Students will investigate how Pedro Linares used form, color, animal parts, and symbolism, asking how these choices can express natural elements and the spirit of Día de Muertos. In teams of 3–4, they will create an alebrije representing at least three natural elements and use Spanish to describe its name, shape, size, colors, animals, powers, and each member’s element role. Teams will revise rough models and Spanish descriptions through peer and teacher critique, with families and community volunteers supporting materials, construction, and the Multicultural Festival and Día de Muertos Exhibition. Each student will present and submit a Spanish artist statement explaining the team’s choices, individual contribution, and academic and social growth.

Students will analyze Pedro Linares’s alebrijes and Día de Muertos symbolism to guide intentional choices in form, color, animal parts, and symbolic powers. They will collaboratively create an alebrije representing at least three natural elements and accurately describe its shape, size, colors, animals, elements, and powers in Spanish. Students will use peer and teacher feedback to revise their sculpture and Spanish descriptions, while contributing responsibly in their assigned element role and working with family or community volunteers when available. They will present at the exhibition and write a final Spanish artist statement explaining their role, the team’s design choices, and their academic and social growth.

Students will create inspiration notes from Pedro Linares’s alebrijes, a labeled team sketch, and Spanish vocabulary drafts describing shape, color, size, animal parts, natural elements, and symbolic powers. Each group will build a rough model, share it in a mid-project critique circle, and revise its design and Spanish descriptions using peer and teacher feedback. The final products will include a named alebrije sculpture representing at least three natural elements, paper flowers and ofrenda decorations, and an individual Spanish artist statement explaining each student’s element role, team choices, and academic and social growth. Students will present these products at the Multicultural Festival and Día de Muertos Exhibition for families and community volunteers who supported materials and construction.

Begin with a gallery walk of Pedro Linares’s alebrijes, inviting students to record “I notice/I wonder” observations about form, color, animal parts, and symbolism. In teams, students select one image and use familiar Spanish vocabulary to describe its shape, size, colors, animals, and imagined powers. Reveal the exhibition challenge and introduce the essential question: “What choices in form, color, and animal parts best help an alebrije express the natural elements and the spirit of Día de Muertos?” Teams then sketch a quick creature combining three natural elements and share one design choice with the class.

On October 30, display each alebrije with its name, Spanish artist statements, paper flowers, and other student-made ofrenda elements at the Multicultural Festival and Día de Muertos Exhibition. Groups will introduce their sculpture in Spanish, explain its animal parts, colors, forms, powers, and natural-element symbolism, and then each student will present their assigned element and reflect on academic and social growth. Families and community volunteers will tour the displays, ask questions, and leave written appreciations for each team. Conclude with a gallery walk that celebrates both the collaborative sculptures and each student’s individual Spanish communication.