Download - English through paintings
English through
Paintings!
MATEFL Seminar June 2014Workshop by
Caroline Campbell
Warmer: This is my life
http://www.claudemonetworks.com/painting/jean-monet-on-his-hobby-horse
http://commons.wikimedia.org/wiki/File:VanGogh-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:Mona_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'_Benci
This is my life
Level – Elementary upwardsLangugage focus – Introducing a person, using present simple for factsMaterial – 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
Variation: Similarties and Differences
Level – Elementary upwardsLangugage focus – Using comparisionsMaterial – 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
Similarities and Differences
http://artwallpapers.biz/photos/archives/1256/1888-van-gogh-portrait-de-camille-roulin-portrait-of-camille-roulinhuile-sur-toile-375x325-cm
http://en.wikipedia.org/wiki/Girl_with_a_Pearl_Earring
http://www.awesome-art.com/awesome/shop/item.aspx?itemid=5241
http://commons.wikimedia.org/wiki/File:Vincent_van_Gogh_-_Head_of_a_woman_-_Google_Art_Project_(5753528).jpg
http://commons.wikimedia.org/wiki/File: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/557461260097182925/
http://commons.wikimedia.org/wiki/File:Lautrec_monsieur_louis_pascal_1891.jpg
Family trees – Emma RiordanLevel – Elementary upwardsLangugage 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
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.htmlhttp://pixels.com/featured/portrait-de-claude-terrasse-french-composer-of-operettas-pierre-auguste-renoir.html
http://www.zona-pellucida.com/renoir-claudepainting.html
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
What are they thinking?
https://www.google.com/search?q=child+with+dove&espv=2&tbm=isch&tbo=u&source=univ&sa=X&ei=6ICLU7L0CcSO7AaR6ICYDw&ved=0CCcQsAQ&biw=1242&bih=607
http://www.icollector.com/Picasso-Harlequin-And-His-Companion_i12103676
http://www.vangoghartworks.com/painting/the-prison-courtyard
http://www.nationalgallery.org.uk/paintings/hilaire-germain-edgar-degas-combing-the-hair-la-coiffure
http://www.nationalgallery.org.uk/paintings/georges-seurat-bathers-at-asnieres
Level: Pre-Intermediate upwardsLanguage focus: Present continuous, adjectives of feelingMethod:Talk about the character’s secret thoughts.
Idea taken from Writing Games: Charles and Jill Hadfield, Nelson
http://codgerapps.codgerconsulting.com/Pictures/index.php/Vincent-Van-Gogh/Vincent-van-Gogh-4
Bathers at Asnieres: Seurat
What is going to happen next?
http://www.arthistoryarchive.com/arthistory/expressionism/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 upwardsLanguage 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 Sorandohttp://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
The luncheon of the boating party - Renoir
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
Method1. 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
Musical Chairs
http://www.picgifs.com/wallpapers/van-gogh/
http://jamesbrantley.net/2%20degas%20dancers.jpg
http://listenerextraordinaire.files.wordpress.com/2011/01/thepoppyfield.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 placeThen they place the picture back on the chair.
Idea taken from Workshop – TESOL France 2012 – MariCruz Arcos Sorando
VariationMethod: 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/sothebys-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
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 highChildren are laughing
Sand scatters the beachWaves crash on the sandy shoreBlue water shimmers
Examples of Haiku:
Idea taken from Workshop – TESOL France 2012 – MariCruz Arcos Sorando
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.
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
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
Detail: Stolen! – Luke Meddings
http://tudorhistory.org/henry8/gallery.html
The family of Henry VII: an Allegory of the Tudor Succession
Level: Intermediate upwardsLanguage focus: Language for identifying elements in the scene, Wh-questionsMaterial: A reproduction of the same painting per group of 4 students.
Idea taken from Grundy et al. English through Art. Helbling Languages
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
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
Dialogue
Method: Students imagine a dialogue between the characters.
First line has 7 words.Second line has 6 words.Third line has 5 wordsAnd 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.jpghttp://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
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
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-1901-1http://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.
Emotions
Level: Upper-intermediate upwardsMaterial: Paintings that can generate complex emotion wordsMethod: 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
Emotions
Edward Hopper
http://ilportaledigiammond.wordpress.com/arte/edward-hopper/
Idea from BusyTeacher.org
EmotionsClaude Monet
http://www.allairports.net/museum/claude-monet-picture.shtmhttp://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
Stick figures!
Pictures taken from Metzner, J. Stick. Guardian Books
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/
Stick figures!
Pictures taken from Metzner, J. Stick. Guardian Books
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_gogh/self-portrait-with-bandaged-ear-and-pipe/
Stick figures!
Pictures taken from Metzner, J. Stick. Guardian Books
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)
Stick figures!
Pictures taken from Metzner, J. Stick. Guardian Books
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
Thank you!