AP® Spanish Language and Culture review sheet from Aim for Five (aimforfive.com/spanish/units/3/3-2)
Unit 3 · Topic 3.2
3.2 Artistic Heritage (Patrimonio artístico)
Artistic heritage is the art and know-how a community protects and passes on, from masterpieces like Velázquez's Las Meninas and Mexico's murals to living traditions like mariachi, Maya weaving and alebrijes. Know key examples, the difference between tangible and intangible heritage, and the debates about protecting it.
Key terms
- el patrimonio cultural inmaterial
- la artesanía
- el tejido
- el alebrije
- el muralismo
- el legado
Tangible and intangible heritage
Tangible heritage is physical: paintings, buildings, sculptures and objects. Intangible heritage (el patrimonio cultural inmaterial) is knowledge and skill that lives in people: music, dances, festivals, crafts and cooking passed between generations. UNESCO created a convention to protect intangible heritage in 2003.
Examples on UNESCO's intangible heritage lists include tango (Argentina and Uruguay, 2009), flamenco (Spain, 2010), traditional Mexican cuisine (2010) and mariachi (Mexico, 2011). Unlike a painting, this kind of heritage survives only if people keep practicing it.
Masterpieces and murals
Diego Velázquez painted Las Meninas in 1656; it hangs in the Prado Museum in Madrid. The young princess Margarita stands among her maids of honor (las meninas), two court dwarfs and a dog, while Velázquez paints himself at a huge canvas. A mirror at the back reflects the king and queen, so the viewer seems to stand where the royal couple stands. That puzzle about who is looking at whom makes it one of the most studied paintings in the world.
Mexican muralism began after the Mexican Revolution (1910–1920). In the 1920s the government, with José Vasconcelos leading public education, hired artists to paint murals on public buildings. Diego Rivera, José Clemente Orozco and David Alfaro Siqueiros, known as los tres grandes, painted Mexico's history, Indigenous peoples and workers for a public in which many people could not read. Rivera's murals in the National Palace tell the story of Mexico. Muralism lives on in Chicano murals in US cities and in street art across Latin America.
Living crafts
In Guatemala and Chiapas, Maya women weave on backstrap looms (el telar de cintura), with one end tied to a tree or post and the other to a strap around the weaver's back. The designs and colors of a huipil, a woven blouse, can show which town its wearer comes from.
Alebrijes are brightly painted imaginary creatures. They are not ancient: Pedro Linares, a papier-mâché artisan (cartonero) in Mexico City, began making them in the 1930s after a dream he had during an illness. Woodcarvers in Oaxacan towns such as San Martín Tilcajete and San Antonio Arrazola later began carving them from copal wood, and the 2017 film Coco made them famous worldwide.
Protecting heritage
Heritage faces real threats: cheap factory-made copies, young people leaving traditional trades, and the looting and illegal sale of archaeological objects. Communities respond with cooperatives, “handmade” labels, workshops for young people and fair-trade sales online.
Who should own heritage is also debated. Mexico has asked Austria to return the feather headdress known as the penacho de Moctezuma, held in a museum in Vienna; Austria has said it is too fragile to travel. Articles on this topic often weigh a museum's role in preserving objects against a community's claim to them.
- la artesanía (crafts), el artesano / la artesana (craftsperson)
- la obra maestra (masterpiece), el legado (legacy)
- conservar (to preserve), transmitir (to pass on)
Worked examples
Try each one yourself first, then open the solution.
- Example 1
Seeing how a text is organized
Texto escrito para esta práctica. «En un pueblo de artesanos de Oaxaca, casi todas las familias tallan alebrijes. Sin embargo, muchos jóvenes ya no quieren aprender el oficio: prefieren buscar trabajo en la ciudad o en el extranjero. Para evitar que la tradición desaparezca, un grupo de artesanos abrió un taller gratuito donde los adolescentes aprenden a tallar y a vender sus piezas por internet. En dos años, más de cuarenta jóvenes han terminado el curso.» ¿Cómo está organizado el texto? (A) Presenta un problema y después una solución con sus resultados. (B) Compara dos pueblos que producen alebrijes. (C) Narra la vida de un artesano desde su infancia. (D) Enumera los pasos para tallar un alebrije.
Show the solutionHide the solution
- Step 1: Label each sentence's job. Sentence 1 gives background. Sentence 2, starting with «Sin embargo», states a problem: young people are leaving the trade.
- Step 2: Sentence 3, «Para evitar que la tradición desaparezca…», introduces a response: a free workshop. That's a solution.
- Step 3: Sentence 4 gives a result: more than forty young people have finished the course.
- Step 4: Only one town is described, so (B) is out; no single life story is told, so (C) is out; no carving steps are listed, so (D) is out.
- Step 5: The pattern is problem, solution, result: (A).
Answer: (A) Presenta un problema y después una solución con sus resultados.
Common mistakes
- Thinking heritage means only old buildings and museum pieces. Living skills like weaving, music and cooking count too.
- Calling alebrijes an ancient pre-Hispanic tradition. They began in the 1930s.
- Thinking «las meninas» means the princess. The word refers to the young maids of honor around her.
- Treating Mexican murals as decoration only. They were meant to teach history and to honor Indigenous people and workers.
On the exam
- Heritage topics suit articles about a craft or tradition at risk. Questions often ask about the text's structure (problem and solution, cause and effect, comparison) and what connectors like sin embargo or para evitar que signal.
- In writing, show cultural understanding by explaining why a community values a tradition, not just describing what it looks like.
Connected topics
Videos
Check yourself
5 questions on 3.2 Artistic Heritage (Patrimonio artístico). Pick an answer to see if you got it, and why.
TALLER DE ALEBRIJES PARA JÓVENES · Sábados de octubre, de 10:00 a 13:00 · Casa de Cultura del barrio
¿Alguna vez has soñado con un animal que no existe? ¿Un jaguar con alas de mariposa o un pez con cuernos de venado? Ven a darle forma y color en nuestro taller de alebrijes.
Un poco de historia: los alebrijes nacieron en la Ciudad de México en la década de 1930. Se cuenta que el artesano Pedro Linares, durante una enfermedad, soñó con criaturas fantásticas que gritaban «¡alebrijes!», y que al curarse decidió reproducirlas con papel y cartón. Años más tarde, artesanos de Oaxaca empezaron a tallarlos en madera de copal y a pintarlos con colores brillantes. Hoy son un símbolo del arte popular mexicano.
Qué haremos:
• Sesión 1: diseño de tu criatura en papel
• Sesiones 2 y 3: estructura de alambre y cartonería (papel y engrudo)
• Sesión 4: pintura con técnicas tradicionales y exposición final
Imparte: Rosa Elena Domínguez, artesana con más de veinte años de experiencia, que aprendió el oficio de su abuelo.
Para jóvenes de 12 a 17 años. Todos los materiales están incluidos. Cupo máximo: 15 participantes. Inscripción gratuita en la recepción. Cada participante se llevará su alebrije a casa, y las mejores piezas se expondrán en la biblioteca durante el mes de noviembre.
¡Ven con ropa que puedas manchar!
Texto escrito para esta práctica
¿Cuál es el propósito del anuncio?
Según el anuncio, ¿cómo surgieron los alebrijes?
Según el anuncio, ¿qué diferencia hay entre los primeros alebrijes y los de Oaxaca?
¿Qué aprenderán los participantes en las sesiones 2 y 3?
¿Por qué menciona el anuncio que la instructora aprendió el oficio de su abuelo?
0 of 5 answered