Your SlideShare is downloading. ×
0
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
English through paintings
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

English through paintings

380

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
380
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
13
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. English through Paintings! MATEFL Seminar June 2014 Workshop by Caroline Campbell
  • 2. Warmer: This is my life http://www.claudemonetworks.com/painting/jean -monet-on-his-hobby-horse http://commons.wikimedia.org/wiki/File:Van Gogh-self-portrait-with_bandaged_ear.jpg http://www.smithsonianmag.com/ist/?next=/arts-culture/the-woman-who- brought-van-gogh-to-the-world-66805589/ http://en.wikipedia.org/wiki/File:M ona_Lisa.jpg http://commons.wikimedia.org/wiki/File:Claude_Monet_- _Springtime_-_Walters_3711.jpg http://www.wikiart.org/en/edouard- manet/the-boy-with-cherries-1859 http://en.wikipedia.org/wiki/Ginevra_de'_Be nci
  • 3. This is my life Level – Elementary upwards Langugage focus – Introducing a person, using present simple for facts Material – a portrait or a painting of a character per person Method 1. Students receive a painting each. 2. Students walk around the classroom and introduce their character. 3. Then they swap cards and find another person. 4. They introduce their new character. Idea taken from Workshop – Tesol France 2012 – MariCruz Arcos Sorando
  • 4. Variation: Similarties and Differences Level – Elementary upwards Langugage focus – Using comparisions Material – a portrait or a painting of a character per person Method 1. Students receive a painting each. 2. Students walk around the classroom and compare their characters finding similarities and differences. Idea taken from Workshop – Tesol France 2012 – MariCruz Arcos Sorando
  • 5. Similarities and Differences http://artwallpapers.biz/photos/a rchives/1256/1888-van-gogh- portrait-de-camille-roulin- portrait-of-camille-roulinhuile- sur-toile-375x325-cm http://en.wikipedia.org/wiki/Girl_wit h_a_Pearl_Earring http://www.awesome- art.com/awesome/shop/item.aspx?item id=5241 http://commons.wikimedia.org/w iki/File:Vincent_van_Gogh_- _Head_of_a_woman_- _Google_Art_Project_(5753528).jp g http://commons.wikimedia.org/wiki/Fi le:Henri_de_Toulouse-Lautrec_- _Frederick_Wenz_- _Google_Art_Project.jpg http://commons.wikimedia.org/wiki/File :Toulouse-Lautrec_- _Lady_with_a_dog.jpg http://www.pinterest.com/pin/5574612 60097182925/ http://commons.wikimedia.org/wiki/File:L autrec_monsieur_louis_pascal_1891.jpg
  • 6. Family trees – Emma Riordan Level – Elementary upwards Langugage focus – speaking about family, third person singular and third person plural in the present tense, modal verbs of probability for higher levels. Material – 5 to 10 portraits of individual figures for each group of 4. Different groups can work with the same set of paintings or different sets. Method 1. Students work in groups of 4. Each group should create a family tree using the set of portraits provided. 2. The groups discuss their ‘family’ and try to be as specific as possible in their descriptions e.g. names, where family lives, how well they get on etc. 3. The different groups introduce their family tree to the rest of the class. The rest of the class can ask for further information or clarification. Idea taken from Grundy et al. English through Art. Helbling Languages
  • 7. Family Trees – Emma Riordan http://www.koreatimes.co.kr/www/news/art/2009/05/135_44579.html http://pixels.com/featured/portrait-of-a-woman-pierre-auguste-renoir.html http://pixels.com/featured/portrait-de-claude-terrasse-french-composer-of-operettas-pierre- auguste-renoir.html http://www.zona-pellucida.com/renoir-claudepainting.html
  • 8. Family Trees – Emma Riordan Variation for higher levels: 1. Students describe the personal relationships with the family e.g. whether there are any arguments, scandals, tragedies, etc. 2. Students can also practise using modal verbs e.g. That can’t be the mother. She is too young. That must be the sister. Idea taken from Grundy et al. English through Art. Helbling Languages
  • 9. What are they thinking? https://www.google.com/search?q=child+with+do ve&espv=2&tbm=isch&tbo=u&source=univ&sa=X& ei=6ICLU7L0CcSO7AaR6ICYDw&ved=0CCcQsAQ&bi w=1242&bih=607 http://www.icollector.com/Picasso-Harlequin- And-His-Companion_i12103676 http://www.vangoghartworks.com/pain ting/the-prison-courtyard http://www.nationalgallery.org.uk/paintings/h ilaire-germain-edgar-degas-combing-the-hair- la-coiffure http://www.nationalgallery.org.uk/paintings/georges- seurat-bathers-at-asnieres Level: Pre-Intermediate upwards Language focus: Present continuous, adjectives of feeling Method: Talk about the character’s secret thoughts. Idea taken from Writing Games: Charles and Jill Hadfield, Nelson http://codgerapps.codgerconsulting.com/Pi ctures/index.php/Vincent-Van- Gogh/Vincent-van-Gogh-4
  • 10. Bathers at Asnieres: Seurat
  • 11. What is going to happen next? http://www.arthistoryarchive.com/arthistory/expressionis m/Vincent-Van-Gogh.html http://www.hugbear.net/hugbear/viewinfobearworks406.html http://en.wikipedia.org/wiki/File:Vincent _Willem_van_Gogh_002.jpg Level: Elementary upwards Language focus: future going to Method: Students predict the next scene. Paintings: The Prison Courtyard, Girls in Black, Harlequin and his Companion, Combing the Hair, Bathers at Asnieres Idea taken from Workshop – TESOL France 2012 – MariCruz Arcos Sorando http://www.cultivatingculture.com/2012/10/10/renoir-painting- stolen/ http://en.wikipedia.org/wiki/File:A_Sunday_on_La_Grande_Jatte,_Georges _Seurat,_1884.png
  • 12. The luncheon of the boating party - Renoir
  • 13. Private life of a masterpiece http://en.wikipedia.org/wiki/The_Art_of_Painting http://en.wikipedia.org/wiki/The_Scream http://en.wikipedia.org/wiki/Whistler's_Mother Method 1. Students walk around the ‘gallery’ in pairs and choose a painting they feel drawn to. 2. Students then write questions and answers for questions beginning with: who, where, who, how often, how, etc. 3. They pass on the answers with the questions to another pair. 4. The other pair tries to guess the questions. Follow up activity using ICT: find out more information about these masterpieces on the internethttp://en.wikipedia.org/wiki/The_Kiss_(Klimt) Idea adapted from The Intermet TESL Journal - Using Art Postcards
  • 14. Musical Chairs http://www.picgifs.com/wallpapers/van-gogh/ http://jamesbrantley.net/2%20degas%20da ncers.jpg http://listenerextraordinaire.files.wordpress.com/2011/01/thepop pyfield.jpg http://www.csmonitor.com/World/Europe/2013/0602/Norway- rediscovers-Edvard-Munch-as-an-artist-of-global-importance Young learners/ teens Method: Chairs are in a circle. Students dance/walk around to music. When music stops they pick a picture from a chair and imagine they are one of the characters in the picture. They tell someone: - where they - what they are doing - how they feel in this place Then they place the picture back on the chair. Idea taken from Workshop – TESOL France 2012 – MariCruz Arcos Sorando
  • 15. Variation Method: Students choose a painting and write their ‘own’ story or that of ‘someone else’ in that place. http://en.wikipedia.org/wiki/Vincent_van_Gogh http://www.artmarketmonitor.com/2014/02/06/sot hebys-imp-mod-evening-sale-highlights/van-gogh- lhomme-est-en-mer-6-8m-gbp-16-8m-gbp/ http://www.metmuseum.org/toah/hd/cmon/hd_cmon.htm http://wallpapershd2014.com/wallpaper/archives/tag/claude-monet-wallpaper http://pictify.com/175962/fernando- botero-dancing-couple-1987 Idea taken from Workshop – TESOL France 2012 – MariCruz Arcos Sorando
  • 16. Haiku poem "Haiku" is a traditional form of Japanese poetry. Haiku poems consist of 3 lines. The first and last lines of a Haiku have 5 syllables and the middle line has 7 syllables. The lines rarely rhyme. http://www.kidzone.ws/poetry/haiku.htm by Kaitlyn Guenther Spring is in the air Flowers are blooming sky high Children are laughing Sand scatters the beach Waves crash on the sandy shore Blue water shimmers Examples of Haiku: Idea taken from Workshop – TESOL France 2012 – MariCruz Arcos Sorando
  • 17. http://www.vangoghgallery.com/painting/starry-night.html http://www.arttattler.com/archiverenoir.html http://www.arttattler.com/archiverenoir.html 3 lines. The first and last line have 5 syllables. Middle line has 7 syllables. The lines rarely rhyme.
  • 18. Test your memory http://www.wikiart.org/en/vincent-van-gogh/vincent-s-bedroom-in-arles-1889 Method: Students look at the painting for 30 secs and try to memorise as many details as possible. Then draw or write as many objects as you can remember. Follow up activity: Talk about your bedroom/ house/ideal house Vincent Van Gogh, The Bedroom at Aries 1889
  • 19. Test your memory http://www.habsburger.net/en/media/jan-steen-topsy-turvy-world-1663 Look at the paintings for one minute and try to memorise as many details as possible. Then answer the questions provided: - Gap fill - True or false questions - Multiple choice questions Jan Steen, Topsy turvy world
  • 20. Detail: Stolen! – Luke Meddings http://tudorhistory.org/henry8/gallery.html The family of Henry VII: an Allegory of the Tudor Succession Level: Intermediate upwards Language focus: Language for identifying elements in the scene, Wh- questions Material: A reproduction of the same painting per group of 4 students. Idea taken from Grundy et al. English through Art. Helbling Languages
  • 21. Detail: Stolen! – Luke Meddings http://tudorhistory.org/henry8/gallery.html Method: 1. The class imagines they had a painting but it got stolen. The painting was found by the police. 2. Students work in groups of 3/4. They will all claim the painting as their own and must memorise as much as possible of it. One of the groups will be the police, who will decide who the painting belongs to. 3. The groups must identify and remember as many details as possible. The police have to think of questions to ask. No one can write anything down. 4. The police interviews each group separately (outside the classroom) for 3 minutes. The other students can continue discussing. 5. The police return and announce who the rightful owners are. 6. Elicit as many details as possible from the whole class, writing notes on the board and fine-tuning language as required. Follow-up: For homework, students can write down a description of the painting from memory. Idea taken from Grundy et al. English through Art. Helbling Languages
  • 22. Still life with a snake, frogs, tortoise and lizard http://commons.wikimedia.org/wiki/File:Paolo_Porpora_-_Still-Life_with_a_Snake,_Frogs,_Tortoise_and_a_Lizard_-_WGA18170.jpg Detail: Stolen! – Luke Meddings Idea taken from Grundy et al. English through Art. Helbling Languages
  • 23. Dialogue Method: Students imagine a dialogue between the characters. First line has 7 words. Second line has 6 words. Third line has 5 words And so on. The last line has 1 word. (or the other way round) The grammar must be correct. http://en.wikipedia.org/wiki/Sistine_Madonna http://en.wikipedia.org/wiki/File:Mona_Lisa.jpg http://www.nga.gov/kids/ginevra.htm http://commons.wikimedia.org/wiki /File:Pierre-Auguste_Renoir_146.jpg http://en.wikipedia.org/wiki/Girls_at_the_Piano Idea taken from Workshop – TESOL France 2012 – MariCruz Arcos Sorando
  • 24. If it could talk… If these shoes could talk.. If this chair could talk… http://www.nationalgallery.org.uk/paintings/vincent-van-gogh-van-goghs-chair http://harpers.org/blog/2009/10/philosophers-rumble-over-van-goghs-shoes/ Idea taken from Workshop – TESOL France 2012 – MariCruz Arcos Sorando
  • 25. What’s on the other side? http://elementary-art-rocks.blogspot.com/2013/04/grade-1-monet-bridge.html http://www.famous-artists.net/the-japanese-bridge-the- bridge-in-monet-s-garden-1896/ http://www.wikiart.org/en/claude-monet/waterloo-bridge-1901-1 http://www.wikiart.org/en/vincent-van-gogh/the-langlois- bridge-at-arles-1888-1 http://www.npr.org/templates/story/story. php?storyId=1583370 Method: Students imagine and tell their partner what they will find once they cross the bridge.
  • 26. Emotions Level: Upper-intermediate upwards Material: Paintings that can generate complex emotion words Method: Students need to describe how the paintings make them feel. Emotions will vary from one student to antoher. Encourage your students to express their individuality and make personal connections with the art. This will encourage students to use higher order thinking skills such as analysing and evaluating. http://blog.faboverfifty.com/2012/05/13/whatever-else-is- unsure-in-this-stinking-dunghill-of-a-world-a-mothers-love- is-not-james-joyce/ http://wwwnc.cdc.gov/eid/article/12/11/ad-1211-f4 Mary Cassett http://commons.wikimedia.org/wiki/File:Cassatt_Mary_ Mother_Combing_Child's_Hair_1879.jpg Idea from BusyTeacher.org
  • 27. Emotions Edward Hopper http://ilportaledigiammond.wordpress.com/arte/edward-hopper/ Idea from BusyTeacher.org
  • 28. Emotions Claude Monet http://www.allairports.net/museum/claude-monet-picture.shtm http://www.wikiart.org/en/claude-monet/water-lilies-40 http://www.wikiart.org/en/claude-monet/clifftop-walk-at- pourville http://totallyhistory.com/claude-oscar-monet-famous- paintings/ http://www.claude-monet.com/ http://www.claude-monet.com/impression-sunrise.jsp Idea from BusyTeacher.org
  • 29. Stick figures! Pictures taken from Metzner, J. Stick. Guardian Books
  • 30. Stick figures! http://en.wikipedia.org/wiki/File:Mona_Lisa.jpg Mona Lisa – Leonardo da Vinci Nighthawks – Edward Hopper http://ilportaledigiammond.wordpress.com/arte/edward-hopper/
  • 31. Stick figures! Pictures taken from Metzner, J. Stick. Guardian Books
  • 32. Stick figures! Self Portrait with Bandaged Ear and Pipe – Vincent Van Gogh The Scream – Edvard Munch http://en.wikipedia.org/wiki/The_Scream Thinking about death – Frida Kahlo http://www.wikiart.org/en/frida-kahlo/thinking-about- death-1943 http://ayay.co.uk/background/paintings/vincent_van_go gh/self-portrait-with-bandaged-ear-and-pipe/
  • 33. Stick figures! Pictures taken from Metzner, J. Stick. Guardian Books
  • 34. Stick figures! The Kiss – Gustave Klimt Sunday Afternoon on the Island of La Grande Jatte – Georges-Pierre Seurat http://en.wikipedia.org/wiki/The_Kiss_(Klimt)
  • 35. Stick figures! Pictures taken from Metzner, J. Stick. Guardian Books
  • 36. Stick figures! The Last Supper – Leonardo Da Vinci Whistler’s Mother – James McNeill Whistler http://en.wikipedia.org/wiki/Whistler's_Mother http://www.jaydax.co.uk/lastsupper/lastsupper.htm
  • 37. Thank you!

×