2. By: Amy E. Lingenfelter
English Language Fellow
Quito, Ecuador
alingenfelter@peopleleap.com
www.peopleleap.com

4. • “The purpose of art is washing the dust of
daily life off our souls.” –Pablo Picasso
• “Art imitates life.” –Common expression

5. • “A great teacher is a great artist. Teaching is
the greatest of the arts since the medium is
the human mind and spirit rather than the
brush.” –John Steinbeck

6. • “The aim of art is to represent not the
outward appearance of things, but their
inward significance.” –Aristotle
• “Creativity is allowing yourself to make
mistakes. Art is knowing which ones to
keep.” –Scott Adams

8. • What is art?
 2-dimensional images: oil/acrylic
paintings, watercolor paintings, drawings,
illustrated books, photography, murals.
 3-dimensional images: sculpture, pottery,
jewelry, carvings, printmaking, and other
crafts.

9. • Teachers (you!) will explore the benefits and
strategies for teaching language through
visual arts activities.
• Teachers (you!) will learn how to apply these
strategies and ideas to:
 Make English more fun and engaging.
 Encourage and maximize communication.
 Teach about and explore English-speaking
cultures.
 Appreciate the arts and improve art skills.

10. 1) It’s a waste of time to use visual arts as a
learning tool in language classes.
2) Having skills in the visual arts is important in
today’s society.
3) It is the teacher’s job to make learning fun.
4) Visual arts are fun for most children.
5) Students need to learn the same concept in
different ways in order to retain information.
6) Visual arts only works with younger children.
7) Culture and society are best represented
through the arts.

12. 1) Draw a picture of your hometown or
something that reminds you of it.
2) IN A LANGUAGE THAT IS NOT YOUR FIRST, try
to describe the drawing in that language:
 The steps you’re taking to draw the image.
 The things it contains.
 A story behind it.
 Why you chose that subject and what it
means to you.
3) Was there any language you didn’t/don’t
know that could make this easier?

14. Research about the brain suggests:
• It is important to teach language in multiple
ways:
 Through the 5 senses.
 By creating cross-curricular connections.
 It activates more “dendric pathways” of the
brain.
– Wolfe, P. (2001).

15. • When more parts of the brain are activated,
more areas store data about just one piece of
information.
• As a result, a person fully learns, instead of
just memorizing.
– Wolfe, P. (2001).

16. • Art is important to language learning because:
 Students learn through various ways and
senses, so:
o It stimulates multiple parts of the brain.
o This leads to higher levels of retention.
 It “kisses the brain!”

17. • It naturally and automatically makes use of most
multiple intelligences (Gardner, 1983)

18. • It naturally and automatically makes use of 3
main learning styles:

19. • Art contextualizes and illustrates the English concept
that is being taught:
 Art “shows not tells.”
• It imitates and enhances students’ realities.
• It incorporates all aspects of language.
• It can be used to teach almost any language topic/skill.
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20. • Art is so “open to interpretation” that it
generates endless ideas/language.
• It’s easy and practical to implement.
• It makes learning English fun!

21. • It allows and encourages:
 Creative/individual/free expression.
 Students to explore feelings in a safe way.
 Motivation.
 Learning autonomy.
 Students to create
their own fantasy
worlds.

27. Two basic ways that students can use art to
learn and practice English in the classroom:
1) Through the process of creating their own
images:
 Understanding the process of HOW to
complete the work.
 Communicating this process with
classmates or teachers.
 Explaining/describing their work.
 Illustrating a segment of language.

28. 2) Students learn and practice English by
using other people’s images for analysis and
description:
 Teacher brings artistic images to the
classroom.
 Students discuss classmates’ works of art.

29. • Any work of art created or displayed in a
language class can be used to do the
following for a language point:
 Practice
 Express
 Describe
 Illustrate
• The above can be done in both spoken and
written form.

30. • Themes of artwork should be based on
students’ real lives and backgrounds.
• Language mini-lessons prior to (or at strategic
points during) art activity work best.
• Summative presentation activity/final art
show using learned language points is key!

31. • Name at least 3 language points that could
be taught through the process of students
creating their own artwork!

32. • Artwork can be used to teach a variety of
grammar points and vocabulary, including:
 Colors, shapes, and sizes
 Locations
 Prepositions of all kinds
 Adjectives
 Verbs
 Vocabulary
 Grammar of all kinds

33. • Art can be used to depict almost any
vocabulary word!
• When students illustrate a word they’re
learning, they make stronger associations
and retain the information:
 Students draw an image that reminds
them of the meaning.
 Students create art using learned
vocabularly and use it in their final show.

34. Part/s of Speech
Synonym
Antonym
Definition/s: (Include part of speech and two complete definitions from the dictionary)
1)
2)
Use the word in 2 sentences:
1)
2)
Draw a Picture:
Word
Write the word seven times:
1)
2)
3)
4)
5)
6)
7)

35. Use art to create written/spoken English:
• One artwork or a series of works can be used
to do the following in both oral and written
form:
 Tell a story
 Interpret/analyze
 Describe
• Make sure that the written or spoken part
also fulfills a language objective/s.

36. • “Jigsaw” reading art activity:
1 2 3
1 2 3

37. • Descriptive Essay Assignment: “My Dream World”

38. • Descriptive Essay Assignment: “My Dream World”
(INTRODUCTION):
If you could wave a magic wand and the world could
become the way you’ve always dreamed, how would you
design it? If I could create my own dream world, it would be
ideal in so many ways. It would have stellar schools and
universities, a scenic environment, benevolent people, a
democratic government, ample job and career opportunities,
and abundant food and drink surrounding us. Although my
dream world is a bit unrealistic, it is important to be aware of
it so that I can always work towards the highest goal possible.
In the following paragraphs, I will describe this world in
detail.

39. Use written/spoken English to create art:
• A text or aural recording can be used to
create a work of art that illustrates it:
 Class murals after reading a book.
 Painting representing an essay.
 Illustration of a recorded conversation.
 Fiction children’s book.

40. • “Jigsaw” reading art activity:
1 2 3
1 2 3

41. Examples:
• Guessing games:
 What or whose artwork is this? (oral description)
 Match the written description to the work
• Classroom competition: best written story based on
classmate’s or own artwork
• Running Dictation game

42. Examples:
• Picture description (Ex. Blind listening game)
• Art Pictionary

43. • Example: “Where’s Waldo?”

45. 1) Choose your language and/or content
objective:
 Think carefully about what language point
you want the art activity to teach/practice.
 Use art activities that will allow students
to meet that objective.
2) Consider your ultimate course goals.
3) Try to incorporate a combination of reading,
writing, listening, and speaking activities.

46. 4) Plan for assessment:
 Distinguish between informal and formal
assessment.
 Summative presentation/show should
demonstrate all learned skills/content.
 How will you ask students to use artwork
to show the language they have learned?
 What exactly will students be able to do by
the end of the lesson?

47. Examples of Art-Related Language Objectives:
• Students will be able to (SWBAT)….
 (SPEAKING/VOCABULARY): Use descriptive adjectives
to orally compare and contrast a painting created of
their hometown to a photo of a city in the U.S.A.
 (GRAMMAR/WRITING): Use the present simple tense
and present progressive verb tenses to write what is
happening in their painting in a short paragraph.
 (LISTENING): Listen to an oral description of a painting
in the room given by an instructor and, based on what
he/she hears, identify the painting the instructor is
referring to.

48. 5) Consider carefully:
 Materials
 Time activities will take
 Class size
 Student age
 English proficiency
 Art proficiency

51. CLASS DESCRIPTION:
• Refugee adolescent and adult students will simultaneously explore
acrylic painting and learn English in a studio setting. Projects will be
individualized, based on the goals and interests of the students, with a
general common theme relating to their lives in their home countries
and/or their current ones.
• Painting techniques will be taught using the classic Baroque style and
their paintings should be based on a photograph or realistic image of
their choosing.
• Simultaneously, instructors will use class time to teach English
vocabulary words, grammar, conversation skills, and presentation
skills.
• Emphasis will be on oral and listening skills although instructors should
also present language in written form.
• At the end of the class, students will be asked to present their painting
to the class and describe the colors, subjects, theme setting/context,
and story surrounding the painting.

52. SPECIFICS:
• Class Size: Around 15 students. This size is optimal for
acquisition of both language and artistic skills and allows
for more individualized instruction and opportunities to
practice speaking English.
• Age Range: Adolescents or adults ages 14 and up. We are
focusing on older children and adults for this class
because elementary-age refugee children have more
opportunities for language-learning and art enrichment in
the Buffalo public schools they likely attend. Older
children and adults also have greater difficulty acquiring
the phonetics, pronunciation, and in many cases the
vocabulary of a second language; therefore, an additional
language learning opportunity would be beneficial.

53. • Class Schedule/Timing: Once a week for 3 hours per
session for a total of 7 weeks. This will allow most
students to have at least one finished product by the end
of the session and to give a presentation describing their
painting.
• The first 30 minutes of each class will include a mini-lesson
of some aspect of the English language.
• The following 20-30 minutes will include a demonstration
of a particular painting technique and/or art-related
language instruction. The rest of the time will be devoted
to painting and consultation, while the instructors
continually advise students on an individual and as-needed
basis.
• Location: Buffalo Arts Studio, TriMain building, Buffalo, NY.

54. • Art Background/Proficiency: No prior art background or
proficiency is required. Students may range from beginner to
experienced, although there is a preference for students who
have some experience with drawing and/or painting. Strong
interest in painting is essential.
• English Language Proficiency: Many refugee adults arrive in
Buffalo with very little English language ability. For the first 7-
week session, we are proposing to recruit adults who are of
beginning level with limited conversational ability. For the
future, other levels may be incorporated. In addition to the
language benefits, students will benefit from using art to
express themselves in ways they are unable using English.
• Instructors: One NY-State certified ESL (English as a Second
Language) instructor and one NY-State certified art instructor.

55. Objectives:
Students will be able to. . .
• Paint an image of something important to them from their
home country, culture, religion, family, etc. OR their current
one using acrylic on canvas and applying the classical
Baroque technique. (It must be a subject that will lend itself
to delivering a presentation with a culturally-based theme).
• Orally identify and/or define the following art-related
content vocabulary: colors, tones, values, shapes, shadows,
dark vs. light, blend, mix, soft edges, paint, paint brush, etc.
• Deliver a 5-10 minute presentation describing the colors,
subjects, theme, setting/context, and story surrounding the
painting to the class.
• Use descriptive adjectives (colors, physical attributes,
personality characteristics, etc.) to describe their painting
orally.

56. Objectives:
Students will be able to . . .
• Use presentation skills and strategies to deliver a clear and
convincing explanation of their painting.
• Use grammar “there is/are” and “there was/were” to
describe their painting orally.
• Use the present simple tense and present progressive verb
tenses to describe what is happening in their painting orally.
• (If applicable): Use the past simple tense and past progressive
verb tenses to describe the past context of their painting
orally.
• Comprehend the main idea of their classmates’ presentations.
• Listen to an oral description of a painting in the room given by
an instructor and identify the painting the instructor is
referring to.

57. Objectives:
Students will be able to . . .
• Use questioning techniques, as well as vocabulary and
grammar previously learned, to conduct an impromptu
conversation with a partner about their partner’s painting.
They must describe it using English they learned as well as
the description their partner provided in his/her
presentation. They must also ask their partner further
questions about it. Their partner is expected to help clarify
any inaccuracies in English.

58. ASSESSMENT:
• Informal Assessment (Speaking & Listening/Conversation):
Each class will involve informal assessment of both English
and artistic skills provided by both instructors on an
individual, one-to-one, as-needed basis. The class will also
allow for informal conversation in English between students
from a variety of language and cultural backgrounds. All
informal assessments will be conducted in English.

59. • Formal Assessment (Speaking): At the conclusion of the 7-week
session, each student will deliver a presentation of his/her
painting that depicts something important from their home
country, culture, religion, family, etc. OR their current one using
language previously learned (see “Class Objectives” above for
more details).
• Formal Assessment (Speaking and Listening): 1) After listening to
their classmates’ presentations of their paintings, each student
will orally describe and/or ask questions about a randomly
assigned partner’s painting using language previously learned
and heard in the presentation. (This impromptu conversation is
intended to evaluate students’ natural acquisition of the
language as opposed to that which was planned or staged).
2) The second listening assessment is the oral description of a
painting in the group and identification of the painting the
instructor is referring to.

62. Let’s explore the ways that a student could use the
following works of art to learn and practice English:

63. Let’s explore the ways that a student could use the
following work of art to learn and practice English:

64. Let’s explore the ways that a student could use the
following work of art to learn and practice English:

67. CATEGORICAL/ABSTRACT/
LOGICAL FOCUS
(This doesn’t belong in the abstract
category of “tools” as we categorize
and define them in our culture and
language)
PHYSICAL MATERIALS FOCUS
(This is the only object that doesn’t
contain the material wood)
EMOTIONAL FOCUS
(Example: the person has a negative
emotional memory of getting hurt by
a saw as a child)
UTILITY/CONCRETE FOCUS
(You can’t use this object with the
other three; the other two objects
can be used to cut the log; a hammer
is useless especially without a nail)

68. • Every student views and understands an
image using their own personal logic, which:
 Is affected by the student’s background.
 Affects how students interpret and create
an image.
• Use this to your advantage when using
images/artwork to teach English.
• Personal interpretations are the key to
communicative language expression!

70. • Use pop art or famous works from different
cultures:
 Students analyze culture through art.
 Students create art representing their own
culture and compare it with art from others.

71.  For example, busy American city life vs.
couple relaxing and aspiring for something
to happen.
o Ex. Concept of “time” as rigid vs. relaxed.

72. • Use text explaining various aspects of
American culture, which students later
depict in art form.

74. Let’s explore the ways that a teacher could use the
following works of art to teach English and culture:

75. Let’s explore the ways that a teacher could use the
following works of art to teach English and culture:

76. Let’s explore the ways that a teacher could use the
following works of art to teach English and culture:

77. Let’s explore the ways that a teacher could use the
following works of art to teach English and culture:

78. 1) It’s a waste of time to use visual arts as a
learning tool in language classes.
2) Having skills in the visual arts is important in
today’s society.
3) It is the teacher’s job to make learning fun.
4) Visual arts are fun for most children.
5) Students need to learn the same concept in
different ways in order to retain information.
6) Visual arts only works with younger children.
7) Culture and society are best represented
through the arts.

79. Task (5 minutes): Briefly brainstorm a lesson objective in
which you teach language and culture through art.
Examples of Art-Related Language Objectives:
• Students will be able to (SWBAT)….
 (SPEAKING/VOCABULARY): Use descriptive adjectives to
orally compare and contrast a painting created of their
hometown to a photo of a city in the U.S.A.
 (GRAMMAR/WRITING): Use the present simple tense
and present progressive verb tenses to write what is
happening in their painting in a short paragraph.
 (LISTENING): Listen to an oral description of a painting in
the room given by an instructor and, based on what
he/she hears, identify the painting the instructor is
referring to.

80. • With your previous group members and notes,
create one lesson plan that incorporates a
visual arts activity.
• Write the final version of the lesson plan on
chart paper to present to your classmates.
• Be ready to justify your lesson and why you
chose this particular activity.
• Be ready to demonstrate/act out the best part
of this lesson (5 minutes total) to the whole
group based on some strategies/ theories you
learned today (a “mini-lesson”). Pretend we
all are your students.

81. Please include the following components in your
lesson plan:
1) OBJECTIVES (what you want to students to
know and do by the end of the lesson): Write
“S.W.B.A.T.” (Students Will Be Able To. . .)
2) PROCEDURE/STEPS (includes teacher and
student activity)
3) TIMING (how long each activity will take)
4) ASSESSMENT/SUCCESS INDICATORS (student
demonstration of actual learning)
5) MATERIALS (if any)

82. • http://americanenglish.state.gov/resources/cr
eate-communicate-art-activities-efl-classroom

84. • Bain, K. (2013) “Learning Through Song,
Drama, Play, Art.”
• Gardner, R. (1983) “Multiple Intelligences and
Education.”
• Wolfe, P. (2001). “Brain Matters: Translating
Research into Classroom Practices.”

85. • My website: www.peopleleap.com.
Go to:
 Resources
 Amy’s Professional Blog
• My email: alingenfelter@peopleleap.com
• Shaping the Way We Teach English Website:
http://oelp.uoregon.edu/shaping
• American English Website:
http://americanenglish.state.gov