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Art through english.painting together. utrecht
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Art through english.painting together. utrecht

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A cooperative activity to enhance students social, cognitive and communicative skill.

A cooperative activity to enhance students social, cognitive and communicative skill.

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  • PRESENTATION Implementation - 6 years / Whole subject or half year subject. / Primary .8-12 years old students / 90’ class / English teachers / Each project is usually based on an artist, in order to set a context around which we will work on. English teachers. Pros & Cons. Well as an English teacher I have to be very careful to remember that it’s the content of ART which will determine the language of this subject, I’m teaching art not English, on the other hand being the English teacher facilitates to anticipate language problems that may arise.
  • SESSION ORGANIZATION 30’ Starter, Introducing, demonstrating. Visual language vs. Verbal language .Provide enough situations in which we can use verbal language Starters are a good way of doing it. Comparing art works, art movements, artists watching videos to provoke speaking situations, PPT’s , songs and chants, telling stories, Making mind maps, Classifying information, … Artists displays. We will always create a visual display related to the project we are working on. It’s important they can see the artworks as well as the specific vocabulary , language of, we will have to use in order to be able to talk about the artist, paintings, sculptures,… and their own art works. 45’ Hands on. As they are busy working , creating, they usually use L1 to express themselves. In order to avoid this be consistent about when to use English. 15’ Clearing up & Plenary. Having a well organized clearing up routine is essential, as they sit in groups of 4, each member of the group will be responsible of one task. The last minutes we will talk about what we have done, what have we learnt and we will do on the next session.
  • This is an example of a starter. You can find many real resources at the museums, postcards, leaflets, posters, books, activity books,activity websites…
  • Clear instructions about what do you expect them to do are crucial. The steps they have to follow in order to fulfil the tasks, when they can only use English for communication, how to get organized and tidy up, … It’s important to set up rules from the first day.,
  • Scafolding, providing language support is the key to promote speaking skills . There will always be a classroom language display on a visible place in the classroom in order to encourage interaction between students ,and with the teacher. How often do I speak English? This grid is aimed to encourage learners to speak English, eventhough they only get a plain sticker Keeping record about when they talk is a motivation strategy that works quite well.
  • This is a collaborative project, The final outcome of this project is producing a highquality spring landscape painting, applying Colour Theory previous knowledge. Students will work in groups of 4, they will have to take decisions together and work as a team in order to accomplish the task.
  • 1. Visualization, brainstorming & mindmaping Before starting an art work it’s important to observe or in this case to visualize what we want to show through our art work. Listening to Vivaldi, sitting in a relaxed way, closing their eyes, … will bring back spring memories, previous experiences they’ve had, what they see, feel, hear and smell when they think about SPRING. This is an intrapersonal activity. Then comes the second step, verbalizing what we have visualized, we write on the board all students outcomes, we can make a wordle with it, or they can make it listening to their classmates ideas. Afterwards each group creates an eye catching mind map, trying to classify in some way all the information and adding more if necessary.
  • Choosing a picture. Students will bring spring images, as usual some of them won’t remember so you have a good repertoire as well, post them all together on the board or hang them on a line with pegs. Each group has to decide which one do they choose, if we want them to use English during this stage we should provide them with a language support, as you can see on the slide. Give them multiple options from the easier ones to more difficult ones, in order to cope with your class diversity. The teacher walks around listening to the groups and helping them. Once they have decided their picture they cut it exactly in four parts and stick them on the right corner of an A4 painting paper. So one on the right bottom, other on the left bottom, then on the right and on the left top corner.
  • It’s about making/ taking decisions as a whole group, they are working together and they all have to agree to what they decide. Now they have to think and plan how to expand the picture, they have to image the whole landscape. It’s very important to highlight that they are a team, and that they have to reach agreements and make decisions together. The teacher provides them with a language support to be able to talk in English as much as they can. The teacher will go round the groups asking about what they are going to draw. Each person is responsible for one part of the painting, but he/she is not working alone. When they start drawing, they have to check now and then if the matching parts of the painting really match. Remember them the proportions of the foreground, middleground and background. Give them some examples, make them look out of the windows, what can you see? Are the houses in the foreground the same size as the ones in the background? 3. Painting Decide how to paint it. What media are they going to use? What style, technique? Remember different styles of artists you’ve worked on. They will only have primary colours when using paints, so they will have to mix colours and decide within the group which tones they are going to apply. Now and then put your four papers together to check how the painting is going on. Make the necessary changes during the process. Teacher goes round each group and monitors works, asking about details and improvements they can make. Once they have finished, they check again the final product and make some improvements if necessary.
  • Each group fills in a worksheet, because we are going to put the works on display like in an art gallery they have to decide on a tittle for their work, as you can see when you go to a museum. Works are displayed on corridors walls, all students sit in front of the paintings and with teachers prompting questions talk about them. What can you see? What do you like best about this painting? Why? What would you improve? This question is for the group that has made the painting.
  • Art works displays are imnportant. It makes children feel proud of their work, it’s a way of encouragingthem to do it in the best way they can, it’s a way to motivate them and praising them.

Transcript

  • 1. ARTthroughEnglish Patricia Meneses Dekker Esc. Esteve Barrachina, SitgesCLIL 2012 Conference: From Practice to Visions
  • 2. ART through English• It started in 2005/06• It involves C.Mitjà and C.Superior students.• Implemented by the English teachers.• Two joined sessions a week (90’)• Class groups• Classrooms
  • 3. Session organization• Starter• Introducing new concepts, techniques, styles• Demonstrating• Hands on• Clearing up• Plenary
  • 4. CLASSROOMLANGUAGE
  • 5. og eth er ain tin gtP
  • 6. Painting together1.Visualization activity ,brainstorming & mind-map.2. Choosing a picture3. Deciding how the picture expands and what media and tecniques to apply.4. Painting together5. Assessing
  • 7. WHAT COULD YOU SEE / HEAR / FELL/ SMELL? blue bright skyS a the birds singing wind through the treesP see hear some green leaves flowers I could feel daisies/roses/poppiesR smell butterflies falling rainI rainbow riverN water big trees xG forest rabbits jumping white cotton clouds green fields
  • 8. CHOOSING & REACHING AGREEMENTSI like … / I like the sameI prefer this one to that one.I prefer … because …We have to agree on …We have to decide which one we like.Let’s voteI agree with you / I don’t agreeYes, but I think that …I’m not sure.I don’t mind.
  • 9. DECIDING. WHAT ARE YOU GOING TO DRAW?We are going to draw … a river … … on the left trees … … on the right a high mountain … … in the background hills … … in the middle ground bushes … … in the foreground a field of flowers … … on top of … a path … … under … a small pond … … next to … a forest …DECIDING. WHAT MEDIA ARE YOU GOING TO USE?We are going to use … poster paint the sky watercolours the trees oil pastels the mountains for the fields the orchard thick paint the path watery paint the stones bright / light / dark colours the river warm / cool colours the lake
  • 10. Blue
  • 11. A field of flowers
  • 12. A park in Spring
  • 13. Green Forest
  • 14. Rice Fields
  • 15. Splash of colour
  • 16. Jaxecada
  • 17. TALKING ABOUT THE PAINTINGSWHAT CAN YOU SEE?I can see …There is / are …WHAT DO YOU LIKE BEST? great it is … brilliant the sky they are .. beautifulI / we like best … the trees it looks … wellI / we think that … the flowers because … they look… paintedI / we consider that … the lake colourfull the houses It makes me happy the river goodIn our opinion … feel … positive relaxedWHAT WOULD YOU IMPROVE? the colour of … It is … dull. the shape of … they are... too pale.We would improve … the tones of … because … unfinished. the leaves of … the mountains it doesn’t … they don’t … match.
  • 18. SPRINGLANDSCAPE S
  • 19. Thankyou! pmeneses@xtec.cat