Different activities on art for ESL learners

2. Music
Literature
Dance
Painting
Sculpture
Graffiti
Speaking
1) What is your favorite type of art?
2) Who is your favorite artist?
3) Are you into art?
4) Who is good at
painting/dancing/music/writing?

3. Reading.Vincent van Gogh: Starry Night
Pre-reading:
1) What do you know about Van Gogh?
2) Have a look at some of his paintings below. Match the
painting with the title.
The Sunflowers Self-portrait Irises
The artist´s room Wheatfield Starry night
3) What sorts of feelings are conveyed in these paintings?

4. While-reading. Many of van Gogh´s paintings include landscapes of starry nights. You are going to read about
three famous paintings by Van Gogh whose common motif is the night.
Class will be divided into 3 groups: Students A will read the text on Starry Night. Students B will read the text
on “Starry Night in the Rhone River.” Students C will read the text on “Café Terrace at Night.” Each group
will read in order to get the gist or global idea. Then students will share information with the other students.
“Starry Night” by Vincent van Gogh has risen to the peak of artistic
achievements. Although Van Gogh sold only one painting in his life, the
aftermath of his work is enormous. Starry Night is one of the most well-
known images in modern culture as well as being one of the most replicated
and sought after prints. From Don McLean's song 'Vincent' (Starry, Starry
Night) (based on the Painting), to the endless number of merchandise
products sporting this image, it is nearly impossible to shy away from this
amazing painting.
One may begin to ask what features within the painting are responsible for
its ever growing popularity. There are actually several main aspects that
intrigue those who view this image, and each factor affects each individual
differently. The aspects will be described below:

5. • 1. There is the night sky filled with swirling clouds, stars ablaze with their own luminescence, and a bright
crescent moon. Although the features are exaggerated, this is a scene we can all relate to, and also one that most
individuals feel comfortable and at ease with. This sky keeps the viewer's eyes moving about the painting, following
the curves and creating a visual dot to dot with the stars. This movement keeps the onlooker involved in the painting
while the other factors take hold.
• 2. Below the rolling hills of the horizon lies a small town. There is a peaceful essence flowing from the
structures. Perhaps the cool dark colors and the fiery windows spark memories of our own warm childhood years
filled with imagination of what exists in the night and dark starry skies. The center point of the town is the tall steeple
of the church, reigning largely over the smaller buildings. This steeple casts down a sense of stability onto the town,
and also creates a sense of size and seclusion.
• 3. To the left of the painting there is a massive dark structure that develops an even greater sense of size
and isolation. This structure is magnificent when compared to the scale of other objects in the painting. The curving
lines mirror that of the sky and create the sensation of depth in the painting. This structure also allows the viewer to
interpret what it is. From a mountain to a leafy bush, the analysis of this formation is wide and full of variety.

6. Van Gogh painted Starry Night while in an Asylum at Saint-Remy in 1889.
During Van Gogh's younger years (1876-1880) he wanted to dedicate his life to
evangelization of those in poverty. Many believe that this religious endeavor
may be reflected in the eleven stars of the painting. In Genesis 37:9 the
following statement is made:
"And he dreamed yet another dream, and told it his brethren, and said,
Behold, I have dreamed a dream more; and, behold, the sun and the moon
and the eleven stars made obeisance to me."
Whether or not this religious
inspiration is true, it is known that
the piece is not the only Starry Sky
painting that Van Gogh ever
created.
Van Gogh was quite proud of a piece he had painted earlier in Arles in 1888
that depicted stars reflecting in the Rhone River. Like Starry Sky this previous
piece shares many of the qualities that have made Starry Sky such a popular
painting. For instance:
The stars in the night sky are surrounded with their own orb of light.
The Reflection of artificial light (new to the time period) from Arles in the
river makes the one's eyes move around the painting; thus keeping the viewer
visually involved.
There are structures in the distant lit up in a warm glow of light.
Starry Night over the Rhone contains one final aspect that is not featured in
the Starry Night piece: humans. In the bottom right corner of the painting
there is a couple walking along the river. This gives the painting a down to
earth feel with a natural quality. Although this painting is not nearly as
popular as the seconded Starry Night piece, it still creates a pleasurable and
life like environment to look at. It is also resides as a very sought after piece
when it is placed with Starry Night and the following painting to create a
montage of Van Gogh's Starry Night works.
Cafe Terrace At Night was also painted in
Arles in 1888. The similarities between this
piece the previous two are vaguely similar.
This piece offers a new type of perspective
on the star filled sky.
 The Stars are barely consumed in their
own light.
 The bright yellow wall draws in one´s
attention rather than assisting to move one's
eyes around the painting.
 There is a sense of balance attributed
to the dark cityscape silhouette to the right
of the painting (Contrasting the bright yellow
wall).
Nevertheless these three paintings have
astounded millions of people and remain
three of the best works ever to flow from Van Gogh's paint brush. Each Day
hundreds of people crowd around the original paintings located in various art
museums to offer their own personal interpretation as to the meaning of the
pieces. Although we may never know how Vincent himself truly felt about
these paintings, mankind still embraces their greatness.

7. Reading activities.
Which painting(s) do the following statements refer to?
1) There is a song based on this painting _______________________
2) There is a couple in the painting _____________________
3) It was painted in Arles _______________________and ______________
4) There are 11 stars which may have a religious significance ___________
5) It is the oldest painting __________________________
Post-reading: Listening
 with the VIDEO (YouTube)
"A slideshow of Vincent Van Gogh's work set to the song "Vincent" by
Don McLean."
_____________________________________
______________, ___________ ____________.
Paint your palette _________ and _________,
Look out on a __________'s day,
With eyes that know the __________ in my soul.
___________ on the hills,
Sketch the trees and the daffodils,
Catch the breeze and the ___________ chills,
In ___________ on the snowy linen land.
Now I understand what you tried to_________ to me,
How you __________ for your sanity,
How you tried to set them ___________.
They would not ___________, they did not know how.
Perhaps they'll ____________ now.
__________, ___________ _________.
Flaming ___________ that brightly blaze,
Swirling _________ in _________ haze,
Reflect in Vincent's ________ of china ________.
_________ changing hue, morning field of amber grain,
Weathered ____________ lined in pain,
Are soothed beneath the artist's loving __________________.
Now I understand what you tried to_________ to me,
How you __________ for your sanity,
How you tried to set them ___________.
They would not ___________, they did not know how.
Perhaps they'll ____________ now.
Listen to the song and fill in the blanks

8. For they could not _________ you,
But still your _________ was true.
And when no hope was left in sight
On that __________, __________ ___________,
You took your _______, as lovers often do.
But I could have told you, Vincent,
This ___________ was never meant for one
As ___________ as you.
__________, __________ ______________.
Portraits hung in empty halls,
Frameless head on nameless walls,
With ____________ that watch the world and can't forget.
Like the strangers that you've met,
The ragged___________ in the ragged clothes,
The ____________ thorn of bloody rose,
Lie crushed and broken on the virgin snow.
Now I think I know what you tried to ____________ to me,
How you ___________ for your sanity,
How you tried to set them _____________.
They would not _________, they're not _____________ still.
Perhaps they never will...
Wrap-up:Van Gogh used diffferent colors to create his masterpieces.
Each color conveys a feeling or emotion. Have a look at the
painting that gives the title to the song we just listened to.
What colors does Van Gogh use?
What do those colors mean to you?

9. Speaking. Colors and their associations.
Have a look at these two pictures and answer these questions.
1) Who is the woman? Where is she from? What did she do?
What is she famous for?
2) What is the main difference between the 2 pictures?

10. The importance of colors. Work in pairs.
1) Think of things which are colorful. For example: the rainbow.
2) In 1 minute, make a list of colors.
3) Now, go back to your list. What do you associate those colors with? For
example: most people associate “red” with love and passion.
4) What do you associate the colors red, yellow and blue with?
There are some people who have difficulties when seeing colors. For example,
some people get red and green confused. These people suffer from color-
blindness. How would you feel if you were blind?

11. Reading: THE POWER OF COLORS
Pre-Reading: What things do you associate the following colors with? RED, YELLOW, BLUE
While-Reading. Read the article below. What new things did you learn about the colors listed?
Tip: Do this activity as a jig-saw Reading. Divide the class into 3 groups (Each group reads 1 color. Then students will share
the informationa related to their color)
Early humans saw a variety of natural colors around them, from the browns and greens of the soil and plants to the deep
blues and red of the sky. They painted their bodies with colors from nature to signal aggression toward an enemy, or to
make themselves attractive to a mate.
Over the centuries, the sources of colors such as blue, purple and red were highly valued and they were often worth as
much as gold. In the 19th century, a young chemistry student manufactured the first synthetic dye, and suddenly the
world became a much more colorful place. In the 20th century, scientists discovered the psychological effects of colors,
and people found ways to use this discovery to influence our feelings and behavior.
RED
Red, the color of blood, symbolizes fire, love and anger. In Eastern cultures, people believe it brings luck, wealth and
success. In humans, the color red can send different messages. Some people redden, for example, when they are angry
or embarrassed. Researchers have discovered that in sports the team that is wearing red is more likely to win. Why?
Because red seems to be the color that signals dominance, giving those dressed in red an advantage in sporting events.
In many animal species (including humans), contact with this bold color causes the heart rate to increase. However, one
of red´s lighter shades, pink, can have the opposite effect on people. Men in prisons are less aggressive when the walls

12. YELLOW
Yellos, the color that comes to mind when we think of sunshine, is found throughout nature and the man-made world as a color
that commands attention; indeed, it is one of the easiest colors to see. This highly visible shade is found in everything from
school buses to traffic signs and pens that we use to highlight important information in a text. The color is also used to caution
people; football players, for example, are shown a yellow card as a reminder to behave. It can be used as a stimulant as well: in
a number of studies, yellow has been found to help children focus on their work and do better at school.
BLUE
Blue, the color of the sky and the sea, is associated in many cultures with water, religious objects, and protection against evil. Its
darker shades represent calm, stability and power. Dark blue, for example, is the color of the business suit or police uniform; it
tells others, “I am in control,” or “I am trustworthy.” Blue is also associated with sadness. It´s common in English, for example,
when you are feeling sad or depressed, to talk about “feeling blue,” while In Iran, blue is the color of mourning, worn when a
person dies.
Like pink, blue has a calming effect on people. Rooms painted blue help people to relax or sleep. Sleeping pills are often colored
blue to suggest exactly this idea. This color also seems to reduce feelings of hunger. Blue food is rarely seen in nature, and when
it is, such food is usually no longer healthy to consume. It´s just one more example of the power that color can hold over us.
Text taken from Close Up B1+ Heinle Cengage Learning

13. Choose the answer (a, b, c or d) which fits best according to the text.
1) The first man-made colors were produced
a) In the 19th century
b) In the 20th century
c) Only recently
d) Centuries ago
2) According to the text, the color red
a) Symbolizes bad luck
b) Is believed to embarrass people
c) Makes people less aggressive
d) Gives an advantage to team members who wear it
3) Yellow is used to highlight information in a text because
a) It is am important color
b) It is a highly visible color
c) It can be used to caution people
d) People prefer this color to other colors
4) What are English speakers referring to when they talk about “feeling blue”?
a) Being sad
b) Being in control
c) Being upset when someone dies
d) Being calm
5) What is the text mainly about?
a) How color has a calming effect
b) The sources of color
c) How views of color have changed
d) How color influences people
What do you think?
Do you agree with the autor that color has a
powerful effect on people?
What would you associate the colors green,
white and black with?
What´s your favorite color? Do a class survey
to find the most popular color!

14. The black sheep
 Match the idioms below with the right picture and explanation.
someone who is thought to be a bad
person by the rest of their family
something that you say which means
someone should not criticize another
person for a fault that they have
themselves
The pot calling the kettle
black
A black day
a day when something very
unpleasant or sad happensBlack and white
if you think facts or situations are black
and white, you have a simple and very
certain opinion about them, often when
other people think they are really more
complicated.
In black
In written
Say that black is
white
to say the opposite of what is really
true
Black or white?

18. I see ___________ of green, _______ roses too
I see them _________________ for me and ____________
And I ______________ to myself
What a ___________________ world
I see ______________ of blue and clouds of _________
The _____________ blessed day, the ___________ sacred night
And I think to ____________
_______________ a wonderful ____________________
The colors of the _________________, so _______ in the sky
Are _________on the ______ of ___________ goin' by
I _________ friends shakin' ________, sayin' "How do you do?"
They're _________ sayin', "I __________ you."
I hear ________________ cry, I _____________ them grow
They'll _____________ much more than I'll ever _______________
And I think to ________________
What a ____________________ world
Listening Activity.
Pre-Listening. Ask students to think of things in the
world which are blue, red, yellow, black, white, green, etc.
Elicit some answers from students. While-listening: Fill
in the blanks.
Post-listening: After completing the missing lyrics
students are asked to draw a landscape changing the real
colors that exist in the world and explaining their choice of
colors (i.e. students may want to draw pink clouds, yellow
rivers, etc and explain to the class the symbolism of those
colors for them)

19. Speaking
1) Who reads poetry in class?
2) Do you know some famous poets?
3) Why do you think that poetry is not so popular among young people?
To show students that poetry is fun and not
difficult to understand, the teacher will show
students a famous poem by e.e.Cummings.
Then students will be asked if they can find a
connection between the message of the poem
and the image it represents.

20. A
dark
green giant
is standing, silent
as a deserted forest,
in the corner of my lounge.
A hundred
brightly coloured
baubles like sparkling
fruit hang from spiky branches.
And tinsel, like a great golden snake,
wraps and curls itself around its body.
But
best
of all
are the presents
piled around its
burnished base.
R
ed
and
yellow
flame
glow
!
The candle
stands like
a tall guard,
waiting to
conquer the
darkness with
its flickering
bright flame.
Display some calligrams around
the classroom for students to see
the connection between form
and content

21. Playing with words! Students are shown images of calligrams made up of words for them to see the connection between
the visual representation of the words and their meaning. Finally, students are encouraged to do the same with other words/
sentences of their choice.