# data[].attributes.headline
Pieces for Students to Look At for their Research and to Gain Inspiration

# data[].attributes.subject
Pieces for Students to Look At for their Research and to Gain Inspiration

# data[].attributes.attachment_link.readable_text
Famous works of art from 30 countries around the world

Unlike nations, art knows no boundaries. It can be forged in a vacuum, inspired solely by a burning, inner conflict, or created by wistful expatriates wishing to bridge a long-lost past with an uncertain future. It can emerge organically, in harmony with the natural landscape, or as a carefully crafted response to cultural or political touchstones.

Museums and private collections heave with such works, yet only a select few demonstrate a rare confluence of intent, emotion, and artistic genius. These masterpieces are seared into the collective consciousness, reproduced in varying sizes and shapes on walls, stationary, and coffee mugs the world over.

Traditionally, art history has sought to neatly categorize a multitude of overlapping movements and styles, geography and epochs-Impressionism, Antiquity, Romanticism, Realism, and the Middle Ages, to name just a few. Borders, however, are frequently fluid, artists often itinerant and occasionally anonymous.

With this in mind, Stacker took on the task of curating this list of 30 famous works of art from 30 countries around the globe, consulting internet databases and museum websites as well as scholarly books and journals. Residence in a given museum or collection alone was not deemed reason enough for inclusion (in addition to being a source of contention among several nations). Selected works had to express or reflect a direct relationship between the artist and their country of birth, the object and its place of production. Vincent van Gogh may be the Netherlands' most well-known artist, but most of his masterworks depict French rather than Dutch subjects. Ceremonial objects created by Pre-Columbian societies, however, speak volumes about these lost cultures.

Scroll through the list to see which masterworks made the final cut, and find out which images changed the course of Korean painting, depict a dream-like vision of an Eastern European shtetl, or were inspired by a Pagan fertility ritual.

You may also like: U.S. Marine Corps history from the year you were born

# data[].attributes.attachment_link.title
Famous works of art from 30 countries around the world

# data[].attributes.attachment_link.description
Famous works of art from 30 countries around the world Unlike nations, art knows no boundaries. It can be forged in a vacuum, inspired solely by a burning, inner conflict, or created by wistful expatriates wishing to bridge a long-lost past with an uncertain future.

# data[].attributes.body
Have students research an artist that shares some portion of their linguistic repertoire and create a piece that reflects the artists style, writing about why they picked the artist, what the art style is, and what their piece is about using their full linguistic repertoire.

When teaching students elements of art, creating anchor charts using student's languages for students to use as a scaffold to look back on when creating new pieces.

# data[].attributes.body
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.

CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

# data[].attributes.body
TPE 1: Engaging and Supporting All Students in Learning

Apply knowledge of students, including their prior experiences, interests, and social emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

Provide a supportive learning environment for students' first and/or second language acquisition by using research-based instructional approaches.

Provide students with opportunities to access the curriculum by incorporating the visual
and performing arts, as appropriate to the content and context of learning.

TPE 2: Creating and Maintaining Effective Environments for Student Learning

Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive

TPE 4: Planning Instruction and Designing Learning Experiences for All Students

Locate and apply information about students' current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes

# data[].attributes.body
Ch.2 Language Practices and the Translanguaging Classroom Framework

Ch. 4 Translanguaging Pedagogy

Ch.5 Translanguaging Design in Instruction

# data[].attributes.attachment_link.readable_text
Tech giants Google, Microsoft and Facebook are all applying the lessons of machine learning to translation, but a small company called DeepL has outdone them all and raised the bar for the field.
Its translation tool is just as quick as the outsized competition, but more accurate and nuanced than any we've tried.

# data[].attributes.attachment_link.title
DeepL Translate: The world's most accurate translator

# data[].attributes.attachment_link.description
Translate texts & full document files instantly. Accurate translations for individuals and Teams. Millions translate with DeepL every day.

# data[].attributes.headline
Translanguaging: A CUNY-NYSIEB Guide for Educators

# data[].attributes.subject
Translanguaging: A CUNY-NYSIEB Guide for Educators

# data[].attributes.body
Students bring in a picture of a place that is meaningful to them. Students then make block prints of their picture and write a story of a memory they have at the specific place they chose using their full linguistic repertoire and share it with their table groups. Students then create a class Memories "Quilt" by gluing all block prints together and can discuss in multiple languages the multiple multilingual identities and experiences that are seen within each place chosen.

# data[].attributes.attachment_caption
Picture from: Translanguaging space and creative activity: theorising collaborative arts-based learning

# data[].attributes.body
Student's engage in a research project that requires them to walk around their community and observe what languages they hear. They then interview two community members to hear what they do in the community and how long they have been there. After collecting their research, students create a collage to show the linguistic repertoire of the community and then write what each part of their collage represents. This collage allows students to incorporate their full linguistic repertoires while learning about their community in a way that is both safe, creative, and expressive.

# data[].attributes.attachment_caption
Picture from: Translanguaging and Multilingual Picturebooks : Gloria Anzaldúa’s Friends from the Other Side / Amigos Del Otro Lado

# data[].attributes.body
Students work together to create a lifesize portrait that expresses where their languages fit into themselves and who they are. Fosters discussion on how different students may see their languages and cultures and can be done using students full linguistic repertoires. Can be done with heterogeneous groups or homogeneous groups that are then split into a jigsaw to present to other groups so all students have the chance to hear and learn about other students' languages.

# data[].attributes.headline
How can I apply a translanguaging lens to elementary art?

# data[].attributes.subject
How can I apply a translanguaging lens to elementary art?

# data[].attributes.headline
Translanguaging and the Arts: A Creative Conversation

# data[].attributes.subject
Translanguaging and the Arts: A Creative Conversation

# data[].attributes.body
An example of how to use the arts (theatre and music in this case) to look at the community through a translanguaging lens.

# data[].attributes.attachment_link.title
Translanguaging and the Arts: A Creative Conversation

# data[].attributes.headline
Translanguaging Space and Creative Activity: Theorising Collaborative Arts-Based Learning

# data[].attributes.subject
Translanguaging Space and Creative Activity: Theorising Collaborative Arts-Based Learning

# data[].attributes.attachment_link.title
Translanguaging space and creative activity theorising collaborative arts based learning

# data[].attributes.headline
Inter-Weave: Creating a Translanguaging Space Through Community Art

# data[].attributes.subject
Inter-Weave: Creating a Translanguaging Space Through Community Art