{"id":2587,"date":"2020-02-21T23:24:07","date_gmt":"2020-02-21T23:24:07","guid":{"rendered":"https:\/\/blogs.iwu.edu\/hispanic-studies\/?p=2587"},"modified":"2020-02-21T23:24:07","modified_gmt":"2020-02-21T23:24:07","slug":"proyectos-creativos-en-la-clase-span-418-imagenes-del-barroco","status":"publish","type":"post","link":"https:\/\/blogs.iwu.edu\/hispanic-studies\/2020\/02\/21\/proyectos-creativos-en-la-clase-span-418-imagenes-del-barroco\/","title":{"rendered":"Proyectos creativos en la clase Span 418 &#8220;Im\u00e1genes del barroco&#8221;"},"content":{"rendered":"<p>Despu\u00e9s de estudiar la pintura, la gastronom\u00eda y el teatro barroco, estudiantes crearon proyectos interpretativos. Varios se enfocaron en la obra de Calder\u00f3n de la Barca, &#8220;La vida es sue\u00f1o,&#8221; mientras otros hicieron bodegones al estilo barroco o creaciones culinarias. Aqu\u00ed se ven algunos ejemplos: <\/p>\n<p>Haley R toca una canci\u00f3n de &#8220;La vida es sue\u00f1o.&#8221;<br \/>\n<iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/pt3fh45vXt8\" frameborder=\"0\"><\/iframe><\/p>\n<p>Morgan A. interpreta un fragmento del discurso de Seigismundo vuelto a la torre.<br \/>\n<iframe loading=\"lazy\" width=\"560\" height=\"315\" src=\"https:\/\/www.youtube.com\/embed\/wSWdNL8V8ZM\" frameborder=\"0\"><\/iframe><\/p>\n<p>Sam B. compara empanadas inglesas (barrocas) con empanadas argentinas (actuales)<br \/>\n<iframe loading=\"lazy\" src=\"https:\/\/docs.google.com\/presentation\/d\/e\/2PACX-1vRioeCORvbDH4n6aQAykPWVMB14N9Tk1Q7aDNDj3x1FBDCnDS7OHHoMcrXWUdtXYItMCQ0ybI0Y1CQc\/embed?start=true&amp;loop=true&amp;delayms=5000\" frameborder=\"0\" width=\"480\" height=\"299\"><\/iframe><\/p>\n<p>Viktoriya S. compara la comida entre los estudiantes universitarios<br \/>\n<a href=\"https:\/\/blogs.iwu.edu\/hispanic-studies\/2020\/02\/21\/proyectos-creativos-en-la-clase-span-418-imagenes-del-barroco\/la-guia-para-la-alimentacion-de-_los-estudiantes_vs_page_1\/\" rel=\"attachment wp-att-2591\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/blogs.iwu.edu\/hispanic-studies\/files\/2020\/02\/La-gui\u0301a-para-la-alimentacio\u0301n-de-_los-estudiantes_VS_Page_1-792x1024.jpg\" alt=\"\" width=\"500\" height=\"646\" class=\"aligncenter size-large wp-image-2591\" srcset=\"https:\/\/blogs.iwu.edu\/hispanic-studies\/files\/2020\/02\/La-gui\u0301a-para-la-alimentacio\u0301n-de-_los-estudiantes_VS_Page_1-792x1024.jpg 792w, https:\/\/blogs.iwu.edu\/hispanic-studies\/files\/2020\/02\/La-gui\u0301a-para-la-alimentacio\u0301n-de-_los-estudiantes_VS_Page_1-232x300.jpg 232w, https:\/\/blogs.iwu.edu\/hispanic-studies\/files\/2020\/02\/La-gui\u0301a-para-la-alimentacio\u0301n-de-_los-estudiantes_VS_Page_1-768x993.jpg 768w, https:\/\/blogs.iwu.edu\/hispanic-studies\/files\/2020\/02\/La-gui\u0301a-para-la-alimentacio\u0301n-de-_los-estudiantes_VS_Page_1.jpg 1131w\" sizes=\"auto, (max-width: 500px) 100vw, 500px\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Despu\u00e9s de estudiar la pintura, la gastronom\u00eda y el teatro barroco, estudiantes crearon proyectos interpretativos. Varios se enfocaron en la obra de Calder\u00f3n de la Barca, &#8220;La vida es sue\u00f1o,&#8221; mientras otros hicieron bodegones al estilo barroco o creaciones culinarias. Aqu\u00ed se ven algunos ejemplos: Haley R toca una canci\u00f3n de &#8220;La vida es sue\u00f1o.&#8221; &hellip; <a href=\"https:\/\/blogs.iwu.edu\/hispanic-studies\/2020\/02\/21\/proyectos-creativos-en-la-clase-span-418-imagenes-del-barroco\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">Proyectos creativos en la clase Span 418 &#8220;Im\u00e1genes del barroco&#8221;<\/span> <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":262,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5,59],"tags":[],"class_list":["post-2587","post","type-post","status-publish","format-standard","hentry","category-ensenaza","category-span-418"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.iwu.edu\/hispanic-studies\/wp-json\/wp\/v2\/posts\/2587","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.iwu.edu\/hispanic-studies\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.iwu.edu\/hispanic-studies\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.iwu.edu\/hispanic-studies\/wp-json\/wp\/v2\/users\/262"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.iwu.edu\/hispanic-studies\/wp-json\/wp\/v2\/comments?post=2587"}],"version-history":[{"count":4,"href":"https:\/\/blogs.iwu.edu\/hispanic-studies\/wp-json\/wp\/v2\/posts\/2587\/revisions"}],"predecessor-version":[{"id":2593,"href":"https:\/\/blogs.iwu.edu\/hispanic-studies\/wp-json\/wp\/v2\/posts\/2587\/revisions\/2593"}],"wp:attachment":[{"href":"https:\/\/blogs.iwu.edu\/hispanic-studies\/wp-json\/wp\/v2\/media?parent=2587"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.iwu.edu\/hispanic-studies\/wp-json\/wp\/v2\/categories?post=2587"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.iwu.edu\/hispanic-studies\/wp-json\/wp\/v2\/tags?post=2587"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}