DOCUMENT RESUME

ED 410 745 FL 024 593

AUTHOR Kling, Debbie; Zimmer, KathyTITLE La Frontera: A Class That Crossed the Traditional Borders of.

Disciplines.INSTITUTION Saint Charles Public Schools, IL.PUB DATE 1995-00-00NOTE 22p.

PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Art Activities; *Art Education; Class Activities; Course

Content; Course Descriptions; Course Organization;Curriculum Design; Grade 9; High Schools; *InterdisciplinaryApproach; Second Language Instruction; *Second Languages;*Spanish

ABSTRACTThis packet of materials describes and documents an

integrated curriculum of Spanish second language and art instruction offeredto freshmen at St. Charles High School (Illinois). The model is the firststep in development of other interdisciplinary programs in the schooldistrict. The course is designed to improve students' internationalperspective and cultural understanding and to foster students' ability todiscover through interdisciplinary connections. Classes are conducted duringa 2-hour block period, and activities include art appreciation exercises,hands-on art activities, and oral, written, and visual performancesintegrating art and language content. The packet includes: an introductorynote sent to students before the school year; a letter to parents ofparticipants; a course description; an outline of targeted content, skills,instructional techniques and activities, and assessment activities for eachmonth in the school year; two sample tasks and task evaluation worksheets forteachers; a letter to parents after the first five weeks of class; adescription of computer-related activities and their objectives; a list ofart projects used in 1995-96; and a newspaper article about the class. (MSE)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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COMMUNITY UNIT SCHOOL DISTRICT *303ST. CHARLES HIGH SCHOOL1020 DUNHAM ROADST. CHARLES. ILLINOIS 60174(708) 377-4852 Contact person: Debbie Kling

<<LA FRONTERA»A class that crossed the traditional borders of disciplines.

DESIGN TEAM: Gretchen Hargis, Spanish TeacherKathy Kaiser, Fine Arts Department ChairDebbie. Kling. Art TeacherHillyn Sennholtz, Assistant PrincipalDiana VanDeveer , Foreign Language ChairKathy Zimmer, Spanish Teacher

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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

-PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

&AP%

TO.THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

ST. CHARLES HIGH SCHOOL1020 Dunham Road St. Charles Illinois 60174 706484-1100

,Jul v 6. 1994

Dear

Cooninnerry Wet SCI 400?

DISTRICT 303Dr. Francis J. Mow

PnrcOal.Dr. MitlYn H. Umtata

Ataxia:. PrincipalRobert G. McBrideAssistant Principal

Norman J. WidefitrernAssistant Principal

This next school year, 1994-1995. our new Integrated concept-centeredcurriculum combining Art and Spanish will be offered for 50 freshmen.Your child. signed up to be a member ofthis unioue class.

The instructors. Kathy Zimmer and Debbie Kling, will teach the Spanish-Art class entitled 'La Frontere. The class will meet 6th and 7th periods.Each student will receive one integrated grade for each nine weeks/exam/semester. This grade will appear on the report card and transcript as thegrade for Spanish I, Design-Color, Design-Drawing, and 3D Design. Whilethe course outlines and outcomes for Spanish I and the beginning designcurriculum will be covered, the material will be presented In a mannerthat will help students develop the knowledge and skills of all thecourses. The format will help them develop a stronger understanding ofSpanish cultures and view the elements of artistic, creative design moreglobally.

We will be going on two field trios to Chicago. One trip will focus on theMexican Fine Arts Center Museum and include a walking tour of Hispanicmurals. The other trip will be to the Art institute of Chicago. In ourcommunity, the St. Charles Public Library has scheduled February, 190 asthe month they will showcase artwork from our integrated class.

We look forward to meeting you at our special class kick-off picnic onThursday, August 25, from 6.30 - 8.00 at Pottawatomle Park Pavilion.There will be a sign -up sheet at the Picnic for any parent interested Inbeing a parent-helper for our various activities. We will send you a letterin August as a reminder and details of what to bring.

Please direct questions to our department chairs, Kathy Kaiser, Fine ArtsDepartrrient, Diana Prentiss, Foreign Language Department, at 584-1100 orone of us at home during the summer.

Sincerely,

Debbie Kling, Art Kathy Zim ern tartish584-6935 584-9283

C.U.S.D 303

«LA FRONTERA»A class that crossed the traditional borders of disciplines.

«La Frontera» (the border) is an integated curriculum combinmg Spanish and art in adouble period class at St. Charles High School. This integrative model, that crossed thetraditional borders of disciplines, is the fist step in helping our high school staff develop similarprograms for regular discipline based classes. The target of this effort has been to developstudents' global perspectives through the integration of art with the internationally spokenlanguage of Spanish.

The ultimate goal of the class is to improve students' international perspective andcultural understanding needed in today's shrinking world.. Students exhibit creativity whilebecoming proficient in a usable second language, communicating effectively in the targetlanguage both trough oral, visual, and written performances. They show evidence of criticalthinking, using and accessing information, and displaying ethical conduct, all of which enhanceand substantiate Community Unit School District 303's district outcomes.

One of the major divers in this innovative curriculum was our district's long-rangestrategic plan. The strategic plan has been the foundation for changes occurring in as highschool. Parents, students, and staff have been involved in developing the mission and vision ofthe high school targeting specific outcomes that describe process skills.

«La Frontera» was designed to foster the student's ability to discover troughinterconnecting. This gives our students the opportunity to draw on knowledge without regard tospecific disciplines. Our newly designed instructional strategies provide the entire high schoolstaff the opportunity to experience the combining of two distinctive disciplines. Students, staffand community have recognized the universality of artistic expression and how it is reflected inforeign cultures and civilization (one of our .district's outcomes).

The project lends itself to a classroom design that is characterized as a multi-use spacewith areas set up to facilitate learning experiences. The room is organized to accommodateintegrated toss- disciplinary education which includes cooperative large groups, small groupand skill specific areas. The design team has adctessed discipline discrete coverage ofparticular content and skill areas prescribed for traditional foreign language and art classes.The regular scope and sequence of these dasses is cultivated and taught trough topics andthemes that evolve from the new instructional strategies and curriculum developed through theproject team. This has improved the achievement of students in meeting our standards forlearner outcomes.

By combining Spanish and art, students-and teachers have a two hour block of time inwhich to work. The multi-use production space provides immediate applications of content.This enhances students observational skills, and helps students internalize the language.Students are exposed to the language for a longer period of time because it is used to directstudents in their integated skill-based studies resulting in improvement of students' usableproficiency.

4

Over the last two years at St. Charles High School, «La Frontera» has evolved from aone semester pilot project offered firing the fall of 1993 to a two year sequenced dass beingoffered for school year 1995-96. The enrollments for September 1995 will support a team of sixteachers, and generate two sections of «La Frontera l>, and one section of «La Frontera Il».It is a Bowing program with the foreign language department having 22 sections of beginningSpanish and one double section of «La Frontera The middle school has a new foreignlanguage program that will provide additional student population potential when they finallycome to the high school. The class counts far the art classes are stable and it appears that theclient base for this course came from an unserviced student population for the past two years.

The design and planning team will have in place at the end of this school year, an entireintegated Spanish and art curriculum that indudes a daily planning record, assessments andscoring rubrics, instructional strategies, and all the integrated lessons and supplementarymaterials to support the project. During the summer of 1995, the design team will devise, plan,and write curriculum to be implemented in «La Frontera II» for next fall. This restructuringprocess is on-going and as the curriculum is refined, the integrated model is redesigned andrealigned to continuously meet the needs of our student population.

This innovative curriculum has provided many opportunities for parent/communityinvolvement Over the last two years, the teaching team has brought in Hispanic artists from thecommunity to share their expertise and skills. Currently, the team is pursuing an Artist-In-Residence program for school year 1995-1996. <<La Frontera» has provided an opportunityfor community members and parents to view the progess of the students by showcasing theirwork in the St. Charles Public Library and the Norris Cultural Arts Center.

Parents are always invited to come into the dass and observe. The final examexperience in January of 1995, included parents coming to observe the "Mastery of Skills" thatwere performed in cooperative goup presentations. An open door policy is, and will continue tobe, initiated in the «La Frontera» classroom. Parents will continued to be invited to participatein various field trips and to assist in class activities, very similar to the classic example of the'Room Mothers/Parents° in elementary school. Favorable response has come from the monthlynewsletter sent out by the teaching team to parents informing them of units of study, projects andupcoming events occurring in the classroom on a daily basis.

«La Frontera» is new, exciting, innovative and hands-on. «La Frontera» is acollaborative effort that was developed by life-long learners for students of today and life-longlearners of tomorrow!

For more information about this class, contact Debbie Kling (art) or Kathy Zimmer (Spanish) atSt. Charles High School, 584-1100.

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l res

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tura

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timat

ion

effe

ctiv

ely

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rper

sona

l ski

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sed

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s tim

e to

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t adv

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ablo

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ign

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g sh

ows

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ing

skill

pro

gres

s bu

ildng

on

prev

ious

units

of s

tudy

ie. c

onto

ur *

awin

g pa

ttern

ing.

12S

tude

nt h

as m

ixed

all

colo

rs.

/3C

are

and

time

has

been

take

n in

wor

kman

ship

and

aahs

men

ship

.

/20

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ibits

man

y di

ffere

nt c

ola

gada

tions

. Lis

tfa

ctio

nal c

olor

s us

ed in

Spa

nish

:

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u.jir

H *

TO

Hs

a. E

.

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BLO

» S

CR

IPT

NO

MB

RE

IDE

NT

IFY

YO

UR

«P

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BY

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LLIN

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S T

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AT

ION

:

pts

1 1 1 7 1 5 3 2 4 1 1 1 3 3 3 3

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o se

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dmo

se ll

ama

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mlg

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ne?

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gus

h' P

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cion

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?

8.IC

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o es

ti P

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?

9. O

wl I

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lo?

tQue

nev

a P

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?

10.

Out

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ne q

uo h

acer

Pab

lo?

11.

',Ow

l Ile

ne g

enes

de

hace

r P

ablo

?

12.

Out

into

s al

tos

Ilene

Pab

lo?

13.

pron

unci

atio

n

14.

Into

natio

n /fl

uidi

ty

15.

valid

cul

tura

l Inf

orm

atio

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16.

audi

ence

par

ticip

atio

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.H

ow m

any

diffe

rent

gad

atio

nsw

e W

aile

d on

"P

ablo

"?(w

rite

the

num

ber

in S

pani

sh)

15P

ablo

' is

aeat

ive,

uni

que.

imag

nativ

esh

owin

g cu

ltura

l app

licat

ions

in d

ress

.

140

Stu

dent

has

dem

onst

rate

d an

und

erst

anci

ngof

Spa

nish

and

Spa

nish

cul

ture

thou

ghen

effe

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perf

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ance

.

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i. Icomo ESTilitsj Lip$ r September 28. 1994 0 0 0

We can hardly believe we have finished five weeks of «La Frontera». It has been an excitingand challenging experience integating Spanish and art and making our dreams come alive.

During these fist five weeks, students have been busy learning geetings and introductions,numbers and colors, seasons, days, weeks and months and discovering that they know manySpanish words already. Time has been spent creating and completing Aztec and Mayan patterndesigns, exploring cola theory through fabric dyes, demonstrating a knowledge of positive andnegative space by pursuing contour chwing and creating a calendar collage . . . just to name afew things we have actually done in dassi Students also have had an opportunity to createpositive and negative designs with tortillas and then eat their cinnamon-coated fried designs.

`'UMThis week students are finishing up their fest entire unit of study in the Spanish curriculum. Thestudents have spent dasstime giving valuable input as to how to assess their learning and wewill be completing some visual performances by video taping speeches during class onWednesday and wrapping up our assessments on Thursday. Ask to see your student's passport(portfolio). As you can see, this year students of «La Frontera» are working with newassessment techniques. Please take the time to look at the gade criteria sheet inside your

passpert notebook. This explains the key areas we will be assessing this semester.They are giving their peers positive and negative feedbad: and have the opportunity to assesstheir own work. Students also have a chance to reflect upon the week by doing journal writing.This feecback Ives us the information we need to develop and revise authentic tasks thatmeasure what die students are learning and how we can help them learn better. At this lime, allpassports have been collected by the "Border Patrol" (Siriora Kling and Seliora Zimmer), andwill be stamped before students can pass through itustoms,

Mexican Independence. Day, September 16th, was truly a gastronomical experience. Weintegated our dass with the Advanced Foods dass in the Home Economics department.(These students run the school's restaurant The Getaway".) They served our entire classensalada. quesadllas. and poste while we practiced our manners and Spanish geetings. ,

YtkM, YatikThe end of this week brings our first three-dmensional project into play . . . Aztec primitive Npottery. Local potter, Manny Hernandez, will be demonstrating pottery builcing as a part of the L-1school-wide mufti-cultural experience. Students will have an oppertunity to create a primitive P25piece of pottery and embellish it with Mexican patterning. Talking about primitive, the pots will

(XX)be packed in sawdust and actually fred in the Homecoming Bonfire, October 6! (Can anyonebring us sawdust? We need a lot!)

0000

We once again welcome anyone who would like to stop by to visit our dass. Our class meets=>everyday between 1225 and 2:10 in the Little Theater. We will be asking for volunteers to C==1chaperone our field trip to the Mexican Fine Arts Museum on November 8. We will be leavingschool at 10:00 am. and be returning to school around 5 p.m. Also, watch for info fa anevening trip to see the Argentina Ballet Troupe at the Audtorium scheduled for the beginning ofNovember.

14Kathy Timmer

inc)e-9R trriglretn00e:N.Debbie Kling

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cooaRCZr.....,c==, o '7(1ZGZ) c=.c:=)CtNt3c= 00 0 0 0 4c:::: alit 1995 0

aThe month of March was a busy month mitt the field to Chicago, the at show judging, and 00°0°the completion of tree entire units of study. Here's a quids update on «La Frontera's»accomplishment

c-----1 The architectral review bowd presented their futuistic homes to be ailiqued by the other(---) members of thet groups. Their video taped performances met with rave reviews asQ exclamations like, «Canunba», «lExcelentel>,, <41Fantesticol», and «IEstupendob.,oxwere heard roaring tom the 'Planning Commission of Memico City' Salvador Dan would havebeen proud of his protegees.

g7A Wafting in cooperative groups, the students piggybacked on each others' ideas composing anL) essay written in Spanish describing what they would do if they won the lottery. The reliefV 7) embossed sculptural coins exhibited racial design concepts, as well as patterning andsymmetrical design. The ancient coinage brought to fife the significance of counting in Spanish.

g)The students we now able to count from 100 to 1,000,000.

We stated our cubism unit of study with a fieldtrip to the Art Institute of Chicago. After airdelicious lunch at Hat Dance, we took a sculpture walking tar to the Art Institute.The studentswere green a packet of information that they needed to uncover and dscover while in themuseum. It was important for the students to observe not only the artwork itself, but also haw areal museum exhibits and dsplays their most treasuredartworks and artifacts. Why? On June 5and 6, ou culminating final exam activity will be to have the students desist, the «LaFronterav, museum to which parents, staff and the community we invited. Your student will bethe museum docent and present and exhibit specially chosen works from the portfolio. Thestudents will need ti -fold dsplay boards on which to present they authentic artifacts. (N

The students mimicked Pablo Picasso% cubistic style in creating their <sCara Cubisma»colored pencil orawings. They also re-applied their prior knowledgelo create a symmetrical,geometrical and cubistic &awing. Once again, the students' efforts exceeded our expectations.

00 0 0We we certain that the presentations descaing thek bodes, face, clothing and daily habits willbe excellent as well. 4Como se ace little toes' a 'Wide hips'? The students will perform afashion show, AO 7, utilizing and reinforcing the new vocabulary leaned in this lesson.

0 ci Let's look ahead . . Our Aprli units of study include another 3D project called «El ArbolGeneolesico». We will lean the names for the members a family, a pet. and also how tocompare a person or thing to one another using demonstratives, superlatives, andcomparatives. The food unit will teach the students the skills needed to order food in arestaurant in Spanish. The students will use their observational *Is to paint food from still Mcassembling the project through the concepts of abstract formalism and collage. The painter wewe showcasing for this unit of study is Joan kfrd.

Many of sir students' work was chosen for the spring 'Artiest 97 held In the Norris CutaralArts Center Gallery during the month of May. Opening night is April 30 at 7 p.m. We lookforward to showcasing out class accomplishments.

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«LA FRONTERA»Crossing the Traditional Borders of Discipline

St. Charles Community Unit School District 303St. Charles High School

1020 Dunham RoadSt. Charles, IL 60174

(708) 584-1100

«La Frontera» is an integrated curriculum combining Spanish and art in a doubleperiod class at St. Charles High School. This integrative model that crossed thetraditional borders of disciplines, is the first step in helping our high school staffdevelop similar programs for regular discipline-based classes. The target of this efforthas been to develop students' global perspectives through the integration of art withthe internationally spoken language of Spanish.

In working through the St. Charles High School mission statement it is the belief of theSpanish /art planning team that it is essential to " . . . meet the needs of all students."Through the integrated teaching of Spanish/art we are meeting the needs of a studentpopulation who learn through making interconnections; from Spanish to art, from theclassroom to everyday experiences, and from the traditional curricula to the newtechnologically enhanced curriculum. The students' visual performances areenhanced by computer generated graphics, type-set text, as well as multi -mediaapplications including animation, film production, access to the Internet and and laserdisk collections.

The use of computers in the classroom allows the students to make immediate hands-on connections from the curriculum learned to real-life applications. It promotes thestudents to problem solve with various computer software through trial and error. Thestudents, through these problem solving techniques, learn to use and access theinformation necessary to produce a quality final project, whether it be a creative visualproduct, a spoken performance, or a written performance. With the installation of theDuKane Smart System in the new North Building the students will have access to theInternet allowing the students to interact not only with other members of their learningcommunity, but the community at large. This interaction will help the students tounderstand that they live in a large community - the world - from which they can drawan infinite amount of information.

As students are becoming very computer literate at an early age, it is essential that wehave the technological capability to further challenge these students when they reachthe high school level, rather than let them become stagnant. The La Frontera teachingteam feels strongly that the derivation of this technological knowledge should not be aseparate activity, distinct from what is happening in the classroom, rather an extensionof the curriculum and learning in practice. The immediate hands-on implementation of

0i) technology makes the learning authentic.00000 C:7000C9(,9(ra;) c==)C=,

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The St. Charles School District 303 outcomes, communicate effectively, think critically,exhibit creativity, display interpersonal skills, demonstrate global responsibility andcross-cultural understanding, develop and maintain personal wellness and accessand use information effectively are easily met through technological access on acontinual basis in the classroom.

COMMUNICATE EFFECTIVELY*Students use word processing that encourages process writing.*Students organize and present oral and written reportsusing multi-media environments utilizing text, audio, video graphics andanimation.*Students create drawings and graphics using computerapplications to clarify and solve problems."Students use telecommunication and other technology tocommunicate and collaborate with people in other locations.

THINK CRITICALLY*Students utilize stored information in decision making.*Students envision how technology connects to real worldproblems.*Students resolve problems through independent use of avariety of technological applications.*Students use technology to aid in analysis and synthesis.

EXHIBIT CREATIVITY*Students use technology for creative/artistic expression in avariety of ways.*Students use technology to stretch their own personalcreativity.

DISPLAY INTERPERSONAL SKILLS, SELF UNDERSTANDING, ANDETHICAL CONDUCT

*The students practice ethical standards that guide the use of technology.*The students use technology to assist in self-assessment and personal.

improvement.*The students uses technology to facilitate cooperative learning.

DEMONSTRATE GLOBAL RESPONSIBILITY AND CROSS-CULTURALUNDERSTANDING

The student uses telecommunication and other technology tocommunicate and collaborate with people in other locations.*The student uses technology to broaden personalunderstanding/tolerance for other cultures.

DEVELOP AND MAINTAIN PERSONAL WELLNESS PRACTICES*The student uses technology effectively in order to help boostself-esteem.The student is confident in his/her own technological knowledge.

ACCESS AND USE INFORMATION EFFECTIVELYThe student uses technology (e.g. CD-ROM, telecommunication, on-line

databases, video disk, etc.) to identify, select, manage, and use/applyinformation.

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«LA FRONTERA>> ART PROJECTS1995

1. Mexican Patterning:Positive and Negative space, cut paper

Tye Dye T-shirts:

3. Contour Drawing of Hands:Spanish number line

r

Design concepts

Color :

Drawing

4. Calendar Collage Color

5. Contour Bodies CollagePositive and Negative space Drawing«El Cuerpo Contorno»

6. Small Primitive PotteryHomecoming Bonfire Pot 3D Sculpture«La 011a Utilitaria»

7. Weather and Season MuralPattern borders, Cooperative goups Design Concepts«El Mural Del Grupo» Color

Metapec SunsClay projed

9. Colored Pencil Drawing«Cara Aura»

io. Cut Paper PatterningNegative and Positive Space«Pape! Picado>>

Skeleton MaskScored and Cut Paper Masks«La Mascara Esqueletica»

Ceramic Sculpt-re

Drawing

Design ConceptsColor

Relief Sculpture18

12. Clay MasksWith Legend<<La Mascara de Archie>,

13. Children's Books«El Libro Para Nihos>.

14. Painted Shadow PuppetsTempra paint, Cola Mixing

.4..c5Pablo>>

15. Aztec CalendarPen and Ink44Calendarios Aztecas>

r,

Ceramic Sailpture

DrawingCola

Cola.

Drawing

16. Group Mosaic MuralFinal Exam First SemesterPerspective, Fa-wound, Middegound,Backgound Color

Drawing

17. Watercolors Color«Actividades Acuarelas» Design Concepts

18. Perspective DrawingValues and Perspective Drawing«Mi Casa es Su Casa»

19. Tooling Foil Coins Relief Sculpture«El Dinero,,

20. Cubism FacePatterning Design Concepts«Cara Cubisma» Drawing

21. Clay Family Tree«8 Arbol Geneologico»

22. Food Unit Still Life PaintingTempra Paint, Contour, Color Mixing Cola«En un Cafe» Drawing

Relief Sculpture

23. Monuments of the Past«Los Monumentas>>

. - -

24. EfIgy Pottery<Su Monumento al Future »

BEST COPY MAILABLE

20

Sculpture

Clay Sculpture

Kane County ChronicleSaturday, June 10, 1995

Spanish students cross 'the border'By ROALD HAASEKane County Chronicle

ST. CHARLES By the time Katie Sun-day completed her first-year Spanish classthis week, she learned a lot more than howto say "Como ester usted?"

Soon to be a sophomore at St. CharlesHigh School, Katie's final exam consisted ofmore than just Spanish vocabulary andusage.

She learned a lot about Spanish art andculture, and she also learned how to createher own art projects.

Katie was a student in the Spanish Art Iclass, an integrated curriculum that notonly teaches students Spanish but alsohow to draw and paint and utilize color.

For the art portion of her final examina-tion, Katie submitted a variety of works,and like other students presented them at

I

the school's Little Theater.The final was termed the "La Frontera

Museum? InSpanish; Katie said. La Fron-tera means "the border?

"In our class, it means crossing the bor-der as integrated classes," she said thisweek.

We learn Spanish I language, and welearn the basic arts, including 3-D design?

Debbie Kling taught the art portion ofthe class, and Kathy Zimmer taught thelanguage componeit, Katie said.

"I think I learned Spanish better (thanshe otherwise would have)," Katie said."We speak it more. And we do our art pro-jects?

To illustrate the concept of the integrat-ed class, she cited one project in which stu-dents designed a house and then learnedall the Spanish words for the parts of the

building."We had to get up and give a 10- to 1

line speech about what's in our houseKatie said.

To Katie, it was "a very neat class."According to Kling, students display

six of their favorite art works at theFrontera Museum exhibit. Completed p:jects included Mexican patterning, smprimitive pottery, clay _masks, childre:books, painted shadow puppets, a gromosaic mural and monuments.

Kling said that final examinatio"approached from this way are less intirdating and far more exciting? She labelthe hands-on final "an authentic usemeat in action

Traditional finals haven't been elimin.ed. Katie had to take oral and writtfinals for the language portion of the cis

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4. 0 ----AN"41111IiMBob Getrard/Chteniels photo still

Sue Jensen, left, talks to Spanish student Katie Sunday, whowas a member of a St. Charles High School class that not onlyteaches Spanish but also how to draw and paint.

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