an excerpt from Uno, Dos, Tres. ¡Dime Quién Es!, a version of the same story by Alma Flor Ada and F. Isabel Campoy. Alicia also retells the story using simple sentences and hand movements. Vocabulary: number 20, window, little house, little brother/sister, loving, fun, "Right?," "Visit me," years, little friends.
160. "Veo, Veo. ?Que Veo?" game to review sizes, counting activity, and retelling the "Ricito de Oros" story
Ricito de Oros sings her song, Alicia leads the "Veo, Veo. ¿Qué Veo?" game to review sizes, then counts bears and retells the Ricito de Oros story.
161. Professional Development Program
Explores research into how children acquire a second language and offers practical tips for implementing the ¡Arte y Más! programs in the classroom.
900777. Block Feed: Programs 161 and 100-119
900925. Block Feed: Programs 120-142
900926. Block Feed: Programs 143-160

Kentucky schools may tape and retain programs according to the rights listed above. For further information, contact the KET Education Division.


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Last Updated: Thursday, 08-Oct-2015 03:17:26 EDT