Questões BNCC EF08LI18

A banda fictícia River Roots lançou o álbum "Voices by the River". Na capa, há um rio azul, uma canoa e um tambor vermelho. A frase "Our rhythm, our home" aparece ao redor do tambor.
Segundo a banda, as músicas celebram histórias e ritmos de sua comunidade.

Explique como as cores, as imagens e o símbolo do tambor na capa ajudam a mostrar a cultura valorizada pela banda.

Em uma mostra escolar, há um cartaz em inglês com o título “THE LAST SHADOW” e a frase “No one leaves unseen.” A imagem mostra uma pessoa sozinha em um corredor escuro. Predominam as cores preta, azul-escura e vermelha.

Com base nos elementos visuais e verbais do cartaz, qual interpretação sobre o gênero e o clima do filme é mais adequada?

Na horta da escola, uma exposição apresenta reproduções de duas obras de contextos culturais ligados à língua inglesa. A primeira é do britânico David Hockney e mostra a chegada da primavera em uma estrada cercada por árvores, com cores intensas e mudanças percebidas ao longo dos dias. A segunda é da artista aborígene australiana Emily Kame Kngwarreye e representa plantas, sementes e caminhos relacionados à terra e à memória de seu povo, por meio de pontos, linhas e cores.

Ao observar as obras, os estudantes percebem que os artistas representam a natureza de modos diferentes: um destaca transformações visíveis na paisagem, enquanto a outra relaciona a terra à identidade e aos conhecimentos de sua comunidade.

Explique como as duas obras ampliam o repertório cultural dos estudantes e mostram diferentes formas de compreender a relação entre as pessoas e a natureza.

At a weekend museum event, a guide presents a display about Langston Hughes and the Harlem Renaissance. The display explains that Harlem, in New York City, became an important center of African American art in the 1920s. Visitors hear a short blues-piano recording before reading a Hughes poem. They are then invited to read some lines aloud, keeping a steady beat by clapping their hands. The guide asks them to notice the repeated words, short lines, and pauses. At the end, visitors write one sentence about how sounds can change the way a literary text is experienced.

Analyze the activities described in the display. What cultural connection do they help visitors understand?

“Why are the people moving from one panel to the next?” asks Amir while visiting a library exhibition. The display presents The Migration Series, painted by U.S. artist Jacob Lawrence in 1940-41. Its 60 tempera panels portray African Americans leaving the rural South during the Great Migration and seeking work and safety in northern cities. Rather than using one large scene, Lawrence organized the work as many connected moments. Each panel has a number and an English caption. In the exhibition, students receive small reproductions of six panels, but the cards are mixed. The library educator asks them to prepare a short explanation of the journey for younger visitors, using only the images, the numbers, and the captions.

Interpret the exhibition information: which procedure best supports the students’ explanation of Lawrence’s visual narrative?

“Look at the border before you look at the sky,” a museum guide tells visitors viewing Faith Ringgold’s Tar Beach, made in 1988. A painted view of a family on a Harlem rooftop is surrounded by fabric squares and written lines. The words tell Cassie’s dream of flying above the George Washington Bridge, a place she sees as a symbol of freedom and opportunity. Ringgold brought together painting, cloth, and a fictional narrative. By using techniques connected to quilts in African American family traditions, the artist gave the memories and hopes of a young Black girl a central place in the work.

Identify the artistic form that best describes Tar Beach, considering the materials and narrative presented in the text.

“Why does the poet repeat the last line?” asked a visitor at a spoken-word event in London. The presenter explained that spoken-word poetry is meant to be heard as well as read. During the performance, a young poet recited a poem about moving between two countries. She changed her voice when describing each place, paused after important memories, and used hand movements to show a suitcase becoming heavier. The audience clapped in rhythm during the repeated line. Afterward, printed copies of the poem were available, but several visitors said that the live presentation helped them notice feelings that they had missed while reading silently.

Interpret how the performance described helps the audience experience the poem.

What can a poem do when it changes its language halfway through? At a small spoken-word night in Kingston, a teenager named Marsha performed a piece about taking the bus to her grandmother’s house. In the first part, she used Jamaican Patois to describe jokes, food, and the sound of the street. Then she switched to more standard English when she spoke about school rules and the future.

Some visitors in the audience did not understand every Patois word, but they laughed when Marsha repeated a short English line after each section. After the show, Marsha explained: “I don’t translate everything. I want people to feel where I’m from, and still stay with the story.” The event poster for the next week said: “Listen for the switch — it’s part of the art.”

Analyze Marsha’s performance. What does her switching between Jamaican Patois and standard English mainly do in the poem?