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 comparatives
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
7. 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
8. 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
9. 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
10. 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
12. 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
14. 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: what, where, who, how often, how, etc.
3. They pass on the answers without 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
16. 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
17. 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
21. 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
22. 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
23. 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
24. 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
25. 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
26. 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.
27. 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
33. 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/
35. 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)
37. 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