Torres Maria Eugenia 9/26/2012ICT in ELT - UTNAssignment #3 Playing with Arts• Lesson 1: PAINTINGLevel of English: Pre-intermediate (Sixth form)Communicative goal: Introduction about art (as umbrella term) and the different types of arts.Grammar focus: Simple Present/Simple Past/Question formation.Vocabulary focus: General revision of Art vocabulary, important artists.Recycled language: Everyday language related to arts.ACTIVATION: (10’)To open the topic, the teacher and the students will watch a PPT showing five pictures of the main works ofart in the world (which have the name of the artist and the label on the bottom of each slide). The studentswill have to chose their favorite one and write down its label, or the name of the artist.COMPREHENSION: (10‘)The teacher will encourage participation asking opening questions like: “What do they know about arts? Whatdo they think it is? Which different types of art are there? What called their attention on the picture theychose?” And others.They give their opinions while the teacher writes their contributions on the board.INSTRUCTIONS AND APPLICATION: (15’)Skills: Reading and speakingInstructions: The teacher will divide the class into five groups according to the picture that the students havechosen. They will have to look for information about their choices making a short synopsis of the artist’sbiography and some interesting information about the works of art, answering to the following questions: - When was the artist born and died? - Where was he/her grown up? - When was his/her first work of art? - Did he study arts? If so, where? - Which was his/her most important art work?One notebook per group will be used according to the following chart that the teacher will write on the board:
Torres Maria Eugenia 9/26/2012ICT in ELT - UTN GROUP NAME WEB PAGES http://timeisart.org/?p=90 PICASSO http://www.henrirousseau.org/ ROUSSEAU http://www.nationalgallery.org.uk/artists/michelangelo MICHAELANGELO
Torres Maria Eugenia 9/26/2012ICT in ELT - UTN http://www.thekidswindow.co.uk/News/Vincent_van_Gogh VAN GOGH http://timeisart.org/?p=317 FRIDA KAHLOCONCLUSION (40’): Each group will briefly comment on their research, sharing the information they collected with the rest of the class. They can also show other pictures of the same artist, etc. This rounding-off activity may take about 10 minutes per group.
Torres Maria Eugenia 9/26/2012ICT in ELT - UTN Lesson 2: SCULPTURECommunicative goal: Having an overview about the most important sculptures in the world, characterizingthem properly.Grammar focus: Qualifying/comparative/superlative adjectives, adjective position.Vocabulary focus: Different types of important sculptures, main techniques and materials used.Recycled language: Main artists, every day language about arts and sculptures, qualifying adjectives alreadymentioned in the previous lesson.ACTIVATION: (5’)The teacher will take the students a wooden mannequin and will ask them to brainstorm vocabulary andadjectives they know about sculpture as a general topic. The students will have to use the adjectives toanalyze some of the main characteristics of sculpture.COMPREHENSION: (10‘)The teacher will write on the board the two main different types of sculptures, dividing the board into two. Onone side the students will work with sculpture in the round, and on the other one, with relief sculpture,setting the main differences and comparing them with the adjectives previously mentioned and adjectives theteacher will provide during the analysis.INSTRUCTIONS AND APPLICATION: (20’)Skills: Reading, writing and speakingInstructions: The students will be given a copy of an empty card in which they will have to write the maincharacteristics of four sculptures (size, materials used, etc) that they will choose from the web gallery: - http://www.sculpturegallery.com/The information about the different characteristics will be provided by the teacher directly in class.
Torres Maria Eugenia 9/26/2012ICT in ELT - UTNOnce they filled in their cards, they will have to choose a partner to compare their choices setting the maindifferences using the adjectives described in the card: My favorite sculpture: • Name: • Artist: • Measure: (height in meters or miles) • Size: (according to the weight: small, medium, big, enormous) • Techniques/materials: (in the round, relief, monumental sculpture, etc metal, bronze, stone, pottery, wood, bone and antler) • Comparison: (bigger, smaller, brighter, higher, taller, etc...)CONCLUSION (5’): Once the students finish the activity, in pairs, they will show the two pictures compared and tell theclassmates the differences they found. The rest of the class will contribute if there is any other difference thatcouldn’t be noted before.
Torres Maria Eugenia 9/26/2012ICT in ELT - UTN Lesson 3: MUSIC AND REVISIONCommunicative goal: Providing definitions, comparison and analysis.Grammar focus: Revision: Simple Present, Simple Past/Comparative and superlative adjectives/likes, dislikes.Vocabulary focus: Different types of important sculptures, some techniques and tools used in it.Recycled language: Simple Past, Past Continuous Vs. Simple PresentACTIVATION: (10’)As soon as the class starts there will be a chart on the board mentioning the three main types of art that thereexist: Painting, Sculpture and Music. The teacher will ask the students to state the main differences betweenthe first two. She will ask for examples of different types of music the already know. They will use thevocabulary learnt, shifting from Simple Past to Simple Present structures.COMPREHENSION: (15‘)According to the type of music they like, they will form groups of four (Pop, Rock, Reggae, etc). They will haveto think of a possible explanation about “why do they like that kind of music and not an other” as if they were“selling” that type of music (pop, jazz, etc) to the other groups. Once they round off the discussion, theteacher and the students will watch a video on: http://www.youtube.com/watch?v=naD_qUcXV9gThe teacher will round off the topic of music making the students comment on the video stating which of thesongs were familiar to them and which ones were not.(This topic can expanded according to the development of the previous lessons)The teacher will explain that the following step consist of the students becoming real artists. She presents theWebquest to the students and the main instructions on how to go through it.INSTRUCTIONS AND APPLICATION: (30’)Skills: Reading, writing and speaking.Instructions: The students will visit the page of the Webquest: http://zunal.com/webquest.php?w=162093 and theywill try to solve it individually. The teacher will walk around the classroom guiding them and answering anyquestion that could arise.
Torres Maria Eugenia 9/26/2012ICT in ELT - UTNCONCLUSION (5’): To close the unit of work the students will solve a multiple choice on the whole topic of arts with thehelp of the teacher in the following website: - http://arts.guardian.co.uk/quiz/questions/0,12161,1054715,00.html