english through paintings! june 2015

English through

Paintings!

MATEFL Seminar June 2015Workshop 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 lifeLevel – 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 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

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_Earringhttp://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

http://www.theguardian.com/artanddesign/2015/may/12/pablo-picasso-work-sets-record-for-most-expensive-artwork-sold-at-auction

Sold at auction




Family trees – Emma Riordan

Level – 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: 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

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




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:


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 sts do a task:

- 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.






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.




Still life with a snake, frogs, tortoise and lizardhttp://commons.wikimedia.org/wiki/File:Paolo_Porpora_-_Still-Life_with_a_Snake,_Frogs,_Tortoise_and_a_Lizard_-_WGA18170.jpg



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


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/


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/


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


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!


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!


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!


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!

english through paintings! june 2015

Education