I used The Virtual Diego Rivera Web Museum with a second semester Spanish class in November 2003. The assignment was designed to take advantage of the social themes of the paintings and murals and to compare the lives of the indigenas with the privileged lives of the upper ruling class. To prepare for this assignment I had students read the Biografia Visual de Diego Rivera by Marela Trejo Zacarias, a student at Kenyon College: www2.kenyon.edu/Depts/Mll/Spanish/Projects/TrejoZacarias/spanish.htm Students working in pairs selected a mural or painting from the museum. Then they discussed the subject material, theme, symbols, and possible social significance. The present subjunctive with verbs of doubt and certainty as the grammatical focus tied in perfectly. As a followup activity they had to send me a PowerPoint slide with their painting and five original sentences using the subjunctive or indicative as a fill in the blank exercise. For example: Es obvio que la molinera_______(tener) una vida dura. I used their slides as a review the next day in class.
Other less complicated assignments could easily be planned. For example, using La Sangre de los Martires Revolucionarios fertilizando la Tierra, students could write a creative short story using the preterite and imperfect tenses to describe the life of the two martyrs. What were they like? What were their lives like? What did they believe or want? How did they die? Why are they martyrs?
This is a beautiful site, but since this site was not designed as a complete study module, it is left to the techer's imagination and creativity to find ways to make meaningful activities. A suggestion would be to incorporate a "For Teacher's" manual with suggestions for use in the classroom at all levels
My students found the site easy to navigate and appreciated the cleaness and simplicity of the site. Images loaded quickly and there are links to download required plugins.